Summit 1 - Teachers Edition

UNIT COMMUNICATION GOALS
1 Describe your personality
1
2 Discuss someone’s behavior
Outlook and Behavior 3

4
Compare perspectives on world problems
Discuss creative ways to achieve a goal
preview
A FRAME YOUR IDEAS Complete the quiz by writing your points in the circles. Then calculate your score.
1
You wake up
QUIZ in the middle of
Optimist,
the night with a
stomachache. Your
first thought is...
Realist, or “I’m sure it’s nothing.

I’ll just go back to sleep.”
1 point
Pessimist? “It’s probably nothing

serious. I’ll just take
some medicine.”
2 points
Is the glass half full “This could be serious.

or half empty?” How do you see the world? Do you I’d better go to the
doctor.”
have a positive or a negative outlook? 3 points
2 3 4 5 6
You apply for When you If someone Your boss invites News about
your “dream job,” are introduced unexpectedly you to have lunch in crime or disasters
but you don’t get it. to someone knocks on your door, a restaurant. You say makes you...
You think... new, you... you think... to yourself...
think about how
“I guess this wasn’t assume that person “Great! It’s probably a “I must be getting a you can help.
really my dream job. is a nice person. friend or a relative here promotion or a raise. 1 point
I’ll find a better job 1 point to surprise me.” That’s really nice!”
somewhere else.” 1 point realize that
1 point
1 point keep an open mind sometimes bad
about whether you’ll “I wonder who that “My boss must like to things happen.
“Oh, well. You win some like each other. could be. I’ll go find out.” socialize with everyone 2 points
and you lose some.” 2 points 2 points from time to time.”
2 points feel very unsafe.
2 points
assume that “I’m not answering. 3 points
“I’ll never get the job I person won’t like It could be a “Uh-oh! There must be
want.” or respect you. salesperson or some problem with my
3 points 3 points even a criminal.” work.”
3 points 3 points
6–9 POINTS 10–14 POINTS 15–18 POINTS

ADD UP
You’re an optimist. You’re a realist. You’re a pessimist.
YOUR
POINTS You have a positive outlook and You tend to see the You have a negative outlook and
tend to see the glass half full. world as it really is. tend to see the glass half empty.
B PAIR WORK Compare answers with a partner. Are your scores similar, or very different? Which
of you has the more optimistic, realistic, or pessimistic outlook on life, according to the quiz?
C GROUP WORK Calculate the average score for the members of the class. On average,
how optimistic, realistic, or pessimistic is your class?
2 UNIT 1
UNIT
1 Outlook and Behavior

preview
A FRAME YOUR IDEAS Option: [+5 minutes] Invite pairs to think up scenarios
Suggested 10 Your actual
similar to those described in the quiz and ask each other
teaching time: minutes teaching time: how they would react. These can be made-up situations or
examples from real life.
●
Ask students to look at the picture of the glass of water.
Call on a volunteer to read the question on the glass.
Poll the class and write the number of people who saw
C GROUP WORK
the glass as half full and half empty. Suggested 5 Your actual
teaching time: minutes teaching time:
●
Have a volunteer read the title of the article. Elicit from the
class that an optimist is someone who is usually hopeful
●
Add up all student scores on the board, and divide by the
and believes that good things will happen; a realist is number of people in the class to get the average class
someone who accepts that life isn’t always perfect and score.
deals with problems practically; and a pessimist is a ●
Then write On average, our class is .
person who expects that bad things will happen. Then Option: [+5 minutes] Ask Did anyone score closely
ask individual students How do you see the world? Do you between optimist/realist or realist/pessimist? Invite students
have a positive or a negative outlook? to share if anyone has a combination of outlooks. Then ask
●
Give students a few minutes to complete the quiz. Do you think it’s possible to adjust your outlook? For example,
●
Bring the class together and ask Did the quiz confirm how can you train yourself to be more positive if you usually have
you see yourself? a negative outlook?
LANGUAGE NOTE In English, the analogy of the glass

being half full or half empty is used to describe someone’s
outlook on life in general or on a specific experience.
You win some, you lose some is an expression used
to show that you accept that you weren’t successful at
something. It can also be used to show another person
sympathy that something didn’t work out. The abbreviated
version is also used: Win some, lose some. A similar
expression is You can’t win them all.
B PAIR WORK
●
Have students work in pairs to compare quizzes and
answer the questions.
●
Bring the class together. Ask Were you surprised to learn
your partner’s outlook on life? Do you have similar outlooks?
LANGUAGE NOTE You may need to clarify the differences

between the noun and adjective forms: optimist, optimistic;
realist, realistic; pessimist, pessimistic.
●
A person or perspective can be optimistic, realistic, or
pessimistic.
●
A person can be described as an optimist, a realist, or a
pessimist.
●
The abstract nouns are optimism, realism, and pessimism.
For example, Some optimism is always good.
UNIT 1 PREVIEW T2
D 1:02 SPOTLIGHT Nora Leo
Alike
teaching time: minutes teaching time: Different Different
●
Before reading and listening to the conversation, write
Chikungunya on the board. Ask Has anyone heard of
Chikungunya? (a virus that spreads through mosquito
bites; symptoms include fever, joint pain and swelling,
headache, muscle pain, rash) What other viruses are
in the news recently? (Answers will vary depending on
geography and time available.)
●
After students read and listen, check comprehension
by asking What is causing the viruses? (global warming) ●
Have pairs copy the chart and fill in the circles with
What kind of outlook does Leo have? (pessimistic) What information that illustrates each person’s point of view.
kind of outlook does Nora have? (realistic/optimistic) Is
Leo going to go to the company dinner at the outdoor
●
Then bring the class together and call on volunteers to fill in
restaurant? Why/Why not? (No. He’s afraid he might get the blanks (alike: Nora and Leo think the mosquito viruses
Chikungunya.) Is Nora going? Why/Why not? (Yes. She is are scary; Nora different: not too worried, rolls with the
not worried.) punches, it’s part of life, wear long sleeves and hope for the
best, will go to company dinner at outdoor restaurant; Leo
different: thinks it’s a matter of time until we get all kinds of
E UNDERSTAND IDIOMS AND EXPRESSIONS new diseases, getting to him, won’t go to company dinner
Suggested 10 Your actual at outdoor restaurant)
●
On the board, write Optimist, Pessimist, Realist. Ask
●
To model the activity, invite a volunteer to read the first Which label would you use for Leo? (pessimist) Which label
expression. Ask students to find it in Exercise D. Call on would you use for Nora? (realist) Poll the class to see who is
another volunteer to read Leo’s part where he uses the more like Nora and who is more like Leo.
expression. Then read the choices and elicit the answer.
Option: [+5 minutes] Ask How might an optimist
If necessary, explain that the previous sentence mentions
approach the same topic? (Possible answers: say everything
so many mosquitos appearing due to warmer weather
will be fine, that this is a passing problem, no one will get
caused by global warming. Thus more viruses are
hurt) Write all suggestions on the board.
unavoidable.
Challenge: [+5–10 minutes] Divide the class into groups
●
Have students work in pairs to complete the rest of the
of three. Have students revise the role play to include a third
exercise. Encourage them to refer to the conversation
person who gives an optimistic view of the topic.
and context to help them determine the correct answer.
Circulate and assist as needed.
SPEAKING ROLE PLAY
●
Bring the class together and go over the answers.
Suggested 10–15 Your actual
LANGUAGE NOTE The idiom roll with the punches means
to adapt to difficult situations as they occur. It is based on Call on volunteers to read the four statements aloud.
●
the boxing term roll with the punches where a fighter has to Then read the idioms and expressions from Exercise E and
step aside while being hit to avoid getting a full blow. An tell students to use them in their role plays.
abbreviated version for this idiom is roll with it. ●
Point out that more than one answer may be possible.
The idiom a sitting duck refers to someone or something Tell students they can adjust an expression as needed
being open to attack. It refers to a duck floating on water; (e.g., This has started getting to me to This is getting to you,
that is, a target for a predator or a hunter. isn’t it?) As students work, circulate and assist as needed.
Option: [+5–10 minutes] Have pairs role-play the
●
Bring the class together and call on pairs to share a
Spotlight conversation. Tell them they can choose the role role play. After each one, ask Did anyone use a different
of the person they are more like. expression? Invite that pair to share.
Challenge: [+15–20 minutes] Divide the class into pairs. Option: [+5 minutes] Have pairs choose one of their role
Assign each pair one of the idioms or expressions. Have plays and continue it for several more exchanges. Tell them
pairs prepare short role plays consisting of 4–5 exchanges, to incorporate any of the other idioms and expressions
demonstrating correct use of the idiom or expression. from Exercise E.
F COMPARE AND CONTRAST

●
Have students discuss the questions in pairs.
●
As students work, draw a comparison / contrast chart on
the board:
T3 UNIT 1 PREVIEW
ENGLISH FOR TODAY’S WORLD
Understand a variety of accents.
D 1:02 SPOTLIGHT Read and listen to two friends talking about a new virus Leo = American English (standard)
Nora = American English (standard)
they’re concerned about. Notice the spotlighted language.
Leo: Did you hear about that new virus going around? Chikungunya?
Nora: Chikun-what? Oh! You mean the one that comes from mosquitos?
Leo: As a matter of fact, yes. Just like Zika.
Nora: We’ve never had either of those viruses here before.
Leo: Well, they say it’s due to global warming — all those mosquitos from the warmer
weather. I suppose it’s just a matter of time ‘til we get all kinds of new diseases.
Nora: You sure are a pessimist. I agree it’s scary. But hey, what are you going to do?
Leo: I’m just saying this has started getting to me and I’m scared. I read that if
you come down with Chikungunya, you can be sick for a year … or even more.
Nora: Right. But they say it’s still pretty rare around here. These things are
just part of life. You’ve got to roll with the punches, if you know what
I mean. I’m not going to worry about it.
Leo: Well, I am. Anyway, I’m not going to the company dinner at that
outdoor restaurant. You’re just a sitting duck out there, with the
mosquitos and everything.
Nora: What about just wearing long sleeves and hoping for the best?
I mean, how unlucky could you be?
Leo: Well, I’m going to call in sick and say I can’t go. Better safe than sorry.
E UNDERSTAND IDIOMS AND EXPRESSIONS Find the following expressions in

Spotlight. Choose the meaning that more closely explains each one.
1 It’s just a matter of time.
a It will take a long time. 5 You’re just a sitting duck out there.
b It will certainly happen in the future. a There’s nothing you can do to protect
2 Hey, what are you going to do? yourself.
a There’s nothing anyone can do about it. b You probably won’t get sick.
b What plans do you have? 6 Better safe than sorry.
3 This has started getting to me. a It’s better to stay safe and have
a This is beginning to bother me. no regrets.
b I’m beginning to get sick. b I’m sorry, but I’m sick.
4 You’ve got to roll with the punches.
a You have to deal with life’s difficulties and move on.
b You shouldn’t accept the difficulties life brings.
F COMPARE AND CONTRAST Discuss the questions.

1 How would you describe Leo’s and Nora’s outlooks? How are they different? Leo is more of a pessimist.
2 Who are you more like, Leo or Nora? Answers will vary. Nora is more of a realist.
SPEAKING ROLE PLAY Take turns responding to the following statements related
to the situations in the quiz on page 2. Use idioms from Exercise E in your responses.
Then change roles.
3
1
LESSON
GOAL Describe your personality
DIGITAL
STRATEGIES A 1:03 VOCABULARY ADJECTIVES TO DESCRIBE PERSONALITY TRAITS
Read and listen. Then listen again and repeat.
Sonia’s a tennis champion, but
Nothing seems to bother Donna. Jason never wastes time at work Andrés is always helpful. He’s she doesn’t think she’s better
She just rolls with the punches. and always gets a lot done. aware of other people’s needs. than anyone else.
She’s pretty easygoing. He’s quite hardworking. He’s really considerate. She’s quite modest.
Eric is not at all shy. He loves You can trust Irene to be reliable. Jared rarely acts silly. He is
meeting and chatting with She always does a good job and thoughtful and pays attention to Isabelle and Anna enjoy chatting
new people. finishes it on time. the important things. with each other.
He’s so outgoing. She’s very trustworthy. He’s pretty serious. They’re really talkative.
B CLASSIFY THE VOCABULARY On the chart, classify the adjectives from the Vocabulary, Other adjectives
and other adjectives you know, according to your opinion. Then discuss with a partner. polite
impolite
Are always positive Can be either Are always negative
punctual
polite punctual friendly impolite rude rude
liberal conservative unfriendly
nice interesting hardworking friendly
independent unfriendly
intelligent easygoing outgoing
serious nice
considerate modest trustworthy liberal
talkative
conservative
interesting
intelligent
independent
DIGITAL
INDUCTIVE C GRAMMAR GERUNDS AND INFINITIVES: REVIEW AND EXPANSION
ACTIVITY
Remember: Gerunds and infinitives function as subjects, objects, and subject complements in
For lists of verbs followed
sentences. by gerunds and / or
Subject: Sharing tasks with co-workers is helpful. infinitives, see pages
123–124.
Direct object of a verb: I avoid calling the doctor too often.
For a list of expressions
Subject complement: Our dream is to make a trip to Africa next year. followed by gerunds, see
page 123.
Some verbs can only be followed by gerunds as the object of the verb. Some verbs can For a list of adjectives
only be followed by infinitives. Others can be followed by either a gerund or an infinitive. followed by infinitives,
see page 124.
We considered going to the picnic. NOT We considered to go to the picnic.
They have decided to invite their teacher to the play. NOT They have decided inviting their teacher to the play.
BUT
She prefers going to the early show. OR She prefers to go to the early show.
4 UNIT 1
LESSON
1 GOAL Describe your personality
A 1:03 VOCABULARY C GRAMMAR

Suggested 5–10 Your actual Suggested 10 Your actual
teaching time: minutes teaching time: teaching time: minutes teaching time:
●
Have students listen and read the adjectives to describe ●
To review gerunds and infinitives, write SEE on the board.
personality traits. Ask What is the infinitive form? What is the gerund form?
●
Then have students listen and repeat the words chorally. Write the words to see / seeing underneath.
●
To check comprehension, ask What does [easygoing]
●
Have students read the Remember note. Remind students
mean? Tell students to refer to the sentence(s) above that a subject complement describes the subject after the
each picture for the definition. Model the first answer if verb be in a sentence. Point out the example in the chart.
necessary: Easygoing means that nothing bothers a person; Provide an additional example if necessary: My favorite
he or she just rolls with the punches. sport is swimming.
●
Focus on the example sentences. To illustrate the various
LANGUAGE NOTE Considerate can reflect an affirmative uses further, write the following on the board:
action, as in being helpful to others. In that sense, it is
My dream is to run in a marathon one day.
almost a synonym of helpful or polite. However, considerate
is also often used when one refrains from doing things that Running is a good form of exercise.
might annoy others, such as talking loudly on a cell phone I enjoy running in the park.
in a quiet public place such as a train. For example, Martha ●
Ask students to identify the infinitive (to run) and gerund
is very considerate. She doesn’t play loud music when people (running).
around her are working. ●
Ask In which sentence does the gerund or infinitive function
Trustworthy and reliable are similar in meaning, but
as the subject? (the second) Direct object? (the third)
trustworthy also suggests moral and ethical behavior. A
Subject complement? (the first)
trustworthy person is reliable, but is also truthful and
honest and can be trusted with secrets and confidences.
●
Ask students to read the second explanation and study
the examples and incorrect uses.
Vocabulary-Building Strategies ●
On the board, write:
The job involves _____ (travel) to China.
B CLASSIFY THE VOCABULARY Laura agreed _____ (help) us.
teaching time: minutes teaching time: You never mentioned _____ (study) law.
We didn’t expect _____ (come) early.
●
Call on a volunteer to read the list of other adjectives.
Elicit definitions to check comprehension. Make sure Above the examples write the corresponding labels:
students understand the words liberal (a person who Verbs followed only by gerunds
favors progress or reform; a person who is willing Verbs followed only by infinitives
to understand other people’s ideas and opinions), ●
Point out that while some verbs can only be followed
conservative (a person who doesn’t like change or new by gerunds or infinitives, others can take either. On the
ideas), and independent (a person who is confident and board, write:
able to do things by himself or herself).
like continue can’t stand
●
Ask students to complete the chart independently. Then
have them compare charts with a partner. Circulate and Invite students to make statements using these verbs.
assist as needed. Question students if they appear to have Write some examples on the board. Reiterate that either a
misplaced any of the adjectives. For example, ask Why do gerund or an infinitive is correct.
you think being modest is negative? Do you think being rude ●
Point out that some verbs can be followed by either a
can really be either positive or negative? Invite students to gerund or an infinitive; however, the meaning of the
explain their opinions on the words they put in the Can be sentence might change. On the board, write:
either column. 1. Owen stopped smoking.
●
Draw a Venn Diagram on the board like the one in the 2. Owen stopped to smoke.
book. Call on volunteers to fill in the chart. As students
Elicit the difference. (in sentence 1, Owen doesn’t smoke
write each word, invite the class to respond if they agree.
anymore; in sentence 2, Owen stopped an activity to
If there are words that students disagree on, write them in
smoke) Write try and forget and elicit example sentences
the Can be either column. Encourage students to present
using a gerund and then an infinitive. Discuss the
scenarios to support their opinions. For example, Being
differences in meaning.
serious is a good personality trait. But if a person is too
serious, he or she may not know how to have fun and relax.
UNIT 1 LESSON 1 T4
●
Ask a student to read the explanation about prepositions. These conversation strategies are implicit in the model:
Write: I’m interested in (take) a class.
●
Use I’d say to share what you think.
●
Ask another student to read the explanation on the right
about adjectives. Write: I am happy (see) you.
●
Use I don’t see myself that way to show disagreement
with the way someone described you.
Point out that an infinitive comes right after the
adjective. For example, I am happy to see you. If there is a
●
Use I see you as + an adjective to describe a person.
preposition after the adjective, then a gerund follows. For ●
Use tend to be to introduce adjectives to describe
example, I’m interested in taking a class. someone.
●
Focus students’ attention on the other uses of infinitives. ●
Use seem to like to introduce things a person likes to do.
Call on a volunteer to read the first rule and example.
Have students look at the photo and speculate about the
Write: It’s easy to forget a password.
●
man and woman. Ask Where are these people? What are they
●
Call on a volunteer to read the second rule and example. doing? Do you think this is a business or a social situation?
Write: Mark got a second job to pay off his school loans. ●
Have students read and listen to the conversation.
●
Call on a volunteer to read the third rule and example.
To check comprehension, ask What word does the man use to
Write: We didn’t have enough time to eat before the show.
●
describe his personality? (easygoing) Does the woman agree?

Option: GRAMMAR BOOSTER (Teaching notes p. T125) (No, she thinks he is serious.) Does the man see himself as
Inductive Grammar Activity serious? (no) How does the man see the woman? (as outgoing)
D 1:04 LISTEN TO ACTIVATE GRAMMAR B 1:06 RHYTHM AND INTONATION

Suggested 15 Your actual teaching time: minutes teaching time:
●
Have students listen and repeat chorally. Make sure they:
●
Pre-listening: Have students read the items and the words in
use falling intonation for So how would you describe
the lists. Make sure they understand that each sentence will
yourself? (line 1) and Why do you say that? (line 9)
require an item from both List 1 and List 2.
use rising intonation for Me? (line 2), Easygoing? (line 4),
●
First listening: Pause after each statement to allow You? (line 8), and You do? (line 9)
students time to choose the words and write the answers. use emphatic stress on serious (line 4) and me (line 7)
●
Second listening: Have students listen again to check their stress can’t (line 6)
work. Go over the answers as a class.
Extra Grammar Exercises
C CONVERSATION ACTIVATOR
E PAIR WORK
Suggested 5 Your actual Conversation Activator Video
●
Divide the class into pairs and give them a few minutes to
●
Divide the class into pairs. Instruct students that they will
underline the verb, adjective, preposition, or expression use the model in Exercise A Conversation Spotlight to
before the blank. Point out that this will help them role-play their own conversation with a partner.
determine if a gerund or infinitive will follow. ●
Refer students back to the lists of adjectives in Exercises A
●
To model the exercise, copy item 1 on the board. Elicit and B, Vocabulary, to help choose words to describe their
from the class that a gerund follows the verb avoid. Tell personality.
students they can refer to Appendix “Verbs followed by ●
Ask a volunteer to read the words under Recycle This
a gerund” on page A3 for which form follows a specific Language. Encourage students to incorporate these
verb and the grammar chart on page 5 to help figure out words into their conversation.
other uses of infinitives. Invite a volunteer to complete the ●
Reinforce the use of the spotlighted conversation strategies.
question, or complete the question yourself. For example, I’d say . . . , I see you as . . . , You tend to be . . .
●
Give students a few minutes to write their questions.
don’t stop! Before students begin to activate their
conversations, bring their attention to the Don’t Stop!
●
Have pairs ask and answer each other’s questions. note. Tell students that they should extend or lengthen
Encourage students to answer in full sentences using the their conversations by following directions in Don’t Stop!
correct gerund or infinitive form. Explain that this is an essential part of the activity. After
students have activated their conversation one time, tell
NOW YOU CAN Describe your personality pairs to change roles so each student gets a chance to
play A and B. Then have students change partners and
Activate the Conversation again.
A 1:05 CONVERSATION SPOTLIGHT
For more support, play the Conversation Activator Video
Suggested 5 Your actual before students do this activity. After the video, ask
students how the model has been changed by the actors.
Conversation Activator: Speaking Booster
T5 UNIT 1 LESSON 1
Prepositions can be followed by gerunds, not by infinitives. Adjectives can be followed by infinitives, not by gerunds.
I saw a film about driving across the United States. We’re ready to go. NOT We’re ready going.
NOT I saw a film about to drive across the United States.
Other uses of infinitives:
To state a fact or an opinion with an impersonal it + an infinitive. GRAMMAR BOOSTER p. 125
It’s a good day to meet the new boss. • Infinitives: review, expansion,
and common errors
To state the purpose of an action. • Parallelism with gerunds and
We used an insect repellent to avoid mosquito bites. infinitives
To modify an adjective with too or enough. Note: Enough follows an adjective.

They were too late to make the plane to Boston, but they were early enough to catch the bus.
NOT … they were enough early to catch the bus.
DIGITAL
MORE D 1:04 LISTEN TO ACTIVATE GRAMMAR Listen to the conversations. Then complete each statement
EXERCISES
with the gerund or infinitive form of one of the verbs from List 1 and a word from List 2.
1 He’s going to come home early to paint the bedroom .
List 1: List 2:
2 She’s worried about telling Jack about her keyboard . paint the bedroom
3 He says it’s too late to watch a movie . have to Friday
working an office tell an office
4 She doesn’t mind in .
be rude
5 She’s apologizing for being rude to him the night before. work keyboard
6 He’s a little down about having to work late on Friday . watch a movie
E PAIR WORK Complete the questions with your own ideas, using gerunds or infinitives.
Answer your partner’s questions. Answers will vary but may include the following:
1 Do you avoid staying up late ? 5 Do you object to working on Saturday ?
2 When are you too old to paint your house ? 6 Do you think it’s a good time to tell a joke ?
3 In your family, who doesn’t mind working late ? 7 Do you ever stay up late watching movies ?
4 Do you believe in working on the weekend ? 8 What don’t you mind cleaning in the house ?
t
NOW YOU CAN Describe your personality
A 1:05 CONVERSATION SPOTLIGHT Read and listen.

Notice the spotlighted conversation strategies.
A: So how would you describe yourself?
B: Me? Well, I’d say I’m pretty easygoing. I don’t let
things get to me.
A: Easygoing? I see you as serious.
B: You think so? I don’t see myself that way. In any
case, can’t you be both easygoing and serious?
A: I guess. And how would you describe me?
B: You? I see you as pretty outgoing.
A: You do? Why do you say that?
B: Because you tend to be talkative and you seem
to like being with people a lot.
B 1:06 RHYTHM AND INTONATION Listen again and repeat. don’t stop!
Then practice the conversation with a partner. • Say more about your personality.
• Ask about other people’s personalities.
• Say as much as you can.
DIGITAL
VIDEO C CONVERSATION ACTIVATOR Create a similar conversation,
DIGITAL
SPEAKING
using the Vocabulary or other adjectives that describe your RECYCLE THIS LANGUAGE
BOOSTER
personality. Start like this: So how would you describe yourself? be an optimist / a pessimist / a realist
Be sure to change roles and then partners.
5
2
LESSON
GOAL Discuss someone’s behavior
A 1:07 GRAMMAR SPOTLIGHT Read how these four people describe other people’s
behavior. Notice the spotlighted grammar.
My manager, Chris, is a real sweetheart. I share an apartment with three roommates, but one of
He wants all of us to succeed. And them, Erika, is an annoying pain in the neck! First, she’s a total
he encourages us to learn new skills workaholic. Between her studies and her after-school job, she’s
so we can move up in the company. He’s rarely here, and when she is, she just keeps working. My other
also really kind and understanding. He two roommates and I do all the chores: shop for groceries, cook,
permits us to work at home when we wash the dishes, and so on. When we complain that Erika’s not
have a sick kid. You’ll never find a better pulling her weight, she just asks us to do her chores because
boss than Chris! she doesn’t have time! Time? It’s time for her to move out!
Sarah Beth Linehan, 30 Melbourne, Australia Martina Braun, 21 Frankfurt, Germany
My colleague Lily at the travel agency where I work I’ll never forget my high-school drama teacher, Mr.
is a real people person. Most of us prefer to do Mellon. He was such a tyrant! He used to force
everything by e-mail or online, but Lily invites all us to say our lines over and over until it drove
her clients (even the difficult ones!) to come in us crazy. And if anyone forgot even one word, he
to the office and tell her their dream vacation would forbid them to go home until they had
ideas, and she tries to make those a reality for learned the line. He would warn them to learn
them. And Lily’s such a team player. If one of every line perfectly by the next class, or they
us has too much to do, she offers to help. couldn’t be in the play. Everyone hated him.
Everyone loves Lily. He took all the fun out of drama.
Cindy Yu, 27 Boston, USA Richard Rowan, 43 Saint Louis, USA
DIGITAL
STRATEGIES B RELATE TO PERSONAL EXPERIENCE Find these words and phrases in a pain in the neck a team player
the Grammar Spotlight. With a partner, talk about people you know or a people person a tyrant
have known who behave like people described in the Grammar Spotlight. a sweetheart a workaholic
Provide examples.
C 1:08 LISTEN TO CLASSIFY Listen to people describe other people’s behavior, using
noun and pronoun objects before infinitives. Check the description(s) of each person,
according to the opinions expressed.
1 Margaret is: ✓ a workaholic a pain in the neck ✓ a team player
2 Peter is: a people person ✓ a tyrant ✓ a pain in the neck
3 Tim is: a tyrant ✓ a pain in the neck a workaholic
DIGITAL
INDUCTIVE D GRAMMAR VERBS THAT REQUIRE A NOUN OR PRONOUN BEFORE AN INFINITIVE
ACTIVITY Negative infinitives
Remember: Some verbs can be followed directly by an infinitive. However, in the active voice, some To make an infinitive
verbs must have a noun or pronoun object before the infinitive. negative, place not
Active Passive before the infinitive:
He ordered us to leave the office. (We were ordered to leave the office.) They advised us not
to come late to
The sign warned drivers not to speed. (Drivers were warned not to speed.) the meeting.
We told them to be on time. (They were told to be on time.)
Remember: To make a
She taught them to swim last year. (They were taught to swim last year.) gerund negative, also
place not before the
Some verbs, such as would like, want, ask, expect, and need, are used with or without a noun or gerund:
pronoun object in the active voice, depending on the meaning. They complained
Without an object With an object about not having
We’d like to eat healthier food. We’d like our children to eat healthier food, too. enough time.
She wants to drive the new car. She wants me to drive the new car.
Tom asked to see the director. Tom asked Emily to see the director.
6 UNIT 1
LESSON
2 GOAL Discuss someone’s behavior
A 1:07 GRAMMAR SPOTLIGHT ●

Pre-listening: Have students read the names and choices.
●
First listening: Pause after each description to allow
teaching time: minutes teaching time: students to choose the correct answer(s). Point out that
●
Ask students to look at the photos of the four people. Call more than one item may be checked.
on volunteers to read the names, ages, and cities where ●
Second listening: Have students listen again to check their
they live. Tell students that they will read how these work. Go over the answers as a class.
people describe other people’s behavior. Option: [+5 minutes] Have students listen again and
●
Have students listen to the people speaking as they read write down a supporting sentence for each correct answer.
along. Have them compare answers with a partner. Bring the class
●
To check comprehension, ask Which two people describe together and call on volunteers to present their supporting
positive behavior? (Sarah Beth and Cindy) Which two sentences to the class. (1. workaholic: She works around the
people describe negative behavior? (Martina and Richard) clock, comes in early and stays late, a team player ; 2. tyrant
and pain in the neck: never lets up, not exactly easygoing,
●
Continue with the following questions: always asks me to work faster ; 3. pain in the neck: jokes
Why does Sarah Beth say her manager Chris is a sweetheart? aren’t funny, wants people to think he’s smarter than he is,
(because he looks after his employees and wants them really annoying)
to be successful; and he’s kind and understanding) What
problem does Martina have with her roommate Erika? (She D GRAMMAR
goes to school and has a part-time job, so she doesn’t
help out with chores.) What kind of a person is Cindy’s teaching time: minutes teaching time:
colleague Lily? (She’s outgoing and enjoys meeting face-
to-face with her clients. She is also a team player and likes
●
Write the title of the grammar chart on the board: Verbs
to help her colleagues.) Why was Richard’s drama teacher That Require a Noun or Pronoun Before an Infinitive.
Mr. Mellon a tyrant? (He was very strict about learning Tell students to look back at Exercise A, Grammar
lines, and students hated him for that.) Spotlight, and underline each main boldfaced verb.
(Sarah Beth: wants, encourages, permits; Martina: asks;
●
Have students listen to the people speaking again,
Cindy: invites; Richard: force, forbid, warn) Focus students’
noticing the spotlighted grammar. Ask What form do you
attention on the noun or pronoun + infinitive that follows.
recognize in the spotlighted grammar? (infinitives)
For example, for Sarah Beth, wants is the main verb; all
LANGUAGE NOTE To pull one’s weight means to do one’s of us is the pronoun, and to succeed is the infinitive that
fair share of work that is being done together by a group follows.
of people. To take the fun out of something means to make ●
Have students read the Remember note at the top of the
something not enjoyable. chart. To review active and passive voice, focus on the
first example sentence under Active and the first example
sentence under Passive. For the active statement, ask Who
B RELATE TO PERSONAL EXPERIENCE ordered us to leave? (he) For the passive statement, ask
Suggested 5 Your actual Who ordered us to leave? (it’s unknown)
●
Call on volunteers to read the rest of the example
●
Have a volunteer read the phrases in the box. Tell students sentence pairs.
they will scan the descriptions for these words. Say You ●
On the board, write I was invited to give a speech.
don’t have to read the whole article again, just look for the Then write The University invited . . . a speech. Elicit the
words. missing form. (me to give)
●
Ask the class Do any of these six phrases describe you? ●
Call on a student to read the note on negative infinitives
Invite volunteers to share. in the purple box. Point to the second example sentence
●
Divide the class into pairs and have students talk about under the Active / Passive heads in the main grammar
people they know with these characteristics. Have them chart to illustrate the placement of not in each sentence.
provide examples. ●
Ask students to read the next explanation in the grammar
●
Time permitting, bring the class together and elicit one chart. Have volunteers read the sentence pairs aloud. For
example for each of the labels. each sentence ask Is the focus on the speaker? If not, whom
is the focus on?
Vocabulary-Building Strategies
●
Write Lisa needs to go to the store. versus Lisa needs
C 1:08 LISTEN TO CLASSIFY you to go to the store. Elicit the difference. In the first
sentence, Lisa will be going to the store; in the second
teaching time: minutes teaching time: sentence, she will be asking you to go to the store.
UNIT 1 LESSON 2 T6
●
Finally, have students look at the list of verbs. On the ●
For each item, tell students to identify the noun or
board, write Ben allowed me to drive his car. Call on pronoun amongst the words in parentheses (2. Ken;
volunteers to provide additional statements and write 3. you; 4. Kathy; 5. my assistant) and make sure it is
them on the board. followed by an infinitive.
Option: [+5 minutes] Distribute the printed audioscript ●
Give students a few minutes to complete the exercise.
for Exercise C, Listen to Classify, or project it on the board Then have students compare answers with a partner.
from the ActiveTeach. Ask students to find examples of Point out that item 2 can have multiple answers—the verb
the target grammar—verbs with objects and infinitives. ask can appear as have asked, will ask, am asking, or am
(conversation 1: . . . and she’s already persuaded us to do this going to ask.
complicated project and But is she going to expect everyone Option: [+5 minutes] In pairs, students role-play the
to work as much as she does? conversation 2: He always asks short dialogues.
me to work faster; conversation 3: He seems to want people
to think he’s smarter than they are) PRONUNCIATION
Option: BOOSTER (Teaching notes p. T141)
Inductive Grammar Activity
Pronunciation Pair Work
E UNDERSTAND THE GRAMMAR

teaching time: minutes teaching time: NOW YOU CAN Discuss someone’s behavior
●
Focus on the first item. Ask Who is the performer of the
action? (the CEO) What did he do? (invited spouses of A NOTEPADDING
co-workers to attend the reception) Ask a volunteer to Suggested 5 Your actual
read the model answer. teaching time: minutes teaching time:
●
Have students work in pairs to complete the exercise. ●
Tell students they are going to talk about two people’s
Circulate and assist as needed. If necessary, ask Who is the personalities and behavior. Call on a volunteer to read
performer of the action? What action occurred? the Recycle This Language box. Then ask students
●
Call on a student to write the answer to item 3 on the to look at the verbs in the chart at the top of the page.
board: Finally, focus on the model description on the left. Point
out the verb + pronoun + infinitive form (She encourages
The rules required employees to return from lunch
everyone to get along.). Tell students they will write
at 2:00.
similar descriptions on the notepad provided.
●
For items 4 and 5, guide students to make necessary ●
Tell students that if they can’t think of people they know,
changes to the pronouns when they change from passive
they can make them up. Time permitting, encourage
to active. Write these sentences on the board:
students to write additional sentences. Circulate and
Our manager encouraged us to tweet our questions assist as needed.
to the speaker.
The invitation advised them to be at the restaurant B DISCUSSION ACTIVATOR
before 8:00 P.M. Suggested 5 Your actual
Discussion Activator Video
F GRAMMAR PRACTICE
Suggested 5 Your actual ●
Divide the class into pairs and have students use their
descriptions from Exercise A, Notepadding, to talk
●
Tell students they will make up their own answers in this about the people. Encourage partners to ask each other
exercise. Point out that they can write a pronoun or noun questions and provide details and examples. Tell students
before the infinitive. Focus on the example sentence. Elicit that they should say as much as possible.
another answer using a noun instead of the pronoun us. ●
For more support, play the Discussion Activator Video
For example, The change in the meeting schedule caused before students do this activity themselves. Ask students
Mike to cancel his vacation. to summarize the discussion in their own words. Ask
●
Have students complete the exercise individually. Then have if the students in the video spoke in detail, saying as
pairs compare answers. Circulate and assist as needed. much as they could. Note: You can print the script or you
can view it on the video player on the ActiveTeach. It is
G PAIR WORK recommended that students watch the video first without
viewing the script.
●
Focus on the example sentence. On the board, write
Mark expects us to bring the food. Point out the
pronoun followed by an infinitive.
T7 UNIT 1 LESSON 2
These verbs require a noun or pronoun object before an infinitive in the active voice. For a list of verbs that can
advise convince force invite permit require be followed directly by an
allow encourage hire order persuade teach infinitive in the active voice,
see page 124.
cause forbid instruct pay remind warn
DIGITAL
MORE E UNDERSTAND THE GRAMMAR On a separate sheet of paper, change
EXERCISES
each sentence to the active voice. Use the by phrase as the subject. The CEO invited spouses of
1 Spouses of co-workers were invited (by the CEO) to attend the reception. co-workers to attend the reception.
The CEO invited spouses of co-workers to attend the reception.
2 Drivers were told (by the hotel security guards) to stop at the entrance to the hotel.
Hotel security guards told drivers to stop at the entrance to the hotel.
3 Employees were required (by the rules) to return from lunch at 2:00.
The rules required employees to return from lunch at 2:00.
4 We were encouraged (by our manager) to tweet our questions to the speaker.
Our manager encouraged us to tweet our questions to the speaker.
5 They were advised (by the invitation) to be at the restaurant before 8:00 P.M.
The invitation advised them to be a the restaurant before 8:00 p.m.
F GRAMMAR PRACTICE Complete the sentences with your own ideas, an object, and an Answers
infinitive. will vary
but may include the following:
1 The change in the meeting schedule caused us to postpone our flight .
2 The bad weather on the day of the game convinced them to re-schedule the game .
3 Should we remind Heather to study for the test ?
4 The sign at the entrance to the event warned people to leave their bags outside .
5 Why don’t you pay someone to walk your dog ?
6 The article in the newspaper about the accident persuaded us to buy a new car .
G PAIR WORK With a partner, take turns answering the questions, using the cues provided.
1 A: Is Mark bringing the food for the picnic?
B: No, Mark expects us to bring the food. (expect / us / bring)
2 A: Have you spoken to the manager about the broken equipment?
B: No. I asked Kevin to speak to her about it. (ask / Ken / speak)
3 A: Who’s going to be the first speaker at the event?
B: Actually, I would like you to be the first one. (would like / you / be)
4 A: Do you want to write the summary of what happened at the meeting?
B: I’d rather not. I want Kathy to write it. (want / Kathy / write) PRONUNCIATION
BOOSTER p. 141
5 B: Didn’t you need to discuss the new e-mail system with Mr. Green?
Content words and
A: Actually, I want my assistant to speak with him about it. (want / function words
my assistant / speak)
NOW YOU CAN Discuss someone’s behavior

RECYCLE THIS
A NOTEPADDING Choose two people you know. Make statements about LANGUAGE
each person’s personality and behavior, using one of the verbs from the • easygoing
list in the chart at the top of this page. • hardworking
• helpful
Description Description • modest
Description
1 1 • outgoing
1 My sister is a sweetheart. • reliable
She encourages ever yone • serious
2 2 • talkative
to get along.
• an optimist
• a pessimist
• a realist
DIGITAL
VIDEO B DISCUSSION ACTIVATOR Discuss the people you wrote about on your • a sweetheart
notepads. Say as much as you can about them. • a team player
7
3
LESSON
GOAL Compare perspectives on world problems
A LISTENING WARM-UP How much do you worry about epidemics, terrorism, and crime? Write
each one on the graph. Then discuss with a partner.
NOT AT ALL A LOT
DIGITAL
STRATEGIES B 1:09 LISTEN FOR MAIN IDEAS Listen. Write the problem discussed in each conversation.
Conversation 1 crime Conversation 2 a virus Conversation 3 terrorism
C 1:10 LISTEN FOR DETAILS Listen again. Circle T (true), F (false), or ND (not discussed).
a She says there aren’t a lot of newspaper articles about crime. T F ND

1 b He thinks there’s nothing anyone can do about crime. T F ND
a She thinks breathing the air on planes can be dangerous. T F ND
2 b He thinks international travel will spread the disease all over the world. T F ND
a He worries about terrorism in crowded places. T F ND
3 b She thinks terrorism is caused by poverty. T F ND
D UNDERSTAND MEANING FROM CONTEXT Read each quotation. Then listen again and
complete each statement.
Conversation 1
1 When the woman says, “Crime is just out of control,” she means .
a there’s a huge amount of crime b we have to control crime
2 When the man says, “What is the world coming to?” he is asking,
a “Where in the world can we go to avoid crime?” b “What is the future of the world?”
3 When he says, “Better safe than sorry,” he is saying .
a don’t tempt criminals by wearing jewelry b just stay home where it’s safe
Conversation 2
4 When the man says, “I think I’m getting a little obsessed,” he means,
a “I’m thinking about this way too much.” b “I’m afraid I’m getting sick.”
5 When she says, “Well, I don’t think that’s crazy,” she means .
a he’s right to be worried b the disease is extremely bad
6 When the woman says, “It’s even more contagious,” she worries .
a it could cause an epidemic b it won’t last for long
Conversation 3
7 When the man says, “I don’t know about you, but I’m getting a little freaked out about
terrorism,” he’s really saying,
a “Are you as scared as I am about terrorism?” b “I don’t know how to stop terrorism. Do you?”
8 When the woman says, “Well, that’s no way to live,” she means,
a “You are going to die.” b “It’s impossible to live normally with that outlook.”
9 When she says, “It is what it is,” she means,
a “What is it?” b “There’s nothing anyone can do about it.”
10 When the man says, “I guess I’m going a little overboard,” he means,
a “I’m making this too important.” b “I’m not interested in this issue.”
8 UNIT 1
LESSON
3 GOAL Compare perspectives on world problems
A LISTENING WARM-UP C 1:10 LISTEN FOR DETAILS

Suggested 5 Your actual Suggested 5–10 Your actual
●
Have a volunteer read the lesson title. Ask What does ●
Pre-listening: Focus students’ attention on the answer
perspective mean? (the way you think about something, choices. Elicit that ND means “not discussed.” Have
especially as influenced by your personality and students read the questions to themselves. If they think
experiences) they know the answer from the previous listening, tell
●
Write epidemics, terrorism, crime on the board. Elicit them they can pencil in the answer.
the meanings. (Epidemic refers to a large number of cases ●
Listening: As students listen, pause after each speaker to
of a disease that take place at the same time; terrorism allow students time to choose their answers.
is the use of violence such as bombing or shooting to ●
Have students listen again to check their answers. Go over
intimidate people in order to achieve political demands; the answers as a class.
crime is illegal behavior or activities.)
Option: [+5 minutes] Focus students’ attention on the
●
Have students write each of the three words somewhere statements that are marked F and ND. In pairs, have them
on the arrow, depending how much they worry about the respond to these statements. Ask Do you agree or disagree?
topics.
●
Ask students to compare answers in pairs. Then poll the D UNDERSTAND MEANING FROM CONTEXT
class. Ask Which issues do you worry about a lot? A little? Suggested 10 Your actual
Not at all? teaching time: minutes teaching time:
●
Point to the word perspectives in the lesson title and say ●
Tell students they will figure out the meaning of various
You all have been sharing your perspective on your topics. expressions in the conversations. Call on volunteers to
How much you worry about these topics is influenced by the read the quote in each item out loud.
person you are and by your experiences.
●
Have students listen and circle the correct letter. Then
Option: [+5 minutes] Invite students to support their play the audio again for students to check their answers.
reasons for their level of worry with examples from their
experience. For example, I worry about epidemics a lot. My
●
Ask students to compare answers with a partner. Circulate
friend traveled to Brazil and contracted the Zika virus. It was and assist as needed. Then bring the class together and
very scary. These diseases are dangerous. go over the answers.
Challenge: [+5–10 minutes] Divide the class into pairs.
B 1:09 LISTEN FOR MAIN IDEAS Assign each pair one or two quoted expressions. Invite pairs
to create short dialogues using the expressions.
●
Pre-listening: Have students predict what the three
conversations might be about. (Probably perspectives on
epidemics, terrorism, and crime)
●
First listening: As students listen, pause after each speaker
to allow students time to write the answer.
●
In pairs, have students compare answers.
●
Second listening: Have students listen again to check
their answers. Then bring the class together to confirm
answers.
Option: [+5 minutes] Draw a long arrow like the one
in Exercise A, Listening Warm-Up, labeling it not at all on
the left and a lot on the right. Ask Where on the line is each
person’s level of worry? Do you agree with each person? Why
or why not? Do you understand their perspectives?
Challenge: [+5 minutes] Write the following line from
the first conversation: All this crime is a symptom of the
whole breakdown in culture. Underline breakdown in
culture. Ask What does breakdown mean? (failure, falling
apart) Then ask What does symptom mean? (a sign that a
serious problem exists) Ask What is the sign that culture is
failing? (crime) Have students share their opinions on the
statement.
Listening Strategies
UNIT 1 LESSON 3 T8
E GROUP WORK B DISCUSSION
●
Divide the class into groups of three. Have students ●
Invite students to walk around the class comparing topics
discuss the questions in their groups. Circulate and assist with classmates. Tell them to form groups of three around
as necessary. Play the audio again if students disagree on the same or similar topics.
any points. ●
Once groups are formed, direct students’ attention to
●
Have students look back at the arrow they labeled in the Recycle This Language box. Invite volunteers to read
Exercise A, Listening Warm-Up. Ask Has your perspective the expressions. Explain that students should use these
changed since listening to these points of view? Have expressions during their group discussion.
students discuss in their groups. Then bring the class ●
To guide group work, on the board, write:
together and invite volunteers to share.
Discuss the problem.
Option: [+5 minutes] Write the words practical,
Explain why you worry about it.
optimistic, realistic on the board. Ask students Do you
think these outlooks are healthy? Why? Why not? Which of Give details of experiences you or people you know
these outlooks do you have? Give an example. Have them have had with it.
discuss their opinions in pairs. What can be done about the problem?
●
Circulate as students work. Encourage them to recycle
NOW YOU CAN Compare perspectives on world problems language from the lesson.
●
Bring the class together and invite groups to share.
A NOTEPADDING Option: [+5 minutes] Ask each group How does the
level of concern on the topic vary in your group? What type
teaching time: minutes teaching time: of outlooks do the people in your group have? (Possible
answers: realistic, practical, optimistic, pessimistic)
●
Invite students to look at the pictures and labels. Check
that students understand that political corruption refers Discussion: Speaking Booster
to dishonest and illegal behavior by a person in power;
global warming refers to a general increase in world
temperatures as a result of an increase of carbon dioxide
around Earth; drug trafficking is the buying and selling of
drugs; and public sanitation refers to removing trash and
waste in order to keep places free from dirt, infection, etc.
●
Ask Have any of these problems been in the news lately? Are
these issues you worry about? Why? Why not?
●
Give students a few minutes to write down problems and
the reasons they worry about them.
LANGUAGE NOTE Although the terms global warming and

climate change are often used interchangeably, they are not
the same thing. Global warming leads to climate change.
T9 UNIT 1 LESSON 3
E GROUP WORK Answer each question and explain your answers. Listen again if you disagree.
Conversation 1
1 What does the man think we can do about crime? Provide more money for local police. Not tempt criminals.
2 Why does the woman think he is practical? Because he presents specific examples of how to fight crime.
3 Which speaker’s outlook is closer to yours, the man’s or the woman’s? Answers will vary.
Conversation 2
1 What reasons do the speakers give for why so many people will get the Marburg virus sooner or later? It’s even
more contagious than Ebola.
2 Which speaker is more optimistic—the man or the woman? The woman. She gives some good news.
Conversation 3
1 What does the woman think we can do about terrorism? Nothing. She said people just have to keep living
normally. They should hope for the best.
2 Which speaker has a more realistic outlook—the man or the woman? The woman.
NOW YOU CAN Compare perspectives on world problems
A NOTEPADDING Write a list of world problems that you worry about.

Or use the ideas in the pictures. Write why you worry about them.
have enough
Epidemics: I worr y that we won’t
die.
medicines, and lots of people will
War
Political corruption
Drug trafficking
Public sanitation
u1_isb_u01ls03_02a.ai
RECYCLE THIS LANGUAGE

Global warming
• It’s just a matter of time until …
• I mean, what are you going to do?
• These things are just part of life.
• You’ve got to roll with the punches.
DIGITAL
SPEAKING B DISCUSSION Meet with classmates who listed the same problems on • You’re just a sitting duck.
BOOSTER • It is what it is.
their notepads. Discuss the problem and explain why you worry about it,
• It’s started getting to me.
providing details of experiences you or others you know have had with it. ia.c20_30sl10u_bsi_1u
• Better safe than sorry.
Discuss what, if anything, can be done about the problem.
9
u1_isb_u01ls03_02e.ai
4
LESSON
GOAL Discuss creative ways to achieve a goal
A READING WARM-UP In what ways can a person’s attitude help in solving a problem or achieving a goal?
DIGITAL
STRATEGIES B 1:11 READING Read the newspaper article, which is based on a true story in the news.
What was Phil Cooper’s mistake? He left the family’s camera on top of his car and drove away. All the
vacation photos were gone.
August 7
FACEBOOK SAVES THE DAY

“I felt sort of like a snoop, but my
spying was purposeful,” he said. “I was
looking for clues to the owner’s identity,
WESTON—In a painful ending to an and I was optimistic that I would find
otherwise glorious vacation, Phil and something.”
Virginia Cooper and their daughters, Soon he came across a photo of
Miranda and Grace, arrived home without two young girls getting on a yellow
the hundreds of vacation snapshots they school bus with the words WESTON, NJ
had taken. on the side. In a burst of creative
“We’ll always have our memories,” thinking, Secrest thought someone
said Phil, “but no pictures of our family’s might recognize the girls, so he posted
activities or the beautiful New England the photo on Facebook and urged his
scenery and Cape Cod beaches where we friends to share it, with this message:
spent the last two weeks of our summer Do you know these kids from
vacation.” Weston, New Jersey? I found a
“Phil has always been a little absent- camera with this photo in Barton,
minded, but this takes the cake,” Virginia hopeless. Days had passed. The camera would Massachusetts, and want to locate
said with an affectionate smile. “We were have been lying on the ground through bad the owner. Please share.
getting settled in the car for the long drive weather, or perhaps someone had found it and
Facebook friends shared the
home, and Phil got out to snap one last taken it home,” Phil said. The camera case
photo hundreds of times. It was just a
picture of the sunset. Then he set the had the Coopers’ name and address, but the
matter of time until it appeared on the
camera on the roof of the car while he camera hadn’t been in the case.
Weston Community page and someone
got his jacket out of the trunk.” Needless Last weekend, while training for an recognized Miranda and Grace and
to say, the camera fell off the car as they Ironman Triathlon event, Adam Secrest, 24, called Virginia Cooper, who contacted
drove off. The family discovered the spotted the camera along the side of Callman Secrest, first through Facebook, and
camera was missing when they got home. Road near Barton Beach, Massachusetts. He then by phone. The camera arrived at
Then Phil suddenly remembered placing picked it up, looked for a name, and finding the Coopers’ house by mail yesterday.
the camera on the top of the car. none, stashed it in his car, thinking he would
“Lots of people say social media is a
“I felt terrible for having been so try to locate the owner after his run. Once
meaningless waste of time, but here’s an
careless and was sure the situation was home, Secrest turned on the camera and
example of how powerful and useful it
scrolled through the photos.
can be,” said Secrest.
C DETERMINE THE MAIN IDEA Which statement expresses the main idea of the article?
1 There’s nothing worse than losing one’s vacation memories.
2 Creative thinking can help solve problems in unexpected ways.
3 Being a forgetful person can cause a lot of problems.
D UNDERSTAND MEANING FROM CONTEXT Locate these adjectives and expressions in

the article and classify them as positive (+) or negative (-). Then, with a partner, try to
explain the meaning of each one in your own words.
− absent-minded − hopeless − meaningless + useful
+ affectionate + purposeful + powerful
DIGITAL E SUMMARIZE Read the article again. Then close your book and, with a partner,
EXTRA
CHALLENGE summarize the story in your own words. Answers will vary but may include the following:
The article is about a creative approach to solving a problem. A family on vacation lost a camera. When a man found it on the
10 UNIT 1 side of the road, he posted a picture from the camera on Facebook with a note. After hundreds of shares, the photo found its
way to the family. The camera was returned to them, thus illustrating how powerful and useful social media can be.
LESSON
4 GOAL Discuss creative ways to achieve a goal
A READING WARM-UP Option: [+5 minutes] Focus students’ attention on the

title of the article. Ask Does the title suggest the main idea
teaching time: minutes teaching time: of the article? (Yes, the title “Facebook Saves the Day”
suggests that the article is about a problem that is resolved
●
Ask a volunteer to read the question. On the board, write thanks to Facebook, which indeed it is.)
person’s attitude ➝ solve problem / achieve a goal.
Provide a scenario, for example, losing one’s job. Ask Extra Reading Comprehension Questions
How might an optimist / realist / pessimist approach the
problem? (Possible answers: an optimist would remain D UNDERSTAND MEANING FROM CONTEXT
positive and begin looking for a new job right away; a Suggested 5 Your actual
realist might acknowledge that finding a new job may teaching time: minutes teaching time:
not be easy but would do everything necessary to get ●
Call on volunteers to read the words. Ask students to
the process started; a pessimist might lose energy being
take a few minutes to decide if the words have positive or
angry or depressed or be worried about having lost the
negative connotations. Tell them not to write anything
job and then as a result be less focused on looking for a
down yet.
new job)
●
Tell students to scan the article for the words. Remind
●
Invite all students to share views. Then as a class
them that when they scan they don’t have to read the
decide which attitude(s) might be the most effective in
whole article again, just look for the specific words.
improving the situation.
●
Then bring the class together. Ask students what in the
context led them to infer the meaning of each word. For
B 1:11 READING
example, for absent-minded, the fact that Phil left the
camera on top of the car and drove away would suggest
that he wasn’t paying attention to his actions, which is the
●
Invite students to look at the photo and the title of the meaning of absent-minded.
article. Ask What does save the day mean? (to provide a
solution to a problem) Invite students to speculate what E SUMMARIZE
type of a problem related to this photo could have been
resolved by Facebook. teaching time: minutes teaching time:
As students read and listen, tell them to underline
Write summary on the board. Elicit that a summary is
●
●
information in the article that will help them answer

the author’s ideas restated in your own words. It gives
the focus question in the direction line (What was Phil
the overall main idea of the article and a few important
Cooper’s mistake?).
details. Ask Do you write your own opinion in a summary?
●
Bring the class together. Have volunteers share their (no, just what is stated)
answers to the focus question. (Possible responses: He ●
Divide the class into pairs. On the board, write:
placed the camera on top of the car and then drove off.
The camera wasn’t in its case, which had his name and What happened?
address on it.) Where did it happen?
To whom?
LANGUAGE NOTE To take the cake means to be particularly
bad. To stash means to store. A snoop is a person who looks
●
Have students work with a partner to summarize the
around a place secretly hoping to find out information story. Tell them to refer to the questions on the board to
about someone. A burst of creative thinking means suddenly guide them. Circulate and assist as necessary.
having a great idea. ●
Bring the class together and ask one pair to present their
summary. Write their sentence(s) on the board. Elicit any
Reading Strategies outstanding important details. Question any information
that may not be necessary to the summary. Check that
C DETERMINE THE MAIN IDEA there are no opinions included.
Suggested 5 Your actual Challenge: [+5 minutes] Invite students to think about
teaching time: minutes teaching time: the fact that Adam Secrest posted the picture on Facebook.
●
If necessary, review that the main idea of an article is the Ask Do you think someone might have a problem with what
most important idea. Call on volunteers to read each he did? Why? (Possible answer: Someone might not have
statement. After each one ask Is the statement true? wanted a picture of their kids posted online.) What would
(yes, for each one) Then have students mark the one that you have done if you were Adam Secrest and found the
encompasses the main idea. camera?
●
Invite students to share what they marked. Point out that Extra Challenge Reading Activity
although items 1 and 3 are true statements and comment
on the problem, item 2 demonstrates how the problem
was resolved.
UNIT 1 LESSON 4 T10

F 1:12 WORD STUDY A NOTEPADDING
Suggested 5 Your actual Suggested 5 Your actual
●
On the board, write careful and careless, underlining ●
Write the word goal on the board. Elicit the meaning.
the suffixes. Point out to students that a suffix is a letter (something that you want to achieve in the future)
or letters added to the end of a word. Understanding ●
Call on volunteers to read the list of goals.
suffixes can help students determine a word’s meaning. ●
In pairs, have students brainstorm ways the various goals
Point out that -less means “without.” The suffix -ful means
could be achieved. Remind students to be creative, as
“with.” As a result, it is clear by looking at the word careful
Adam Secrest was.
that it’s positive and the word careless that it’s negative.
They are antonyms. LANGUAGE NOTE A good cause is a charitable activity, not
●
Write the word thought on the board twice. Ask a student for profit; an organ donor is someone who is willing to give
to add the suffix -less to the word. Ask What does this someone else an organ upon death, or while alive, if the
mean? (without thought) Ask another student to add the organ can be spared.
suffix -ful to the second word. Ask What does this mean?
(with thought) Challenge: [+5 minutes] Invite students to imagine how
●
Have students read and listen to the words. Have them these various goals would have been approached twenty
write a sentence for one word of each pair. Encourage years ago before computers, e-mail, and social media.
them to alternate writing sentences for words with the In pairs, have students revisit the various topics. Bring
suffixes -ful and -less. the class together and discuss.
●
Have students compare answers with a partner. Tell them
to experiment changing suffixes in their sentences and
B DISCUSSION
see how the meaning changes. Suggested 5 Your actual
Challenge: [+5 minutes] Divide the class into pairs.
Individually, have students write a short description of a
●
Divide the class into groups of three or four and one-by-
person around one of the adjectives in the list, to elicit one one have groups choose one goal for discussion.
of the adjectives. Model an example: My friend Angela has ●
Tell groups to choose one person to take notes. Each
applied for three jobs. Last week she had two interviews that person in the group should contribute his or her ideas
went well. She thinks she might get one of the jobs. She is . from Exercise A, Notepadding, for their topic. Encourage
Then have pairs read the descriptions to each other and students to respond to each other’s suggestions. Have
elicit the answers. them agree on the best way to achieve the goal.
●
Bring the class together and have groups share their goal
and how they intend to achieve it. Invite feedback from
G WORD STUDY PRACTICE the class.
Suggested 5 Your actual OPTIONAL WRITING [+20–30 minutes]

●
Tell students to collect their notes and write down any
●
Ask a student to read the Be careful! note. additional ideas discussed by their group.
●
Call on other volunteers to read the adjective pairs and ●
As students work, write an outline on the board for
example sentences. students to follow:
●
Tell students to work in pairs to discuss the difference in Topic sentence:
meaning. Point out that if they tried to replace the -ful
adjective with a -less adjective, the sentence wouldn’t
Detail:
make sense. Detail:
Option: [+5 minutes] Invite pairs to make up additional Detail:
sentences for the sentence pairs to demonstrate the Concluding sentence:
difference in meaning. ● Tell students they can incorporate examples from real life
Challenge: [+5 minutes] Point out also that for some to show similar successful ways goals have been achieved.
words only the -ful or the -less suffix can be used. Write ● Collect student work and provide feedback. Or if all
these on the board: countless, endless, homeless, students complete the task, pairs can exchange and give
peaceful, playful, priceless, successful, truthful, each other feedback.
worthless. In pairs, have students study these words.
Tell them to look up any definitions they are not sure of. Challenge: [+20–30 minutes] For more writing
practice, students can take the paragraph and develop it
into a full essay that provides steps on how to achieve the
NOW YOU CAN Discuss creative ways to achieve a goal particular goal of their choice.
T11 UNIT 1 LESSON 4

DIGITAL
STRATEGIES F 1:12 WORD STUDY ADJECTIVE SUFFIXES -FUL AND -LESS Expand your vocabulary
by learning these adjectives from the Reading on page 10 with the suffixes -ful (meaning
“with”) and -less (meaning “without”). Write one sentence using one of each pair.
Answers will vary, but may include the following:
-ful -less My sentence
careful careless I was careless on my exam and made a lot of mistakes!
hopeful hopeless She was hopeful she would get a good job when she graduated.
meaningful meaningless Ted thought teaching was a very meaningful profession.
painful painless My dental visit was painless!
powerful powerless The president of the company is a very powerful person.
purposeful purposeless The meeting was purposeless and a waste of time.
useful useless I learned many useful things in the computer class.
Be careful!
G WORD STUDY PRACTICE The following pairs of words aren’t opposite
Not all words that end in
equivalents. With a partner, discuss the difference in meaning of the words -ful and -less are opposite
in these pairs. equivalents. Restful refers to
Something that makes you feel relaxed. a calm place or an experience,
restful / restless: We had a very restful vacation and didn’t do much. / while restless refers to a
person’s feeling of physical
I was so restless last night. I couldn’t sleep. Unable to relax
or sit still nervousness. Always check the
helpful / helpless: Your brother is so helpful. He always offers to do the dictionary to confirm meaning.
chores at home. / Giving help
Babies are so helpless. They can’t do anything for themselves. Needing help from other people
pitiful / pitiless: It was pitiful to see that poor cat looking for food. / Causing you to feel sadness or pity.
How can people be so pitiless that they’d let a cat starve? Having or showing no pity for other
people’s suffering.
NOW YOU CAN Discuss creative ways to achieve a goal
A NOTEPADDING Adam Secrest’s goal was to find Goals:

the camera’s owner. With a partner, brainstorm
To collec t money for a good cause
and write creative ways to achieve the goals on the
notepad.
n
B DISCUSSION Choose one goal and in a small To locate an organ donor for a sick perso
group discuss ways to achieve it, based on your
ideas from Exercise A. Present your ideas to
the class. To warn people about a danger
Not everyone will want to donate a lot of

money. So it’s important to keep a positive
attitude. If everyone gives a little, or donates
To find a lost person
time to help, we can still reach our goal.
OPTIONAL WRITING In a paragraph, present

To spread a political message
the ideas you developed in Exercise B.
11
WRITING Paragraph structure: Review
WRITING MODEL
A WRITING SKILL Study the rules.
Workaholics lead unb
alanced
lives. They spend all the
A paragraph consists of sentences about one topic. The most important ir energy
on work. They rarely tak
sentence in a paragraph is the topic sentence. It is often (though not e time to
relax and let their min
ds rest. I know,
always) the first sentence, and it introduces, states, or summarizes the because my father wa
s a workaholic,
topic of a paragraph. For example: Workaholics lead unbalanced lives. and he worked every
day of the week.
We hardly ever saw him
. Even when
In formal or academic writing, all the supporting sentences that follow, he was not at work, we
knew he was
surround, or precede a topic sentence—details, examples, and other thinking about work.
He seemed
facts—must be related to the topic presented in the topic sentence. never to think of any thin
g else.
In summary, not kno
wing how to
escape from work ma
If the last sentence of a paragraph isn’t its topic sentence, and especially kes it dif ficult
for a workaholic to fi
if the paragraph is a long one, writers sometimes end it with a concluding nd balance in
his or her life.
sentence that restates the topic sentence or summarizes the paragraph.
Concluding sentences commonly use phrases such as In conclusion or
In summary.
B PRACTICE The sentences below form a paragraph, but they are out of order. Write T
next to the topic sentence, S next to each of the four supporting sentences, and C next to
the concluding sentence. Then, on a separate sheet of paper, put the sentences in order
and rewrite the paragraph.
S3 1 She took a night-shift job so she didn’t have to do much work.
S1 2 Since they’re very intelligent, some figure out how to do less work.
T 3 Very intelligent people, or “brains,” are sometimes lazy people.
S2 4 I had a friend who was a member of Mensa, an organization for people who are really smart.
C 5 To sum up, sometimes intelligent people use their intelligence to get out of doing work.
S4 6 She could read novels most of the night and still get a paycheck.
C PRACTICE Read the two paragraphs. Find and underline the topic sentence and the
concluding sentence in each paragraph.
Terrorist acts take many forms, but all The things that worry many people don’t worry
have one thing in common: the senseless me. For example, many people worry about war,
targeting of innocent people to achieve epidemics, and natural catastrophes, such as storms
maximum pain, fear, and disruption. In and earthquakes. An individual person can’t do
one type of act, a terrorist kills or harms a anything about war, so why worry about it? I believe
single individual for no apparent reason. in hoping for the best. Epidemics can be terrible, but
In others, terrorists detonate explosives I trust in modern medicine and think scientists are
or bombs in crowded markets or at public doing everything they can to discover vaccines and
events. In still others, terrorists attack treatments for them. And storms and earthquakes
public transportation, harming or killing are relatively rare and can’t be prevented, so it’s best
many people at once. In conclusion, just to keep an optimistic outlook. Of course it would
although I generally have a positive be silly not to take precautions that can help. “Better
outlook, I think it is just a matter of time safe than sorry,” as they say, but in most cases it’s
until terrorists harm me or people I know best just to try to roll with the punches.
and love.
DIGITAL
WRITING D APPLY THE WRITING SKILL Choose one (or more) world problems that SELF-CHECK
PROCESS
worry you. Write a paragraph describing your outlook and attitude about Does my paragraph have a topic sentence?
the problem. Use the writing models in Exercise C as an example. Do the supporting sentences in my
paragraph all relate to the topic?
Do I have a concluding sentence?
12 UNIT 1
WRITING Paragraph structure: Review
A WRITING SKILL STUDY THE RULES. (will be just a matter of time before he or someone he
knows is harmed in a terrorist act)
teaching time: minutes teaching time: ●
Invite a volunteer to read the second paragraph. Tell
●
Have students read the rules and writing model to students to follow along carefully. Then have students
themselves. reread the paragraph and identify the topic sentence and
the concluding sentence.
●
To check comprehension, ask What does a paragraph
consist of? As students respond, summarize the
●
Ask What is the writer of the paragraph stating in the topic
information on the board: sentence? (that he tends not to worry about things other
people worry about, like war, epidemics, and natural
paragraph = topic sentence + supporting sentences catastrophes) What does he say in the concluding sentence?
+ concluding sentence (that while it’s good to take some precautions, we have to
●
Ask What does the topic sentence introduce? (the topic and roll with the punches)
focus of the paragraph: that workaholics lead unbalanced Option: [+5 minutes] Use each paragraph to practice
lives) What are the supporting sentences? (Invite students identifying supporting sentences. For paragraph 1, ask
to read the sentences sandwiched between the topic and What are the three supporting sentences (In one type of
concluding sentences out loud.) Does the author of the act . . . many people at once.) What do these sentences
paragraph give a personal example? (Yes, about his father.) support? (different forms of terrorist acts)
How does the information about the father support his topic
sentence? (It shows how workaholics lead unbalanced For Paragraph 2, ask What are the four supporting sentences?
lives.) (An individual person . . . optimistic outlook.) What do these
sentences support? (why it’s pointless to worry about war,
●
Focus on the concluding sentence. Ask a student to read epidemics, and natural catastrophes)
it aloud. Then ask Does it restate the topic sentence or
summarize the paragraph? (It summarizes the paragraph.)
D APPLY THE WRITING SKILL
B PRACTICE teaching time: minutes teaching time:
●
Direct students to the paragraph about epidemics in
Exercise C and have them read it. Tell them it will serve as
●
Give students time to read the statements. Say Try to a model to help them write about a world problem that
identify the concluding sentence. Hint there is a phrase worries them as they describe their outlook and attitude
that indicates the statement is a summary (to sum up in about the problem.
item 5). Then have students find the topic sentence and
supporting sentences. Let students check answers with a
●
partner. 1. Choose a world problem that worries you.
●
Circulate to spot check that students identified the 2. What is your outlook on the problem?
supporting sentences correctly. Then tell pairs to try to ●
Have students write a topic sentence.
put the supporting sentences in the proper order so that ●
Then have them brainstorm ideas to support their outlook
they flow logically in the paragraph.
on the problem. Circulate and help students as they
●
Have students write the paragraph in order on a piece of gather their ideas. Refer students to the Writing Process
paper. Worksheet to help walk them through the writing process
●
Point out that the topic and concluding sentences mirror and peer review.
each other—the former stating how intelligent people are ●
Encourage students to use the Self-Check in the Student
sometimes lazy people, and the latter stating sometimes Book to go over the paragraphs they wrote.
intelligent people use their intelligence to get out of doing
work. Writing Process
C PRACTICE
●
Invite a volunteer to read the first paragraph. Tell students
to follow along carefully. Then have students reread
the paragraph and identify the topic sentence and the
concluding sentence.
●
Ask What is the author stating in the topic sentence? (that
all terrorist acts, whatever their form, senselessly target
innocent people to achieve maximum pain, fear, and
disruption) What does he say in the concluding sentence?
UNIT 1 WRITING T12

review
Digital Game ●
To review, brainstorm adjectives to describe personalities
and write the words students think up on the board
A 1:13 (e.g., sweetheart, wise guy, brain, people person,
workaholic, team player, tyrant). Review the behavior of
teaching time: minutes teaching time: various personality types.
●
First listening: Have students listen to the three speakers
●
With stronger students, you can erase the words from the
and decide what events in the news each one is talking board and have students fill in the blanks from memory.
about. Go over the answers as a class. (speaker 1: ●
Have students compare their answers with a partner.
problems affecting the world—wars, natural disasters, Then go over the answers as a class.
poverty, terrorism; speaker 2: the economic situation; Option: [+5–10 minutes] In pairs, have students role-play
speaker 3: the rising unemployment rate) the short dialogues. Invite them to continue for several
●
Second listening: Pause after each conversation to allow more exchanges.
students time to decide on the speaker’s outlook on life.
●
Go over the answers as a class. E
Challenge: [+5 minutes] Have students listen to the Suggested 5 Your actual
speakers again and write information that supports their
answers. (Possible responses: 1. John is a pessimist. He can’t ●
Have students look at Exercise F and Exercise G Word
get over what’s happening. He believes things are getting Study on page 11. Elicit the meaning of -ful (with) and
worse. 2. Susan is a realist. She has taken action, but she’s not -less (without). Remind students of cases where pairs of
stressing out over the problem. She believes things may get words are not opposite equivalents.
better. 3. Matt is an optimist. He thinks things will work out ●
Give students a few minutes to read the sentences and
in the end. When a door closes, another one always opens.) decide what word they need for each, referring to the lists
on page 11 as needed.
B ●
teaching time: minutes teaching time: Option: [+5 minutes] Ask students to look at the words.
Ask which word in the exercise does not mean the opposite
●
Clarify the task. Tell students that the statements were when the suffix is changed to the opposite. (helpless ➝
made by the speakers in Exercise A and that they should helpful) Elicit a sentence with helpful. (Possible answer: It
decide who could have said each one. can be helpful to see a doctor when you are depressed.)
●
Have students complete the task individually then compare Then elicit a sentence for the other words with a suffix
answers with a partner. Go over the answers as a class and change. (Possible answers: In the past, dental treatment
have students support their answers. (Possible responses: was painful. The Internet was useless in helping me find
1. This statement must have been made by Susan because that rare book. The future is hopeless. I felt powerless
she is a realist. Realists are practical people. They see when I got the sad news.)
problems and try to deal with them. 2. This statement must
TEST-TAKING SKILLS BOOSTER (p. 151)
have been made by John because he’s a pessimist. Pessimists
see difficulty in everything. 3. This statement must have
been made by Matt. Matt is an optimist. Optimists always
EXTRAS
see the glass half full. They have a positive outlook.) ●
Workbook
Option: [+5 minutes] Invite students to share which line
●
MyEnglishLab
they would be most likely to say.
●
Online Student Resources (www.english.com/
summit3e)
– Classroom Audio Program
C – Extra Practice Activities
Suggested 5 Your actual – Summit GO App
teaching time: minutes teaching time: – Web Projects
●
ActiveTeach
●
Give students a few minutes to scan the words and recall – Assessment
the meanings. If they need to review, refer them to page – Additional Printable Resources
4 for easygoing and outgoing. Point out that the word Audioscripts and Answer Keys
reliable appears in the definition for trustworthy on the “Can-Do” Self-Assessment Charts
same page. For helpful refer students to page 11, Conversation and Discussion Activator Video Scripts
Exercise G. Oral Progress Assessment Charts
●
Once students have written their definitions, have them Reading Speed Calculator
compare answers with a partner. – Summit TV Video Program
Activity Worksheets
D Teaching Notes
Video Scripts
T13 UNIT 1 REVIEW

DIGITAL
GAME review
A 1:13 Listen to the people talking about their reactions to events in the news. Decide if
each speaker is an optimist, a pessimist, or a realist.
1 John pessimist 2 Susan realist 3 Matt optimist
B Now read the statements. Write the name of the person from the listening who is most
likely to have said each statement. Listen again if necessary.
1 “You’ve got to be practical. There will be some problems in life that you can solve and
some that you can’t. What’s important is realizing when something is beyond your
control. I mean, it is what it is.” Susan
2 “Life is full of hard times. Bad things happen and there’s very little you can do about
it.” John
3 “It’s important to see a problem as both a challenge and an opportunity for success.
Difficult experiences can make a person stronger.” Matt
C Complete each description in your own words. Answers will vary but may include the following:
1 An easygoing person is someone who is relaxed and doesn’t worry about things too much.
.
2 An outgoing person is someone who is interested in other people and new experiences.
3 A reliable person is someone who does what they say they will do .
4 A helpful person is someone who gives other people help when they need it. .
D Complete each conversation with one of the words that describe behavior from page 6.
1 A: Looks like I have to work overtime again tonight. My boss just gave me three
projects to complete by the end of the day.
B: You’re kidding. He sounds like a real tyrant !
2 A: You know, without Sarah’s help, I would never have completed that presentation
in time.
B: Tell me about it. She really helped me out with my sales campaign last month.
She’s such a team player .
3 A: Tom is really a workaholic . I ran into him in the park last weekend,
and he was sitting on a bench and working on that report.
B: Yeah, that’s Tom all right. He never stops!
4 A: I don’t think Jill had a very good time at the party—she didn’t say a word the
whole evening.
B: Well, Jill doesn’t feel comfortable in social situations. She’s just not
a people person .
E Complete each sentence with one of the adjectives from Word Study on page 11.
1 Excellent dental anesthesia today makes almost all dental treatment painless .
2 Sometimes we feel completely hopeless ; there’s just nothing we can do to
make something happen.
3 The Internet can be very useful in helping us communicate with a large
number of people at once.
4 I’m hopeful about the future. I think things will change for the better.
5 Some say the colors of a painting create a more powerful impression than the
black and white of a pencil drawing.
Web Project: Personality Types
TEST-TAKING SKILLS BOOSTER p. 151 www.english.com/summit3e
13
1 Describe how you’ve been enjoying the arts
2
2 Express a negative opinion politely
Music and Other Arts 3

4
Describe a creative personality
Discuss the benefits of the arts
preview
A FRAME YOUR IDEAS Complete the survey. Then tell
ell a partner about the
songs and artists you listed. Explain why each one is memorable for you.
WRITE ONE OR MORE EXAMPLES OF YOUR

MUSICAL MEMORIES
1 A song with a really danceable beat that made you 6 A group or performer with an innovative sound
want to get up and move to the music unlike anything you’d heard before
2 A song with a catchy, unforgettable melody that you 7 A singer that blew you away with his
loved—you couldn’t get the music out of your head or her extraordinary singing voice
3 A song with an annoying melody that drove you 8 A top-notch musician you thought was
crazy every time you heard it one of the most talented artists ever
4 A song with really moving lyrics—you got 9 A singer, musician, or group that put on an
emotional every time you heard the words amazing and memorable performance
5 A song with interesting lyrics that made you really

think about the song’s meaning
DIGITAL
STRATEGIES B 1:14 VOCABULARY ELEMENTS OF MUSIC Work with a partner to a beat a sound
explain the meanings of the words on the right. Use the survey to support a melody a voice
your explanation. Then listen and repeat. See page T14 for answers. lyrics a performance
C PAIR WORK Tell your partner about the

performers you’d like to see, or not like
to see, in the future. Explain your reasons.
14 UNIT 2
UNIT
2 Music and Other Arts

preview
A FRAME YOUR IDEAS 6. innovative
Suggested 10 Your actual 7. extraordinary
8. top-notch
●
Have a volunteer read the title of the unit. Ask What are Point out that each of the words is explained within the
examples of arts other than music? (dance, theater, literature, survey items. Tell students to underline the explanation
visual arts such as painting, photography, film, etc.) for each word. Model item 1: that made you want to get up
●
Tell students they will focus on music in this lesson. Have and move to the music. Circulate and assist. Then bring the
a volunteer read the title of the survey. Ask What do you class together and elicit answers (2. catchy: you couldn’t
think musical memories are? (memories related to music) get the music out of your head; 3. annoying: that drove
Focus students’ attention on the images of the people. you crazy every time you heard it; 4. moving lyrics: you got
Ask What are they doing? (The girls are singing, the couple emotional every time you heard the words; 5. interesting
is dancing, the person is composing music, and the band lyrics: that made you really think about the song’s meaning;
is performing.) Point out that these are examples of music 6. innovative sound: unlike anything you’d heard before;
memories. 7. extraordinary: that blew you away; 8. top-notch one of
●
Give students a few minutes to complete the survey. Tell the most talented artists ever)
them they might include the same artist more than once. Vocabulary-Building Strategies
Tell them that if they can’t answer a question, they can
Answers for Exercise B
skip it.
●
Have students tell a partner about the songs and artists Answers will vary but may include the following:
they listed, and why each one is memorable. The beat is the rhythm of a piece of music; a melody is
the order of notes in a musical piece; lyrics are the words
LANGUAGE NOTE A survey is a set of questions asked to of a song; sound refers to the particular style or quality
a large number of people in order to find out about their of an artist’s or group’s music; and voice is the quality of
opinions or behavior. sound produced when one sings; a performance is enter-
taining of an audience, for example by playing music or
Option: [+5 minutes] On the board, write music acting a play.
memories. Ask students Is there music or a song that you
associate with a special event or person? Is there any artist or
song that reminds you of your childhood? Did anyone ever
C PAIR WORK
sing to you? Suggested 5 Your actual
B 1:14 VOCABULARY ●
Call on a volunteer to read the quoted statement. Tell
students Look at your survey and decide which performers
teaching time: minutes teaching time: you’d like to see in the future.
●
Call on a volunteer to read the words in the box on the
●
In pairs, have students share and explain why. Write the
side. Tell students to work in pairs to find the words in the following on the board to help elicit reasons why students
survey and use the context to explain them. like the specific performers:
the beat
LANGUAGE NOTE The beat is the rhythm of a piece of the melodies
music; lyrics are the words of a song; a melody is the order
of notes in a musical piece; sound refers to the particular the lyrics
style or quality of an artist’s or group’s music; and voice is the sound
the quality of sound produced when one sings. the voice
Challenge: [+5 minutes] On the board, write:
●
Invite students to respond to their partner’s choice,
indicating if they would like to see those performers
1. danceable as well.
2. catchy ●
Bring the class together and list student preferences on
3. annoying the board. See if there is a group or singer particularly
4. moving popular among the students.
5. interesting
UNIT 2 PREVIEW T14

D 1:15 SPOTLIGHT Answers for Exercise F
Suggested 10 Your actual 1. S andy has seen the movie The Phantom of the Opera,
teaching time: minutes teaching time: but she would like to see it live; Amalia has seen it on
●
Have students look at the photo. Ask Where are these stage, but she wouldn’t mind seeing it again; Paul saw
people? (at work, in a conference room) Have students it ten years ago, but he isn’t interested in seeing
read and listen to the conversation. it again.
2. Sandy thinks the art exhibit might be just right for
●
To check comprehension, ask:
Paul because he had suggested that maybe there’s a
What are the three co-workers trying to decide? (what to do museum that stays open late.
that evening)
What options do they have? (The Phantom of the Opera, SPEAKING PAIR WORK
Swan Lake, and a museum) Suggested 5–10 Your actual
What do they end up deciding? Why? (the museum; Paul teaching time: minutes teaching time:
doesn’t want to go see Phantom or Swan Lake) ●

On the board, write 1, 2, 3, 4, 5. Say You are going to
●
Write exhibit, play, movie, ballet on the board. Elicit rate different events on a scale of 1 to 5, 1 being the least
examples discussed for each. (modern American art; enjoyable and 5 being the most enjoyable. Ask a volunteer
The Phantom of the Opera; Swan Lake) to read the quote. Review the meaning of not my thing
and right up my alley and write these on the board for
CULTURE NOTE The Phantom of the Opera is a famous students to use in their dialogues.
musical with music by Andrew Lloyd Webber. It is based on ●
Have students work in pairs to rate and discuss the various
a French novel by Gaston Leroux (published in 1911) about
events.
a composer who haunts the Grand Paris Opera House. The
story has also been made into many films.
●
Bring the class together and poll the class for the most
Swan Lake is a well-known ballet composed by Tchaikovsky enjoyable and least enjoyable events.
in 1875–1876; it’s a tragic love story about a princess that is Option: [+5 minutes] To categorize the various events, ask:
turned into a swan. Which events are related to music? (a rock concert, a classical
music concert, a jazz performance)
Option: [+5 minutes] Invite students to share if they’ve
seen The Phantom of the Opera or Swan Lake, or if they have dance? (a modern dance performance, a ballet)
attended a modern art exhibit. Continue to discuss other art? (an art exhibit)
musicals, ballets, and art exhibits students have seen. other performance? (a comedy show, a play, a musical)
Students can offer additional examples for the various
E UNDERSTAND IDIOMS AND EXPRESSIONS categories.
●
Focus on the idioms and expressions as a class. Call on
volunteers to read them aloud.
●
Let students work individually to locate them in context
to figure out the meanings. Then have them match each
expression with the correct usage.
●
Have students compare answers with a partner, returning
to Exercise D to check any items students don’t agree on.
●
Bring the class together to go over the answers.
Challenge: [+5 minutes] Divide the class into pairs and
assign each pair one or two idioms/expressions from the
list. Have them create brief dialogues around them. Invite
pairs to share dialogues.
F THINK AND EXPLAIN

●
Have students discuss the questions in pairs. Then bring
the class together to go over the answers. For item 1,
write Sandy, Amalia, Paul on the board. Elicit each
person’s point of view on seeing Phantom.
●
Point out that a possible answer for item 2 is that Paul is
from Chicago, and the exhibit is of American painters.
T15 UNIT 2 PREVIEW

D 1:15 SPOTLIGHT Read and listen to three colleagues discussing Amalia = Spanish
Sandy = Chinese
what to do after a meeting. Notice the spotlighted language. Paul = American English (standard)
Amalia: Hey, guys, we’ve got a free evening tonight. Why

don’t we see if there’s anything to do? Sandy: Hold on! Here’s something that might
Sandy: Good idea! Let me see if I can find something be right up your alley, Paul. There’s an
online. exhibit of modern American art at the Grant
Paul: I’m in … Check out eTix. They usually have some Gallery. And they’re open late on Thursdays.
great deals. Paul: Now you’re talking!
Sandy: Let’s see … Hey, The Phantom of the Opera is at Sandy: And what I really love is the location.
the Palladium. I saw the movie, but I’ve never seen it live. The gallery’s right around the corner from
What do you think? here.
Paul: I saw it back home in Chicago at least ten years ago.
Hasn’t that thing been playing for like twenty years now?
Amalia: At least! I’ve actually seen it on stage. But I guess I
wouldn’t mind seeing it again. The music is awesome.
Paul: Yeah, it’s got some catchy melodies, but the
story’s nothing to write home about.
Sandy: Hey, here’s something that might be
good! It looks like tickets are still available
for Swan Lake. That’s supposed to be an
amazing ballet.
Paul: Uh, no offense, but ballet isn’t my thing.
Amalia: I can see Paul’s going to be hard to
please!
Paul: Sorry, I don’t mean to be a pain. I guess
I’m not really in the mood for a show tonight.
Maybe there’s a museum that stays open late.
E UNDERSTAND IDIOMS AND EXPRESSIONS Find these expressions in Spotlight.

Match each with its correct usage.
f 1 I’m in. a You think someone will definitely be interested in something.
e 2 It’s nothing to write home about. b You want to apologize for making trouble.
g 3 It isn’t my thing. c You think someone has made a good suggestion.
d 4 He’s hard to please. d You think someone is difficult to satisfy.
b 5 I don’t mean to be a pain. e You think there’s nothing special about something.
a 6 It’s right up your alley. f You want to indicate your willingness to participate.
c 7 Now you’re talking. g You indicate that something isn’t to your personal taste.
F THINK AND EXPLAIN Discuss these questions. See page T15 for answers.
1 Who’s willing to see The Phantom of the Opera and who’s not? Explain each person’s point of view.
2 Why do you think Sandy thinks the art exhibit might be just right for Paul?
SPEAKING PAIR WORK Rate the events on a scale of 1 to 5

(with 5 being most enjoyable). Then tell your partner about the
kinds of events you’d like to attend. Explain your reasons in detail.
an art exhibit a modern dance performance a play

a rock concert a classical music concert a musical
a comedy show a jazz performance a ballet
15
1
LESSON
GOAL Describe how you’ve been enjoying the arts
A 1:16 GRAMMAR SPOTLIGHT Read the commentaries. Notice the spotlighted grammar.
I try to get to MASP—that’s

Over the past few years, I’ve’ve been going to see a lot
the São Paulo Museum of Art—
of live theater. I’ve seen some classic but still-popular
whenever I can. Because it’s
shows like Les Misérables and The Phantom of the
not far from work, I’ve been
Opera. Recently, I booked a trip to New York, and
dropping by about every month
I’ve been checking online to see what’s playing.
or so to see what’s new and visit
I couldn’t go to the Big Apple without seeing a
its excellent library. Lately,
few good shows, right?
I’ve been exploring
the Antiques Market
outside as well. They
Amy Chen, 18 San Francisco, USA
always have a lot of
interesting stuff to
look at.
Music plays a pretty big part in my life. Lately
I’ve been using music to wake me up in the
morning, get me moving at the gym, and help me
unwind after work. Speaking of work,
I’ve been listening to music more
during the day and I’ve noticed that it
actually makes me more productive.
Nicole Clarkson, 34 Chicago, USA Fabiano Valle, 22 São Paulo, Brazil
B MAKE PERSONAL COMPARISONS Which person’s tastes, interests, and activities are
the most like (or the least like) your own? Explain why.
DIGITAL
INDUCTIVE C GRAMMAR THE PRESENT PERFECT CONTINUOUS
ACTIVITY
Use the present perfect continuous to express a continuing action that began in
Remember:
the past and continues in the present. Depending on the context, the action
The present perfect can also be
may continue in the future. Use have / has + been and a present participle. used to describe a continuing action
Statements that began in the past. There is no
significant difference in meaning.
She’s been practicing ballet for years.
She’s practiced ballet for years.
I’ve been listening to classical music since I was a kid. I’ve listened to classical music
Questions since I was a kid.
Have you been playing the piano for a long time? Have you played the piano for a
long time?
How long has your son been painting portraits? How long has your son painted
portraits?
These words and phrases are often used with the present perfect continuous
However, use the present perfect,
(and the present perfect) when describing continuing actions: not the present perfect continuous,
for [two months] lately these days in sentences with already, yet,
for a while recently this [year] before, and ever, because they
describe finished actions.
since [2013] all day How long … ? She’s already practiced ballet
this week.
Note: The present perfect continuous, rather than the present perfect, is Have you ever studied piano?
generally used to describe a recent continuous action, especially when there is
visible evidence that the action has just ended.
What’s Nora’s violin doing on the table? Has she been practicing ?
GRAMMAR BOOSTER p. 126
Finished and unfinished actions: summary
16 UNIT 2
LESSON
1 GOAL Describe how you’ve been enjoying the arts
A 1:16 GRAMMAR SPOTLIGHT C GRAMMAR

Suggested 5–10 Your actual Suggested 5 –10 Your actual
●
Ask students to look at the photos of the three people. ●
Ask a student to read the first explanation in the grammar
Call on volunteers to read the names, ages, and cities chart. Write the first statement on the board: She’s been
where they live. Point out that they will read about how practicing ballet for years. Underline the form and review
these people are enjoying the arts. that you use have / has + been + present participle. Ask Is
●
Ask the following questions: she practicing ballet now? (yes) Did she practice it in the past?
(yes) Will she likely be practicing it in the future? (yes)
How is Amy enjoying the arts? (She’s been seeing a lot of
live theater.)
●
Call on volunteers to read the remaining statement and
the questions that follow. Write these on the board. To
What is live theater? (theater where performers act for an
quiz student understanding of form, say Change the
audience, often on a stage; not a film)
statements into questions (Has she been practicing ballet
Where is she traveling in the near future? (to New York City) for years? Have you been listening to classical music
How has Fabiano been enjoying the arts? (He’s been going since you were a kid?) Then say Make up answers for the
to the art museum.) questions under Questions in the present perfect continuous.
How often has he been going there? (about every month) (Possible answers: Yes, I have been playing the piano for
a long time. or No, I haven’t been playing the piano for
What does he do there? (He sees what’s new and visits the a long time. My son has been painting portraits since he
library.) was 12.)
Where is the Antiques Market? (outside the library) ●
Ask a volunteer to read the second explanation. Refer to
How has Nicole been enjoying the arts? (She’s been the model sentences on the board and ask students to
listening to music all the time.) identify similar words and phrases. (for years, since I was a
What specifically does Nicole use music for? (to wake up, to kid, for a long time)
get herself moving at the gym, to unwind after work, as ●
Point out, as noted in the explanation, that these words
well as be productive at work) are also used in present perfect. Refer to the side note in
●
Have students listen to the people again, noticing the the purple box to review the uses of the present perfect
spotlighted grammar. Ask What form do you recognize in continuous. Ask a volunteer to read the first part. Write
the spotlighted grammar? (present perfect continuous) a few of the sentences side by side to stress that the
meaning is the same:
CULTURE NOTE Les Misérables is the world’s most popular She’s been practicing ballet for years. She’s practiced
musical. It is based on a French historical novel by Victor ballet for years.
Hugo, published 1862. The Big Apple is a nickname for
Reiterate that each sentence means that she practiced in
New York City that dates to the 1920s when it was used by
the past, is currently practicing, and will likely practice in
sports writer John J. Fitzgerald.
the future.
●
To highlight how the present perfect differs from the
B MAKE PERSONAL COMPARISONS present perfect continuous, ask a volunteer to read the
Suggested 5 Your actual second part of the side note. Write on the board She’s
teaching time: minutes teaching time: already practiced ballet this week. Ask Did she practice
●
In pairs, have students discuss the question—either how ballet this week? (yes) Is she still practicing ballet now?
they are similar or completely different from these people. (No, she’s finished.) Will she practice ballet in the future?
(We don’t know.)
●
Bring the class together. Write theater, music, art
exhibits on the board. Poll students’ interests and see
which is the most popular category. Option: GRAMMAR BOOSTER (Teaching notes p. T126)
Option: [+5 minutes] Write the following expressions Inductive Grammar Activity
from Nicole’s description on the board: wake me up,
get me moving, help me unwind, and make me more
productive. Invite students to discuss what type of music
they would listen to in the various scenarios. Then ask
Would you NOT listen to any music in any of the scenarios?
UNIT 2 LESSON 1 T16

D NOTICE THE GRAMMAR PRONUNCIATION
Suggested 5 Your actual Option: BOOSTER (Teaching notes p. T142)
●
Have students find an example of the present perfect
continuous in the Spotlight on page 15. Ask Does it NOW YOU CAN Describe how you’ve been enjoying the arts
describe an action that has finished? Write the question
on the board and elicit the answer. (No, it continues to
the future.) A NOTEPADDING
Extra Grammar Exercises teaching time: minutes teaching time:
●
Tell students they are going to talk about their recent
E UNDERSTAND THE GRAMMAR experiences with the arts.
●
Call on two volunteers to read the example sentences.
Ask What form is used in the first sentence in each section?
●
Model the exercise with item 1. Write on the board: (present perfect continuous)
He’s played with their band for almost ten years. ●
Encourage students to use words in their notes like lately,
Ask a volunteer to rewrite the statement in the present
recently, and these days from the grammar chart.
perfect continuous. Ask Is the sentence correct? (yes) Does
changing the tense change the meaning? (no) Tell students
●
Write a list of expressions from the lessons so far for
to check the box. students to refer to and use. For example:
●
Have students check the boxes of the sentences in which it’s not my thing
the present perfect continuous can be used. You can hint it’s right up my alley
to students that if they see words like already, yet, before, I’m hard to please
or ever (as outlined in the side note in the grammar chart),
the sentence cannot be written in the present perfect it’s nothing to write home about
continuous. helps me unwind
●
After students check the items, have them compare gets me moving
answers with a partner. Circulate to answer any ●
Check in as students notepad and offer feedback and tips
questions. Then have students rewrite on a piece of paper as necessary.
the sentences that can be changed.
B DISCUSSION ACTIVATOR
F GRAMMAR PRACTICE Suggested 10 Your actual
●
Before students begin, have them scan the exercise items
for the following words that you write on the board:
●
already, yet, before, and ever. Ask What do these words ideas from Exercise A, Notepadding, to talk about how
indicate? (that the question will be in the present perfect they’ve been enjoying the arts. Encourage the pairs to ask
describing a finished action) each other questions and provide details and examples.
The goal is to say as much as they can.
●
Tell students to look at the context carefully to decide
which form is necessary.
●
before students do this activity themselves. Ask if the
●
Ask students to compare answers with a partner. Circulate students in the video spoke in detail, saying as much
and assist as needed. as they could. Note: You can print the script or you can
●
Bring the class together and go over the answers. If view it on the video player on the ActiveTeach. It is
necessary, clarify that items 1 and 6 describe a recent recommended that students watch the video first without
continuous action that has just ended. viewing the script.
Option: [+5 minutes] In pairs, have students practice
reading the dialogues to each other.
Challenge: [+5 minutes] Tell students to focus on items
1, 3, 4, and 6. Ask Does the action continue into the future
in any of the items? (1. No, because speaker B is done with
the tablet. 3. Yes, speaker B may continue checking. 4. Yes,
she’s heading home now, but she may work late again in
the future. 6. No, they’re moving now.)
T17 UNIT 2 LESSON 1

DIGITAL
MORE D NOTICE THE GRAMMAR Find an example of the present perfect continuous in Spotlight on page 15.
EXERCISES
Does it describe an action that has finished or one that may continue in the future?
“Hasn’t that thing been playing for like twenty years now?” [An action that may continue in the future.]
E UNDERSTAND THE GRAMMAR Check the sentences in which the present perfect continuous
can also be used. Then, on a separate sheet of paper, rewrite those sentences in the present
perfect continuous.
✓ 1 He’s played with their band for almost ✓ 5 We’ve gone to a lot of concerts lately.
We’ve been going to a lot of concerts lately.
ten years. He’s been playing with their band for 6 Have you ever visited the Museum of
almost ten years.
2 Justin Timberlake has already given two Contemporary Art?
concerts in my town. 7 How many times have you seen the musical
✓ 3 She’s looked online this morning for a good Les Misérables?
deal on show tickets.She’s been looking online this ✓ 8 Lately, audiences have asked them to play
morning for a good deal on show tickets.
✓ 4 Since he got promoted to stage manager, more songs from their new album.
Mark’s arrived early at the theater every day. Lately, audiences have been asking them to play
Since he got promoted to stage manager, Mark’s been arriving more songs from their new album.
early at the theater every day.
F GRAMMAR PRACTICE Complete the questions, using the present perfect continuous
when possible. Otherwise, use the present perfect.
1 A: Have you been watching music videos on my tablet?
you / watch
B: Yes, I have. But I’m done.
2 A: Has Max seen the musical Wicked yet?
Max / see
B: No, he hasn’t. But he should. It’s unforgettable.
3 A: What have you been doing?
what / you / do
B: Just now? I’ve been checking to see if there are any interesting art exhibits this week.
4 A: Has Vickie been working late again?
Vickie / work
B: I’m afraid so. But she’ll be heading home in a few minutes.
5 A: Has Jerry ever gone to a Broadway musical?
Jerry / go
PRONUNCIATION
B: Never. But he’s going to his first one tonight. BOOSTER p. 142
6 A: How long have you been waiting in line to get in to the concert? Intonation patterns
how long / you / wait
B: About twenty minutes. But it looks like we’re finally moving now.
NOW YOU CAN Describe how you’ve been enjoying the arts
A NOTEPADDING Write about your experiences with the arts recently. Explain why you’ve
been doing some things and not doing others. Use the present perfect continuous.
Art
Music
I’ve been listening to a lot of I haven’t been going to any art
jazz these days. It helps exhibits lately. But to tell the
truth, it’s not really my thing.
me unwind.
Music Art Theater
Have you been going

DIGITAL
VIDEO B DISCUSSION ACTIVATOR Discuss the role the arts have been playing in to many plays or
your life recently. Use your notes to discuss what you’ve been doing (or not musicals recently?
doing) lately. Ask your partner questions. Say as much as you can. 17
2
LESSON
GOAL Express a negative opinion politely
DIGITAL
STRATEGIES A 1:17 VOCABULARY NEGATIVE DESCRIPTIONS OF MUSIC
The melody is so sentimental.

(overly emotional or romantic)
Her lyrics are way too serious.

(not fun or happy)
Their music is so commercial.

(of little artistic value; focused on popular success)
His sound is really dated. Also:

(not up-to-date; not modern) annoying
Their songs are kind of repetitive. boring
(always repeat the same beat, lyrics, or melodies) depressing
loud
offensive
No offense, but I find her silly
songs way too sentimental. weird
B 1:18 LISTEN TO ACTIVATE VOCABULARY Listen to each conversation. Then complete the description.
1 He finds Jackie Evancho’s music way too (repetitive / commercial / sentimental / serious).
2 She finds Maná very (repetitive / commercial / dated / serious).
3 He finds Caetano Veloso a little too (repetitive / sentimental / dated / serious).
4 She thinks reggae music is really (repetitive / sentimental / dated / commercial).
5 He thinks Anthony Hopkins’s music is too (repetitive / sentimental / dated / serious).
C APPLY THE VOCABULARY With a partner, describe singers and bands you don’t like,
using the Vocabulary.
DIGITAL
INDUCTIVE D GRAMMAR CLEFT SENTENCES WITH WHAT
ACTIVITY
One way to emphasize the action in a sentence is to use a noun clause with What as the subject of the
sentence + the verb be. Make sure the form of the verb be agrees with its complement.
Cleft sentences
(I really don’t like traditional music.) → What I really don’t like is traditional music.
(He doesn’t understand jazz.) → What he doesn’t understand is jazz.
( They really loved the lyrics.) → What they really loved were the lyrics. GRAMMAR BOOSTER p. 128
(The melody made everyone cry.) → What made everyone cry was the melody. • Noun clauses: review and
expansion
• Noun clauses as adjective
and noun complements
DIGITAL
MORE E NOTICE THE GRAMMAR Find an example of a cleft sentence with What in
EXERCISES
Spotlight on page 15. And what I really love is the location.
18 UNIT 2
LESSON
2 GOAL Express a negative opinion politely
A 1:17 VOCABULARY C APPLY THE VOCABULARY

●
To warm up, ask a volunteer to read the speech bubble ●
Ask a volunteer to read the comment in quotes. Ask How
in red. Elicit the meaning of no offense (I don’t mean to does the sentence introduce an opinion (In my opinion; I
offend or insult you) Ask Is this a polite way to express a hate to say it but) Ask Does anyone know Phil Collins? Do
negative opinion? (yes) you agree with the comment?
●
Have students read and listen to the negative descriptions ●
Write in my opinion; I hate to say it; no offense, but for
of music. students to refer to. In pairs, have them describe singers and
●
Then have students listen and repeat the words chorally. bands they don’t like using the Vocabulary in Exercise A.
Remind them to also use words from the Also list in Exercise A
●
To quiz comprehension, ask What does sentimental mean? if appropriate. Circulate and assist.
Point to the answer in parentheses. (overly emotional or ●
Bring the class together and call on students to share
romantic) Repeat the same question for each word.
the singers and bands they discussed. Write these on the
LANGUAGE NOTE Focus on the list of Also words. Quiz board. Invite students to give their opinions on other
meaning by saying definitions and calling on volunteers singers or bands.
to say the words:
stupid, or not serious (silly) D GRAMMAR
very rude, likely to upset someone else (offensive) Suggested 5–10 Your actual
strange or unusual (weird) teaching time: minutes teaching time:
making a lot of noise (loud) ●
Call on a volunteer to read the grammar explanation. Write
uninteresting (boring) the first two example sentences on the board. Ask How is
making you feel a little angry (annoying) the cleft sentence different? (Strong emphasis is put on the
making you feel sad (depressing) fact that the person doesn’t like traditional music.)
●
Point out that in the last example sentence the action in
the sentence is made everyone cry. The noun clause
is created by taking What + made everyone cry. Write
B 1:18 LISTEN TO ACTIVATE VOCABULARY What + made everyone cry on the board. Then
Suggested 5 Your actual write another example: The girl’s deep voice surprised
the audience. Elicit a cleft sentence with What (What
●
Pre-listening: Have students read each item and possible surprised the audience was the girl’s deep voice.)
answers. Ask Do you know any of these artists or musical ●
Focus students’ attention on the last sentence of the
styles? If yes, ask How would you answer these questions? explanation: Make sure the form of the verb be agrees
●
First listening: Pause after each conversation to allow with its complement. Elicit the be verbs used in the cleft
students time to choose an answer. sentences. (is, is, were, was) Ask Why does the third
example sentence use a plural form of be? (because lyrics
●
is plural) Why do the first two sentences use present forms
work. Go over the answers as a class.
of be and the second two sentences use past forms of be?
LANGUAGE NOTE Explain the following expressions from (Example sentences 1 and 2 are in the present: I don’t like,
the conversations as needed. he doesn’t understand; example sentences 3 and 4 are in
the past: they really loved, the melody made.)
Conversation 1: When you’re not a fan of something you
don’t like it very much. Don’t get me wrong means don’t
●
To check understanding, write the following sentences
misunderstand. Way too much feeling means much too and elicit cleft sentences with What:
emotional or sentimental. If something leaves you cold it I really enjoy Shakira’s songs. (What I really enjoy are
causes you not to feel any emotion. Moving means that Shakira’s songs.)
something makes you feel emotion. To do something just I really enjoyed Shakira’s concert last week. (What I
for the money means that you just want to get rich doing really enjoyed was Shakira’s concert last week.)
something; you’re not interested in anything deeper.
Option: GRAMMAR BOOSTER (Teaching notes p. T128)
Conversation 2: Pop refers to modern popular music. Too
pop means the song or artist has too many characteristics Inductive Grammar Activity
of popular music for his / her taste. To be way ahead of
something means to have a big lead on something.
E NOTICE THE GRAMMAR
Conversation 3: A classic is something that has been teaching time: minutes teaching time:
admired for a long time.
●
Have students scan the conversation in Exercise D,
Conversation 5: Ouch is an exclamation used when Spotlight, on page 15 for an example of a cleft sentences
something hurts. If you say ouch in response to something with What. Ask What does it emphasize?
in a conversation, this indicates that the comment is strong
and upset or offended you. Extra Grammar Exercises UNIT 2 LESSON 2 T18
F GRAMMAR PRACTICE ●
To check comprehension, ask Whose music does the
woman like? (Michael Bublé) What does the man think
teaching time: minutes teaching time: about Michael Bublé? (He’s not crazy about him.) Why? (He
doesn’t like his sound; it’s so commercial.)
●
To warm up, call on a volunteer to read the first statement
and write it on the board. B 1:20 RHYTHM AND INTONATION
Ask Which word or phrase will What replace? Underline it: Suggested 5 Your actual
I can’t stand long classical music concerts. teaching time: minutes teaching time:
Ask What is the verb? (can’t stand) Is it in the present or ●

Have students repeat chorally. Make sure they:
past? (present) Write the sample answer on the board and use rising intonation for Are you as much of a Michael
underline are. Bublé fan as I am? (line 1), Michael Bublé? (line 3), But
What I can’t stand are long classical music concerts. you know who I really like? (lines 7–8) Sting? (line 11)
use falling intonation for How can you not like Michael
Ask Why is the plural form used? (because the complement Bublé? (line 5) and Who? (line 9)
concerts is plural) use emphatic stress on what I don’t like (line 6)
●
Call on a volunteer to read the remaining four items. After stress can you not (line 5)
each one ask Which word or phrase will What replace in use apologetic tone when expressing negative opinions:
the sentence? (2. Adele’s overly sentimental lyrics; 3. Bono’s To tell the truth (line 3); To be honest (line 6); I hate to say
voice; 4. a live Lady Gaga performance; 5. The song “I Gotta it (line 11)
Feeling” by the Black Eyed Peas) Have students underline
these phrases. C NOTEPADDING
●
Have students complete the exercise. Remind them to use Suggested 5 Your actual
the correct present or past form of be, and to be sure it
agrees with the complement. Circle concerts in the sample ●
Ask students to find one example of a cleft sentence with
sentence on the board, and draw an arrow to are. What in Exercise A. (What I don’t like is his sound.)
●
Tell students to list artists they like and make statements
G PAIR WORK about what they like about these artists. Call on a
Suggested 5 Your actual volunteer to read the example answer. Elicit additional
examples. Then let students work individually. Refer them
●
To warm up, call on volunteers to read the statements. to the vocabulary in Exercise A to talk about specifics of
After each one ask Which word or phrase will What what they like.
replace in the sentence? (1. Jazz, 2. the loud beat in
techno-pop, 3. A good melody, 4. Listening to my brother D CONVERSATION ACTIVATOR
try to sing, 5. Dancing to the music of a great salsa band, Suggested 5–10 Your actual
6. downloading songs by unknown new artists) Have teaching time: minutes teaching time:
students underline these words and phrases. If students
are confused by items 4–6, in which the phrases are Conversation Activator Video
introduced by gerunds, remind students that gerunds are ●
Note: You can print the script or you can view it on the
derived from verbs but function as nouns. video player on the ActiveTeach.
●
Have students work in pairs to restate the statements as ●
Divide the class into pairs. Instruct students to use the
cleft sentences. Remind them to make sure the form of the model in Exercise A, Conversation Spotlight, to role-play
verb be agrees with the complement. their own conversation with a partner.
●
Refer students to the vocabulary in Exercise A on page 18
NOW YOU CAN Express a negative opinion politely for negative descriptions of music as they respond to their
partner’s likes and dislikes.
A 1:19 CONVERSATION SPOTLIGHT ●
Reinforce the use of the spotlighted conversation
Suggested 5 Your actual strategies; for example, To tell the truth, To be honest, I
hate to say it. Remind students to be polite when they
disagree.
These conversation strategies are implicit in the model:
●
Use to tell the truth and to be honest to state frankly don’t stop! Before students begin to activate their
what you think about something. conversations, bring their attention to the Don't Stop!
note. Tell students that they should extend or lengthen
●
Use I hate to say it, but to politely introduce a negative their conversations by following directions in Don’t Stop!
opinion.
●
Have students look at the photo. Ask Where are these Conversation Activator: Speaking Booster
people? What are they doing?
●
T19 UNIT 2 LESSON 2

F GRAMMAR PRACTICE Rewrite each statement as a cleft sentence with What.
1 I can’t stand long classical music concerts. What I can’t stand are long classical music concerts.
2 I didn’t care for Adele’s overly sentimental lyrics. What I didn’t care for was Adele’s overly sentimental lyrics.
3 Jessica doesn’t particularly like Bono’s voice. What Jessica doesn’t particularly like is Bono’s voice.
4 I’d really enjoy seeing a live Lady Gaga performance. What I’d really enjoy seeing is a live Lady Gaga performance.
5 The song “I Gotta Feeling” by the Black Eyed Peas really makes me want to dance. What really makes me want to
dance is the song “I Gotta Feeling” by the Back Eyed Peas.
G PAIR WORK Take turns reading a statement aloud. Your partner restates it as a
cleft sentence with What.
1 “Jazz always puts me to sleep.” What always puts me to sleep is jazz.
2 “I can’t stand the loud beat in techno-pop.” What I can’t stand in techno-pop is the loud beat.
3 “A good melody can make even bad lyrics seem acceptable.” What can make even bad lyrics seem acceptable is a good melody.
4 “Listening to my brother try to sing drives me crazy.” What drives me crazy is listening to my brother try to sing.
5 “Dancing to the music of a great salsa band helps me unwind.” What helps me unwind is dancing to the music of
6 “I love downloading songs by unknown new artists.” a great salsa band.
What I love is downloading songs by unknown new artists.
NOW YOU CAN Express a negative opinion politely

Read and listen. Notice the spotlighted
conversation strategies.
A: Are you as much of a Michael Bublé
fan as I am?
B: Michael Bublé? To tell the truth, I’m
not crazy about him.
A: How can you not like Michael Bublé?
B: To be honest, what I don’t like is his
sound. It’s so commercial. But you
know who I really like?
A: Who?
B: Sting.
A: Sting? I hate to say it, but I find his
music a little dated.
B 1:20 RHYTHM AND INTONATION Listen again and

repeat. Then practice the conversation with a partner.
C NOTEPADDING Write about some of

Artists or groups What I like
your favorite musical artists and groups.
Use cleft sentences with What.
Artists or groups What I like
Black Eyed Peas What I love are their

great dance beats.
DIGITAL
VIDEO D CONVERSATION ACTIVATOR Create a conversation similar don’t stop!
DIGITAL
SPEAKING
to the one in Exercise A. Start like this: Are you as much of a • Discuss other artists
BOOSTER
__ fan as I am? Be sure to change roles and then partners. you like or don’t like.
19
3
LESSON
GOAL Describe a creative personality
DIGITAL
STRATEGIES A 1:21 VOCABULARY DESCRIBING CREATIVE PERSONALITIES
Positive qualities Negative qualities

gifted having a natural ability to do one or more eccentric behaving in an unusual way or appearing
things extremely well different from most people
energetic very active, physically and mentally difficult never satisfied and hard to please
imaginative able to think of new and interesting ideas moody becoming quickly and easily annoyed or unhappy
passionate showing a strong liking for something and egotistical believing oneself to be better or more important
being very dedicated to it than other people
B READING WARM-UP It is often said that gifted people have eccentric, moody, or difficult
personalities. Do you agree? Explain.
DIGITAL
STRATEGIES C 1:22 READING Read the short biography. What effect did Beethoven’s personality have on his life?
See page T20 for answers.
Gen us
stamping his feet. He completely neglected his personal
ass ionate appearance; he had wild hair, and his clothes would get
AP
so dirty that his friends would come during the night and
replace his old clothes with new ones. What amazed his
friends was that he never noticed the difference.
Beethoven wrote two famous works, Moonlight Sonata and
Für Elise, for two different women he loved. He was almost
always passionately in love, often with a woman who was already
married or engaged. Although Beethoven asked several women to
marry him, they all rejected him.
Born in 1770 in Bonn, Germany, Ludwig van Beethoven started
playing the piano before he was four years old. Clearly gifted, The most tragic aspect of Beethoven’s life was his gradual loss of hearing,
he had already composed his first piece of music by the time beginning in his late twenties until he became completely deaf in his
he was twelve. When Beethoven was just sixteen, he went to forties. However, even as his hearing grew worse, Beethoven continued to
study in Vienna, Austria, then the center of European cultural be energetic and productive; his creative activity remained intense, and
life and home to the most brilliant musicians and composers audiences were deeply touched by his music. In 1826, Beethoven held his
of the period. Beethoven proved to be both a gifted pianist and last public performance of his famous Ninth Symphony. By this time, the
an imaginative composer. He went on to create his own unique composer was completely deaf. When he was turned around so he could
sound and melodies loved by millions. see the roaring applause that he could not hear, Beethoven began to cry.
Beethoven is remembered not only for his great genius, but Beethoven died in Vienna at age fifty-seven. One out of ten people
also for his strong and difficult personality. In one infamous who lived in Vienna came to his funeral. And millions of people all over the
incident, Beethoven became so annoyed with a waiter that he world have been enjoying his music ever since.
emptied a plate of food over the man’s head. He could also be
quite egotistical, saying once, “There are and will be thousands of
princes. There is only one Beethoven.” During concerts, if people
talked while he was performing, he would stop and walk out.
Despite this type of behavior, many in musical and aristocratic
circles admired Beethoven, and music lovers were always
Beethoven’s greatest supporters. This fact did not prevent him
from losing his temper with one or another of them. However,
because of his talent, Beethoven’s friends always forgave his insults
and moody temperament.
In addition to being difficult, Beethoven was also well-known
for his eccentric behavior. He had the odd habit of putting his
head in cold water before he composed any music. He often
walked through the streets of Vienna muttering to himself and
D INFER INFORMATION Infer the information from the Reading. Explain your answers.
1 the year Beethoven moved away from Bonn 1786 He
3 the reason he cried was moved by the roaring
applause even though he couldn’t hear it.
2 Beethoven’s age when he gave his last public performance 56 4 the year Beethoven died 1827
20 UNIT 2
LESSON
3 GOAL Describe a creative personality
A 1:21 VOCABULARY (Possible response: His strong personality made him

an unpleasant person who often lost his temper and
teaching time: minutes teaching time: behaved selfishly. But it was also his strong personality
that enabled him to fight the obstacles and keep
●
Have students listen to the words and study the working when he lost his hearing.)
definitions. Then ask students to listen and repeat the
words chorally. LANGUAGE NOTE Infamous means well known for being
●
To check comprehension, have volunteers use the words bad; aristocratic circles refers to groups of people in the
in sentences about people they know. Encourage them highest social class that had a lot of land and money;
to give examples of this person’s character or actions. For temperament is a person’s character or personality; to
example, My friend Ted is gifted. He can play the piano, mutter is to speak in a low incomprehensible voice; to
guitar, and drums like a professional musician. neglect means to fail to look after something, or to pay little
Option: [+5 minutes] On the board, write Do you think attention to something.
you have a creative personality? Why? Why not?
Option: [+5 minutes] The following activity can either
In pairs, have students discuss if they think they have a
be used as a listening activity or a reading activity. On the
creative personality.
board, write:
Vocabulary-Building Strategies Difficult personality
Eccentric behavior
B READING WARM-UP
Egotistical behavior
teaching time: minutes teaching time: Point out that the biography gives specific examples
illustrating each personality trait listed on the board. Have
●
On the board, write genius. Ask What is a genius?
students listen for the examples and take notes. Go over the
(a person who has an extraordinarily high level of
answers as a class. (Difficult personality: He once emptied
intelligence, mental skill, or ability) As a class, brainstorm
a plate of food over a waiter’s head; Eccentric behavior:
names of some people who are considered geniuses.
He walked through the streets muttering to himself and
(Possible responses: Albert Einstein, Leonardo da Vinci,
stamping his feet; he neglected his personal appearance;
scientist Stephen Hawking, businessman Warren Buffet)
Egotistical behavior: He stopped playing and walked away
●
In small groups, have students discuss the warm-up when people started talking while he was performing.)
questions. Encourage them to give examples to support
their opinions. Reading Strategies
●
Bring the class together and have volunteers share their
opinions with the class.
D INFER INFORMATION
Option: [+5 minutes] Ask Do you know anyone who you teaching time: minutes teaching time:
think is gifted? Does this person have an eccentric or difficult
personality?
●
Write the word infer on the board. Elicit the meaning.
(to conclude something based on available information
and facts) Call on a volunteer to read the first item and
C 1:22 READING
infer the year as a class. Focus students’ attention on the
first paragraph of the reading. Ask Does the paragraph
specify what year Beethoven moved away from Bonn to
●
Ask a volunteer to read the title of the article aloud. Write Vienna? (no) Can we figure out what year he moved to
Beethoven on the board. Have students share what Vienna? (yes) How? (We know he was born in 1770 and
they know about Beethoven. (Possible answers: He was a that he was 16 years old when he moved away, so if we
famous German composer. He wrote nine symphonies— add the two numbers we get the year 1786.)
the Fifth Symphony is the best known.) Tell students they ●
Have students work in pairs to infer the other information.
will read and listen to a short biography about Beethoven. You can hint to students which paragraph to focus on for
●
As students read and listen, tell them to underline each item. On the board, write Item 2: Paragraph 6; Item
information in the article that will help them answer 3: Paragraph 6; Item 4: Paragraph 7 and Paragraph 1.
the focus question in the direction line (What effect did Point out that unlike items 1, 2, and 4, which focus on
Beethoven’s personality have on his life?). numbers, item 3 focuses on carefully reading the context
●
In pairs, have students discuss the focus question. Then and inferring what made Beethoven cry.
bring the class together and call on volunteers to share. Extra Reading Comprehension Questions
UNIT 2 LESSON 3 T20

E IDENTIFY SUPPORTING DETAILS Challenge: [+5 minutes] For homework, invite students
to look up Beethoven’s Ninth Symphony online and listen to
teaching time: minutes teaching time: all of it or parts of it. Tell them to re-read paragraph 6 about
the composer’s last performance, where he performed this
●
To warm up, ask a volunteer to read the various piece completely deaf. Say Imagine you are sitting in the
personality traits in the exercise. After each one, ask the audience. Write a few sentences describing your reaction. Tell
class Is it a positive or negative quality? (1–4, positive; 5–8, students they can use Vocabulary from Exercise A if they like.
negative)
Extra Challenge Reading Activity
●
Tell students they will scan the article about Beethoven
for the words and circle them. Review that when they
scan they don’t have to read the whole article again, just
NOW YOU CAN Describe a creative personality
look for the specific words. ( gifted, paragraph 1; energetic,
paragraph 6; imaginative, paragraph 1; passionate, title, A FRAME YOUR IDEAS
and then paragraph 5 has passionately in love; eccentric, Suggested 5 Your actual
paragraph 4; difficult, paragraph 2; moody, paragraph 3; teaching time: minutes teaching time:
egotistical, paragraph 2) Have students compare answers ●
Have students work individually to rate their personalities
with a partner.
on the chart.
●
Focus on the word passionate and point out that the word ●
Bring the class together and ask a volunteer to read the
is used in the title as a reference to Beethoven’s liking for
model out loud.
and dedication to music; it is also used in paragraph 5
to talk about being passionately in love, which means to
●
Then, in pairs or groups, have students compare their
have strong feelings for someone. ratings and make statements about themselves.
●
Let students work in pairs to write the examples. Then go
over the answers as a class. B DISCUSSION
Answers for Exercise E teaching time: minutes teaching time:
Answers will vary, but may include the following: ●
Have students look at the pictures. Ask Which of these
1. He composed his first piece of music by age 12. people are you familiar with? Which of the arts does each of
2. He continued to write many pieces of music. these people represent? (music, visual arts, acting)
3. He wrote many unique compositions. ●
Call on volunteers to read the descriptions out loud. In
4. He asked several women to marry him. pairs, have students continue describing these three
5. He rarely bathed. artists. If students don’t know enough about these people
6. He dumped a plate of food on a waiter’s head. to provide details, they should research them on the
7. He would walk through the streets talking to himself. Internet. Or they can choose other creative people.
8. If anyone talked during a concert, he would stop ●
Encourage students to refer to the Vocabulary in Exercise A.
playing and leave.
Tell them to discuss both positive and negative qualities.
F EXPRESS AND SUPPORT AN OPINION

●
Bring the class together and have pairs share who they
spoke about and the people’s qualities. At the end, ask Do
teaching time: minutes teaching time: you think any of these people are considered a genius like
Beethoven?
●
Invite students to first discuss the questions in pairs. Then
combine pairs into groups of four and have them discuss. OPTIONAL WRITING [+20–30 minutes]
●
Bring the class together and focus on item 1. Ask Based ●
Have students choose a creative person and work
on the article, do you think it’s possible for a person to individually to write a biography of this person. Refer
have a successful relationship with a creative personality? students to the model about Beethoven. Remind students
Tell students to use examples from the text to support how the vivid examples showed Beethoven’s positive and
their opinions. (Possible answer: Maybe not; Beethoven negative qualities (e.g., how he muttered and stamped his
completely neglected himself, and he probably wouldn’t feet).
have been able to give the necessary attention to another ●
Students can complete the writing assignment at home.
person. His only focus was music.)
Option: [+5 minutes] Students can look up details about
Challenge: [+5 minutes] Call on a student to read the a famous person’s positive and negative qualities. Remind
last line of paragraph 6. On the board, write he could see students that whatever research they do, they must write
the roaring applause. In pairs, have students describe it in their own words and write down the reference of the
what roaring applause looks like. Tell them to write their website where they found the information.
ideas down. Bring the class together and have pairs share.
Option: [+5 minutes] The descriptions students write
can then be peer-reviewed in class. Instruct students to
read a classmate’s assignment. On the board, write Are
there examples that demonstrate the person’s positive
and/or negative qualities?
T21 UNIT 2 LESSON 3

E IDENTIFY SUPPORTING DETAILS On a separate sheet of paper, write examples from
the Reading of Beethoven’s behavior that illustrate each personality trait. Use your own
words. Explain your answers. See page T21 for answers.
1 that he was gifted 4 that he was passionate 7 that he was moody
2 that he was energetic 5 that he was eccentric 8 that he was egotistical
3 that he was imaginative 6 that he was difficult
F EXPRESS AND SUPPORT AN OPINION Discuss the questions. Activate the Vocabulary
to support your opinion. Answers will vary but may include the following:
1 Why do you think every woman that Beethoven asked to marry him rejected him? Do you
think they made the right decision? Women rejected Beethoven because he was egotistical, eccentric, and difficult to get along
with. They probably made the right decision; the marriages probably would not have lasted.
DIGITAL 2 Why do you think Beethoven was able to write some of his most popular pieces of music
EXTRA
CHALLENGE when he could no longer hear? Beethoven didn’t need to hear to create extraordinary music. His music was in
his heart and mind.
NOW YOU CAN Describe a creative personality
A FRAME YOUR IDEAS Do you think you I’m not particularly creative,
have a creative personality? Rate yourself but I’m very passionate. I
for the qualities below on a scale from think it’s really important
to love what you do. What
0 to 3. Compare answers with a partner. about you?
0 = not at all gifted difficult

1 = a little eccentric energetic
2 = somewhat passionate moody
3 = extremely imaginative egotistical
B DISCUSSION Provide details to complete the descriptions of these creative

personalities, or write complete descriptions of others you find interesting.
Be sure to use the Vocabulary and provide examples. Say as much as you can.
Michael Jackson was a

gifted singer, songwriter,
and dancer from the
U.S. But a lot of people
found him eccentric. For
example, …
Christian Bale is a Hollywood

actor who is originally from
the U.K. He is very talented
Frida Kahlo was a famous and is known to be very
Mexican painter. They passionate about acting.
say that, at times, she But it is said that he can be
could be quite moody. egotistical and difficult to
For example, … work with. For example, …

OPTIONAL WRITING Write a biography
• a pain in the neck • a team player
of a creative person. Present it to the class.
• a people person • a tyrant
• a sweetheart • a workaholic
21
4
LESSON
GOAL Discuss the benefits of the arts
A LISTENING WARM-UP DISCUSSION In what ways do you think the arts could be used
to help children who are under emotional stress or the elderly with memory problems?
DIGITAL
STRATEGIES B 1:23 LISTEN FOR MAIN IDEAS Listen to the radio program for descriptions of how the
arts are used as therapy. Write the type of therapy that is described by each therapist.
Mark Branch 1 music Bruce Nelson 2 drama Carla Burgess 3 art
C LISTEN FOR SUPPORTING INFORMATION Listen to the radio program again and
1:24
complete each statement. Then explain what the therapist does to achieve each goal.
1 Mark Branch uses the arts to help patients with intellectual disabilities improve .
a their schoolwork b their ability to socialize
2 Bruce Nelson uses the arts to help troubled teens .
a talk about their problems more easily b socialize with others more easily
3 Carla Burgess uses the arts to help the elderly .
a tell others about their problems b socialize with others
D LISTEN TO TAKE NOTES Listen to the radio program again. Work with a partner
1:25
to define these words and phrases.
a disability that causes a person to learn more slowly than most people, and affects
1 an intellectual disability: a person’s ability to communicate and interact socially.
2 a troubled teen: teenagers that are depressed because of difficult life experiences.
3 a senior: someone who is elderly
E APPLY IDEAS Read each situation. Which therapies mentioned in the radio program would
you recommend for each situation and why? Compare and discuss your answers with a partner.
1 A number of humanitarian organizations have

been working with children who were forced
to become soldiers and fight in local wars. In many
2 Greenwood Hospital specializes
in helping patients who have been
in car accidents and sports- or work-
cases these children have participated in violent acts. related accidents. Patients struggle
Their experiences make it hard to sleep or interact with physical pain,
normally with others. limited movement
in arms and legs, and
depression. They
need emotional
support.
22 UNIT 2
LESSON
4 GOAL Discuss the benefits of the arts
A LISTENING WARM-UP the following questions. Have students read and think
about the questions.
teaching time: minutes teaching time: 1. How does music affect us emotionally?
●
Ask a student to read the lesson title. Ask What does 2. How does music affect us physically?
the word benefit mean? (advantage) Invite students Play the audio once, then play it again and have students
to speculate what some benefits of the arts could be. answer the questions. (1. A beat or a melody can affect how
(Possible answers: entertainment, relaxation, inspiration) we feel, depending on whether it’s loud or energetic, or
●
Call on a volunteer to read the discussion question. On quiet or soothing. 2. Music affects the way we breathe and
the board, write: how fast our heart beats.)
children under emotional stress
D 1:25 LISTEN TO TAKE NOTES
the elderly with memory problems
●
Invite students to share ideas. Ask Which of the arts do you teaching time: minutes teaching time:
think could help people with these problems?
●
Tell students they will listen to the interviews and write
Option: [+5 minutes] Elicit some everyday situations that
definitions for the words and phrases.
could be aided with the arts. (Possible answers: Stress can be
alleviated with music. Watching a movie can help a person
●
Pre-listening: Have students read the words and phrases
relax. Reading a book or a poem can cheer up a person. and write down what they think the words mean.
Looking at a piece of art can make a person feel good.) ●
First listening: Don’t play the entire radio program, just
the corresponding interview. Item 1 corresponds to the
B 1:23 LISTEN FOR MAIN IDEAS first interview, item 2 to the second, and item 3 to the
Suggested 5–10 Your actual third. Stop at the end of each one.
●
Second listening: Play each audio again, giving students
●
Pre-listening: Write therapy on the board. Make sure time to fill in any information.
students know that therapy refers to the treatment of an ●
Bring the class together and have students compare answers.
illness or injury over a period of time. Tell students they
will read how the arts are used as therapy. Challenge: [+5 minutes] Ask students if they remember
what broadcaster Andrew Harris said about next week’s
●
First listening: As students listen, pause after each speaker
show. (Next week on the show they’ll be looking at how
to allow students to write the answer.
some professionals are using the arts to help young students
●
Second listening: Have students listen again to check their improve their performance at school.) Invite students to
answers. Go over the answers as a class. work in groups to speculate which arts might work in this
scenario and suggest how they might be applied.
LANGUAGE NOTE The radio broadcast includes the
following terms: therapy (noun), treatment of an illness E APPLY IDEAS
or injury over a period of time; therapist (noun), a person
trained to give a particular form of treatment; therapeutic teaching time: minutes teaching time:
(adjective), relating to the treatment or cure of an illness,
for example, therapeutic session or therapeutic situation as
●
On the board, write music, drama, art. Tell students
mentioned in the listening. there isn’t one correct answer for each scenario. Even a
combination of therapies might apply.
art: the use of painting, drawing, sculpture etc. to represent
things or express ideas:
●
Call on volunteers to read the situations. Then have
arts: art, music, theatre, film, literature etc. all considered students work in pairs to discuss and compare ideas.
together ●
Bring the class together and have volunteers share
answers. Ask Which therapies seem like they could be
Listening Strategies applicable to most situations? (music or art therapies)
Which ones wouldn’t be appropriate where a person might
C 1:24 LISTEN FOR SUPPORTING have limited movement or pain? (drama, and maybe art,
INFORMATION depending where the pain is)
Suggested 5 Your actual Option: [+5 minutes] Have students share which of the
three therapies they think they would respond to best:
●
Pre-listening: First let students read the questions and see music, art, or drama. Have pairs discuss their preferences.
if they can predict the answers. Then bring the class together and call on volunteers to share.
●
First listening: Play the radio program, stopping at the end On the board, write Do you think someone with a shyer
of each section so that students can choose their answer. personality might prefer music or art therapy compared
to a more outgoing person who might respond well to
●
Second listening: Play the program in its entirety for
drama therapy? Call on volunteers to share their opinions.
students to check their answers.
●
Students can compare answers with a partner.
Option: [+5 minutes] Have students listen to Mark
Branch talk about music therapy again. On the board, write UNIT 2 LESSON 4 T22
F WORD STUDY H WORD STUDY PRACTICE
●
On the board, write I was amazed. and I was amazing. ●
Ask a volunteer to read the example sentences. Ask Which
Ask Do these sentences mean the same thing? (no) Why not? one is the present participial adjective and which is the past
(In the first sentence, something amazed me, or made me participial adjective? (The first one is the present participial
feel amazed. In the second sentence, I am describing that adjective.)
I myself was amazing.) Underline amazed and amazing ●
Have students work in pairs to practice making
and explain that these are participial adjectives. sentences with the present participial adjectives and
●
Call on a volunteer to read the first explanation in the then restructuring them using past participial adjectives.
Word Study box. Then direct students to the Participial If students have difficulty making and changing the
adjectives list on the right. Review that base form + -ing statements verbally, tell them to write the sentences
is the present participle; base form + -ed is the past down.
participle. Option: [+5 minutes] Call on pairs to share one of their
●
Call on a student to read the second explanation and sentences on the board, but with the participial adjective
the first example sentence in the Word Study box. Then blanked. Then they call on volunteers to fill in the blanks
ask another volunteer to read the third explanation and correctly.
example sentences.
●
Return to the first set of example sentences and ask Does NOW YOU CAN Discuss the benefits of the arts
The patient is depressing mean the same thing? (no)
What about I’m boring? (no) Then focus on the second A NOTEPADDING
set of example sentences and ask Can we say The book is Suggested 5 Your actual
depressed? (no) Can a book be bored? (no) teaching time: minutes teaching time:
●
Return students’ focus to the lists of participial adjectives ●
On the board, write music, art, dance, theater. Ask
on the right. Have students listen and repeat. students to work in pairs to make a list of benefits of the
Challenge: Say sentences to students using participial various arts in everyday life. Have them discuss with more
adjectives from the list and have them identify each specific examples. Ask a volunteer to read the model
sentence as correct or incorrect. If it is incorrect, elicit the sentences on the notepad.
correct answer. For example: ●
Circulate as students work. Remind them to use the list of
The movie was very entertained. (incorrect) participial adjectives in Exercise F to help them.
I am interested in ancient Egyptian art. (correct)
The music I was listening to was soothed. (incorrect) B GROUP WORK
The patient’s response to therapy was not surprising. teaching time: minutes teaching time:
(correct)
I was pleasing with my new playlist. (incorrect)
●
Invite each pair to write one of the benefits they came up
with in Exercise A on the board and then share examples.
I am annoyed by the artist’s difficult personality. (correct) Ask the class Did anyone have the same benefit? Elicit
If students have difficulty, write the sentences on the board. additional examples and comments from other students.
Make sure each pair has had an opportunity to contribute.
Listen for correct participial adjective usage.
G WORD STUDY PRACTICE Discussion: Speaking Booster
●
Give students a few minutes to read the sentences and
choose the correct participial adjective forms.
●
Then have students compare answers with a partner.
Option: [+5 minutes] Ask students to rewrite each
sentence using the other type of participial adjective. On
the board, write 1. Music can make language students
feel relaxed. Discuss how the sentence would have to be
changed to use the participial adjective relaxing. (Possible
answer: It is relaxing for language students to listen to
music.) Have students work in pairs to transform all the
sentences.
T23 UNIT 2 LESSON 4

3 The Walker Institute provides support for
adults who have suddenly found themselves
without a job or a place to live. As a result, these
people feel separated from others socially.
Understandably, they feel bad about their current
circumstances and worry a lot about the future.
1:26 Participial adjectives

DIGITAL
STRATEGIES F WORD STUDY USING PARTICIPIAL ADJECTIVES Verb Present participle Past participle
(amaze) amazing amazed
The present and past participial forms of many verbs (annoy) annoying annoyed
can function as adjectives. (bore) boring bored
(depress) depressing depressed
The past participle has a passive meaning. It can (disappoint) disappointing disappointed
usually be restated with a by phrase. (entertain) entertaining entertained
The patient is depressed [by his life]. (excite) exciting excited
(interest) interesting interested
I’m bored [by this movie]. (please) pleasing pleased
The present participle does not have a passive (relax) relaxing relaxed
meaning. It can usually be restated with an active verb. (soothe) soothing soothed
(stimulate) stimulating stimulated
That book is depressing. [It depresses everyone.] (surprise) surprising surprised
It’s so boring. [It bores me.] (touch) touching touched
(trouble) troubling troubled
G WORD STUDY PRACTICE Circle an adjective to complete each sentence.

1 Music can make language students feel (relaxed / relaxing).
2 Drawing pictures about their problems can make patients feel less (depressed / depressing).
3 Some patients find movement therapy to be very (soothed / soothing).
4 For patients in physical pain, the benefits of music therapy can be (surprised / surprising).
5 Researchers are (amazed / amazing) that the results have been so positive.
6 Many doctors report they are (pleased / pleasing) with the progress their patients make.
7 Many teen patients feel that drama therapy is (entertained / entertaining).
H WORD STUDY PRACTICE With a partner, take turns choosing

a present participial adjective from Exercise F and using it in a
sentence. Your partner then creates a sentence using the past
participial form.
NOW YOU CAN Discuss the benefits of the arts
A NOTEPADDING What are some benefits that music, art, dance, and theater bring to
people’s everyday lives? With a partner, make a list and discuss. Use participial adjectives.
Benefits Examples Benefits Examples

c at work relaxes
Music can be soothing. Playing musi
people so they ’re more productive.
DIGITAL
SPEAKING B GROUP WORK Present your ideas to your
BOOSTER
class or group. Comment on your classmates’
ideas and ask questions. 23
WRITING Parallel structure: writing words in a series
When listing two or more words in a series, be sure to use parallel structure. All the words, phrases, or
clauses should be in the same form. Study the examples.
I like dancing, painting, and singing. (All are gerunds.)
I like to dance, to paint, and to sing. (All are infinitives.)
The picture was painted, framed, and sold. (All are passives.)
She’s a friendly, helpful, and intelligent human being. (All are adjectives.)
If you are listing two or more infinitives, either use to with all of them or use it only with the first one.
She wants to eat, to drink, and to go to sleep. OR She wants to eat, drink, and go to sleep.
With a pair or series of nouns, either use the article with all of them, or use it only with the first one.
I’m a student, a musician, and a mother. OR I’m a student, musician, and mother.
If another word refers to all of the words in the series, you can use it with all of them or only with the first.
I don’t think I’m very interesting or very smart. OR I don’t think I’m very interesting or smart.
I prefer people who make me laugh and who like outdoor activities.
OR I prefer people who make me laugh and like outdoor activities.
B ERROR CORRECTION Find and correct the errors. Answers will vary but may include the following:
My personality
Some people think I am moody, a pessimistic person, and cautious, because
I sometimes worry about the future. However, this is very surprising to
me. What I think is that I have always been a passionate, a positive, and
optimistic person. The fact that I love traveling, to meet new people, and -ing
learning about new places proves that I don’t have a pessimistic outlook.
Most of my friends find me to be energetic and imaginative.
C PRACTICE On a separate sheet of paper, complete each statement with the words in
parentheses, using parallel structure. Then write at least two similar sentences about your
own personality and interests.
1 I like (read, listen to music, go to movies).
I like reading, listening to music, and going to movies.
2 I’ve been (teacher, stay-at-home mom, office manager).
I’ve been a teacher, a stay-at-home mom, and an office manager.
3 I enjoy (hike, ski, swim in the ocean).
I enjoy hiking, skiing, and swimming in the ocean.
4 (see new places, have new experiences, make new friends) are all reasons I like to travel.
Seeing new places, having new experiences, and making new friends are all reasons I like to travel.
5 Last year I (join the volleyball team, play in ten games, win an award).
Last year I joined the volleyball team, played in ten games, and won an award.
6 What energizes and relaxes me is (paint portraits, cook great meals, play my guitar).
What energizes and relaxes me is painting portraits, cooking great meals, and playing my guitar.
DIGITAL
WRITING D APPLY THE WRITING SKILL Write a paragraph describing your interests
PROCESS
and personality. Try to include at least one sentence using the present
perfect continuous and one using a cleft sentence with What. Use the
SELF-CHECK
Vocabulary from Units 1 and 2.
Does my paragraph have a topic
sentence and supporting sentences?
Do I have a concluding sentence?
Did I use parallel structure?
24 UNIT 2
WRITING Parallel structure: writing words in a series
A WRITING SKILL ●
Have students compare answers with a partner. Circulate
and assist as needed.
Tell students to choose two or more statements which
●
Write I like dancing, painting, and to sing. Ask Is they will fill in with information about themselves. Return
this sentence correct? (no) Ask Do you know why? If to the example on the board and rewrite the sentence
students cannot answer, ask a volunteer to read the with new information. For example, I like hiking,
first explanation in the rules and the correct example swimming, and dancing. Tell students that they will
sentence. Correct to sing in the sentence on the board. use information about themselves to write a paragraph
describing their interests and personality.
●
Write parallel structure on the board. Ask What does
parallel mean? (similar; going in the same direction) Option: [+5 minutes] Time-permitting, students should
Reread the second sentence of the first explanation All complete any of the items they didn’t replace above with
words, phrases, or clauses should be in the same form. Call information about themselves. They will be able to use this
on volunteers to read the three other example sentences. information in the writing skill in Exercise D.
●
Have a volunteer read the second explanation and Challenge: [+5 minutes] To practice parallel structure,
example sentence. To quiz understanding, ask a volunteer students can think of a person they know and fill in the
What are three things you like to do in your free time? blanks with information about that person. For example,
Write the sentence on the board. Elicit corrections. If the write on the board:
students repeated to before each infinitive, elicit another My sister Diana
way to list infinitives. (just mentioning the first to) 1. She likes to swim, paint, and write poetry.
●
Give students a few minutes to read the remaining two 2. She’s been a student, a swimmer, and a lawyer.
explanations and example sentences.
Have students complete the statements and then share
Ask students to work in pairs to practice forming parallel with a partner.
lists of three following the models in the chart. On the
board, write: D APPLY THE WRITING SKILL
gerunds Suggested 5–10 Your actual
infinitives teaching time: minutes teaching time:
passives ●
To warm up, have students look at the paragraph in
adjectives Exercise B. Say Find an example of the present perfect.
(I have always been) Find an example of a cleft sentence
nouns with What. (What I think is) Find an example of a participial
Circulate and assist as needed. adjective. (this is very surprising) Is it a present or past
participial adjective? (present)
B ERROR CORRECTION ●
Suggested
teaching time:
5
minutes
Your actual
teaching time:
Lately I’ve been . . .
What I like is . . .
●
Give students a few minutes to correct the errors individually.
Then have them compare answers with a partner. What I am like is . . .
●
Circulate and assist as needed. Focus students’ attention I think X is . . . -ing
on the rules in the chart in Exercise A. I’m . . . -ed by . . .
Tell students to use the structures on the board to write
C PRACTICE about themselves. Refer them to the vocabulary describing
Suggested 5 Your actual personality on page 4, Unit 1 and participial adjectives on
teaching time: minutes teaching time: page 23, Exercise F.
●
Write the first item on the board. Elicit different ways to
●
Refer students to the Writing Process Worksheet to help
write this sentence. Write these on the board: walk them through the writing process and peer review.
1. I like reading, listening to music, and going to the ●
movies. Book to go over the paragraphs they wrote.
1. I like to read, listen to music, and go to the movies. ●
Then ask Did you include an example of the present perfect
OR continuous? a cleft sentence with What? a participial
adjective?
I like to read, to listen to music, and to go to the
movies. Writing Process
●
Give students time to do the exercise individually. Remind
students that there may be more than one possible
answer. Refer students to the rules in Exercise A.
UNIT 2 WRITING T24

review
Digital Game ●
Bring the class together and ask Are there any correct
sentences? (item 2) Elicit the present perfect (hasn’t seen)
A 1:27 and the present perfect continuous (have been telling her)
in that sentence.
Then have volunteers write the remaining corrected
sentences.
●
Pre-listening: Have students skim the list of musical
artists. If they recognize any of them, invite them to say
something about them. D
●
First listening: Have students listen to the conversation
and check the speaker for each item that does NOT like
the music. ●
To warm up, call on volunteers to read the statements.
●
Second listening: Have students listen to each After each one, ask Which word or phrase will What replace
conversation again and write down what the person does in the sentence? (1. Life without the arts, 2. a band whose
not like about the group or artist. music is really commercial, 3. The beat, 4. music that has
fun lyrics and a great melody, 5. anything that’s playing
●
Have students compare answers with a partner. on Broadway) Have students underline these words and
Challenge: [+5 minutes] Invite students to listen a third phrases.
time and write what the other person (unchecked in the ●
Have students rewrite the statements as cleft sentences.
exercise) LIKES about the group or artist. (1. The woman If necessary, model the first item. Write What wouldn’t be
thinks One Direction are good performers. 2. The man likes
much fun life without the arts. Ask What form of
anything Vanessa-Mae plays—pop or classical. 3. The man
be do we need? (is) Remind students that the form of the
tells his friend he wishes he could sing like Josh Groban—he
verb be has to agree with the complement, as well as be
admires his voice. 4. The woman thinks Lady Gaga has a
in the correct tense. Circulate and assist as needed.
good beat. 5. The man thinks his music is as beautiful now
as it was forty years ago.)
●
Tell students to compare answers with a partner. Discuss
any issues as a class.
B Challenge: On the board, write:
Suggested 5 Your actual What wouldn’t be fun . . .
What I don’t like . . .
●
To warm up, have students read the words in the box and What made everyone feel like dancing . . .
write + above the positive qualities. (energetic, gifted, What I like to listen to . . .
passionate). They should write – above the negative
qualities. (eccentric, egotistical, moody) What you should go see . . .
●
Tell students to complete the exercise individually. Have students complete these statements in pairs using
Then have them compare answers with a partner. Refer their own ideas. Tell them to use the correct singular or
students to the vocabulary on page 20 to go over any plural form of be, depending on what the complement is.
definitions they don’t remember. Option: TEST-TAKING SKILLS BOOSTER (p. 152)
C EXTRAS
Workbook
MyEnglishLab
Write already, yet, before, ever on the board. To review,
●
●
summit3e)
ask Are these words associated with finished or ongoing – Classroom Audio Program
actions? (finished) Do we use them in the present perfect – Extra Practice Activities
or the present perfect continuous? (present perfect) Have – Summit GO App
students scan the exercise items for these words. – Web Projects
(1. already, 2. yet, 3. before, 5. yet) Hint to students to ●
ActiveTeach
make corrections accordingly. – Assessment
– Additional Printable Resources
●
In items 4 and 6 focus students’ attention on the second
Audioscripts and Answer Keys
sentence. Ask after each one Is the action still ongoing? (yes)
“Can-Do” Self-Assessment Charts
●
Have students complete the exercise and compare Conversation and Discussion Activator
answers with a partner. Video Scripts
Oral Progress Assessment Charts
Reading Speed Calculator
– Summit TV Video Program
Activity Worksheets
Teaching Notes
Video Scripts
T25 UNIT 2 REVIEW

DIGITAL
GAME review
A 1:27 Listen to the conversations about musical preferences. Check the person who
doesn’t like the music. Then listen again and write what the person doesn’t like about it.
The man The woman What he or she doesn’t like
1 One Direction ✓ Their music is too sentimental.
2 Vanessa-Mae ✓ Her music is too serious.
3 Josh Groban ✓ Music is too commercial.
4 Lady Gaga ✓ Her performances are too eccentric.
5 Antonio Carlos Jobim ✓ His music is out-of-date.
B Complete the statements with an appropriate adjective from the box.
eccentric egotistical energetic gifted moody passionate
1 Sarah is a very gifted musician. She started playing the piano when
she was three.
2 My neighbor has thirty cats. You could say he’s a bit eccentric .
3 Franco is an extremely egotistical person. He only thinks of himself.
4 Dalia has been so moody lately. She gets angry at the smallest thing.
5 My brother is really energetic . He’s always doing something productive.
6 My boss is so passionate about the products we sell. She really believes in them.
C Check the sentences in which the present perfect continuous or present perfect are used
correctly. Correct and rewrite the incorrect sentences on a separate sheet of paper.
1 I’ve already been writing two reports for my boss this month. I’ve already written two reports for my boss
this month.
✓ 2 Kate hasn’t seen the movie Interstellar yet, but all her friends have been telling
her how great it is.
3 They’ve never been hearing about art therapy before. They’ve never heard about art therapy before.
4 Most likely, Lance studied late. His bedroom light is still on. Most likely, Lance has been studying late.
5 We haven’t been making reservations for our flight yet. We haven’t made reservations for our flight yet.
6 I’ll bet you’ve done the laundry. I can hear the washing machine. I’ll bet you’ve been doing the laundry.
D Rewrite each statement as a cleft sentence with What.

1 Life without the arts wouldn’t be much fun.
What wouldn’t be much fun is life without the arts.
2 I don’t like a band whose music is really commercial.

What I don’t like is a band whose music is really commercial.
3 The beat made everyone feel like dancing.

What the beat did was make everyone feel like dancing.
4 I like to listen to music that has fun lyrics and a great melody.
What I like to listen to is music that has fun lyrics and a great melody.
5 They should go see anything that’s playing on Broadway.

What they should go see is anything that’s playing on Broadway.
Web Project: Benefits of the Arts

25
1 Express buyer’s remorse
3
2 Talk about financial goals and plans
Money, Finance, and You 3

4
Discuss good and bad money management
Explain reasons for charitable giving
preview
A FRAME YOUR IDEAS Take the test to learn about your personal spending style.
Circle the letter that best describes you.
SPENDING HABITS SELF-TEST

1 You hear about the latest (expensive!) 2 You are invited to a birthday party 3 You discover a hole in
smart phone with the coolest new and know a gift is expected, but your pants. You …
features. You … you’re short on cash right now. A go out and buy new pants.
A run to the store and stand in line to be one You … B have the pants repaired.
of the first people to have it. A spend more on the gift than you can C fix the pants yourself.
B compare prices online so you can get the afford anyway. D other
best deal right away. B try to find a nice gift that’s not too
C tell yourself that the price always comes expensive.
down after a while and decide to wait. C say you are busy and don’t go, so you
D other don’t have to buy a gift.
D other
4 You would love to have a fancy high-

tech entertainment system in your 5 You always split the restaurant
living room, but you just don’t have bill equally with two work
the money right now. You … colleagues when you eat lunch.
A buy it with your credit card and hope you This time you weren’t hungry and
find the money to pay for it later. ate very little. You …
B cut back on other expenses until you’ve A pay your usual 1/3 of the bill.
saved enough to buy it. B offer to pay for just the small amount
C decide you have more important spending you ate.
priorities than buying an entertainment C ask the others to treat you, since your
system. amount was so small.
D other D other
If you circled If you circled If you circled If you wrote your

three or more A’s: three or more B’s: three or more C’s: own answers (D)
for three or more
You are definitely a big You’ve got a good head You are thrifty and don’t
questions:
spender. on your shoulders about waste money.
Your motto is: money. Your motto is: How would you
describe your spending
Easy come, easy go. Your motto is: Waste not, want not. style?
Everything in
moderation.
B 2:01 VOCABULARY DESCRIBING SPENDING STYLES C DISCUSSION Do you know anyone

Listen and repeat. you would call a big spender, thrifty, or a
cheapskate? Give one or more examples of
a big spender a person who regularly spends a lot of money
that person’s behavior to support your opinion.
thrifty careful not to spend too much money
a cheapskate a person who hates to spend money
26 UNIT 3
UNIT
3 Money, Finance, and You

preview
A FRAME YOUR IDEAS • Write a big spender, thrifty, a cheapskate on the
Suggested 10–15 Your actual board. Let students read the definitions in the book to
teaching time: minutes teaching time: themselves.
• Ask a volunteer to read the title of the article. On the • Have students listen and repeat.
board, write Personal Spending Style. Tell students they • Point to cheapskate on the board and explain that the
will take a test to find out more about the way they spend word has a negative connotation. To say that someone
money. Then have them take the test individually. is thrifty is more positive. It indicates that the person
• Bring the class together and write each of the three is careful and wise with money. To call someone a
mottos found at the bottom of the test on the board: cheapskate is a criticism that the person doesn’t like
to spend money because he or she is selfish and not
Easy come, easy go. generous. Direct students’ attention to item 5 in the self-test
Everything in moderation. in Exercise A. Ask a volunteer to read the question.
Waste not, want not. Then say Option C, asking others to treat you, would be
Elicit each meaning, encouraging students to look at the a good example of a being a cheapskate. Tell students to
context in which each motto is used. (Easy come, easy be sensitive with this word. If you were to tell someone
go refers to the belief that just as easily as something is directly that he or she is a cheapskate, it should probably
acquired, it can be lost. The saying is often used after be said jokingly, so as not to offend too much.
something has been lost. When you do something in • Tell students to match the mottos in Exercise A with the
moderation, it means that you don’t do it too much. Waste vocabulary describing spending styles. (Easy come easy
not, want not means that if we don’t waste what we have, go, a big spender; Everything in moderation, thrifty; Waste
we’ll still have it and we won’t need or “want” it in the not, want not, thrifty / a cheapskate)
future.)
• Ask Did anyone write his or her own D answers? Invite C DISCUSSION
students to share. Suggested 5 Your actual
LANGUAGE NOTE The saying Everything in moderation, • Write a big spender, thrifty, a cheapskate on the board
nothing in excess dates back to the classical Greek
again (if erased in previous activity). Point to each term
philosopher Socrates. He believed that humans need to
on the board. Ask Is it an adjective or a noun? (Big spender
know how to find the middle ground and not go to any
and cheapskate are nouns. Thrifty is an adjective.) Illustrate
extremes. To have a good head on your shoulders is an
possible positions of the adjective on the board:
idiom that means to be smart and capable of making good
Jack is thrifty. I don’t know many thrifty people.
decisions.
• Have students discuss the questions from the book in
Challenge: [+5 minutes] Invite students to write another pairs or small groups. Remind students that cheapskate
scenario, using the questions in the self-test as a model. has a negative connotation and is not interchangeable
Tell them not to write choices. Then pair up students with the word thrifty.
and have them swap questions and write their answers. • Circulate and listen for correct usage.
Then have them share responses and discuss.
Option: [+5 minutes] Call on students to provide
examples of cheapskates they talked about. Write these
B 2:01 VOCABULARY on the board. Then ask Is this healthy behavior? Why might
Suggested 5 Your actual it be difficult to be the friend of a cheapskate (if you’re not a
cheapskate yourself)? (Possible answer: You might end up
paying for everything when you’re together.)
UNIT 3 PREVIEW T26

D 2:02 SPOTLIGHT F THINK AND EXPLAIN
• Before reading and listening to the conversation, have • In

pairs, have students answer the questions. Tell them to
students look at the images. Ask What are the father and support their answers.
son looking at? (some kind of bike on the tablet.) Ask What students work, write a big spender, thrifty, and a
• As
is unusual about the bike? (the handlebars and the holder cheapskate on the board. Bring the class together and
for the smart phone) Do you think that such a holder is a go over answers. You may need to remind students that at
wise construction? (Possible answer: For the purpose of a the beginning of the conversation Brad’s dad commends
GPS, it might be, but if it encourages bike riders to text or him for saving his money. So he may see his son in more
e-mail, or even watch videos while riding, it’s probably than one way.
not a good idea.)
Option: [+5 minutes] On the board, write Do you think
• After students read and listen, check comprehension it could be a good lesson to let Brad buy the bike?
by asking What does Brad want? (a cool new bike that (Possible answer: Maybe. He might realize upon buying it
has a holder for a smart phone) Does Brad use his smart that it was not a wise purchase and not do the same in the
phone while riding his bike? (apparently yes, though future.)
he tries to hide the fact after revealing this to his dad);
Challenge: [+5 minutes] Invite students to change the
What problems does Brad’s dad see with the bike? (the
scenario so that the dad reacts as a big spender to the son’s
astronomical price and the ridiculous handlebars) Will he
request, telling him that it is indeed a good purchase and
buy Brad the bike? (no) Will he let Brad buy the bike himself
agreeing to help pay for it. Tell students to role-play the
(Yes, but he tries to discourage him.)
dialogue, making necessary changes in the father and son’s
Option: [+5 minutes] Ask students Do you agree that conversation.
Brad’s dad should let him buy the bike? What would you do in
this situation if Brad were your son?
SPEAKING GROUP WORK
LANGUAGE NOTE Bring students’ attention to the last Suggested 5–10 Your actual
sentence of the dad’s second exchange: And what’s so
special about it except for the ridiculous handlebars?—which • Write the word worthless gimmick on the board. Review
should be illegal in my opinion . . . Point out that this kind of the meaning. (something invented for the purpose of
add-on is common in speaking. attracting attention, but not really having much purpose
or value) Ask Do you agree that the Smart bike from
Spotlight, Exercise D, is a worthless gimmick? Why? Why not?
E UNDERSTAND IDIOMS AND EXPRESSIONS Elicit other examples of worthless gimmicks. (Possible
Suggested 5–10 Your actual answers: unbelievable diets, some types of exercise
equipment, various toys) Then write worthwhile features
• Focus on the idioms and expressions as a class. Call on on the board. Elicit that unlike worthless gimmicks,
volunteers to read them aloud. worthwhile features would be good features students
• Let students work individually to locate them in context to have appreciated on different products.
help figure out the meanings. Then have them match the • Dividethe class into groups of three or four and have
expressions with the correct meaning. them discuss. Circulate and assist as needed. If students
• Have students compare answers with a partner, returning have difficulties coming up with gimmicks, write an
to Exercise D as needed to check any items they don’t example for each category on the board.
agree on. 1. a 3-D TV
• Bring the class together to go over any questions. 2. a lotion that promises to remove wrinkles
3. sneakers that promise a person to run faster
LANGUAGE NOTE In the idiom save for a rainy day . . . , a
rainy day refers to a future time when a person might need 4. a pot that promises to cook delicious food
something. Then erase from the board.
• Bring the class together and have groups share. Write
Option: [+5 minutes] Have students find each spotlighted students’ ideas on the board, in two columns labeled
idiom or expression in Exercise D and replace it with worthless gimmicks and worthwhile features. When
the definition from the matching. Tell students to make students share worthwhile features of some products, ask
necessary changes in the sentence. Model the first item: the class Does anyone think this is a worthless gimmick?
way over our budget—Even if this were a great bike, which it When students share gimmicks, ask the class Does anyone
isn’t, it’s more than we can spend. think this is a worthwhile feature?
Challenge: [+5 minutes] Divide the class into pairs and
assign each pair one or two idioms/expressions from the LANGUAGE NOTE Write the word gimmick on the board.
list. Have them create brief dialogues around them. Invite Ask Is this a noun or an adjective? (a noun) Then write
pairs to share their dialogues. gimmicky. Point out that the adjective form can be used to
comment That’s so gimmicky.
T27 UNIT 3 PREVIEW

D 2:02 SPOTLIGHT Read and listen to a conversation between Brad = American English (standard)
Brad’s dad = American English (standard)
a father and son about spending. Notice the spotlighted language.
4 pm
13:5 26
c
Brad: Dad! Check out the smart bikes! Are impulse item. They want you to
le
og
Go
they cool, or what? And there’s a place for buy it without thinking. And the
your smart phone on the handlebars so you handlebars are just a gimmick to
can get texts. You don’t have to look for your get you to want it.
phone while you’re riding! Brad: But for once, I’d like to be the
Dad: You’ve got to be kidding. “Smart bike”? first person to have something
Sounds more like a dumb bike. Don’t tell me cool, you know?
you text while you’re riding your bike! Dad: Well, if you have your heart
Brad: Oops. I shouldn’t have said that. set on this smart bike, then you’ll
What I meant is that I could just stop and have to save up and pay for it
take a look. yourself. But I’ll need your word
Dad: Look. Even if this were a great bike, of honor you won’t text while
which it isn’t, it’s way over our budget. you’re riding.
Look at the price—it’s astronomical! And Brad: OK. But Dad, by the time I
what’s so special about it except for the have enough money to buy a
ridiculous handlebars?—which should be smart bike myself, all my friends
illegal in my opinion … will have already gotten theirs!
Brad: Well, I could chip in part of the cost. Dad: That may be true, but Mom
I’ve saved up a little for a rainy day, like and I won’t shell out that much
you’ve always told me to. money for this bike, even if
Dad: Hey, I’m really proud of you for not you do chip in. It’s a matter of
spending all your money. But this isn’t a principle. You know, money
rainy day. The bike is a totally unnecessary doesn’t grow on trees.
E UNDERSTAND IDIOMS AND EXPRESSIONS Match the expressions from Spotlight

with their meaning.
c 1 way over our budget a promise
b 2 astronomical b very, very high
e 3 chip in c more than we can spend
f 4 saved up a little for a rainy day d pay
g 5 impulse item e contribute some of the cost
i 6 gimmick f kept some money in case of an emergency
j 7 have your heart set on g something you buy without thinking much about it
a 8 word of honor h something that’s right
d 9 shell out i a valueless feature
h 10 matter of principle j really want
F THINK AND EXPLAIN Support your answers to the questions with information from Spotlight.
1 In your opinion, will Brad buy the smart bike for himself?
2 Do you think Brad sees his dad as a big spender, thrifty, or a cheapskate? How does his dad see him?.
SPEAKING GROUP WORK Discuss some worthless gimmicks and worthwhile features
you’ve seen promoted for the following products. Answers will vary but may include the following:
1 an electronic product never needs charging
2 a personal-care product makes wrinkles disappear
3 a shoe for a specific sport increases your speed
4 another product a diet pill: makes you lose weight quickly
27
1
LESSON
GOAL Express buyer’s remorse
A 2:03 VOCABULARY EXPRESSING BUYER’S REMORSE

It costs so much It takes up so It’s so hard It’s so hard to It just sits around
to maintain. much room. to operate. put together. collecting dust.
B 2:04 LISTEN FOR DETAILS Listen to conversations about items people bought. Write
the product they’re discussing.
1 juicer 3 exercise bike 5 car
2 digital camera 4 sound system
C 2:05 ACTIVATE VOCABULARY Listen again. Pay attention to the people’s regrets. From
what they say, infer the reason for the regrets, using expressions from the Vocabulary. Use
each Vocabulary expression only one time.
1 It takes up too much room. 4 It’s too hard to put together.
2 It’s too hard to operate. 5 It costs so much to maintain.
3 It just sits around collecting dust.
DIGITAL
INDUCTIVE D GRAMMAR EXPRESSING REGRETS ABOUT THE PAST
ACTIVITY
Wish + the past perfect
I wish I had bought a smart bike. And I wish I hadn’t bought this car! GRAMMAR BOOSTER p. 129
Do they wish they had joined a gym instead of buying that treadmill? The past unreal conditional: inverted form
Don’t you wish the store had had the uPhone a month ago?
Why does Ann wish she had gotten the more expensive model?
Should have or ought to have + past participle

I should have waited to buy a food processor = I ought to have waited to buy a food processor.
Note: American English speakers use should have, not ought to have, in negative statements and in questions.
He shouldn’t have bought the shoes in size 40. NOT He ought not to have bought the shoes in size 40.
Should you have sold your house? NOT Ought you to have sold your house?
If only + the past perfect

Express very strong regret with If only + the past perfect. You can also use if only in
a past unreal conditional statement and include a result clause.
If only I had bought an underwater camera! (regret: I wish I had.)
If only we hadn’t bought that car! (regret: We wish we hadn’t.)
If only I had bought an underwater camera, I would have taken pictures of the coral reef.
DIGITAL
MORE E NOTICE THE GRAMMAR Find one regret about the past in Spotlight on page 27. I shouldn’t have said that.
EXERCISES
28 UNIT 3
LESSON
1 GOAL Express buyer’s remorse
A 2:03 VOCABULARY • Second listening: Have students listen again to check

their answers. Then bring the class together to confirm
teaching time: minutes teaching time: answers.
• To warm up, write the word remorse on the board.

D GRAMMAR
Elicit the meaning. (a strong feeling of sadness for doing
something bad; regret) Then add the word buyer’s before Suggested
teaching time:
5–10
minutes
Your actual
teaching time:
the word on the board and elicit the feeling. (a feeling of
regret for having made a particular purchase) • On the board, write I wish I had bought a smart bike.
• Focus students’ attention on the pictures. For each To quiz students’ comprehension of the structure, ask Did I
one, ask What does the person regret buying? (a car, buy a smart bike? (no) Do I want to have a smart bike? (yes)
a TV, a treadmill, a sound system, a food processor) Do I regret that I didn’t buy it? (yes)
• Have students read and listen.

• Focus students’ attention on the second example in the
Grammar section. Ask the same set of questions: Did I
• Then have them listen and repeat. buy this car? (yes) Do I want to have this car? (no) Do I
regret that I bought it? (yes) Point out the construction:
LANGUAGE NOTE The expression to collect dust means that
wish + subject + past perfect. Call on students to read the
something isn’t being used.
examples with wish in question format
• Ask students to look at the second explanation and
B 2:04 LISTEN FOR DETAILS examples with should. On the board, write I should have
Suggested 5 Your actual waited to buy a food processor. Then underneath write
teaching time: minutes teaching time: I wish . . . and ask students to restate the sentence. (I wish
• Pre-listening: Tell students they are going to listen to I had waited to buy a food processor.) Then return to the
conversations about products people have purchased. wish sentence examples. Write on the board:
Point out that the conversations are NOT connected to the I wish I had bought a smart bike.
images in Exercise A. Tell students they will listen for the I wish I hadn’t bought this car.
product and write it down. For less advanced students,
Elicit these sentences using should / ought and shouldn’t.
provide a word bank on the board: digital camera,
(I should have bought a smart bike. I shouldn’t have
sound system, exercise bike, new car, juicer. bought this car.) Ask a volunteer to read the Note. Look
• First listening: As students listen, pause after each speaker back at the example on the board. Ask Can I say I ought
to allow students time to write their answers. not have bought this car? (no)
• Second listening: Have students listen again to check their • Focus students’ attention on the last explanation. Ask
answers. Go over the answers as a class. volunteers to read the example sentences. Have students
look at the sentences with wish in parentheses. Then call
LANGUAGE NOTE Point and shoot refers to a camera that on volunteers to restate sentences 1 and 2 using should. (I
does not require adjusting focus, shutter speed, etc., should have bought an underwater camera. We shouldn’t
manually. It can be used as a verb (I want a camera that I have bought that car.)
can just point and shoot) or as an adjective (Sam needs a
point-and-shoot camera). A couch potato is a person who Option: GRAMMAR BOOSTER (Teaching notes p. T129)
spends a lot of time sitting on a couch and watching TV. To
be on cloud nine means to be extremely happy. To cost an
arm and a leg means to be very expensive.
E NOTICE THE GRAMMAR
C 2:05 ACTIVATE VOCABULARY teaching time: minutes teaching time:
Suggested 5 Your actual • Have students look at Spotlight on page 27 and find an
example of a regret about the past. Write it on the board:
• Pre-listening: To warm up, have students read the reasons I shouldn’t have said that.
for buyer’s remorse in the Vocabulary. Tell students they • Elicit the same sentence using I wish and If only. Write the
will listen to conversations from Exercise B. Tell them to examples on the board: I wish I hadn’t said that. If only
pay attention to the reasons people regret making the I hadn’t said that. Ask Can you say I ought not to have
purchases. They will then write an expression from the said that? (no)
Vocabulary in Exercise A on the line.
• Ask Does either of the statements seem more formal than
• Model the first item: Ask What is the problem with the the other? (If only . . . )
juicer? (It’s very big and the woman’s kitchen is very
small.) Point to the model answer. Extra Grammar Exercises
• First listening: As students listen, pause after each speaker

to allow students time to write the answer.
UNIT 3 LESSON 1 T28

F UNDERSTAND THE GRAMMAR Option: [+5 minutes] Have students work to role-play
the conversation, changing speaker B’s suggestions to one
teaching time: minutes teaching time: of the choices in the note to the right of Exercise A. Tell
students to change speaker A’s responses accordingly.
• To warm up, have students scan the sentences and
underline the uses of wish or if only in each one. (1. She
wishes she had bought, 2. Do you wish you had read,
B 2:07 RHYTHM AND INTONATION
3. We wish we had gone, 4. If only I hadn’t been, Suggested 5 Your actual
5. Doesn’t he wish he had taken, 6. I wish I hadn’t bought)
• Focus on the sample answer. Ask Can you also say She • Have students repeat chorally. Make sure they:
should have bought a new car? (yes) Point out that more use falling intonation and pause after You know
than one answer may be possible. use falling intonation for What do you mean?
pause before and after I hate to say it, but and use falling
• As students write their statements, remind them to make
intonation
all necessary changes. Then have them compare answers
use sympathetic tone for That’s a shame.
with a partner. Circulate and assist as needed.
use rising intonation after Can you return it?
G PAIR WORK C NOTEPADDING

teaching time: minutes teaching time: Suggested 5 Your actual
• Focus students’ attention on the first item. Read the • Tell students they will share an experience of buyer’s
question and call on a volunteer to read the sample
remorse. Have them answer the questions on the notepad.
answer.
• Bring the class together and call on students to share the
• Have students do the exercise in pairs.
item they regret buying. Ask What was wrong with it?
• Go over the answers as a class. Accept answers with the • Refer students back to the Vocabulary in Exercise A on
proper noun subject or the subject pronoun, as in the
page 28 to review reasons for their regrets.
example sentence.
D CONVERSATION ACTIVATOR
NOW YOU CAN Express buyer’s remorse Suggested 5 Your actual

Conversation Activator Video
• Divide the class into pairs. Instruct students that they will
These conversation strategies are implicit in the model: use the model in Exercise A, Conversation Spotlight, to
• Use You know to informally introduce a topic. role-play their own conversation with a partner.
• Use What do you mean? to elicit clarification. • Before students begin, focus their attention on the first
line in Spotlight. Ask a volunteer to read it. Elicit two other
• Use I hate to say it, but to admit or introduce a negative
ways to say this. If students don’t know, hint to use should
comment.
(I shouldn’t have gotten that exercise machine.) and if
• Use That a shame to say you wish something were only (If only I hadn’t gotten that exercise machine.) Call
different. on volunteers to share what item they will include in their
• Use I’ll think about that to indicate that you will first sentences. Tell them they can use any of the three
consider someone’s advice. constructions (I wish . . . , should / ought to, if only).
• Ask students to locate another statement of regret in the
• Have students look at the photo. Ask What is this?
conversation (line 5). Brainstorm other ways to express
(a strange-looking exercise machine) Can you imagine
regret and write these on the board. Possible answers:
someone having buyer’s remorse after making this purchase?
(yes) What might be some possible reasons? (Possible I wish I hadn’t bought it.
answers: It takes up a lot of space. It might be hard to I should have read online reviews of it.
operate. It possibly just sits around collecting dust.) I ought to have asked someone about it.
• Have students read and listen to the conversation. • Reinforce the use of the spotlighted conversation
• To check comprehension, ask Why does A regret purchasing strategies.
the exercise machine? (It’s hard to operate.) What does B
suggest? (that she return it or sell it) Will she take his advice?
(She can’t return it, but she will think about selling it.)
note. Tell students that they should extend or lengthen
• Ask a volunteer to read the statements in the note to the their conversations by following directions in Don’t Stop!
right of Exercise A. Tell students to change roles.
T29 UNIT 3 LESSON 1

F UNDERSTAND THE GRAMMAR On a separate sheet of paper, rewrite the statements
and questions, changing wish or if only + the past perfect to should have or ought to have.
1 She wishes she had bought a new car. (ought to)
She ought to have bought a new car.
2 Do you wish you had read the owner’s manual before
you tried to use the espresso maker? (should)
Should you have read the owner’s manual before you tried to use the espresso maker?
3 We wish we had gone to a discount store instead of this fancy department store. (ought to)
We ought to have gone to a discount store instead of this fancy department store.
4 If only I hadn’t been in such a hurry to sell my house! (should)
I should not have been in such a hurry to sell my house.
5 Doesn’t he wish he had taken the tutorial for his new computer? (should)
Shouldn’t he have taken the tutorial for his new computer?
6 I wish I hadn’t bought these gimmicky basketball shoes! (should)
I should not have bought these gimmicky basketball shoes.
G PAIR WORK Read each quotation. Then take turns asking each question. Your partner
answers with a statement using wish + the past perfect.
1 Steven said, “I should have exchanged those 3 Michelle’s husband said, “You should have
shoes.” What does Steven wish? bought a convertible.” What does Michelle’s
husband wish? He wishes she had bought a convertible.
4 Clark said, “My dad should have returned the Clark
wishes his dad
defective tires as soon as he read about the had returned
2 Kate said, “I shouldn’t have tried to repair
problem in the news.” What does Clark wish? the
this air-conditioner myself.” What does Kate defective tires as soon as he read about the problem in the news.
wish? She wishes she hadn’t tried to repair the 5 The teacher told Suzanne, “The kids ought to
air-conditioner herself. have taken the school bus this morning.” What
does Suzanne’s children’s teacher wish?
The teacher wishes the children had taken the school bus this morning.
NOW YOU CAN Express buyer’s remorse

A: You know, I wish I hadn’t gotten that exercise machine.
B: What do you mean?
A: Well, I hate to say it, but it’s pretty hard to operate.
B: That’s a shame. Can you return it? • Return it.
• Sell it.
A: It’s too late. If only I’d thought about that sooner. • Give it away.
B: Well, maybe you can sell it. • Give it to someone.
• Donate it.
A: I’ll think about that. Thanks.
B 2:07 RHYTHM AND INTONATION Listen again

and repeat. Then practice the conversation What did you buy?
with a partner.
Do you still have it?
C NOTEPADDING Answer the questions on the
notepad about something you regret buying.
If not, what did you do with it?
DIGITAL
D CONVERSATION ACTIVATOR Create a again?
Would you ever buy a similar item
VIDEO
DIGITAL conversation expressing regret. Use the
SPEAKING
BOOSTER Vocabulary and the Grammar. Start like this:
You know, I wish… Be sure to change roles
and partners. don’t stop!
• Make other suggestions about
what to do with the item.
• Accept or decline the suggestion.
• If you decline, explain why.
29
2
LESSON
GOAL Talk about financial goals and plans
A 2:08 GRAMMAR SPOTLIGHT Read the interview responses. Notice the spotlighted grammar.
Q: Tell us about your short-term and long-term financial goals and plans.
I’ve decided to set a long-term goal I find it helpful to try to
for myself—to save enough money picture where I want to
to buy a new car. By this time next be in the next few years. By
year, I’ll have put away enough next year, if I play my cards
cash for a down payment. I’m right, I figure I’ll have gotten a
optimistic that I’ll be able to afford good job as a financial consultant.
the monthly payments after that. That’s a short-term plan, I guess.
My short-term goal is to make My long-term goals? They’re still
Hana a budget for my monthly Paul
a little up in the air, but my
Sung, 28 expenses and stick to it. Drake, 24 goal is to be financially
Incheon, Sydney, independent, able to retire if
South Korea Australia
I want to, before I’m fifty.
I’m not a big spender, but my college expenses

have been astronomical, and now I’m in debt. My
salary from my part-time job helps a bit, but I still had to
borrow money from my family, and paying back those loans
will take some time. Here’s my plan: By this time next year,
I’ll have graduated. My immediate goal is to find a job and
make enough money to be able to put away 10% every month,
which I’ll use to begin paying off the loans. After I’ve advanced
in my career, say after four or five years, I expect to
Sara
have started earning enough so that 10% of my salary Williams, 21
will amount to more money. I really hope to have Detroit,
USA
paid back all my loans by the time I turn thirty.
B MAKE PERSONAL COMPARISONS Discuss the questions.

1 How are you similar to or different from any of the people in the Grammar Spotlight?
2 Do you cut back on your spending to buy something you want? Are you financially independent?
Give specific examples from your own life.
DIGITAL
INDUCTIVE C GRAMMAR COMPLETED FUTURE ACTIONS AND PLANS: THE FUTURE
ACTIVITY
PERFECT AND PERFECT INFINITIVES
Note: These are some
Use the future perfect to indicate an action that will be completed by a specified time in the expressions that commonly
future. It’s common to state the particular time somewhere in the sentence. Form the future accompany statements in
perfect with will have or won’t have + a past participle. You can contract will. the future perfect:
before / after [May 15]
By the time Cleo gets her visa, she will have waited for two years. on / by [Tuesday]
I’ll have finished paying for my car before the end of the year. by the time [she arrives]
They won’t have eaten lunch before 2:00. in the next [month]
Will she have finished work by 9:00? (Yes, she will. / No, she won’t.)
Use a perfect infinitive after hope, expect, intend, or plan to indicate that an action will
or might take place before a specified time in the future. Form the perfect infinitive with
to have + past participle.
By this time next year, I plan to have saved enough cash to by a car. GRAMMAR BOOSTER p. 130
They intend to have completed their studies by June 10th. • The future continuous
• The future perfect continuous
Do you expect to have paid back your loans in the next year? (Yes, I do. / No, I don’t.)
30 UNIT 3
LESSON
2 GOAL Talk about financial goals and plans
A 2:08 GRAMMAR SPOTLIGHT • If necessary, review that to cut back on means to do less of
something, such as spend money or eat junk food.
teaching time: minutes teaching time: • In pairs, have students discuss the questions. If students
• To warm up, write GOALS on the board. Under this don’t feel comfortable discussing their own financial
write long-term goal and short-term goal. Ask What is situation, tell them to talk about someone they know.
a long-term goal? (something that will take a longer time
to achieve) A short-term goal? (something you want to do C GRAMMAR
in the near future) Add the word financial to both terms Suggested 5–10 Your actual
on the board. Ask What does financial mean? (having to teaching time: minutes teaching time:
do with money) Ask What is an example of a short-term • On the board, write By 2030, Jack will have repaid his
financial goal? (to sell your bike to get some money) student loans. Ask Has he paid off his loans yet? (no) In
What is an example of a long-term financial goal? (to save 2030, will he be done paying off his loans? (yes) Will he be
money every month to buy a car) paying off his loans between now and 2030? (yes)
• Ask students to look at the photos of the three people. • Ask a student to read the first explanation. Point to
Call on volunteers to read the names, ages, and cities the sentence on the board. Ask What action will be
where they live. Tell students that they will read about completed by 2030? (paying off loans) Underline will
these people’s long-term and short-term financial goals. have repaid.
• Have students read and listen. Erase the terminology from Draw a time line on the board, to illustrate the time
the board and draw the following on the board, or print it relationship.
out from the ActiveTeach and distribute it to students.
By 2030, Jack will have repaid his student loans.
long-term goals short-term goals
Hana Sung now pay off debt 2030
Paul Drake Focus students’ attention on the Note to the right of
Sara Williams the grammar box. Call on a volunteer to use one of the
expressions to replace By 2030 in the sentence on the
Call on volunteers to fill in the chart. (Hana’s long-term
board. (Possible answer: Before he turns 30, Jack will have
goal, buy a new car; short-term goal, a monthly budget.
repaid his student loans.)
Paul’s long-term goal, be financially independent and
retire before fifty; short-term goal, get a good job as a
• Focus on the four example sentences. Ask students to
financial consultant. Sara’s short-term goal, find a job and identify and underline the time expressions. (By the
put aside 10% of salary to pay off loans; long-term goal, time Cleo gets her visa; before the end of the year; before
pay back loans by the time she turns 30) 2:00; by 9:00) Ask Where do the time expressions appear?
(at the beginning or the end of a sentence) When do we
• Have students listen to the people speaking again, paying
use a comma after the time expression? (when it’s at the
attention to the spotlighted grammar.
beginning of the sentence)
LANGUAGE NOTE A budget is a plan of how available • Finally, ask students to focus on the highlighted future
money will be spent. To play one’s cards right means to perfect constructions in the example sentences. Ask
follow a specific order of events as a result of which a goal Which sentence is in the negative? (They won’t have eaten
could be attained. If something is up in the air, it’s still not lunch . . . ) Which sentences contract will? (I’ll have
figured out; it’s uncertain. The term financially independent finished . . . ; They won’t have eaten . . . )
can have various meanings. For young people, it usually • To test understanding, elicit additional future statements.
means able to support oneself and no longer depending on Have volunteers read the statements aloud.
parents for money. To be in debt means to owe money for • Have students read the second explanation and study the
something.
examples.
• On the board, write expect / hope / intend / plan.
CULTURE NOTE: In many places, people don’t pay the full Call on students to read the example sentences in
price for a car or house before taking ownership. They give the book. After each one, say Circle the main verb and
the seller a down payment or a portion of the price and then underline the perfect infinitive.
pay the rest in monthly installments until the full price has
• Call on students to express their own general future plans
been paid.
using a verb from the board and an infinitive. (Possible
answer: I hope to buy an apartment in the city by the time
Graphic Organizer
I’m 25.)
Option: GRAMMAR BOOSTER (Teaching notes p. T130)

B MAKE PERSONAL COMPARISONS
Suggested 5 Your actual Inductive Grammar Activity
UNIT 3 LESSON 2 T30

D NOTICE THE GRAMMAR G ERROR CORRECTION
• In pairs, have students find an example of the future • Ask students to complete the exercise individually.
perfect in Spotlight on page 30. If time permits, have • Then have students compare answers with a partner.
them find several more.
• Bring the class together and ask students to read their
Option: [+5 minutes] Elicit examples of perfect infinitives corrected sentences out loud.
in Spotlight on page 30. (the last two highlighted examples
Option: [+5 minutes] Call on students to identify
in Sara’s description)
which form—future perfect or perfect infinitive—is used
Option: [+5 minutes] Have students return to in each statement. Then elicit the other form. (1. perfect
Spotlight and focus on the highlighted grammar. For infinitive used, I will have earned; 2. future perfect used,
each highlighted verb, have students underline the time they expect to have spent; 3. perfect infinitive used, We will
expression (Hana, By this time next year; Paul, By next year; have completed; 4. future perfect used, hope to have been
Sara, By this time next year, After I’ve advanced, by the time I married)
turn thirty)
PRONUNCIATION
Then ask Which are examples of future infinitives? (the last Option: BOOSTER (Teaching notes p. T143)
two in Sara’s description; remainder are future perfect)
E GRAMMAR PRACTICE NOW YOU CAN Talk about financial goals and plans
A NOTEPADDING
• To warm up, elicit the time expression for each item (1. By Suggested 5 Your actual
the end of this month, 2. By next summer, 3. by December, teaching time: minutes teaching time:
4. When). Then have students write the sentences. • Bring students’ attention to the model notepad. Tell
• Have students compare answers in pairs. students to refer to the Note in the grammar chart on
• Ask Are these examples of future perfect or perfect page 30 for different ideas for time expressions. Refer
infinitives? (future perfect) them to the bottom right of the Now You Can feature for
ideas about financial goals.
Option: [+5 minutes] To provide practice with perfect
infinitives, in pairs, have students rewrite each sentence or • Have students fill in the goals and completion dates. If
question using a perfect infinitive. To help direct them, on necessary, remind students that short-term goals will
the board, write hope, expect, intend, plan. Model the likely be achieved soon; long-term goals will take a longer
first item: amount of time to achieve.
By the end of this month, I’ll have put half my
paycheck in the bank. / By the end of this month, I plan B DISCUSSION ACTIVATOR
to have put half my paycheck in the bank. Suggested 10 Your actual
Once pairs have completed their sentences, bring the class
together and call on volunteers to share their answers.
Remind them that answers may vary depending upon
which verbs they used. (Possible answers: 2. By next
summer, Stan hopes to have saved enough for a down
• Divide the class into pairs and have students use their
payment on an apartment. 3. Do you intend to have ideas from the Notepadding activity to talk about financial
lowered your credit card debt by December? 4. When do goals and plans. Remind them that they should use
they plan to have started spending less than they earn?) the future perfect and perfect infinitives. Call on two
volunteers to read the model sentences.
F GRAMMAR PRACTICE • Encourage the pairs to ask each other questions and
provide details and examples. The aim is to say as much
teaching time: minutes teaching time: as they can about the goals.
• For more support, play the Discussion Activator Video
• Model the first item with the class.
• After students complete the paragraph individually, have students in the video spoke in detail, saying as much
them compare answers with a partner. as they could. Note: You can print the script or you can
view it on the video player on the ActiveTeach. It is
LANGUAGE NOTE When someone is drowning in debt, they
recommended that students watch the video first without
are heavily in debt, usually to multiple creditors. To create
viewing the script.
a realistic budget that he can stick to suggests that he has
already tried to create a budget before, but he couldn’t
stick to it.
T31 UNIT 3 LESSON 2

DIGITAL
MORE D NOTICE THE GRAMMAR Find a statement in Spotlight on page 27 with the future perfect.
EXERCISES
But, Dad, by the time I have enough money to buy a smart bike myself, all my friends will have already gotten theirs!
E GRAMMAR PRACTICE On a separate sheet of paper, use the cues to write sentences
with the future perfect.
1 By the end of this month / I / put half my paycheck in the bank.
By the end of this month, I will have put half my paycheck in the bank.
2 By next summer / Stan / save enough to make a down payment on an apartment.
By next summer, Stan will have saved enough to make a down payment on an apartment.
3 Do you think you / lower / your credit card debt by December?
Do you think you will have lowered your credit card debt by December?
4 When / they / start / spending less than they earn?
When will they have started spending less than they earn?
F GRAMMAR PRACTICE Complete the paragraph, using perfect infinitives.
Ed Compton has been drowning in debt, so he has some emergency short-term goals.
By the end of the month, he intends to have created a realistic budget that he can stick to.
1 intend / create
As a matter of fact, he is hoping to have made the last payment on his car loan by October 30th.
2 hope / made
In addition, he plans to have begun saving 10% of his paycheck even before that. If he can stick to his
3 plan / begin
budget and savings plan, Mr. Compton expects to have paid backall the money he owes within the year.
4 expect / pay back
G ERROR CORRECTION These sentences all have errors. On a separate sheet of paper,
rewrite them correctly.
have earned
1 I expect to will earn enough money to buy a car by the end of the year.
have spent
2 Before they come back home, they will to have spent all the money they
took with them. PRONUNCIATION
to have BOOSTER p. 143
3 We hope having completed our driver training by the end of the week.
have been Sentence rhythm: thought groups
4 By the time I’m thirty I will to be married for five years.
NOW YOU CAN Talk about financial goals and plans
A NOTEPADDING Write your short-term and long-term financial goals.
long-term goals completion dates

short-term goals completion dates
by the time I’m thirty
buy a racing bike by this time next year buy a house
short-term goals completion dates long-term goals completion dates
DIGITAL
VIDEO B DISCUSSION ACTIVATOR Discuss your financial goals with a partner, using Ideas
information from your notepad. Make statements in the future perfect and • be financially independent
statements with hope, expect, plan, and • be out of debt
intend with perfect infinitives. Say as much A year from now I’ll have • cut back on spending
paid back my loans. • create a realistic budget
as you can. Be sure to change roles and
• stick to a budget
then partners.
By the time I graduate, I hope to have • start saving money
saved enough to buy a new car.
31
3
LESSON
GOAL Discuss good and bad money management
DIGITAL
STRATEGIES A 2:09 LISTENING WARM-UP VOCABULARY GOOD AND BAD MONEY MANAGEMENT
Good money management
I live within I keep track of I save regularly. I always pay my credit

my means. my expenses. card bills in full.
Bad money management
I live beyond I don’t know where I live paycheck I’m drowning

my means. the money goes. to paycheck. in debt.
B VOCABULARY PRACTICE Complete each statement about money management, using the Vocabulary.
Use each expression only once.
1 Some people say Mr. and Mrs. Strong are thrifty. They don’t spend too much, and they always have money
in the bank for a rainy day.
Mr. and Mrs. Strong save regularly.
2 Andrew earns a small salary, but he’s a big spender, so he’s always out of cash.
Andrew lives beyond his means.
3 The Wilsons spend everything they earn and have almost no savings in the bank.
The Wilsons live paycheck to paycheck.
4 When Katherine’s credit card statement comes each month, she writes a check for the full balance.
Katherine pays her credit card bills in full.
5 Sam acts as if he thinks money grows on trees. He can’t remember where he spent this week’s allowance.
Sam doesn’t know where his money goes.
6 Every month, Melanie pays a lot of interest and a late fee on her credit card bill. She can’t sleep at night
because of all that debt.
Melanie is drowning in debt.
7 Martha and Bill have everything they need and never spend more than they earn.
Martha and Bill live within their means.
8 Sally always knows where her money goes. Every day she writes down everything she has bought.
Sally keeps track of her expenses.
32 UNIT 3
LESSON
3 GOAL Discuss good and bad money management
A 2:09 LISTENING WARM-UP Option: [+5 minutes] Assign each student one
expression. Instruct them to write up a short scenario,
teaching time: minutes teaching time: similar to the statements in the book. Then have students
work in pairs to read the scenarios to each other and
• With students’ books closed, write Good Money identify them by referring to the phrases in Exercise A. Have
Management and Bad Money Management on the students switch partners and repeat.
board. Elicit some examples. (Possible answers for Good:
saving money, paying bills on time; Possible answers for
Bad: spending all money, living off credit, not paying
off debt) Then ask Do you know anyone with bad money
management? If yes, what does he or she do? (Possible
answer: goes out to eat every day, even though he or
she can’t afford it) Don’t press students to talk about
themselves and their spending habits if they don’t feel
comfortable.
• With students’ books open, have students read and listen
to the sentences. Then ask students to listen again and
repeat.
LANGUAGE NOTE to live within one’s means means to live

within one’s budget or income, not spend more than one
can afford; means is another word for money or financial
resources; to live beyond one’s means
Good / Bad examples are opposites: live within my means

versus live beyond my means; keep track of my expenses
versus don’t know where my money goes; save regularly versus
live paycheck to paycheck; always pay my credit cards in full
versus drowning in debt; to keep track of expenses means to
stay informed about something; to drown in . . . means to
have a serious problem that is hard to handle.
LANGUAGE NOTE The expression to lose track of something

means to stop staying informed about something. For
example, I lost track of time and arrived late.
B VOCABULARY PRACTICE
• Review vocabulary that has appeared in the unit so far

(thrifty, a big spender, money grows on trees). Write the
following words from the exercise on the board and elicit
the meanings:
full balance (all the money owed)
allowance (a certain amount of money a person, for
example a child, is given on a regular basis for spending)
interest (the additional money you need to pay back a
lender when you borrow money)
late fee (a fee you have to pay for not paying a bill on
time)
• Have students complete the exercise individually. Remind
them to use each expression only once. Then have them
compare answers with a partner.
• Bring the class together and check the answers.
UNIT 3 LESSON 3 T32

C 2:10 LISTEN TO CONFIRM CONTENT E 2:12 LISTEN TO EVALUATE
• Pre-listening: Call on students to read the items under • Focus on the title of this exercise. Ask What does evaluate
Callers 1, 2, and 3. Review vocabulary as needed. Tell mean? (to judge how good something is) Review that
students they will check the suggestions they hear the when summarizing you don’t write your opinions; when
financial advisor give each caller. evaluating, you do write your opinion. Explain that
• First listening: As students listen, pause after each speaker students will evaluate the advice the financial adviser
to allow students time to check the answers. gives the people.
• Second listening: Have students listen again to go over • Pre-listening: Have students decide which caller they
their answers. will choose. Refer them to Exercise C to recall details by
looking at the checked items.
LANGUAGE NOTE Review that you put money IN a bank • Instruct students to listen, focusing on their caller of
and take money OUT of a bank. Loose change refers to coins choice and the advice he or she is given. If necessary, have
that you get after you use paper money; to make a living students listen again.
means to earn enough money to support oneself; to make • In pairs, have students discuss why they think Mack’s
a good living means to earn a high salary to support oneself
advice is good or not, and either give additional
comfortably; shoot is an expression in spoken American
suggestions or provide their own advice.
English used to tell someone to start speaking; a whopper
is something unusually big; to make a dent in means to Challenge: [+5 minutes] In pairs or small groups, have
reduce the amount of something. students discuss the following question related to Caller 2.
Write on the board:
Challenge: [+5 minutes] Play the conversation with Which do you think is better, giving a child an
Caller 1 again and tell students they will listen for examples allowance or giving money to a child when he or
of the future perfect and perfect infinitives. Give students a she needs it? Which would you do / do you do?
few minutes to look at the grammar chart on page 30. Then
play the conversation once. If students have difficulty, write
the start of the sentences where the grammar occurs: NOW YOU CAN Discuss good and bad money management
I always expect [it to have lasted longer].
You’ll be surprised . . . [at how much you’ll have A FRAME YOUR IDEAS
saved up in even a few weeks]. Suggested 5 Your actual
By the end of a year . . . [you’ll have put a nice
amount in your savings]. • Call on volunteers to read the items. Ask Which items are
good and which are bad money management? (The items
Then have students listen again and fill in the missing
in the first column are good; the items in the second
words. Invite students to write the sentences or fill in the
column are bad.)
blanks.
• Assure students that if they would prefer not to discuss
their own money management, they can write about
someone they know. Tell them they can write the person’s
D 2:11 LISTEN TO SUMMARIZE name or my friend, my sister, my co-worker, etc. at the top
Suggested 10 Your actual of the checklist.
• Pre-listening: Review that to summarize is to give only B PAIR WORK

the main information and not the details. Tell students Suggested 10 Your actual
to listen carefully for the reason for the call and then teaching time: minutes teaching time:
describe the problem in two sentences. Stress that they • Focus on the Recycle This Language box. If students don’t
are not writing about the advice the caller gets.
recall any of the phrases, call on volunteers to explain or
• First listening: Have students listen and write notes. They use them in sentences. Tell students to use these in their
do not have to write complete sentences. discussion as well as to refer to the Vocabulary in Exercise A.
• Second listening: Have them listen again and write the • In pairs, have students describe the management styles as
summary about each caller. checked off on the quiz. Encourage students to give real-
• Have students compare answers with a partner. Circulate life examples either from their own lives or the lives of the
and assist as needed. people they choose to talk about. Note that if students
are sensitive about sharing their financial information, this
Option: [+5 minutes] Assign pairs one of the
can be done as a solitary activity.
conversations and have them summarize the advice the
person in the assigned conversation gets. Bring the class
together and have pairs share.
T33 UNIT 3 LESSON 3

DIGITAL
STRATEGIES C 2:10 LISTEN TO CONFIRM CONTENT Listen to three calls to a radio financial adviser.
Check one or more suggestions the host gives each caller.
Caller 1 Caller 2 Caller 3
✓ 1 Save all your loose change. ✓ 1 Avoid impulse items. ✓ 1 Use only one or two cards.
2 Take money out of the ATM. ✓ 2 Talk to your parents. ✓ 2 Pay each month’s bill in full.
✓ 3 Put money in the bank. ✓ 3 Save some money. 3 Stop using credit cards.
4 Stick to a budget. 4 Don’t complain. ✓ 4 Stick to a budget.
D 2:11 LISTEN TO SUMMARIZE Listen again. On a separate sheet of paper, write a

summary in two sentences of the reason each caller called the radio program.
Caller 1: He can’t save any money and finds it hard to keep track of his expenses. Caller 2: Parents give her money for things she needs, but
she wants an allowance so she can decide how to spend her money. Caller 3: She is drowning in debt and needs advice on her credit cards.
E 2:12 LISTEN TO EVALUATE Choose one of the callers. Explain to a partner why you think
Mack’s advice is good or not. If so, add another suggestion. If not, offer your own advice. Answer will vary but may include:
In Conversation 1, the caller gets advice on saving a little bit of money by collecting loose change in a jar. The financial advisor doesn’t give
the man advice about tracking expenses. The caller could probably use some tips about budgeting his money so that it lasts longer.
NOW YOU CAN Discuss good and bad money management
A FRAME YOUR IDEAS Analyze your own money management style.

Choose the statements on the survey that best apply to you.
I live within my means. I live beyond my means.
I keep track of my expenses. I don’t know where the

money goes.
I save regularly. I live from paycheck to paycheck

and spend it all.
I always pay my credit card bills I’m drowning in debt.

in full.
B PAIR WORK Compare your answers on the survey.

Do you have the same money management style?
Explain the reasons for your choices and give
real-life examples. Use the Vocabulary.

• a big spender
• a cheapskate
• an impulse item
• stick to a budget
• save for a rainy day
• chip in
• way over my budget
33
4
LESSON
GOAL Explain reasons for charitable giving
A READING WARM-UP What are some reasons people donate money to or volunteer for charities?
Answer will vary but may
DIGITAL
STRATEGIES B 2:13 READING Read about some charities. How would you describe what a charity is? include the following:
A charity is an organization that gives money, goods, or help to people who are poor, sick, etc.
HOME NEWS CHARITIES CONTACT US
CHARITIES
The following non-governmental, non-profit organizations have been among the most
popular charities supported by both philanthropists and other generous people over the
past year. Both of them have excellent reputations and both have been shown to use a high
OF THE percentage of their funds for their work rather than for administrative expenses. They both
WEEK
seek contributions, and you can donate to each one through its website. If you are interested
in volunteering your time, information about that can be found on the websites as well.
DOCTORS WITHOUT BORDERS CORAL REEF ALLIANCE

This well-known Pollution, overfishing, and rapid
charitable organization development are threatening coral reefs
dates from 1971, when around the world. The guiding belief of
300 doctors, nurses, the Coral Reef Alliance is that since these
and other staff, including journalists, officially formed it. problems are caused by humans,
Originally named (in French) Médecins Sans Frontières they can be solved by humans.
(MSF), it became known internationally in English as Corals are resilient to change,
Doctors Without Borders. MSF’s founding belief is that but if subjected to current levels
medical care should be available to everyone, regardless of stress, they are in danger
of location. Every year MSF provides of extinction within a few
emergency care to millions of decades. Coral Reef Alliance
people caught in crises in volunteers work in partnership
some 70 countries around the with the people and groups
world. It offers assistance who depend on reefs for their
when catastrophic events survival. They employ a three-
such as armed conflicts, pronged approach: reducing threats
epidemics, malnutrition, or such as overfishing and poor water
natural disasters overwhelm quality; helping communities benefit
health resources. MSF also socially, culturally, and economically A healthy coral reef teeming with fish
assists people who are neglected from conservation; and working directly
by their local health systems with the tourism industry to decrease its environmental footprint.
MSF medical personnel wear
or who are otherwise protective gear to avoid getting Ebola
If the Coral Reef Alliance is successful, we will be able to enjoy
excluded from medical care. beautiful coral reefs for a long time to come.
DIGITAL
STRATEGIES C WORD STUDY PARTS OF SPEECH Write the noun, adjective, or verb form of each of
these words used in the Reading. Use a dictionary if necessary.
noun: charity adjective: charitable verb: assist noun: assistant
noun: contribution verb: contribute noun: pollution verb: pollute
verb: volunteer noun: volunteer noun: threat verb: threaten
verb: donate noun: donation noun: extinction adjective: extinct
D UNDERSTAND MEANING FROM CONTEXT Complete the statements about information in the Reading
with a word from Exercise C.
1 Poor water quality is a threat to healthy coral reefs.
2 Donations from the Coral Reef Alliance help communities conserve the health of their coral reefs.
3 If we don’t improve the environment, coral reefs may face extinction within a few years.
4 MSF provides emergency medical assistance when there aren’t enough local resources.
5 Tourism has contributed to the pollution of the water around coral reefs.
6 The contributions of philanthropists and others are welcomed by MSF and the Coral Reef Alliance.
34 UNIT 3
LESSON
4 GOAL Explain reasons for charitable giving
A READING WARM-UP Similarities between Doctors Without

Suggested 5 Your actual Borders and the Coral Reef Alliance
1
• Ask a volunteer to read the question. On the board, write
charity. Elicit the meaning. (an organization that gives 2
money, goods, or help to people who are poor, sick, etc.)
3
Ask Do you know any charities? If yes, list these on the
board. If not, write a few examples on the board. (Possible 4
answers: Red Cross, St. Jude’s Children’s Research Hospital)
5
• On the board, write Why do you think people give to
charities? and elicit answers. (Possible answers: to help 6
improve someone’s life, to show compassion, to connect
with other people, to feel helpful after a disaster, to share
one’s wealth, to get a tax deduction) C WORD STUDY
B 2:13 READING
Suggested 10–15 Your actual • Call on volunteers to read the words and their part of
teaching time: minutes teaching time: speech. Tell students to take a few minutes to complete
the exercise. Encourage them to first try to answer the
• As students read and listen, tell them to underline
questions without a dictionary. Then let them refer to a
dictionary for any items they could not figure out.
the focus question in the direction line (How would you
describe what a charity is?). • Have students compare answers with a partner.
• In pairs, have students discuss the focus question. Then Vocabulary-Building Strategies
bring the class together and call on volunteers to share
their understanding of what a charity is. D UNDERSTAND MEANING FROM CONTEXT
• Ask a volunteer to read the title of the article aloud. Write Suggested 5 Your actual
it on the board. Underline of the week. Ask What does this teaching time: minutes teaching time:
suggest? (that this is a website that focuses on different • To warm up, call on volunteers to read the sentences.
charities every week)
After each one, ask What part of speech do you need here?
How do you know? (1. noun, because of the article a;
LANGUAGE NOTE Non-profit organizations use money they 2. noun, because the subject of a sentence; 3. noun,
earn to help people instead of making a profit; a philanthropist because the object of a sentence; 4. noun, because
is a rich person who gives a lot of money to help poor people; adjective before it; 5. noun, because article the before it;
a reputation is the opinion people have about something or 6. noun, because article the before it) (Hint to students to
someone based on what has happened in the past; a border just focus on the noun forms from Exercise C.)
is the official line that separates two countries, states, or • Ask students to complete the exercise. Then have them
areas; a founding belief is the idea or conviction upon which compare answers with a partner. Circulate and assist.
the charity was created; a coral reef is a line of hard rocks Point out that both contribution and assistance are possible
formed by coral—it is found in warm shallow sea water; answers in item 6.
resilient means capable of becoming strong, happy, or
successful again after a difficult situation or event; a three- Extra Reading Comprehension Questions
pronged approach is a method that involves three different
ways that an aim is achieved (a different number could
replace three-); environmental footprint is the impact that a
person, organization, activity, etc. has on the environment.
Option: [+5 minutes] Tell students to look at the

introduction to the article to create a list of similarities
between the two charities. (both non-profit, non-
governmental organizations; among the most popular
charities supported by philanthropists and other generous
people; both have excellent reputations; both use a
high percentage of funds for their work rather than for
administrative expenses; both seek contributions, donations
through website; both have opportunities for volunteering)
Reading Strategies
UNIT 3 LESSON 4 T34

E DRAW CONCLUSIONS • Ask students to read the reasons. Then call on volunteers
to provide something to write under other. (Possible
teaching time: minutes teaching time: answer: to give back to the community)
• Focus briefly on the concept of drawing conclusions. Ask

• Give students a few minutes to rate the reasons and then
When you draw conclusions, do you find the information in have them compare answers with a partner.
the text? (no) Review that students use what they know as Option: [+5 minutes] In pairs or small groups, have
well as what the text tells them to make a deduction. students think of people they know who volunteer for
• Give students a few minutes to complete the exercise. different reasons. On the board, write Do you think a
Then have them compare answers with a partner. person’s motivation for volunteering matters? Invite
students to share their opinions.
• Bring the class together and go over the answers. If
students have any problems, help guide them to the
correct conclusion. For example, if they answer a for item
C DISCUSSION
1, ask Does the article actually tell readers which charities to Suggested 5–10 Your actual
support? (No, the text just presents information about the
charities.) For item 2, focus on the name of the organization • On the board, write:
Doctors Without Borders, which suggests it doesn’t matter 1. What are general reasons you give or would give to
where these doctors live or where the need for them is. For charity?
item 3, focus on this sentence from the article: Coral Reef
2. Why do you or would you contribute specifically to
Alliance volunteers work in partnership with the people and
the charities you checked in Exercise A?
groups who depend on reefs for their survival.
Explain to students that they will speak both generally
F EXPRESS AND SUPPORT AN OPINION and specifically about charitable giving.

• Call on a volunteer to read the quote in Exercise C aloud.
teaching time: minutes teaching time: Ask the questions on the board, in reference to the quote.
(The general reason the person gives to charity is to
• Review how in the previous lesson students evaluated the
help other people; specifically, the person gives money
financial adviser’s suggestions to the callers. Explain that in
to homeless people and organizations that help the
this exercise, they will express and support an opinion in a
homeless.)
similar way. Tell students there is no right or wrong answer.
• Encourage students to use words in Exercise C, Word
• First, let students think about the question individually,
Study, on page 34.
listing reasons for their opinion. Then in pairs or small
groups have students share their opinions. • Bring the class together and have pairs share.
• Then bring the class together and poll the class, Discussion: Speaking Booster
listing students’ reasons. Which charity does the
majority of the class think does more important work? OPTIONAL WRITING [+20–30 minutes]
• If students don’t know specific charities, tell them they
can look up a charity online that might interest them. To
help students outline their ideas, draw the following chart
NOW YOU CAN Explain reasons for charitable giving on the board, or print it out from the ActiveTeach and
distribute it to students.
A FRAME YOUR IDEAS Charity:
Suggested
teaching time:
5
minutes
Your actual
teaching time:
Founding / guiding
belief?
• Have volunteers read the list of organizations aloud.
What does charity do?
Elicit ideas for the other section. Ask students’ Would
you support ? Have students write an example of a
charity they would support in this section. Ask a student Why do you think
to read the quote on the right. people should donate or
• Give students a few minutes to complete the checklist
volunteer for this cause?
and then compare answers with a partner. Encourage • Give students a few minutes to write some notes. Then
students to tell each other reasons they would or would have them write their paragraphs.
not contribute to the various charities, following the • Have students swap paragraphs. On the board, write:
model on the right.
After reading your partner’s paragraph, are you
interested in helping this charity? What else could
B PAIR WORK your partner have written to convince you? Have pairs
Suggested 5 Your actual give each other feedback.
• Time permitting, bring the class together and have pairs
share.
Graphic Organizer
T35 UNIT 3 LESSON 4

E DRAW CONCLUSIONS Complete each statement with the most likely conclusion, based
on the Reading.
1 The purpose of the Charities of the Week column is .
a to tell readers which charities they should volunteer for
b to educate the public each week about some good charities
2 The medical personnel of MSF usually .
a travel to places where they are needed
b assist the people mostly in the countries where the medical personnel live
3 The people helped by the Coral Reef alliance are probably .
a people who fish for a living near coral reefs
b tourists who visit areas with coral reefs
DIGITAL F EXPRESS AND SUPPORT AN OPINION Which of the two charities does more important
EXTRA
CHALLENGE work? Explain your opinion. Answers will vary but may include the following:
In my opinion Doctors without Borders does more important work. This charity is
dedicated to saving human lives. There is no more important cause than this.
NOW YOU CAN Explain reasons for charitable giving

A FRAME YOUR IDEAS Write a checkmark next to people or organizations you would contribute to.
Write an X next to the ones you wouldn’t. Then tell your partner your reasons.
a homeless person a school in a poor neighborhood
an organization that helps the homeless a museum “ I’d contribute

to an animal
protection
agency. I
a disaster relief agency a religious institution think it’s our
responsibility
to protect
”
an animal protection agency other animals.
B PAIR WORK First rate the reasons you think

people donate money to charities from 1 to 8,
with 1 being the best reason. Compare and
discuss your ratings with a partner.
to change society
so people will admire them
to be a good example
so people will thank them
for religious reasons
to feel good
to help others
other
C DISCUSSION Put together the

“
DIGITAL
SPEAKING My motivation for
BOOSTER
information from Exercises A and B. contributing to charity
is mostly to help other
Discuss your general and specific reasons people. That’s the reason
for contributing to the charities you I give money to homeless
checked, saying as much as you can. Use people and organizations
words from Word Study when possible. that help the homeless.
”
OPTIONAL WRITING Choose a charity. Write a paragraph
explaining why people should donate or volunteer for this cause.
Present your ideas to your class or group.
35
WRITING Organizing information by degrees of importance
WRITING MODEL
I am proud to say that
I am
financially independe
nt. My friends
When writing a paragraph, organize your ideas and sentences logically. occasionally ask me how
I did it and
Use words and phrases to indicate to the reader the relative importance ask me to give them adv
ice. I like
to say, “You have to be
of the ideas. Write the ideas in order of importance, starting with the most financially
intelligent.” How? Fir
important. Notice the commas. st and most
importantly, spend les
s than you
earn. One way to do tha
First, in order of importance, t is to create
a budget and stick to
it. Secondly,
Most importantly, don’t charge things on
credit cards
To begin with, that you can’t pay for
at the end of
the month. Last but no
t least, put
Secondly, / Thirdly, etc. a little money into sav
ings whenever
Following that, you can.
After that,
Finally,
Last but not least,
Least importantly,
As a final point,
B PRACTICE Complete the paragraph with words and phrases indicating

order of importance. Answers will vary but may include the following:
I try to be generous to those in need and always contribute a

portion of my income to charities that I think are worthwhile. Since
I don’t have a lot of money, I have to consider where my money can
do the most good. There are several issues I need to think about
before sending money. First , I want to know if the charity is
1
financially sound; that is, does most of the money it receives actually
go to the people in need? Or does it spend too much money on
salaries for employees of the organization? I get this information from
Secondly
Charity Navigator on the Internet. , although nearly as
2
important to me, is does the charity address a crisis of some sort, such
as an epidemic? There are so many worthy charities, but to me, the
ones that provide immediate help that can prevent death are the most
Finally
important. , I always ask if the charity provides help to
3
all people, regardless of who they are. I don’t care if the people I help
are in my country or some other country, and I don’t care about their
religion, race, or nationality.
SELF-CHECK
DIGITAL
WRITING C APPLY THE WRITING SKILL Write a one-paragraph Did I present my ideas in order of
PROCESS
personal statement for a job or university application. importance?
Describe three ways you manage your financial Did I use the words and
phrases to indicate their relative
responsibilities. Use vocabulary from this unit and importance?
organize your ideas in order of importance. Provide
Did I use correct punctuation?
examples to support your claims.
36 UNIT 3
WRITING Organizing information by degrees of importance
A WRITING SKILL C APPLY THE WRITING SKILL

Suggested 5–10 Your actual Suggested 10–15 Your actual
• Ask a volunteer to read the focus of the writing task. Elicit • On the board, write Personal Statement. Ask What is
the meaning of order of importance (putting information a personal statement? (a short piece of writing about
in order from most important to least important) yourself and your interest or experience) When might you
• Call on a student to read the explanation in the chart. write a personal statement? (when applying to a school or
Have other students read the groups of sequencing for a job)
words. • On the board, write Describe three ways you manage
• Give students a minute to read the Writing Model. Then your financial responsibilities.
invite volunteers to read individual sentences, replacing • Refer students to the Writing Process Worksheet to help
the highlighted sequencing words with others from the walk them through the writing process and peer review.
shaded boxes in the chart. • Encourage students to use the Self-Check in the Student
Option: [+5 minutes] To practice using sequencing Book to go over the paragraph they wrote.
words, write What are three ways to save money? Have Option: [+15–20 minutes] For more practice with order
students take a few minutes to write down three ideas of importance, students can write another paragraph. On
and then tell them to discuss with a partner, organizing the board, write How do you choose a charity? Have
information from the most important to the least important students provide three reasons, using the sequencing
and signaling the order with sequence words. words from the chart in Exercise A. Tell students to use the
Challenge: [+5 minutes] With more advanced classes, paragraph in Exercise B as a model. Encourage them to use
you can point out that information can also be ordered the Writing Process Worksheet.
from least to most important, leaving the best piece
Writing Process
of advice or most interesting information for last. This
leaves the reader engaged and eager to find out the key
information the writer wants to share. Have students
work in pairs to rewrite the Writing Model to end with the
most important information. Remind them to reword the
sequencing words as needed (e.g., instead of Last but not
least they could say Most importantly).
B PRACTICE
• Have students read the paragraph individually and fill in

the blanks with words from the chart in Exercise A.
• To check comprehension, ask What does the writer of the
paragraph rate in order of importance? (how he or she
chooses a charity) What is most important to the person
in choosing a charity? (if most money charity makes goes
to people in need, not to the administration); What is
secondarily important? (if the charity provides immediate
help that can prevent death); What else is important to
the person, though last on the list? (if the charity provides
equal help to all people, regardless or religion, race, or
nationality)
Option: [+5 minutes] Students can practice sequencing
by answering the following question in pairs:
What are three important factors for you when
choosing a charity to help?
UNIT 3 WRITING T36

review
Digital Game Option: [+5 minutes] For more practice, students can
rewrite each sentence using the other (future perfect or
A 2:14 perfect infinitive) construction. (Possible answers: 1. By
this weekend, I intend to have finished this novel. 2. At the
teaching time: minutes teaching time: end of this school year, I will have taken 12 courses. 3. By
the time I retire, I hope to have paid off my house. 4. By the
• Pre-listening: Call on volunteers to read statements a, b, year 2020, I’ll have gotten my doctorate degree. 5. Before
and c. Ask students to predict: What will the conversation I leave this English program, I’ll have learned to write very
matched with a likely be about? (a person who spends well.)
too much money) What will the conversation matched
with b likely be about? (a person who might seem like he
spends a lot of money, but in reality he’s just acting like
D
this today) If necessary, focus on feel generous and explain Suggested 5 Your actual
that it means that a person is willing to give away one’s
money. Finally, ask What will the conversation matched • Refer students back to page 28 if they need to review wish
with c likely be about? (a person who regrets buying and should have constructions. Have them write their
something that is difficult to put together) answers. If students have no regrets, have them write this
• First listening: Have students listen to the three speakers and explain why.
and match each conversation to the statement that best • Bring the class together and call on volunteers to share
summarizes it. their answers. Listen for correct usage.
• Second listening: Have students listen again to check their Option: [+5 minutes] Poll the class: Do you regret things
answers. Then go over the answers as a class. often? Or do you believe that there is a reason for every
Option: [+5 minutes] Focus on the idea of feeling decision?
generous for a day. Ask Have you ever felt this way? If so,
what did you do? (Possible answers: You invited your friend E
to dinner, bought someone a present for no reason, or did Suggested 5 Your actual
something nice for someone. Or this generosity could also teaching time: minutes teaching time:
be non-financial, for example, a person can be generous • Have students write the definitions. Tell them to try to
with time.) write the meanings without looking back in the book.
Have students compare answers in pairs.
B • Bring the class together and call on volunteers to share
Suggested 5 Your actual their answers. Go over any items students had difficulty
with.
• Give students a few minutes to review the expressions for Option: [+5 minutes] For more review, students can
bad money management in the Vocabulary exercise on write sentences for the different words, or create short role
page 32. plays using the different words.
• Then have students read each scenario and match it
with the expression that best describes it. Have students Option: TEST-TAKING SKILLS BOOSTER (p.153)
EXTRAS
Option: [+5 minutes] To review expressions related to
good money management, have students rewrite each • Workbook
scenario so it describes the opposite expression. Model • MyEnglishLab
item 1: Marian Bates receives her salary on the last Friday of • Online Student Resources (www.english.com/
every month. She sets aside 15% of her paycheck every month. summit3e)
She saves regularly.
– Extra Practice Activities
– Summit GO App
C – Web Projects
Suggested 5 Your actual • ActiveTeach
teaching time: minutes teaching time: – Assessment
• Have students read each item and decide which Audioscripts and Answer Keys
construction will be necessary for each. “Can Do” Self-Assessment Charts
• Once students have completed the items, have them Conversation and Discussion Activator
compare answers with a partner. If necessary, point out Video Scripts
that the sentences with intend, hope, and expect require Oral Progress Assessment Charts
perfect infinitives; the other statements need the future Reading Speed Calculator
perfect. Refer students back to page 30 if they need to – Summit TV Video Program
review any of the constructions. Activity Worksheets
Teaching Notes
Video Scripts
T37 UNIT 3 REVIEW

DIGITAL
GAME review
A 2:14 Listen to the conversations. Then write the letter of the statement that best
summarizes each conversation. Listen again if necessary.
a He should be more thrifty.
b He’s not really a big spender. He’s just feeling generous today.
c If he’d known it would be so hard to put together, he never would have bought it.
Conversation 1 c Conversation 2 b Conversation 3 a
B Complete the statements about bad money management, using four different phrases
from the Vocabulary in Lesson 3.
1 Marian Bates receives her salary on the last Friday of every month. By the end of the next month,
she has no money left. She lives paycheck to paycheck .
2 Paul and Clare Oliver never pay their credit cards in full, and every month the balance on their
card is bigger. They’re drowning in debt .
3 Cheryl spends more than she earns. She lives beyond her means .
4 Eleanor’s mother gives her money every week for transportation to and from school, but by
Thursday the money’s gone. Eleanor doesn’t know where the money goes. .
C Complete each statement with true information, using the future perfect or a
perfect infinitive. Answers will vary, but may include the following.
1 By this weekend, I will have cleaned my apartment .
2 At the end of this school year, I intend to have finished this project .
3 By the time I retire I will have saved enough money to travel. .
4 By the year 2020, I hope to have finished my degree .
5 Before I leave this English program, I expect to have perfected my accent. .
D On a separate sheet of paper, answer each question using wish and the past perfect or
should have and a past participle to express a true regret from the past. Answers will vary but may include the following.
1 What do you wish you had done differently in your life?
I wish I had stayed in school.
2 What decision should you have made that you didn’t?

I should have spent more time with my family.
E Explain in your own words the meaning of the following words and phrases.
1 financially independent: able to support oneself with no help from anyone
2 a budget: a plan for managing one’s income and expenses
3 a short-term goal something someone plans to do in the near future that doesn’t take much time or planning
4 a long-term goal something someone plans to do in the future that takes a lot of time and planning
5 astronomical very high priced
6 a loan money one borrows and pays back
Web Project: Charities

37
1 Describe clothing details and formality
Clothing and
4
2 Talk about changes in clothing customs
3 Examine questionable cosmetic procedures
Appearance 4 Discuss appearance and self-esteem
preview Answers will vary

but may include
A FRAME YOUR IDEAS Match each quotation with the person or people you think most likely said it.
the following:
WHAT’S YOUR Write the
PERSONAL STYLE?
number of a
quote for each
person.
5 4 1 6 2 3
1 2 3
I don’t go for a trendy look. I prefer to wear I prefer being comfortable in Clothing should express your
things that will still be in style next year. And I like my clothes. What I wear may not be the individuality. I don’t want to dress the
clothes that are elegant and well made. most fashionable or stylish, but I like same as everyone else. I prefer to stand
it that way. out in a crowd, even if it’s not the most
attractive look.
4 5 6
I like to be fashionable, so I usually I think I look best in clothes The way you dress affects how
like the clothes of the best fashion that are funky— a little weird to other people perceive you, so it’s
designers. But I don’t like loud colors. I just people perhaps, but very stylish and in important to dress well. Also, I like
don’t like to attract attention to myself. I’m a lot good taste to me. my clothes to have a designer’s logo so
more comfortable in subdued colors and classic people know they’re not cheap.
designs that will never go out of style.
B 2:15 VOCABULARY ADJECTIVES TO DESCRIBE FASHION Listen and repeat. Don’t forget
wild
fashionable / stylish representing a style being worn by many people who dress well
conservative
funky modern and attractive, but in an unconventional way modest
appropriate
trendy a temporarily popular style that probably won’t last
inappropriate
classic an unchanging style that is always fashionable casual
elegant beautiful and of high quality formal
informal
subdued (of colors) not too bright or too colorful
loud (of colors) very bright and too attention-getting
C DISCUSSION Describe the outfit of each person in the photos above, using one or more
of the adjectives from the Vocabulary. Explain, using examples. Answers will vary but may include the following:
(left to right): The man’s outfit is wild and loud. The man is wearing a stylish and classic outfit.
38 UNIT 4 The woman is wearing an elegant and formal outfit. The man’s outfit is informal and casual.
The woman’s out is casual and conservative. The worman is wearing a trendy and funky outfit.
UNIT
4 Clothing and Appearance

preview
A FRAME YOUR IDEAS Option: [+5 minutes] In pairs or groups, have students
think of people they know who have similar styles. On the
teaching time: minutes teaching time: board, write:
●
To warm up, ask students to look at the image. Ask a Model (2) reminds me of my . . .
volunteer to read the heading. Then call on individual He/She always wears . . .
students to share which of the six styles is most similar to Have students use adjectives from the main vocabulary and
theirs. the Don’t forget list .
●
Explain to students that the text in boxes are quotes
stated by the various people in the pictures. Have C DISCUSSION
students work in pairs to read the quotations and match Suggested 5 Your actual
each one with the person they think said it. Circulate and teaching time: minutes teaching time:
clarify vocabulary as needed. ●
Have students work in pairs or groups of three to
●
Bring the class together and go over the answers. describe each person’s outfit. Circulate and assist with
any vocabulary students might not know (e.g., blazer,
LANGUAGE NOTE: Individuality refers to qualities that make
pants, skirt, sweater, sweatshirt). Make sure they use the
a person different from other people; to perceive means
adjectives to describe fashion from Exercise B, Vocabulary,
to understand something in a particular way; a logo is the
and the Don’t forget list.
official sign of a company or brand.
●
Then bring students together and call on pairs or groups
Option: [+5 minutes] Have students look at the to describe the individual outfits.
individuals in the photos. Ask Which outfit has a logo on Option: [+10–15 minutes] On the board, write:
it? (the fourth one) Do you like to wear clothing with logos?
school
Why? Why not?
work in an office
B 2:15 VOCABULARY dinner at a restaurant
Suggested 5 Your actual pizza at a friend’s house
errands
●
Have students read the definitions to themselves. hanging out at home
●
Then have them listen and repeat. In pairs or groups, have students discuss which of the
●
Finally as a class look at the Don’t forget list . Clarify outfits pictured they think are appropriate for the specific
vocabulary as needed. occasions. Then ask Do you think any of the outfits are
appropriate for all occasions? Invite students to share
LANGUAGE NOTE Wild can be a slang term used to mean situations where they or someone they knew were dressed
unusual; conservative means not very modern in style or inappropriately for an occasion. For example, I was invited
taste; modest refers to clothing or behavior that avoids to a party at a friend’s house and I came dressed in jeans.
attracting too much attention; appropriate means suitable I was so embarrassed when I saw that everyone was in very
for a particular situation; inappropriate means not suitable formal outfits—women in dresses and men in ties! I actually
for a particular situation; casual means relaxed and not went home quickly and changed!
formal; formal in reference to clothes can mean a tuxedo
or nice suit for a man and a dress or gown for a woman;
informal in reference to clothes refers to clothes you wear at
home or in regular daily situations.
UNIT 4 PREVIEW T38

D 2:16 SPOTLIGHT Ask What word from the Don’t forget list on page 38 best
describe Roya’s style? (conservative) Ask a volunteer to write
teaching time: minutes teaching time: the word next to her name.
●
Before reading or listening, have students look at the Then ask What words might describe Karen? (funky,
picture. Ask What are the women looking at? (jeans) What fashionable, stylish) Do you think she is wild? (probably not)
is special about the jeans? (They have sequins on the back
pockets.) Would you wear such jeans? Do you think they are SPEAKING
inappropriate in any way?
●
After students read and listen, check comprehension by A PAIR WORK
asking Who is Karen shopping for? (a teenager) What does Suggested 5 Your actual
Roya think of the jeans? (that they are a bit flashy) Does
Karen agree? (No, she thinks they are cute and funky.) ●
Invite students to skim the names under the quotations.
How does Roya’s culture look at such fashion? (negatively) Ask students Have you ever heard of any of these people?
What problem does Roya have with the jeans? (They attract Tell students they will read quotes about the significance,
attention to a part of the body she says you don’t want or meaning, of clothes.
people to be looking at.) ●
In pairs, have students read and discuss the meaning of
LANGUAGE NOTE Sequins are small shiny flat pieces of the quotes. Circulate and clarify vocabulary as needed.
metal sewn onto clothes for decoration; bottom is the part ●
Bring the class together and call on volunteers to share
of the body that you sit on; cute in reference to clothes how they paraphrased the sayings. Focus on the last
means attractive; from a nice family is an expression to quote by Bo Derek. Ask Does she agree that money can’t
mean a respectable family; immodest refers to clothing buy happiness? (no) What is she saying in the quote? (that if
or behavior that attracts too much attention—the prefix you know where to go shopping, you can find happiness)
im- means not, so the word is opposite in meaning of the Do you agree? Do you think she is being serious in the
word modest. quote? Why? Why not?
●
Then ask Could any of you think of sayings about fashion
in your language(s)? If yes, invite students to share. If
E UNDERSTAND IDIOMS AND EXPRESSIONS not, students can look some up online in class or for
Suggested 5–10 Your actual homework.
●
In pairs, have students paraphrase the quotations from LANGUAGE NOTE To fade means to gradually disappear;
Spotlight. Ask a volunteer to read the first item. Then have eternal means having no end; universal means involving
another student read the model answer. everyone; out-of-date means not recent—something more
modern exists; a dictator is a ruler who has complete
●
Bring the class together and call on pairs to share how
power; taste refers to what someone likes; if something
they paraphrased the idioms and expressions.
owns you, it has control over you.
Option: [+5 minutes] Write these types of clothes from
Spotlight on the board: Answers to Exercise A
jeans with a bunch of holes Answers will vary but may include the following:
frumpy baggy clothes (left to right)
While fashions come and go, style never goes away.
flashy clothes that are over the top
The minute everyone starts wearing a fashion, it is no
Have students, in pairs, comment on these categories of longer stylish.
clothes and talk about people they know who wear Fashion designers tell people what is fashionable.
such clothes. Or they can share if they themselves wear Don’t just wear what other people wear. Express your
such clothes sometimes. own self through your clothes.
Bring the class together and have pairs share. Good shopping can make you happy.
F THINK AND EXPLAIN B DISCUSSION

●
Have students discuss the questions in pairs or small ●
In groups, have students share opinions.
groups. ●
Bring the class together and write students’ opinions on
●
Bring the class together. On the board, write: the board. If students disagree, invite students to defend
Roya: their ideas.
Karen: Challenge: [+5 minutes] On the board, write Do you
judge people by the clothes they wear? Why? Why not?
Invite students to share opinions in groups.
T39 UNIT 4 PREVIEW

D 2:16 SPOTLIGHT Read a conversation between two travelers Karen = American English (standard)
Roya = Arabic
in an airport duty-free shop. Notice the spotlighted language.
Karen: Roya, could I get your opinion on something? Roya: But they draw attention to a part of the
Roya: Sure. What’s up? body you don’t want people staring at, right?
Karen: What do you think of these pants? For a teenager, Karen: Well, come to think of it, you have a
I mean. Not for me. point. But personally, I think the jeans are
Roya: The ones with the sequins on the bottom? A bit pretty cute. I guess customs are different
flashy, don’t you think? I think they’d attract too everywhere.
much attention, know what I’m saying? Roya: It’s not that I think girls and women should
Karen: Funny. To me they’re kind of cute, maybe a little always wear frumpy,* baggy clothes. But people
funky—but not over the top. At least not where I can be modern and fashionable and still show
come from. some self-respect.
Roya: Well, it may just be a cultural thing, but in my
country, no girl from a nice family would be caught
dead wearing something as immodest as that. In fact,
her parents would never even let her buy them.
Karen: Interesting . . . But you must be right. This has
got to be cultural. In the U.S., no one would even give
them a second thought. If they had a bunch of holes
in them, I’d agree that they were in bad taste.
*frumpy = old-fashioned, loose (only used for women’s clothes)
Answers will vary but may

E UNDERSTAND IDIOMS AND EXPRESSIONS Paraphrase these quotations from Spotlight. include the following:
1 “I think they’d attract too much attention.”
2 “… but not over the top.” It’s still acceptable.
3 “No girl … would be caught dead wearing something as immodest as that.” No girl would want to be seen
wearing that.
4 “… no one would even give them a second thought.” People wouldn’t notice.
5 “… you have a point.” I agree with you.
F THINK AND EXPLAIN Discuss these questions. Answers will vary but may include the following:
1 In what way do Karen and Roya’s perspectives on good and bad taste differ?
Roya is much more conservative than Karen. She finds the pants to be in bad taste whereas Karen thinks they are funky and cute.
2 Whose opinion represents the opinion of a majority of people in your country?
Karen’s opinion is similar to that of most people in the United States. The pants wouldn’t be considered in bad taste by most people.
SPEAKING
A PAIR WORK Read the quotations and sayings about the significance of clothes. Then work with a
partner to paraphrase them. Think of sayings in your own language that express similar ideas. See page T39 for answers.
“ FASHIONS “ FASHION “ FASHION SO SOON AS A

IS
“ DON’T BE INTO
TRENDS. DON’T
MAKE FASHION
OWN YOU, BUT YOU
“ WHOEVER SAID
UNIVERSAL
FADE; STYLE IS DESIGNERS , DECIDE WHAT YOU THAT MONEY CAN’T BUY
ARE—WHAT YOU
HAPPINESS
ETERNAL. ” TASTE.
IT IS OUT OF DATE.
ARE DICTATORS OF WANT TO EXPRESS
SIMPLY DIDN’T
”
BY THE WAY YOU
DRESS AND THE
”
KNOW WHERE TO GO
” SHOPPING.
WAY YOU LIVE.
Yves Saint-Laurent
French fashion designer
Marie Von Ebner-
Eschenbach
Austrian writer
Karl Lagerfeld
German fashion designer
Gianni Versace
Italian fashion designer
Bo Derek
American actor and model ”
B DISCUSSION What, in your opinion, do our clothes tell others about us?
39
1
LESSON
GOAL Describe clothing details and formality
A
DIGITAL
STRATEGIES 2:17 VOCABULARY DESCRIBING CLOTHES 2:19 Formal clothes
Read and listen. a cocktail dress

a dress shirt
an evening gown
2:18 Adjectives
a tuxedo
long-sleeved I’ve got on a long-sleeved
low-cut cocktail dress. A bit
print Don’t forget
low-cut, but appropriate… . Informal clothes
striped
plaid What color? Actually, it’s a V-neck
short-sleeved black-and-white print. crewneck
solid turtleneck
sweater
polo shirt
jeans
T-shirt
You should see my costume for the
blazer
play! I’m wearing a nice dress shirt—
cardigan
like for the office. But I’m also
wearing striped shorts and carrying
a plaid jacket! Ridiculous and in
terrible taste, but great!
Hi, Mom … Dan and I are on

our way to the charity ball.
It’s formal, so I’ve got on a
short-sleeved evening gown in a
great solid dark purple color. Dan’s
got on a tuxedo. I’ll send you a selfie!
B 2:20 LISTEN FOR DETAILS Listen to the conversations.

Circle the letter of the illustration that answers each question.
1 Which man are they talking about? 2 Which girl are they discussing?
a b c a b c
3 Which dress are they describing? 4 Which shirt will he buy?

a b c a b c
C PAIR WORK Take turns describing the clothes in Exercise B. Your partner says PRONUNCIATION
which clothes you are describing. Use the Vocabulary. BOOSTER p. 143
Linking sounds
40 UNIT 4
LESSON
1 GOAL Describe clothing details and formality
A 2:17 VOCABULARY B 2:20 LISTEN FOR DETAILS

●
To warm up, have students look at the people. Without ●
To warm up, students can use the Vocabulary from
reading the text, ask them to predict where the people Exercise A to describe the various pictures. For example,
might be going. (Possible answers: The woman might for item 1: striped shirt, plaid shorts, plaid shirt, striped
be going to a party. The man looks like he is still getting shorts, striped shirt, solid-color shorts, etc.
dressed. The couple looks like they are going to a very ●
Have students listen to the conversations and complete
formal event.) the exercise.
●
Focus on the first line in the first speech bubble. Write it
on the board: I’ve got on . . . Ask What does this mean? LANGUAGE NOTE High neck refers to the neckline on a
(I am wearing . . . ) Have students read about and listen to dress or other piece of clothing; to stand out means to be
the people. distinctive and easily noticed; flattering in reference to
clothes means clothes that make someone look attractive.
●
Then have students listen to and repeat the Adjectives
When the woman says at our age she is suggesting that
and Formal clothes lists. Then call on volunteers to read
they are not that young anymore and need to dress
the items in the Don’t forget box.
appropriately for their age.
Option: [+10 minutes] To clarify to students the use of
hyphenation in compound adjectives, write the following
words on the board: C PAIR WORK
I need a long-sleeved shirt Suggested 5 Your actual
She wore a low-cut dress.
I need a solid-color sweater.
●
Have students take turns describing clothes and guessing.
Point out that when the compound adjective is before a

●
Circulate and assist as needed. On the board, write
noun, it uses a hyphen. Then write: leopard-print, flowered, scoop-necked to help identify
some of the items of clothing.
The shirt is long sleeved.
Option: [+5 minutes] Divide the class into pairs. Have
My dress is low cut. students describe clothing that a person in class is wearing,
The sweater is a solid color. without identifying the person. The partner will guess who
Point out that when the adjective comes after the noun it is is being described. Encourage students to avoid pronouns
not hyphenated. to make it more difficult. Model an example: This person is
wearing a plaid shirt and a solid-color V-neck.
Explain that there are some established adjectives that are
always hyphenated. For example V-neck sweater. Note also PRONUNCIATION
that V-neck can also function as a noun: Jack is wearing black Option: BOOSTER (Teaching notes p. T143)
pants and a V-neck to the party. Pronunciation Pair Work
Option: [+5 minutes] Have students work in pairs to
describe in detail what they are wearing. Refer students to
the adjectives and clothing lists in Exercise A, Vocabulary.
Challenge: [+5 minutes] On the board, write Where
am I going? Have students create scenarios such as in the
first speech bubble. Tell them to think up outfits and write
in detail what they’ve got on, but not indicate where they
are going. Then bring the class together and have students
read a description for the class to guess where he or she
is going. Have them refer to the lists of adjectives and
clothing items. Encourage students to use the construction
I’ve got on . . .
UNIT 4 LESSON 1 T40

D APPLY THE VOCABULARY C CONVERSATION ACTIVATOR
●
Have students look at the pictures. Invite a volunteer Conversation Activator Video
to read the model answer. On the board, write classic
and elegant. Point out that these words are from the ●
Divide the class into pairs. Tell students they will use the
Vocabulary used to describe fashion on page 38. model in Exercise A, Conversation Spotlight, to role-play
●
Divide the class into pairs. Encourage students to use the their own conversation with a partner.
Vocabulary for describing clothes in Exercise A on page 40 ●
Ask a volunteer to read the words under Recycle This
to describe the clothes in detail, as well as the Vocabulary Language. Encourage students to incorporate these
from page 38 to make general statements about the words into their conversation. Refer students back to the
fashion. Vocabulary on pages 38 and 40.
Option: [+5 minutes] Write frumpy baggy clothes on ●
Have students brainstorm kinds of events to ask about
the board. Ask Does this describe any of the fashions? (maybe (e.g., a reception, a dinner party, a wedding, a class
the fourth person) picnic, a sales meeting).
●
NOW YOU CAN Describe clothing details and formality strategies (e.g., I mean or Actually).

A 2:21 CONVERSATION SPOTLIGHT conversations, bring their attention to the Don’t Stop!
Suggested 5 Your actual note. Tell students that they should extend or lengthen
their conversations by following directions in Don’t Stop!
(See page T5, Activity C, for more details.)
●
Use Can I ask you a question about to elicit information.
●
Use I mean to clarify what you want to say.
OPTIONAL WRITING [+20–30 minutes]
●
Use Actually to emphasize the facts of a situation. ●
To warm up, poll the class: Who thinks it’s worse to be
●
Use So to introduce an idea. overdressed than underdressed? Who think it’s worse to be
●
Use I think that might be to state an opinion in a more underdressed than overdressed?
tentative, polite way. ●
Tell students to write about one such instance.
●
Ask students to speculate where the man and woman are
●
Then have pairs exchange papers and read each other’s
and what they are doing. stories.
●
●
To check comprehension, ask What event are both these
people attending? (a reception) Who has more information
about the event—the man or the woman? (the man) What
does the woman ask the man? (how formal it will be)
What does she want to wear? (a long-sleeved blouse and
black pants) Does the man think this is appropriate? (No,
he thinks that she will be underdressed.) What will the
woman wear in the end? (a cocktail dress) Why did she
decide on this? (because the man said most women would
be wearing cocktail dresses)

●
use falling intonation for What would you like to know?
and How formal will it be?
use rising intonation for Can I ask you a question
about the reception? and So, would a nice
long-sleeved . . . be OK?
use emphatic stress on I mean (line 3), Actually (line 4),
and So (line 5)
stress under in underdressed (line 6)
T41 UNIT 4 LESSON 1

D APPLY THE VOCABULARY With a partner, discuss your
opinions about these fashions. Use the Vocabulary and
other adjectives you know to describe the clothing details.
NOW YOU CAN Describe clothing details and formality
A 2:21 CONVERSATION SPOTLIGHT Read and listen. Notice the spotlighted

A: Can I ask you a question about the reception this weekend?
B: Sure. What would you like to know?
A: How formal will it be? I mean, what kind of clothes are we expected to wear?
B: Actually, it’ll be pretty formal, I think.
A: So would a nice long-sleeved blouse and a pair of black dress pants be OK? Formality
B: I think that might be a little underdressed. Most women will probably wear underdressed
cocktail dresses. overdressed
A: Great! I’ve got a beautiful cocktail dress I can wear.
B 2:22 RHYTHM AND INTONATION Listen again and repeat. Then practice the conversation with a partner.
DIGITAL
VIDEO C CONVERSATION ACTIVATOR Create a similar conversation about formality at a different kind of
DIGITAL
SPEAKING
event. Ask about specific clothes, using clothing and adjectives from the Vocabulary. Start like this:
BOOSTER Can I ask you a question about…? Be sure to change roles and then partners.
don’t stop!
• Ask more questions about the event.
• Provide details about the clothes.
• Make a decision about what to wear.

• trendy • subdued
• funky • loud
• frumpy • flashy
• classic • in good taste
• elegant • in bad taste
OPTIONAL WRITING Write about

a real or invented event when someone
was underdressed (or overdressed).
Use the Vocabulary. 41
2
LESSON
GOAL Talk about changes in clothing customs
A 2:23 GRAMMAR SPOTLIGHT Read the article. Notice the spotlighted grammar.
Dressing up
and
Dressing down
Walk around any urban business district The trend spread to the state of
in the U.S., and you’ll see a majority California, which has always had less
of office workers in “business casual” office formality than the rest of the
attire. Only a few will be wearing thecountry. There, people called the trend
more formal suits, skirts, and dresses“casual Friday.” Later, in the 1990s, the
seen in more conservative locations concept got more of a boost, again by
around the world. Business casual the clothing industry. It was during that
style developed in several steps, most time that a number of companies began
people say, in the U.S. state of Hawaii. promoting casual khaki pants. Lots of ads
Here’s a little history: showed both men and women wearing
In 1966, the Hawaiian clothing industry was them with dress shirts and blazers or
trying to sell more Hawaiian, or “aloha,” sweaters. This look quickly became the
shirts. The industry encouraged Hawaiian new office standard.
businesses to let their employees wear Some wish the pendulum would swing back towards
these colorful print shirts to a more traditional, elegant look, but plenty of
the office one day a other people say this is unlikely. In fact, more and
week, on Fridays. But more companies, particularly in the creative and
the style became so technology sectors, now permit jeans and even
popular that by 1970 it T-shirts in the office. Many younger people are used
had become standard dress to this look and would resist going back to more
all days of the week there. conservative office dress.
B EXAMINE CULTURAL EXPECTATIONS Discuss the questions. Answers will vary but may include the following:
1 Can clothing affect people’s work quality and productivity in offices? How? In my opinion, when people dress too
informally at work, this affects the
2 What should the limits of formality be in office dress? Be specific. seriousness of the workplace. There
I am in favor of business casual. I don’t think suits and ties are necessary in the needs to be some level of formality to
workplace, but jeans and T-shirts are too informal, in my opinion. ensure that people are productive and
that clients take them seriously.
C GRAMMAR QUANTIFIERS: REVIEW AND EXPANSION
DIGITAL
INDUCTIVE
ACTIVITY
Some quantifiers can only be used with singular count nouns.
one shoe each man every friend
Some quantifiers can only be used with plural count nouns.
a few sports both stores a pair of shoes Note: The quantifier a majority of
many workers several men a number of trends can also be used with singular
count nouns that include more
a couple of skirts at least three a majority of tuxedos than one person. Use a third-
person singular verb.
Some quantifiers can only be used with non-count nouns. A majority of the class thinks
a little formality much choice a great deal of conflict shorts are inappropriate for
less fun not as much formality a great amount of interest school.
A majority of the population
prefers casual clothes in the
office.
42 UNIT 4
LESSON
2 GOAL Talk about changes in clothing customs
A 2:23 GRAMMAR SPOTLIGHT argue for the group. Once arguments are in place, invite
groups to present their arguments. Then allow time for
teaching time: minutes teaching time: counterarguments. Finally, the teacher decides on the most
convincing argument.
●
To review vocabulary, say What is the word when you
are dressed too formally for an event? (overdressed ) too
casually? (underdressed ) Write these words on the board:
C GRAMMAR
overdressed, underdressed. Then have students read Suggested 5–10 Your actual
the title of the article. Add the words dress up and dress
down to the board. ●
To present the use of quantifiers with singular count
●
Focus students’ attention on the two people. Ask Do nouns, write on the board:
you think they’re dressed up or down? Do you think they One manager never wears business casual.
are going to work? What do office workers in your country Every company has a different dress code.
usually wear to work? Focus students’ attention on the
Point to the underlined noun in each sentence and ask
brightly colored shirt and ask Does anyone know what this
What do these nouns have in common? (They are singular
type of shirt is called? (a Hawaiian shirt) Have you ever worn
count nouns.) Then have students identify the quantifier in
such a shirt?
each sentence. (one, every) Read the first explanation out
●
Have students listen to the article as they read along. loud.
●
To check comprehension, ask What type of clothes do most ●
To present the use of quantifiers with plural count nouns,
office workers wear these days? (business casual) What did write on the board:
people use to wear in the past? (formal suits, skirts, blazers,
Many office workers wear a suit and tie.
and dresses) Where did casual Friday begin? (in Hawaii)
What clothing were people allowed to wear? (Hawaiian A number of people prefer business casual.
shirts) Where did casual Friday travel next? (to California) Point to office workers and people and ask What do these
What became the new office clothing standard in the 1990s? nouns have in common? (They are plural count nouns.)
(casual khakis with dress shirts and blazers) What does Then have students identify the quantifier in each sentence.
the author mean when he says Many wish the pendulum (many, a number of ) Read the second explanation out loud.
would swing back . . . (Many people wish that we’d go ●
Have students read the Note. On the board, write:
back in time.) Which companies in particular permit jeans
and even T-shirts in the office? (creative and technology A majority of the staff_____ casual clothes.
sectors) How would younger people likely react to more Have students complete the sentence with the correct form
conservative office dress? (would likely resist) of a verb of their choice. Go over the answer as a class.
(Possible responses: wears, prefers)
CULTURE NOTE: The word Aloha is used as a greeting in the ●
To present the use of quantifiers with non-count nouns,
Hawaiian language. It means affection, peace, compassion, write on the board:
and mercy. It has been used as a greeting for more than
100 years. A great deal of interest was shown by all employees.
A little productivity goes a long way.
Point to the noun in each sentence and ask What do these
B EXAMINE CULTURAL EXPECTATIONS nouns have in common? (They are non-count nouns.) Then
Suggested 5 Your actual have students identify the quantifier in each sentence. (a
great deal of, a little) Read the third explanation out loud.
●
Point out to students that they won’t find answers in the ●
To present the use of quantifiers that can be used with
text. They will just discuss their own opinions. both count and non-count nouns, write on the board:
●
To help organize the first question, write: Some employees are in favor of change.
(Formal / Casual) clothing will improve productivity Some formality is preferred.
in the work place.
Point to the nouns. Ask What is the difference between these
Tell students to provide reasons why these statements nouns? Elicit from the class that employees is a plural count
might be true when they discuss the questions. noun, while formality is a non-count noun. Read the fourth
●
Have students work in pairs and then bring the class explanation out loud.
together to go over the answers.
LANGUAGE NOTE A few and a little mean “some.” Few and
Challenge: [+15–20 minutes] Debate. On the board,
little mean “not enough” or “not many.”
write Pro Casual Work Attire versus Pro Formal Work
In British English, majority is a plural noun.
Attire. Divide the class in half and assign each half one
of the points of view. Tell groups to create arguments to
defend the group’s point of view. Tell students that even if Option: GRAMMAR BOOSTER (Teaching notes p. T131)
they don’t agree with their group’s position, they need to Inductive Grammar Activity
UNIT 4 LESSON 2 T42

D UNDERSTAND THE GRAMMAR C DISCUSSION ACTIVATOR
teaching time: minutes teaching time: S
●
Model the first item with the class. Ask What is the noun Discussion Activator Video
that the quantifier will modify? (men and women) Make
sure that students understand only Most is possible ●
because Much can’t be used with plural count nouns descriptions from Exercise A, Notepadding, to talk
(businesspeople). Ask a volunteer to read the model about the people. Encourage the pairs to ask each other
explanation. questions and provide details and examples. The goal is
●
For each item, have students identify the noun and decide to say as much as possible.
whether it is a singular count noun, plural count noun, or ●
non-count noun. Then have them complete the exercise. before students do this activity themselves. Ask if the
●
Have students compare answers with a partner. Then go students in the video spoke in detail, saying as much
over the answers as a class. as they could. Note: You can print the script or you can
view it on the video player on the ActiveTeach. It is
recommended that students watch the video first without
viewing the script.
E GRAMMAR PRACTICE
●
Model the first item with the class. Ask What is the noun
that the quantifier will modify? (formal events) Ask Which
quantifier can’t be used? (d) Ask a volunteer to read the
model explanation.
●
For each item, have students identify the noun and decide
whether it is a singular count noun, plural count noun, or
non-count noun. Then have them complete the exercise.
●
Have students compare answers with a partner. Then go
over the answers as a class.
NOW YOU CAN Talk about changes in clothing customs
A NOTEPADDING
●
To warm up, write the current year on the board. Then
subtract 100 years. Ask How did people dress one hundred
years ago? If students don’t know, do an Internet search
for fashion and the year in question. The images will give
students an idea.
●
Ask students to read the events in the chart. Then have
them write their ideas.
B SUMMARIZE
●
Ask a volunteer to read the two model answers.
●
In groups of three, have students compare answers and
then summarize the group responses using quantifiers.
●
Bring the class together and ask students to write some of
the answers on the board. Check for correct quantifier use.
T43 UNIT 4 LESSON 2

Some quantifiers can be used with both count and non-count nouns.
Count nouns Non-count nouns
no people no choice
some / any cocktail dresses some / any fashion
a lot of / lots of windbreakers a lot of / lots of style
a third of the offices a third of the money GRAMMAR BOOSTER p. 131
plenty of young men plenty of interest • Quantifiers: a few and few; a little
and little
most clothes most criticism • Quantifiers: using of
all young people all fashion • Quantifiers used without referents
more evening gowns more music • Subject-verb agreement of
quantifiers followed by of
more and more women more and more clothing
DIGITAL
MORE D UNDERSTAND THE GRAMMAR Circle the correct quantifier. Explain your answer.
EXERCISES
1 (Most / Much) men and women today like having a wide choice of clothes to wear.
2 (A number of / A great deal of) stores in this mall sell trendy clothes. A great deal of
Every is used can’t be used with count nouns.
3 (All / Every) guest at the dinner wore formal clothing.
with singular, count nouns.
4 A more liberal dress code has resulted in (less / fewer) choices in formal clothing. Less can’t be used with count nouns.
5 Seventy-five years ago, there were (a little / a few) stores that sold women’s pants. A little can’t be used with count nouns.
E GRAMMAR PRACTICE Circle the letters of all the quantifiers that can complete each
sentence correctly. Explain your answer, based on the grammar chart.
1 If people go to formal events, they need appropriate clothes.
a a lot of b several c a number of d a great deal of
2 children don’t think much about what clothes to wear.
a most b a great deal of c every d a majority of A great deal of can only be used with
3 Since the invitation doesn’t specify the level of formality, it’s clear non-count nouns; every can only be
used with a singular count noun.
that person needs to decide on his or her own what to wear.
a some b each c every d most Some and most are used with plural nouns.
4 There are tailors who can make anything you buy look great on you.
a a number of b a few c plenty of d a little A little can only be used with non-count nouns.
5 I was surprised to read that women didn’t wear pants 50 years ago.
a a lot of b some c every d less Every is used with singular count nouns; less
is used with non-count nouns.
NOW YOU CAN Talk about changes in clothing customs
A NOTEPADDING Contrast what you imagine young people wore 100 years ago with what they wear today.
Event 100 years ago Today

a walk in the park
a formal reception or wedding
dinner at a nice restaurant
dinner at a friend’s home
a party at school or in the office
B SUMMARIZE In a group, compare your classmates’ ideas. A majority of the class

Use quantifiers to summarize your classmates’ ideas. said they thought …
A few students said …

DIGITAL
VIDEO C DISCUSSION ACTIVATOR How much would you say clothing
trends have changed in your country? Describe how they have
changed. Use the information from your
notepad. Say as much as you can. In the old days, everyone wore pretty formal clothes to a
dinner in a nice restaurant, but today fewer people do.
43
3
LESSON
GOAL Examine questionable cosmetic procedures
A READING WARM-UP Are there any cosmetic procedures you think should be illegal? Explain.
It’s impossible to clean the tubs
B
DIGITAL
STRATEGIES 2:24 READING Read about fish pedicures. In what ways is this treatment risky? between clients, which can expose
clients to bacteria and infection.
Questionable Chinchin, a species often mislabeled as Garra rufa and
COSMETIC
used in pedicures, grows teeth and can break the skin,
further increasing the risk. Garra rufa, on the other hand,
are toothless.
TREATMENTS
According to the U.S. Fish and Wildlife Service, Garra
rufa could pose a threat to native plant and animal life
if released into the wild in places where it isn’t native.
Non-native species can reproduce without limit because
In this wide world, there’s always someone there may be few natural predators to kill them and
ready to shell out money for a treatment control their numbers.
that promises results. The preponderance of evidence leads one to believe
And
that in
fishaddition to the
pedicures are harm these
doubtful at pedicures can do to at
best and dangerous
the environment
worst. And publicand human
opinion health,
seems to the fish at a against
be building salon
Is it safe to let Garra rufa fish, or “doctor fish,” or spa with
mustcity
be contained in an aquarium with no natural
them, after city making them illegal.
exfoliate your feet in a fish spa pedicure, eating away food source and depend on human skin to survive. In
quantities of dead skin and leaving your feet looking order to get the fish to eat the skin on a client’s feet,
sandal-ready? Although fish pedicures are popular they must be starved, and this could be considered
in many parts of the world, the governments of a animal cruelty, which is illegal in many places.
number of U.S. states and at least two Canadian
provinces have banned the practice, making it illegal The preponderance of evidence leads one to believe
to provide this service. Although some experts say that fish pedicures are doubtful at best and dangerous at
there is not much of a serious risk to health, and worst. And public opinion seems to be building against
although no actual illnesses have been caused by this them, with city after city making them illegal.
procedure, most bans are based on one or more of
the following reasons:
Fish pedicures? Yuck and double yuck! Just
Since the fish remain in the pedicure tubs, it’s get a nice clean pedicure from a licensed
impossible to clean them between clients. Bacteria cosmetician. If the hygiene argument doesn‘t
and other pathogens can build up in the water, convince you, just think how terrible the
and if a client has a cut or break in the skin, these experience is for the poor little fishies!
organisms can enter and cause infection. In fact, New –Minnie Edwards, biology teacher
York dermatologist Dr. Riya Prasad says, “Today there
are so many antibiotic-resistant bacteria that I advise
my patients to walk the other way when they see a
salon or spa offering these pedicures. Better safe
than sorry!”
The fish themselves cannot be disinfected or
sanitized to prevent them from spreading bacteria.
Due to the cost of the fish, salon owners are likely to
use the same fish multiple times with different clients,
which increases the risk of spreading infection.
C UNDERSTAND MEANING FROM CONTEXT Complete the statements with words from the box.
1 When someone uses something to exfoliate your feet, he or she removes dead skin. bacteria
bans bans
2 Another way to say that a government doesn’t permit something is to say it it. disinfect
3 Bacteria are pathogenic organisms that can grow in water. exfoliate
4 When you disinfect something, you clean it to remove harmful organisms. mislabel
predator
5 When you mislabel something, it means that you give it the wrong name.
6 A predator is an animal that kills and eats other animals.
44 UNIT 4
LESSON
3 GOAL Examine questionable cosmetic procedures
A READING WARM-UP C UNDERSTAND MEANING FROM CONTEXT

●
On the board, write questionable cosmetic procedures. ●
Ask a student to read the words in the box on the right.
Ask What does questionable mean? (not likely to be good, Call on volunteers to identify the parts of speech.
doubtful in terms of quality) Ask a volunteer to read the (bacteria: noun, bans: verb, disinfect: verb, exfoliate: verb,
Reading Warm-up question. mislabel: verb, predator : noun)
●
Write cosmetic procedures students mention on the ●
Model the first item. Ask Do we need a verb or a noun?
board. (a verb) What information in the sentence will help us
decide which verb we need? (We need a verb that means
B 2:24 READING “removes dead skin.”)
●
teaching time: minutes teaching time: exercise. Then go over the answers as a class.
●
Ask students to look at the photo. Ask Have you ever Extra Reading Comprehension Questions
seen anything like this? Why do you think this may be a
“questionable procedure”? (It may not be clean or safe.)
●
Call on a volunteer to read the quote at the end of the
article from the biology teacher.
●
Write Yuck and double yuck on the board. Ask When do
we say yuck? (when something disgusts us). Is it formal
or informal language? (extremely informal) Point out
that double yuck is a way to really stress that you think
something is disgusting. Ask What is your reaction to fish
pedicures? Call on volunteers to share. Then ask What
does the biology teacher imply about fish pedicures? (that
they are not hygienic and that they’re inhumane toward
the fish)
●
information in the article that will help them answer the
focus question in the direction line (In what ways is this
treatment risky?).
●
Bring the class together. Have volunteers share their
answers to the focus question. (Possible answers: Bacteria
can grow in the water and spread infection. The fish can’t
be disinfected or sanitized.)
LANGUAGE NOTE The noun fishy is used for a small fish—

plural is fishies.
Reading Strategies
UNIT 4 LESSON 3 T44

D IDENTIFY SUPPORTING DETAILS Option: [+5 minutes] Have students suggest other
procedures, and have students respond with the three
teaching time: minutes teaching time: responses from the exercise: Looks (or sounds) good to me;
I’d have to know more; I wouldn’t try it even if you paid me!
●
Have students take a few minutes to read the questions
and choose the answers they think are correct, without Challenge: [+5 minutes] Call on students to summarize
looking back at the article. each procedure and indicate what it promises to do. Invite
students to share why they believe or don’t believe it works.
●
Then, in pairs, have students find the supporting details in
the article. Circulate and assist as needed. If students need
help, direct them to the paragraphs where the answers
B DISCUSSION
are found. (1. paragraph 1, 2. paragraph 2, 3. paragraph Suggested 5–10 Your actual
2, 4. paragraph 3, 5. paragraph 2, 6. paragraph 5)
●
Have students work in groups to answer the questions.
E EXPRESS AND SUPPORT AN OPINION ●
Bring the class together and have one representative from
Suggested 5 Your actual each group list the procedures the group spoke about.
teaching time: minutes teaching time: Discuss as a class and vote on which ones should be
●
Have students discuss the question with a partner. illegal.
●
Bring the class together and poll students by asking Who
would consider getting a fish pedicure?
Challenge: [+15–20 minutes] Have students write
a short paragraph arguing against fish pedicures. Tell
students to choose facts from the article to support this
argument. Instruct them to write a strong topic sentence
against this questionable procedure. If anyone in class really
wants to write in favor of fish pedicures, have the student(s)
do some research online and write the opposite argument.
NOW YOU CAN Examine questionable cosmetic procedures
A FRAME YOUR IDEAS

●
Have students scan the images of questionable cosmetic
procedures. Call on volunteers to read the headings. If
necessary, demonstrate the word slap with a gentle smack
on your face. A chocolate mud wrap consists of your body
being covered in chocolate. Explain that the term express,
used as an adjective here, means fast, suggesting that a
tapeworm diet would be quicker than a regular diet.
●
Call on volunteers to read the rating system. Clarify that
I’d have to know more means you would have to know
more to consider trying it. Give students a few minutes to
read about the procedures and rate them.
●
Then have students compare their ratings in pairs.
●
Bring the class together and ask Would anyone try the
face slapping procedure? the chocolate mud wrap?
the tapeworm express diet? Do you think any of these
procedures should be illegal? Then focus on the asterisks
at the bottom of the tapeworm ad. Ask volunteers Do you
think the risk is worth it?
T45 UNIT 4 LESSON 3

D IDENTIFY SUPPORTING DETAILS Choose the correct answer and support it with information from the article.
1 Where can you get a fish pedicure? from paragraph 1
a In many countries around the world. b In all the U.S. states and Canadian provinces.
2 What is one reason that fish pedicures aren’t permitted in some places? from paragraph 2
a They have caused serious illnesses. b They can cause infection.
3 Where can bacteria enter a client’s skin? from paragraph 2
a In the fish’s mouth. b In a cut in the client’s skin.
4 What makes chinchin more dangerous than garrra rufa? from paragraph 3
a They can reproduce in the wild.
b They have teeth that can break the client’s skin, which can cause infection.
5 What would salon owners have to do to keep the water free of pathogens? from paragraph 2
a They would have to wash the tank and change the fish after each pedicure.
b They would have to clean each client’s feet.
6 Why do some people consider the treatment of pedicure fish cruel? from paragraph 5
a Because in order to get them to eat skin, they have to be starved.
b Because keeping them in aquariums is unsanitary and can cause infection.
E EXPRESS AND SUPPORT AN OPINION Discuss with a partner. Would you consider getting
DIGITAL
EXTRA
CHALLENGE
a fish pedicure? Explain your reasons.
W
NOW YOU CAN Examine questionable cosmetic procedures
Ratings.
A FRAME YOUR IDEAS Read the ads and rate them. ✓ = Looks good to me.
Discuss your ratings and reasons with a partner. ? = I’d have to know more.
✗ = I wouldn’t try it even if you paid me!
Face-Slapping Massage … The Swiss Chocolate

Based on science! Mud Wrap is a Tapeworm
Exp
“sweet experience.” ress Diet*
Rejuvenate your aging face with
Don’t knock it if
the ancient practice of face- you haven’t tried it! Under a doctor’s
slapping. Based on scientifically supervision, you simply swallow
proven physical tapping known as a small pill. Within days, one or
“tapotement” and used extensively more tapeworms will absorb all the
in Swedish massage, both gentle food you eat, resulting in extra-fast
and more aggressive slaps with a flat weight loss. Once you have reached
or cupped palm improve circulation your ideal weight, the doctor will
and reduce the appearance of
wrinkles, resulting in a more youthful
Swiss Chocolate administer an anti-parasite pill, killing
the tapeworm, which will pass out of
appearance. Mud Wrap your body harmlessly.
Soak in the luxury of the finest Swiss chocolate
mixed with sticky Mississippi River mud—
the ultimate full-body mask to hydrate your
skin, slim your silhouette, and stimulate your “I tried this diet
circulation all at once. Effects are achieved by and reached my
the natural essential oils in the chocolate that ideal weight fast!”
are released as the mud dries and contracts.
Emerge from a series of three treatments a * Only for healthy individuals. The tapeworm
newer, smoother, slimmer you. express diet can cause abdominal
complications, meningitis, and dementia.
My rating My rating My rating
B DISCUSSION What specific dangerous or harmful procedures have you RECYCLE THIS LANGUAGE
seen or heard about? What can or should be done about them? • It’s just a matter of time until …
• I mean, what are you going to do?
• It is what it is.
• Better safe than sorry.
• Can I ask you a question?
45
4
LESSON
GOAL Discuss appearance and self-esteem
DIGITAL
STRATEGIES A 2:25 LISTENING WARM-UP WORD STUDY: COMPOUND WORDS WITH SELF- Study the words.
Then use a dictionary to find two more nouns and two more adjectives with the prefix self-.
self-confidence the belief that one has the ability to self-centered interested only in oneself
do things well Children are naturally self-centered, but they
Parents can build their children’s self-confidence usually learn to be more interested in others as
by helping them develop their talents and abilities. they grow up.
self-esteem the attitude of acceptance and approval self-confident believing that one has the ability to
of oneself do things well; not shy or nervous in social situations
ADJECTIVES
High self-esteem can help a person succeed, and Janet is a very self-confident young woman.
NOUNS
low self-esteem can be damaging. She’ll do well at the university.

self-image the opinion one has about one’s own self-conscious worried about what one looks like
abilities, appearance, and character or what other people think of one’s appearance
A person’s self-image is often formed very early Everyone at the meeting was dressed casually,
in life. so I felt self-conscious in my suit.
self-pity the feeling of being sorry for oneself self-critical tending to find fault with oneself
When you feel that life is unfair and that others have Paul is too self-critical. He always focuses on
treated you poorly, it’s not unusual to feel self-pity. his mistakes rather than his accomplishments.
B WORD STUDY PRACTICE Complete each statement, using one of the

compound words with self-.
1 Eleanor Ricci entered the auditorium with her usual
self-confidence and began her presentation.
2 Even though my brother Martin always wears great clothes, he feels
self-conscious and usually asks me to tell him if he looks OK.
3 They say that children’s self-esteem is built by receiving
parental praise for their accomplishments.
4 A positive self-image can help people through the difficulties of
life without feeling like failures when things go wrong.
5 People who spend a lot of time talking about themselves are
self-centered .
6 I don’t know why Paul is so self-critical . He’s great at everything
and more successful than almost everyone else.
7 We tried to encourage Sylvie to look on the bright side, but after she lost
her job, she just couldn’t stop wallowing in self-pity .
8 Self-confident people don’t just sit around worrying about not
being able to do things. They try their best and assume their best is good
enough.
DIGITAL
STRATEGIES C 2:26 LISTEN FOR MAIN IDEAS Listen to a university lecture. Then read the
statements and choose the one that expresses the main idea of the lecture.
✓ 1 Female self-image is heavily influenced by messages in the media.
2 Many fashion models today are super-thin.
3 Eighty per cent of ten-year-olds are on diets.
4 Anorexia is a common eating disorder.
Super-thin models are demanded
by fashion designers, magazine
editors, and advertisers.
46 UNIT 4
LESSON
4 GOAL Discuss appearance and self-esteem
A 2:25 LISTENING WARM-UP C 2:26 LISTEN FOR MAIN IDEAS

●
Have students listen to the words and study the ●
Pre-listening: Have students look at the picture. Ask a
definitions. Then have them listen and repeat the words volunteer to read the caption. Invite students to respond
chorally. to it. Do you agree or disagree with this practice?
●
Point out that self- is a prefix that is used with many nouns ●
Review that the main idea refers to the main point made
and adjectives and that these nouns and adjectives with in a lecture.
self- are always hyphenated. ●
Listening: Have students listen once for the main idea.
●
To show the change in meaning when the prefix self- is Then have them listen again.
added to a word, write image on the board and define it ●
Call on volunteers to read each statement. After each one,
as a class. (the way something is portrayed to the public; ask Is this information in the lecture? Is it the most important
what you think someone or something is like or how they information? As a class, agree on the main idea. Encourage
look) Add the prefix self- and define as a class. (how you students to explain why it’s the main idea.
see yourself) Note the change in meaning. Repeat with
several other words from the list. LANGUAGE NOTE Ultra-thin or super-thin means extremely
●
Ask Which of the adjectives has a positive connotation? or very thin; to aspire is to want and work toward achieving
(self-confident) Which have a negative connotation? (self- something important; to bombard means to do something
centered, self-conscious, self-critical ) too often or too much.
●
Have students find at least three words with the prefix self- Option: [+5 minutes] Have students focus on item 3.
in a dictionary. Have them share the words and definitions Write it on the board: Eighty per cent of ten-year-olds
with the class. (Possible answers: self-disciplined, self- are on diets. In small groups, have students respond to
educated, self-employed, self-interest, self-destructing, this statement. Circulate and ask questions to encourage
self-satisfied ) discussion as needed. For example, Are you surprised by the
Option: [+10 minutes] Write these sentences on the number? Is it safe for children that young to diet? Why do you
board: think they diet? Then bring the class together and share.
1. “I always make mistakes.” Listening Strategies
2. “I can do it!”
3. “I’m worried about how I look.”
4. “Everyone should feel sorry for me.”
5. “I’m as important as other people.”
6. “I don’t care much about what other people
need.”
In pairs, have students use a noun or adjective from
Exercise A to describe the person who said each statement.
Go over the answers as a class (1. This person is self-critical.
2. This person is self-confident. 3. This person is self-
conscious. 4. This person feels self-pity. 5. This person has
high self-esteem. 6. This person is self-centered.)
B WORD STUDY PRACTICE

●
Give students a few minutes to read the sentences. Tell
them to notice which ones will require an adjective and
which ones a noun. (items 2, 5, 6, 8 adjectives; the rest
nouns)
●
Have students complete the exercise, referring to Exercise
A as needed.
●
Have students compare answers with a partner.
UNIT 4 LESSON 4 T46

D 2:27 LISTEN FOR DETAILS NOW YOU CAN Discuss appearance and self-esteem
A FRAME YOUR IDEAS
●
Pre-listening: Have students read the questions and see
if they can answer any of them from the listening in the teaching time: minutes teaching time:
previous exercise. Draw students’ attention to the two
images of the woman and ask Which version of this woman
●
Call on students to read the numbered statements in
looks more attractive? the survey. Then have students complete the survey
individually.
●
Listening: Have students listen and answer the questions.
If necessary, stop paragraph-by-paragraph to help
●
In pairs, have students explain their choices.
students locate the answers. ●
To go over the answers as a class, ask Are women more or
●
Go over the answers as a class. For the last item, write the less self-conscious about their bodies than men? Are they
following on the board: more or less self-conscious about their faces than men? Are
women or men more likely to want to look like people in the
If you are a parent of a young girl . . .
media? In general, for whom is beauty more important—
Call on volunteers to come to the board to fill in the blank men or women? Have a few volunteers share their opinions
with tips on how to avoid a negative self-image. (Possible with the class.
answers: Implant a positive self-image about her value and
help build her self-esteem and self-confidence. Let her hear
B NOTEPADDING
you comment on the beauty of all types of bodies.) Invite
students to suggest additional ideas. (Possible answer: Put teaching time: minutes teaching time:
value on education, hobbies, sports, etc.)
●
Read the examples on the notepad out loud.
Challenge: [+10 minutes] For more practice listening
for details, write these incomplete sentences on the board. ●
To model the activity, have a volunteer give an example
Have students listen to the lecture again. Focus on the third of one thing that builds self-esteem. Then have another
paragraph from According to recent studies to . . . dangerous volunteer give an example of one thing that harms
to their health. Replay as many times as necessary. Tell self-esteem.
students they don’t need to write the answers word-for- ●
After students write their ideas individually, have them
word, just the main information. share their notes with the class. Write a list on the board
1. 75% of women think . . . [they’re too fat] as you get feedback from students. (Possible responses:
Build self-esteem: getting compliments, feeling intelligent,
2. Between ages 10 and 14 . . . [the percentage of
hearing positive messages in the media, having a good
girls that are happy with the way they look] . . .
self-image, feeling self-confident; Harm self-esteem:
drops from 60% to 29%.
being criticized all the time, feeling self-pity, feeling self-
3. 80% of women are . . . [highly self-critical and conscious about one’s appearance)
are dissatisfied with their bodies]
4. 80% of 10-year olds . . . [are on diets] C DISCUSSION
5. Between 5 and 10 million teenaged girls and young Suggested 5–10 Your actual
women . . . [have an eating disorder] teaching time: minutes teaching time:
●
In groups of three, have students discuss the questions.
E 2:28 LISTEN TO SUMMARIZE Refer students to the information on the board to answer
Suggested 5–10 Your actual questions 1 and 2. Then have them discuss the remaining
teaching time: minutes teaching time: two questions.
●
To warm up, ask students What is the lecture mainly ●
Focus on question 4 and write students’ answers on the
about? (Possible answer: the negative self-image girls and board. Invite students to respond and agree or disagree,
women have of themselves) Write students’ answers on supporting their opinions.
the board. Leave these on the board. Option: [+10–15 minutes] On the board, write How
●
Have students listen to the first paragraph of the lecture. to Build Self-Esteem. In groups, have students create a
Then have them listen again. Ask Which line best introduces list of six ways to boost self-esteem. (Possible answers: Be
the topic? (the last line of the paragraph) Write it on the positive with yourself. Don’t compare yourself to other
board: people. Exercise. Have realistic expectations. Don’t try to
Our subject today is female self-image and the be perfect. View mistakes as learning opportunities. Don’t
difficulty of growing up female at a time when focus on things you cannot change. Try new things. Do
society has adopted an impossible ideal. things that you like to do. Appreciate the little things in life.
Be kind to other people. Be around kind and supportive
●
In pairs, have students use the information on the board
people. Forgive yourself.) Bring the class together and have
to write their own summary statement.
students share lists.
Discussion: Speaking Booster
T47 UNIT 4 LESSON 4

D 2:27 LISTEN FOR DETAILS Read the following questions. Answer them,
listening again if necessary.
1 What kind of body is currently in style? Extremely thin.
2 What change has taken place in the look of fashion models over the
last fifty years? They have gotten thinner and thinner.
3 What is one serious consequence of feeling like you’re fat all the time?
It can lead to low self-esteem and eating disorders.
4 How can women help themselves overcome the negative messages in
the media? Realize that they are being targeted as consumers.
5 How can people help their daughters avoid a negative self-image?
Instill a positive message about her value and attractiveness. Praise people who don’t
conform to the thin body type. Build up their self-esteem.
E 2:28 LISTEN TO SUMMARIZE With a partner, Photos are often altered to
make models and actresses
write a summary statement about the lecture. appear thinner than they are.
NOW YOU CAN Discuss appearance and self-esteem
A FRAME YOUR IDEAS Take the survey. Then compare ratings with a partner.
HOW MUCH DO YOU AGREE WITH EACH STATEMENT

ABOUT MEN AND WOMEN IN YOUR COUNTRY?
STRONGLY DISAGREE STRONGLY AGREE
1 Most women are self-conscious about their bodies. 1 2 3 4 5

2 Most men are self-conscious about their bodies. 1 2 3 4 5
3 Most women are self-conscious about their faces. 1 2 3 4 5
4 Most men are self-conscious about their faces. 1 2 3 4 5
5 Most women want to look more like women in the media. 1 2 3 4 5
6 Most men want to look more like men in the media. 1 2 3 4 5
7 Most women think women need to be beautiful. 1 2 3 4 5
8 Most men think women need to be beautiful. 1 2 3 4 5
9 Most women think men need to be handsome. 1 2 3 4 5
10 Most men think men need to be handsome. 1 2 3 4 5
B NOTEPADDING Make a list of positive and negative factors that affect self-esteem.
Build self-esteem Harm self-esteem
Build self-esteem Harm self-esteem
Parental love “Messages” in the media
DIGITAL
SPEAKING C DISCUSSION
BOOSTER
1 How can the positive factors you listed on your notepad be promoted?
2 Which of the negative factors on your notepad can be changed or corrected?
3 Do you think life is easier for people who are attractive? Explain your opinion.
4 In an ideal world, what should one’s self-esteem be based on? Explain your opinion.
47
WRITING Compare and Contrast: Review
Compare Contrast
Connecting words that show similarities Connecting words that show differences
like unlike
Like Sylvia, I wear jeans all the time. OR Unlike her sister, Wendy wears great clothes. OR
I wear jeans all the time, like Sylvia. Wendy wears great clothes, unlike her sister.
similarly in contrast
I grew up paying little attention to fashion. I’ve always liked to wear black to evening events.
Similarly, my brother was not very In contrast, my sister prefers white. OR
interested in clothes. OR I’ve always liked to wear black to evening events;
I grew up paying little attention to fashion; in contrast, my sister prefers white.
similarly, my brother was not very interested
in clothes.
likewise however
My mother always liked elegant clothes. Lily had to wear a uniform when she was in
Likewise, her two sisters did, too. OR school. However, I was allowed to wear
My mother always liked elegant clothes; anything I wanted. OR
likewise, her two sisters did, too. Lily had to wear a uniform when she was in
school; however, I was allowed to wear
anything I wanted.
as well / not either while / whereas

Many people spend too much money on clothes. Sam spends a lot of money on clothes while
Some spend too much on shoes as well. (or whereas) Jeff rarely does. OR
Our parents’ generation didn’t worry so much While (or whereas) Sam spends a lot of money
about fashion. Their own parents didn’t on clothes, Jeff rarely does.
either.
B PRACTICE Read the paragraph, inserting logical DIGITAL

WRITING C APPLY THE WRITING SKILL
PROCESS
connecting words for comparing and contrasting. Choose a topic below. Write two
paragraphs comparing and contrasting
My husband, Jack, generally appreciates fashion, ideas. In your first paragraph, write
but we don’t always agree on clothes and what about the differences. In your second
to wear. I like to shop in small boutiques; paragraph, write about the similarities.
similarly , my husband also appreciates Use connecting words and include a topic
1 sentence for each paragraph.
the attention a shopper gets in a small store.
However , I always buy funky, trendy
2 In contrast Topics
clothes. , Jack is more • Compare and contrast your fashion style and
3
conservative. And it won’t be surprising for anyone tastes with those of someone you know.
to learn that unlike my husband, I tend to • Compare and contrast fashion today with
4 fashion five, ten, or twenty years ago.
like loud colors and bold prints, whereas he
5
prefers a more subdued look. Similarly I feel
6
self-confident that whatever I wear will be OK
However Jack can be a little self-conscious SELF-CHECK
7
and always tries to wear non-controversial clothes. Did I use connecting words for comparing?
But, as they say, “opposites attract,” and we both Did I use connecting words for contrasting?
like the way the other person dresses, even if our Does each paragraph have a topic
tastes for ourselves aren’t the same. sentence?
48 UNIT 4
WRITING Compare and Contrast: Review
A WRITING SKILL ●
Tell students to fill in the blanks individually, referring
to the chart in Exercise A. Remind them to pay attention
teaching time: minutes teaching time: to where the connecting words are at the beginning
of the sentences and where they are connected with a
●
Call on students to read the examples under Compare and semicolon.
Contrast out loud.
●
Have students compare answers with a partner. Point
●
To make students aware of the correct punctuation for out that multiple answers may be possible. Go over any
each connective, ask Which connectives can be preceded questions as a class.
by a comma? (unlike, whereas, while) Which connectives
are followed by a comma? (similarly, likewise, in contrast,
however) What punctuation mark is necessary before similarly,
C APPLY THE WRITING SKILL
likewise, in contrast, and however? (a period or a semicolon) Suggested 10–15 Your actual
●
Write the following chart on the board, or print it out
from the ActiveTeach and distribute it to students.
●
Tell students they will write two paragraphs comparing
and contrasting ideas. Ask a volunteer to read the topic
A B choices. Point out that the paragraph in Exercise B,
1. Jay likes to dress up. a. Max loves striking Practice, serves as a model for the first topic choice, only
clothes. Exercise B compares and contrasts within one paragraph.
2. Jay likes to attract Explain that students will write two paragraphs—
attention to himself. b. Dave is rather old- contrasting in the first one and comparing in the
3. Jay always wears fashioned. second one.
fashionable clothes. c. Dave prefers to dress ●
To review, ask Which contrasting words will you use in
casually. the first paragraph? (unlike, in contrast, however, while /
d. Dave doesn’t like to whereas) Which connecting words will you use in the second
stand out in a crowd. paragraph? (like, similarly, likewise, as well / not either) On
e. Max always wears what is the board, write Both . . . and to review the structure
in style. to show similarity between two people or things. For
example, Both my brother and I love to wear loud flashy
f. Max thinks it is important
clothes.
to dress well.
●
For each statement in column A, have students find a similar walk them through the writing process and peer review.
and a contrasting statement in column B. (1. f, c; 2. a, d; 3. e, b) ●
Circulate as students draft their paragraphs and make
Then have pairs join the statements using connecting
sure they use the connecting words for similarities and
words (Possible responses for item 1: Compare: Like Jay, Max
differences correctly. Refer students to the Vocabulary on
likes to dress up. / Jay likes to dress up. Similarly, Max thinks
pages 38 and 40 as necessary. Remind students to write a
it is important to dress well. / Jay likes to dress up. Likewise,
topic sentence for each paragraph.
Max likes to dress up, too. / Jay like to dress up. Max does
as well. / Jay doesn’t likes to dress casually. Max doesn’t
●
either. Contrast: Unlike Jay, Dave prefers to dress casually. / Book to go over the paragraphs they wrote.
Jay likes to dress up. In contrast, Dave prefers to dress Challenge: [+5 minutes] For more advanced students,
down. / Jay likes to dress up. However, Dave prefers to dress provide the option to write a brief introduction to the
casually. / Jay like to dress up, whereas Dave prefers to dress compare / contrast paragraphs. Provide an example on
casually.) Review as a class by having several students read the board: My sister and I both love fashion. We have
their sentences out loud. similar tastes and enjoy a classic and elegant style.
Option: [+5 minutes] On the board, write How is However, she is much more focused on logos and spends
your and your partner’s fashion sense similar? How is a lot more money on expensive fashion designers. I don’t
it different? In pairs, have students practice using the think there is much of a difference; the clothes we
connecting words for comparing and contrasting while wear are very similar.
talking about their fashion preferences. Writing Process
Graphic Organizer
B PRACTICE
●
Have students preview the paragraph to orient
themselves in the comparison and contrast taking place.
Ask What is the woman comparing? (her husband’s and her
fashion preferences)
UNIT 4 WRITING T48

review
Digital Game D
A 2:29 teaching time: minutes teaching time:

a singular count noun
●
Pre-listening: Have students scan the multiple choices.
Call on volunteers to define the words. If necessary, refer
a plural count noun [several, a majority, few]
students to the vocabulary in Exercise A on page 38 for a non-count noun [little]
review. both a count and a non-count noun [more and
●
Listening: As students listen, have them choose the more]
correct answers. If necessary, have students listen again. To warm up, have students identify which type of noun
●
Have students compare answers with a partner. each quantifier is used with.
Challenge: [+5 minutes] Have students listen again and ●
Then have students write their sentences.
then write down the line in the conversation that indicates
Option: TEST-TAKING SKILLS BOOSTER (p. 154)
which answer is correct. (1. Better hurry before they go out
of style. 2. It’s my “Look at me jacket.” 3. What on earth has EXTRAS
she done with her hair? 4. Hmm, nice. Very tasteful. 5. No
one’s wearing that anymore.) ●
Workbook
●
MyEnglishLab
Option: [+10 minutes] Write the following lines from the ●
Online Student Resources (www.english.com /
conversations on the board: summit3e)
Everyone’s getting those now. – Classroom Audio Program
That’s some [jacket] you’ve got on.
– Summit GO App
What on earth [has she done with her hair]? – Web Projects
Hmm, nice. Very tasteful.
●
ActiveTeach
– Assessment
I think that one can go. – Additional Printable Resources
No one’s wearing that anymore. Audioscripts and Answer Keys
In pairs, have students create short dialogues using the lines. “Can-Do” Self-Assessment Charts
Conversation and Discussion Activator Video Scripts
B
Suggested 5 Your actual – Summit TV Video Program
Activity Worksheets
●
Tell students they will be filling in blanks with adjectives, Teaching Notes
compound adjectives, and nouns from Exercise A, Video Scripts
Vocabulary, on page 40. Remind students that a
compound adjective before a noun has a hyphen. If the
compound adjective is after a verb, no hyphen is usually
necessary. On the board, write I am wearing a short-
sleeved shirt. My shirt is short sleeved.
●
For less advanced classes, you may want to include a
word bank on the board: solid color, an evening gown,
plaid, underdressed, striped, solid color, low-cut, a
tuxedo, a cocktail dress, overdressed, long-sleeved.
●
Go over the answers as a class.
C
●
Model the first item with the class. Ask What is the noun
that the quantifier will modify? ( people) Make sure students
understand Every can’t be used with plural count nouns.
●
For each item, have students identify the noun and decide
whether it is a singular count noun, plural count noun, or
non-count noun. Then have them complete the exercise.
●
T49 UNIT 4 REVIEW

DIGITAL
GAME review
A 2:29 Listen to the conversations about fashion and style. Choose the adjective that best
summarizes each speaker’s point of view.
1 They think the purses in the magazine are .
a frumpy b trendy c flashy
2 He thinks the jacket Carl is wearing is .
a funky b subdued c loud
3 They think the girl’s hair is .
a elegant b in bad taste c classic
4 The salesperson is suggesting that the dress is .
a elegant b funky c trendy
5 She thinks the blouse her friend is holding isn’t .
a in bad taste b stylish c frumpy
B Complete each statement with an appropriate word or phrase.

1 A piece of clothing that’s all one color is solid .
2 A shirt with different color lines making square patterns is plaid .
3 A piece of clothing with vertical or horizontal lines in different colors is loud .
4 A very formal suit a man might wear to a wedding or a reception is classic .
5 A short, elegant dress for a party in the evening is stylish .
6 A long, very formal dress for a wedding or a reception is formal .
7 When a person is wearing something much too informal for an occasion, he or
she is in bad taste .
8 If a man comes to the office in a tuxedo, people will say that he’s overdressed .
9 Many people think that a dress or blouse that’s low cut is too
revealing and in bad taste.
10 When it’s cold outside, it’s better to wear a long-sleeved shirt.
C Cross out the one quantifier that cannot be used in each sentence.
1 (Every / A few / Most) older people find flashy clothes in bad taste.
2 The company where I work says that it will permit us to come to the office in jeans
(one / a couple of / a few) days a month.
3 (Most / Many / Every) young girls aren’t worried about the way they look.
4 (Much / A majority of / A number of) parents are concerned about the effect the media has
on young boys as well.
5 When my great-grandparents were young, (many / most / much) women wore only dresses.
6 I’d say your friends could use (some / a little / a few) fashion advice.
7 There are (several / most / many) reasons so many young women have eating disorders.
8 A new study says that (most / many / every) children who watch TV for more than six hours
a day may have problems with self-esteem as teenagers.
D On a separate sheet of paper, write five sentences, each one using one of the quantifiers
from the box. Answers will vary but may include the following: I have several great ideas; He is late a majority of the time; Few
people came to the concert; There is little hope for nice weather tomorrow; More and more young girls try to stay thin.
several a majority few little more and more
Web Project: Trend Spotters

49
1 Politely ask someone not to do something
5
2 Complain about public conduct
Communities 3 Suggest ways to avoid being a victim of

urban crime
4 Discuss the meaning of community
preview
A FRAME YOUR IDEAS Complete the questionnaire about your ideal community. How
closely do your answers describe where you live now? In what ways are they different?
Home About Questionnaires Top stories Search
Whether you’re planning to move soon or just

dreaming about your future, this questionnaire will
help you focus on what’s most important to you.
v
1. What kind of environment would you

prefer to live in?
a densely-populated urban area with skyscrapers

a medium-sized urban area
a suburb, just outside a city, with convenient
transportation
a small town in a rural area with a slower pace of life
a rural town
2. Which of the following describe your
3. Which neighborhood
ideal neighborhood?
amenities would you
is near my school or job want easy access to?
is peaceful and quiet reliable public transportation an urban area

is lively and bustling with activity a large modern mall
is friendly, with people who say hello to each other a variety of small businesses, such as hair salons, dry
has a mix of apartment buildings and private homes cleaners, florists, etc.
has mainly private homes a large supermarket
has mainly modern high-rise apartment buildings a market where you can buy fresh farm produce
has lots of well-maintained historical buildings theaters and stadiums
is safe, with very little crime a hospital and clinics
is very secure, with security cameras and guards parks and fitness centers
other: other:
Answers will vary but may

B 3:01 VOCABULARY TYPES OF LOCATIONS Listen and repeat. an urban area include the following:
a rural area An urban area is densely
Then, with a partner, write a definition for each of these location types. populated and has a lot of
the suburbs
buildings, roads, and bridges.
A rural area has few homes,
C PAIR WORK Compare your answers in the questionnaire to determine buildings, and not many people.
if you have the same preferences. Discuss and explain the reasons for your choices. The suburbs refer to an area on
the outskirts of a major city
where people live.
50 UNIT 5
UNIT
5 Communities
preview
A FRAME YOUR IDEAS C PAIR WORK
●
To introduce the theme of community, have students ●
Have pairs compare questionnaires to see if they identified
spend a few moments looking at the pictures. Ask What the same ideal communities.
do we see in the first photo? (a small peaceful town) What ●
Encourage students to explain reasons for their choices.
do we see in the second photo (a bustling city)? Is either of ●
Then bring the class together and bring students’
these your ideal community?
attention to the direction line. Ask individual students
●
Have a volunteer read the direction line. How closely do your answers describe where you live now?
●
Then ask another student to read the introduction to the In what ways are they different?
questionnaire. Option: [+5 minutes] On the board, write:
●
Have students complete the questionnaire individually. I could never live in …
Circulate and clarify vocabulary as needed.
Invite students to share which types of communities they
LANGUAGE NOTE Densely-populated means that a lot of can’t imagine living in. Model an example: I could never live
people live in a location; to bustle means to move around in a small town. I would die of boredom. I need my amenities
quickly, looking very busy; amenities are comforts that like the mall and fitness center.
make a place better to live in.
B 3:01 VOCABULARY
●
Have students listen and repeat.
●
Then have students use information from the
questionnaire to help write the definitions.
●
Option: [+5 minutes] On the board, write:
densely-populated urban area
a medium-sized urban area
the suburbs (outside of a city)
small town in a rural area
As a class, identify what type of community the school is
in. Then name neighboring communities—suburbs, small
towns, cities. If possible, refer to a map or sketch a map on
the board. Have students identify where they live.
UNIT 5 PREVIEW T50

D 3:02 SPOTLIGHT F THINK AND EXPLAIN
●
After students read and listen, check comprehension by ●
Have students discuss the questions in pairs or groups.
asking What big event has happened to Luiz recently? ●
As students work, draw the following chart on the board:
(He and his wife moved.) Did they live in a city before?
(no) How is life in the city different? (a lot of traffic, parking + –
is hard to find) What type of housing do they live in?
neighborhood [never bored] [bumper-to-bumper
(an apartment) What does Luiz say he likes to do in the
traffic, hard to find
neighborhood? (just go out for coffee and people watch)
parking]
In general, are Luiz and Lourdes happy with their move?
(yes) building [safe and well- [nosy neighbors]
maintained]
LANGUAGE NOTE To settle in means to arrange yourself and ●
Go over the answers as a class, having volunteers fill in the
your belongings in a new place where you will live or stay; information.
a bumper is the bar fixed on the front and back of a car to
Option: [+5 minutes] Ask How does Bill see the bright
protect it if it hits anything—bumper-to-bumper traffic refers
side of the nosy neighbors? (He comments that it’s a good
to traffic where there are so many cars close to each other
building where people look out for each other.) How could
that the bumpers almost touch; all in all means on the
we see a bright side to the traffic and parking? (Luiz will likely
whole; give my regards is an expression used to send good
not move his car much and get more exercise walking.)
wishes to someone.
Review that this is having an optimistic point of view.
E UNDERSTAND IDIOMS AND EXPRESSIONS SPEAKING PAIR WORK

●
To model the activity invite a volunteer to read the first ●
Draw the following chart on the board:
definition. Have students look through the spotlighted
expressions in Exercise D for one that fits the definition. Pros Cons
If students need help, ask What does optimistic mean? a small town
(believing good things will happen) Which spotlighted
a big city
expression indicates trying to see things positively? (look on
the bright side) a suburb
●
Have students work in pairs to complete the rest of the ●
In pairs, have students copy the chart and fill it in with
exercise. Circulate and assist as needed. information from the questionnaire on page 50 as well
●
Bring the class together and go over the answers. as their own ideas. Point out that what one student
might think is a disadvantage, another might think is an
Option: [+5 minutes] Have students find each idiom
advantage.
or expression in Exercise D, Spotlight, and replace it with
the definition from the matching. Tell students to make
●
Circulate and oversee as students discuss.
necessary changes in the sentence. Model the first item:
But city life sure takes some getting used to.—But city life sure
requires time to get comfortable.
LESSON
Assign each pair one of the idioms or expressions. Have
pairs prepare short role plays consisting of four or five
exchanges, demonstrating correct use of the idiom or
expression.
T51 UNIT 5 PREVIEW

D 3:02 SPOTLIGHT Read and listen to a conversation between two former Luiz = Portuguese
Bill = British English
colleagues. Notice the spotlighted language.
Bill: Hi, Luiz!

Luiz: Bill? What a surprise!
Bill: I just wanted to see how you’re doing. How’s your new
place? You and Lourdes must be all settled in by now.
Luiz: Pretty much. But city life sure takes some getting
used to.
Bill: In what way?
Luiz: Well, for one thing, not only do we have to deal with
bumper-to-bumper traffic every day, but it’s almost impossible
to find on-the-street parking.
Bill: Yeah, that is a pain. Hey, what about your building? How’s that worked out?
Luiz: Pretty well. It’s safe and well-maintained. But, to be honest, it’s been
a mixed blessing.
Bill: What’s the problem?
Luiz: Well, it’s the neighbors on our floor. Whenever they hear someone get off
the elevator, they look out their door to check who it is. I don’t mean to sound
unfriendly, but I wish they’d mind their own business.
Bill: Well, I’m sure they mean well. You should look on the bright side.
It’s good to be in a building where people look out for each other.
Luiz: That’s true. We’re very lucky. And I have to say, I’ve fallen in love with
the neighborhood.
Bill: That’s great!
Luiz: It’s really got a lot to offer; we’re never bored. Sometimes we go out
for coffee and just people watch.
Bill: Well, all in all, it sounds like things are going well.
Luiz: They are. Hey, give my regards to Judy. And let me know if you’re
ever in town.
Bill: Will do!
E UNDERSTAND IDIOMS AND EXPRESSIONS Write an expression from Spotlight for each definition.
1 choose to have an optimistic viewpoint look on the bright side
2 take care of other people look out for each other
3 something that has both a good and bad side a mixed blessing
4 not intrude in other people’s lives mind their own business
5 requires time to get comfortable with something takes some getting used to
6 have good intentions mean well
7 has many advantages got a lot to offer
F THINK AND EXPLAIN Answer the questions, supporting your answers with information from Spotlight.
1 What does Luiz like about the neighborhood he lives in, and what doesn’t he like? It’s crowded and there’s lots of
2 What does Luiz like about his building, and what doesn’t he like? traffic, but there’s a lot to do.
It’s safe and well-maintained, but he has nosy neighbors on his floor.
SPEAKING PAIR WORK On a separate sheet of paper, list the pros and cons of living in a small town,
a big city, and a suburb. Then compare opinions with a partner. Use expressions from Spotlight.
51
1
LESSON
GOAL Politely ask someone not to do something
DIGITAL
STRATEGIES A 3:03 WORD STUDY USING NEGATIVE PREFIXES TO FORM ANTONYMS
Negative prefixes
Listen and repeat.
dis- ir-
1 acceptable → unacceptable 4 proper → improper im- un-
in-
2 considerate → inconsiderate 5 respectful → disrespectful
3 polite → impolite 6 responsible → irresponsible
B WORD STUDY PRACTICE Use a dictionary to find antonyms for these words. Then make
a list of other adjectives with negative prefixes.
1 appropriate inappropriate 5 honest dishonest
2 courteous discourteous 6 pleasant unpleasant

3 excusable inexcusable 7 rational irrational
4 imaginable unimaginable 8 mature immature
C ACTIVATE WORD STUDY Write sentences that describe inappropriate public behavior.
Use adjectives from Exercises A and B. Answers will vary but may include the following:
Example: It ’s inconsiderate to play loud music in the library.
1 It’s impolite to talk while you’re chewing.
2 It’s inappropriate to talk loudly in a movie.
3 It’s inexcusable to throw garbage on the street.
4 It’s discourteous to put your feet up on the seats of a train.
5 It’s dishonest to enter the subway without paying.
D PAIR WORK Compare the examples you wrote in exercise C. Explain why
you consider the behavior inappropriate.
E GRAMMAR USING POSSESSIVE GERUNDS

DIGITAL
INDUCTIVE
ACTIVITY
You can use a possessive gerund when you want to indicate the performer of the action.
I object to their playing loud music late at night.
Jack’s talking during the movie was annoying.
Does my daughter’s playing video games bother you?
What bothers me is his not apologizing for texting during class.
In informal spoken English, it is acceptable to use a name, a noun, or an object pronoun instead of a
possessive, but only if the gerund phrase is the direct object in the sentence.
I object to them playing loud music late at night.
BUT Never use a name, noun, or an object pronoun if the gerund is the subject of the sentence. Use a possessive.
Their playing music late at night is a problem. NOT Them playing music late at night is a problem.
F UNDERSTAND THE GRAMMAR Write a check mark next to the sentences that are
DIGITAL
MORE
EXERCISES
incorrect in speaking or writing. Correct them.
my
✓ 1 “Do you mind me eating lunch at my desk?”
’s
✓ 2 “Your brother not saying hello to her was disrespectful.”
’s
✓ 3 “Kevin not agreeing to remove his shoes in my house was kind of impolite.”
’s
✓ 4 “Isn’t Paula honking her car horn early in the morning inexcusable?”
5 “I don’t like you answering your phone while we’re eating dinner.”
52 UNIT 5
LESSON
1 GOAL Politely ask someone not to do something
A 3:03 WORD STUDY With books closed, say the adjectives from Exercises A and
B (without their negative prefixes) in random order and
teaching time: minutes teaching time: have students write them with the prefix they need to form
their opposite.
●
Have students listen and study the words. Clarify the
meanings of unknown words.
D PAIR WORK
●
Ask students to listen and repeat the words chorally.
●
Write prefix on the board. Elicit that this is a group of teaching time: minutes teaching time:
letters that is added to the beginning of a word to change ●
Have students compare examples of inappropriate behavior.
its meaning.
●
Bring the class together and have students share answers.
●
Point to the negative prefixes in the box. Ask What do you
Invite students to disagree if they don’t think specific
think a negative prefix is? (a group of letters added to the
behaviors are inappropriate.
beginning of a word to form the word’s opposite)
●
To check comprehension, write on the board: E GRAMMAR
unfriendly impatient incomplete disloyal Suggested 5 Your actual
●
Have students identify the prefixes (un-, im-, in-, dis-) teaching time: minutes teaching time:
and say the word each negative adjective is derived from ●

Call on volunteers to read the first explanation and
(friendly, patient, complete, loyal ). examples out loud. After each one, ask What is the
●
Then have pairs think of other words starting with any possessive gerund? (the highlighted words)
of the prefixes they identified. (Possible answers: untidy, ●
impossible, incorrect, disagree)
She complained about _____ smoking in the office.
LANGUAGE NOTE Many words starting with m- and Have students identify the gerund in the example. (smoking)
p- form their negative with the prefix im-. Many words Call on students to complete the sentence on the board with
starting with r- form their negative with the prefix ir-. For their own examples. Write students’ responses on the board
example, immobile, impossible, immoral, impatient, irregular, (Possible answers: his, her, my, Mike’s)
irreplaceable. There are exceptions. For example, displeased, ●
Have students read the second explanation and study the
disrespectful. example. Stress that this is an example of informal English.
●
Have students restate the different variations of the
sentence on the board, using object pronouns or names.
(Possible responses: him, her, me, Mike) Point out that the
B WORD STUDY PRACTICE possessive adjective her has the same form as the object
Suggested 5 Your actual pronoun her.
●
Focus on the last explanation. When the possessive
●
Have pairs look up the adjectives in a dictionary. Point gerund is in the object position, a noun or object pronoun
out that in some dictionaries, antonyms are given at the can be used, but when the possessive gerund is in the
end of each entry preceded by the word opposite. In subject position, this is not done. Write the following
dictionaries that do not provide antonyms in this way, sentences on the board for students to correct:
students should look up the prefix they think is correct You constant arguing is getting on my nerves.
and then scan to see if the adjective pairs with it.
(Your constant arguing . . .)
●
As pairs work with their dictionaries, encourage them to
read the definitions of the words they might not know. Inductive Grammar Activity
●
Review the answers as a class.
F UNDERSTAND THE GRAMMAR
C ACTIVATE WORD STUDY Suggested 5 Your actual
Point out that students need to identify sentences that are
●
Have a volunteer read the directions and model sentence incorrect in both written and informal spoken English.
out loud. Write it on the board and underline to play. Ask ●
Have students underline the gerund phrases in the
What form is this? (infinitive) Explain that they will start sentences and see if any of them are in the subject
each sentence with It’s and an infinitive will follow the position. (items 2 and 3) Then have them complete the
adjective. exercise.
●
Circulate and assist as needed. If students can’t think of ●
ideas, suggest places where inappropriate behavior may Extra Grammar Exercises
happen (e.g., the classroom, a park, a store).
UNIT 5 LESSON 1 T52

G GRAMMAR PRACTICE Option: Ask In your experience, are people usually as polite
as the people in this conversation? Have students share polite
teaching time: minutes teaching time: and rude experiences they have had when dealing with
different people. Finally, ask Do you think it’s possible to be
●
Write the model combined statements on the board. too polite?
Underline the gerund phrase (their allowing smoking). Ask
What is this gerund phrase: the subject, the direct object, or
the object of a preposition? (the object of a preposition)
●
Point out that gerund phrases in the exercise will have teaching time: minutes teaching time:
different grammatical functions in the sentences—as
subjects, direct objects, or objects of prepositions.
●
use rising intonation for Do you mind my smoking here?
●
Have students complete the exercise and compare
use emphatic stress on Not at all.
answers with a partner.
stress considerate in That’s very considerate of you.
●
Bring the class together. For each item, ask What position put stress on hope and problem in I hope that’s not a
did the gerund have in the sentence? (2. direct object, problem.
3. object of a preposition, 4. direct object, 5. subject)
PRONUNCIATION C NOTEPADDING
Option: BOOSTER (Teaching notes p. T144) Suggested 5 Your actual
●
Ask What does the man in the conversation in Exercise A ask
the woman permission to do? (smoke) Call on a volunteer
NOW YOU CAN Politely ask someone not to do something to read the model sentence in Exercise C.
●
Then have students continue their lists.
Have students compare. Ask Do you disagree on any items?
Do you think it is necessary to ask for permission on all the
things on your partner’s list?
●
Use Do you mind to express concern that an intended
action may offend. teaching time: minutes teaching time:
●
Use Actually to object politely.
●
Use expressions such as I hope that’s not a problem to
soften an objection. ●
use the model in Exercise A, Conversation Spotlight, to
●
Say Not at all to indicate willingness to comply.
role-play their own conversation with a partner.
●
Use That’s very [positive adjective] of you to show ●
Refer students to the Ways to soften an objection box in
appreciation.
Exercise A above.
●
Have students look at the photo and speculate about ●
the man and woman. Ask Where are these people? (in a strategies. For example, Do you mind . . . ; Not at all . . . ;
waiting room) What are they doing? (The man is pointing That’s very [considerate] of you.
to a box of cigarettes, likely asking the woman if she don’t stop! Before students begin to activate their
minds if he smokes.) conversations, bring their attention to the Don’t Stop!
●
Have students read and listen to the conversation. Then note. Tell students that they should extend or lengthen
focus on the Ways to soften an objection box. Elicit that to their conversations by following directions in Don’t Stop!
soften an objection means to make it sound less harsh or (See page T5, Activity C, for more details.)
strong. Ask volunteers to read the sentences.
●
To check comprehension, ask What does the man ask the
woman? (if he can smoke) What does the woman say? (that
smoking bothers her) How does she soften her objections?
(She says she hopes it’s not a problem.) Is the man polite?
(Yes, he says he can smoke outside.)
●
Focus on the last line of the conversation. Elicit substitutes
for That’s very considerate of you. (Possible answers:
replace considerate with sweet, kind, thoughtful, etc.)
T53 UNIT 5 LESSON 1

G GRAMMAR PRACTICE Combine the two statements, using a possessive gerund.
1 They allow smoking. I’m not in favor of it.
I’m not in favor of their allowing smoking.
2 He texted his friends during the concert. I didn’t appreciate that.
I didn’t appreciate his texting his friends during the concert.
3 They eat fast food in the car. Does your mother object to it?
Does your mother object to their eating fast food in the car?
4 She’s talking on her cell phone. We don’t mind it. PRONUNCIATION

We don’t mind her talking on her cell phone. BOOSTER p. 144
5 My brother didn’t apologize. I’m really annoyed by it. Unstressed syllables: vowel
reduction to /ə/
I’m really annoyed by my brother not aoplogizing.
NOW YOU CAN Politely ask someone not to do something

A: Do you mind my smoking here?
B: Actually, smoking kind of bothers me.
I hope that’s not a problem.
A: Not at all. I can step outside.
B: That’s very considerate of you.
Thanks for asking.

Listen again and repeat. Then practice
the conversation with a partner.
C NOTEPADDING Make a list of situations 3:06 Ways to soften an objection

in which you would probably ask for
I hope that’s not a problem.
permission to do something. I hope you don’t mind.
I hope it’s OK / all right.
Your list I don’t mean to inconvenience you.
room
turning on the TV in a doctor’s waiting
er with someone
making a phone call while having dinn
Your list
don’t stop!
DIGITAL
VIDEO D CONVERSATION ACTIVATOR Create a conversation similar • Explain why the behavior bothers you.
DIGITAL
SPEAKING
to the one in Exercise A, using a situation from your notepad. • Express understanding of your
BOOSTER Start like this: Do you mind my … ? Be sure to change roles and partner’s point of view.
then partners.
53
2
LESSON
GOAL Complain about public conduct
A 3:07 GRAMMAR SPOTLIGHT Read the interview responses. Notice the spotlighted grammar.
What are some of your pet peeves?

“Well, it really bugs me “I’ll tell you what really gets to
when people cut in line at me. I can neither tolerate nor
the theater! They should understand people’s littering in public
either arrive early places. Do they really expect others
enough for a good seat to clean up after them? That’s just so
or wait in line patiently inconsiderate. Either they should
like everyone else does. throw their garbage in a trash can
Who do they think or they should hold on to it till they
cutting in line littering on the street
they are?” find one.”
Jean Seyedi Ken Becker
San Francisco, USA Philadelphia, USA
“It really gets on my “Here’s a pet peeve of mine: I hate it

nerves when people when people forget to turn off their
spit on the street. phones during a lecture or workshop.
Not only do I find Not only is it distracting to the
it disgusting, but it’s speaker, but it’s also annoying to the
also unhygienic. It’s audience. They should either have
important to think about the courtesy to turn their phones off
public health and other or simply leave them at home. It really
spitting on the sidewalk forgetting to turn off
people’s feelings.” one’s phone
ticks me off.”
Nancy Shen Paulo Acosta
Shanghai, China Salvador, Brazil
B EXPRESS YOUR IDEAS Which of the examples of public behavior described in the interviews
bug you the most? With a partner, compare your opinions and explain your reasons.
C GRAMMAR PAIRED CONJUNCTIONS

DIGITAL
INDUCTIVE
ACTIVITY Be careful!
You can connect related ideas with paired conjunctions. When joining two subjects with either or
neither, make sure the verb agrees with the
either … or subject nearer to the verb.
Either people should smoke outside or they shouldn’t smoke at all. Either the mayor or local businesspeople
need to decide.
Phones should either be turned off or left at home.
Either local businesspeople or the mayor
neither … nor needs to decide.
I would allow neither spitting nor littering.
Neither eating nor drinking is allowed in the lab.
not only … but GRAMMAR BOOSTER p. 133
Invert the subject and verb after Not only. Use a comma after the first clause. • Conjunctions with so, too,
neither, or not either
Not only is it dangerous to text while driving, but it may be illegal. • So, too, neither, or not either :
Not only did they forget to turn off their phones, but they also talked during the concert. short responses
DIGITAL
MORE
EXERCISES
D NOTICE THE GRAMMAR Find an example of paired conjunctions in Spotlight on
page 51. Well, for one thing, not only do we have to deal with bumper-to-bumper traffic every day, but
it’s almost impossible to find on-the-street parking.
54 UNIT 5
LESSON
2 GOAL Complain about public conduct
A 3:07 GRAMMAR SPOTLIGHT the first example? (should smoke outside; shouldn’t
smoke at all)
Point out the parallel structure after each part of the
●
To warm up, write pet peeve on the board. Ask Does paired construction (should smoke; shouldn’t smoke). On
anyone know what this means? (something a person finds the board, write:
particularly annoying) 1. Either send her an email or .
●
Ask students to look at the images and read the captions. 2. She’s not here. She’s either having lunch or .
Ask Are any of these your pet peeves, too? What are some To check comprehension, have a few volunteers complete
other examples of pet peeves? the sentences with their own ideas. Remind students to
●
Ask students to look at the illustrations. Call on volunteers use parallel structure. (Possible answers: 1. give her a call,
to read the names and cities where the people live. Tell 2. visiting clients)
students that they will read about these people’s pet ●
Have students read the examples with neither . . . nor. Point
peeves. out that neither . . . nor has a negative meaning. To help
●
Have students read and listen. To check comprehension, clarify, ask In the second example, is eating allowed in the
ask What does Jean suggest people do instead of cutting the lab? (no) Is drinking? (no)
line? (arrive early enough for a good seat or wait in line ●
Then ask a volunteer to read the last explanation. Focus
patiently like everyone else) What does Ken suggest people on the example sentences. Have students read the
do instead of littering? (throw their garbage in a trash examples with not only . . . but. To check comprehension,
can or hold on to it till they find one) What two reasons ask Is it dangerous to text while driving? (yes) Could it be
does Nancy give against spitting? (It’s disgusting and illegal to text while driving? (yes)
unhygienic.) What are Paulo’s thoughts on ringing phones ●
On the board, write They forgot to turn off their
during lectures? (that they’re distracting to the speaker and
phones. They talked during the concert. Ask a student
annoying to the audience) What advice does he have for
to come to the board to invert the first clause with not
people? (to turn their phones off or leave them at home)
only and connect the two sentences: Not only did they
●
Have students read and listen again, paying attention to forget to turn off their phones, they talked during the
the spotlighted grammar points. concert.
LANGUAGE NOTE To bug means to bother; cut in line means
●
Have students read the explanation and examples in the
to step into a line out of order to be served before other Be careful! box out loud.
people before you; Who do you think you are? is a rhetorical ●
To check comprehension, on the board, write:
question asked when a person is acting arrogantly; tolerate 1. Either Paul or his friends coming.
means to be able to accept something unpleasant or
2. Either Paul’s friend or Paul himself coming.
difficult; unhygienic means dirty and likely to make people
sick; to tick off means to annoy; to have the courtesy to do
●
Go over the answers as a class. (1. are, 2. is)
something is an expression that means to be polite enough
LANGUAGE NOTE It is generally acceptable to split an
to do something—it is usually used when someone has not
infinitive. For example, They should have the courtesy to
acted politely.
either turn their phones off or leave them at home.
B EXPRESS YOUR IDEAS Option: GRAMMAR BOOSTER (Teaching notes p. T133)

●
In pairs, have students discuss the various behaviors. Tell D NOTICE THE GRAMMAR
students to give examples of where they have witnessed
these behaviors. teaching time: minutes teaching time:
●
Then bring the class together and have students share. ●
In pairs, have students find an example of paired
●
Ask Do you think any of these behaviors are acceptable? Do conjunctions. If time permits, have them find several
you or anyone you know ever do these things? more.
Option: [+5 minutes] Ask students Can you find one
C GRAMMAR example of a possessive gerund? (Ken’s quote: people’s
Suggested 5–10 Your actual littering)
●
Explain that a paired conjunction joins two ideas.
●
Have students read the first explanation and study the
examples with either . . . or. Explain that either . . . or is
used to give two choices. Ask What are the two choices in
UNIT 5 LESSON 2 T54

E GRAMMAR PRACTICE ●
Ask students for different ways the interviewer can ask
people about what gets on their nerves. For example,
teaching time: minutes teaching time: What ticks you off? What really bugs you? What gets on
your nerves?
●
Model the first item with the class. Have students
underline the parallel structures. (speak up about what
●
Role-play an interview with a more confident student.
bothers them; learn to live with other people’s habits) Then Have the student play the role of the interviewer. For
elicit the new sentence with the paired conjunction. example:
●
After students complete the exercise individually, have A: What ticks you off?
them compare answers with a partner. B: I can’t understand why people talk in theaters. It’s not
●
Go over the answers as a class. For item 4, two answers only annoying, but it’s also very rude.
are possible with subjects in either order; the verb will Reinforce the use of paired conjunctions in your response.
differ depending on which subject is closer to the verb: ●
Form small groups of three or four. Makes sure that
Neither my uncle nor my grandparents are willing to give students take turns with roles so that each gets to play the
up smoking OR Neither my grandparents nor my uncle is role of the interviewer.
willing to give up smoking. ●
Circulate as students interact. Make sure students
Challenge: [+5 minutes] On the board, write the use paired conjunctions and adjectives to describe
following topics: inappropriate behavior correctly.
1. someone I like ●
To finish, have students report to the class on what ticks
2. someone who bugs me their partners off. List topics on the board to find out what
3. something I like bothers the class the most.
4. something that bothers me

C DISCUSSION ACTIVATOR
Have students use the prompts on the board to write
sentences with paired conjunctions. For example, I like teaching time: minutes teaching time:
my sister. She’s not only kind, but also fun to be with. OR My
neighbor bugs me. He is neither friendly nor kind. Encourage Discussion Activator Video
students to use the different types of paired conjunctions. ●
ideas from Exercise A, Notepadding, to complain about
public misconduct. Remind students to use paired
NOW YOU CAN Complain about public conduct
conjunctions and possessive gerunds.
Encourage pairs to ask each other questions and provide
A NOTEPADDING
●
details and examples. The goal is to say as much as

they can.
●
●
Have a volunteer read the Ideas and Adjectives with before students do this activity themselves. Ask if the
negative prefixes boxes and the example out loud. Point students in the video spoke in detail, saying as much
out the paired conjunction (not only . . . but also). as they could. Note: You can print the script or you can
●
You may want to share your own idea and example with view it on the video player on the ActiveTeach. It is
the class. For example, Chewing gum in class is not only recommended that students watch the video first without
impolite, it’s unacceptable! viewing the script.
●
As a class, brainstorm other things that can get on your
nerves. For example, loud parties or when people use
your parking space.
●
Have students write their sentences individually. As
students write, circulate to offer help as needed with
paired conjunctions. Remind students to use adjectives
with negative prefixes.
B APPLY THE GRAMMAR

●
On the board, write the sentence prompts and elicit or
suggest endings. For example:
What really ticks me off is . . . strong perfumes.
I can’t understand why people . . . talk in movie
theaters.
I’ll tell you what gets on my nerves—loud parties . . .
You want to know what really bugs me? Littering!
T55 UNIT 5 LESSON 2
E GRAMMAR PRACTICE On a separate sheet of paper, combine the sentences, using the
paired conjunction with or, nor, or but (also).
1 People should speak up about what bothers them. They should just learn to live with
other people’s habits. (either) People should either speak up about what bothers them, or just learn to live with
other people’s habits.
2 It’s rude when people talk on their phones in theaters. It’s also rude when they talk
on them on buses. (not only) It’s not only rude when people talk on their phones in theaters, but also when they
talk on them on buses.
3 I hate the smell of cigarette smoke. I worry about the danger to my health. (not only)
Not only do I hate the smell of cigarette smoke, but I also worry about the danger to my health.
4 My uncle isn’t willing to give up smoking. My grandparents aren’t willing to give up
smoking. (neither) Neither my uncle nor my grandparents are willing to give up smoking.
NOW YOU CAN Complain about public conduct
A NOTEPADDING Make a list of some of your pet peeves in public places. Then write sentences with
paired conjunctions to express your opinion. Use some of the adjectives with negative prefixes.
and texting duri ng the meal Ideas

In restaurants: reading e-mail
very impolite. • cutting in line
Not only is it annoying, but it’s also • talking in theaters
• playing loud music
In restaurants: • honking a car horn
• not saying “Excuse me”
In stores:
Adjectives with
negative prefixes
On buses and trains:
disrespectful
immature
On the street: impolite
inconsiderate
inexcusable
In offices: irresponsible
unacceptable
unpleasant
In movie theaters:
Other:
B APPLY THE GRAMMAR In a group, role play on-the-street interviews, with one student as
the interviewer. Use your notepads and the Grammar Spotlight on page 54 as a guide.
What really ticks

me off is … Here’s what really gets on my nerves …
I’ll tell you what really gets to me … Do you want to know

what bugs me?
DIGITAL
VIDEO C DISCUSSION ACTIVATOR Discuss the RECYCLE THIS LANGUAGE
questions. Say as much as you can. • It takes getting used to.
1 In your opinion, how should people • It’s a mixed blessing.
• [They] should mind [their] own business.
behave in public places? Do you think
• [They] mean well.
it’s important to speak up when people
• Look on the bright side.
behave inconsiderately in public?
2 Do you ever do things that annoy other
people? Explain.
55
3
LESSON
GOAL Suggest ways to avoid being a victim of urban crime
A READING WARM-UP Why do you think tourists might make ideal victims for criminals?
DIGITAL
STRATEGIES B 3:08 READING Read the interview. Do you agree with Miller’s advice? Answers will vary.
DON’T LET URBAN CRIME SPOIL YOUR VISIT

Since the beginning of the century, there has been a
steady increase in the number of foreign visitors to the
And what extra precautions should tourists
great cities of the world. In this interview, travel writer take in urban areas?
Hanna Miller suggests ways for visitors to avoid Miller: It goes without saying: Avoid streets that are not
becoming victims of urban crime. well-lit at night. And avoid going out alone, if you can.
While there’s usually safety in numbers, remember that
You claim that tourists are particularly vulnerable tourist attractions also attract thieves. Stay aware of what’s
to criminal activities. Why is that? happening around you—as if you had eyes in the back of
your head. On the street, avoid using a smart phone or
Miller: Well, for one thing, tourists are more likely tablet—or fumbling with a map or guidebook— if you don’t
than local people to be carrying large sums of money need to. Be wary if a stranger asks for directions or starts
or valuables such as jewelry and electronics. They are up a conversation. He or she may be sizing you up as a
also out of their comfort zone, being unfamiliar with local potential victim. Be particularly careful in crowds at festivals or
customs or places that should be avoided. Because they’re on buses or trains. Be suspicious of any sudden disruption.
enjoying themselves, tourists are more likely than locals to Thieves are known to intentionally create a distraction so you
let their guard down, thinking they are safe when in fact won’t realize what they’re actually doing. And a warning to
they are not. And let’s face it: tourists stand out. They look women: Be careful if you wear a cross-body purse. It may be
different and dress differently from the residents of the place harder for a criminal to grab, but you could be injured if the
they’re visiting. purse snatcher is on a motorcycle.
What kinds of crime do tourists need to be Do people need to worry about leaving
concerned about? valuables in their hotel room?
Miller: All kinds, including violent crime, unfortunately. Miller: Good point! Don’t leave valuables unprotected in
Tourists, however, are primarily targeted for theft of your room, where a burglar might break in and take them.
the valuables they have on them and the information Ask the front desk to keep them for you. Better safe than
gained from passports, credit cards, and other forms sorry! Finally, I should mention that, all in all, crime rates are
of identification. Because out-of-town visitors tend to going down worldwide, and the chances you will become
congregate at tourist attractions, it’s easier for criminals to a crime victim are low. So don’t let worrying about crime
do their work. Not only does this provide the opportunity interfere with your having a great time!
for a pickpocket to take someone’s wallet unnoticed, but
it also makes it easier for a purse-snatcher to quickly grab
something and run. A mugger can follow a victim until he
or she is alone at an ATM machine, for example, where the
criminal can demand the victim’s money and property.
So what precautions do you recommend?
Miller: Before you leave home, use the Internet to learn

about your destination so you can avoid high-crime
neighborhoods. The more you know, the better you can
protect yourself. Photocopy your passport and make sure
you have a list of all your credit card numbers. When you’re
packing, choose clothes that don’t make you stand out as a
tourist. By the way, the inside pocket of a jacket may seem
like a good place for a wallet or passport, but it’s a favorite
target for pickpockets. You should either bring pants and
jackets with zippered or buttoned pockets or consider buying
a money belt. And leave unnecessary valuables at home!
56 UNIT 5
LESSON
3 GOAL Suggest ways to avoid being a victim of urban crime
A READING WARM-UP Challenge: [+5 minutes] On the board, write:

Suggested 5 Your actual 1. eyes in the back of your head
2. Better safe than sorry
●
Have a volunteer read the title of the article. Ask Who do Have students find these lines (1: paragraph 5; 2.
you think the article is addressing? (people visiting a city— paragraph 6) and determine meaning from context.
or tourists). (1. To have eyes in the back of your head means to stay
●
Write victim on the board. Make sure students aware of what’s happening around you. 2. Better to be safe
understand that a victim in this case is a person who than sorry means it’s a good idea not to risk something and
has been attacked or robbed. Add of urban crime after regret it later.)
victim on the board. Ask What do you think urban crime Option: [+5 minutes] In pairs, have students share
refers to? (crime in large cities) stories of crime when visiting another city. Tell students the
●
Ask a volunteer to read the Reading Warm-Up question. stories don’t have to just be their own experiences. It can
Write students’ answers on the board. be something they heard or read about.
Challenge: [+5 minutes] Ask students to find one example
B 3:08 READING of the construction not only . . . but also (paragraph 3) and
Suggested 10–15 Your actual one example of either . . . or (paragraph 4).
Reading Strategies
●
As students read and listen, tell them to underline the
advice they agree with. This will help them answer the
focus question in the direction line (Do you agree with
Miller’s advice?).
●
In pairs, have students discuss the focus question.
●
To check comprehension, ask What are tourists primarily
targeted for? (theft of valuables they have on them and
information gained from passports, credit cards, and
other forms of ID) How do tourists make it easy for criminals
to do their work? (by congregating at tourist attractions)
What can you do at home before your trip to prevent crime?
(identify high crime neighborhoods so you can avoid
them; have copies of important documents and credit
card numbers) Why do thieves often cause a distraction?
(so you won’t realize what they are doing) What are the
chances of being a victim of crime? (low; crime is going
down) What is Miller’s last piece of advice? (not to let
worrying about crime interfere with a good time).
LANGUAGE NOTE A steady increase means a continuous

rise; to congregate means to come together in a group; to
fumble means to try to hold or move something, but do
so awkwardly; to be wary means to be careful, because
something may be dangerous or harmful; to be suspicious
of someone or something means to think someone might be
doing something wrong or dishonest.
UNIT 5 LESSON 3 T56

C CLASSIFY HOW NOT TO LOOK LIKE A TOURIST
teaching time: minutes teaching time: Do Don’t
●
On the board, write pickpocket, purse snatcher,
dress like the locals carry around a big camera
mugger, burglar. Have students find these words in the
Option: [+5 minutes] In pairs, have students choose a
article to confirm the meaning. Hint to students that the
city destination. Have them research it online and prepare
first three words are in the third paragraph; burglar is in
for a trip there. Encourage students to think what they
the last paragraph.
would do to try not to stand out and what they would
●
Call on students to use the context to say what the words do to not let their guard down. Instruct students to write
mean. (A pickpocket takes someone’s wallet unnoticed, down ideas and prepare to present to the class.
a purse snatcher quickly grabs something and runs, a
mugger follows a victim and demands money, and a Graphic Organizer
burglar breaks into a place and takes things.)
●
Then have students do the exercise individually.
●
Suggest ways to avoid becoming a victim of
“I was looking for souvenirs at the market when this kid NOW YOU CAN urban crime
grabs my bag!”
Ask Is there anything unusual in this sentence? (There are
A NOTEPADDING
different tenses.) Underline was looking and grabs. Point out
that it is common in informal narration to use the present teaching time: minutes teaching time:
tense when narrating past events. This is a quotation and
represents authentic usage. ●
Call on students to read the possible settings for urban
crime. Elicit other settings for students to list under other.
Challenge: [+10–15 minutes] Invite students to follow
(Possible answers: shopping at a market, hailing a taxi)
the models in the exercise to make up scenarios in pairs.
Then combine pairs into groups of four and have pairs quiz ●
Then, with a partner, have students discuss suggestions
each other on which type of criminal carried out the crime. to avoid being a victim of urban crime in these specific
Encourage students to play with tenses as is done in item 1 settings. Tell students to use the imperative form. For
and explained in the Language Note. example, Look around you . . . and Don’t walk alone . . .
Extra Reading Comprehension Questions

●
If students need ideas or direction, refer them to the fifth
paragraph in the article on page 56. Point out the various
imperative forms. For example, Avoid streets . . ., Stay
aware . . . , Be wary . . . , Be particularly careful . . . , and
D UNDERSTAND MEANING FROM CONTEXT
Be suspicious . . . If necessary, write these on the board for
students to refer to.
●
To warm up, call on volunteers to read the sentences. B ROLE PLAY
Have students locate them in the text. (The first three are
in paragraph 2; the last two are in paragraph 5.) teaching time: minutes teaching time:
●
Have them underline the context that helps identify ●
Divide the class into pairs and assign each person the role
the meaning of the term. (1. being unfamiliar with local
of a local or a tourist.
customs or places that should be avoided, 2. think they are
safe when in fact they are not, 3. look different and dress
●
Have pairs agree on the city being visited and start the
differently from the residents of the place they’re visiting, exchange. Circulate and assist as needed. Refer students
4. avoid going out alone if you can, 5. asks for directions to their notepads for ideas.
or starts up a conversation) ●
Time permitting, students can switch roles.
●
Ask students to complete the exercise. Then have them
●
Have students use all the information from Exercise A,
E CRITICAL THINKING Notepadding, and Exercise B, Role Play, to write their
guides.
If students need direction, you can tell them they can
organize their guide as DOs and DON’Ts for their chosen
●
Have students discuss the questions in pairs or small
city. This can be done as two lists or two paragraphs.
groups. Review that to let one’s guard down means to not
be careful.
●
Allows students to peer review each other’s guides.
Alternatively, you can collect and offer individual
●
feedback.
Draw the following chart on the board to elicit answers for
item 2, or print it out from the ActiveTeach and distribute it to
students. Invite students to come up and write their ideas.
T57 UNIT 5 LESSON 3

C CLASSIFY Look for the words pickpocket, purse snatcher, mugger, and burglar in the
reading. Then choose the kind of criminal who committed each crime below.
1 “I was looking for souvenirs at the market when this kid grabs my bag!”
a pickpocket ✓ a purse snatcher a mugger a burglar
2 “I left my laptop in a dresser drawer under my dirty clothes, but when I got back to the hotel it was gone!”
a pickpocket a purse snatcher a mugger ✓ a burglar
3 “I was watching the parade when all of a sudden I realized someone had taken my passport!”
✓ a pickpocket a purse snatcher a mugger a burglar
4 “We were walking on the beach, and three big guys surrounded us and demanded our wallets!”
pickpockets purse snatchers ✓ muggers burglars
D UNDERSTAND MEANING FROM CONTEXT Read each statement from the interview.
Match each underlined expression with its meaning.
e 1 They are also out of their comfort zone. a not be careful
a 2 Tourists are more likely than locals to b be more noticeable than others
let their guard down. c checking to see if you might be a good victim
b 3 Tourists stand out. d less risk by doing things with others
d 4 … there’s usually safety in numbers. e doing what they’re not accustomed to doing
c 5 He or she may be sizing you up.
E CRITICAL THINKING Discuss the questions. Support your ideas with examples. Answers will vary but may include
the following:
1 What are some ways that tourists might let their guard down when traveling?
While traveling, tourists might carry many bags and appear disoriented. They could be easily distracted and pickpocketed.
DIGITAL 2 What should a visitor to your country do to not “look like a tourist?” What would you
EXTRA
CHALLENGE do to not look like one when you travel? A visitor shouldn’t appear lost. It’s a good idea to be alert and walk
confidently. I usually walk quickly, even when I’m not fully sure of where
I am going.
NOW YOU CAN Suggest ways to avoid becoming a victim of urban crime
A NOTEPADDING With a partner, discuss ways while riding in a car

to avoid becoming a crime victim in your own
town or city for each situation on the notepad.
Summarize your ideas.
while using public transportation
B ROLE PLAY Imagine that you are a tourist
visiting a new city, and your partner is a local.
Tell your partner about what you’ve been doing while walking on the street
during your visit. Your partner makes suggestions
for how to avoid crime. Summarize your ideas on
the notepad.
while staying in a hotel
OPTIONAL WRITING Write a short guide for

visitors to your city. Suggest how to stay safe and
avoid becoming a crime victim. while getting cash at an ATM machine
other
57
4
LESSON
GOAL Discuss the meaning of community
A
DIGITAL
STRATEGIES 3:09 LISTENING WARM-UP VOCABULARY: COMMUNITY SERVICE ACTIVITIES
GET INVOLVED WITH YOUR COMMUNITY!

Home About News Community projects Search
BEAUTIFY
YOUR TOWN
CLEAN UP
LITTER RAISE
Plant flowers or trees
where there aren’t any. Pick up trash from parks,
playgrounds, or the street.
MONEY
VOLUNTEER DONATE
YOUR TIME
Work without pay in
BLOOD
Give the gift of life to someone
Mail letters, make phone
calls, knock on doors, or set
the fire department, a who’s very sick or has been in up a table to raise money for
hospital, or a school. a serious accident. a charity or cause.
B VOCABULARY PRACTICE Would you ever consider

doing any community service activities? With a
partner, explain what you would, or would never, do.
DIGITAL
STRATEGIES C 3:10 LISTEN TO SUMMARIZE Listen to the report about the
Ice Bucket Challenge. What was it? Describe the idea in your
own words. A charity initiative to raise awareness and money for the Pete Frates is credited
fight against ALS. with starting the Ice
D 3:11 LISTEN FOR DETAILS Read the questions. Then listen Bucket Challenge.
again and answer them.
1 How much money did the Ice Bucket Challenge suggest
donating if someone didn’t take the challenge? $100
2 How much money was donated in just one month? $100 million
3 What percentage of the videos posted on
Facebook actually led to donations? 21%
58 UNIT 5
LESSON
4 GOAL Discuss the meaning of community
A 3:09 LISTENING WARM-UP of the man on the side and ask a volunteer to read the
caption.
First listening: Have students listen to the report.
●
Write community service activities on the board. Tell ●
Second listening: Have students listen again and write
students they will learn about different ways to get down main points for their summary.
involved with their community. ●
On the board, write What was the Ice Bucket
●
Have students read and listen. Ask What word means to Challenge? In pairs, have students summarize. Tell
work without pay? (volunteer) students they should not summarize the entire report,
●
Then have students listen and repeat. just what the challenge was. Then bring the class
together and agree on a summary on the board. (Possible
Option: [+5 minutes] In groups, students can brainstorm summary: The ALS Ice Bucket challenge was an activity
additional community projects, giving examples if they that involved pouring a bucket of ice water on your head
have participated in such projects. Then bring the class to raise awareness of ALS, or Lou Gehrig’s disease. It
together and compile a list on the board. (Possible answers: involved taking a video of yourself pouring ice water on
clothing collection, food bank, care packages to troops, yourself and posting it to social media—OR making a $100
coach a sport) donation—and then challenging your friends to do the
Challenge: [+5 minutes] Have students notice the same within 24 hours.)
website setup of the activity. Ask Which tab is highlighted?
(Community projects) In pairs or groups, invite students
to envision what one of the other tabs—Home, About, or
News—might look like. Tell students to sketch their ideas D 3:11 LISTEN FOR DETAILS
on paper or on the computer. This can be done as a class Suggested 5–10 Your actual
project or for homework. Then have students share. teaching time: minutes teaching time:
●
Pre-listening: Tell students that the details they will be
listening for are numbers. Call on volunteers to read the
B VOCABULARY PRACTICE questions. Tell students If you think you remember the
answer from the previous listening, write it in pencil.
First listening: Have students listen once.
●
Call on a volunteer to read the model answer. On the
●
Second listening: Have students listen again. If they are
board, write: having difficulty, refer to the audioscript. Focus on playing
the sections that contain the answers. (The answer to
I would consider … item 1 is at the end of the first paragraph, the answer
I wouldn’t consider … to item 2 is at the end of the second paragraph, and
Ask What form follows consider? (gerund) the answer to item 3 is at the beginning of the last
●
Call on students to share which community service paragraph.)
activities they would or wouldn’t consider doing. Point Challenge: [+5 minutes] For more listening for numbers,
out that they can use I would never consider . . . , as in the write the following on the board:
example, to really stress something they would not do. a. over 2.3 million
b. over 2.4 million
C 3:10 LISTEN TO SUMMARIZE
c. 10 million
teaching time: minutes teaching time: d. over 2.2 million
●
To warm up, write Community on the board. Be sure e. over 400 million
students are aware that the word community can be used
in several related ways, such as 1. a group of people who 1. number of videos shared on Facebook
live in one place, such as a town or neighborhood, and 2. number of times videos were viewed
2. a feeling of fellowship or connectedness with others.
3. number of people reached
Tell students they will listen to a report about an activity
that very successfully created a feeling of fellowship and 4. number of videos shared on Youtube
connectedness with others. 5. number of times mentioned on Twitter
●
Pre-listening: Have students look at the picture at the Have students listen to the second paragraph and match
bottom of the page. Ask Does anyone know what these the information.
people are doing? On the board, write ALS Ice Bucket
Challenge. Ask Has anyone heard about this challenge?
Has anyone participated in this challenge? If yes, invite
students to share. Bring students’ attention to the image
UNIT 5 LESSON 4 T58

E 3:12 LISTEN TO CONFIRM CONTENT NOW YOU CAN Discuss the meaning of community
A FRAME YOUR IDEAS
●
Pre-listening: Point out that this listening activity will
focus on the criticism that the challenge received. Give teaching time: minutes teaching time:
students a few minutes to read the criticisms and check in
pencil the ones they recall hearing in the report.
●
In pairs, have students read each situation and discuss
possible actions.
●
Listening: Have students listen and check their answers.
To save time, limit the listening to the third paragraph,
●
Bring the class together and ask volunteers to read the
which focuses on the criticism. sample answers.
Option: [+5 minutes] Ask students to write a paragraph
●
agreeing or disagreeing with the criticism of the challenge. let a family live with you
If necessary, let students listen to the third paragraph of the donate blood
report again and then compile their ideas. This assignment
can be completed for homework, and you can give
save a tourist attraction
individual feedback. ●
Invite students to share if / how their answers changed as
the person (family member versus stranger) or location
F EXPRESS AND SUPPORT AN OPINION (neighborhood versus another country) grew further from
them.
B PAIR WORK
●
groups. teaching time: minutes teaching time:
●
Then bring the class together and go over the answers. ●
In pairs, have students create their lists of potential
●
To return to the topic of communities, ask How did this community projects. Encourage them to consider
challenge make people feel connected as a community? projects that could be done within online communities
(By working together, they might be able to contribute to as well. For example, an online auction for a good
curing a serious illness.) cause or a photography project bringing together local
Challenge: [+10–15 minutes] Write online photography enthusiasts.
community on the board. Ask students to work in groups ●
Bring the class together and invite students to share.
to explore the notion of an online community. Tell them
to agree on a definition (e.g., a group of people with a Discussion: Speaking Booster
common interest who use the Internet to communicate
and collaborate) and then share the communities students
belong to.
Then write these questions on the board for further
discussion:
1. Discuss ways that online communities differ
from communities we physically live in or work
in. (Possible answers: The interaction is over a
computer. You may never meet people in person. It
has the potential to be a very large and international
community.)
2. Do you think it would be possible to achieve
something as successful as the Ice Bucket
Challenge in a physical community?
T59 UNIT 5 LESSON 4

E 3:12 LISTEN TO CONFIRM CONTENT The report mentions that some people criticized
the Ice Bucket Challenge. Read the list of criticisms. Then listen again and check the
ones that are actually mentioned in the report.
1 It made people feel bad if they chose not to participate in the challenge.
✓ 2 There are more serious problems for which people could have donated money.
✓ 3 People should have paid more attention to the cause rather than on having fun.
4 The challenge didn’t raise a lot of money for research.
5 Dumping ice water on your head could be dangerous.
✓ 6 Some celebrities took the challenge just to call attention to themselves.
F EXPRESS AND SUPPORT AN OPINION Discuss the questions, using information from
the report and your own ideas.
1 Do you think the Ice Bucket Challenge was a good idea? Do you agree with the critics or
the supporters? Why?
2 Why do you think people on social media responded so strongly to the Ice Bucket Challenge?
w
NOW YOU CAN Discuss the meaning of community
A FRAME YOUR IDEAS With a partner, consider each situation and discuss what you might do.
Based on your answers, how would you define the meaning of “community”?
My first responsibility is to my
1 2 family. I can’t imagine doing
this for a total stranger.
There has been a terrible There has been a natural
storm, and many homes have disaster with casualties, Of course I’d help a
been destroyed. You’re asked stranger! It’s the right
and someone needs a blood thing to do.
to let a family live with you transfusion to survive. You
until their home is fixed. have the same blood type
What would you say if they and can donate your blood 3
were … to save that person’s life.
Developers plan to destroy a
a. your relatives? What would you do if the
historic tourist attraction so
b. your neighbors? person were …
they can build a new office
c. your colleague’s family? a. a family member? building. You’re asked to donate
d. complete strangers? b. your neighbor? your time to write letters
c. your classmate? and talk to your friends and
colleagues to help save it.
d. a complete stranger?
What would you say if the
tourist attraction were …
a. in your neighborhood?
b. in another part of the city?
c. in another city in your country?
d. in another country?
DIGITAL
SPEAKING B PAIR WORK Make a list of ideas for community projects in which you and your classmates could possibly
BOOSTER
participate. Share your list with the class and explain why you think your ideas would be worthwhile.
59
WRITING Formal letters: Review
A WRITING SKILL Study the rules. WRITING MODEL
4719 McPherson Avenue

When writing to a friend or relative, it is acceptable to use an your address
Philadelphia, PA 19102
informal tone, casual language, and abbreviations. However, date June 30, 2018
when writing to the head of a company, a boss, or someone
you don’t know, standard formal language should be used, and Red Maple Café
708 West Pine Street recipient’s
regular spelling and punctuation rules apply. Formal letters are address
Philadelphia, PA 19102
usually typed, not handwritten. The following salutations and
closings are appropriate for formal letters: Dear Sir or Madam: salutation
Formal salutations Formal closings I live a few blocks from your restaurant. For
the past several months, I have noticed that in the
If you know the name: Dear Ms. Krum: Sincerely, evenings there is a lot of trash on the side of your
Dear Mr. Paz: Respectfully, building. Cats in the neighborhood turn over the
garbage cans, and the trash goes everywhere.
Dear Professor Lee: Best regards,
This is not only unpleasant to look at, but it is also
Dear Dr. Smith: Cordially, a health hazard.
Could you please make sure that when the
If you don’t know the Dear Sir or Madam: trash is put out, the garbage cans are closed?
name: To whom it may Your helping keep our neighborhood clean and
concern: beautiful would be greatly appreciated.
Respect fully, closing

Letters of Complaint
When writing a formal letter of complaint, first state the signature
reason you are writing and describe the problem. Then inform Olivia Krum
whomever you are writing what you would like him or her to
do about it, or what you plan to do. The language and tone in
your message should be formal and polite.
B PRACTICE Write a salutation appropriate for a formal letter to each of these people.
1 a teacher at a university whose family name is Smith Dear Professor Smith:
2 a company manager whose name you don’t know Dear Sir or Madam:
3 a female company manager whose family name is Costa Dear Ms. Costa:
4 a male bank manager whose family name is Takata Dear Mr. Takata:
5 a physician who manages a clinic and whose family name is Grimond Dear Dr. Grimond:
C APPLY THE WRITING SKILL On a separate sheet of paper,

DIGITAL
WRITING
PROCESS
write a letter of complaint about a problem in your city or town. SELF-CHECK
State what you would like to see done to fix the problem. Did I use the proper salutation and closing?
Remember to be polite and appropriately formal.
Are the tone and language in my letter
appropriate for the intended reader?
OPTIONAL WRITING Exchange letters with a partner. Did I use regular spelling and punctuation
Write an appropriate response to your partner’s letter, as if you and avoid abbreviations?
were the person to whom it was addressed.
60 UNIT 5
WRITING Formal letters: Review
A WRITING SKILL B PRACTICE

●
Have a student read the explanation out loud. ●
Have students write the salutations for the various people.
●
Draw a two-column chart with the heads Informal ●
Have them compare answers with a partner.
letters and Formal letters. To check comprehension,
have pairs scan the explanation for information about C APPLY THE WRITING SKILL
each type of letter and complete the chart in note form. Suggested 10–15 Your actual
Review as a class. Complete the chart on the board as you teaching time: minutes teaching time:
get feedback from students. (Possible answers: Informal
letters: to friends or family, use an informal tone, use
●
Tell students they will write a letter of complaint following
casual language, use abbreviations, can be handwritten; the writing model in Exercise A.
Formal letters: to someone you don’t know / haven’t heard ●
Elicit possible problems students could write about.
of, to the head of a company or a boss, typewritten, use (Possible problems: noise in apartment building, someone
standard formal language, use regular spelling, respect parking car in wrong spot)
punctuation rules, use appropriate salutations and ●
closings) walk them through the writing process and peer review.
●
Have a volunteer read the formal salutations and formal Once they have an outline, have students write their
closings out loud. letter. Circulate and assist as students work. Refer them to
●
To clarify the use of salutations, write the following the writing model in Exercise A to ensure all parts of the
exercise on the board or photocopy and distribute. letter are included.
Complete as a class. (1. e, 2. b, 3. d, 4. c; choice a would

●
not typically be used) Book to go over the letter they wrote.
1. When writing a woman you don’t know.

●
Then have students exchange letters with a partner and
use the Peer Feedback Checklist on the Writing Process
2. When writing a man you don’t know. Worksheet to give each other feedback.
3. When writing to a man named Steven Bale.
Writing Process
4. When you don’t know if the person you are
writing is male or female. OPTIONAL WRITING [+5 minutes]
●
As an added class activity or for homework, each student
a. Dear Mr. Steven can respond to the letter he or she peer-reviewed.
b. Dear Sir ●
Remind students to be polite in the response.
c. To whom it may concern ●
Time permitting, students can use the Self-Check and the
d. Dear Mr. Bale questions in the Peer Feedback Checklists to go over the
response letter.
e. Dear Madam
●
Have volunteers read the explanation about letters of
complaint out loud.
●
Have students read the writing model individually. To
check comprehension, ask In which paragraph does Olivia
explain why she is writing? (in the first) Does she tell the
person she is writing to what she would like him or her to
do? (yes, in the second paragraph)
●
Then ask Does Olivia sound polite? (yes) What polite
language does she use? (Could you please make
sure . . . ; . . . would be greatly appreciated )
UNIT 5 WRITING T60

review
Digital Game ●
A 3:13 Option: [+10 minutes] Instruct students to write their
Suggested 5–10 Your actual own sentences about what they consider inappropriate
teaching time: minutes teaching time: behavior. Encourage students to use the sentences they
●
Pre-listening: Tell students they will have to recall created for Exercise C as a model and replace fragments
different types of criminals for this story. Tell them to try of their choice. You may want to model the activity for the
to complete the exercise after the first listening. If they class. For example, Littering in parks is inexcusable.
need help, they can listen again.
●
Listening: Have students listen and fill in the blanks. If
D
students have difficulty, create a word bank on the board: Suggested 5 Your actual
pickpocket purse snatcher mugger burglar
●
Model the first item with the class. Remind students not
If students still need help with the other words, create a
to use double negatives.
second word bank:
●
purse laptop wallet money bus friend
hotel room boy
●
Go over the answers as a class. Call on volunteers to read
the new sentences aloud.
●
If necessary, let students listen again.
Option: [+5 minutes] Call on volunteers to summarize Option: TEST-TAKING SKILLS BOOSTER (p. 155)
each of the crimes in the listening. Tell them they can
refer to the information in the exercise to help them. Then EXTRAS
ask students Which crime seems the scariest? Has anything ●
Workbook
similar happened to anyone here? ●
MyEnglishLab
Challenge: [+5–10 minutes] Invite students to describe ●
a crime together. On the board, write It was dark, summit3e)
and I was walking down a dimly-lit street in Buenos – Classroom Audio Program
Aires. Then invite a volunteer to write the next sentence. – Extra Practice Activities
Continue calling students up to the board until the full – Summit GO App
– Web Projects
crime is described. ●
ActiveTeach
– Assessment
B – Additional Printable Resources
Suggested 5 Your actual Audioscripts and Answer Keys
teaching time: minutes teaching time: “Can-Do” Self-Assessment Charts
●
Remind students to use polite answers for questions 1 Conversation and Discussion Activator Video Scripts
and 2. Oral Progress Assessment Charts
●
Bring the class together. Call on various students to share – Summit TV Video Program
their answers. Activity Worksheets
Option: [+5-10 minutes] In pairs, have students role- Teaching Notes
play the conversations, keeping the conversation going for Video Scripts
several more exchanges. For example:
A: Do you mind if I call someone on my cell phone?
B: Actually, I’m trying to read. I hope that’s not a problem.
C: Not at all, I can step outside.
D: That’s very considerate of you. Thank you.
C
●
Before students do the exercise, refer them to Exercises A
and B on page 52 to review using negative prefixes to
form antonyms.
T61 UNIT 5 REVIEW

DIGITAL
GAME review
A 3:13 Listen carefully to each story. Infer the type of criminal being described and
complete the statements with the details of the crime.
1 A pickpocket took his wallet while he was riding on a bus .
2 A mugger stole money from her while she was walking with a friend .
3 He saw a boy running down the street with a girl’s purse .
4 A burglar broke into her hotel room and took her husband’s laptop .
B Respond to each statement or question in your own way. Answers will vary
1 “Your texting during the movie kind of bothers me.” but may include
the following:
You: Oh, sorry, I’ll stop.
2 “Would you mind not smoking in here?”

You: I apologize.
3 “What bugs you about living in your town?”

You: It’s very crowded.
4 “Who does things that really get to you?”

You: My sister.
C Make each sentence logical by attaching a negative prefix to the adjective. Use a dictionary
if necessary. 5 When a salesperson is rude, I find it not only
1 Smoking on public buses and trains is really respectful but also annoying. disrespectful
excusable. inexcusable
6 I should warn you that the air pollution
2 I believe littering and spitting on the street downtown is really pleasant. unpleasant
are both responsible. irresponsible
7 I think it’s honest to sell souvenirs to tourists
3 People who play loud music without at higher prices than people usually pay. dishonest
consideration for the people around them
8 It doesn’t help when people are courteous to
are exhibiting really proper behavior. improper
each other. discourteous
4 I think it’s appropriate for people to text
their friends during movies. inappropriate
D Combine the sentences, using paired conjunctions.

1 Restaurants shouldn’t allow smoking. Theaters shouldn’t allow smoking. (neither … nor)
Neither restaurants nor theaters should allow smoking.
2 Smoking should be banned. It should be restricted. (either … or)

Smoking should be either banned or restricted.
3 Littering doesn’t offend me. Spitting doesn’t offend me. (neither ... nor)
Neither littering nor spitting offends me.
4 I think loud music is rude. I think loud people are rude. (Not only … but)
Not only loud music but loud people are rude.
Web Project: Urban Communities

61
1 Exchange opinions about the
6
treatment of animals
Animals
2 Discuss the pros and cons of certain pets
3 Compare animal and human behavior
4 Debate the value of animal conservation
preview
A FRAME YOUR IDEAS Complete the activity. With a partner, explain your choices.
Which categories of animals invite the most negative or positive responses?
YOUR Write one or more of the

ATTITUDES
TOWARD adjectives below.
a bee INVERTEBRATES AMPHIBIANS BIRDS

a salamander
FISH
a frog
a goldfish a parrot
a spider
an eel
an eagle
a worm
a lion
MAMMALS
an elephant
REPTILES a horse
a crocodile
a snake
a sheep
a lizard a dog
a rabbit
a monkey
ADJECTIVES
attractive cute dangerous disgusting energetic fascinating a mouse a dolphin
frightening funny hardworking independent intelligent
lazy noisy patient quiet relaxed tasty ugly useful
B 3:14 VOCABULARY CATEGORIES OF ANIMALS Look at the categories and photos in Exercise A.
Listen and repeat.
C DISCUSSION Discuss the questions.

1 Would your responses have been different if any of the animals had been babies instead of adults? How?
2 Did any other physical factors affect your choices, such as color or size? In what ways?
3 Did any experiences you’ve had with any of these animals affect your choices? How?
62 UNIT 6
UNIT
6 Animals
preview
A FRAME YOUR IDEAS ●
Write the following on the board:
Suggested 10–15 Your actual physical factors:
Elicit various physical factors and write these on the
●
Have students scan the images on the page and read the board. For example, color, size, softness of fur, texture
various categories of animals. Ask Are you familiar with of skin, ways of movement. Have students share which
these terms? Invite students to think about what the words factors affect their feelings about different animals.
might be in their languages. ●
Finally, call on volunteers to share experiences with
●
Call on a student to read the head of the activity. Write animals that influence their feeling about the animal.
on the board Your attitudes toward animals and then For example, I got bitten by a dog when I was a kid. Ever
ask individual students In general, do you like animals? Do since then I’ve been afraid of dogs. After a student shares
you have any pets? Focus on the list of adjectives. In pairs, an experience, ask Has anyone had a similar or opposite
have students read through them. Circulate and clarify experience with this animal? For example, We’ve always
vocabulary as needed. had a dog in my family and I think it is the most loving and
●
Have students assign various adjectives to the animals. loyal animal there is.
●
In pairs, have students compare answers. Option: [+10–15 minutes] Instruct students to each
write a short description of one of the animals on the page.
●
Bring the class together and create a chart on the board: Tell them to use an adjective from the list as well as provide
Animals with most Animals with most other details, without mentioning what the animal is.
negative responses positive responses Write the following description of a lizard on the board for
students to guess:
This animal is a reptile. Some people think it’s cute.
●
Finally, ask Did anyone use the word tasty to describe any of I think it’s disgusting. It can be dangerous, too. It can
the animals? Were you surprised to see this word? be black and orange, or other colors, too.
Then invite students to read their descriptions to the class
LANGUAGE NOTE The plural of mouse is mice. The plural of
for the class to guess. Alternatively students can walk
sheep is sheep.
around the room and pair up to read descriptions and
guess.
B 3:14 VOCABULARY Option: [+10 minutes] If computers are available,
Suggested 5 Your actual students can do the following activity in class. Or they
teaching time: minutes teaching time: can do it for homework. Instruct students to look up baby
images of each of the animals and then use adjectives from
●
Have students listen to the categories of animals.
the list to describe them. Invite students to analyze if the
●
Then have them listen and repeat. responses differed from their initial answers in response to
Challenge: [+5 minutes] In pairs, invite students to think the images in the book.
up additional animals for the various categories. Allow Challenge: [+5 minutes] Ask What other factors could
students to look online if they run out of ideas working on influence a positive or negative response to an animal?
their own. (Possible answers: how interesting / fascinating / beautiful /
fast / cute they are)
C DISCUSSION
●
groups.
●
Bring the class together and focus on question 1. Ask Do
you think a baby snake, spider, or alligator would evoke a
more positive response in you?
UNIT 6 PREVIEW T62

D 3:15 SPOTLIGHT Challenge: [+5 minutes] Divide the class in pairs and
assign each pair several idioms or expressions. Have
teaching time: minutes teaching time: students create short dialogues using the idioms or
expressions correctly. Clarify that to put someone in his (or
●
Ask students to look at the photo. Ask What do you think her) place means to remind him of his inferior position—that
the women are looking at? he’s not as important as he may think.
●
●
Point out to students how the gray cat is referred to as F PAIR WORK
she and the white cat as he. Explain that it is possible to Suggested 5 Your actual
refer to animals as he or she. It is also acceptable to refer to teaching time: minutes teaching time:
them as it. ●
Ask volunteers to read the three topics. Then have
●
To check comprehension, ask: students choose topics and discuss in pairs.
How many cats does Karina have? (two) ●
Bring the class together and have students share stories
Are the cats actually babies? (No, Katrina just calls them with the class.
that probably because she loves them.)
How old is the gray cat? (17) SPEAKING GROUP WORK
Where did they get the white cat? (It seemed to have no Suggested 5 Your actual
home, so they took it in.)
What does the white cat like to do? (play; he’s still a kitten)
●
Have students discuss in groups.
Which of the two animals has more power and authority?

●
Bring the class together and ask Do you think some
(the older cat) animals on page 62 suffer more than others when caged?
Would you feel more sorry for some animals over others if
What kinds of animals does Pam like? (animals at the zoo)
you saw them caged? (e.g., a dog vs a spider)
What is Karina’s opinion of zoos? (She doesn’t like animals
in cages.)
What is the zoo Pam goes to like? (It treats animals well
and gives them plenty of space.)
LANGUAGE NOTE To take in means to allow someone or

something to stay in your home; humane means treating
animals (or people) in a way that is not cruel, causing them
as little suffering as possible; to assume means to think that
something is true even though you don’t have proof that
it is; in captivity refers to animals (or people) being kept in
cages (or prisons) and not permitted to go where
they want.
E UNDERSTAND IDIOMS AND EXPRESSIONS

●
Give students a few minutes to focus on the highlighted
expressions in the conversation and think about each in
context. Then have them complete the exercise.
●
and assist as needed. Tell students to be careful of the
active and passive voice in the choices in item 3.
LANGUAGE NOTE To put up with means to tolerate or accept

behavior even though it may be unpleasant or annoying.
Option: [+10 minutes] Have students role-play the

conversation in pairs. Then have them role-play it again,
replacing the expressions with the meanings from the
exercise. Remind students to make necessary changes. For
example, But I’d say she puts up with him pretty well ➝ But
I’d say she accepts his behavior pretty well.
T63 UNIT 6 PREVIEW

D 3:15 SPOTLIGHT Read and listen to a conversation over lunch Pam = Australian English
Karina = German
at an international meeting. Notice the spotlighted language.
Pam: Nice picture. Hey, are those your cats?

Karina: Yeah, they’re my babies. We’ve had the gray one a long time. She’s almost seventeen now.
Pam: No way! She still looks so healthy. What about the white one?
Karina: We think he’s pretty young. Actually, he was hanging around outside our house all summer,
and it didn’t seem like anyone was taking care of him. We felt sorry for him, so we took him in.
Pam: Lucky cat! He looks like a member of the family now. But I’ll bet the older
one wasn’t too crazy about having a new cat around.
Karina: Well, he thinks he’s still a kitten; he just wants to play all the time.
But I’d say she puts up with him pretty well. She’s really patient.
Pam: From the picture, it looks like she’s the one in charge.
Karina: Definitely. She doesn’t fool around. If he gets too rough,
she knows how to put him in his place. Hey, do you have
any pets?
Pam: No, we don’t. When we feel like being around animals,
we go to the zoo.
Karina: Actually, I’m not too crazy about zoos. I just don’t think
animals should be cooped up in small cages.
Pam: Normally I’d agree with you. But our local zoo isn’t like that
at all. The larger mammals have plenty of outdoor space.
It’s pretty humane, I think.
Karina: Well, that’s good. I guess we shouldn’t just assume
that animals in captivity aren’t treated well.
E UNDERSTAND IDIOMS AND EXPRESSIONS Find each expression in Spotlight. Then

complete the statements.
1 When Karina says they “felt sorry for” the younger cat, she means they him.
a apologized to b were concerned about c were annoyed with
2 When she says the older cat “puts up with” the younger one, she means the older cat .
a is annoyed with him b accepts his behavior c is concerned about him
3 When she says the gray cat is the one “in charge,” she means the gray cat .
a obeys the white one b is obeyed by the white one c is older than the white one
4 When she says the gray cat put the white one “in his place,” she means the gray one .
a is the boss b isn’t the boss c is his friend
5 When she refers to animals being “cooped up in” cages, she means they .
a are made comfortable b don’t get to go outside c often go outdoors
F PAIR WORK Choose one or more of these topics. Tell your partner about:
• a time when you or someone you know felt sorry for an animal and took it in.
• a time when someone’s pet had to put up with another animal.
• a home where the pet was the one in charge.
SPEAKING GROUP WORK Discuss the questions.

1 Do you care if an animal is cooped up in a cage? Why or why not? Are there times when
an animal should be?
2 Which animals on page 62 do you think need lots of outdoor space? Why?
63
1
LESSON
GOAL Exchange opinions about the treatment of animals
A 3:16 GRAMMAR SPOTLIGHT Read the social media posts. Notice the spotlighted grammar.
David Suchet June 30 / Seattle, USA
I really feel sorry for animals that are mistreated. Does anyone else get as fed up as
I do about their inhumane treatment? In my opinion, animals should never be killed
just for sport or entertainment. Hunting, bullfighting, and any other “sport” that
involves the killing of defenseless animals should be completely banned. And the
idea that monkeys or dogs have to be used in medical research seems ridiculous to
me. What do you all think? Is inhumane treatment of animals ever justified?
Reiko Yamamoto July 1 / Atami, Japan
Maybe you’re right about killing animals for sport, but don’t you think the
needs of people should sometimes be considered? For example, it
seems clear to me that small mammals like mice or rabbits have to be
used for medical research to make sure new medications are safe. It just
can’t be avoided. Otherwise, new medical treatments might not be
discovered. We can’t fool around when it comes to medicine.
Marie Colbert July 1 / Lyon, France
I agree with Reiko—people first. But that doesn’t mean animals

should be treated inhumanely. I’m sure research methods could be
improved. And recently I was reading about factory farms that raise
chickens or beef cattle, and I was shocked at how crowded and filthy the
conditions were. I know animals have to be slaughtered for food, but
I’m sure they could be raised more humanely.
B EVALUATE IDEAS Do you agree with any of the opinions expressed

in the posts? Why or why not?
• Modals and modal-like
DIGITAL
INDUCTIVE C GRAMMAR PASSIVE MODALS expressions: summary
ACTIVITY
Remember: We use the passive voice to focus on the receiver of an action
rather than the person or thing that performs the action. Form passive
modals with a modal + be and a past participle.
*Note: Have to is a modal-like expression,
Conditions for cattle on factory farms could be improved. not a true modal. It has two present
Alternatives to using mice for research might be found. forms: have and has. It uses Do or Does
in questions and don’t and doesn’t in
The hunting of bears should be prohibited. negative statements.
Traditions like bullfighting have to* be preserved.
Yes / no questions Information questions

Should chickens be cooped up in cages? Why shouldn’t reptiles or amphibians be used for research?
Can’t factory chicken farms be shut down? Why must all animals’ lives be respected?
BUT Do large mammals have to be kept in zoos? How might people’s attitudes be changed?
Remember:
have to = obligatory
don’t have to = not obligatory
must OR must not = obligatory
64 UNIT 6
LESSON
1 GOAL Exchange opinions about the treatment of animals
A 3:16 GRAMMAR SPOTLIGHT C GRAMMAR

●
To warm up, ask students to look at the photos of the ●
three people. Call on volunteers to read the names and Conditions for cattle on factory farms could be
cities where they live. Make sure students understand that improved.
these are social media posts and that Reiko is responding
Ask Is this active or passive voice? (passive) What is the verb?
to David’s comment and Marie is responding after Reiko
(could be improved) How do you form the passive voice
to the topics both David and Reiko discussed. Ask the class
with modals? (modal + be + the past participle) Label the
Do you post like this on social media? On what topics do you
example on the board:
like to post? modal + be + past participle
Conditions for cattle on factory farms could be improved.
●
Have students listen to the social media posts as they read
along.
●
Call on a volunteer to read the first explanation. Ask
●
To check comprehension, draw this chart on the board,
How could we change the sentence on the board to the
or print it out from the ActiveTeach and distribute it to
active voice? If students need help, write Farmers… and
students. Invite students to come to the board to write
have students complete the sentence. (could improve
for or against next to each topic the people talk about.
conditions for cattle on factory farms)
Tell students to put an “X” if no one talks about it.
●
Ask individual students to read the example sentences out
medical research sport food loud. Focus on each passive modal.
David against against X ●
After reading the last example, call on a student to read
the Note box and the Remember box. On the board, write:
Reiko for against X
The lion’s cage doesn’t have to be washed this
Marie for X for
morning.
Then elicit more details about each person’s ideas. The lion’s cage must not be washed this morning.
(Possible answers: David is strongly against any kind of Ask What is the difference between these two sentences?
mistreatment of animals. Reiko talks strongly in favor (In the first one, it’s not obligatory or necessary to
of medical research, using small mammals like mice do something. In the second one, it’s necessary that
and rabbits as examples. Marie focuses on the humane something not be done.) Say The assignment doesn’t have
treatment of animals—when used for research as well as to be e-mailed. Ask a student to restate the sentence with
being raised for food.) must not. Ask Is there a difference in meaning? (Yes, in the
●
Then have students read and listen to the social media first one it isn’t necessary for something to be e-mailed,
posts again and notice the passive modals. whereas in the second sentence it is necessary that
something not be e-mailed.)
LANGUAGE NOTES Inhumane (the opposite of humane) ●
Have students read the examples for yes / no questions.
means cruel, causing unacceptable suffering; to be fed
To point out the difference between have to and other
up means to be annoyed by something and wanting it to
modals, write the following on the board:
change (to have had enough of something); defenseless
means weak and not able to protect oneself from attack or Can this be done?
harm; to fool around means to waste time doing things that Does this have to be done?
are not important. Ask students to identify the modal in each example. Circle
the modals as students respond. (Can, have to) Ask What
Graphic Organizer is the difference in these two sentences? (the position of the
modals: does is used with have to, not with can)
B EVALUATE IDEAS ●
Have students read the examples for information
Suggested 3 Your actual questions. To point out the difference between
information questions with have to and other modals,
●
In pairs, have students voice agreement or disagreement write these two examples on the board:
to the various people’s comments in Exercise A. Why must they be treated poorly?
●
Bring the class together and ask Which person do you Why do they have to be treated poorly?
agree with most?
Have students identify the modal in each sentence. (must / be
Option: [+5 minutes] Tell students they will write a and have to be)
post to follow Marie’s comments. Point out that they can
respond to comments in any of the three posts. Circulate Option: GRAMMAR BOOSTER (Teaching notes p. T134)
and assist as needed. Then bring the class together and
have students share. Then ask Do you ever post opinions and
comments like this online?
UNIT 6 LESSON 1 T64
D NOTICE THE GRAMMAR Challenge: [+5 minutes] Have students read the
answers to the exercises and items in pairs. On the board,
teaching time: minutes teaching time: write:
●
Call on volunteers to find one passive modal. I agree.
Option: [+10 minutes] If students did the option after I disagree.
Exercise B on page 64 to write their own post to follow Tell students to either agree or disagree with each
Marie’s comments, invite students to look back at it and see statement. Model item 1. If students agree, they should say
if they used or could have used passive modals anywhere. I agree. People shouldn’t be allowed to hunt for elephants. If
Have students rewrite the responses. they disagree, they should use a different passive modal.
If students did not do the option after Exercise B, For example, I disagree. People must be allowed to hunt for
instruct them to write a post to follow Marie’s comments, elephants.
responding to comments in any of the three posts. Tell
students to use passive modals wherever possible. Tell NOW YOU CAN Exchange opinions about the treatment of animals
them to look at the highlighted passive modals in the
existing posts to help them.
A DISCUSSION ACTIVATOR
E UNDERSTAND THE GRAMMAR
Ask students to read the Ideas box. Make sure students
understand that slaughter means to kill an animal for its
●
Tell students they will first identify and circle the
meat and that a hide is an animal’s skin, especially when it
performer of the action. Model item 1. Ask a student to
has been removed to be used for leather.
read the sample answer.
●
Call on two volunteers to read the example exchanges.
●
Give students a few minutes to look at items 2–6. Ask Is
Bring students’ attention to the passive modals.
there a performer of the action? (only in item 4—people).
Encourage them to use passive modals in their discussion.
For the remaining questions ask 2. Are large mammals
performers of the action? (no) 3. Are dogs performers of the
●
Call on volunteers to read the expressions from the
action? (no) 5. Are horses performers of the action? (no) Recycle This Language box. Tell students to refer to the
6. Are aggressive dogs performers of the action? (no) box to express an opinion, disagree or agree.
●
Have students complete the exercise individually. Then
●
Divide the class into pairs and have students exchange
have them compare answers with a partner. opinions about the ways animals are used or treated.
Option: [+5 minutes] In pairs, have students change the
●
Encourage the pairs to ask each other questions and
active sentences to passive. (1. Animals should be treated provide details and examples. Tell students that they
humanely. 4. Bears can be taught to do tricks like dancing should say as much as possible.
or standing up on command.) Then have them change ●
passive sentences to active. (Possible answers: 2. Zoos before students do this activity themselves. Ask if the
shouldn’t keep large mammals like lions. 3. In order to help students in the video spoke in detail, saying as much
people with disabilities, trainers have to train dogs when as they could. Note: You can print the script or you can
they are young. 5. Horse racers shouldn’t force horses to view it on the video player on the ActiveTeach. It is
run in races. 6. Sometimes in order to protect people, we recommended that students watch the video first without
have to kill aggressive dogs that live on the street.) viewing the script.
F GRAMMAR PRACTICE B SUMMARIZE THE DISCUSSION

●
Model the first item with the class. As a reminder, elicit ●
Call on pairs to summarize their ideas for the class.
from the class how passive modals are formed. (modal + ●
Once everyone has shared an opinion, ask What
be + the past participle) conclusions can we come to about the people in this class?
●
Have students compare their sentences with a partner. (Possible answer: Most people in class think that animals
Then go over the answers as a class. should be used for medical research, but they should be
treated humanely.)
T65 UNIT 6 LESSON 1

DIGITAL
MORE D NOTICE THE GRAMMAR Find one passive modal in Spotlight on page 63.
EXERCISES
I just don’t think animals should be cooped up in small cages.
E UNDERSTAND THE GRAMMAR With a partner, decide who the performer of the action
is. Then choose the active or passive voice to complete each statement.
1 People (should treat / should be treated) animals humanely.
2 Large mammals like lions (shouldn’t keep / shouldn’t be kept) in zoos.
3 In order to help people with disabilities, dogs (have to train / have to be trained) when they are young.
4 They say people (can teach / can be taught) bears to do tricks like dancing or standing up on command.
5 Horses (shouldn’t force / shouldn’t be forced) to run in races.
6 Sometimes, in order to protect people, aggressive dogs that live on the street (have to kill / have to be killed).
F GRAMMAR PRACTICE Write sentences, using passive modals.

1 People / shouldn’t / allow to hunt elephants. People shouldn’t be allowed to hunt elephants.
2 New medicines / might / discover through animal research. New medicines might be discovered through
animal research.
3 Monkeys / shouldn’t / keep as pets. Monkeys shouldn’t be kept as pets.

4 A lot / could / do to improve conditions for cattle on factory farms. A lot could be done to improve conditions
for cattle on factory farms.
5 The treatment of research animals / must / improve. The treatment of research animals must be improved.
6 Can’t / zoos / use for performing scientific research to protect animals? Can’t zoos be used for performing
scientific research to protect animals?
7 Why / chickens / have to / raise in such crowded conditions? Why do chickens have to be raised in such
crowded conditions?
NOW YOU CAN Exchange opinions about the treatment of animals
A DISCUSSION ACTIVATOR Use the ideas to exchange

DIGITAL
VIDEO
Ideas
opinions with a partner about the ways animals • using animals in medical research
are used or treated. Ask and answer questions, using • slaughtering animals for food
passive modals. Say as much as you can. • keeping animals in zoos
• raising animals for sports, such as
Do you think animals have to be used racing or fighting
for medical research? I do. We can’t • killing animals for their hides and fur a fur coat
experiment on humans, can we?
Actually, I don’t think animals Express an opinion
should be treated that way. • I think [it’s morally wrong].
I think it’s morally wrong. • I believe [it’s OK under some circumstances].
• I feel [it’s wrong no matter what].
• I’m in favor of .
B SUMMARIZE THE DISCUSSION • I’m opposed to .
Compare your classmates’ opinions Disagree
about the treatment of animals. • I see what you mean, but .
Does the majority of the class • That’s one way to look at it, but .
share the same opinions? • On the one hand , but on the other
hand .
• I completely disagree.
Agree
• I couldn’t agree with you more.
• I completely agree.
• You’re so right.
65
2
LESSON
GOAL Discuss the pros and cons of certain pets
DIGITAL
STRATEGIES A 3:17 VOCABULARY DESCRIBING PETS Read and listen.
Then listen again and repeat.
Positive traits Puppies are great for kids because

they’re affectionate and playful.
playful active and fun-loving
However, they’re also high-maintenance.
affectionate friendly and loving
gentle / good-natured easygoing; good with kids and other pets
low-maintenance easy to care for and inexpensive to keep
loyal / devoted attentive to its owner; reliable
protective good at protecting its owner from danger
Negative traits
high-strung / excitable nervous; easily frightened
costly expensive to buy and to take care of
destructive harmful to furniture and other things
filthy unclean; makes a mess
high-maintenance time-consuming to take care of
aggressive hard to control; possibly dangerous
B 3:18 LISTEN TO ACTIVATE VOCABULARY Listen to each conversation

and complete the chart with the pet and its pros and cons. Use the Vocabulary.
Listen again if necessary.
Pet Possible pros Possible cons
1 Cat easy to take care of shedding
2 rabbit not dangerous; good with children easily frightened
3 parrot friendly; love attention can damage things by chewing
would bark and scare away burglars;

4 dog reliable and attentive to owners might hurt the kids
C EXPRESS AND SUPPORT AN OPINION

Discuss the questions.
1 In what ways can an animal be a good
companion to a child? An adult?
An older person?
2 Do you know anyone who is too attached
to his or her pet? Why do you think
some people get emotionally
close to their animals?
D GROUP WORK Use the vocabulary to tell

your classmates about your past or present
pets or about those of people you know. PRONUNCIATION
BOOSTER p. 145
Sound reduction
66 UNIT 6
LESSON
2 GOAL Discuss the pros and cons of certain pets
A 3:17 VOCABULARY ●
As a class, discuss whether or not students think the
people will reliable get the pets.
teaching time: minutes teaching time: Option: [+5 minutes] Have students study the chart in
●
Have students look at the picture. Ask What animal is this? pairs and discuss which pet they think would be the most
(a puppy) What words come to mind when you look at this favorable. Encourage them to explain why, disagreeing
picture? (cute, adorable, sweet) Call on a student to read with or challenging each other.
the caption. Ask Why are puppies high-maintenance pets?
(They need a lot of attention. They need to be trained. C EXPRESS AND SUPPORT AN OPINION
You can’t leave them alone for long. They can destroy Suggested 5–10 Your actual
things. They can make a mess.) teaching time: minutes teaching time:
●
As a class, brainstorm a list of common and exotic pets ●
Have students study this picture. Ask What is this pet?
and write them on the board. (Possible answers: dog, cat, (a parrot) Why do you think a parrot might be a good
guinea pig, hamster, tropical fish, turtle, lizard, parrot, pet? (interesting, beautiful to look at, repeats what
ferret, snake) you say) Why might it not be a good pet? (may be high-
●
Have students read and listen. Then have students listen maintenance) Does the woman appear to like the parrot?
and repeat chorally. (yes) Would you like such a pet?
●
In pairs, have students think of a pet that best matches
●
Call on students to read the questions. Clarify vocabulary
each trait. Students can refer to the list on the board. if needed.
●
Ask each pair to join another pair and share the pets they
●
Divide the class into groups and have them discuss.
thought of. Encourage students to explain why. Encourage students to use vocabulary from Exercise A.
●
Bring the class together and have groups share their ideas.
LANGUAGE NOTE The compound adjective good-natured, Ask Do you think a parrot is a good companion? Would you
however, is always hyphenated, whether it appears before like to have a parrot?
a noun or after a verb (e.g., She is good-natured. Lila is a
Note: A companion is a person or an animal one spends a
good-natured dog.)
lot of time with; to be attached means to like someone or
Challenge: [+5 minutes] In pairs, have students think something very much.
of a pet for each of the adjectives on the list. Tell them
they can repeat some pets, but to try to include as many D GROUP WORK
different types as possible. Refer students to the animals on Suggested 5 Your actual
page 62 for ideas, but remind them that clearly not all the teaching time: minutes teaching time:
animals on the page could be pets. ●

In pairs, have students tell their partners about pets they
Vocabulary-Building Strategies or people they know have now or have had. Encourage
them to use the positive and negative traits from the
charts in Exercise A.
B 3:18 LISTEN TO ACTIVATE VOCABULARY
●
Bring the class together and invite students to share.
PRONUNCIATION
●
Ask students to read the heads on the chart. Ask What are Option: BOOSTER (Teaching notes p. T145)
pros? (advantages) What are cons? (disadvantages) Pronunciation Pair Work
●
Write goldfish on the board. Ask students What are
possible pros of a goldfish as a pet? (low-maintenance, not
costly, pretty to look at) What are cons? (not affectionate,
can’t really play with them)
●
First listening of conversation 1: Have students listen for
the pet the speakers are talking about and then write it in
the chart.
●
Second listening of conversation 1: Have students
use adjectives from Exercise A or other adjectives to
describe the advantages and disadvantages of the pet.
Point out that the speakers don’t necessarily use the
target vocabulary words. Students have to interpret the
information.
●
Go over the answers as a class. Encourage students to
support their answers.
●
Follow the same procedure for conversations 2–4.
UNIT 6 LESSON 2 T66

NOW YOU CAN Discuss the pros and cons of certain pets D CONVERSATION ACTIVATOR
These conversation strategies are implicit in the model: role-play their conversation with a partner.
●
Use I’ve heard to indicate familiarity with a topic. ●
Ask a volunteer to read the words in the Recycle This
●
Use In what way to elicit more information. Language box. Encourage students to incorporate these
words into their conversation.
●
Use for one thing when listing reasons for something.
●
●
Use And besides to provide additional information.
strategies. For example, I’ve heard, for one thing, And
●
Use But what if to introduce a speculation. besides.
●
Have students look at the photos and read the captions. don’t stop! Before students begin to activate their
Ask Which adjectives come to mind when you look at the conversations, bring their attention to the Don’t Stop!
girl and poodle? (happy, cute, affectionate, playful, gentle, note. Tell students that they should extend or lengthen
loyal) Then ask Which adjectives come to mind when you their conversations by following directions in Don’t Stop!
look at the guinea pig? (low-maintenance, cute, playful) (See page T5, Activity C, for more details.)
●
Have students read and listen to the conversation. Conversation Activator: Speaking Booster
●
To check comprehension, ask Which three pets are
discussed in this conversation? (a poodle, a guinea pig,
and a cat) What are cons of having a poodle for a pet?
(high-maintenance, needs a lot of attention) What are
pros of having a guinea pig for a pet? (low-maintenance
and gentle) Which pet do the speakers say is both low-
maintenance and affectionate? (a cat) Do you agree?

●
use rising intonation for Do you think a poodle would
make a good pet? (line 1)
use falling intonation for In what way? (line 4) Why a
guinea pig? (line 7) But what if you were looking . . . ?
(line 10)
stress for one thing (line 5) and and in the last sentence
pause after And besides (line 8)
C NOTEPADDING
●
Instruct students to gather information from the
preceding exercises regarding pros and cons of different
pets and fill in the chart.
●
Refer students to Exercise A, Vocabulary, to explain
reasons.
T67 UNIT 6 LESSON 2

NOW YOU CAN Discuss the pros and cons of certain pets

A: Do you think a poodle would make a good pet?
B: Actually, I’m not so sure. I’ve heard they’re
really high-maintenance.
A: In what way?
B: Well, for one thing, they need a lot of attention.
I’d consider getting a guinea pig instead.
A: Why a guinea pig?
B: Well, they’re very low-maintenance. And besides,
they’re really gentle.
A: But what if you were looking for something a
bit more affectionate than a guinea pig? a poodle
B: Then I’d get a cat. They’re affectionate and
they’re low-maintenance.
B 3:20 RHYTHM AND INTONATION Listen again and repeat.

a guinea pig
Then practice the conversation with a partner.
C NOTEPADDING With a partner, complete the chart with animals that make good
and bad pets. Explain why, using the Vocabulary. Choose animals from page 62 or
others you know.
Animals that make exceptionally good pets Reasons
Animals that make really bad pets Reasons
DIGITAL
VIDEO D CONVERSATION ACTIVATOR don’t stop!
DIGITAL
SPEAKING
Create a conversation similar to the one in • Make more suggestions. RECYCLE THIS LANGUAGE
BOOSTER
Exercise A, using the information on your • Describe the pros and • attractive • funny
notepad. Start like this: Do you think a __ cons of other pets. • cute • intelligent
would make a good pet? Be sure to change • Say as much as you can. • dangerous • noisy
roles and then partners. • disgusting • patient
• energetic • quiet
• fascinating • ugly
• frightening
67
3
LESSON
GOAL Compare animal and human behavior
DIGITAL
STRATEGIES A 3:21 LISTENING WARM-UP VOCABULARY: ANIMAL SOCIAL GROUPS AND PROTECTIVE PHYSICAL FEATURES
ANIMAL SOCIAL GROUPS
a flock of birds a herd of cattle a school of fish a pack of wolves
PHYSICAL FEATURES
claws hooves (singular: a hoof) a beak horns
B APPLY NEW VOCABULARY Complete the chart with a partner.

Animals with claws Animals with hooves Animals with horns
lions horses deer
cats donkeys sheep
Birds with powerful beaks Animals that travel in packs Animals that gather in herds
parrots wolves sheep
owls dogs cattle
DIGITAL
STRATEGIES C 3:22 LISTEN TO DEFINE TERMS Listen to Part 1 of the lecture to answer this question:
What is the difference between an animal that is a predator and one that is prey?
Predators are animals that hunt other animals for food; prey are animals hunted by predators.
D 3:23 LISTEN FOR EXAMPLES Listen to Part 1 of the lecture again. With a partner, find
an example from the listening to explain each of the following:
1 a benefit of a social group for animals of prey They can confuse predators; predators may choose an animal
outside the group.
2 a benefit of a social group for predators They can use their combined intelligence to single out their prey; they can kill
larger prey.
3 the role of a dominant animal in a social group To lead the others in the group.
4 the meaning of “fight or flight” The prey either defends itself or runs.
68 UNIT 6
LESSON
3 GOAL Compare animal and human behavior
A 3:21 LISTENING WARM-UP ●

Elicit examples of predators and prey. (Possible answers:
lion / zebra; fox / rabbit; bear / fish)
teaching time: minutes teaching time: Option: [+5 minutes] Have students listen again to
●
Ask student to scan the pictures and phrases for social define another term: instinct. The definition appears in the
groups and physical features. second sentence of the lecture. (behavior that is already
programmed into animals at birth; behavior that does not
●
Have students read and listen. need to be learned)
●
Then ask them to listen and repeat. Option: [+5 minutes] Have students think of examples
of animals that are predators to some animals and prey to
LANGUAGE NOTE A pack is a generic term for a group of
others. For example, A cat eats birds, and a coyote eat cats;
predators hunting together. But the correct term for a
a weasel eats small mammals like mice, but it itself can be
group of lions is a pride of lions.
eaten by an owl or a fox. Bring the class together and call on
Challenge: [+5 minutes] Write the following collective volunteers to share examples.
nouns for animal groups on the board and have students Listening Strategies
search online for which creature each group word applies.
bed D 3:23 LISTEN FOR EXAMPLES
colony Suggested 5 Your actual
flutter
swarm
●
Call on volunteers to read the exercise items. As time
permits, students can predict answers.
troop
●
Have students listen to the lecture once and take notes.
Alternatively, you can provide the following word bank on
Then have them listen again. If students need help
the board for students to match with the words: ants /
finding answers, refer to the stop after each paragraph
ants / apes / butterflies / snakes in the audioscript. The answer to item 1 is in the second
Students can explore further terms. Ask What might be a paragraph, the answer to item 2 is in the third paragraph,
good search word to help you find these? (Possible answer: the answer to item 3 is in the fourth paragraph, and the
animal group (apes)) answer to item 4 is in the fifth paragraph.
Have students compare answers in pairs, or go over the
answers as a class.
B APPLY NEW VOCABULARY LANGUAGE NOTE The word flight is a noun that means
escape—when you leave a place in order to get away from a
teaching time: minutes teaching time: dangerous situation.
●
Call on students to read the heads of the chart, looking at Option: [+5 minutes] On the board, write:
the photos in Exercise A. social groups to ensure protection
●
If students need help naming animals, tell them to look at social groups to ensure attack
Exercise A on page 62.
Ask Which category refers to prey? (ensure protection) Which
category refers to predators? (ensure attack) Have students
C 3:22 LISTEN TO DEFINE TERMS discuss the examples from the lecture (schools of fish; a
Suggested 5–10 Your actual pack of lions attacking an elephant). Invite students to
suggest other examples. For example, Zebras are safer in
●
Call students’ attention to wording in the exercise name: large numbers since their stripes blend together and create a
define terms. On the board, write the terms: camouflage, and packs of wolves cooperate together to hunt
predator a moose or an elk.
prey Challenge: [+20–30 minutes] Write fight / flight on the

board. Point out that fear triggers the response to either fight
Explain to students that they will listen to part of a
or escape. For homework, give students an option to look up
lecture for definitions of these two words. Point out that
more information about this response to fear. They can look
explanations of these words are embedded in the lecture.
up how it works in humans or in other animals, and compare
●
Since the definitions appear at the beginning of the second and contrast the responses in both. Students can write up
paragraph, it could be a good idea to stop the audio soon their information or prepare a presentation for the class.
after each definition is given. Then play it again to give
students another opportunity to listen for the definition.
●
Bring the class together and ask volunteers for the
definitions. (predator: one that hunts other animals for
food; prey: those hunted by a predator)
UNIT 6 LESSON 3 T68
E 3:24 LISTEN FOR DETAILS Challenge: [+10–15 minutes] Read the last two lines of
the lecture: That’s all the time we have today. We’ll continue
teaching time: minutes teaching time: tomorrow with more on learned behavior in reptiles and
amphibians. Divide the class into two groups, reptiles and
●
Pre-listening: Write instinct, which appeared in Part amphibians. If students need to review which animals fall
1 of the lecture. Elicit the definition. If students don’t into each category, refer them to page 62. Each person in
remember, remind them that it is behavior that is already each group should choose an animal and prepare some
programmed into animals at birth; it does not need to be speculations about what might be learned behavior versus
learned. instinctual behavior in their animal.
●
Have students look at the questions individually to
prepare for what they will be listening for.
●
First listening: Have students listen once and take some
NOW YOU CAN Compare animal and human behavior
notes.
●
Second listening: Have students listen again to answer the
A NOTEPADDING
questions. Suggested 5 Your actual
●
●
Have students think back to some comparisons made
between animals in Exercise G. Hint to students to
F THINK AND EXPLAIN
think about learned versus instinctual behavior. Remind
students about the fight or flight response, which humans
also experience.
●
On the board, write learned behavior versus instinct. ●
Bring students’ attention to the Recycle This Language
Tell students to look at the pictures and call on volunteers
box. Review any vocabulary as needed.
to read the captions.
●
Give students a few minutes to write down some ideas.
●
Have students discuss the pictures in pairs, referring to
information from the lecture to explain their reasons. If
necessary, let them listen to Part 2 of the lecture again.
B DISCUSSION
Refer to the audioscript and play the first paragraph to Suggested 5–10 Your actual
support picture A. Play the second paragraph to support
pictures B and C. ●
Have students share their ideas in groups.
Challenge: [+5 minutes] In pairs, have students think ●
Circulate and listen. If any groups haven’t touched on
up two examples of instinctual behavior and two examples topics prompted in Exercise A, Notepadding, ask about
of learned behavior. Then have pairs share with other pairs social groups, learned versus instinctual behavior, fight or
saying, for example. Is a spider spinning a web an example of flight, etc.
instinctual behavior or learned behavior? The other pair will ●
Time permitting, bring the class together and summarize
guess. Students can look up information online if computer ideas.
access is available.
G APPLY IDEAS
●
Divide the class into pairs or small groups.
●
Circulate as students study the animals on page 62 for
item 1. Assist as needed. If Internet access is available,
allow students to look up additional prey for some of the
animals.
●
For item 2, tell students they will have to take information
they learned about animals and try to apply how it might
be similar to human behavior. If students get stuck,
prompt with questions such as the following:
What are some things people do in large groups?
Why might people choose to walk with a group of people
at night as opposed to alone?
Do large groups of people have leaders and followers like
animals?
How are leaders chosen by animals? How are leaders
chosen by humans?
T69 UNIT 6 LESSON 3

E 3:24 LISTEN FOR DETAILS Now listen to Part 2 of the lecture and answer the questions.
1 What is the difference between learned behavior and instinct? Instinct is behavior that animals are born with.
Learned behavior comes through experience.
2 What are two examples of learned behavior from the lecture? Learning which hunting techniques work; a dog
obeying commands.
F THINK AND EXPLAIN Which of these situations do you think illustrate learned behavior
as opposed to instinct? Explain your reasons, based on information from the lecture.
A B C
Hungry baby birds open their Baby rabbits quickly follow Young cats respond to
beaks wide so that an adult their mother away from a perceived danger by getting
will put a worm inside. potential predator. ready to run away or to fight.
Instinct; they don’t have to Learned behavior; the baby Instinct; an animal isn’t taught
learn how to do this. rabbits learn from the mother fight or flight. This behavior is
G APPLY IDEAS Discuss the questions. what do to in danger. programed into animals at birth.
1 Look at the animals in Preview on page 62. Which are predators and which are prey?
Which are both? Lions are predators: they eat small elephants, crocodiles, birds, rabbits. Crocodiles are prey, but they
are also predators: they eat fish, birds, and frogs. Fish, birds, and frogs eat worms--worms are prey.
2 What are some ways in which you think humans behave: a) like herd animals or
flocks or b) like animals who socialize in packs? Provide examples.
Large groups of spectators at a ball game or concert might behave like a herd of animals; groups of humans like
packs of animals have a leader they follow.
NOW YOU CAN Compare animal and human behavior
A NOTEPADDING In what ways do you think humans are the same as other animals?
In what ways do you think we’re completely different? Write some ideas.
How we’re very different

How we’re the same or similar
Groups provide safety and social Humans are more able to respond
interaction. to danger using their intelligence.
How we’re the same or similar How we’re very different
RECYCLE THIS
B DISCUSSION Share your ideas with your classmates. Do you think we have more LANGUAGE
similarities to or differences from other animals? Use the examples from your notepad.
• aggressive
• dangerous
• devoted
• in charge
• intelligent
• patient
• protective
• useful
69
4
LESSON
GOAL Debate the value of animal conservation
A READING WARM-UP What are some endangered animals you can think of?
What are some threats to their survival?
DIGITAL
STRATEGIES B 3:25 READING Read the stories. What do you think ensured
the survival of the buffalo in the U.S.?
The survival of the buffalo was ensured by conservation efforts.
The Will to Make a Difference

We live on a planet that is rich in biodiversity—there are millions of
different species of animals and plants across the globe. Yet many
species are disappearing at an alarming rate as the habitats in which plants
and animals live together are reduced year after year. Currently, 11,000
species of plants and animals—including over 180 mammals—are at risk of
becoming extinct because of this loss of habitat. Once gone, their disappearance
is irreversible—they cannot be brought back. In its fast development as
a nation over the last three hundred years, the United States has
experienced some dramatic shifts in animal populations. Here
is the story of a dismal failure and a remarkable success story. an American bison
The Passenger Pigeon FAILUR The American Bison (or Buffalo) SUCCE
SS
E
Early European Before European settlers came to North America, there were more
visitors to North than 50 million buffalo roaming in huge herds across the continent’s
America told amazing central flatlands, which are today known as the Great Plains. These
stories about huge strange-looking, magnificent creatures—with their furry heads and
flocks of passenger shoulders and distinctive horns—were
pigeons that darkened an important resource for food, clothing, Buffalo hides were important
in Native American life,
the sky for hours as and shelter for Native Americans living on including for shelter.
they flew south for the plains. And they played an enormous
winter. They were part in the plains ecosystem, sustaining
easy targets for other animals and plants. Weaker buffalo
hunters, delicious to provided food for predators like bears
eat, and useful for and wolves. Herds attracted birds that
making feather beds. picked at buffalo fur for insects. Thousands of hooves walking over
Estimates put their total population at about five the landscape prevented aggressive plants from taking over.
billion—the same number as the population of all In the 1800s, as new settlers moved from the East to settle the
birds combined in the U.S. today. West, whole herds were slaughtered, often just for sport. Buffalo
By the mid-1800s, the hunting of passenger were considered an obstacle to the settlers’ desire to grow crops
pigeons had become a large-scale commercial and raise cattle. The resource that sustained Native Americans for
enterprise, supplying east coast cities with a centuries began to disappear. By the end of the 1800s, there were as
steady supply of birds. Around 300,000 a year few as 750 buffalo remaining.
were sent to New York City alone. At the Many people were shocked that the buffalo, long considered
same time, their habitat and food sources were a symbol of the West, had been allowed to come so close to
shrinking as forests were cut down for farming extinction. Fortunately, efforts to save them were begun in 1905.
and construction. In addition, approximately The remaining herds were gathered together and protected. Their
250,000 birds were killed simply for sport each number steadily increased to today’s population of about 350,000.
year. Making matters worse, a female passenger
pigeon laid only one egg each year. By the turn What conclusion can we draw from these stories?
of the twentieth century, any attempts to save In the case of the passenger pigeon, extinction was occurring so fast
the passenger pigeon were too late. The last that, even with efforts to save them, it was too late to act. However, we
surviving pigeon died in the Cincinnati Zoo in can see that with the American buffalo, conservation efforts can make a
1914—a species lost forever. difference if they are begun early enough.
70 UNIT 6
LESSON
4 GOAL Debate the value of animal conservation
A READING WARM-UP
●
Write endangered animals on the board. Elicit examples
and write them on the board. Ask students to speculate
about potential threats to their survival.
●
Leave the list on the board to refer to later.
B 3:25 READING
●
Have students study the images and reading headings.
Call on volunteers to read them. Elicit that the noun will
means the determination to do something. Ask students
What do you think Success and Failure next to the two
animal names might mean?
●
focus question in the direction line (What do you think
ensured the survival of the buffalo in the U.S.?).
●
Bring the class together. Have volunteers share their
answers to the focus question. (Possible answers: Efforts
to save them began in time. Herds were gathered
together and protected before they went extinct.)
LANGUAGE NOTE Alarming means frightening or upsetting;

species refers to a group of animals or plants whose
members are similar and can breed together to produce
young animals or plants; dismal means depressing; a
commercial enterprise is the activity of providing goods;
a steady supply means a continual one; to shrink means
to decrease in size; to roam means to walk or travel; an
obstacle is something that is in the way of achieving
something. The animal called the buffalo in the United
States is actually a bison. Buffaloes are found in Africa and
South Asia.
Focus on the various forms of the word extinct. For example,

extinct is an adjective. We can say Dinosaurs are extinct.
They became extinct about 65 million years ago. The noun
form of the word is extinction. We can say There are different
theories about the extinction of dinosaurs.
Reading Strategies
UNIT 6 LESSON 4 T70

C UNDERSTAND MEANING FROM CONTEXT of view, they need to gather strong evidence to defend
the position. One student should be the secretary and
teaching time: minutes teaching time: compile a list of arguments.
●
Call on volunteers to read the word choices.
●
Before students debate, elicit useful language that will
help students state their opinions politely. First, draw
●
Encourage students to try to complete the exercise the chart and heads, or print it out from the ActiveTeach
without looking back at the article. and distribute it to students. Then refer students to the
●
Then have them find each word in the article and language from Now You Can on page 65:
confirm that they chose the correct answer. (biodiversity
and habitat are in the first paragraph under the article Stating your argument Stating your argument
title “The Will to Make a Difference”; extinction and for against
conservation are under the section at the very bottom ●
I’m in favor of ●
I’m opposed to
“What conclusion can we draw . . . ?”; ecosystem is under because . because .
the section “The American Bison” in the first paragraph) ●
I think it’s right to . ●
I think it’s wrong
Call on students to read the sentences in which the words to .
●
I believe it’s a good idea
appear to confirm meaning from context.
to . ●
I’m against .
Extra Reading Comprehension Questions ●
I believe is OK under ●
I feel is morally
some circumstances. wrong.
D RECOGNIZE CAUSE AND EFFECT
Agreeing Disagreeing
I completely agree. ●
That’s true, but .
●
Have students work in pairs to discuss the questions. ●
I couldn’t agree more. ●
That’s one way to look
●
Bring the class together to go over the answers. For item 1, ●
That’s exactly what I at it, but .
bring students’ attention to the introductions to the think. ●
I completely disagree.
four reasons in the second paragraph of “The Passenger ●
You’re so right. ●
On the one hand,
Pigeon”: By the mid-1800s . . . At the same time, . . . In ; but on the other
●
I agree with you on that
addition . . . Making matters worse . . . hand, .
one.
●
Call on two volunteers to read the model exchange
(A, B, A). Then have students look at the words under
NOW YOU CAN Debate the value of animal conservation
Recycle This Language.
●
Give the for group and the against group an opportunity
A FRAME YOUR IDEAS to present their positions and their supporting
arguments. Tell members of the opposing groups to take
teaching time: minutes teaching time: notes on questions they might want to respond to.
●
Write animal conservation on the board. Elicit that the
●
After both groups have presented, allow the against team
term refers to the protection of animal species and their to ask the for team questions and voice disagreement.
habitats. Allow the for team to respond. Then have groups switch
roles and allow the for team to ask questions.
●
In pairs, have students read the pros and cons of animal
conservation.
●
Remind students to remain friendly and polite in their
comments and when voicing disagreement.
●
Then instruct students to choose the strongest and
weakest arguments for each side. They can do this
●
As students work, follow the arguments carefully to
by crossing out arguments that are the weakest, or then be able to decide who has made the strongest case.
numbering the arguments from strongest (1) to Discuss as a class who was stronger.
weakest (5). Encourage pairs to support their points of Graphic Organizer
view with examples.
●
Have pairs add to either list with their own ideas.
B DEBATE ●
Suggested
teaching time:
10–15
minutes
Your actual
teaching time:
Why do animals become endangered?
What are threats to their survival?
●
On the board, write It’s important to protect all species
of animals from extinction. Explain that the class will What can be done to save them?
have a debate and that students will be arguing for and ●
Have students work individually or in pairs to discuss and/
against this statement. or research these questions. They should write at least
two paragraphs. Tell students they can focus on one
●
Divide the class into two teams and instruct students to
specific endangered animal or on more than one animal.
take notes to support their assigned side. Explain that
even if they might not agree with their assigned point
T71 UNIT 6 LESSON 4

C UNDERSTAND MEANING FROM CONTEXT Choose the correct meaning for each word.
1 biodiversity 4 conservation
a the place where animals live a the protection of animals from extinction
b the variety of living things b a danger to animals
c the disappearance of a species c a source of food
2 a habitat 5 an ecosystem
a the food animals eat a a danger to animals
b the place animals live b the protection of a species
c the number of species c a community of living things
3 extinction The passenger pigeon became extinct because (1) there was a
a the protection of a species large-scale commercial enterprise in the mid-1800s supplying
east coast cities with a steady supply of birds; (2) their habitat
b the hunting of a species
and food sources were shrinking as forests were cut down for
c the disappearance of a species farming and construction; (3) approximately 250,000 birds were
killed simply for sport each year; (4) female passenger pigeons
D RECOGNIZE CAUSE AND EFFECT Discuss these questions with a partner. laid only one egg each year. Conservation efforts
were started too late, and thus failed.
DIGITAL
1 What are four reasons the passenger pigeon became extinct? Why did conservation efforts fail?
EXTRA
CHALLENGE 2 Why did settlers hunt the buffalo? How did the buffalo come so close to extinction?
Settlers hunted buffalo often just for sport, but also because they were an obstacle to growing crops and raising cattle. The
buffalo came so close to extinction because entire herds were slaughtered in the 1800s as new settlers moved from the East to
settle in the West.
NOW YOU CAN Debate the value of animal conservation
A FRAME YOUR IDEAS With a partner, read and discuss the arguments for and against animal conservation.
Which arguments are the strongest for each side of the animal conservation debate? Which are the weakest?
For Against
• Human beings have a responsibility to protect all • Extinctions are simply part of the natural process—it’s the
living things. principle of “survival of the fittest.”
• Species should be preserved for future generations. • Environmental protection costs a lot of money. It’s “a
luxury” for countries that have more serious problems.
• Natural parks that protect wildlife are big tourist attractions
that generate jobs and income for local economies. • Millions of species have already become extinct with
no significant impact on the environment—it’s no big deal.
• Species extinction is happening at such a fast rate we’d
be foolish not to act quickly. • Conservation limits land available to farmers, who
really need it for their livelihood.
• For every species lost to extinction, humans miss the chance
to make new discoveries—for example, new medicines. • Do we really need 2,000 species of mice?
• Your own ideas: • Your own ideas:
I don’t see why we should worry about conserving

DIGITAL
SPEAKING B DEBATE Form two groups—one for and one against one type of endangered frog or salamander. There
BOOSTER
this statement: It’s important to protect all species of are many other kinds that are not endangered.
animals from extinction. Take turns presenting and
supporting your views witih reasons and examples. But the extinction of one type of frog
could affect mammals and reptiles that
may depend on that species for food.
OPTIONAL WRITING Write at least two Come to think of it, RECYCLE THIS LANGUAGE
paragraphs about the reasons some animals become you have a point! • amphibians
endangered. Describe the threats to their survival and • birds
what can be done to save them. • fish
• invertebrates
• mammals
• reptiles
71
WRITING Supporting a point of view
WRITING MODEL
Many people questio
n whether it’s
humane to keep anima
To persuade readers to agree with your point of view in an essay: ls in zoos. However,
today’s zoos can pla
y an important role in
• State your point of view in the introduction to your essay. animal conser vation
. They can do this in a
number of ways.
• Then provide examples, facts, or experts’ opinions that
support your point of view. For one thing, studie
s suggest
that animal conser vat
• Another effective technique is to demonstrate the weakness ion research and
obser vation may be con
of opposing arguments. duc ted more
easily in zoos. In that wa
y, new methods
• Summarize your main point in a concluding sentence. for ensuring the sur viv
al of endangered
species might be discov
Use expressions like these to support your point of view. ered. Furthermore,
in her report on conser
vation effort s at
Pay attention to correct punctuation when needed. the Parkland Zoo, bio
logist Ann Fisher
states that zoos can
protec t the young
Support your point of view Offer experts’ opinions of endangered specie
s until they are old
enough to be release
For one thing, [Smith] states that … d into the wild. It can
be argued that all ani
mals should be free
For example, According to [Rivera], … and that it is unethical
to keep any animals
For instance, Studies suggest that … in zoos. However, the
sur vival of these
Furthermore, species in the wild ma
y actually depend on
the results of the scie
ntific studies many
zoos provide.
Refute opposing arguments Conclude your argument In conclusion, I believ
e endangered
It can be argued that … In conclusion, animals should be kep
⎫ support conser vation
t in zoos in order to
[Some people] think … ⎬ However, In summary, effort s. It’s one way
⎭ that we can help ensure
It [may be] true that … To sum up, their sur vival.
B PRACTICE Complete the arguments to support the point of view.
Zoos can play an increasingly important role in animal conservation.

1 (For one thing, / However,) a zoo is a good environment for scientists to
observe the behavior of endangered animals. Information from this research
can be used to ensure their survival. 2 (Many people think / For example,)
animals are simply cooped up in cages at zoos. 3 (Furthermore, / However,)
today’s modern zoos try to imitate their natural habitats by providing healthy
food and lots of space for exercise and play. Without this intervention, many
species would not survive in the wild. 4 (According to / To sum up) Dutch
scientist Frans de Wall, zoos also serve an important educational purpose.
5 (Furthermore, / For example,) by visiting zoos with their families or school
classes, children learn about endangered animals and grow up appreciating the
importance of protecting them. 6 (To sum up, / It may be true that) there are
good reasons for keeping endangered animals in zoos.
DIGITAL
WRITING C APPLY THE WRITING SKILL Write a short essay in which you express your
PROCESS
opinion on the treatment of animals on farms or in research. Use persuasion
to get the reader to agree with your point of view. State your point of view
in the introduction. Support it with examples, facts, or experts’ opinions.
Refute opposing arguments. Conclude by restating your main point.
SELF-CHECK
OPTIONAL WRITING Exchange paragraphs with a partner. Did I state my point of view clearly in the
Do you agree or disagree with your partner’s point of view? Write a introduction?
short response, explaining why. Start like this: I [agree / disagree] Did I provide examples, facts, or experts’
with your argument because … opinions to support my point of view?
Did I discuss opposing arguments?
Did I include a concluding sentence?
72 UNIT 6
WRITING Supporting a point of view
A WRITING SKILL C APPLY THE WRITING SKILL

●
Review that point of view is a particular way of looking at ●
Direct students to the essay in the Writing Model in
a topic. Exercise A and have them reread it. Tell them it will serve
●
Ask a student to read the first sentence of the explanation. as a model to help them write an opinion essay on the
Write persuade and elicit that it means to convince—to treatment of animals.
make someone believe something. Then call on other ●
Call on a student to read the direction line. Write the
students to read the bulleted points. following step-by-step instructions as a student reads
●
Have students read through the expressions individually. them:
●
In pairs, have students read the Writing Model and notice 1. State your point of view in the introduction.
how each highlighted sentence mirrors the bulleted 2. Support it with examples, facts, or experts’ opinions.
points in the explanation: (first bullet: . . . today’s zoos 3. Refute opposing arguments.
can play an important role in animal conservation;
second bullet: For one thing, studies suggest that animal
4. Conclude by restating your main point.
conservation research and observation may be conducted
●
Refer students to the expressions in Exercise A as they
more easily in zoos; . . . biologist Ann Fisher states that write their essays.
zoos can protect the young of endangered species until ●
Circulate and guide students: Do you offer an experts’
they are old enough to be released into the wild; third opinion? How do you introduce it? Do you have an
bullet: It can be argued that all animals should be free and opposing argument? Do you disprove it to make your
that it is unethical to keep any animals in zoos. However, argument stronger? Do you restate your point of view in the
the survival of these species in the wild may actually conclusion?
depend on the results of the scientific studies many zoos ●
provide; fourth bullet: In conclusion, I believe . . . ) walk them through the writing process and peer review.
●
Have students restate the highlighted text in the writing ●
model with different expressions from the chart Book to go over the paragraphs they wrote.
(e.g., For one thing can be replaced with For instance).
Writing Process
B PRACTICE
Suggested 5 Your actual OPTIONAL WRITING [+10–15 minutes]
●
Have students work in pairs and exchange paragraphs.
●
Ask a volunteer to read the expressions and phrases They should each decide if they agree or disagree with
in the reading. Ask Which two expressions introduce the opinion expressed and write a short response. Tell
examples? (for one thing, for example) Which offers an students they should support their opinion with examples.
expert’s opinion? (According to Dutch scientist Frans de
Wall) Which expressions are used to introduce an opposing
argument and disprove it? (Many people think . . .
however) Which concludes the argument? (To sum up)
●
In pairs, have students read the paragraph and circle the
correct answers.
●
Circulate as students work, providing hints as needed. For
example, Which sentence in the paragraph is an opposing
argument? ( . . . animals simply are cooped up in cages).
Which sentence disproves this argument? (today’s modern
zoos try to imitate . . . )
●
Bring the class together and call on volunteers to read the
sentences. Discuss any outstanding queries.
Challenge: [+20–30 minutes] In pairs, have students
compare placement of the opposing argument in the
paragraph compared to where it appears in the Writing
Model in Exercise A. (earlier in Exercise B) Discuss with
students that both variations are possible. You can either
state it early on in a paragraph or essay and build the
argument around that. Or just use it after an argument has
been made to strongly support a point of view.
UNIT 6 WRITING T72

review
Digital Game ●
Refer students to pages 62 and 68, and the reading on
page 70 for the words. For less advanced classes create a
A 3:26 word bank on the board:
Suggested 5–10 Your actual amphibians
beak
●
Have students read the statements before listening to claws
Part 1 of the radio program.
flocks
Go over the answers as a class. After students provide
herd
●
the answer to item 1, ask To whom can these monkeys be

particularly helpful? (people who can’t use their arms or hooves
legs) After students provide the answer to item 2, ask horns
What simple jobs can they do? (serve food, open and close packs
doors, turn lights on and off, retrieve objects)
reptile
LANGUAGE NOTE A quadriplegic is a person who is ●
permanently unable to move any part of his or her body
below the neck; dexterous means skillful and quick when E
using your hands; dignity refers to a person’s value and
importance. teaching time: minutes teaching time:
Challenge: [+5 minutes] Write the word dexterous on

●
Call on volunteers to read the topics and the example
the board and elicit the meaning. Then have students sentence. Ask What is the passive modal? (should be
listen again and write down the information they hear that banned )
Capuchin monkeys do that demonstrates that they are ●
Have students write their sentences and then compare
dexterous. (serve food, open and close doors, turn lights on answers with a partner.
and off, retrieve objects) ●
Bring the class together and have students share their
opinions with the class.
B 3:27
Option: [+5 minutes] Invite volunteers to disagree with
Suggested 5–10 Your actual statements that students make, offering differing opinions.
Tell them to try to use passive modals in these statements
●
Have students read the statements before listening to as well. For example, in response to the model statement, a
Part 2 of the radio program. person can say I disagree. Hunting should be allowed . . .
●
If necessary, explain that autism is a developmental
disorder that impairs the ability to communicate and
interact socially. EXTRAS
●
Go over the answers as a class. Ask volunteers to support
their responses with proof from the listening.
● Workbook
● MyEnglishLab
LANGUAGE NOTE Fondness is affection or liking for
● Online Student Resources (www.english.com/
summit3e)
someone. Capacity is ability to do something.
–Classroom Audio Program
–Extra Practice Activities
– Summit GO App
C –Web Projects
Suggested 5 Your actual ● ActiveTeach
–Assessment
●
Have students do the exercise individually. –Additional Printable Resources
●
In pairs, have students compare answers. If necessary,
refer students to the vocabulary in Exercise A on page 66.
D Reading Speed Calculator
Suggested 5 Your actual –Summit TV Video Program
teaching time: minutes teaching time: Activity Worksheets
Teaching Notes
●
Have students complete the exercise individually. Tell
Video Scripts
them to be careful to use the correct singular or plural
form. Model item 1: Ask What do you call a group of birds?
(a flock) Which form do we need here—singular or plural?
(plural, because there is no a before very large)
T73 UNIT 6 REVIEW

DIGITAL
GAME review
A 3:26 Listen to Part 1 of a radio program. Choose the phrase that best completes each
statement, according to the program.
1 Capuchin monkeys can be .
a used for medical research b loyal friends to humans c trained to help people with disabilities
2 These monkeys are useful to humans because they .
a can do simple jobs b can push a wheelchair c can wash dishes
B 3:27 Now listen to Part 2 and choose the phrase that best completes each statement.
1 Dolphin-assisted therapy had a positive effect on children’s .
a moral or ethical development b speech development c physical development
2 Children respond to dolphins because dolphins are .
a good swimmers b intelligent c playful
3 Many of these children respond better to people after .
a a year of treatment b a few treatments c a few weeks of treatment
C Change the adjective in each statement so it makes sense.

1 A relaxed pet that is good with kids is destructive. gentle/ good-natured
2 A cat that often scratches people with its claws is affectionate. aggressive
3 A pet that is loving and friendly is aggressive. loyal / devoted
4 A dog that damages furniture is playful. destructive
5 An animal that is easy to care for is filthy. low-maintenance
6 A dog that is easily frightened is protective. high strung
7 A pet that is expensive to buy and take care of is good-natured. costly
8 A parrot that has fun holding a ball in its beak is loyal. playful
D Complete each statement with vocabulary from the unit.

1 Passenger pigeons used to fly together in very large flocks .
2 A cat is a mammal, and a frog is an amphibian .
3 Dogs that do not have owners sometimes hang out together in packs .
4 Lions use their teeth and claws to kill their prey.
5 Buffalo have a pair of antlers on their furry heads.
6 An eel is a kind of fish, and a crocodile is a kind of reptile .
7 Dominant male sheep fight with their horns to choose who will be the one in charge
of the herd .
8 Humans have feet, and horses have hooves .
9 A bird may use its beak to protect itself from a predator.
Topics
E Choose four of the topics. Use passive modals to medical research dog fighting pets
state your own opinion about each topic. hunting extinction zoos
Example: Hunting should be banned because it is inhumane.
1
2
3
4
Web Project: Treatment of Animals

73
1 Evaluate ways and places to shop
Advertising and
7
2 Discuss your reactions to ads
3 Discuss problem shopping behavior
Consumers 4 Persuade someone to buy a product
preview
A FRAME YOUR IDEAS Read four examples of shopping behavior and rate them.
FOUR SHOPPING MISTAKES.

READ
ABOUT
Number the mistakes in order of seriousness, from 1 to 4, with 4 being the most serious.
LATER LATER
When I’m feeling blue, it cheers me up to go I may have gone a little overboard this time.
shopping and splurge on a few luxury items. But I just can’t pass up a good sale, even if I
don’t need anything at the moment.
LATER LATER
Everyone’s buying it, so it must be terrific. When I see a famous person I respect
I guess I’ll buy it, too. endorsing a product, then I know it’s good.
B DISCUSSION In your opinion, what causes people to behave in the ways the people in
the pictures do? In what way is their behavior similar? Do you know anyone like these
people? Explain.
74 UNIT 7
UNIT
7 Advertising and Consumers

preview
A FRAME YOUR IDEAS researching if the same item is available cheaper online,
finding out you can’t return an item)
teaching time: minutes teaching time: Option: [+5 minutes] On the board, write online
●
Have a volunteer read the title of the unit. Ask What is shopping and have students brainstorm what mistakes you
a consumer? (someone who buys and uses products might make while shopping online. Ask students Could any
and services) Tell students that the unit will focus on of these mistakes be made while shopping online? Explain.
advertising, shopping, and shopping behavior. (Possible answers: The Internet makes it easy to go online
and shop when you are feeling down—you don’t even need
●
Ask a volunteer to read the title above the pictures. In to leave the house. There are more sales to explore right at
pairs, have students look at the four sets of images. your fingertips and more potential to buy unnecessary items.
Clarify vocabulary as needed. Tell pairs to rate the Online communities may promote a product, or you might
shopping mistakes from least serious to most serious. see adds or reviews on social networking sites—leading you
●
Bring the class together and discuss their numbering. to want to buy items because other people have them. Social
Encourage students to explain why they think different networks might have celebrities endorsing products—so if
mistakes are more or less serious. Vote on the most you follow them online, you will be exposed to them more.)
serious mistake.
LANGUAGE NOTE To feel blue means to be depressed; to

splurge means to spend more money than a person can
afford; luxury items are expensive items that a person
doesn’t necessarily need but may want to have; to go
overboard means to be too eager about something; to
pass up means to not take advantage of an opportunity; to
endorse means to express formal approval of something.
B DISCUSSION
●
groups.
●
As students work, write the second question on the
board:
In what way is their behavior similar?
●
Bring the class together and ask Why does the woman
in the first image buy the clothes? (to feel better) Does
she need them? (probably not) In the second image, why
does the man buy the TV? (because it’s on sale) Does he
need it? (no) In the third image, why is the woman buying
something? (because everyone else is) Does she need the
item? (probably not) In the fourth image, why is the man
buying the car? (because a famous person endorsed it)
Does he need it? (probably not) Elicit from students that
the similar behavior is that none of the people likely need
the item they are purchasing. They are buying the items
to satisfy other needs.
●
Call on volunteers to share personal stories—either about
themselves (if they feel comfortable) or about people they
know. Ask What are other mistakes you can make? (paying
full price for something that later goes on sale, not
UNIT 7 PREVIEW T74

C 4:01 SPOTLIGHT Challenge: [+5 minutes] Divide the class into pairs
and assign each pair several idioms or expressions. Have
teaching time: minutes teaching time: students create short dialogues using the idioms or
expressions correctly.
●
Ask students to look at the photo. Ask a volunteer to read
the inset, “Miracle Method”. Ask Do you think it’s possible
to learn a language while you sleep? Do you think the
E THINK AND EXPLAIN
company will really return your money if you can’t speak Suggested 5–10 Your actual
Spanish by December 31st? Why? Why not?
●
●
In pairs, have students answer the questions, referring to
the Spotlight for support.
●
To check comprehension, ask:
●
What does Aldo regret? (missing the deadline for the
half-price sale he could have gotten to learn Spanish in Option: [+5 minutes] Write these questions on the board
his sleep) for groups to discuss:
Does he believe it works? Why or why not? (Yes, he does, Have you ever wanted to kick yourself for missing a
because there’s a money back guarantee.) sale?
What does Sofia compare learning Spanish to? (learning What do you think of the Miracle Method?
English, which took Aldo a long time) Do you think an alternate way to learn a language is
What does Sofia propose to Aldo? (to teach him Spanish worth a shot?
by meeting for dinner a couple evenings each week) Is there anything you don’t like about traditional
Will Sofia charge Aldo for the lessons? (No, he’ll just make language courses?
her dinner each time.)
Option: [+5 minutes] As a class, brainstorm different SPEAKING Pair work
ways to learn a language. (Possible answers: traditional Suggested 5 Your actual
language classes, immersing oneself in the language in teaching time: minutes teaching time:
the country where the language is spoken, reading in the ●
In pairs, have students study the images of shopping
language, taking classes online, speaking with a person) mistakes on page 74 again. Then have them see if any of
Then ask individual students Which parts of language the situations have similarities to Aldo’s situation.
study do you think are most effective in learning a language:
grammar, vocabulary, listening, reading, or writing? What Option: [+5 minutes] Write gimmick on the board and
other kinds of activities can help you learn? Invite individual review the term from Chapter 3 (a trick or device used to
students to share their preference for learning a foreign attract attention). Ask Do you think a lot of people will be
language. lured to try the Miracle Method? What makes it tempting?
(Possible answer: that you get your money back) Would you
LANGUAGE NOTE In his second line, Aldo says You know try it? How much do you think it costs? Then Introduce the
how much I’ve been wanting to learn Spanish, right? Point term scam (a clever but dishonest way to get money). Ask
out that although traditional grammar books say not to use Have you ever been the victim of a scam? Invite students to
stative verbs in the continuous, they are commonly used in share stories.
spoken English in sentences such as this.
D UNDERSTAND IDIOMS AND EXPRESSIONS

●
expressions in the conversation and think about each in
context. Then have them complete the exercise.
●
and assist as needed. Make sure students realize that
though items 4 and 6 may see similar, they are actually
opposites. Clarify the idioms and expressions as needed.
Ask Can you compare apples and oranges? Why? Why not?
(no, because they are so different) Does Aldo really want
to kick himself? (no) Explain that it’s a way to criticize or
reproach oneself for doing or not doing something.
conversation in pairs, replacing the definitions with the
meanings in the exercise. Then have them role-play it again
using the expressions.
T75 UNIT 7 PREVIEW

C 4:01 SPOTLIGHT Read and listen to a conversation between two colleagues. Aldo = Italian
Sofia = Spanish
Notice the spotlighted language.
Aldo: Oh, no! I could kick myself !

Sofia: About what?
Aldo: You know how much I’ve been wanting to learn Spanish, right? Look at this great system
I could have gotten for half price. Well, until yesterday, that is.
Sofia: Oh, come on. Don’t fall for that. You can’t learn a language while you sleep.
Aldo: I don’t know. They say it’s based on brain science. And it’s risk-free. You get
your money back if you don’t learn. So it must be true.
Sofia: Oh, Aldo. That’s just wishful thinking. Think about how long it
took you to learn English.
Aldo: But you’re comparing apples and oranges. Learning Spanish is
a whole lot easier than learning English for Italian speakers like me.
Sofia: That’s debatable. Not everyone would agree with that.
But whatever. Any new language takes plenty of study and practice.
Aldo: I know. But I hate being forced to learn grammar. In this method I don’t
think you have to.
Sofia: Sorry. There are no two ways about it. Learning a language takes
work … . Tell you what. I’ll teach you Spanish myself! Between now and
the end of the year, we’ll have dinner together a couple of evenings a
week. We’ll converse in Spanish. You’ll learn fast.
Aldo: You really mean it? I’d be willing to pay you
acle Met h od
RIS K
for the lessons.
Sofia: No way. Just make me a nice Italian dinner on
FREE!
M ir
those nights, and we’ll call it even. It’ll be fun! ish HURRY!
Be fluent in Span Ha lf-pric e of fer
Aldo: Dinner? No problem! I’d be making that lis ten
in 6 weeks. Just en ds Novem be
r
anyway… . Sofia, this is really generous of you. while you sleep. 15 th .
Sofia: Well, you’ve done me a bunch of favors at speak
ck if you can’t
work. I figure I owe you one! Your money ba cemb er 31st.
anish
Sp by De
D UNDERSTAND IDIOMS AND EXPRESSIONS Write an expression from Spotlight with a similar
meaning to each sentence below.
1 I’m going to suggest something to you. 5 I regret something I did. I could kick myself.
Tell you what.
6 There’s only one correct opinion about that.
2 You won’t owe me anything. There are no two ways about it.
We’ll call it even. 7 Don’t believe what they say. Don’t fall for that.
3 These two things are completely different. 8 You are hoping that it’s true, but it isn’t.
You’re comparing apples and oranges. That’s just wishful thinking.
4 There is more than one opinion about that. 9 It’s my turn to do something nice for you.
That’s debatable. I owe you one.
E THINK AND EXPLAIN With a partner, answer each question. Support your answers with
specific information from Spotlight.
1 What is it about the ad that makes Aldo want to kick himself? The course was half off until yesterday.
2 What does Sofia think of the Miracle Method? She doesn’t think it works. She said that learning a language takes time.
3 What do you think Aldo hates about traditional language courses? Explain why. He hates learning grammar.
SPEAKING PAIR WORK Discuss whether you think any of the people in the pictures on
page 74 have anything in common with Aldo. Explain your reasons.
Answers will vary but may include the following: Aldo is gullible, similarly to a person who buys a product because a
famous person endorsed it.
75
1
LESSON
GOAL Evaluate ways and places to shop
DIGITAL
STRATEGIES A 4:02 VOCABULARY VERBS FOR SHOPPING ACTIVITIES Read and listen to what the
people are saying. Then listen and repeat.
I’m not looking for

anything in particular. This is the best time
I’m just browsing. to bargain hunt.
browse take one’s time looking at things without bargain hunt look around for things one can
necessarily wanting to buy anything buy cheaply for less than their usual price
comparison shop look at the prices of the same window shop look at things in store windows
or similar items in order to decide which to buy without going inside or intending to buy them
Wow! Here’s the This place is a little

reason to comparison shop pricey. But it doesn’t
before buying! Everyone cost anything to
should shop around before window shop!
making a decision.
B 4:03 LISTEN TO ACTIVATE VOCABULARY Listen to the conversations about shopping.

Infer what the people are doing. Complete each statement with the correct verb phrase.
1 The shoppers are (browsing / bargain hunting).
2 The people are (comparison shopping / window shopping).
3 The men are (window shopping / comparison shopping).
4 The woman is (window shopping / browsing).
76 UNIT 7
LESSON
31 GOAL Evaluate ways and places to shop
A 4:02 VOCABULARY Challenge: [+5 minutes] Write these questions on the

board. Have students take notes while they listen again
teaching time: minutes teaching time: for information to support each answer. Tell students they
should write direct quotes in each case.
●
Give students a few minutes to look at the pictures and
read the definitions of the verbs. Then have students 1. How do we know they’re bargain hunting?
listen. 2. How do we know they’re window shopping?
●
Have students listen again and repeat the words chorally. 3. How do we know they’re comparison shopping?
●
To check comprehension, ask What does browse mean? 4. How do we know they’re just browsing?
(to look around without a plan to buy something) What (1. I’ve heard you can get them really cheap here. 2. They
does bargain hunt mean? (to look for things you can buy want you to go inside and ask. 3. Isn’t this the same shirt
cheaply) What does comparison shop mean? (to look at they were selling for $75 at Larson’s? I’ve been checking to
prices for the same items at different stores) What does see if you can get it for less . . . I’m going to check online,
window shop mean? (to look through a store window, but too . . . No reason to pay an arm and a leg if someone
not enter the store) has it for less. 4. I’m just looking . . . . Are you looking for
Challenge: [+5 minutes] Have students study the anything in particular?)
images in pairs and think of a speech bubble for the other
person in each picture, using the context of the shopping
activity. Tell students they can draw another speech bubble
for that person, or write the text in their notebooks. The
person’s line can be before or after the utterance made in
the existing speech bubble. Then invite pairs to role-play
their exchange. (Possible answers: 1. A: Are you looking for
anything in particular, sir? B: I’m not looking . . . 2. A: This
is the best time . . . B: I know! Look at these ridiculously low
prices 3. A: Wow! Here’s the reason . . . B: That’s incredible.
That’s a big difference in price. 4. A: This place is . . .
B: I know. That’s my favorite kind of shopping!
LANGUAGE NOTE To shop around means to comparison

shop; pricey means expensive.

• Pre-listening: Have students read the items and possible

answers.
• First listening: Pause after each conversation to allow
students time to choose the correct shopping activity.
• Second listening: Have students listen again to check their
answers. Go over the answers as a class.
LANGUAGE NOTE To say something is ancient means

that it is very old; intentional means on purpose; to talk
someone into something means to convince someone
to do something; to pay an arm and a leg means to be
very expensive. Focus on three uses of look in the last
conversation: I’m just looking and I’d just like to look
around both mean browse. To look for means to search for
something specific.
UNIT 7 LESSON 1 T76

C PAIR WORK B 4:05 RHYTHM AND INTONATION
●
Call on a student to read the quote on the side. • Have students repeat chorally. Make sure they:
●
Give students a few minutes to complete the chart. Then use falling intonation for Where would you go . . . ?
have students compare information with a partner. (line 1) and Why don’t you . . . ? (line 9)
use rising intonation for Mortons? (line 5); . . . can’t
●
Bring the class together. Ask Does anyone not do any of they? (line 5)
these shopping activities? stress rock bottom (line 7)
Option: [+5 minutes] Ask Can you do any of these
shopping activities online? (yes: browse, bargain hunt, C NOTEPADDING
comparison shop; window shopping is only in person—
however, you can look at the selection of items on the teaching time: minutes teaching time:
homepage of a shopping website without clicking to get
in to look at more specific items) On the board, write other
●
Ask a volunteer to read the categories and example
shopping activities online. Brainstorm as a class and write answers in the model. Elicit additional examples.
students’ ideas on the board. (Possible answers: make ●
Ask students to fill out the notepad individually. Refer
online purchases, bid at online auction sites, track ongoing them to the Vocabulary in Exercise A on page 76 for
sales, clip coupons / track coupons online, research items four ways to shop. Tell them they can also include
online, read customer reviews) their own ideas.
Option: [+5 minutes] Focus on comparison shopping. ●
Tell students they can list online under the place category
Ask What are different ways to comparison shop? (Possible and give details about what they purchase online and
answers: look at similar items in different stores, search which shopping techniques they use.
online for the best price) Ask Have you ever heard about
stores that match the lowest price on an item? Explain that in D CONVERSATION ACTIVATOR
some stores, if you bring them an ad that shows a particular Suggested 10–15 Your actual
item, for example, a camera, being sold at a different store teaching time: minutes teaching time:
for less, the store you are in will match it. Online research
makes it easy to find rock bottom prices. Conversation Activator Video
●
NOW YOU CAN Evaluate ways and places to shop video player on the ActiveTeach.
●
A 4:04 CONVERSATION SPOTLIGHT use the model in Exercise A, Conversation Spotlight, to
Suggested 5–10 Your actual role-play their own conversation with a partner.
Refer students to the Vocabulary in Exercise A on page 76
for shopping activities.
These conversation strategies are implicit in the model: ●
●
Use Quick question when you want to ask someone strategies. For example, Quick question; That’s good to
something quickly. know.
●
Use I find to introduce something from your experience. ●
Call on a volunteer to read the words in the Recycle This
●
Use That’s good to know to acknowledge good advice. Language box.
●
Use Why don’t you to make a suggestion.
• Have students look at the photo and speculate about the note. Tell students that they should extend or lengthen
two women. Ask Where are they? What are they doing? Do their conversations by following directions in Don’t Stop!
you think their conversation is work related? (See page T5, Activity C, for more details.)
• Have students read and listen to the conversation.
• To check comprehension, ask What does the first woman
want to know? (advice on where to buy furniture) Which
shopping activity does the second woman mention?
(bargain hunting) Is Morton’s usually a good place for
bargain hunting? (no, only when they have a sale) What
is the difference between pricey and rock bottom? (They
mean the opposite: pricey means expensive, rock bottom
means very inexpensive.) What other suggestion does the
first woman make? (to check out Morton’s online)
T77 UNIT 7 LESSON 1

C PAIR WORK First, complete the chart. Then compare information with a partner.
Activity When and why you do this activity

browsing
bargain hunting
window shopping
comparison shopping
NOW YOU CAN Evaluate ways and places to shop

A: Quick question. Where would you go if
you needed some new furniture?
B: Well, I find Morton’s a good place to go bargain
hunting.
A: Morton’s? They can be a little pricey, can’t they?
B: But when their things go on sale their prices are
rock bottom.
A: That’s good to know.
B: Why don’t you check out Morton’s online?
Maybe you’ll get lucky.
B 4:05 RHYTHM AND INTONATION Listen again and repeat.

Then practice the conversation with a partner.
C NOTEPADDING Make a list of four places to shop, the best items

to buy in each place, and the best shopping activities there.
items to buy there ways to shop there

place
handicrafts and gifts bargain hunt
the public market
place items to buy there ways to shop there
1
don’t stop!
DIGITAL
VIDEO • Discuss other places for bargains. RECYCLE THIS LANGUAGE
DIGITAL
SPEAKING
Create a conversation similar to the one • Ask for recommendations for • expensive • a bargain
BOOSTER
in Ex. A, using information from your places to buy other things. • cheap • save money
notepad. Start like this: Quick question. • Suggest shopping together. • affordable • cost an arm
• Say as much as you can. • pricey and a leg
Where … Be sure to change roles and • rock bottom
then partners.
77
2
LESSON
GOAL Discuss your reactions to ads
A 4:06 GRAMMAR SPOTLIGHT Read the interviews. Notice the spotlighted grammar.
What’s the most annoying commercial What’s the funniest ad

or ad you’ve ever seen? you’ve ever seen?
That would be the There’s this one really funny TV

toothpaste ad they keep commercial for a language school. This
playing on my favorite cat sticks its claw into a goldfish bowl.
music station. It’s loud and Suddenly, the goldfish starts barking like
obnoxious, and it totally an angry dog and the terrified cat runs Alex
gets on my nerves. I hate away. The words “It never hurts to know Winston,
Nadia architect
Basri, to be forced to listen to a another language” appear on the screen. Pusan, Sout
h
English te
acher dumb ad over and over. It It just cracks me up every time I see it. I Korea
Amman,
Jordan just drives me crazy. enjoy being entertained like that.
What’s the most interesting What’s the most touching

ad you’ve ever seen? ad you’ve ever seen?
An ad I saw yesterday really blew Actually, there’s a billboard for a tablet

me away. There’s this company that that I see on my way to work. It shows this
produces sports drinks. Their ad elderly woman having a video chat with her
presents actual statistics of how the daughter and brand-new granddaughter.
drink enhances athletic performance. The tablet and the video chat are obviously
It was so convincing I totally forgot it something really new for the grandma.
was an ad! Like most people, I resent I’m not an emotional guy, but this ad just
Theresa
Selden, simply being sold to and really hits me in the heart and chokes me up. I Marcos
advertising appreciate being informed about a know it’s just an ad, but once in a while it medTe ixeira,
ical studen
executive product’s benefits. Ads like that can doesn’t hurt to be reminded about the Fortaleza, t
Minneapolis,
USA really build goodwill for a product. important things in life. Brazil
B UNDERSTAND MEANING FROM CONTEXT Match the expressions with their meaning.
c 1 It blows me away. a It makes me feel like crying.
b 2 It gets on my nerves. b It annoys me.
d 3 It cracks me up. c It amazes me. Remember:
a • Some verbs are followed by
4 It chokes me up. d It makes me want to laugh. gerunds, some by infinitives,
and some by either.
• Certain adjectives are often
followed by infinitives.
C GRAMMAR PASSIVE FORMS OF GERUNDS AND INFINITIVES
DIGITAL
INDUCTIVE
ACTIVITY • Certain expressions are
Use the passive form of a gerund (being + a past participle) or an infinitive followed by gerunds.
(to be + a past participle) to focus on an action instead of on who performed the action. See pages 123–124 for a
complete list.
Gerunds: affirmative and negative Questions
I don’t like being forced to watch commercials. Do you enjoy being entertained by commercials on TV?
Susan hates not being told the truth. Don’t you resent being required to watch ads in movie
theaters?
Infinitives: affirmative and negative Doesn’t your sister want to be called by her first name?
We would like to be called when it goes on sale. Who likes being shown commercials every few minutes?
They were angry not to be told about the meeting. Where do you like being seated in a restaurant?

The passive voice: review and expansion
78 UNIT 7
LESSON
2 GOAL Discuss your reaction to ads
A 4:06 GRAMMAR SPOTLIGHT ●

Write the following sentences from Exercise A, Grammar
Spotlight, on the board:
teaching time: minutes teaching time: 1. I hate to be forced to listen to a dumb ad over and
• To warm up, ask students to look at the photos of the over again.
four people. Call on volunteers to read the names, jobs, 2. I enjoy being entertained.
and cities where they live. Then focus on the questions Ask In sentence 1, do we know who forces? (no) In sentence 2,
posed to each person. Make sure students know that the do we know who entertains? (no) Is the performer of the action
adjective touching means evoking emotion. important? (no)
• Have students listen to the interviews as they read along. ●
Ask a volunteer to read the first explanation. Call
• On the board, write He / She talks about a/an volunteers to the board. Say Underline the infinitive in the
for . To check comprehension, ask What kind of ad first sentence. (to be) Circle the past participle. (forced ) Then
does Nadia Basri talk about? (an annoying commercial say Underline the gerund in the second sentence. (being)
for toothpaste) Alex Winston? (a funny ad for a language Underline the past participle. (entertained ) Reiterate that
school) Theresa Selden? (an interesting ad for a sports these are passive forms of infinitives and gerunds. They
drink) Marcos Teixeira? (an emotional billboard for a tablet) focus on the action, not the performer of the action.
• Have students read and listen to the interviews and notice ●
Call on students to read the example sentences. Write
the passive forms of gerunds and infinitives. a negative sentence on the board to illustrate the
Challenge: [+5–10 minutes] Ask students Do you placement of not after the verb, but before the gerund
think ads and commercials are different in various countries? or infinitive: Susan hates not being told the truth. They
How are / might they be different? How might an ad that is were angry not to be told about the meeting.
annoying, funny, interesting, or touching in one country be ●
Ask a student to read the Remember note. To check
interpreted otherwise in another country? Invite students to understanding, write:
share stories about ads they have seen in other countries The baby wants . . . (hold) all the time. (to be held)
they have visited or online.
Marta appreciates . . . (invite) to the party. (being
LANGUAGE NOTE Clarify that a commercial is an invited)
advertisement you watch on TV or hear on the radio. An ad The patients like . . . (remind) about upcoming
(or advertisement) is a more general term used for all media. appointments. (to be reminded / being reminded)
Obnoxious means unpleasant or annoying. To build goodwill I was happy . . . (give) this opportunity. (to be given)
means to earn favor from customers.
Elicit additional examples, referring students to the pages
A3-A4 in the appendices for lists of verbs followed by
B UNDERSTAND MEANING FROM CONTEXT gerunds, infinitives, or either.
●
Focus on the example questions. Call on volunteers to
teaching time: minutes teaching time: read them. Then pose the last two to various students
and tell them to answer in complete sentences. (Possible
●
Review that to understand meaning from context means
answers: I don’t like being shown commercials every few
to look at the words that come before and after a word
minutes. I like being seated in a corner in a restaurant.)
or sentence that help you understand its meaning. Have
students work individually to find the expressions in the
●
Ask students to read aloud the highlighted target
interview. grammar in Theresa’s and Marcos’s interviews. Write the
sentences on the board:
●
Review as a class. Have volunteers explain the meanings
of the expressions. I resent simply being sold to.
Option: [+5 minutes] Ask students to use the expressions I really appreciate being informed about a product’s
to share similar reactions they have had to different ads. benefits.
You can ask specifically Do any ads get on your nerves like It doesn’t hurt to be reminded about the important
the toothpaste commercial? Choke you up like the billboard things in life.
for the tablet? Crack you up like the ad with the cat clawing Have students identify the sentences with passive gerunds
the fish? Blow you away like the sports drink ad? Which types (the first two sentences) and the sentence with passive
of ads are the most memorable for you? infinitive (the third sentence).
GRAMMAR BOOSTER (Teaching notes p. T136)
C GRAMMAR
Suggested 10–15 Your actual Inductive Grammar Activity
UNIT 7 LESSON 2 T78

D GRAMMAR PRACTICE activity, call on students to read their sentences out loud.
Note: I can’t stand can be followed by either being or to be.
Graphic Organizer
●
Have students underline the verb or adjective that will
precede each passive gerund or infinitive in the sentence. NOW YOU CAN Discuss your reactions to ads
(1. enjoy, don’t want; 2. don’t like, happy; need; 3. love,
annoyed at; 4. would like, expect; 5. want, complain A FRAME YOUR IDEAS
about) Have students look at the verbs and decide which
ones will be followed by passive gerunds, which ones by teaching time: minutes teaching time:
passive infinitives, and which ones by either.
●
Point out the list of types of ads. Ask individual students
●
Direct students to complete the exercise. Encourage them
Which ads do you see most? Do you see any other types of
to try to fill in the blanks on their own without consulting
ads? (Possible answers: social media ads, various forms of
the appendix. Then have students go over the answers
online ads, on the street advertising)
with a partner, referring to the appendix if necessary.
●
Call on volunteers to read the expressions in the first
Option: [+5 minutes] Divide the class into pairs and
column. Then instruct students to fill out the chart
assign each pair one of the conversations. Tell students to
individually. Circulate and assist as needed.
practice reading it. For the items that have more than one
answer, have students read the whole conversation twice.
Bring the class together and have pairs perform for the B DISCUSSION ACTIVATOR
class. Suggested 10 Your actual
Challenge: Have students work in groups to respond to
the various topics the A / B pairs discuss. For example, for Discussion Activator Video.
item 3, students might say Yeah, I hate being forced to wait ●
Divide the class into pairs and have students discuss
in line just for a sale. Then everyone rushes to the items they the information in their chart. Point to the phrases for
want. It’s kind of dangerous, actually. describing how you feel. Refer students to pages A3-A4 in
Extra Grammar Exercises the appendices to confirm which words are followed by
gerunds, infinitives, or both.
PRONUNCIATION
Option: BOOSTER (Teaching notes p. T146)
●
Call on a volunteer to read the model answer. Remind
students to use the simple present if they want to describe
Pronunciation Pair Work what happens in the ads.
●
Encourage students in their pairs to ask each other
E GRAMMAR PRACTICE questions and provide details and examples. The goal is
Suggested 5 Your actual to say as much as you can.
●
• Focus on the example sentence and sample answer. Ask before students do this activity themselves. Ask if the
Who is the performer of the action? (advertisers) Is the students in the video spoke in detail, saying as much
performer necessary to the meaning of the sentence? (No, it’s as they could. Note: You can print the script or you can
understood.) Could a passive infinitive follow the verb? (no) view it on the video player on the ActiveTeach. It is
• Then have students rewrite the sentences individually. recommended that students watch the video first without
Tell them to keep the same gerunds in each sentence, viewing the script.
but put them in the passive. Option: [+5 minutes] On the board, write:
• Bring the class together to go over the answers. Ask Can serious funny witty thought-provoking
any of the sentences be rewritten also with an infinitive?
original simple aggressive short and sweet
(1. I can’t stand to be forced . . . )
Make sure students understand the words. Bring in
Challenge: [+10 minutes] To provide further guided
magazines or direct students to online sites if computers
practice, draw the following chart on the board, or print it
and Internet access are available in the class. In pairs, have
out from the ActiveTeach and distribute it to students.
students find ads that can be described with a word from
A B C the board. Combine pairs into groups of four. Have pairs
show each other the ads and discuss. After each pair has
1. I can’t stand being told _____ looked at both ads, have pairs share and compare opinions
2. I expect to be forced _____ on the ads.
3. I don’t mind treated _____
informed ____
For each item in column A, have pairs choose an item from
column B and then an item from Column C., which they
should complete with their own ideas. Then have pairs write
their sentences on a separate sheet of paper. Tell students
that there isn’t only one correct answer. To finish the
T79 UNIT 7 LESSON 2

D GRAMMAR PRACTICE Complete the conversations with passive gerunds or infinitives.
DIGITAL
MORE
EXERCISES
1 A: I think people enjoy (informed) being informed about new products.
B: True, but I don’t want (treat) to be treated as if I don’t know anything. Advertisers
sometimes make me feel that way.
2 A: I don’t like (show) to be shown / being shown pictures of suffering animals in ads for animal
charities. They’re just too upsetting.
B: I agree. I’m happy (ask) to be asked / being asked to contribute just based on the facts.
I don’t need (show) to be shown pictures.
3 A: This midnight sale is going to be great. Don’t you love (give) to be given / being given
a chance to get everything at half-price?
B: Actually, I’m annoyed at (force) being forced to wait in line all day and
evening just to get in.
4 A: When I read an ad in a magazine, I would like (tell) to be told
the whole truth, not half-truths.
B: I know how you feel. I expect (treat) to be treated with respect.
5 A: Companies want their products (advertise) to be advertised
on TV during prime time—when the most people are watching.
B: Maybe that’s why advertisers complain about (charge) PRONUNCIATION
being charged BOOSTER p. 146
so much for every minute they buy.
They say that’s why the products are so expensive. Vowel sounds /i/ and /ɪ/
E GRAMMAR PRACTICE Rewrite each sentence, using a passive gerund or

infinitive to replace the underlined words. Don’t use a by phrase.
Example: I don’t mind when advertisers inform me about new products. I don’t mind being informed about
1 I can’t stand advertisers’ forcing me to watch ads over and over again. new products.
I can’t stand being forced to watch ads over and over again.
2 I resent one company’s telling me that I shouldn’t buy another
company’s product. I resent being told what I should and shouldn’t buy.
3 We can’t tolerate telemarketers’ calling us while we’re eating dinner. Types of ads
We can’t tolerate being called while we’re eating dinner. • TV commercials
• pop-up ads on websites
• radio ads
NOW YOU CAN Discuss your reactions to ads • magazine or newspaper ads
• billboards on highways and
buildings
• other online ads
A FRAME YOUR IDEAS Complete the chart with ads you are familiar with.
Name or type of product Type of ad

An ad that’s interesting
An ad that cracks me up
An ad that gets on my nerves
An ad that blows me away
An ad that chokes me up
An ad that drives me crazy
DIGITAL Describing how you feel

VIDEO B DISCUSSION ACTIVATOR Describe and compare the ads on
• I like … • I don’t like …
your chart. Use passive forms of gerunds and infinitives.
• I appreciate … • I don’t appreciate …
Say as much as you can. • I love … • I can’t stand …
• I enjoy … • I dislike …
There’s a TV commercial for shampoo
• I hate … • I resent …
that really gets on my nerves. I’m sick of
being forced to watch it over and over! • I prefer … • I miss …
• I need … • I want …
79
3
LESSON
GOAL Discuss problem shopping behavior
A READING WARM-UP Are you a careful shopper? Or do you lack self-control when you shop?
DIGITAL
STRATEGIES B 4:07 READING Read the article. In what ways is compulsive shopping a problem? See page T80 for answers.
COMPULSIVE SHOPPING: An addiction or just something

to get under control?
For some people, shopping is a Research has shown that compulsive shopping, like other addictions, causes the physical effect
favorite pastime and harmless, as of a “high,” when brain chemicals such as endorphins and dopamine are released. This causes the addict to
long as they have the money to feel pleasurable sensations. These sensations make shopping hard to resist, and thus the habit hard to kick.
What are the warning signs of a shopping addiction, or as it is sometimes called, “shopaholism”?
pay for their purchases. For others,
unfortunately, shopping can First, just as alcoholics tend to hide their bottles, Third, shopaholics, like many people, purchase items on
spiral out of control and become shopaholics commonly hide their purchases. impulse. But unlike normal people who sometimes splurge
as serious as other destructive Shopaholics often lie to people in their families and pick up an impulse item like a sweater they don’t need,
about how much money they’ve spent. shopaholics might buy ten.
addictions like alcoholism, drug
abuse, and compulsive gambling. Second, the problem is long-lived, or “chronic,” Fourth, as with any addiction, a problem exists when
meaning that the behavior doesn’t occur just the behavior has obvious consequences: going into debt,
once or twice a year. Rather, it’s a continuous going shopping instead of taking care of family or work
problem that repeats itself over and over. responsibilities, or uncontrollable spending that may deprive
others in the family of money needed for other things.
What can true shopaholics do to get help? For some, self-help and group programs can
be effective. For others, whose addiction results from underlying depression, seeing a
psychotherapist or a physician can help, reducing the need to shop compulsively.
Thankfully, many people are able to splurge or buy things on impulse from time to time
without being addicts. However, if you are concerned you may be a compulsive shopper,
here are some tips that can help.
Shop with a list. It keeps you focused on Avoid sales, coupons, and special
offers.
the things you really need and want. And Spending any money on somethi
ng you don’t
it ensures that you don’t get distracted by need is overspending, even if it’s
a bargain.
impulse items and go overboard, buying Remember: Special offers are a
way for store
a lot of unneeded things. owners to get you into the store.
Follow the “thinking time” rule: Don’t buy

anything new on the spot. Make yourself Always try to be aware
wait a day, a week, or some other amount of your motivations
of time before making a purchase. Or do when you shop. Don’t go
some comparison-shopping. You shopping when you’re
may find you don’t want the item angry or upset. In the
after all, or you may find it at a long run, the problem that
upset you in the first place
much better price.
will still be there.
C UNDERSTAND MEANING FROM CONTEXT Find each of these words and phrases in the
article. With a partner, discuss what they mean and write a sentence using each one. See page T80 for answers.
1 an addiction 4 hard to kick 7 splurge
2 get something under control 5 a shopaholic 8 go overboard
3 a high 6 chronic 9 on the spot
80 UNIT 7
LESSON
3 GOAL Discuss problem shopping behavior
A READING WARM-UP • In pairs, have students scan the article for the specific
words and underline them. Then have them study the
teaching time: minutes teaching time: context to discuss the meanings. Model the first item.
Write an addiction on the board. Then ask a student
• Ask a student to read the questions. Write careful to read what follows in the article. (or just something to
shopper on the board. Elicit qualities of a careful shopper. get under control ) Elicit that an addiction is something
(Possible answers: a shopper that buys only what he or you can’t get under control. The or following the word
she needs, doesn’t spend more than he or she has) Ask addiction indicates that something to get under control
What does it mean to lack self-control? (to not be able to means the opposite. Elicit a sentence using the word.
stop oneself from doing something) Write to lack self- Possible answer: Uncontrolled shopping is considered an
control on the board. Ask Besides shopping, in what other addiction.
areas can a person lack self-control? (Possible answers:
eating, exercising, gambling, studying)
• Have pairs continue in a similar manner. Circulate and
assist as needed.
• Call on volunteers to share their shopping behavior. If
students don’t feel comfortable talking about themselves, LANGUAGE NOTE Write get something under control.
tell them they can talk about someone they know. Then write spiral out of control from the side text. Point
out that these are opposites.
B 4:07 READING
Option: [+5 minutes] To confirm understanding of new
teaching time: minutes teaching time: vocabulary, have students work in pairs to use the words in
sentences or short dialogues.
• Invite students to look at the photo and the title of the
article. Ask What does compulsive mean? (difficult to stop Extra Reading Comprehension Questions
or control) Answers to Exercise C
• As students read and listen, tell them to underline Answers will vary but may include the following:
information in the article that will help them answer 1. an addiction: an activity that causes physical effects
the focus question in the direction line. (In what ways is of a high
compulsive shopping a problem?) Smoking cigarettes is a dangerous addiction.
2. get something under control: to prevent an activity
• Bring the class together. Have volunteers share their
from getting out of hand
answers to the focus question. (Possible responses:
I used to eat too much sugar, but I got my diet under
1. People lie. 2. It is a continuous problem. 3. People
control.
make constant impulse purchases. 4. It can lead to debt
3. a high: when brain chemicals such as endorphins and
and neglect of other responsibilities.)
dopamine are released
Challenge: [+5 minutes] Have students reread the four I get a high when I go running.
tips in the black shaded boxes at the bottom of the article. 4. hard to kick: difficult to stop doing something
Then have students return to the four shopping mistakes Excessive internet use is another habit that is hard
on page 74. Write the following question on the board for to kick.
groups to discuss: How could these tips help people avoid 5. a shopaholic: a person who is addicted to buying
the mistakes in the pictures? (Possible answers: being things
aware of motivations—not shopping when depressed, I am not a shopaholic—I make all my purchases
not buying things just because everyone else has them or responsibly.
because a famous person endorsed an item, avoiding sales 6. chronic: a continuous problem repeating itself over
and buying only items a person needs and can afford) and over
Reading Strategies Daniel has a chronic illness; there is no cure.
7. splurge: buy things on impulse from time to time
Answers to Exercise B
I don’t splurge often, but I just had to get those shoes.
Answers will vary but may include the following:
8. go overboard: to go to an extreme
Compulsive shopping is a problem because it can lead to
The family always goes overboard for birthdays; the
neglect of family, work, and other responsibilities. It can
kids get too many presents.
cause financial ruin. It is an addiction similar to alcohol,
9. on the spot: right away
making it a difficult habit to kick.
I can never make a decision on the spot; I spend a lot
of time thinking about it.
C UNDERSTAND MEANING FROM CONTEXT
• Remind students to read the sentences before and after

each phrase in the article to get a better understanding.
UNIT 7 LESSON 3 T80

D IDENTIFY SUPPORTING DETAILS feel good to splurge, or did you feel guilty? Why do you think
you felt this way?
• Call on volunteers to read the questions.
• Have students work in pairs to find and discuss the OPTIONAL WRITING [+20–30 minutes]
answers. • Have students work in pairs or groups of three to create
• Bring the class together and have students share their brochures. Instruct them to have approximately five
answers. pieces of advice. Direct students to the four shaded
sections in the article on page 80. Explain that they can
Extra Challenge Reading Activity pull ideas from the article as well as write their own
advice. If helpful, direct students to the four shopping
NOW YOU CAN Discuss problem shopping behavior mistakes at the beginning of the unit to elicit other tips
on what to avoid doing.
A FRAME YOUR IDEAS • Circulate and assist as needed. If students need direction,
tell them they can make a list of Dos and Don’ts. For
teaching time: minutes teaching time: example, Do: Comparison shop; Don’t: Go shopping when
you are feeling down.
• Call on volunteers to read the items in the quiz. Clarify
• Have groups exchange brochures. Then bring the class
vocabulary as needed. Then give students a few minutes
together and say Share one interesting piece of advice from
to check the statements that are true for them.
the brochure you read. Do you think this brochure would
• As students work, write on the board: help someone with a shopping problem?
Sounds like trouble may be around the corner.
It’s time to take the bull by the horns . . .
Explain that when something is around the corner it means
that it will happen very soon. To take the bull by the horns
means to face a problem head on.
• Have students score their tests. Don’t press students to
share their scores if they don’t feel comfortable.
LANGUAGE NOTE To kick yourself means to reproach

yourself for doing something. A temptation is a strong
desire to do something even though you know you should
not do it. To resist a temptation means to stop yourself from
doing something. To lose control means to be unable to
stop oneself from doing something. To pass up something
means to not take advantage of an opportunity. To buy
something on the spot means to buy it right away without
stopping to think about it.
B DISCUSSION
• Ask volunteers to read the questions in items 1 and 2.

Have students choose one item and then meet in small
groups with students who have chosen the same item.
Encourage students to refer to the Recycle This Language
box. Tell them they can also look at the related vocabulary
from Exercise C on page 80.
• Encourage everyone in the group to contribute ideas
and respond to one another’s opinions. Have one person
take notes and then present the group’s conclusions
to the class.
Option: [+5 minutes] On the board, write What is the
last item you bought on impulse? Tell students it doesn’t
necessarily have to be a very expensive item. For example,
it can be a coffee from a coffee shop, whereas normally you
make your coffee at home. Or a steak in the supermarket,
whereas normally you buy less expensive meat. Ask Did it
T81 UNIT 7 LESSON 3

D IDENTIFY SUPPORTING DETAILS Answer the questions, providing details from the
article to support your answer.
1 In what ways is compulsive shopping like other addictions? Be specific.
The person can’t stop doing it even if they want to or it’s causing problems in their lives.
2 Why are addictions so hard to overcome? The activity causes the brain to release chemicals that make the
person feel good.
3 What are some consequences of shopaholism? High amounts of debt, marriage problems, anxiety
4 What is one possible cause for compulsive shopping in some people? They are trying to avoid their problems.
DIGITAL
EXTRA
CHALLENGE 5 In what way is going overboard occasionally different from a true shopping addiction?
A true shopping addiction is done more frequently; the amount of items purchased is usually excessive.
NOW YOU CAN Discuss problem shopping behavior
A FRAME YOUR IDEAS Check the statements that are true for you.
What kind TOTAL THE NUMBER OF BOXES
SHOPPER are you?

YOU CHECKED. IF YOUR TOTAL IS:
of
Everyone goes a little overboard shopping from time to time.
Take the survey to determine if your shopping is out of control.
I could sometimes kick myself for how I spend my money.
When I go shopping, I can’t resist the temptation to buy

something—I just can’t come home empty-handed. 0–3 Great! 4–5 Not too bad!
Keep up the good Congratulations for
I feel uncomfortable if I haven’t bought anything in a week. habits! admitting you’re not
perfect!
I go shopping for an item I need, but I lose control and
come home with a lot of things I don’t need.
I spend more than I should in order to get more expensive
designer names and labels.
I can’t pass up a good sale. Even if I don’t need anything,
I just have to indulge myself and buy something.
I sometimes lie to people about how much my purchases cost.

6–7 Uh-oh! 8–9 Red alert!
Sounds like trouble It’s time to take the
I get more pleasure out of spending money than saving money. may be around the bull by the horns
corner! and change some of
the ways you shop
I don’t have the patience to wait a day before buying and spend money.
something. If I want it, I buy it on the spot.

B DISCUSSION Choose one of the topics and meet in small groups
DIGITAL
SPEAKING • That’s debatable.
BOOSTER
with other classmates who have chosen the same topic. Share your • You’re comparing apples and oranges.
conclusions with the class. • There are no two ways about it.
• That’s just wishful thinking.
1 Do you think most people tend to go a little overboard with their
• You really mean it?
shopping? Explain. • Whatever.
2 Do you think people should spend money only on things they need
and never on things they don’t need? Is it OK to buy on impulse sometimes?
OPTIONAL WRITING Write a brochure offering help or advice for

people with problem shopping behavior. Include a list of tips.
81
4
LESSON
GOAL Persuade someone to buy a product
A LISTENING WARM-UP PAIR WORK Read about eight advertising techniques used to
persuade people to buy products. With a partner, discuss the techniques and write the
letter of the example that illustrates each technique.
Examples
8 Eight techniques used by a A professional soccer player

recommends a particular brand
SUCCESSFUL ADVERTISERS of shirts.
b A hotel chain shows a
1
businesswoman in her room, calling
PROVIDE FACTS AND FIGURES d home to talk to her children.
Prove the superiority of a product with
statistics and objective, factual information. c A soft drink manufacturer shows
young people having a great time
2 CONVINCE PEOPLE TO “JUMP ON THE BANDWAGON”

Imply that everyone is using a product, and that
f drinking its product at the beach.
d A car manufacturer states how
others should too, in order to be part of the group. quickly its car can go from 0 to
3
100 kilometers per hour.
PLAY ON PEOPLE’S HIDDEN FEARS h
Imply that a product will protect the user from e A coffee manufacturer shows
some danger or an uncomfortable situation. people dressed in formal attire
drinking its brand of coffee at an
4 PLAY ON PEOPLE’S PATRIOTISM

Imply that buying a product shows love of
g art exhibition.
f A credit card company claims that
one’s country. its card is used by more people
5
than any other card.
PROVIDE “SNOB APPEAL” e
Imply that use of a product makes the g A clothing manufacturer promotes
customer part of an elite group. its clothes by saying they are made
by and for people in this country.
6 ASSOCIATE POSITIVE QUALITIES WITH A PRODUCT

Promote a product with words and ideas
c h An educational toy company
suggests that other children will do
having positive meanings and associations. better in school than yours will if
7
you don’t buy its toy today.
PROVIDE TESTIMONIALS a
Use a famous person or an “average consumer” to
endorse a product so the consumer wants it too.
8 MANIPULATE PEOPLE’S EMOTIONS

Use images to appeal to customers’ feelings,
b
such as love, anger, or sympathy.
B 4:08 VOCABULARY WAYS TO PERSUADE Listen and repeat. Then, based on the endorse
way they are used in Exercise A, write the correct word for each definition. promote
1 personally recommend a product in exchange for payment: endorse imply
prove
2 show that something is definitely true, especially by providing facts,
information, etc.: prove
3 suggest that something is true, without saying or showing it directly: imply
4 make sure people know about a new product in order to persuade them to buy it: promote
82 UNIT 7
LESSON
4 GOAL Persuade someone to buy a product
A LISTENING WARM-UP B 4:08 VOCABULARY

●
Call on a student to read the title of the lesson. Ask What ●
Have students listen to the words and study the
does it mean to persuade someone to buy a product? (to definitions. Then have them listen and repeat the words
urge someone to buy something by giving reasons why chorally.
he or she should do it) With Student Books closed, elicit ●
Instruct students to find the words in the list of
ways consumers can be persuaded to buy a product. Tell techniques. (1. prove, 2. to 5. imply, 6. promote,
students to think of topics discussed in the unit so far. 7. endorse) Then have them complete the exercise.
(Possible answers: make people feel good or emotional ●
when buying a product, interest consumers in some way,
lure consumers with sales or endorsements) Challenge: [+5 minutes] Write the words prove and
imply on the board. Ask Which is more reliable when
●
With Student Books open, have volunteers read the
deciding to make a purchase—something that has been
advertising techniques aloud. Clarify vocabulary as
implied or proven? (proven) Do most techniques prove
needed.
or imply something? (imply) What does this say about
●
Have students complete the exercise individually, thinking advertising? (It’s not completely honest. You can’t believe
carefully about why they chose each answer. everything ads say.)
●
Review as a class. Call on students to say what example
they chose for each technique. To help students explain
their answers, ask:
1. How does the example of the ad prove that the product
is good? (d-by stating how fast the car can reach
100 kilometers per hour)
2. According to the ad, what are most people using? (f-the
company’s credit card)
3. What does the ad make you worry about? (h-your
children not being as successful at school as other
children)
4. Why should people buy these clothes if they care about
their country? (g-because they are made by and for the
people in the country)
5. According to the ad, what do rich people do? (e-drink a
particular brand of coffee)
6. In what way will you be happy if you use the product?
(c-You’ll have a nice time with friends.)
7. What famous person does the ad use? (a-a soccer player)
8. What feeling does the ad bring to your mind? (b-love)
Option: [+5 minutes] Have students collect ads they
see in magazines and newspapers, or bookmark or print
ads they see online. In class, have students analyze which
techniques are being used in each ad and explain how.
Challenge: [+15 minutes] Have students work in pairs to
think up additional examples to illustrate each technique.
Combine pairs into groups of four and have them read
examples and guess which techniques they illustrate.
LANGUAGE NOTE To jump on the band wagon means to do

what other people are doing; snob appeal refers to being
liked by people who think they are better than others;
superiority of a product refers to how a product is better
quality than other similar products.
UNIT 7 LESSON 4 T82

C 4:09 LISTEN TO INFER Group Product Name of Type of Tech- Comments
Suggested 10 Your actual Product ad nique(s)
●
Have students copy the chart, or print it out from the
●
Before students listen, have them say what product
ActiveTeach and distribute it to students. In small groups,
and brand the advertisements are for. (Ad 1: product—
have students decide on a product and complete their
mouthwash, brand—Nice-Mouth; Ad 2: product—
charts. As students create the ads, circulate to offer help
lemonade, brand—Leon’s; Ad 3: product—cars, brand—
as needed. Refer students to the techniques on page 82.
Bernard)
Tell students that if their ad is a text or digital ad, they
●
Point out that more than one technique may be used in should try to draw / write it up the best they can. If it’s a
each ad. radio or TV ad, they should prepare to present it.
●
Model the first item with the class. Have students listen Graphic Organizer
to the first ad and write the advertising technique(s)
used and supporting details. Have students discuss their
B PRESENTATION
choices in pairs.
●
To review as a class, have a volunteer share and support teaching time: minutes teaching time:
his or her answer. (Possible answer: The ad plays on
people’s hidden fears by making them worry about losing
●
Assign each group a number. Tell students they are going
their job or having a bad day because of bad breath. It to use charts to keep track of the ads the various groups
also associates positive qualities with a product.) present. Have them draw a chart following the model on
the board, or you can print it out from the ActiveTeach.
●
Follow the same procedure for the other two ads.
The chart should have a separate row for each group.
Option: [+5 minutes] Ask Do you think any of the three ●
After each ad is presented, give students time to fill in
advertisements were successful? Were you persuaded to buy
their charts, including comments—for example, that the
the product?
ad was funny or interesting.
Listening Strategies ●
Once all the groups have presented, vote on the following
categories. Ask Which group had . . .
D APPLY IDEAS the funniest ad
the most annoying ad
the most persuasive ad
●
In pairs, have students discuss ads they both are familiar
with and the techniques used. Encourage students to the most interesting ad
compare their reactions to the various ads. the most touching ad
●
Then have students share ads and give more opinions. Time permitting, students can explain why they found the
Option: [+5 minutes] Poll the class: Which advertising ads funny, annoying, persuasive, interesting, and touching.
technique usually wins you over? Which one turns you off
immediately? Provide examples: Ads that play on hidden
fears usually win me over. Ads that provide snob appeal never
impress me. I ignore them.
NOW YOU CAN Persuade someone to buy a product
A NOTEPADDING
●
Ask Do any of you work in advertising? Is anyone interested
in working in advertising? Tell students they will test their
advertising skills by trying to persuade someone to buy a
product.
●
To model the activity, draw the following chart on
the board. As a class, plan an ad from one of the ideas
on the list. Decide on a type of product (for example,
shampoo), name (for example, Lavish Locks), and type of
ad (for example, a radio ad). Brainstorm appropriate and
effective ways for persuading people to buy the product
and ideas for an ad using this technique.
T83 UNIT 7 LESSON 4

DIGITAL
STRATEGIES C 4:09 LISTEN TO INFER Listen to each ad. Write Ad 2
two techniques from Exercise A that the advertiser Techniques used
uses in the ad. Then listen again and take notes Provide snob appeal
of what the ad says to support your choice of Provide testimonials
techniques.
Ad 1 Supporting details
Techniques used Person is in a very expensive
Play on people’s hidden fears setting
James Bond is chatting with the person
Provide facts and figures
Ad 3
Techniques used
Supporting details Manipulate people’s feelings
The ad implies that the wife might get Provide snob appeal
fired if she has bad breath
Ninety percent of dentists surveyed

say regular use of the product works. Supporting details
Imply that if you have an ‘old’ car, you’re not successful.
D APPLY IDEAS With a partner, discuss Ad says that only a few people can drive this car.
some ads you know and decide which
techniques they use.
NOW YOU CAN Persuade someone to buy a product
A NOTEPADDING In a group, choose a product and create Ideas

a magazine, newspaper, Internet pop-up, or radio advertisement • a car
for it. Use one or more advertising techniques to persuade your • an airline
• a drink
classmates to buy the product. Make notes.
• a smart phone
• a language school
Plan your ad • a brand of toothpaste
Type of product: • your own idea:
Name of product:
Type of ad:
Technique(s):
B PRESENTATION Present your ad to your class. Show it, read • the funniest ad
it, or act it out. Analyze your classmates’ ads and discuss • the most annoying ad
which techniques were used. As a class, assign awards for • the most persuasive ad
these categories: • the most interesting ad
• the most touching ad
83
WRITING Summarize and paraphrase someone’s point of view
MODEL
A WRITING SKILL Study the rules. The original text: “Fo
r some people,
shopping is a favorite
A summary is a shortened explanation of the main ideas of an article. pastime and
harmless, as long as the
When writing a summary, include only the author’s main points, not your y have the
money to pay for their
purchases.
own reactions or opinions. In your summary, be sure to paraphrase what For others, unfortuna
tely, shopping
the author said, putting the main idea into your own words. can spiral out of contro
l and become
as serious as other des
tructive
Use a variety of reporting verbs to paraphrase the writer’s ideas: addictions like alcoho
lism, drug
abuse, and compulsive
gambling.”
The report argues that … The writer points out that … Your summary and par
aphrase:
Doctors believe that … The journalist reports that … The author points out tha
t shopping
can be harmless for som
Experts explain that … The author concludes that … e but a
serious addiction for oth
ers.
The article states that …
Some other common expressions for reporting another person’s ideas:

According to [Smith], … As [the article explains], …
In [the writer’s] opinion, … From [García’s] point of view, …
B PRACTICE Paraphrase these sentences from the article on page 80. Answers will vary but may include the following:
1 “Research has shown that compulsive shopping, like other addictions, causes
the physical effects of a “high,” when brain chemicals, such as endorphins and
dopamine, are released.”
Compulsive shopping is similar to other addictions because your brain releases chemicals that make you feel good.
2 “For others, unfortunately, shopping can spiral out of control and become as serious as
other destructive addictions like alcoholism, drug abuse, and compulsive gambling.”
For some people, the shopping gets more and more extreme, and more out of their control.
C PRACTICE Reread the paragraphs that begin with First, Second, Third, and Fourth in the
article on page 80. Then, in your own words, state the main idea of each paragraph, using
reporting verbs and expressions suggested in Exercise A Writing Skill. Answers will vary but may include the following:
First the writer points out that a shopaholic often lies about the amount of money spent.
Second the writer points out that compulsive shopping is a chronic behavior.
Third the article states that while many people sometimes splurge and buy a single item on impulse, a
shopaholic will buy many items.
Fourth the article argues that a shopping problem exists when there are negative consequences like going into debt
and neglecting family and work responsibilities.
D APPLY THE WRITING SKILL Write a summary of the article on page 80

DIGITAL
WRITING SELF-CHECK
PROCESS
by combining the main ideas from your notepad. Be sure to paraphrase
Does the summary include only the
what the author says, using your own words. Your summary should be no author’s main ideas?
more than four to six sentences long. Did I paraphrase the author’s ideas?
Was I careful not to include my
OPTIONAL WRITING Write a short article in which you suggest opinion in the summary?
how to avoid compulsive shopping.
84 UNIT 7
WRITING Summarize and paraphrase someone’s point of view
A WRITING SKILL D APPLY THE WRITING SKILL

●
Have a volunteer read the explanation aloud. ●
Refer students to their notes in Exercise C, Practice. Point
●
To check comprehension, ask When summarizing an out that they can use these sentences for the body of the
article, what two things should you focus on? (the main summary.
idea, important supporting details) Should you state your ●
Ask Do we know the name of the author of the article on
opinion in a summary? (no) What are some verbs you can page 80? (no) What is the best way to start the summary?
use to paraphrase the author’s ideas? (Possible answers: (According to the article . . . ) Write student suggestions
state, argue) on the board. Point out that for the first sentence it might
●
Have students read the model. be a good idea to write the name of the article: According
to the article “Compulsive Shopping: An addiction or just
LANGUAGE NOTE Write the following reporting verbs on something to get under control?” . . .
the board: ●
Then ask What four things are being summarized in
argues, believes, explains, states, points out, reports, Exercise C? (warning signs of a shopping addiction) Tell
concludes students they could complete the opening sentence
on the board with . . . describes four signs of a shopping
Elicit when these verbs might be used. For example, argue
addiction.
would be used when the author makes a strong statement
about something. When an author makes a statement, the
●
Then the summary could continue to name the four signs
verbs states, points out, or reports can be used. Explain can as summarized in Exercise C.
be used to make an explanation. Believes can be used to ●
Finally, write The author concludes the article by . . .
state a belief. Concludes would be used to introduce the Ask What does the author provide at the end of the article?
final statement on a topic. (advice on how to deal with shopping addictions) Have
students complete their summary completing the
statement on the board.
B PRACTICE ●
teaching time: minutes teaching time: walk them through the writing process and peer review.
●
●
Have students work individually and paraphrase the
Book to go over the summaries they wrote.
sentences. Circulate and check that students are not
copying the author’s exact words. Then have them Writing Process
●
Bring the class together and go over the answers. Ask OPTIONAL WRITING [+10–15 minutes]
What is the best way to start the paraphrase? (According ●
to the article OR As the article explains) Why? (because we What are some ideas on how to avoid compulsive
don’t know the author’s name) shopping? In stores? Online?
Challenge: [+5 minutes] Write plagiarism on the board. ●
Have students work individually or in pairs to discuss and/
Elicit the meaning. (when you take an idea or words from or research these questions. They should write at least
someone else’s work without saying where it came from two paragraphs. Tell students they can focus on one
and claim that it is your own) Ask What are the consequences specific idea or on more than one idea.
of plagiarism? (you can fail a class or get thrown out
of school, lose your job, destroy your reputation, be
sued, have to pay big fines) Stress the importance of
paraphrasing and citing sources.
C PRACTICE
●
On the board, write Warning signs of a shopping
addiction. Point out that the four middle paragraphs
of the article on page 80 describe warning signs of a
shopping addiction. Tell students that in this exercise they
will summarize the main idea of each paragraph.
●
Have students work individually or in pairs to write the
main idea of each paragraph.
UNIT 7 WRITING T84

review
Digital Game D
Suggested 5–10 Your actual • After students answer the questions individually, have
them share their answers with a partner. Encourage
• Pre-listening: Have students read the idioms and students to ask follow-up questions to find out more
expressions. Review vocabulary as needed. There are no about their partner’s answers.
two ways about it means that there is only one correct • Then bring the class together and call on volunteers to
opinion on the topic; comparing apples and oranges share answers.
means that some things are so different that you can’t
really compare them; I owe you one means it’s my turn to
E
do something nice for you; that’s debatable means there
is more than one opinion about something; don’t fall for
it means not to believe what you hear; I could kick myself
means I regret doing something; tell you what means I’m • To review the meaning of the four verbs in the box, refer
going to suggest something to you. students to Exercise B on page 82.
• First listening: Pause after each statement to allow • Have students read the scenarios and complete each
students time to choose the appropriate response. sentence with the correct verb. Tell students to try to use
• Second listening: Have students listen again and check the correct form of the verb. Point out that only one item
their answers. elicits this unit’s target grammar. (item 1)
• Go over the answers as a class.
• Go over the answers as a class. For each item, ask Which
form do we need? (1. past participle to complete the
Challenge: [+5-10 minutes] Have students create passive gerund, 2. present participle to complete the
scenarios around the alternate expressions in the multiple present continuous form, 3. base form to complete the
choice. Circulate and make sure students understand the infinitive of purpose; simple present form)
expressions correctly.
B
EXTRAS
Workbook
• Have students skim the questions and think about the ●
MyEnglishLab
meaning of the idioms. If necessary, call on volunteers
●
Online Student Resources (www.english.com
to define crack up (make laugh), blow away (to impress /summit3e)
intensely), choke up (to make cry), get on nerves (to
annoy). Alternatively, refer students to Exercise B on – Summit GO App
page 78 for review. – Web Projects
• Ask students to answer the questions and then share ●
ActiveTeach
sentences with a partner. – Assessment
• Go over the answers as a class. Have volunteers read their
sentences out loud and explain their answers.
C Oral Progress Assessment Charts
Suggested 5 Your actual Reading Speed Calculator
teaching time: minutes teaching time: – Summit TV Video Program
• To warm up, have students underline the main verb of Activity Worksheets
each sentence. Tell students to think about whether it will Teaching Notes
be followed by a gerund or infinitive. Hint that none of Video Scripts
the items can take both a gerund or infinitive. If necessary,
refer students to page A4 in the appendix.
• Model the first item. Ask Does recall need a gerund or an
infinitive? (a gerund) What’s the passive gerund of send?
(being sent) Then call on a student to read the complete
sentence out loud.
• Have students complete the exercise individually. Then
ask students to compare answers with a partner.
T85 UNIT 7 REVIEW

DIGITAL
GAME review
A 4:10 Listen to each statement or question. Choose an appropriate response.
1 a There are no two ways about it.
b They’re comparing apples and oranges.
2 a Thanks! I owe you one.
b That’s just wishful thinking.
3 a Don’t worry. We’ll call it even.
b That’s debatable.
4 a Don’t fall for that.
b There are just no two ways about it.
5 a I know. I could kick myself!
b Tell you what.
B On a separate sheet of paper, answer the questions.

1 What always cracks you up about your favorite TV comedy or movie?
2 Whose music blows you away?
3 What songs choke you up?
4 What gets on your nerves about public transportation?
C Complete the statements with passive forms of gerunds or infinitives.

1 I don’t recall being sent any information.
send
2 They want to be given more time for the project.
give
3 She arranged to be taken to the airport.
take
4 I was disappointed to be told the news.
tell
5 He risked being fired from his job.
fire
6 We were delighted to be invited to the wedding.
invite
D On a separate sheet of paper, answer the questions in your own way.

1 What kinds of things do you like to splurge on?
2 Have you ever gone a little overboard when you were shopping? Explain.
3 What can’t you resist the temptation to do? Why?
E Complete each statement with the correct form of one of the verbs.
promote endorse prove imply
1 I’m sure Shiny Teeth toothpaste is the best. After all, it’s being endorsed by
that British actor with the gorgeous teeth. What’s his name again?
2 This month Banana computers is promoting a new laptop. It’s smaller than a
tablet and bigger than a smart phone, but it has full computer functionality.
3 Well, they don’t have the statistics to prove that their shampoo grows
hair, but all the pictures and testimonials imply that it probably will.
Web Project: Advertising Techniques

85
1 Describe family trends
8
2 Discuss parent-teen issues
Family Trends 3
4
Compare generations
Discuss caring for the elderly
preview
A FRAME YOUR IDEAS Fill out the opinion survey of your attitudes about parent-teen relationships.
Check the opinion in each pair that YOU agree with more.
1 Teens should have to help around the house. 5 Parents should always ground teens if they misbehave.
It helps them develop a sense of responsibility. If they can’t go out with their friends, they’ll stop
misbehaving and won’t become troublemakers.
Teens shouldn’t have to help around the house. They
already have enough to do with their schoolwork. Teens who don’t obey the rules should be
given a second chance before being grounded.
2 Parents should buy things that teens
demand in order to “keep the peace.” 6 Parents should control what their teenage
children do on the Internet. It’s their job
Teens shouldn’t always get everything to protect their children from danger.
they ask for. It would be a bad lesson for life.
Teenagers have a right to privacy, and their
parents ought to respect it. What teens do on
3 Parents should set curfews. Teens who the Internet should be off-limits to parents.
stay out late are likely to get in trouble.
Teenagers shouldn’t have curfews. They should

be able to decide what time to come home.
4 Parents should make rules for teen

behavior so teens learn right from wrong.
Teens need to learn by making

their own mistakes.
B PAIR WORK Compare your opinions on the survey with a partner. Support your opinions with reasons.
86 UNIT 8
UNIT
8 Family Trends
preview
A FRAME YOUR IDEAS B PAIR WORK
●
Ask a student to read the title of the unit. Write it on the ●
Ask volunteers to read the example responses. Ask Who
board: Family Trends. Elicit from the class that a trend is agrees with the first statement in the quote on the left? What
a general tendency in the way a situation is changing or age do you think a child should be allowed independence on
developing. the Internet?
●
Have students look at the picture. Ask Who are the family ●
Then have pairs compare opinions. Remind students to
members? (two parents, two children—a girl and a boy) support their opinions.
What are they doing? (enjoying a game of chess) Do you Challenge:]Poll student answers for each pair of opinions.
think this is a typical family? Then determine if the majority of students have similar or
●
Read the direction line. Ask What kind of parent-teen differing opinions about parent-teen relationships.
relationship do you think members of this family have?
(Possible answers: It looks like they probably get along.
The parents probably focus on family time; otherwise,
the kids might be playing on their phones or other
electronics.)
●
Tell students they will read pairs of opinions about parent-
teen relationships and check the one they agree with
more.
LANGUAGE NOTE A sense of responsibility refers to being

aware of what one is supposed to do; help around the house
means to do different chores; keep the peace is an idiom
that means to prevent fighting or other difficulties; a curfew
is the time decided by parents by which a child must be
home or asleep in the evening; to ground means to stop a
child from going out with their friends as a punishment for
doing something wrong; when something is off limits, it
means that someone is not allowed to go there.
Challenge: [+5 minutes]]Have students reread the

statements and then write a “P” next to the statement in
each pair they think their parents would check. Then have
students think about how much they agree or disagree
with their parents. On the board, write Do you think you
have a different attitude about parenting than your
parents have / had? Explain. Invite volunteers to share
their opinions.
UNIT 8 PREVIEW T86

C 4:11 SPOTLIGHT Option: [+10 minutes] Have students role-play the
teaching time: minutes teaching time: meanings from the exercise. Tell them to make necessary
changes. Model the first item: Emma and Max repaired their
●
Ask students to look at the photo. Ask What are these relationship. Then have students role-play it again using the
women doing? (sitting, having coffee and chatting, maybe expressions that are in the original conversation.
on a lunch break)
Challenge: [+5 minutes] Divide the class into pairs
●
Have students read and listen to the conversation. and assign each pair several idioms or expressions. Have
●
To check comprehension, ask What kind of news is Grace students create short dialogues using the idioms or
sharing with Margot? (Emma and Max are back together.) expressions.
Why did Emma and Max start having marriage problems?
(due to money) What happened that caused everything to E THINK AND EXPLAIN
start getting worse? (Max lost his job.) What happened to
the children once the parents started fighting more? (They teaching time: minutes teaching time:
started misbehaving.)
●
In pairs, have students answer the questions, referring to
Option: [+5 minutes] Write the following questions on
Spotlight for support.
the board for students to discuss:
●
Why might it be difficult for a working person to
suddenly become a stay-at-home parent? Option: [+5 minutes] Write gossip on the board. Review
the verb and noun form as explained in the Language
Why do you think tension between parents affects
Note for Exercise D above. Then ask What is the difference
children?
between just talking about someone you know and gossiping
Have students discuss in pairs. Then bring the class about them? Margot says that she feels sort of like a gossip
together and discuss. talking about Max and Emma behind their backs. Do you
think she is gossiping? Why? Why not? (Possible answer:
D UNDERSTAND IDIOMS AND EXPRESSIONS Maybe not, since she isn’t saying anything bad about them;
Suggested 10–15 Your actual however, maybe she is gossiping a little—she is retelling
teaching time: minutes teaching time: private details of their lives.) Then ask students to share
their opinions on gossiping.
●
expressions in Exercise C, Spotlight, and think about each
one in context. Then have students complete the exercise. SPEAKING GROUP WORK
●
Have students compare answers with a partner. Circulate minutes
teaching time: teaching time:
and assist as needed.
●
Ask a volunteer to read the direction line continuing into
LANGUAGE NOTE In addition to the idioms and expressions each bulleted point.
underlined in Exercise D, you might want to clarify the ●
Divide the class into groups and have them share stories.
following words and phrases. To be out of touch means to Remind students to reuse language from Spotlight.
not know what is going on with someone; when a problem
snowballs, it grows bigger at a faster and faster rate—just
as a snowball grows larger and larger as it rolls down a hill,
picking up snow as it goes; an underlying issue is a deeper
problem than the one that is visible on the surface; a gossip
is a person who likes talking about other people’s private
lives—the verb to gossip means to talk about other people’s
private lives.
T87 UNIT 8 PREVIEW

C 4:11 SPOTLIGHT Read and listen to a conversation about relationships. Grace = American English (standard)
Margot = French
Grace: Did you hear the good news? Emma and Max patched things up!
Margot: They got back together? I didn’t even know they’d split up!
Shows you how out of touch I am. What happened?
Grace: Well, from what I understand, first they had a falling out about money,
and then one thing led to another, and the marriage started going downhill.
Margot: What a shame. It’s incredible how little things can snowball… .
You know what, though? There’s usually some bigger underlying
issue when a marriage gets into trouble.
Grace: Actually, I think you’ve hit the nail on the head. Emma’s
been making more money than Max for the last couple of years,
and then about six months ago he lost his job. So they figured it
would be economical for him be a stay-at-home dad. I mean, why
pay a babysitter?
Margot: Makes sense.
Grace: But that’s just about the time things began to fall apart, and
they started arguing about who should make financial decisions.
And then the more they fought, the worse things got. Apparently,
the constant conflict affected the kids’ behavior. They just stopped
obeying family rules and started texting friends and playing on
their phones during dinner—you know what kids do these days…
Margot: You know, I’m feeling sort of like a gossip talking about
them behind their backs. Let’s just be thankful they’re back
together now.
D UNDERSTAND IDIOMS AND EXPRESSIONS Choose the word or phrase with the same meaning.
1 It’s hard to patch things up after a breakup. 5 Anne hit the nail on the head when she figured
a repair a relationship out the underlying problem.
b have financial problems a realized what the real reason was
c get a divorce b became violent
2 I didn’t realize they’d split up. c made a lot of money
a separated 6 A husband and wife should discuss their
b gotten back together problems before things start to fall apart.
c gotten out of touch a get bad
3 Lyn and Ed had a falling out about the children. b get interesting
a argued c get better
b agreed not to talk 7 When you talk about people behind their backs,
c made strict rules you are a gossip.
4 Our relationship started going downhill last year. a so they know what you think about them
a improving b so they don’t know what you say about them
b getting worse c so they’re thankful
c getting back together
E THINK AND EXPLAIN Answer the questions with a partner. Then discuss with the class.
1 What is your opinion of the decision to have Max stay home to care for the kids?
2 Why do you think some couples get back together after breaking up?
SPEAKING GROUP WORK Tell your classmates about a time you or someone you know…
• had a difference of opinion with a parent or child
• had a falling out with a friend, relative, or colleague
Provide specific examples and use language from Spotlight and Preview if possible. 87
1
LESSON
GOAL Describe family trends
A 4:12 GRAMMAR SPOTLIGHT Read the information in the article. Notice the
spotlighted grammar.
Today’s News January 22
FALLING BIRTHRATES
C urrent trends show the size of families is
changing, impacting societies worldwide.
Women are marrying later, and couples are waiting
In addition to the falling birthrate, there is
a rising life expectancy. With people living
longer and longer, families are going to
longer to have children. And the longer couples have to face the challenges posed by an
wait to have children, the fewer children they have. aging population. The longer people live,
the more care they require. Traditionally,
Two key factors that impact family size are the
children have cared for their elderly
education and the employment of women. Studies
parents at home. However, the more the
show that the more education women get,
birthrate falls, the harder the future may
the smaller families they have. Moreover, the
be for the elderly. With fewer children,
longer women stay in school, the better their
families may fi nd it more and more
opportunities for employment. Working women are
difficult to care for their older members.
less likely to marry young and have large families.
B PAIR WORK Discuss the questions. The two key factors

1 According to the article, what factors explain why more couples are having fewer children? are education and
employment of women.
2 Why do you think populations are living longer? What problems can be caused by a
larger elderly population? Answers will vary but may include the following: Populations are living longer due to medical advances.
A larger elderly population can be a problem because societies have to find ways to care for them.
DIGITAL
INDUCTIVE C GRAMMAR REPEATED COMPARATIVES AND DOUBLE COMPARATIVES
ACTIVITY GRAMMAR BOOSTER p. 137
Repeated comparatives
• Making comparisons: review
Use repeated comparatives to describe continuing increases and decreases. and expansion
The birthrate is getting lower and lower. • Other uses of comparatives,
superlatives, and comparisons
By the end of the twentieth century, couples were waiting longer and longer to marry. with as … as
Changes are occurring faster and faster.
Use repeated comparatives with more or less to modify adjectives or adverbs that don’t use
an -er comparative form. When the adjective or adverb is understood, it may be omitted.
It’s becoming more and more difficult to predict life expectancy.
It’s less and less possible to raise birthrates in modern societies.
That’s happening more and more (often) these days.
Use repeated comparatives with more, less, and fewer to compare nouns. When the noun
is understood, it may be omitted.
More and more people are marrying later.
Fewer and fewer (people) are having children before they are thirty.
Be careful!
Double comparatives Don’t use the present or past
Use double comparatives to describe a cause-and-effect process. continuous in either clause
The more education women get, the later they marry. [Women are getting more of a double comparative
statement. Use the simple
education, so they’re marrying later.] present or the simple past
The less children studied, the more slowly they learned. [Children studied less, so tense instead.
they learned more slowly.] The longer couples wait to
have children, the fewer
The older one gets, the harder it can be to find a husband or wife. children they have.
NOT The longer couples are
Note: When be is used in double comparatives, it is sometimes omitted. waiting to have children,
The better the quality of health care (is), the higher the life expectancy (is). the fewer they’re having.
88 UNIT 8
LESSON
1 GOAL Describe family trends
A 4:12 GRAMMAR SPOTLIGHT 2. It’s becoming more and more difficult to predict
life expectancy.
teaching time: minutes teaching time: 3. More and more people are marrying later.
●
Have a volunteer read the title of the article out loud. Ask Which repeated comparison modifies an adjective? (2) an
Then have students look at the photo. Ask What does adverb? (1) a noun? (3) Why does sentence 2 use more and
falling birthrates mean? (Fewer babies are being born.) more? (because difficult can’t take -er) Why does sentence 1
What reasons do you think the article will give for the decline not use the comparative more and more form? (because
in birthrates? fast takes the -er comparative form) Why does More and
●
Have students read and listen to the article and notice the more appear at the beginning of the sentence in sentence 3?
use of comparatives. (because it modifies the noun people)
●
To check comprehension, ask: What reasons does the
●
Have volunteers read the explanation for double
brochure give for falling birthrates? (People are marrying comparatives and the examples aloud. After each
later and waiting longer to have kids.) How does education sentence ask What is the cause? What is the effect?
and employment affect family size? (The more schooling ●
To focus on the form of the double comparative, write on
women get, the better opportunities they have for the board:
employment. Working women marry later and have 1. The more education women get, the later they marry.
smaller families.) What age group is increasing? (the elderly)
Ask What is more in the sentence? (a comparative adjective
What challenges does this pose? (With fewer children, there
that modifies the noun education)
are fewer family members to take care of the elderly.)
What is later in the sentence? (a comparative adverb that
LANGUAGE NOTE The birthrate is the number of people modifies the verb marry)
who are born for every 1,000 people in a particular year in ●
Point out that the comma before the second comparative
a particular place; life expectancy is the length of time that is necessary.
a person is expected to live; elderly is the polite way to refer ●
Focus on the Note at the bottom of the chart. Provide
to people who are old; old is used when talking about the
another example on the board:
age of someone or something (e.g., How old is your son? )
The bigger the house, the more expensive the price
tag. Write on the board:
B PAIR WORK
The bigger the house (is), the more expensive the
price tag (is).
Call on a student to fill in where the form of be would fit in
●
Call on volunteers to read the questions.
the sentence.
●
Divide the class into pairs or small groups and have them ●
Then read the Be careful! note on the side. Explain
discuss the questions. Circulate and assist.
that the present continuous is not used with double
●
Bring the class together and call on volunteers to share comparatives because double comparatives state facts,
their answers to the questions. not ongoing actions. On the board, write:
Challenge: [+5 minutes] Have students work in pairs to Women are getting better jobs because they are
think up additional reasons why more couples are having staying in school longer.
fewer children.
Have students restate the sentence on the board using a
double comparative. (The longer women stay in school,
C GRAMMAR
the better the jobs they get.)
teaching time: minutes teaching time: Challenge: [+5 minutes] On the board, write additional
cause / effect statements for students to rewrite using
●
On the board, write: double comparatives:
People are living longer. Since the price of milk is higher, people are buying less.
People are living longer and longer. (The higher the price of milk, the less people buy.)
Ask What is the difference between the two sentences? (The When a math problem is complex, more students
first sentence indicates that people are living longer than make mistakes.
in the past. The second sentence indicates that people
are living longer today than in the past, and in the future, (The more complex a math problem, the more students
people will live even longer than they are today.) make mistakes.)
●
Have volunteers read the explanation for repeated If you bother me less, I will want to help you more.
comparatives and the examples out loud. (The less you bother me, the more I’ll want to help you.)
●
To check understanding, write the following three Option: GRAMMAR BOOSTER (Teaching Notes page T137)
example sentences on the board:
1. Changes are occurring faster and faster.
UNIT 8 LESSON 1 T88
D NOTICE THE GRAMMAR ●
Have students rewrite the sentences individually. Then
have them compare answers with a partner.
●
Call on volunteers to find an example of a double
H GRAMMAR PRACTICE
comparative in Exercise C, Spotlight, on page 87. Suggested 5 Your actual
Ask What is the cause? What is the effect? (they fought ➝
things got worse) ●
Give students a few minutes to correct the errors. Then go
Extra Grammar Exercises over the answers as a class.
●
Ask Why is the present continuous not correct here?
E 4:13 LISTEN TO ACTIVATE GRAMMAR (because double comparatives state facts, not ongoing
Suggested 5 Your actual actions)
●
First listening: On the board, write the following topics: NOW YOU CAN Describe family trends
education life expectancy marriage age
health care dating time A PAIR WORK
Have students close their books. Instruct students to listen Suggested 5 Your actual
and identify the two topics for each conversation. Point teaching time: minutes teaching time:
out that one of the topics will be used twice. Go over the ●
As a class, brainstorm some ideas on how families are
answers as a class. (1. education and medical / health
changing in your country. Write these on the board.
care, 2. dating time and marriage, 3. education and life
(Possible answers: adult kids moving back home,
expectancy)
unemployment, people living longer)
●
Second listening: With Student Books open, have students ●
In pairs, have students make statements. Remind them
listen and complete the exercise.
to use repeated comparatives and double comparatives.
Write examples on the board for reference:
F GRAMMAR PAIR WORK More and more kids are moving back home to live
Suggested
teaching time:
5
minutes
Your actual
teaching time:
with their parents.
The more expensive a college education, the more
●
Model the first item with the class. Have a volunteer read students rely on loans.
the completed statement out loud.
●
Tell students to pay attention to meaning to complete B SUMMARIZE
each statement logically.
●
Have students complete the exercise individually and then teaching time: minutes teaching time:
compare answers with a partner. ●
Call on a volunteer to read the model. Ask What is the
●
Go over the answers as a class. After each item ask What repeated comparative? (fewer and fewer) What is the double
is the cause? What is the effect? (1. people are older comparative? (the higher the standard of living . . . the
when they marry ➝ they have fewer children; 2. the life healthier the population) For the double comparative ask
expectancy is high ➝ the elderly population is larger; What is the cause? (the higher standard of living) What is
3. people work hard ➝ they are more successful; 4. the the effect? (the population is healthier)
quality of health care is good ➝ the death rate is lower; ●
In pairs, have students write a short paragraph relating
5. a country is developed ➝ life expectancy is lower;
some of the ideas they discussed in Exercise A.
6. women are younger when they have children? they are
more likely to get a higher education)
C DISCUSSION ACTIVATOR
G GRAMMAR PRACTICE teaching time: minutes teaching time:
teaching time: minutes teaching time: Discussion Activator Video
●
Have students look at the exercise. For less advanced
classes, you can elicit What words are used for increasing
●
number? (more and more or adj. + -er and adj. + -er) Which ideas to talk about how changing trends will impact
words are used for decreasing frequency? (fewer and fewer families of the future. Remind them that they should
or less and less) Which words can be used for increasing use repeated and double comparatives. Call on two
speed? (more and more quickly). volunteers to read the model response.
●
before students do this activity themselves. Note: You can
print the script or you can view it on the video player on
the ActiveTeach.
T89 UNIT 8 LESSON 1

DIGITAL
MORE D NOTICE THE GRAMMAR Find a sentence using a double comparative in Spotlight on page 87.
EXERCISES
And then the more they fought, the worse things got.
E 4:13 LISTEN TO ACTIVATE GRAMMAR Listen to three people talking about trends in marriage and family life.
Then listen again and complete each statement, according to what the speaker implies, using double comparatives.
1 The more education mothers get, the better medical care they receive.
2 The longer couples date, the later they marry.
3 The longer children stay in school, the longer their life expectancy.
F GRAMMAR PAIR WORK First complete the statements logically, using the cues and double comparatives.
Then, with a partner, discuss whether you agree or disagree with each statement. Support your opinion.
1 The older people are when they marry, the fewer children they have.
old few
2 The higher the life expectancy, the larger the elderly population is.
high large
3 The harder people work, the more successful they are.
hard successful
4 The better the quality of health care is, the lower the death rate.
good low
5 The less developed the country is, the lower the life expectancy.
developed low
6 The younger women are when they have children, the less likely they are to get
young likely
a higher education.
G GRAMMAR PRACTICE On a separate sheet of paper, rewrite the sentences, using repeated comparative forms.
1 (An increasing number of) couples are having (a decreasing number of) children.
More and more couples are having fewer and fewer children.
2 Divorces are taking place (with decreasing frequency).
There are fewer and fewer divorces.
3 People say that children are growing up (with increasing speed).
Children are growing up faster and faster.
H GRAMMAR PRACTICE Correct the errors in the sentences.

1 The more I’m eating, the later I’m sleeping. The more I eat, the later I sleep.
2 The fewer grammar mistakes I’m making when I speak English, the better I am communicating.
The fewer grammar mistakes I make when I speak English, the better I communicate.
NOW YOU CAN Describe family trends
A PAIR WORK With a partner, take turns making statements with repeated Families have been getting
and double comparatives about the way families are changing in your country. smaller and smaller.
B SUMMARIZE On a separate sheet of paper, write a paragraph developing

one of the statements you made in Exercise A. Add details.
In the last few decades, family size has declined. Fewer

and fewer people are having big families, so their standard
of living is higher. The higher the standard of living is, the
healthier the population will be.
DIGITAL
VIDEO C DISCUSSION ACTIVATOR In small groups, discuss family trends in your
country. Talk about how changing trends will impact the families of the
future. Include the ideas below in your discussion. Say as much as you can.
Ideas It seems like more and more

• birthrate • health • employment opportunities people are having fewer and
• life expectancy • education • generational differences
fewer children. This could be a
problem later because …
• age at marriage • income
89
2
LESSON
GOAL Discuss parent-teen issues
DIGITAL
STRATEGIES A 4:14 VOCABULARY DESCRIBING PARENT AND TEEN BEHAVIOR
Parents can sometimes be …
(too) strict (too) lenient overprotective
They set a lot of restrictions and expect They let their kids have or do anything They worry too much about their kids.
kids to obey rules. they want.
Teenagers can sometimes be …
rebellious spoiled disrespectful
They refuse to obey family rules and just They expect to have or get whatever They are rude and often talk back to adults.
do whatever they want. they want.
B VOCABULARY PRACTICE Complete each statement with one of the adjectives. Use too
with the adjective if that represents your opinion. Answers will vary but may include the following:
1 Parents who always allow their teenage children to stay out late are too lenient .
2 Teenagers who demand that their parents buy everything they ask for are spoiled .
3 When parents never let their children do things because they are afraid they’ll get sick or hurt,
they are being overprotective .
4 If a father tells his teenage son not to get a tattoo and he disobeys and gets one anyway, we say
he is rebellious .
5 Parents who make their teenage children clean their rooms every day are too strict. .
6 Teens who act uninterested in class are disrespectful .
90 UNIT 8
LESSON
2 GOAL Discuss parent-teen issues
A 4:14 VOCABULARY
●
Before students read and listen, have them look at the
pictures and read the captions above the pictures.
●
Have students listen to the words and study the
explanations below the pictures.
●
Then have students listen and repeat the words chorally.
LANGUAGE NOTE If necessary, bring students’ attention to

the too with the adjectives in the first two captions. Review
with students that too means more than is acceptable or
necessary. By saying someone is too strict or too lenient you
are voicing your opinion that it’s more than necessary. Then
focus on the word overprotective. Point out that the prefix
over- means too. Overprotective means too protective.
Kids can refer to children or young people in general or, as
here, can be synonymous with sons and / or daughters. In
this context, kids can refer to sons and / or daughters of any
age. In this particular lesson, the word refers to teenaged
sons and daughters.
To describe a temporary quality, spoiled can be used with
the verb act. For example, He’s acting spoiled. To talk back
means to challenge an authoritative figure verbally. For
example, if a parent tells a child to do something, and the
child responds disrespectfully No, you do it.
Option: [+5 minutes] In small groups, have students

share specific examples of occasions when they or someone
they know was disrespectful, rebellious, or acted spoiled
as a child. Have them also use specific examples to explain
why or how their parents were or were not strict, lenient,
or overprotective. Then bring the class together and have
volunteers share some of their stories.
B VOCABULARY PRACTICE
●
Have students complete the exercise individually.
●
Option: [+5 minutes] If students have used the intensifier
too in their sentences, ask them to explain why.
think up several scenarios using the statements in the
book as models. Then exchange with a partner and have
students choose the adjective the scenario describes.
UNIT 8 LESSON 2 T90

C 4:15 LISTEN TO ACTIVATE VOCABULARY
●
First listening: With Student Books closed, play the ●
conversations.
use falling intonation for What do you think parents
●
Second listening: Have students listen again and use should do if their teenage kids start smoking? and Why’s
adjectives from the target vocabulary to complete the that?
statements. Reminds students to use too when necessary. use emphatic stress for can in . . . there’s not much they
●
Go over the answers as a class. can do and But they can ground them.
pause slightly after I’m sorry to say and I suppose.
LANGUAGE NOTE To set limits means to have specific rules stress up in shape up.
that have to be followed; no ifs, ands, or buts about it is an ●
Then have students practice the conversation with a
expression that means there is no negotiation on a matter.
partner.
D MAKE PERSONAL COMPARISONS C CONVERSATION ACTIVATOR

●
Address the question to the class. Call on volunteers to Conversation Activator Video
share some personal comparisons.
●
E PROVIDE EXAMPLES video player on the ActiveTeach.
●
In pairs, have students discuss in detail people who role-play their own conversation with a partner.
exhibit the various behaviors. If students don’t know a ●
On the board, write What do you think parents should
specific person, they can refer to a movie or TV character do if. . . ? Tell students to choose their own topic. Ask
with these traits. a volunteer to read the Examples of bad behavior box.
●
Circulate and encourage students to provide details. Encourage students to think up their own example.
●
Reinforce the use of the spotlighted conversation strategies.
NOW YOU CAN Discuss parent-teen issues Refer students to language from Preview on page 86.

A 4:16 CONVERSATION SPOTLIGHT conversations, bring their attention to the Don’t Stop!
Suggested 5–10 Your actual note. Tell students that they should extend or lengthen
●
Use I’m sorry to say to introduce unwelcome Conversation Activator: Speaking Booster
information.
●
Use Why’s that? to inquire why something is true.
D DISCUSSION
●
Use I suppose to indicate hesitant or partial agreement.
●
Use But to introduce a dissenting opinion. teaching time: minutes teaching time:
●
Have students look at the photo. Ask Do you think these
●
Give students a few minutes to write one piece of advice
two women are of the same generation? What do you think for parents and one piece of advice for teenagers.
their relationship is? (Possible answers: co-workers, friends, ●
Call on volunteers and write the ideas on the board:
mother and daughter) What might they be talking about?
●
Advice for Parents Advice for Teenagers
●
To check comprehension, ask What are the women
discussing? (what parents should do if their kids start
smoking) Do they have similar opinions? (no) What is the
first woman’s view? (She thinks kids should be grounded Option: [+5 minutes] Ask students Do you think it’s more
if they don’t shape up.) What’s the other woman’s view? difficult being a parent or a teenager? Have pairs discuss,
(There isn’t much parents can do.) referring to the advice on the board.
●
Have students listen to the phrases listed to the right of
the conversation.
LANGUAGE NOTE Shape up means improve your behavior.
T91 UNIT 8 LESSON 2

C 4:15 LISTEN TO ACTIVATE VOCABULARY Listen to the conversations about
parent and teen behavior. Then listen again and determine which adjective from the
Vocabulary best completes each statement.
1 She thinks he’s too strict . 4 He’s angry because she’s being disrespectful .
2 She thinks he’s acting spoiled . 5 He thinks she’s overprotective .
3 He thinks she’s too lenient . 6 She criticizes him for being rebellious .
D MAKE PERSONAL COMPARISONS Are you or anyone you know like any of the speakers in the
conversations in Exercise C? Explain.
E PROVIDE EXAMPLES With a partner, describe people you know who exhibit the following kinds of
behavior. Explain, providing real details.
1 a parent who is too strict 4 a teenager who is rebellious
2 a parent who is too lenient 5 a teenager who is spoiled
3 a parent who is overprotective 6 a teenager who is disrespectful
NOW YOU CAN Discuss parent-teen issues

A: What do you think
parents should do if 4:18
their teenage kids
I’m sorry to say
start smoking? I hate to say it, but
B: Well, I’m sorry to say To tell you the truth,
there’s not much they Unfortunately,
can do. The sad fact is
A: Why’s that?
B: Well, teenagers are out of the house
most of the day, so parents can’t
control everything they do.
A: I suppose. But they can ground
them if they don’t shape up.

Listen again and repeat. Then practice
the conversation with a partner.
DIGITAL
VIDEO C CONVERSATION ACTIVATOR
DIGITAL Create a similar conversation. Use the
SPEAKING
BOOSTER
Vocabulary, examples of bad behavior
don’t stop! Examples of bad behavior
• Give examples of your • acting up at school
from the list, and language from Preview own experiences. • staying out late without permission
on page 86. Start like this: What do you • Discuss other • being rude or disrespectful
think parents [or teenagers] should do parent-teen issues. • becoming a troublemaker
if…? Be sure to change roles and then • Say as much as you can. • another example:
partners.
D DISCUSSION If you could give parents

one piece of advice, what would it be?
If you could give teenagers one piece
of advice, what would it be? Provide
reasons.
91
3
LESSON
GOAL Compare generations
A
DIGITAL
STRATEGIES 4:19 LISTENING WARM-UP WORD STUDY TRANSFORMING VERBS AND ADJECTIVES INTO NOUNS
Listen and repeat.
Noun Suffixes Nouns Noun Suffixes Nouns

expect ➞ expectation fair ➞ fairness
-ation
explain ➞ explanation rebellious ➞ rebelliousness
-tion -ness
frustrate ➞ frustration selfish ➞ selfishness
-ssion
permit ➞ permission strict ➞ strictness
develop ➞ development generous ➞ generosity
-ment mature ➞ maturity
involve ➞ involvement
-ity mobile ➞ mobility
courteous ➞ courtesy secure ➞ security
-y
difficult ➞ difficulty productive ➞ productivity
responsible ➞ responsibility important ➞ importance
reliable ➞ reliability significant ➞ significance
-ance
-ility capable ➞ capability independent ➞ independence
-ence
dependable ➞ dependability lenient ➞ lenience
disabled ➞ disability obedient ➞ obedience
B WORD STUDY PRACTICE Circle all the words that are nouns.
Check a dictionary if you are not sure about the meaning of a word. PRONUNCIATION
BOOSTER p. 147
1 dependency depend dependence dependent Stress placement: prefixes
2 confidence confident confide confidently and suffixes
3 consider consideration considerate considerately

4 different difference differentiate differentiation
5 attraction attract attractive attractiveness
6 impatient impatience impatiently
7 unfair unfairness unfairly
8 closeness close closely
9 happily happy happiness
DIGITAL
STRATEGIES C 4:20 LISTEN FOR SUPPORTING INFORMATION
Listen to Part 1 of a man’s description of the
generation gap in his family. Then answer the questions.
1 How did Rimas grow up differently from his parents?
He lived with his parents. His parents lived with extended families.
2 Why does Rimas’s father think teenagers nowadays
have more problems than when he was growing up?
Because they don’t have so many family members
involved in their lives.
D 4:21 LISTEN FOR DETAILS Listen to Part 1
again. Then complete each statement.
1 Rimas grew up in a city , but his
parents grew up in a village .
2 Rimas’s extended family includes seven
aunts and uncles on his mother’s side.
3 When Rimas’s mother was growing
up, every evening she ate dinner
with her family .
However, when Rimas and his sister
were kids, they sometimes had to eat Rimas Vilkas
alone .
Vilnius, Lithuania
92 UNIT 8
LESSON
3 GOAL Compare generations
A 4:19 LISTENING WARM-UP ●

Have students compare answers with a partner and use a
dictionary to confirm their answers and check meanings.
teaching time: minutes teaching time: Circulate and assist as needed.
●
Have students close their books. Write responsible on
the board. Elicit the part of speech (adjective) and
C 4:20 LISTEN FOR SUPPORTING
an example sentence. (Possible answer: Michael is INFORMATION
a responsible student.) Ask What is the noun form of Suggested 10–15 Your actual
responsible? Erase -le and add the ending -ility. You may
want to do this with a few other words such as generous, ●
Write generation gap on the board. Elicit from the class
mature, and important. (generosity, maturity, importance) that this refers to the differences, as well as the lack of
●
With Student Books open, tell students to listen to the understanding, between older people and younger
words and study the transformations. Then have them people. Tell students they will hear about the generation
listen and repeat the words chorally. gap in one family in Lithuania.
●
Point out that the charts contain examples of both verbs
●
Pre-listening: Direct students’ attention to the photo
and adjectives that can be transformed into nouns. Have of Vilnius, the capital of Lithuania. Elicit from the class
students identify the verbs and the adjectives (the first what they know about Lithuania. (Possible answers: It is
two sections have verbs—from expect to involve; the in Eastern Europe, near Poland. It was part of the Soviet
remaining sections have adjectives). Union for many years.) If there is a world map in the class,
ask a volunteer to locate Lithuania and its capital Vilnius.
●
In pairs, have students find and underline all the words
that underwent spelling changes when they were
●
Have a volunteer read the questions out loud.
transformed into nouns. Go over the answers as a ●
First listening: Have students listen and take notes of the
class. (explanation, frustration, permission, courtesy, answers to the questions.
responsibility, reliability, capability, dependability, ●
Second listening: Ask students to listen again and fill in
disability, generosity, maturity, mobility, security, more information to answer the questions.
productivity, importance, significance, independence,
lenience, obedience)
●
●
Have students look up words they don’t know in the LANGUAGE NOTE A person’s immediate family consists of
dictionary. Then have students share the words and parents, children, brothers, and sisters. A person’s extended
definitions with the class. family includes grandparents, aunts, uncles, and cousins.
LANGUAGE NOTE Point out that most words do not follow Listening Strategies
set rules for the formation of nouns; they just have to be
learned.
Option: [+5 minutes] Ask students to find the words D 4:21 LISTEN FOR DETAILS
in the chart that have internal spelling changes when in a Suggested 5–10 Your actual
different part of speech. For example: teaching time: minutes teaching time:
explain (v) ➝ explanation (n), drop the i ●

Have students read the statements to themselves and see
permit (v) ➝ permission (n), drop the t if they can fill in any of the answers.
courtesy (n) ➝ courteous (adj)
●
Then have students listen and complete the statements
individually. Hint to students that item 2 is eliciting a
PRONUNCIATION
number.
Option: BOOSTER (Teaching Notes p. T147)
Have students transform the words into nouns and then
Pronunciation Pair Work use them to complete the statements below:
Vocabulary Building Strategies To confirm their answers, have students listen to Part 1
again. To check for correct noun forms, tell students to refer
to Exercises A and B. (1. expectation, 2. involvement, 3.
B WORD STUDY PRACTICE closeness, 4. Rebelliousness / disobedience)
●
Hint that there can be more than one noun for each item.
●
Model the first item for the class. Have a volunteer explain
the answer. (The nouns dependency and dependence end
in common endings for nouns: -y and -ence. Dependent is
both a noun and an adjective.)
UNIT 8 LESSON 3 T92

E 4:22 LISTEN
TO COMPARE AND B DISCUSSION
CONTRAST Suggested 5 Your actual
Ask volunteers to read the discussion questions out loud.
●
Pre-listening: Ask student to read the list of topics. Have Divide the class into small groups to discuss. Have students
●
students predict how the two generations might perceive write a list of ideas describing the next generation.
the various issues differently. (Possible answers: Rimas’s ●
Bring the class together and call on volunteers to share
generation probably moves around more than the
ideas.
parents’ generation did. Rimas’s generation probably has
kids later, like elsewhere around the world.) Option: [+5 minutes] Ask students to discuss what they
dislike most about their parents’ generation. Have them
●
First listening: Have students listen and complete the
discuss whether or not this will influence / has influenced
chart in note form.
how they raise / raised their own children. Then write on
●
Second listening: Have students listen again to confirm the board What does your parents’ generation dislike
their answers. most about your generation? Circulate as students
●
Have students compare answers in pairs. Then bring the discuss. Time permitting, bring the class together to share
class together. Have students use their notes to describe ideas.
the differences between the generations. Challenge: [+5 minutes] If the topic of technology has
Option: [+5 minutes] On the board, write generation not come up yet, write Technological Generation Gap.
gap. Have students look at the chart of differences in Have students discuss if they have witnessed this in their
Rimas’s family. Ask In your opinion, which generation’s life is families. Ask What is the difference between a generation that
better—Rimas’s parents’ who grew up in a tight-knit family or was born with technology all around them and a generation
Rimas’s that has had more opportunities to explore the world? that is just learning about technology?
Encourage students to discuss plusses and minuses to each
generation’s situation. Then bring the class together and OPTIONAL WRITING [+20–30 minutes]
discuss. Have students choose one of the questions they discussed
●
in Exercise B, Discussion, and summarize their ideas.

F RELATE TO PERSONAL EXPERIENCE Peer review: Students can read each other’s summaries
●
Suggested 5 Your actual and offer feedback.

●
To prepare for discussion give students a few minutes
to read the questions. Clarify topics if necessary. Invite
students to share other topics (e.g., technology).
●
Divide the class into small groups and have students
discuss the questions.
●
Bring the class together. Ask Whose life is similar to
Rimas’s? Rimas’s parents’? Then ask Do your parents worry
about you? If you have children, do you worry about your
children?
NOW YOU CAN Compare generations
A NOTEPADDING
●
Have students write their ideas on the notepads
individually.
●
In pairs, have students discuss the differences between
their generation and their parents’ generation.
●
Bring the class together and ask individual students Is
there a generation gap in your family?
T93 UNIT 8 LESSON 3

E 4:22 LISTEN TO COMPARE AND CONTRAST Now listen to Part 2. Then listen again and complete the
chart by describing the differences between the two generations. Compare charts with a partner.
How are they different?
Rimas’s parents’ generation Rimas’s generation

career choices Limited choices Many more choices
mobility no mobility a lot of mobility
influences from other cultures there wasn’t much there’s a lot
age at marriage and childbearing young older
work experience one job for entire life several jobs

closeness of family families were very close families not as close
F RELATE TO PERSONAL EXPERIENCE Discuss the questions.

1 Rimas’s parents worry about him and their own future. From your experience, why do you think
parents worry about their children and the future?
2 In what ways is the Vilkas family’s story story similar to or different from yours?
NOW YOU CAN Compare generations
A NOTEPADDING Compare your parents’ generation with your generation. Write your
ideas. Discuss them with a partner.
My parents’ generation My generation

music
style of clothes
hairstyles / facial hair
attitude toward elders
family responsibility
language (idioms, slang)
marriage and childbearing
values and beliefs
use of technology
other:
B DISCUSSION Discuss these questions with your classmates.

Use information from your notepads for examples.
1 In what ways is your generation the most different from your
parents’ generation? What do you like best or respect the most
about your parents’ generation?
2 What contributions do you think your generation will make
to the next generation? How do you think the next generation
will differ from yours?
OPTIONAL WRITING Summarize your discussion in writing.
93
4
LESSON
GOAL Discuss caring for the elderly
A READING WARM-UP In your country, how are older family members traditionally cared for?
DIGITAL
STRATEGIES B 4:23 READING Read the report on the increase in the global population of older
people. What will some consequences of this demographic shift be? See page T94 for answers.
ELEANOR HARRIS (left)

WORLDWIDE GROWTH OF lived on her own until last
year, when her daughter
AGING POPULATIONS found her in the kitchen
cooking what she thought
T
was soup, but which
he world is facing a huge demographic shift without precedent.
was actually just a pot of
For the first time in history, we soon will have more elderly people
boiling water. It became
than children, and more extremely old people than ever before. As the
obvious that she could no
population of older people gets larger and larger, key questions arise: longer take care of herself.
will aging be accompanied by a longer period of good health, social She is now living in a group
engagement, and productivity, or will it be associated with more home for elderly people.
illness, disability, and dependency?
What we do know is that the more elderly people there are in many of the oldest-old lose their ability to live independently,
the population, the more cases of age-related diseases such as heart and many require some form of long-term care, which can
disease, stroke, diabetes, and cancer there will be. Societies will have include nursing homes, assisted living facilities, in-home care,
to find ways to address this growing need. And the older people and specialized hospitals.
get, the higher the prevalence of dementia, especially Alzheimer’s The significant costs associated with providing this support
disease; an estimated 25–30 percent of people aged 85 or older may need to be borne by families and society. And as fewer
have dementia and lose their ability to remember, have difficulty and fewer adult children are able or want to stay home to care
reasoning, and undergo some personality changes. for older relatives, the shift to institutional care for elders will
Unless new and more effective ways to treat or represent an immense social change, especially in those cultures
prevent Alzheimer’s disease are found, cases where older generations have traditionally lived with younger
are expected to rise dramatically with the ones. And the more residents of developing countries seek jobs in
increased aging of the population worldwide. cities or other areas far from where they grew up, the less access
And because most dementia patients to informal family care their older relatives back home will have.
eventually need constant care and help with
the most basic activities of daily living, more YOUNGER AND OLDER PEOPLE AS A PERCENT
institutions will need to be built for their OF WORLDWIDE POPULATION BY DECADE
care, more medications provided for their
treatment, and more caregivers trained to aid
them in their daily life. 20%
AGE <5
What are some of the other social and
15%
economic consequences of this demographic
shift? Even if they don’t have dementia, 10%
AGE >65
SALVADOR DUARTE is in rehabilitation to learn 5%
to walk after a stroke. In the coming decades
more and more elderly patients like Mr. Duarte 0%
will require costly rehabilitation. 1950 1960 1970 1980 1990 2000 2010 2 020 2030 2040 2050
C SUMMARIZE In your own words, summarize the changes described in the article. See page T94 for answers.
D UNDERSTAND MEANING FROM CONTEXT Paraphrase the statements, based on your

understanding of the underlined words and phrases. Answers will vary but may include the following:
1 The world is facing a huge demographic shift. The relative percentage of people in different generations is changing.
2 These changes are without precedent. Nothing like this has ever happened before.
3 We soon will have more elderly people than children. Soon there will be more seniors than children.
4 And the older people get, the higher the prevalence of dementia. And the older people get, the more widespread
dementia will become.
5 Many of the oldest of the elderly population lose their ability to live independently. Many of the very old lose their
ability to live by themselves.
6 Many require some form of long-term care. Many require some type of care—either at home or in a
care facility—over an extended period of time.
7 Institutional care for the elderly will represent an immense social change. Care for the elderly in nursing homes,
assisted living facilities, or specialized
94 UNIT 8 hospitals will bring about a major social
change.
LESSON
4 GOAL Discuss caring for the elderly
A READING WARM-UP Challenge: [+5 minutes] To review the unit’s target

grammar, invite students to find examples of double and
teaching time: minutes teaching time: repeated comparatives in this article. (paragraph 1: As
the population of older people gets larger and larger;
●
Ask a volunteer to read the question (In your country, paragraph 2: the more elderly people there are in the
how are older family members traditionally cared for?). population, the more cases of age-related diseases; last
●
On the board, write What do you think are the best paragraph: And as fewer and fewer adult children are able
ways for older family members to be cared for? or want to stay home)
(Possible answers: It would be best for an elderly person
Reading Strategies
to stay on his or her own, either cared for by a family
member or hired help, depending on resources.)
C SUMMARIZE
B 4:23 READING
Suggested 5–10 Your actual teaching time: minutes teaching time:
●
Have students work in pairs to summarize the
●
On the board, write demographic shift. Elicit the
consequences of the demographic change discussed in
meaning. (a change in population structure) If students
the article. Tell them they can refer to the notes the class
don’t know the meaning, bring their attention to the
took on the board in Exercise A when answering the focus
chart at the bottom of the article. Ask What does the chart
question.
show? (how population is changing) How is population
changing? (more and more older people) Explain that the
●
On the board, write The article “Worldwide Growth of
chart illustrates a demographic shift. Tell students to find Aging Populations” discusses . . . to help students start
(approximately) the current year on the chart. Ask What off their summary. Remind students to use their own
are expectations for the future? (more and more older words and not include their own opinions.
people and fewer and fewer younger people) (Possible answers: As people are living longer, the larger
number of elderly people is bringing about various societal
●
Call on a volunteer to read the title of the article. Then ask
changes. There is a higher need to care for people with
other students to read the captions to the photos.
age-related disease such as heart disease, stroke, diabetes,
●
Then have students read and listen. Tell them to underline and cancer. As elderly people cannot care for themselves,
information in the article that will help them answer long-term care options must be made available.)
the focus question in the direction line (What will some
Option: [+10–15 minutes] On the board, write How do
consequences of this demographic shift be?).
you think this demographic shift will affect the future
●
In pairs, have students discuss the focus question. of society? Tell students to write a separate paragraph
●
On the board, write Consequences of the Demographic to share their opinions. Explain that, unlike the summary
Shift. Call on students to write the answers on the board. where students just stated what they read, here they can
(Possible answers: an increase in age-related diseases such write their opinions.
as heart disease, stroke, diabetes, and cancer; a need for Extra Reading Comprehension Exercises
more medical facilities to address more illnesses; a higher
prevalence of dementia, especially Alzheimer’s; a need
for treating or preventing dementia and having facilities to
D UNDERSTAND MEANING FROM CONTEXT
care for these people; a need for long-term facilities for the
elderly who have lost their ability to live independently; a rise teaching time: minutes teaching time:
in costs to run those facilities)
●
As a class, look at the various answers on the board. Ask
●
Review that to understand meaning from context means
What are the economic consequences to the demographic to look at the words that come just before and after a
shift? (medical facilities, treatment, research, long-term word or sentence that help you understand its meaning.
care facilities) In pairs, have students find and underline the words and
phrases in the reading that help them understand the
●
Leave the information on the board for students to refer words and phrases in Exercise D.
to in Exercise C.
●
Model the first item. Ask What sentence follows the one
Option: [+5 minutes] Have students look at the that mentions demographic shift? (For the first time in
information on the board. Ask What does all this information history, we soon will have more elderly people than
translate to for young working members of society? (many children, and more extremely old people than ever
job opportunities) Tell students to name different job before.) Ask What tells us the meaning of demographic
opportunities. (Possible answers: health care—doctors, shift? (there being more elderly people than children than
nurses, administrative; research and science; health ever before—there being a change in population)
insurance)
●
Have students continue in pairs in the same manner. Then
bring the class together and go over the answers.
UNIT 8 LESSON 4 T94

E CRITICAL THINKING Challenge: [+10 minutes] In groups of three, have
students role-play a conversation between the three
teaching time: minutes teaching time: people. Have them share their challenges and talk about
possible solutions. For example:
●
Tell students they will focus on the last paragraph of the
article to answer the two questions. Let students reread David: I’m really worried about my mom. She just
the article to themselves. Then have them choose the best turned eighty, and she lives alone. I wish she could move
answers. in with us, but we just have no room.
●
Have students compare answers with a partner. Suzanne: I’m in the same boat, David. My dad is 75,
but he’s forgetting things. I’m afraid he’ll forget to turn
Option: [+5 minutes] Invite students to share stories, off the stove one day and get hurt. But how can I take
either from their lives or people they know, where people care of him with the three little ones.
were not able to care for aging parents due to geography.
Peter: Well, I’ve decided to at least get my parents
some help around the house a couple times a week. You
F DRAW CONCLUSIONS know, someone to do their shopping and cleaning.
teaching time: minutes teaching time: Suzanne: That’s a good idea . . .
Briefly review that when you draw conclusions, you don’t

C DISCUSSION
●
find the information in the text. You use what you know
as well as what the text tells you to make a deduction. teaching time: minutes teaching time:
●
Give students a few minutes to think about the question.
Then bring the class together and have students predict
●
On the board, write When we are old . . . Have students
challenges they will face caring for immediate or share different opinions about how the elderly will be
extended family. cared for when students themselves are elderly. Tell
students to share how they personally would like to be
Extra Challenge Reading Activity cared for.
●
On the board, take a poll of student preferences. Ask Who
NOW YOU CAN Discuss caring for the elderly would like to be cared for by family? Who would agree to go
to a nursing home? Who would like to have in-home care?
Then ask Are you preparing for your future? If not, what can
A FRAME YOUR IDEAS you start doing to prepare? (Possible answer: start saving
Suggested 5 Your actual money to pay for in-home care or a nice nursing home)
●
Have volunteers read the statements out loud.
●
In pairs, have students discuss each statement and check
if they think it’s true. Encourage students to provide
reasons for their answers.
●
Bring the class together and have students share opinions.
Then call on volunteers to share any statements they
wrote under Other.
Option: [+5 minutes] Ask pairs Did any of you disagree
on any of the topics? Invite other students to debate further,
especially if students from the same country have differing
opinions.
B PAIR WORK
●
Have students read the case studies individually and
underline the challenge each person is facing.
●
In pairs, have students discuss possible solutions for the
challenges. Encourage students to think of solutions their
family or friends may have found to similar problems.
●
Bring the class together and have pairs report their
solutions to the class. Invite other students to say whether
or not they agree with the solutions and explain why.
T95 UNIT 8 LESSON 4

E CRITICAL THINKING Choose the best answer about the future, based on information in the report.
1 Who will pay for long-term care of people who can no longer live independently?
a Stay-at-home adults.
b Families and society.
c Older people themselves.
2 Why will fewer old people be able to get informal home care?
a Because their younger relatives may have moved elsewhere.
b Because there will be more institutional care available for them.
c Because they will seek work.
DIGITAL F DRAW CONCLUSIONS Based on information in the report, what challenges do you think
EXTRA
CHALLENGE you will face as the people in your immediate or extended family age? Answers will vary but may include the following:
Possible challenges include being unable to care for my family myself since I live far away. In my culture it is traditional for family
to care for elders. It will be a big adjustment to settle my aging parents in a long-term facility. The cost may also be a problem.
NOW YOU CAN Discuss caring for the elderly
A FRAME YOUR IDEAS With a partner, discuss these statements and check those you
think are true about care for the elderly in your country.
Most elderly people are adequately cared for. The government makes sure the elderly have
The way the elderly are cared for has been affordable care.
changing. Younger people accept care for elderly relatives
The elderly usually live with younger family as their responsibility.
members. Older people generally prefer not to socialize
The elderly usually live in their own homes with younger people.
or apartments. Other:
The elderly usually live in special nursing homes.
B PAIR WORK With a partner, discuss the challenges each person is facing and
recommend solutions.
Suzanne is divorced and has three young Peter’s parents, who live in
daughters. Her mother died years ago, another city, are in their
and her seventy-five-year-old father can nineties. They continue
no longer take care of himself. He often to have a full social
forgets things. She worries that he might life, and they still
get hurt. enjoy traveling with
organized tours. But
they are not as strong as
they used to be
and need help
David and his wife have two children and with cooking
live in a small two-bedroom apartment. and cleaning.
They both work long hours to make ends
meet. David’s mother just turned eighty
and lives alone. David is concerned about
his mother’s well-being.
DIGITAL
SPEAKING C DISCUSSION How do you think the elderly will be cared for by the time you are old?
BOOSTER
How would you like to be cared for? Use Frame Your Ideas for support.
95
WRITING Avoiding run-on sentences and comma splices

Note two common errors that writers often make when joining two sentences:
Run-on sentences (connecting sentences or independent clauses without using punctuation)
INCORRECT: My grandmother was strict with my mom however, my mom isn’t at all strict with me.
Comma splices (connecting two sentences or independent clauses with a comma and no conjunction)
INCORRECT: My dad and I used to have lots of arguments, now we get along great.
To correct a run-on sentence or a comma splice, choose one of the following techniques:
• Use a period, and capitalize My grandmother was strict with my mom. However, my mom isn’t at all
the following word. strict with me.
My dad and I used to have lots of arguments. Now we get along great.
• Use a semicolon. My grandmother was strict with my mom; my mom isn’t at all strict with me.
My dad and I used to have lots of arguments; now we get along great.
• Use a comma and a My grandmother was strict with my mom, but my mom isn’t at all strict with me.
coordinating conjunction. My dad and I used to have lots of arguments, but now we get along great.
Coordinating conjunctions
and for or yet
but nor so
B PRACTICE All the sentences have errors. Label each sentence R (for run-on) or
C (for comma splice). Then, on a separate sheet of paper, correct each sentence,
using one of the techniques.
C 1 Older people will use a lot of societal resources in the future, they will require
caregivers and special institutions.
R 2 In the future, there will be many more people in the oldest demographic however,
we expect to have more treatments for some of their most common ailments.
R 3 I worry a lot about my grandparents they both have had diabetes for many years.
C 4 It’s very difficult for my mother to stay home to care for my great-grandfather,
he needs care because he has Alzheimer’s disease.
C PRACTICE On a separate sheet of paper, rewrite the DIGITAL

WRITING D APPLY THE WRITING SKILL
PROCESS
paragraph, correcting any run-on sentences or comma splices. Write a blog post with advice
for parents and teens who don’t
have a good relationship. Use
My husband and I don’t know what to do with the vocabulary and expressions
our teenage daughter, Beth. Beth has always from this unit. Write at least three
. been a bit rebellious however, lately her behavior paragraphs, each one with a topic
has really been going downhill. Yesterday, Beth’s sentence stating its main idea.
teacher told us that she was disrespectful in class .
she hadn’t done her homework. We’re at our
wits’ end with her. At home Beth has developed SELF-CHECK
a spoiled attitude,. she isn’t willing to help at
Did I avoid run-on sentences and comma
all. She used to make her bed and clean up her splices?
but/ room, recently she has been leaving her things Do all the sentences support the topic
everywhere. My husband and I may have been too sentence?
lenient with Beth as she was growing up, now that . Did I use the vocabulary and expressions
she’s a teenager we have to get her to shape up. I learned in this unit?
96 UNIT 8
WRITING Avoiding run-on sentences and comma splices
A WRITING SKILL ●
Suggested 5–10 Your actual Does the second sentence:
-add information?
●
Call on students to read the explanations and examples of -show reason?
run-on sentences and comma splices out loud.
-show contrast?
Give students a few minutes to study the way to correct
-show result?
●
run-on sentences and comma splices. For the third bullet,

point out the coordinating conjunctions in the gray -show an alternative?
box. Point out that some coordinating conjunctions are ●
Have students rewrite each sentence, making necessary
used to add two things (and ), to show reasons (for), to corrections and introducing correct coordinating
show contrast (but, yet) to show result (so), and to show conjunctions where needed.
alternative (or, nor). ●
●
His grandparents live in the country, he doesn’t see C PRACTICE
them very often. Suggested 5–10 Your actual
In pairs, have students identify the type of mistake in the
sentence (comma splice) and think of ways to correct it. ●
Have students work individually to rewrite the paragraph,
●
Call on volunteers to come to the board and rewrite the making corrections. Remind students that there is usually
sentence, each in a different way: more than one way to correct run-on sentences and
comma splices. Tell them to only make one correction for
. . . live in the country. He doesn’t . . .
each error.
. . . live in the country; he doesn’t . . . ●
. . . live in the country, so he doesn’t . . . ●
Go over the answers as a class. Call on different students
Test understanding of coordinating conjunctions by to provide different ways to correct each error. Ask
asking Could we write “ . . . live in the country, or he students to explain their corrections, or, if possible, write
doesn’t . . .”? (No, we couldn’t. The conjunction or their corrected sentences on the board.
presents alternative choice. It doesn’t make sense here.)
LANGUAGE NOTE Run-on is an adjective that implies that D APPLY THE WRITING SKILL
something keeps running on and doesn’t stop; the noun Suggested 10–15 Your actual
splice refers to the act of connecting the ends of two things
together, or the place where this connection has been ●
Write the word blog on the board. Elicit what this is.
made—a comma splice is the end of one sentence that (a website run by a person or group that is updated
has been connected to the beginning of another sentence regularly; usually written in an informal style) Stress that
incorrectly with a comma. the style of their writing should be conversational, as if
they were talking to the parents and teens.
Challenge: [+5–10 minutes] Have students work ●
in pairs to write run-on sentences and comma splices.
walk them through the writing process and peer review.
Then pairs exchange papers and make corrections to the
sentences. Circulate and make sure students are making LANGUAGE NOTE Point out to students that the word blog
necessary corrections. can be both a noun as defined above, or it can be a verb. To
blog means to write or add new material to a blog.
B PRACTICE
Suggested 5 Your actual Writing Process
●
Give students a few minutes to read the statements and ●
identify if any of them are run-on sentences or comma Book to go over the paragraphs they wrote.
splices. Then have students compare answers with a
partner.
UNIT 8 WRITING T96

review
Digital Game C

To clarify, point out that some of the underlined words are
correct and some are incorrect. Focus on item 1. Ask What
●
First listening: With Student Books closed, have students part of speech is responsibility? (noun) Is it used correctly?
listen and decide the relationship between the speaker (Yes, it’s the object of the noun given.)
and who / what they are talking about. Tell them to take ●
Have students do the exercise. If they run into difficulty,
notes. Then go over this as a class. (1. husband and wife / hint that the missing word in each item has to be a
their son who is not doing well in school; 2. two friends / noun. So if it isn’t, it should be changed to a noun. Refer
the first woman’s daughter who comes home late every students to page 92 for reference.
night; 3. two friends / the girl’s father won’t let her wear
makeup to school; 4. two sisters / their parents’ behavior Option: TEST-TAKING SKILLS BOOSTER (p. 158)
when the girls were young)
●
Second listening: Have students listen again and complete EXTRAS
the statements. ●
Workbook
●
Then have students compare answers with a partner. ●
MyEnglishLab
●
●
Go over the answers as a class. After students provide summit3e)
the answer to each question, ask: After 1: What is Jordan – Classroom Audio Program
spending a lot of time on? (the Internet); After 2: When – Extra Practice Activities
did Sandi start staying out so late? (when she got her – Summit GO App
driver’s license); After 3: How do we know Jill may become – Web Projects
even more rebellious? (because she said she might get a ●
ActiveTeach
tattoo next time her dad tells her something she doesn’t – Assessment
like); After 4: Why do they appreciate their parents now? – Additional Printable Resources
(because they realize how smart their parents always Audioscripts and Answer Keys
were) “Can-Do” Self-Assessment Charts
Conversation and Discussion Activator
Video Scripts
B Oral Progress Assessment Charts
Suggested 5 Your actual Reading Speed Calculator
– Summit TV Video Program
●
For more advanced classes: Have students do the quiz Activity Worksheets
without looking back at the Vocabulary on page 90. Then Teaching Notes
have them compare answers with a partner. Video Scripts
●
For less advanced classes, have students first review the
adjectives on page 90. Call out an adjective and have
students give the definition. Then have students complete
the exercise, not looking back at the word list. Have
students compare answers with a partner, referring to
page 90 as necessary.
prepare a role play of one of the scenarios in the exercise,
acting out the adjective that describes the behavior. When
they perform the role play for the class, students guess She
is too strict or She is acting spoiled. Tell students there may
be more than one adjective that can describe the scenario.
T97 UNIT 8 REVIEW

DIGITAL
GAME review
A 4:24 Listen to the conversations about generational issues. Then listen to each
conversation again and complete the statement with the correct comparative.
1 Jordan has been spending time on the Internet.
a more and more b less and less
2 , the more her mother worries.
a The later Sandi stays out b The older Sandi gets
3 The stricter Jill’s father gets, she becomes.
a the more rebellious b the more spoiled
4 The older the sisters get, .
a the smarter they become b the more they appreciate their parents
B Write the adjective that best describes the behavior in each statement.
1 Mark’s parents don’t allow him to watch more than two hours of TV a day, but
most of his friends can watch as much as they want. He feels that his parents are
(too) strict .
2 Karen has a closet full of expensive clothes, yet she always complains about not
having anything to wear. Her parents usually buy her whatever she wants. A lot of
people think Karen is spoiled .
3 Even though she has had her driver’s license for a year and a half, Marissa’s parents
worry about her driving at night. They say that it’s too dangerous, but Marissa thinks
they’re just being overprotective .
4 When Clyde’s grandfather asked him to turn down the volume of his music, he
ignored him. Clyde’s grandfather thought this was very disrespectful .
5 Rodney and Carolyn believe parents don’t need to be so concerned about their
children. They rarely set rules for their kids. Carolyn’s sister thinks this is a bad idea.
She feels they’re (too) lenient .
6 Deanna wears clothing that her parents find shocking. She also has
friends that her parents don’t approve of. Her mother wishes she weren’t so
rebellious .
C Read the sentences. If the underlined word is in the incorrect part of speech, correct it.
1 Teenagers were given a lot more responsibility when I was young.
maturity
2 I think teenagers today lack the mature to make decisions for themselves.
3 The main reason young people are rebellious today is selfishness.
courtesy
4 If kids today were taught about courteous, they would be better behaved.
independence
5 There’s no question that teenagers today demand more independent than they did
fifty years ago.
6 It’s important for parents to be involved in their children’s development.
mobility
7 Young people have a lot more mobile than they did several generations ago.
rebelliousness
8 It seems like there’s a lot more rebellious among teenagers today.
Web Project: Elder Care

97
1 Speculate about everyday situations
Facts, Theories,
9
2 Present a theory
3 Discuss how believable a story is
and Hoaxes 4 Evaluate the trustworthiness of news sources
preview
A FRAME YOUR IDEAS Take the quiz with a partner and discuss your answers.
THE WORLD’S Be careful: The answers may seem obvious, but they
might not be what you think! Will you “take a wild
EASIEST guess” by closing your eyes and just choosing A, B, C,

or D? Or will you use “the process of elimination” by
rejecting the answers that can’t possibly be true?
QUIZ… OR IS IT?
The Canary Islands in the Atlantic
6 Ocean are named after which animal?
How long did the Hundred Years’ A the canary C the dog
1 War in Western Europe last? B the cat D the camel
A 100 years C 50 years
B 116 years D 200 years What was King George VI of
7 England’s first name?
Where do Panama hats come from? A George C Joseph
2 A Panama C Ecuador B Charles D Albert
B The Philippines D Italy
What color is a male purple finch?
8 A dark purple C sky blue
From which animals do we get
3 catgut for violin strings? B pinkish-red D white
A cats C sharks
B sheep D dogs
What country do Chinese gooseberries
9 come from?
The former U.S.S.R. used to celebrate the
4 October Revolution in which month?
A China
B Japan
C Sweden
D New Zealand
A October C December
B November D June How long did the Thirty Years’
10 War in Central Europe last?
What is a camel hair paintbrush made of?
5 A 30 years C 20 years
A camel hair C cat hair B 40 years D 100 years
B squirrel hair D human hair
SCORING
kiwi fruit to avoid confusion.) 10. A 30 years, of course! (from 1618 to 1648)
(And the female is brown.) 9. D New Zealand (New Zealanders renamed them
(British kings usually took new names when they become king.) 8. B pinkish-red
surname was Camel.) 6. C the dog (In Latin, canarias means dogs.) 7. D Albert
1–2 CORRECT 3–5 CORRECT 6–10 CORRECT (Russians used to use the Julian calendar.) 5. B squirrel hair (The brush inventor’s
We TOLD you Not bad! Did Either you’re a and someone confused it with the word for a young cat: kitten.) 4. B November
they weren’t you already great guesser, 3. B sheep (The word catgut may have come from kitgut—kit meaning violin—
so easy! know a few of or you’re a (And Ecuadorians hate that everyone thinks the hats come from Panama!)
the answers? true scholar! ANSWERS 1. B 116 years (from 1337 to 1453, with interruptions) 2. C Ecuador
B DISCUSSION Did you have a reason for each answer you chose? Did you just take wild guesses,
or did you use the process of elimination? Which method do you think works better? Why?
98 UNIT 9
UNIT
9 Facts, Theories, and Hoaxes

preview
A FRAME YOUR IDEAS Option: [+5 minutes] On the board, write wild guess
Suggested 10–15 Your actual and process of elimination. Have students share stories
teaching time: minutes teaching time: where they took quizzes or had to answer questions in
class where they applied either of these two methods. Ask
●
Focus on the title of the unit. Write facts, theories,
students If you don’t know the answer on a test, are you more
hoaxes on the board. Ask What is a fact? (a piece of likely to take a wild guess or leave it blank?
information known to be true) What is a theory? (an idea
or set of ideas meant to explain facts or events) What is a
hoax? (an attempt to make people believe something that
is not true).
●
Call on a volunteer to read the introduction to the quiz.
Ask What does it mean to take a wild guess? (guessing
based on no information or background) Tell students
to look at the context to define the term process of
elimination. (rejecting answers that can’t possibly be true)
●
Have pairs take turns reading the questions and working
together to figure out unknown language. Tell them
to not answer the questions yet. Circulate and assist as
needed.
●
Then tell students to answer the questions individually.
●
Have students compare answers with a partner, referring
to the Answer Key at the bottom of the quiz.
LANGUAGE NOTE Or is it? is used to question if what you

said before may not be true; a catgut is a strong string for
musical instruments that is made from the intestines of
animals; a finch is a small wild bird that has a short thick
beak; Chinese gooseberry or kiwi fruit is a small round green
fruit with a thin brown skin covered in short hairs.
B DISCUSSION
●
To prepare for discussion, have students list the questions
they guessed correctly. On the board, write wild guess
and process of elimination. Ask them to note how they
chose each of the answers. Ask Did you eliminate any
obvious answers?
●
Have students count how many of their correct answers
they knew, how many they guessed, and how many
they chose by eliminating the others. In pairs, have them
discuss which method worked better for them. Then ask
Did anyone do both? (for example, eliminate one item and
then guess?)
●
Finally, ask For this quiz, which method do you think works
better? Why?
UNIT 9 PREVIEW T98

C 5:01 SPOTLIGHT Option: Elicit another far-fetched explanation. For
Suggested 5–10 Your actual example, Aliens attacked the plane mid-flight. Invite students
teaching time: minutes teaching time: to share if they tend to consider such unusual explanations
to events.
●
Ask a student to read the direction line. Elicit the meaning
of mystery. (a situation or event that cannot be explained)
SPEAKING
●
After students read and listen, check comprehension by
asking What’s been in the news? (a missing military jet)
What happened to it? (It vanished over the Mediterranean
A PAIRWORK
Sea.) Is there clear evidence of what happened? (no) What Suggested 5 Your actual
does Tina think possibly happened? (that there was bad
weather and it crashed into the water) What is Boris’s ●
Bring students’ attention to the double-sided arrow.
speculation? (that someone took over the plane and flew Point out that the level of believability goes from most
it to a secret location) Who was on board the plane? (two believable on the left to least believable on the right.
high-level government scientists) What does Tina think of ●
In pairs, have students discuss the statements and
Boris’s speculation? (doesn’t believe it) indicate how believable they think they are. Encourage
them to use expressions from Exercise D, Understand
D UNDERSTAND IDIOMS AND EXPRESSIONS Idioms and Expressions, during their discussion. For
Suggested 5 Your actual example, I don’t buy that. That can’t be true.
Then bring the class together and ask students to share if
●
To model the activity, invite a volunteer to read the they disagreed strongly on any topics.
first idiom or expression. Have students find it in the
conversation. Call on another volunteer to read Tina’s part B DISCUSSION
where she uses the expression. Ask What does this mean? Suggested 5 Your actual
(that something is not understandable or clear) Ask How teaching time: minutes teaching time:
do we know this? (that something mysterious happened) ●
Give students a few minutes to answer the questions in
●
Have students work in pairs to complete the rest of the pairs.
exercise. Encourage them to refer to the conversation ●
Then bring the class together and go over the answers.
and context to help them determine the correct answer.
Circulate and assist as needed. Clarify idioms and Option: [+5 minutes] Ask individual students Do you
expressions as needed. prefer multiple-choice tests or tests where you have to express
your opinion on a topic? Do you think there is a wrong answer
●
for the latter?
LANGUAGE NOTE To vanish without a trace means to
disappear completely; to bark up the wrong tree means to
make the wrong assumption about something (This term
refers to a dog chasing some kind of animal, where the
animal leaves the dog barking at one tree, while the animal
has escaped and is hiding in another.); to go out on a limb
means to have a very different opinion than other people
about something or do something very differently; to buy
something means to believe it; far-fetched means unlikely or
improbable.

Assign each pair one of the idioms or expressions. Have
pairs prepare short role plays consisting of two or three
exchanges, demonstrating correct use of the idiom or
expression.
E DISCUSSION
●
Have students discuss the questions with a partner.
●
Then bring the class together and focus on the first
question. Ask Who agrees with Tina’s theory? Who agrees
with Boris’s theory? Then focus on the second question.
Poll where students usually get their news. Ask Does
anyone here still like to read paper newspapers?
T99 UNIT 9 PREVIEW

C 5:01 SPOTLIGHT Read and listen to a conversation about a mystery. Boris = Russian
Tina = Korean
Boris: Have you been keeping up with all the news about that missing military jet?
Tina: Yeah. Very mysterious, don’t you think? The whole thing doesn’t make sense.
Boris: No, it doesn’t. I mean, how can a military plane just vanish without a trace over the
Mediterranean Sea? Where’s the evidence of a crash?
Tina: I have no idea, but apparently there was bad weather. Most likely the pilot lost
control and it crashed into the water.
Boris: They claim that’s the probable explanation but, in my opinion, they’re barking up
the wrong tree.
Tina: What do you mean?
Boris: Well, I know I’m going out on a limb with this, but the plane
might have been taken over by someone and flown to a secret location.
Tina: Oh come on! How could anyone take over a military plane? You
don’t really buy that, do you?
Boris: Why not? Rumor has it that there were two high-level
government scientists aboard. Maybe someone wanted the
information they might have had.
Tina: I’m sorry, but that seems really far-fetched to me. It’s just
not believable! There’s no question the plane crashed. The
only question is where.
D UNDERSTAND IDIOMS AND EXPRESSIONS With a partner, find these expressions in Spotlight
and discuss the meaning of each. Explain what it means when… He/she has a very different
opinion than other people about
1 something “doesn’t make sense” It is not understandable 4 someone “goes out on a limb” something or does something
or clear. very differently.
2 something “vanishes without a trace” It disappears 5 someone “doesn’t buy” an idea He/she doesn’t believe
completely. it’s true.
3 someone “barks up the wrong tree” He/she makes the 6 something seems “far-fetched” It’s unlikely or improbable.
wrong assumption about something.
E DISCUSSION Discuss the questions with a partner.

1 Do you think Boris’s theory is far-fetched? Why or why not?
2 Do you generally believe what you hear or read in the news? Why or why not?
SPEAKING
A PAIR WORK Read each rumor and discuss how
believable you think it is. Explain your reasons,
using the expressions from Exercise D.
most likely might doesn’t sounds
true be true make sense far-fetched
1 That vaccines cause physical harm to young children
2 That the British monarchy controls the world’s economy
3 That aliens from other planets have visited Earth
4 That the 1969 moon landing never actually happened
B DISCUSSION Which did you find more difficult to do: express an opinion on the rumors
in Exercise A, or answer the questions in the quiz on page 98? Why?
99
1
LESSON
GOAL Speculate about everyday situations
A 5:02 VOCABULARY DEGREES OF CERTAINTY Read and listen. Then listen again and repeat.
very certain
Clearly, ⎫
It’s obvious (that) ⎬ she got stuck in traffic.
There’s no question (that) ⎭
almost certain
Most likely ⎫
Probably ⎪
⎬ she got stuck in traffic.
I’ll bet ⎪
I suppose ⎭
not certain
Maybe
⎫
It’s possible (that) ⎬ she got stuck in traffic.
I wonder if ⎭
I wonder what happened to Clare.
B LISTEN TO ACTIVATE VOCABULARY Listen to each conversation and circle the

5:03
phrase that best completes the statement. Then explain your choices. See page T100 for explanations.
1 She is (very certain / almost certain / not certain) about the reason Jade got grounded.
He is (very certain / almost certain / not certain) about the reason Jade got grounded.
2 She is (very certain / almost certain / not certain) about the reason Jack is in debt.
He is (very certain / almost certain / not certain) about the reason Jack is in debt.
3 She is (very certain / almost certain / not certain) why Linda got her kids a puppy.
He is (very certain / almost certain / not certain) why Linda got her kids a puppy.
C APPLY THE VOCABULARY Write three sentences about each situation, each with
a different degree of certainty. ( a = very certain, b = almost certain, c = not certain)
Compare sentences with a partner. Answers will vary but may include the following:
1 2
You’re trying to take the elevator downstairs to get some lunch. It’s 9:30, and your teacher hasn’t arrived yet
You’ve been waiting for the elevator for over ten minutes. for your 9:00 class.
a Clearly, the elevator isn’t working. a It’s obvious that she’s not coming.
b I suppose this will be a short lunch. b I’ll bet she got stuck in traffic.
c Maybe it will open soon. c I wonder if she’s coming.
100 UNIT 9
LESSON
31 GOAL Speculate about everyday situations
A 5:02 VOCABULARY maybe, he: I wonder . . . ; 2. she: It’s obvious; he: There’s
no question; 3. she: I suppose, he: Clearly) Have students
teaching time: minutes teaching time: compare with a partner the words they wrote down, and
then find them in the chart in Exercise A. Then have them
●
Call on volunteers to interpret the illustration. Ask What check their answers.
is happening? (The man and woman are waiting for
someone who is late to a meeting.) What is the woman Challenge: [+5 minutes] Assign pairs the different
in the conference room saying? (that the woman they are scenarios from the exercise, and have students role-play
waiting for is probably stuck in traffic) What time is it? them in their own words, using any of the variations for
(probably after 9:30) degrees of certainty. If students need to refresh their
memory as to what the conversations were about, play
●
Have students read and listen to the ways to express them again. Then have students perform the role plays for
degrees of certainty. Then have students listen and repeat the class.
chorally.
●
Point out that the ways to express certainty shown in each C APPLY THE VOCABULARY
section have the same degree of certainty.
Option: [+5 minutes] On the board, write: teaching time: minutes teaching time:
I wonder why / who / what / where / when . . . ●

Call on a student to read the first scenario and example
Individually, have students write three imaginary sentences answer. Elicit additional speculations.
starting with I wonder and a question word. In pairs, have ●
Ask volunteers to read the remaining scenarios.
students take turns saying their sentences and replying ●
Individually, have students write three sentences about
with a way to express certainty from Exercise A. For
the situation they discussed. Each situation should express
example:
a different degree of certainty. Then have students
A: I wonder why Ben didn’t take that job. compare answers with a partner.
B: Maybe he wasn’t pleased with the pay. ●
Go over the answers as a class. Have students share
Option: [+5 minutes] Draw the following on the board speculations and encourage others with different
or print it out for students from the ActiveTeach: speculations about the same picture to share their ideas.
You may want to write some on the board.
It could be I suppose Most Likely It’s obvious
Option: [+5 minutes] In pairs, have students role-play
I guess Maybe I’ll bet It’s possible conversations between people in pictures 1, 2, and 3.
There’s no question Probably Clearly I imagine Tell them to have the speakers use different degrees of
certainty.
(+ +) very almost somewhat not (+)
certain certain certain certain
Give students a few minutes to study the ways to express

certainty and the degree of certainty they express. With
books closed, have pairs classify the ways to express
certainty by writing them under the correct boxes. Have
students use their books to confirm their answers.
Graphic Organizer

●
Pre-listening: Have students read each item to orient
themselves as to what everyday situation the speculation
will be about.
●
First listening: Tell students to listen to each conversation
to determine how sure each person is about the situation.
Pause after each conversation to allow students time to
choose an answer.
●
Second listening: Have students listen again, this time for
specific vocabulary for expressing degrees of certainty.
Stop after each conversation and encourage students to
write down the word they hear each person use. (1. she:
UNIT 9 LESSON 1 T100

Refer students to the vocabulary in Exercise A on page
NOW YOU CAN
●
Speculate about everyday situations

100 for degrees of certainty as they speculate about
something.
Suggested 5 Your actual strategies. For example, I wonder; No idea; I’m sure it’s
nothing. Ask a student to read the expressions in the
Recycle This Language box and encourage students to use
These conversation strategies are implicit in the model: these sentences.
●
Use I wonder to speculate about something. don’t stop! Before students begin to activate their
●
Use No idea to admit one doesn’t know something. conversations, bring their attention to the Don’t Stop!
●
Use I suppose you’re right to voice hesitant agreement. note. Tell students that they should extend or lengthen
●
Use There must be a good explanation to insist that
something can be justified.
●
Before students read and listen, have them look at the
photo. Ask What is the woman on the left looking at? (her
watch) How many plates are there on the table? (three)
What do you think they are talking about? (Possible
response: the person they are waiting for)
●
After students read and listen, check comprehension by
asking Who are the women waiting for? (Stacey) Do you
know why she’s late? (no) What might have caused her
delay? (the traffic)
●
Have students read and listen to the ways to say “I don’t
know” and different ways to respond to speculation. Point
out that these are all informal ways to say you don’t know
something. Beats me is very informal, but an acceptable
expression.
●
Bring students’ attention to the conversation strategies
highlighted in the model.
LANGUAGE NOTE I’ll bet means you’re almost sure

something is true.

●
pronounce the contracted ‘d in She said she’d . . .
use rising intonation for I wonder . . . ? Do you think
something happened?
stretch the intonation on No and let it fall on idea
use emphatic stress for sure in I’m sure it’s nothing, for
bet in I’ll bet she got stuck in traffic, for suppose in I
suppose you’re right; for must in There must be a good
explanation, for could in Could be.
C CONVERSATION ACTIVATOR
●
video player on the ActiveTeach.
●
T101 UNIT 9 LESSON 1

3 4
You go to your favorite restaurant. The lights are on, You expected a package to arrive on Monday.
but the doors are locked, and there’s no one inside. It’s Friday, and it still hasn’t come.
There’s no question that’s it’s open. There’s no question that it’s not coming today.
a a
Most likely they forgot to unlock the door. I supposed it might still come today.
b b
Maybe there’s a problem in the kitchen. I wonder if it got lost.
c c
v
NOW YOU CAN Speculate about everyday situations

A: I wonder where Stacey is. She said
she’d be here by ten.
B: Do you think something happened?
A: No idea. But I’m sure it’s nothing.
I’ll bet she got stuck in traffic.
B: I suppose you’re right. But I’m
surprised she hasn’t called.
A: I am, too.
B: There must be a good explanation.
Maybe she left her phone at home.
A: Could be. I forget mine all the time.
5:06 Ways to say 5:07 Responding to

“I don’t know.” speculation
No idea. Could be.
No clue. Maybe.
Beats me. I suppose.
B RHYTHM AND INTONATION Listen again and

5:05
DIGITAL
VIDEO C CONVERSATION ACTIVATOR Create a similar conversation, using one of
DIGITAL
SPEAKING
the situations in Exercise C on pages 100–101 (or another situation.) Start
BOOSTER
like this: I wonder … Be sure to change roles and then partners.
don’t stop! RECYCLE THIS LANGUAGE
• Continue to speculate, using • It doesn’t make sense.

varying degrees of certainty. • I don’t buy that.
• Say as much as you can. • That sounds far-fetched.
• There’s no question…
101
2
LESSON
GOAL Present a theory
A 5:08 GRAMMAR SPOTLIGHT Read about Rapa Nui. Notice the spotlighted grammar.
Rapa Nui (or Easter Island) is the most Peru. He argued that the island might
remote inhabited island in the world. have been inhabited by people who
Its huge stone figures (called moai ) are came in boats from South America. To
world-famous, but their origin, as well as prove it was possible, he successfully
much of the island’s history, is shrouded sailed a raft called the Kon-Tiki on that
in mystery. route. However, experts citing more
Experts believe the stone figures may recent DNA evidence confirmed that the
have been used to establish religious original inhabitants had to have sailed
and political authority and power, but no from Polynesia, which lies to the west.
one knows for sure. Islanders moved a The first arrivals most likely found an
total of 540 figures across the island— inviting habitat lush with palm forests.
some as far as 22 kilometers. Several However, today, the native trees are
experts believe the moai could have extinct. Some experts believe that,
been “walked” upright, using ropes to as the population of this small island
rock the figures back and forth. Others increased, trees must have been cut
theorize the islanders must have laid down to build houses and boats and to
the figures down flat and rolled them make logs for moving the huge moai.
over logs. They point out that moving These are some of the theories
each figure could not have been about Rapa Nui, its stone figures, and
island accomplished without the help of 70

or more people and probably took days
to achieve.
the people who created them. Perhaps
someday we will learn all the answers.
of In the early twentieth century,

Norwegian explorer Thor Heyerdahl
the Kon-Tiki
mystery
noticed cultural similarities between the
people on Rapa Nui and the Incas in
B DRAW CONCLUSIONS Which theory of how the moai were

moved seems most believable to you? Explain your reasons.
DIGITAL
INDUCTIVE C GRAMMAR PERFECT MODALS FOR SPECULATING ABOUT THE PAST: ACTIVE AND PASSIVE VOICE
ACTIVITY
Active voice
You can form perfect modals using may, might, could, must, or had to to speculate with different degrees
of certainty about the past. Remember: A perfect modal is formed with a modal + have and a past participle.
very certain: The islanders had to have come from Polynesia.
They couldn’t (or can’t) have come from Peru.
almost certain: The figures must have been very important.
They must not have been easy to move.
not certain: They might (or may) have moved the moai by “walking” them.
PRONUNCIATION
However, they also could have laid the moai flat on logs. BOOSTER p. 149
Passive voice Reduction and linking
Use the passive voice if the performer of the action is unknown or if you want to focus on the in perfect modals in the
receiver of the action. To form the passive voice with perfect modals, use a modal + have been passive voice
and a past participle. In negative statements, place not before the auxiliary have.
The stone figures must have been moved using ropes and logs.
The secrets of Rapa Nui might not have been lost if their writing system had survived.
Perfect modals: short responses
The island couldn’t have been inhabited originally by people from South America. (active and passive voice)
DIGITAL
MORE D UNDERSTAND THE GRAMMAR Read the Grammar Spotlight again. Circle the perfect modals that are in the
EXERCISES
active voice. Underline those that are in the passive voice. Active voice: must have laid…and rolled; had to have sailed
Passive voice: may have been used; could have been walked;
102 UNIT 9 could not have been accomplished; might have been inhabited;
must have been cut down
LESSON
2 GOAL Present a theory
A 5:08 GRAMMAR SPOTLIGHT Ask What is the modal? (had to) What is the past participle?
(come) Point out that this modal is in the active voice. The
teaching time: minutes teaching time: performer of the action is mentioned—the islanders. Call
on volunteers to read the remaining five examples. Ask
●
To warm up, ask students to look at the two pictures. What is the modal? What is the past participle?
Ask Has anyone heard of the Island of Mystery? Point to
the caption on the bottom right of the first photo. Ask
●
As a class, read the second explanation in the grammar
Does anyone know what this is referring to? If yes, invite chart. On the board, write the second example sentence:
volunteers to explain. The stone figures must have been moved using ropes
●
Have students listen as they read along. Explain that this and logs.
Rapa Nui is located in the Pacific Ocean, west of Chile and Ask What is the modal? (must) What is the past participle?
east of Tahiti. Show on a map if possible. (been) Is there a performer of the action? (No, the
●
To check comprehension ask: performer is unknown.) Call on volunteers to read the
other two example sentences. After each one ask What is
What is another name for Rapa Nui? (Easter Island) the modal? What is the past participle? Point out that not is
What is it famous for? (its huge stone figures) placed before the auxiliary verb.
How did the stone figures get there? (It’s a mystery.) ●
To focus on the meaning of perfect modals, ask Do perfect
What theory did Heyerdahl have about the inhabitants of modals have present or past meaning? (past meaning)
Rapa Nui? (that they came from South America) ●
Focus on the heads very certain, almost certain, and not
How did he prove this was possible? (by successfully certain and the example sentences. Call on volunteers to
sailing a raft on that route) read each head and example sentences. Explain that to
express certainty, the modals had to have and could not
What does DNA evidence suggest? (that they came from
have can be used. To express that something is almost
Polynesia.)
certain, the modals must have or must not have can be
Is the information in the article factual? (No, it proposes used. To express that something is not certain, the modals
various theories.) may / might / could are used in the affirmative and may
not / might not have are used in the negative. Point out
LANGUAGE NOTE Remote means far from town or other
that could not have has a different meaning. The negative
places where people live; inhabited means people and /
with could expresses that something is very certain. Have
or animals live in a place; to be shrouded in mystery means
students look at the second example sentence under very
there is little information about something; habitat refers
certain: They couldn’t (or can’t) have come from Peru.
to the natural home of a plant or animal; lush plants are
ones that grow many leaves and look healthy and strong;
●
Finally, look at the batch of example sentences under
when something is extinct it doesn’t exist any longer. Focus Passive voice and elicit the level of certainty of each
on the word theory (noun), theorize (verb), theoretical statement. (1: almost certain; 2: not certain; 3: very
(adjective), and theoretically (adverb). certain)
LANGUAGE NOTE Remind students that in American

B DRAW CONCLUSIONS English, must and not are not contracted to mustn't.
Option: GRAMMAR BOOSTER (Teaching Notes p. T138)
●
Write the word theory on the board and review that it is a Inductive Grammar Activity
set of ideas meant to explain something about the world,
especially something that hasn’t yet been proven to be true. PRONUNCIATION
Option: BOOSTER (Teaching Notes p. T149)
●
Ask According to the article, what are two possible ways
that the figures could have been moved across the island? Pronunciation Pair Work
(They could have been moved upright using ropes, or the
islanders may have laid the figures down and rolled them D UNDERSTAND THE GRAMMAR
over logs.) Suggested 5 Your actual
●
In pairs, have students discuss which theory is most
believable to them. ●
Have students work individually to circle the perfect
modals in the active voice and underline the perfect
C GRAMMAR modals in the passive voice. Have them compare answers
Suggested 5–10 Your actual with a partner.
●
Read the first explanation out loud.
●
Write the first example sentence on the board:
The islanders had to have come from Polynesia.
E GRAMMAR PRACTICE ●
To warm up, have students look at the pictures and read
the headings. Ask Has anyone heard of these mysteries?
teaching time: minutes teaching time: (If yes, invite students to share briefly what they know; if
not, tell students they will read about them.) Students can
●
Focus on item 1. Ask What level of certainty is it’s possible read individually or out loud as a class.
in the sentence? (not certain) Tell students Look at the
grammar chart on page 102. Which modal would you use to
●
Write believable and far-fetched on the board. Review
state something that is not certain? (might, may, could) Ask that far-fetched means improbable or unlikely. Encourage
a volunteer to read the model answer. Then elicit other students to write both believable and far-fetched theories.
ways to write this sentence (with may have existed or ●
In preparation for pair work, have students decide if they
might have existed). are not certain, almost certain, or very certain about
●
Ask Is the sentence active or passive? (active) Who is the each theory. In pairs, have students speculate about each
performer of the action? (scientists) Point out that all the theory using phrases with perfect modals or vocabulary
exercise items are in the active voice. for degrees of certainty.
●
Instruct students to follow the same pattern to complete
●
Circulate as students work to check for correct use of
the exercise. They can work individually or in pairs. perfect modals and expressions for degree of certainty.
●
Then bring the class together and go over the answers as
a class. Make sure students don’t use could not have for
B DISCUSSION ACTIVATOR
something that is not certain. Remind students that in the Suggested 5–10 Your actual
negative, this modal means the opposite, that something
is very certain. ●
Challenge: [+5 minutes] In pairs, have students use the video player on the ActiveTeach.
information in the exercise item to create a short dialogue ●
Divide the class into pairs and have students speculate
about the given topic. Tell students to use a combination about each mystery using active and passive perfect
of vocabulary for degrees of certainty as well as perfect modals. Instruct them to also refer to the degrees of
modals in their conversation. For example: certainty vocabulary from page 100.
A: Scientists believe that some form of life may have ●
existed on Mars billions of years ago. provide details and examples. The goal is to say as much
B: Well, it is possible. But it’s just a theory. There isn’t as they can.
actual factual evidence. For more support, play the Discussion Activator Video
before students do this activity themselves. After each
F GRAMMAR PRACTICE video ask if the students in the video spoke in detail, saying
as much as they can.
●
Call on students to read the headlines. Then ask What do
all these headlines have in common? (They make the story C PRESENTATION
seem as exciting or shocking as possible.) Suggested 5 Your actual
●
Model the first item with the class. Point out that there
isn’t only one correct answer. Write the conversation on ●
Explain that students will prepare individual presentations.
the board, and complete it with students’ ideas. Include Write the following prompts on the board:
all logical perfect modals in the passive voice.
Present the mystery.
Have students complete the other three conversations
Present the theory.
●
individually.
Explain why you believe it.
●
Then ask students to compare answers with a partner.
Review as a class. Call on pairs to read each conversation Ask a volunteer to read the model in quotes to the right
out loud. of Exercise B. Elicit the grammar form. (passive perfect
modal) Encourage students to use perfect modals or
Option: [+5 minutes] Have students bring in similar
vocabulary for degrees of certainty.
exciting or shocking headlines they find in printed or online
newspapers and make speculations about them in small
●
Have students choose a mystery and prepare.
groups. On the board, have volunteers from different ●
Bring up one mystery at a time and have students who
groups write a headline they discussed and share their chose that mystery express their views. Keep a tally on
speculations with the class. the board to find out which theory for each mystery is
supported by the majority of students.
NOW YOU CAN Present a theory
A FRAME YOUR IDEAS


E GRAMMAR PRACTICE On a separate sheet of paper, rewrite the sentences with perfect modals
in the active voice. Answers will vary but may include the following:
1 Scientists believe that it’s possible some form of life existed Scientists believe that some form of life could have
on the planet Mars billions of years ago.
they might have come existed on the planet Mars billions of years ago.
2 Heyerdahl thought it was possible that they had come on
a raft like the Kon-Tiki.
could not have moved
3 Some historians think that the Rapa Nui islanders probably didn’t move the moai using logs.
Someone may have forced the pilot
4 It’s possible someone forced the pilot to fly the plane to a different location.
must have written
5 Experts suggest that originally the Rapa Nui people most likely wrote on banana leaves.
Hunting had to have been
6 There’s no question that hunting was the cause of the carrier pigeon’s extinction as a species.
F GRAMMAR PRACTICE Complete the conversations, using perfect modals in the passive voice. Answers will vary but may
include the following:
Harvard Professor Claims Egyptian New Zealand Scientist Argues

Pyramids Built by Aliens from Space Dinosaurs Killed by Giant Tsunami
1 A: I suppose they might have been built 2 A: That sounds far-fetched to me. I think the dinosaurs
by aliens. had to have been killed by something else.
B: Come on! You don’t really buy that, do you? B: I suppose you’re right.
SHOCKING NEW REVELATION: Woman Attacked by Lion While

Artist Vincent van Gogh was actually Shopping in London
murdered by brother
4 A: That just doesn’t make sense!
3 A: Do you think that’s possible?
B: Don’t be so sure. Someone
B: Of course not. He couldn’t have been killed could have been attacked by a lion
by his brother. Everyone knows he killed himself! if it had escaped from the zoo.
NOW YOU CAN Present a theory
A FRAME YOUR IDEAS Read about each mystery. On a separate sheet of paper, write a theory
to explain each one, using perfect modals. Your theories can be believable or far-fetched.
The Yeti For centuries, people in Asia’s Stonehenge Stonehenge was The Nazca Lines
remote Himalayan Mountains have claimed built over 3,000 years ago in England. These huge shapes
to have seen a shy, hairy, human-like Experts say the huge stones came from were carved into the
creature. However, no one has ever captured mountains 257 kilometers away. earth in Peru more than 1,500 years
a yeti or taken its photo. These sightings No one knows for sure how the ago and can only be seen from an
continue to be reported today. stones were carried or put into airplane. No one knows how they
place. The purpose of the were designed or made.
stones is unknown.
DIGITAL
VIDEO B DISCUSSION ACTIVATOR Speculate about each mystery, using I believe the stones at Stonehenge
active or passive perfect modals when possible. Use Degrees of may have been used for religious
purposes. That’s what makes the
Certainty vocabulary from page 100. Say as much as you can. most sense to me.
C PRESENTATION Choose one of the mysteries. Present the theory that you

think best explains the mystery and tell the class why you believe it.
103
3
LESSON
GOAL Discuss how believable a story is
A READING WARM-UP What kind of information would you need to determine

whether or not a news story is true?
DIGITAL
STRATEGIES B 5:09 READING Read the article. Which details do you think are the most questionable
or the least believable? Answers will vary.
T H E RO S W E L L I N C I D E N T
On June 25th 1947, pilot Kenneth Arnold was flying a plane in location, others believe that aliens might
the northwest of the U.S. when he saw something strange: objects have died in the crash and were most likely
that looked like plates, or saucers, flying across the sky like a being kept frozen for research. Roswell
small flock of birds. His story led to numerous other news stories conspiracy fans meet at annual conferences
in which people claimed to have seen similar unidentified flying to debate the various versions.
objects (UFOs)—or “flying saucers.”
The military eventually admitted that
Shortly after, on July 8th, a secret it had been a secret military balloon.
military balloon crashed near Roswell, New However, Roswell “experts” claim to have
Mexico, in the southwest. However, the local interviewed hundreds of witnesses who
newspaper reported that a flying saucer say they saw evidence of a flying saucer,
had crashed, and the news media from all proving, therefore, that the conspiracy
over demanded more information. Because theory must be true. B.D. Gildenberg, who
the balloon was a secret, the military made has examined such claims, believes that the Attendees at annual “Roswell”
an official announcement: that the object Roswell conspiracy stories are a hoax—“the conferences debate conflicting
that had crashed was just an ordinary world’s most famous, most exhaustively theories about alien visitors
A weather balloon weather balloon. investigated, and most thoroughly debunked and UFOs.
UFO claim.” Other skeptics of the conspiracy,
No one questioned that story for more than thirty years—until
who accept the military’s version, point out that all the interviews occurred
1978. UFO lecturer Stanton Friedman interviewed a man who
more than thirty years after the crash and that many of the statements
claimed to have seen something stranger than a weather balloon
made in the interviews were highly questionable. For example, one
in the wreckage of the 1947 crash, and the story of a flying saucer
witness’s name was changed after it became clear that she didn’t exist.
was reborn. Although versions of that story differ, most people
Furthermore, witnesses often seemed to confuse details with military
who believe there was a military conspiracy to hide the truth agree
plane crashes that had occurred in the area at about the same time.
on these basic details: a flying saucer crashed near Roswell in 1947.
And because it didn’t want anyone to know the truth, the military All the same, a CNN / Time poll in the U.S. showed that a majority
kept the incident top secret and continues to do so today. of the people who responded found the UFO story very believable.
Conspiracy critic Kal Korff admits, “Let’s not pull any punches here:
However, many details have been added to the story over the
The Roswell UFO myth has been very good business for UFO groups,
years. Eleven additional “crash sites” have been identified. While
publishers, Hollywood, the town of Roswell, [and] the media.”
some people claim that alien beings from other planets must have
been captured alive and imprisoned by the military in a secret
C CONFIRM POINT OF VIEW Write A, B, or C to classify the people or organizations based

on their point of view.
A = a skeptic of the military’s version of the Roswell incident
B = a skeptic of the Roswell conspiracy theory
C = not enough information in the article to know for sure
C A
1 Kenneth Arnold 4 Roswell conspiracy fans
A C
2 Stanton Friedman 5 CNN / Time
A B
3 Roswell “experts” 6 B.D. Gildenberg
B
7 Kal Korff
104 UNIT 9
LESSON
3 GOAL Discuss how believable a story is
A READING WARM-UP ●
To help students navigate the article, first tell them to
scan the article for the various names. In less advanced
teaching time: minutes teaching time: classes, or if time is limited, you can specify in which
paragraph the information can be found. (1. paragraph
●
Ask Do you believe all the news stories you read online or in 1, 2. paragraph 3, 3. paragraph 5, 4. paragraph 4, 5.
print? (The answer will probably be no.) paragraph 6, 6. paragraph 5, 7. paragraph 6)
●
On the board, write how to determine a news story ●
Then have students identify the points of view.
is true. Elicit the kind of information that could help
make a story more believable. (Possible answers: factual
●
Have students check answers with a partner and then go
information, eye-witness accounts, the reputation of the over the answers as a class.
newspaper in which the story appears) Extra Reading Comprehension Questions
B 5:09 READING
●
Invite students to look at the photos and the title of the
article. Ask Is anyone familiar with the Roswell incident? (If
yes, call on students to share. If no one has heard of it,
tell students to look at the pictures and predict what the
article may be about.)
●
focus question in the direction line (Which details do you
think are the most questionable or the least believable?)
●
To check comprehension, ask
What happened June 25, 1947? (A pilot saw some
unidentified flying objects in the sky.)
What was the Roswell incident? (People claimed that a
flying saucer had crashed.)
What is the military’s version of this story? (that the object
that had crashed was just an ordinary weather balloon)
What is the Roswell conspiracy theory? (that a flying
saucer had crashed, but the military didn’t want anyone
to know about it so they covered it up)
What do Roswell conspiracy fans debate? (various versions
of the story)
What do you think happened?
LANGUAGE NOTE A conspiracy is a secret plan to do

something that is harmful or illegal; an exhaustive
investigation is a very thorough one; to debunk a [claim] is
to show that the [claim] is false.
Reading Strategies
C CONFIRM POINT OF VIEW

●
Review that point of view refers to the position from which
a topic is looked at.
●
Focus on the A, B, C choices in the bank. Review that a
skeptic is a person who does not believe something.

D INFER INFORMATION F WORD STUDY PRACTICE
●
Remind students that when they infer, they conclude ●
Have students fill in the blanks individually.
something based on available information and facts. Have ●
Tell them to compare answers with a partner.
students work in pairs to infer the answers.
●
If students need more guidance, have them focus on
item 1 and ask Does the article include the words Stanton NOW YOU CAN Discuss how believable a story is
Friedman’s first witness actually said to him? (no) What
information do we have in the article that will help us A NOTEPADDING
speculate what he said? (that a man claimed to have
seen something stranger than a weather balloon in the teaching time: minutes teaching time:
wreckage of the 1947 crash)
●
Set the scene. Explain that pairs will be creating a story for
●
Go over the answers as a class. Ask students to
witnesses of the Roswell incident—one who supports the
explain how they inferred their answers. Resolve any
conspiracy theory and one who supports the military’s
disagreements.
version. Ask a volunteer to read the model answer.
Extra Challenge Reading Activity ●
Encourage pairs to be creative, referring to the article for
information as needed.
E 5:10 WORD STUDY
Suggested 5 Your actual B GAME
●
Have students listen to the words and study the teaching time: minutes teaching time:
definitions. Then have students listen and repeat the ●

Divide the class into Groups A and B. Tell Group A
words chorally. members to go over the notes they wrote on their
●
Ask What part of speech are these words? (adjectives) notepads for the witnesses supporting the conspiracy
Point out that the suffix -able indicates that a word is an theory. Tell Group B members to share notes they wrote
adjective. Ask Which verb does each adjective come from? for the witnesses supporting the military’s version.
(believe, debate, prove, question) ●
Tell students they will speak in the first person, as if
●
To check comprehension, draw the following continuum retelling an event that they saw with their own eyes. For
(without the answers) and word box on the board. With example, I saw a flying saucer on the road. Some injured
books closed, have students choose the correct words aliens were lying on the ground . . .
from the box to complete the continuum: ●
After each witness shares an eye-witness account,
believable debatable provable questionable encourage members of the opposing team to ask
questions.
true untrue
C DISCUSSION
e
le
le
bl
bl
ab
na
ta
va
ov
t io
ba

l ie
pr
es
de
be

qu
●
Ask a volunteer to read the items in the Recycle This
LANGUAGE NOTE Be sure students don’t confuse provable Language box. Tell students they will use these
[‘pruv b l] with probable [‘prab b l], which means possible. expressions when sharing their opinions.
Questionable also means possibly not honest or morally ●
Work as a class. Ask Which eye-witness account did you
wrong. For example, His behavior is highly questionable. While find the most believable? Why? Which ones were less
believable implies that something is possibly true, unbelievable believable? Why?
implies that something is almost certainly not true.
Write not believable and unbelievable on the board. Ask Do
these words mean the same thing? (No, not believable means
not capable of being believed. Unbelievable means impressive
or amazing.)

D INFER INFORMATION Based on information from the article, infer the answers to these questions.
1 What did Stanton Friedman’s first witness probably tell him he saw in 1947? a flying saucer or a UFO
2 When B.D. Gildenberg says the Roswell conspiracy is a “hoax,” what does he mean? that people made it up to
fool people
3 When Kal Korff says the Roswell conspiracy is “very good business,” what does he mean?
It created earnings for the people involved.
DIGITAL 4 When the military finally admitted years later that they hadn’t told the truth about the weather
EXTRA
CHALLENGE balloon in 1947, how would you guess Roswell conspiracy fans responded?
They were probably both angry that the truth hadn’t been told and happy that they were right after all.
DIGITAL
STRATEGIES E 5:10 WORD STUDY ADJECTIVES WITH THE SUFFIX -ABLE Listen and repeat.
believable can be accepted as true because it seems possible
debatable more than one explanation is possible
unprovable cannot be shown to be true
questionable likely to be untrue
F WORD STUDY PRACTICE Use the adjectives from Exercise E to complete each statement.
1 His story is really questionable . So many of the details sound far-fetched.
2 I think she’s telling the truth. Her description of the events sounds very believable to me.
3 Your claims are debatable . It isn’t difficult to find another explanation for what happened.
4 That the military found a flying saucer is unprovable . There is no evidence to show that they did.
NOW YOU CAN Discuss how believable a story is
A NOTEPADDING With a partner, create a story for each of two imaginary

witnesses of the 1947 Roswell event: one supporting the conspiracy theory
and one supporting the military’s version.
have seen or heard?
Witness What did the witness claim to
e injured aliens
1 a bus driver He saw a flying saucer on the road. Som
e soldiers were …
were lying on the ground nearby. Som
Witness What did the witness claim to have seen or heard?

1
B GAME “TO TELL THE TRUTH” Divide the class into two opposing groups. Group A will argue that there
was a Roswell conspiracy. Group B will defend the military’s version. Students from each group role-play the
witnesses, making their stories as believable as possible. Students in the opposing group ask questions in
order to determine if the witness is telling the truth.
How many aliens did you see?

What did they look like?

C DISCUSSION Vote to decide which witnesses told
the most believable stories. Explain your reasons. • It doesn’t make sense.
• I don’t buy that.
• You’re barking up the wrong tree.
I thought the first witness’s story was • [You] really went out on a limb.
questionable because he must have … • That’s just far-fetched.
• There’s no question…
105
4
LESSON
GOAL Evaluate the trustworthiness of news sources
A LISTENING WARM-UP DISCUSSION Look at the photo. Speculate about

the purpose of the object behind the people.
Falcon Heene (front left)

with his parents, Richard and
Mayumi, and his brothers.
DIGITAL
STRATEGIES B 5:11 LISTEN FOR MAIN IDEAS Listen to Part 1 of this true story and discuss the questions.
A boy was drifting helplessly in a hot air
1 What was the story that was being reported in the news?
balloon.
2 Why did the Heene family contact the authorities? to help them get their son down
3 What happened to the balloon? It landed after about two hours.
4 What surprise did everyone discover afterward? The boy was not inside the balloon when it landed.
C 5:12 LISTEN TO DRAW CONCLUSIONS Listen to Part 2 of the story.

Complete the statements. Explain your choices.
1 News agencies grew suspicious about the story because .
a Falcon’s father answered interviewers’ questions b Falcon got sick during the interviews
2 Authorities grew suspicious when they learned about Falcon’s father’s .
a interests b inventions
3 A publicity stunt is when someone tries to .
a hide the truth from the authorities b get the attention of the media
4 Falcon’s parents agreed to pay $36,000 as .
a a donation b a punishment
D CRITICAL THINKING Discuss these questions. Listen to Part 2 again if necessary.

1 Do you think the authorities should have been less lenient or more lenient toward
Falcon’s parents? Why or why not?
2 Do you agree that the media probably made errors in judgment in the way they
reported the story? Explain your opinion.
3 Do you think the media generally do a good job reporting the news? Provide examples of
good or bad reporting.
106 UNIT 9
LESSON
4 GOAL Evaluate the trustworthiness of news sources
A LISTENING WARM-UP Option: [+5 minutes] On the board, write Why did the
Suggested 5 Your actual rescue attempt cost about 2 million U.S. dollars? In
teaching time: minutes teaching time: pairs, have students try to recall all the details that added
to the cost (helicopters, airport closed, emergency vehicles,
●
Have students look at the picture. Invite speculations as
news coverage). Then play Part 1 again to have pairs listen
to what the object behind the family might be. Prompt by
again and fill in anything they may have missed.
asking What does it look like? What is the tank in front of the
family? (looks like a helium tank) What does that suggest?
(that the object is inflatable and might fly) D CRITICAL THINKING
●
Ask Do you recognize the story from the news? Point out teaching time: minutes teaching time:
that it occurred in 2009. If yes, invite students to briefly
share. If not, have them predict what the story will be
●
Call on students to read the questions. Ask Do these
about. questions ask for facts? Or opinions? (opinions) If students
want to listen to Part 2 again to help form their opinions,
B 5:11 LISTEN FOR MAIN IDEAS have them listen one more time.

●
Then have students discuss the questions with a partner.
teaching time: minutes teaching time: Bring the class together and call on pairs to share
examples of good and bad reporting that they discussed.
●
First listening: Have students listen to the story once and
discuss the questions. Option: [+5 minutes] Ask students to recall Richard
Heene’s job description. Call on students to say what
●
Second listening: Have them listen again for anything
they remember. (storm chaser, UFO researcher, part-time
they may have missed. If necessary, stop the audio after
scientist, interest in mysteries and conspiracies, part-time
a specific piece of information has been provided, and let
actor, interest in wacky scientific mysteries, reality shows
students discuss.
featuring his family) Play Part 2 of the audio to fill in any
Go over the answers as a class. gaps. On the board, write What was he thinking?
●
Option: [+5 minutes] Tell students that this news story In pairs, have students speculate what Richard was thinking
captured everyone’s attention: on TV, social media, etc. when he was scheming this hoax. (Possible answers: He
Everyone was talking about it. In pairs or groups of three, probably wanted to get attention. He must have hoped
have students go back in time to October 15, 2009, and that he would make some money off of this.) Encourage
speculate about the story that everyone is talking about. students to use perfect modals and vocabulary for degrees
Encourage students to use passive modals and vocabulary of certainty.
for degrees of certainty. Encourage them to also recycle
Challenge: [+5 minutes] On the board, write lessons
the idioms and expressions from page 99, Exercise D. For
learned. In groups, have students talk about lessons
example:
learned by various parties involved in this incident. Write:
A: The boy couldn’t have disappeared. Clearly he was
Richard and Mayumi Heene
never in the balloon in the first place.
Falcon Heene
B: You’re probably right. A kid doesn’t just vanish
without a trace. news reporters
bloggers
the general public
C 5:12 LISTEN TO DRAW CONCLUSIONS authorities
Suggested 10–15 Your actual Invite students to think about what these different people
teaching time: minutes teaching time: or groups walked away with. Circulate as students discuss.
●
Have students read the questions and answer choices. Then ask What important lesson did Falcon learn? How do
Invite students to try to guess the answer to item 3. you think he felt seeing his parents punished for this?
●
First listening: Have students listen to the story once and
then try to choose the correct answers.
●
Second listening: Have them listen to check their answers.
If necessary, stop the audio after a specific piece of
information has been provided that can help students
make the correct selection.
●

NOW YOU CAN Evaluate the trustworthiness of news sources OPTIONAL WRITING [+20–30 minutes]
●
Have students choose one of the news sources they
discussed in Exercise B, Notepadding, and summarize
A FRAME YOUR IDEAS
their ideas.
●
Peer review: Students can read each other’s summaries
and offer feedback.
●
Have students complete the survey individually and
calculate the score.
●
Then have students discuss their answers in pairs and
decide which person is more skeptical. Encourage
students to think of reasons why the sources in the survey
(e.g., newspapers, TV, politicians, advertisers) tend to give
accurate or inaccurate information.
●
Bring the class together and ask individual students How
skeptical are you?
●
On the board, write Do you think it is good to be
skeptical? Why? Why not? Have students discuss in
pairs. Time permitting, discuss as a class.
LANGUAGE NOTE A skeptic is a person that disagrees with

particular claims, especially those that other people think
are true; skeptical is the adjective form (Andrea is very
skeptical about everything.); skeptically is the adverb (She
approached the issue skeptically).
B NOTEPADDING
●
Have students work individually to fill out the notepad.
Tell them to name actual programs or publications (print
or online) that they trust for the news. Then instruct
students to explain why they trust or don’t trust them.
●
Bring the class together and fill out a chart on the board:
TRUST DON’T TRUST
●
See if any of the same programs or publications are both
in the trust and don’t trust columns. Tell students they can
debate these during the discussion in Exercise C. Leave
the chart on the board.
C DISCUSSION
●
Divide the class into groups of three. Focus students’
attention on the Recycle This Language box. Invite
students to read it to themselves or ask a volunteer to read
it out loud.
●
Then have the groups discuss the questions. Encourage
them to refer to their notepads and the chart on the
board. Make sure students explain their answers.
Encourage them to share specific stories that they read or
heard about in trustworthy or untrustworthy sources.
●
Then bring the class together and vote on the most
reliable medium for news: print, TV, radio, Internet.

NOW YOU CAN Evaluate the trustworthiness of news sources
A FRAME YOUR IDEAS Complete the survey and calculate your score. Then compare results with a partner.
Which one of you is generally more skeptical?
skeptic?
ARE YOU A NOT VERY
SKEPTICAL SKEPTICAL
100% 90% 70% 50% 30% 10% 0%
What percentage of the news you read in the newspaper do you think is true?
What percentage of the news you hear on TV or radio do you think is true?
What percentage of what you see on the Internet do you think is true?
What percentage of what politicians say do you think is true?
What percentage of what advertisers say do you think is true?
What percentage of what your family says do you think is true?
What percentage of what your friends say do you think is true?
HOW SKEPTICAL ARE YOU?

First add up all the percentage
numbers you checked to get your TOTAL AVERAGE SCORE
total. Then calculate your average
score by dividing your total by 7.
B NOTEPADDING On the notepad, write news sources you trust and ones you don’t.
Include sources from newspapers, magazines, TV, radio, and the Internet.
Explain your reasons.
The news sources I trust the most Some news sources I don’t trust
Why? Why not?
DIGITAL
SPEAKING C DISCUSSION Why do you trust some news sources and not others?
BOOSTER
Do you and your classmates agree on any? How can you determine if
the information you read or hear is true or not?

• I’m sorry to say … • There’s no question … • believable
• I hate to say it, but … • I don’t buy [that story]. • questionable
• To tell you the truth, … • … doesn’t make sense to me. • reliable
• Unfortunately, … • troubling
• They’re barking up the wrong tree.
• The sad fact is … • careful / careless
• They went out on a limb.
• disappointed / disappointing
OPTIONAL WRITING Write about a news source

you trust, or one you don’t trust. Explain your reasons.
107
WRITING Avoiding sentence fragments
A WRITING SKILL Study the rules. Remember:

An independent clause …
A sentence fragment is a group of words that does not express • contains a subject and a verb.
a complete thought. Here are two common fragments. • expresses a complete thought.
A complete sentence …
A dependent clause • starts with a capital letter.
A dependent clause is a group of words that contains both • ends with a period.
a subject and a verb but begins with a subordinating conjunction, • expresses a complete thought.
• needs at least one independent clause.
making it an incomplete thought.
FRAGMENT: Because the military hadn’t told the truth.
FRAGMENT: After his mother admitted to lying. Subordinating conjunctions that
A phrase begin a dependent clause
after since
A phrase is a group of words that is not a complete sentence. as soon as unless
Common phrases are prepositional phrases, verb phrases, because until
embedded questions, infinitive phrases, relative clauses, etc. before when
even though whenever
FRAGMENT: The people who were at the airport. if while
FRAGMENT: At the end of the year.
FRAGMENT: Are very reliable.
FRAGMENT: Where the balloon landed.
FRAGMENT: To solve the mystery.
To correct a sentence fragment, do one of the following:

• Attach a dependent clause to an independent clause to complete the thought.
People believed the conspiracy theories because the military hadn’t told the truth.
After his mother admitted to lying, everyone knew the story was a hoax.
• Complete the thought by adding missing information to a phrase so it’s a complete sentence.
The people who were at the airport couldn’t board their planes.
They were freed from prison at the end of the year.
Most newspapers are very reliable.
That’s where the balloon landed.
To solve the mystery, they interviewed all the witnesses.
B PRACTICE Underline the sentence fragments in

DIGITAL
WRITING C APPLY THE WRITING SKILL
PROCESS
this paragraph. Then, on a separate sheet of paper, On a separate sheet of paper, write a short
rewrite the paragraph correctly. See page T108 for rewrite. news article about one of these topics:
a A real or imaginary mysterious
When John Tyler did not appear at his wedding. event, such as a UFO sighting, a
His bride and the wedding guests were worried. disappearance, or the discovery of a
They called the police for help. The police used helicopters. previously unknown place
To search for John’s car. An hour later, John called his bride b A real or imaginary story in which the
by phone. She was shocked. Because John told her that he media succeeded at telling, or failed to
had been carjacked. According to his story. The carjackers tell, the truth
had locked him in the trunk of his car. Meanwhile,
the police had found John’s car. In the parking lot of a
hotel. Furthermore, John was found in a hotel room. SELF-CHECK
Speaking with his wife on the phone. Apparently, he had Do all my sentences express complete thoughts?
been having doubts about getting married and had made Did I avoid sentence fragments?
up the whole story about the carjacking. John had to repay Did I avoid run-on sentences?
the town the $3,000 spent trying to rescue him during
his carjacking hoax. He and his bride were married two
weeks later.
108 UNIT 9
WRITING Avoiding sentence fragments
A WRITING SKILL side of the house is where the balloon landed. To solve the
mystery, I did a lot of research online.)
LANGUAGE NOTE Point out that dependent clauses need
●
Ask a volunteer to read the definition of a sentence independent clauses to make sense. The former depend on
fragment out loud. Explain that while a sentence the latter. Independent clauses, on the other hand, can
expresses a complete thought, a sentence fragment stand on their own; dependent clauses simply add more
expresses an incomplete thought. information.
●
Have a volunteer read the explanation and the example
for a dependent clause. Write on the board:
B PRACTICE
Because the military hadn’t told the truth.
After his mother admitted to lying. teaching time: minutes teaching time:
As a class, label the parts of the dependent clause in the ●

Have students work independently to underline and
examples: the subordinating conjunction, the subject, correct the sentence fragments. Point out that the
and the verb. Label the example on the board as students fragments can be corrected by attaching them to existing
identify the parts. information in the article.
Because the military hadn’t told the truth. ●
Ask students to compare answers in pairs.
(sub. conj.) (sub) (verb) ●
After his mother admitted to lying. Answer to Exercise B
(sub. conj.) (sub) (verb)
Answers will vary but may include the following:
●
Have students read the explanation and the examples for
When John Tyler did not appear at his wedding, his bride
a phrase. Emphasize that a phrase does not have a subject
and the wedding guests were worried. They called the
or a conjugated verb.
police for help. The police used helicopters to search for
●
Give students a few minutes to study the information John’s car. An hour later, John called his bride by phone.
in the boxes about independent clauses, complete She was shocked because John told her that he had
sentences, and subordinating conjunctions. Remind been carjacked. According to his story, the carjackers had
students that subordinating conjunctions introduce locked him in the trunk of his car. Meanwhile, the police
dependent clauses and join two independent clauses. had found John’s car in the parking lot of a hotel. Fur-
●
To check comprehension, write on the board: thermore, John was found in a hotel room speaking with
1. The man took a picture of the monster as soon as his wife on the phone. Apparently, he had been having
he saw it. doubts about getting married and had made up the whole
story about the carjacking. John had to repay the town
2. When the man saw the monster. the $3,000 spent trying to rescue him during his carjack-
3. The man took the picture from the car. ing hoax. He and his bride were married two weeks later.
Ask Which is a fragment? (2) Which is a complete sentence?
(1 and 3) Which sentence contains a dependent clause? C APPLY THE WRITING SKILL
(1— as soon as he saw it) What are two examples of Suggested 10 Your actual
subordinating conjunctions (as soon as in 1; when in 2) teaching time: minutes teaching time:
●
Focus on the explanation of how to correct a sentence ●
Have a volunteer read the topic choices. Explain that
fragment. Point out that the first two fragments students will be writing a news article, so they need to
mentioned at the top of the chart are dependent report information.
clauses. They can be attached to independent clauses ●
to make complete sentences. Have students study how
the fragments attach to the independent clauses in the
example sentences. Option: [+5 minutes] Invite students to think up
sensational headlines for their articles, like those used in
●
Then have students study how the next five fragments
Exercise F on page 103.
from the top of the chart are made into complete
sentences. Clarify that the highlighted text in the Writing Process
section about correcting sentence fragments is the new ●
information that completes each sentence. Book to go over the articles they wrote.
●
To check understanding, ask students to suggest different
ways for the fragments to be made into sentences.
(Possible answers: The people who were at the airport had
to stay overnight. At the end of the year, we always have a
party. Max and Kate are very reliable. The field on the other
UNIT 9 WRITING T108

review
Digital Game ●
Have students compare and discuss answers with a
partner.
A 5:13 ●
Review as a class. Call on students to share their responses
Suggested 10 Your actual to each question.
●
First listening: With Student Books closed, have students
listen and note what the people are talking about. Review EXTRA
as a class. (1. Bill, who should have been with them; 2. a
wallet that someone left behind; 3. a bank scandal; 4. a ●
Workbook
story about a hairy creature)
●
MyEnglishLab
●
●
Second listening: Have students listen and choose the summit3e)
best answer to complete each statement. – Classroom Audio Program
●
Instruct students to compare answers with a partner and – Extra Practice Activities
review as a class. – Summit GO App
– Web Projects
Option: [+5 minutes] Have students listen to the ●
ActiveTeach
conversations again and take notes of phrases from the –Additional Printable Resources
listening that support their answers. (1. He might’ve – Assessments
overslept. 2. You’re that certain? / You bet. 3. How much more Audioscripts and Answer Keys
evidence do you need? / It’s in the paper! 4. The guy must “Can-Do” Self-Assessment Charts
have been drinking. / And I can’t understand how someone so Conversation and Discussion Activator Video Scripts
smart could possibly fall for a story like that!) Oral Progress Assessment Charts
B – Summit TV Video Program
Activity Worksheets
teaching time: minutes teaching time: Teaching Notes
Video Scripts
●
To review active and passive modals, refer students to the
grammar chart on page 102.
●
Model the first item on the board:
The military must have moved the aliens’ bodies to a
secret place.
Ask What is the perfect modal? (must have moved ) What
is the receiver of the action? (the aliens’ bodies) Who is the
performer of the action? (the military) Ask a volunteer to
rewrite the sentence in the passive: The aliens’ bodies
must have been moved (by the military) to a secret
place.
Option: [+5 minutes] To practice vocabulary for degrees
of certainty, have students work in pairs to rewrite the
sentences in the book using the expressions on page 100.
Instruct students to use the simple past. (Possible answers:
The military probably moved the aliens’ bodies to a secret
place. 2. Maybe witnesses saw evidence of the event. 3.
Most likely, Stanton Friedman wrote the first account of
the Roswell conspiracy. 4. Clearly, they couldn’t move the
stones without lots of help. 5. There is no question that
Richard Heene lied to the authorities. 6. It’s possible
that the islanders didn’t use the stone figures for religious
purposes.)
C
●
Read the model out loud. If necessary, refer students
to Exercise A on page 100 to review ways to express
certainty.
●
Encourage students to explain their theories.
T109 UNIT 9 REVIEW

DIGITAL
GAME review
A 5:13 Listen to the conversations. Then listen to each conversation again and choose the
statement that is closer in meaning to what each person said.
1 The woman says .
a it’s possible Bill overslept
b Bill couldn’t possibly have overslept
2 The woman says .
a it’s possible the wallet is Gina’s
b it’s almost certain that the wallet is Gina’s
3 The man thinks .
a the president may have been involved in the scandal
b the president had clearly been involved in the scandal
4 The man thinks .
a the story could possibly be a hoax
b the story couldn’t possibly be true
B Rewrite each statement in the passive voice.

1 The military must have moved the aliens’ bodies to a secret place.
The aliens’ bodies must have been moved by the military to a secret place.
2 Witnesses might have seen evidence of the event.

Evidence of the event might have been seen by witnesses.
3 Stanton Friedman must have written the first account of the Roswell conspiracy.
The first account of the Roswell conspiracy must have been written by Stanton Friedman.
4 They couldn’t have moved the stones without lots of help.

The stones couldn’t have been moved without lots of help.
5 Richard Heene had to have asked Falcon to lie to the authorities.

Falcon had to have been asked to lie to the authorities by Richard Heene.
6 The islanders might not have used the stone figures for religious purposes.
The stone figures might not have been used by the islanders for religious purposes.
C On a separate sheet of paper, write your own response to each question,

using varying degrees of certainty. Explain your theories.
1 Do you think it’s possible that there could really be a I suppose it’s possible, but I really don’t believe it because …
human-like creature in the Himalayas called a yeti?
2 Do you think the conspiracy theory about the Roswell incident could be true?
3 Does it make sense to you that the Bermuda Triangle might cause ships and planes to disappear?
4 Do you think it’s possible that the Nazca Lines were designed by aliens?
Web Project: Mysteries

109
1 Suggest ways to reduce stress
10 Your Free Time

2 Describe how you got interested in a hobby
3 Discuss how mobile devices affect us
4 Compare attitudes about taking risks
preview
A FRAME YOUR IDEAS Complete the survey about your free time.
HOW DO YOU LIKE

to spend your time?
RATE THESE ACTIVITIES ON A SCALE OF 0 TO 3.
3 = extremely important
2 = fairly important
1 = somewhat important
0 = not important to 1 spending time with my family 0 1 2 3
me at all
2 hanging out with my friends 0 1 2 3
3 spending time alone relaxing

and doing nothing
0 1 2 3
4 immersing myself in my
work or studies
0 1 2 3
5 seeking excitement 0 1 2 3
6 engaging in quiet activities

at home
0 1 2 3
7 participating in sports 0 1 2 3
8 working out to stay in shape 0 1 2 3
9 rooting for my favorite teams 0 1 2 3
10 attending cultural events 0 1 2 3
11 enjoying my hobbies and

other interests
0 1 2 3
B PAIR WORK Compare your survey responses. Ask questions about your partner’s free time.
DIGITAL
STRATEGIES C 5:14 VOCABULARY WAYS TO DESCRIBE PEOPLE Listen and
repeat. Then use the words and the survey to describe your partner.
• sociable: likes being around other people

• a loner: prefers being alone or hanging out with close friends or family
• active: enjoys doing lots of activities, has lots of interests
• sedentary: somewhat inactive physically
• laid back: relaxed, easygoing
• other
110 UNIT 10
UNIT
10 Your Free Time

preview
A FRAME YOUR IDEAS Option: [+5 minutes] Draw a chart on the board:
Suggested
teaching time:
5
minutes
Your actual
teaching time:
sociable a loner active sedentary laid back
●
Have students look at the pictures. Ask What are these
people doing? (skydiving, resting / relaxing, watching Invite students to write their names in the category they
a game, playing chess) Ask individual students Which believe best describes them. If students have more than
activity are you most likely to do in your free time? one category they strongly feel they fit in, they can put
their name in two columns.
●
Ask students to look at the survey and read the
instructions. Make sure they understand the rating Vocabulary-Building Strategies
system.
●
Have students complete the quiz.
LANGUAGE NOTE To immerse oneself in something means

to become completely involved in an activity; to root for
a team means to watch a game and cheer for one of the
teams.
Option: [+5 minutes] Ask Are there any things not listed
in the survey that you like to do in your free time? Write these
on the board.
B PAIR WORK
●
Ask students to compare survey responses with a
partner. Tell them they should ask questions to get more
information.
C 5:14 VOCABULARY
●
Have students listen and repeat. Ask volunteers to read
the definitions of the words and the model answer. Tell
students they can elicit details about the various activities
in a similar way.
●
Instruct students to check off words that describe their
partner. On the board, write My partner is . . . Then
bring the class together and have pairs share information
about their partners, including details about why the
words describe them. For example, Sara is active. She
works out at the gym every day.
UNIT 10 PREVIEW T110

D 5:15 SPOTLIGHT ●
In small groups, have students discuss which philosophy
they agree with more, explaining reasons for their answer.
Then bring the class together and have students share.
●
Have students read and listen. Poll who is more like Ava and who is more like Erin.
●
To check comprehension, ask Why doesn’t Erin pick up the
phone? (because it’s her boss and it is after hours) What SPEAKING PAIR WORK
does Erin mean when she says she has a life? (that she has Suggested 5 Your actual
a life outside of work) Is Ava similar to Erin? Why? Why not? teaching time: minutes teaching time:
(No, Ava worries about what her boss thinks and makes ●
Call on volunteers to read the items in the chart. Clarify
herself available after hours.) How did Erin act with her vocabulary as needed.
previous boss? (She was always available, and he called her
on weekends.) Why does Ava say she can’t be like Erin? (She
●
Give students a few minutes to complete the chart and
is afraid of losing her job.) Does Erin work hard when she is then discuss in pairs.
at work? (yes) At the end of the conversation, who is calling ●
Bring the class together and ask Did you write the same
Ava? (her boss) Is she going to take the call? (yes) Does Erin name for any of the items? (Possible answer: the first,
approve? (no) second, and last item)
Option: [+5 minutes] Ask For which of the items in the
E UNDERSTAND IDIOMS AND EXPRESSIONS chart could you write your own name? Invite volunteers to
Suggested 5 Your actual share.
●
To model the activity, invite a volunteer to read the
first idiom or expression. Invite students to find it in the
conversation. Call on another volunteer to read Erin’s
part where she uses the expression. Ask What does to be
on call mean? (to make oneself available for someone to
contact at any time)
●
exercise. Encourage them to refer to the conversation
to help them determine the correct answer. Circulate
and assist as needed. Clarify idioms and expressions as
needed.
●
LANGUAGE NOTE Laid back means relaxed and not worried

about anything; after hours means after work hours.

meanings from the exercise. Tell them to make necessary
changes. Model the first item: She needs to know I’m not
available for her to contact me any time. Then have them
role-play the conversation again using the expressions.
Challenge: [+5 minutes] Divide the class into pairs
and assign each pair several idioms or expressions. Have
students create short dialogues using the idioms or
expressions. For example:
A: I have to work late tonight. Then my daughter has
baseball and afterwards I need to help her with her
project for the science fair. If it’s not too late, I will try
to finish my report for work.
B: Wow, you have a lot on your plate!
F DISCUSSION
●
To review, ask What is Erin’s philosophy about work? (to
work hard when she’s at work, but then to keep her free
time her own) What is Ava’s? (to be available for work all of
the time)
T111 UNIT 10 PREVIEW

D 5:15 SPOTLIGHT Read and listen to a conversation between Ava = Arabic
Erin = American English (standard)
two friends after work. Notice the spotlighted language.
Ava: [phone rings] Don’t you need to take that?

Erin: Nah. It’s my new boss. It can wait till tomorrow.
Ava: Really? What if it’s urgent?
Erin: She needs to know I’m not always on call. And besides, my workday ended
over two hours ago … I have a life!
Ava: Well, you’re a lot more laid back than I am. I’ve got a lot on my plate at work
these days. I’d worry my boss might think I was slacking off.
Erin: But he knows that’s not true! You work really hard.
Ava: I do. But I feel like I need to take my work home with me.
Or I’ll never be able to keep up.
Erin: Well, my previous boss was always calling me on the weekend.
Finally, I had to put a stop to it. I just decided I wouldn’t take any more
calls after hours. You just have to draw the line somewhere, right?
Ava: I suppose so. But if I did that, I’d be a nervous wreck that I might
lose my job.
Erin: Me, I can’t live like that. When I’m at work, I give it my all.
But my free time is mine … [phone rings] Is that yours?
Ava: I guess so … Oh no … I forgot I was supposed to call my boss
at 7:00. Excuse me for a minute …
Erin: Come on! Don’t tell me you’re going to take that!
Ava: Stop that! Shhh!
E UNDERSTAND IDIOMS AND EXPRESSIONS Find these expressions in Spotlight.

Match each with its correct meaning.
e 1 be on call a not work as hard as one should
g 2 have a lot on one’s plate b finish everything that needs to get done
a 3 slack off c make it clear that something is unacceptable
b 4 keep up d be anxious or worried about something
c 5 draw the line e make oneself available for someone to contact any time
d 6 be a nervous wreck f do something with maximum effort
f 7 give something one’s all g have lots of things that need to get done
F DISCUSSION Whose philosophy about taking work calls after hours makes the most
sense to you — Ava’s or Erin’s? Explain your reasons.
SPEAKING PAIR WORK Complete the chart. Then tell your partner
about the people. Use the Vocabulary from page 110.
Someone I know who … Name Relationship to you

is always immersed in his or her work or studies
has a lot on his or her plate right now
is good at drawing the line between work and private time
maintains a very active life
slacks off a little too often
gives everything his or her all
111
1
LESSON
GOAL Suggest ways to reduce stress
DIGITAL
STRATEGIES A 5:16 VOCABULARY WAYS TO REDUCE STRESS Read and listen to the suggestions
for reducing the stress of work. Then listen again and repeat.
TAKE A BREATHER. SET ASIDE SOME SLOW DOWN.

1 Stop what you’re
doing from time to
2 DOWN TIME.
Schedule time that’s just
3 Don’t do everything so
fast. Take time to think
time. Take a rest or for you so you can focus about what you’re
get some exercise. on relaxing. doing and do it right.
REDUCING THE STRESS OF WORK

SET LIMITS. LEARN TO LAUGH TAKE UP A HOBBY.
4 Learn to draw the
line and say no to
5 THINGS OFF.
Stop taking things so
6 Start doing something you’d
enjoy in your free time, such
others’ demands on seriously. Remember to see as making, collecting, fixing,
your private time. the humor in everything. or taking care of things.
B 5:17 LISTEN TO ACTIVATE VOCABULARY Read the suggestions. Then listen to six people’s
complaints. Write the number of a speaker in the box next to the suggestion you’d give him or her.
4 “If I were you, I’d take a breather every few hours.”
5 “You should set aside some down time each week.”
3 “Slow down a bit so you can do the job right.”
6 “If I were you, I’d try to set some limits.”
2 “Why don’t you try to laugh things off at work.”
1 “I think you should take up a hobby.”
Be supposed to: expansion
DIGITAL
INDUCTIVE C GRAMMAR EXPRESSING AN EXPECTATION WITH BE SUPPOSED TO
ACTIVITY
Use be supposed to + a base form to express expectation. Use a present form of be for Note: The negative form
a present or future expectation. Use a past form of be for an expectation in the past. of be supposed to can also
express a prohibition.
We’re supposed to arrive on time today. (Someone expects it.) We’re not supposed to
Marcy is supposed to bring snacks tomorrow. (Someone will expect it.) text during class.
You were supposed to come yesterday. (Someone expected it.)
Negative statements
They aren’t supposed to know about the party.
She wasn’t supposed to stay past 5:00.
Be careful!
Yes / no questions Don’t use auxiliary verbs or modals with be supposed to.
Is Paul supposed to give his presentation tomorrow? Don’t say: Marcy will be supposed to bring the snacks.
Was the school supposed to pay you a refund? Don’t confuse be supposed to with the verb suppose.
Information questions I suppose I should call her. (= I assume I should.)
What do you suppose is wrong? (= What do you guess
When were we supposed to buy the tickets? is wrong?)
Who’s supposed to call us today?
DIGITAL
MORE D UNDERSTAND THE GRAMMAR Speculate about who might have an expectation.
EXERCISES
1 Jeff is supposed to call home before he leaves the office.
2 Our teacher is supposed to tell us our final grades today. Students might expect it.
3 Customers are supposed to leave a 15% tip after their meal. Answers will vary but may include the following: Wait staff,
restaurant management, or society might expect it.
112 UNIT 10
LESSON
31 GOAL Suggest ways to reduce stress
A 5:16 VOCABULARY ●
Write the third example on the board. Ask Did you come
yesterday? (no) Did someone expect you to come yesterday?
teaching time: minutes teaching time: (yes)
●
On the board, write ways to reduce stress. Ask What
●
Focus on Negative statements. Ask Do we expect them
things do you do to relieve stress? (Possible answers: go for to know about the party? (no) Was she expected to stay
a run, do yoga, talk to a friend, see a funny movie) Then past 5:00? (no) Point out not supposed to could also mean
focus on the title Reducing the Stress of Work. Ask What are that something is forbidden. For example, You’re not
some examples of work-related stress? (a heavy workload, supposed to park in front of the school. The kids are not
tight deadlines, a strict boss) supposed to have phones in school.
●
Have students read and listen.
●
Call on volunteers to read the two examples for Yes / no
questions. After the first one, ask What is the expectation?
●
Then have students listen and repeat chorally. (that Paul will give his presentation tomorrow) After the
●
To check comprehension, ask What does it mean . . . to second example, ask What was the expectation? (that
take a breather? set aside down time? slow down? set limits? the school would pay you a refund) For the information
laugh things off? take up a hobby? Tell students to use the questions, point out that the first example focuses on
explanation in each corresponding box to answer each when the expectation was to buy tickets and the second
question. on the expectation about who will call today.
●
Have students read the Be careful! note. Focus on the
LANGUAGE NOTE Take a rest means to rest; the word rest
first Don’t. Write Marcy is supposed to bring the snacks
can be a noun or a verb. Point out that draw the line and set
limits mean the same thing—to make clear that something
tomorrow. Ask How do we know that the expectation is
about the future? (the word tomorrow)
is unacceptable.
LANGUAGE NOTE Students might ask about the difference
in meaning, in the first person, of be supposed to, have to
(or must), and should (or ought to) in We’re supposed to /
B 5:17 LISTEN TO ACTIVATE VOCABULARY We have to / We should arrive on time today. Explain that
Suggested 5 Your actual have to and must express obligation. Should and ought to
teaching time: minutes teaching time: express advisability—that something would be a good idea.
●
Pre-listening: Call on volunteers to read the suggestions. Supposed to expresses expectation.
Invite students to predict scenarios when someone
might give each piece of advice. (1. when someone Option: GRAMMAR BOOSTER (Teaching Notes p. T139)
isn’t taking enough breaks throughout the day while
working, 2. when someone isn’t making time during the
week to relax, 3. when someone is working too quickly,
4. when someone doesn’t draw the line between work D UNDERSTAND THE GRAMMAR
and personal time, 5. when someone takes things too Suggested 5 Your actual
seriously at work, 6. someone who doesn’t find time to do
things for him or herself) ●
Point out that when using supposed to it is sometimes
●
First listening: Have students listen once and try to match understood but at other times unclear exactly who has
the best suggestion to each complaint. Tell students to the expectation. Tell students that in the exercise they will
write the number of the speaker next to the suggestion. speculate as to who has the various expectations.
●
Second listening: Have students listen again and check
●
As a class, look at item 1. Ask a student to read the
their answers. example. Invite other students to speculate who else
might expect Jeff to call home before he leaves the office.
●
(Possible answer: his son, his roommate)
C GRAMMAR
●
Have students complete the exercise. Ask Is it clear who
has the expectation for item 2? (yes, since clearly a student
teaching time: minutes teaching time: is talking about a teacher) Ask Is it clear who has the
expectation for item 3? (It’s either wait staff, or restaurant
●
On the board, write We’re supposed to arrive on time management that expect customers to leave a 15% tip.)
today. Ask Have we arrived yet? (no) Is it certain that we Point out that sometimes for something that is generally
will arrive on time? (no) Do we expect to arrive on time? known, the expectation can come from people in general.
(yes) For example, when riding a full bus or train and an older
●
Ask a student to read the first explanation. Focus students’ person gets on, a younger person is supposed to give up
attention on the example sentences. Ask Which one his or her seat. Or if you are in a library, you’re supposed
expresses a present expectation? (the first example) a future to shut off the ringer on your phone.
expectation? (the second example) Which one expresses a Extra Grammar Exercises
past expectation? (the third example).

E ERROR CORRECTION ●
Have students look at the photo. Ask What setting
are these people in? (at home) What do you think their
teaching time: minutes teaching time: relationship is? (husband and wife)
●
Have students correct the errors individually. Then have
●
them compare answers with a partner. ●
To check comprehension, ask What was the man expected
●
Bring the class together and go over the answers. For to do? (turn in a report) Did he do this? (no) Why? (He
items 1 and 3 ask Why is it incorrect to use don’t and completely forgot.) Why is the woman not surprised? (because
didn’t with supposed to? (because the expression is is / the man has been working so hard lately) What does she
was supposed to; the negative is formed aren’t / weren’t suggest? (that he needs a break) Does the man agree? (yes)
supposed to) Why is each use of suppose in the exercise
LANGUAGE NOTE To mess up means to make a mistake;
incorrect? (because the expression is be supposed to) Do we
when something slips one’s mind it means the person forgot
ever use will with supposed to? (no)
something.
●
Point out that item 1 is an example of not supposed to
used to indicate that something is forbidden. Challenge: [+5 minutes] Have pairs role-play the
Challenge: [+5 minutes] Assign pairs a corrected conversation, changing A’s second exchange to one of the
sentence or question to work into a short role play. Then choices in the Some ideas box. Tell students to change the
invite students to share with the class. For example: sentences that follow as well.
A: Is that someone talking on a cell phone? How rude.

B: I know. I can’t believe it.
A: Wasn’t everyone supposed to turn off his or her teaching time: minutes teaching time:
phone during the talk? ●
B: Yes. They asked everyone at the beginning of the say the sounds of Uh- oh consecutively; use a concerned
program. tone
PRONUNCIATION use falling intonation for Why? (line 2), What did you do?
Option: BOOSTER (Teaching Notes p. T150) (line 2), What do you mean? (line 7)
use emphatic stress on completely in It completely slipped
my mind (line 4)
use emphatic stress on way in I’ve got way too much on
F GRAMMAR PRACTICE my plate (line 10)
Suggested 5 Your actual use emphatic stress on face in Let’s face it (line 9)
pause after Well and stress frankly (line 6)
●
Ask volunteers to read the people’s instructions. After use rising intonation after You know what? (line 12)
each one ask Who might expect this? (Possible answers:
1. the teacher, 2. Sara’s mother, 3. the company that sent C CONVERSATION ACTIVATOR
him the bill, 4. the person planning the party, 5. people in Suggested 5 Your actual
general, 6. the store manager) teaching time: minutes teaching time:
●
Then have students make the statements with supposed Conversation Activator Video
to. Have students compare answers with a partner.
●
video player on the ActiveTeach.
NOW YOU CAN Suggest ways to reduce stress
●
●
Before students begin, bring their attention to line 3 of
the Spotlight. Ask a volunteer to read it. Elicit other things
to say here referring to the Some ideas box and students’
own ideas.
●
Use Uh-oh to indicate a mistake has been made. ●
●
Use I just realized to indicate that you suddenly strategies.
remember something. ●
Encourage students to recycle the expressions in the
●
Use Well, frankly to introduce saying something Recycle This Language box.
honestly.
●
Use It’s just that to explain your reaction to something.
●
Use Let’s face it to indicate that we should accept the note. Tell students that they should extend or lengthen
truth. their conversations by following directions in Don’t Stop!
●
Use You know what? to introduce a suggestion. (See page T5, Activity C, for more details.)

E ERROR CORRECTION On a separate sheet of paper, rewrite these sentences correctly.
are not supposed
1 You don’t suppose to smoke cigarettes inside the office.
supposed
2 Wasn’t everyone suppose to turn off their phones during the talk?
were
3 Lena and Gil didn’t supposed to finish their report before the meeting yesterday.
is
4 When will he be supposed to let his boss know he’s taking time off?
5 What we suppose to do for tomorrow’s class?
are we supposed
PRONUNCIATION
F GRAMMAR PRACTICE Rewrite each instruction to express an expectation, BOOSTER p. 150
using be supposed to. Make any other necessary changes. Vowel sounds /eɪ/, / /, /æ/, and / /
v
1 “Please bring your homework with you tomorrow.”

(we / bring) We are supposed to bring our homework with us tomorrow.
2 “Please tell Sara to call her mother after class.”
(Sara / call) Sarah is supposed to call her mother after class.
3 “Please inform Walter that he needs to pay his bill by Friday.”
(Walter / pay) Walter is supposed to pay his bill by Friday.
4 “Don’t tell anyone about Tom’s surprise birthday party on Sunday.”
(I / tell) I’m not supposed to tell anyone about Tom’s surprise birthday party on Sunday.
5 “Don’t tip people for their service when you’re traveling in Japan.”
(you / tip) You’re not supposed to tip people for their service when you’re traveling in Japan.
6 “All of our store clerks should be friendly, helpful, and courteous.”
(Our store clerks / be) Our store clerks are supposed to be friendly, helpful, and courteous.
NOW YOU CAN Suggest ways to reduce stress

A: Uh-oh. I really messed up.
B: Why? What did you do?
A: I just realized we were supposed to turn in
our reports this morning. It completely slipped
my mind.
B: Well, frankly, I’m not surprised.
A: What do you mean?
B: It’s just that you’ve been working so hard
lately. Let’s face it … you need a break.
A: You’re probably right. I’ve got way too much on
my plate.
B: You know what? It’s time to slow down a little.
B 5:19 RHYTHM AND INTONATION Listen again and

DIGITAL
VIDEO C CONVERSATION ACTIVATOR Create a similar
DIGITAL
SPEAKING
conversation in which one of you is stressed out about
BOOSTER
forgetting to do something. Start like this: Uh-oh. I really
Some ideas
messed up… Be sure to change roles and then partners. You were supposed to …
• get someone a birthday gift.
don’t stop! RECYCLE THIS LANGUAGE • pick someone up at the airport.
• Suggest and discuss other • be on call • give it one’s all • finish your homework.
ways to reduce stress. • be a nervous wreck • draw the line • be at a meeting at work or school.
• Say as much as you can. • can’t keep up • prepare a presentation for an event.
113
2
LESSON
GOAL Describe how you got interested in a hobby
A 5:20 GRAMMAR SPOTLIGHT Read about how these people got interested in their
hobbies. Notice the spotlighted grammar.
ASSEMBLING MODELS
When I was a kid, I was crazy about airplanes. My dad did

a lot of traveling for his job, so he would bring me back
model kits from different airlines. I’d assemble them and
paint them, and it was fun. My dad was always showing
off my work to his friends, so I decided to get serious and
make it a real hobby. Now I build my own models with
engines that can really fly.
QUILTING
When I was young, my mom was always collecting old pieces

of colorful cloth. At some point, she would sew them together
into shapes, and then she would combine the shapes together
to make a huge bed cover. I used to think it was embarrassing to
have my friends come over and see all those pieces of cloth lying
around. But today I’m really proud of the quilts my mom made.
PRACTICING A MARTIAL ART
When I was about eight, my friends were all learning

martial arts. They’d walk past my house in their
uniforms on their way to karate class, and I really
wanted to join them. So I told my mom, and she
agreed to let me. I’ve been practicing now for more
than ten years. It’s helped me to feel really confident
physically.
B PAIR WORK With a partner, discuss which hobby in Exercise A is the most appealing
to you. Explain your reasons.
• Would: review
DIGITAL
INDUCTIVE C GRAMMAR DESCRIBING PAST REPEATED OR HABITUAL ACTIONS • Placement of adverbs of manner
ACTIVITY
You can use would + a base form to describe past repeated or habitual actions.
When I was a kid, my mom would sew pieces of cloth together to make quilts.
Every weekend, I would walk around the neighborhood and take photos.
You can also use the past continuous with the frequency adverb always to describe a past habitual action.
Our grandfather was always fixing things in his garage.
We were always taking care of other people’s pets. Be careful!
With non-action verbs that don’t describe
Remember: You can also use used to + a base form to describe repeated actions, use used to, not would.
past habitual actions that are no longer true. We used to be interested in martial arts.
NOT We would be interested in martial arts.
My mom used to make quilts. [But she doesn’t anymore.] She used to dislike sewing.
I used to love assembling model cars. [But I don’t have the time now.] NOT She would dislike sewing.
114 UNIT 10
LESSON
2 GOAL Describe how you got interested in a hobby
A 5:20 GRAMMAR SPOTLIGHT write it again replacing was always fixing with would fix.
Elicit that the past continuous with always puts more
teaching time: minutes teaching time: focus on the continuity and frequent occurrence of the
past habitual action.
●
To warm up, write hobbies on the board. Invite students
to brainstorm various hobbies and write these on the
●
Focus on the Remember note and example sentences.
board. Stress that with used to the indication is that this activity
no longer continues. Invite students to replace used to in
●
Have students look at the pictures. Ask What are these the example sentence with would and was always verb +
hobbies? If students don’t know, have them read the ing . . . (My mom would make quilts. My mom was always
headings. Ask Does anyone practice these hobbies? Check making quilts.)
if any of the three items are on the brainstorm list on the
board. If not, add them.
●
To check understanding of the Be Careful! note, on the
board, write When I was a kid . . . Invite students to
●
Have students read and listen. complete this statement in the different ways. To quiz
●
To check comprehension, ask When did the man become students, complete the sentence on the board . . . I would
interested in airplanes? (when he was a kid) Who did his be blond. Ask Is this sentence correct? (No, be is a non-
father show off his planes to? (to his friends) Does he still action word and cannot be used with would.) Then have
like planes? (Yes, he builds his own models that fly.) What students correct the sentence. (I used to be blond.) Write
is a quilt? (a huge bed cover) What are the three steps to it on the board.
making a quilt? (First, you collect old pieces of colorful
cloth, then you sew the pieces together into shapes, Option: GRAMMAR BOOSTER (Teaching Notes p. T139)
and finally sew the shapes together to make a huge bed Inductive Grammar Activity
cover.) Why was the person embarrassed when friends came
over? (She didn’t want them to see the pieces of cloth
lying around.) How old was the woman when she became
interested in martial arts? (eight) How did she become
interested? (All her friends would walk past her house to
classes.) How long has she been practicing now? (ten years)
LANGUAGE NOTE To show off means to intentionally display

one’s own or someone else’s abilities. The noun form, a
show off, is a person who displays his or her own abilities to
attract attention and be admired by others.
B PAIR WORK
●
To warm up, poll the class. Ask Which is the most
appealing hobby to you?
●
Then have students discuss their preferences in pairs,
giving reasons.
C GRAMMAR
●
Call on a volunteer to read the first explanation and the
first example sentence. Ask Did the mom sew pieces of cloth
together only once? (No, she did this repeatedly.) Have the
volunteer read the second example sentence. Ask Did the
person walk around the neighborhood habitually? (yes)
What other hint do you have that this happened over and
over again? (the words Every weekend )
●
Ask a student to read the second explanation and
example sentences. Ask Do we need always in the
sentences? (Yes, without it the form would be past
continuous.) Did we take care of pets more than once? (yes)
Write the first example sentence on the board and then

D NOTICE THE GRAMMAR NOW YOU CAN Describe how you got interested in a hobby
A NOTEPADDING
●
Ask students to scan the Spotlight on page 111 for past
continuous with always. teaching time: minutes teaching time:
●
Ask What past habitual action is described in this sentence? ●
To warm up, have students look at the picture. Ask What
(a previous boss always calling on the weekend). Then call
is this man’s hobby? (playing the guitar) Ask Does anyone
on a volunteer to restate the sentence with used to. (My
here play an instrument? Then elicit other hobbies. Write
previous boss used to call me on the weekend.)
these on the board.
Extra Grammar Exercises ●
Model the Notepadding by saying I love to play the guitar.
When I was young, my mom was always playing the guitar.
E GRAMMAR PRACTICE I would listen to her play all the time. Sometimes she would
Suggested 5 Your actual let me strum the strings of her guitar. Focus on the third
teaching time: minutes teaching time: question. For example, I was always interested in music,
●
Model the first answer. Ask a volunteer to read the item. but I didn’t start taking lessons until I was in high school.
Then ask another volunteer to restate it using would. Ask Now I can’t put my guitar down. Point out that if interest in
the class Is this correct? (no) Why not? (Like is not an action the hobby hasn’t changed, they don’t have to answer the
word.) Ask What are some examples of non-action verbs? question.
(Possible answers: love, want, be)
●
Instruct students to continue identifying sentences that B DISCUSSION ACTIVATOR
cannot be restated with would. (4 and 5) Suggested 5 Your actual
●
over any questions as a class. Discussion Activator Video
Option: [+5 minutes] Call on volunteers to read the ●
Divide the class into pairs and have students discuss their
sentences with used to. After each one ask Is this action still hobbies.
true? (no) ●
provide details and examples. The goal is to say as much
F GRAMMAR PRACTICE as they can about the questions.
●
Have students rewrite the sentences with would. students in the video spoke in detail, saying as much
●
Bring the class together and confirm that only the as they could. Note: You can print the script or you can
sentences with used to + an action verb can be view it on the video player on the ActiveTeach. It is
rewritten. recommended that students watch the video first without
viewing the script.
G GRAMMAR PRACTICE
C PRESENTATION
●
Ask Can any of the sentences be replaced with the past
continuous with always? (yes, all the sentences but 1, 4,
●
Give pairs a few minutes to organize their Notepadding
and 5) Have students rewrite the sentences. notes.
●
Ask volunteers to read the sentences. Ask How are the
●
Then bring the class together and ask volunteers to present.
sentences different with the past continuous with always? Challenge: [+5 minutes] Ask Is there a hobby anyone
(They focus more on the continuity of the past habitual used to do, but no longer enjoys? Invite the student(s) to
action.) elaborate. For example, I used to ride my bike a lot. It was my
favorite thing to do. But then I hurt my leg and couldn’t ride
anymore. Allow the class to ask questions.

●
Tell students they can exchange notepadding notes
to help write their paragraphs about their partners.
Encourage pairs to ask each other additional questions.
●
Students can then read each other’s writing and
comment.

DIGITAL
MORE D NOTICE THE GRAMMAR Find an example of the past continuous with always in
EXERCISES
Spotlight on page 111. Restate the sentence, using used to. Well, my previous boss was always calling me on the weekend.
Well, my previous boss used to call me on the weekend.
E GRAMMAR PRACTICE Write an X next to the statements that cannot be rewritten using
would for past repeated or habitual actions. Explain your decision for each item.
✘ 1 Nick used to like everything about going to school.
2 My brother used to collect soda cans when we were kids.
3 We used to visit antique stores to look for beautiful old things.
✘ 4 The prices of the model cars I liked the best used to be astronomical.
✘ 5 My family used to live next door to a karate school.
6 When Jan first started her new job, she used to immerse herself in her work.
7 When I was a teenager, I used to seek excitement by taking risks.
F GRAMMAR PRACTICE On a separate sheet of paper, rewrite each statement from

Exercise E that can be rewritten with would.
My brother would collect soda cans when we were kids.

We would visit antique stores to look for beautiful old things.
When Jan first started her new job, she would immerse herself in her work.
When I was a teenager, I would seek excitement by taking risks.
G GRAMMAR PRACTICE With a partner, take turns restating each
statement from Exercise F, using the past continuous with always.
My brother was always collecting soda cans when we were kids. / We were always visiting antique stores to look for beautiful old things.
When Jan first started her new job, she was always immersing herself in her work. / When I was a teenager, I was always seeking
excitement by taking risks.
NOW YOU CAN Describe how you got interested in a hobby
A NOTEPADDING Using the Grammar What is your hobby?

Spotlight as a guide, write statements How did you first get interested in it?
about one of your hobbies. Use
would or the past continuous for past
repeated or habitual actions when
possible.
DIGITAL
B DISCUSSION ACTIVATOR Using your How did your interest change over time?
VIDEO
notepad, discuss your hobby with a
partner. Find out about your partner’s
hobby. Say as much as you can.
C PRESENTATION With your partner,

tell your class about how you each got
interested in your hobbies.
OPTIONAL WRITING Write about

how your partner got interested in his
or her hobby.
115
3
LESSON
GOAL Discuss how mobile devices affect us
A READING WARM-UP Do you think technology increases or reduces stress in your life?
Provide examples.
DIGITAL
STRATEGIES B 5:21 READING Read the article. How would you summarize the author’s main points
about technology today? Answers will vary but may include the following: The author argues that there are three main consequences
to always being connected: poor sleep, merging of work and private life, and reduction of face-to-face time.
Next time you’re in a public place, time off. When we leave the office,
ALWAYS look around. Odds are you’ll see a

large percentage of people on their
we continue to stay connected.
We are inviting our work world into
CONNECTED? phones or tablets texting, chatting,

checking messages, or surfing the
net. We’re more connected to our
our private lives in ways that never
would have been imaginable in the
past. We’re constantly “on call,”
The Consequences of Never Switching Off mobile devices than ever before, and our time is never entirely our
Alison Murphy which provides us 24/7 contact own. We just don’t know how to
with our work, social media, and “switch off” our work when we get
the Internet. The devices even home.
follow us into our bedrooms, where
we use technology as a means to In our leisure time, technology
unwind at the end of a long day. appears to be reducing the face-to-
face human interaction that we’ve
According to a recent poll, a traditionally enjoyed. For example,
majority of respondents said they the trend has been away from the
use their devices right before going shared experiences of going out
to bed. Most also reported that to the movies or shopping at the
using their devices keeps them mall, toward the more private acts
up at night and that they don’t of watching movies at home or
get enough sleep. Zack Panatera, shopping online. Common leisure
a student at Stanford University, activities of the past, such as
complained, “I’ll take a quick look participating in clubs, took place
at something interesting, and the in the community and provided
next thing I know, I’ve spent a extended time to communicate with
few hours online.” According to others and develop relationships.
psychiatrist Kyla Greenham, “The In contrast, today’s online posts
Advances in technology come light from our devices throws off and tweets with family, friends,
with the promise of increased our normal sleep cycle and actually and colleagues are shorter, more
reduces production of the sleep superficial, and less satisfying.
efficiency, making us more hormone melatonin.” She advises, Recent research has in fact
productive and providing more “Switch off any kind of technology suggested that face-to-face family
time to relax and enjoy our leisure at least an hour before going to time is decreasing in homes with
bed.” Lack of sleep may not seem Internet connections.
time. However, some experts so important, but it can have a
claim that the opposite is true— huge effect on one’s performance No one wishes to turn back the
clock on what technology can do.
that we’re actually working more the next day, making it harder to
However, switching off our devices
pay attention or remember things.
and have less time to relax. And, from time to time may be one of
as a result, we are becoming more At work, technology is in fact a the most important decisions we
contributing factor in a growing can make to ensure that we are
stressed out. trend toward longer hours and less living full, satisfying lives.
C UNDERSTAND MEANING FROM CONTEXT With a partner, find these words and phrases
in the article. Match each one with its correct meaning.
f 1 switch off a a way to relax
b 2 24/7 b all day and night
a 3 a means to unwind c insufficient amount or quantity
d 4 keeps [someone] up at night d prevents from sleeping
c 5 lack of e by talking to someone directly, in person
g 6 throws off f turn off
e 7 face-to-face g makes something not work right
116 UNIT 10
LESSON
3 GOAL Discuss how mobile devices affect us
A READING WARM-UP Challenge: [+5 minutes] Have pairs take turns reading
the statements from the article with the select words and
teaching time: minutes teaching time: phrases, and then replacing them with the definitions
from the exercise. For example, We’re more connected to
●
Ask a student to read the question. Call on volunteers to our mobile devices than ever before, which provides us
answer the question and provide examples. For example, contact with our work, social media, and the Internet all day
I think it increases stress since it encourages us to try to do and night.
too many things at once.
Extra Reading Comprehension Questions
●
Poll the class to see if more students think technology
increases or decreases stress.
Option: [+5 minutes] Ask Do you think a person’s age
influences how technology affects stress levels? For example,
A younger person who grew up surrounded by technology
might feel more comfortable than an older person who is
constantly learning and trying to keep up.
B 5:21 READING
●
Focus on the title of the article. Poll the class: Are you
always connected? Ask a student to read the subhead.
Elicit that a consequence is something that happens as
a result of a particular action. Invite students to predict
what consequences the author might discuss.
●
Then have students read and listen. Tell them to underline
the focus question in the direction line (How would you
summarize the author’s main points about technology
today?).
●
In pairs, have students discuss the focus question.
●
On the board, write Consequences of Never Switching
Off. Call on students to write the answers on the board:
1. poor sleep
2. work and private lives merge
3. reduced face-to-face time
Ask Do you agree that all these are consequences of not
switching off? Do you suffer any of these consequences?
Option: [+5 minutes] On the board, write What advice
can you take from the article? Have students discuss in
pairs.
Reading Strategies
C UNDERSTAND MEANING FROM CONTEXT

●
Have students work in pairs to find the words and phrases
in the article. Then have them match each one with the
correct meaning.
●
LANGUAGE NOTE Odds are means it is likely.
Option: [+5 minutes] Have students practice using the

words and phrases in sentences. For example, My sister
never switches off. She even checks her messages when she is
in the shower!
D IDENTIFY SUPPORTING DETAILS Then bring the class together and have groups share. On
●

the board, write:
Save time Waste time
●
Have students work individually or in pairs to find
examples and information to support their answers.
If necessary, help direct students to the paragraphs Ask students to fill in the chart with ways the Internet
where the information is found. (1. paragraph 3, 2. saves and wastes time. Then, taking all the information
paragraph 2, 3. paragraph 4) into account, as a class decide if, for the most part,
technological advances waste or save time.
●
Challenge: [+15 minutes] On the board, draw the
Option: [+5 minutes] Divide the class into three groups
following chart for students to copy, or print it out from the
and assign the groups paragraphs 2, 3, or 4. Have students
ActiveTeach and distribute it to students.
in each group reread the paragraph and discuss which
parts they agree or disagree with. Then have each group TODAY 1985
summarize their ideas to the class.
Morning: -Checked weather -Watched the news
Option: [+5 minutes] Divide the class into pairs. On the online for the weather
board, write the following statements from the article:
-Read social -
Today’s online posts and tweets with family, friends, network while
and colleagues are shorter, more superficial, and less eating breakfast
satisfying.
Noon:
Ask Do you agree with this statement? Why or why not?
Evening:
E INFER POINT OF VIEW Invite students to write up several things they did
Suggested 5 Your actual throughout the day today using technological devices.
teaching time: minutes teaching time: (Possible answers: checked weather online, sent a few text
●
Have students answer the questions in pairs. messages, ordered a sweater online) Then have students
translate the day to 1985 when the typical person didn’t
●
Bring the class together and discuss students’ opinions.
have a computer or cell phone. Wire phones and pay
Extra Challenge Reading Activity phones served for communication; TVs and movie theaters
served for entertainment; and news was available in print,
NOW YOU CAN Discuss how mobile devices affect us on TV, or on the radio. Tell students to indicate which
things the person did in a different way and which things
the person did not do at all in 1985. Let students compare
A FRAME YOUR IDEAS answers. Tell students to discuss what other things people
did instead in 1985. (Possible answers: I listened to the
radio, I talked with my husband.)
●
Have volunteers read the statements out loud. Focus For more language practice, students can summarize the
students’ attention on the adverbs of frequency. Ask things listed under the 1985 column using would. For
individual students How often do you text to connect example, People would watch the news in the morning for the
with other people? Have them respond with an adverb of weather.
frequency from the list.
Graphic Organizer
●
Instruct students to complete the survey individually and
then score it to find which statement best describes them.
●
Bring the class together and have students share scores.
Ask Who is almost always connected? Who is hardly ever
connected? Who is somewhere in the middle? Who is not
happy with his or her level of connectedness. Why?
Option: [+5 minutes] On the board, write Why are
you connected as much or as little as you are? Invite
students to share what things they do that add up to the
given level of connectivity. Ask Are you comfortable with
how much you are connected?
B DISCUSSION
●
Divide students into groups and have them discuss the
questions.

D IDENTIFY SUPPORTING DETAILS Answer the questions, according to the article. Answers will vary but may include
Find examples or information in the article to support your answers. the following:
1 What is wrong with always being “on call” for an employer? When we are always on call our time is never entire
our own. We never fully relax.
2 What are the consequences of checking one’s devices before going to sleep?
If we check devices before going to sleep we tend to spend time online thus cutting into our sleep.
3 Why is it a problem to rely on technology for social interaction?
Social interaction online is more superficial and less satisfying.
E INFER POINT OF VIEW Answer the following questions. Explain your reasons. Answers will vary but may include
the following:
1 What kinds of leisure activities do you think the author would recommend?
DIGITAL The author would probably recommend activities the allow for face-to-face social interaction like eating dinner or doing something outside.
EXTRA
CHALLENGE 2 Do you think the author’s opinion of electronic devices is more positive or negative? Explain.
The author’s opinion is more negative. He thinks technology interferes with sleep, leisure time, and social interactions.
He is in favor of remembering to switch off our devices to improve our lives.
NOW YOU CAN Discuss how mobile devices affect us 4 = Freq

uently
3 = Som
ewhat fre
quently
2 = Once
A FRAME YOUR IDEAS Complete the survey. Then compare answers with in a while
1 = Rare
a partner. Describe your habits and explain why you do what you do. ly
0 = Neve
r
HOW CONNECTED ARE YOU?

0 1 2 3 4 not sure
I text to connect with other people.
I make calls to other people.
I stop whatever I’m doing to respond to calls or texts.
I check my messages as soon as I wake up.
I check my messages as soon as I get home.
I check my messages before going to sleep.
I wake up during the night and check my messages.
I switch off my devices during the day.
I switch off my devices at night.
BASED ON YOUR SURVEY RESPONSES, WHICH STATEMENT BELOW BEST DESCRIBES YOU?
I’m almost always connected, and I think that’s great.
I’m almost always connected, but I wish I weren’t.
I think it’s important to be connected, but I know when to switch off my devices.
I’m hardly ever connected, but I wish I were more often.
I’m hardly ever connected, and I’m glad.
B DISCUSSION Discuss the following questions in small

groups. Then share your ideas with the class.
1 In your opinion, do technological advances save us
time or waste more of our time? How?
2 What are your recommendations for the best ways
to use our devices at work or school? In public
places? At home? Texting keeps me in touch with more of my
3 Do you think technology adds to or interferes with friends and makes it easier to get together.
I don’t think it interferes with my leisure
your leisure time? Explain how. 117
time at all.
4
LESSON
GOAL Compare attitudes about taking risks
A LISTENING WARM-UP DISCUSSION Which of the following risks would you find the
easiest to take? Which would you find the most difficult? Explain your reasons.
Changing your career

Jumping out of an airplane aer the age of 40 Driving way over the speed limit Climbing a live volcano
DIGITAL
STRATEGIES B 5:22 LISTEN FOR MAIN IDEAS Listen to the interview
with a psychologist. Then listen again and write a
description for each of the two personality types the
psychologist describes.
What is a “big T” personality? What is a “small t” personality?

Someone who loves thrills, Someone who hates thrills
taking risks and doing new and likes certainty and
things. routine.
Do people who ride roller coasters have a

“big T” or “small t” personality?
C 5:23 LISTEN FOR SUPPORTING DETAILS Read each summary of some of Franklin’s main
points. Listen again, and complete each explanation by providing details from the interview.
Explanation
1 Franklin notes that one cannot simply classify people’s Most people take risks from time to time, even if they prefer
personalities as either 100% “big T” or “small t.” things to be more predictable.
2 She clarifies that having a “big T” personality isn’t always Seeking an adrenaline rush can lead to dangerous behavior
a positive trait. like drinking and driving.
3 She argues that even if you are willing to ride on a roller Doing something that gives you an adrenaline rush from time
coaster, you don’t necessarily have a “big T” personality. to time isn't the same as doing these things all the time.
D 5:24LISTEN TO UNDERSTAND MEANING FROM CONTEXT Listen to each of the

following comments from the interview and complete the statements.
1 If you are “faint of heart” and “wouldn’t dare” to do certain things, you have more of a
(big T / small t) personality.
2 A person who “takes chances” and chooses to “live on the edge” has more of a
3 If you feel an “adrenaline rush” when you go “right up to the edge,” you have more of a
118 UNIT 10
LESSON
4 GOAL Compare attitudes about taking risks
A LISTENING WARM-UP ●
Pre-listening. Call on students to read the individual
statements. Tell students they will listen to the interview
teaching time: minutes teaching time: to fill in supporting statements.
●
Write take a risk on the board. Ask What does it mean
●
First listening: Have students listen once. For less
to take a risk? (to decide to do something even though it advanced classes, you can stop the audio to alert students
may have bad results) that the upcoming section will focus on the topic for the
corresponding question. For item 1, this will be after the
●
Have students look at the pictures and call on volunteers question You can call this the type-T analysis . . . For item 2,
to read the captions. Ask Has anyone ever done any of this will be after the question Is there another side to big T
these things? Do you know people who have done these behavior? For item 3, this will be after the question I love
things? Would you do any of these things? Invite students to riding on roller coasters . . . Does that make me a big T?
share.
●
Option: [+5 minutes] Ask students What other risks have answers.
you taken?
●
Have students compare answers in pairs. If necessary,
LANGUAGE NOTE Way over the speed limit means a lot faster allow students to listen one more time.
than the speed limit permits.
D 5:24 LISTEN TO UNDERSTAND MEANING
FROM CONTEXT
B 5:22 LISTEN FOR MAIN IDEAS
●
Pre-listening: Have students read the three items and see
●
Pre-listening: Point to the photo of the people on the if they can answer them.
roller coaster and ask What are these people doing? (riding
a roller coaster) How do you think they feel? If you were
●
Listening: Write the expressions on the board:
riding this roller coaster, how would you feel? Do you enjoy 1. faint of heart / wouldn’t dare
roller coasters? Why or why not? 2. takes chances / live on the edge
●
Elicit from the class that someone with a risk-taking 3. adrenaline rush / right up to the edge
personality is willing to take or likes taking risks.
Tell students to listen for the expressions and try to
●
First listening: Have students listen to the interview and determine the meaning from context. For less advanced
answer the question Do people who ride roller coasters classes, you can alert students in which sections the
have a “big T” or “small t” personality? expressions will appear. For item 1, this will be in the
●
Second listening: Have students listen and take notes on interviewer’s first exchange, starting When you stop to
each personality type. think about it . . . For item 2, this will be Sue Franklin’s first
●
Then have students write descriptions of each of the two lengthy answer, starting Well, it’s based on the work . . .
personality types. For item 3, this will be Sue Franklin’s second lengthy
response, starting Much of it is . . .
●
Go over the answers as a class. Call on different students
to read their descriptions out loud.
●
If necessary, allow students to listen again. Have students
check answers with a partner.
Option: [+5 minutes] Have students listen again and
take notes on the positive and negative sides of people
●
Bring the class together and focus on the two expressions
with a “big T” personality. Have students compare their with edge in them. Elicit what each expression means. (To
notes with a partner. To review as a class, have volunteers live on the edge is to live in a way that involves risk; going
describe the positive and negative sides. Write notes on the right up to the edge means participating in a dangerous,
board as students respond. (Possible answers: Positive side: exciting, risky activity)
They play an important role socially. They are responsible
LANGUAGE NOTE To take chances means to take risks; faint
for achievements in creative fields. Negative side: They put
of heart refers to people who have a nervous nature and
themselves in danger. They have more accidents.)
prefer safe and familiar things to new or unknown things.
C 5:23 LISTEN FOR SUPPORTING DETAILS

●
On the board, write supporting details and elicit that
this term refers to specific information that develops and
supports the main idea of a paragraph.

E RELATE TO PERSONAL EXPERIENCE 2. speaker’s attitude, 3. verb / get hurt, 4. verb / checked,
5. speaker’s attitude, 6. adjective / challenging, 7. verb /
teaching time: minutes teaching time: are written, 8. verb / walked, 9. adjective / absent)
●
Point out that the continuum is a scale for identifying how
much risk you take. Elicit from the class that a risk-taker NOW YOU CAN Compare attitudes about taking risks
has a “big T” personality, and a risk avoider has a “small t”
personality. A NOTEPADDING
●
Draw a two-column chart with the heads “big T” and Suggested 5 Your actual
“small t” on the board. Individually, have students teaching time: minutes teaching time:
complete the chart by writing examples of ways they have ●
To warm up, have students look at the picture. Ask What
a “big T” or “small t” personality.
is this person doing? (walking on a tightrope between
●
Ask students where they think they fit on the risk-taking mountains) Have you ever done anything this risky? Is this
continuum. person a big T or a small t personality? (definitely big T).
●
Form small groups and have students share their opinions ●
Have students work individually to fill out the notepad.
of their personality type and give examples. To help elicit adverbs of manner, on the board, write
●
Go over the answers as a class. Take a poll to find out examples of how students can describe what happened:
whether most students in the class consider themselves Bungee jumping was incredibly frightening.
risk-takers or risk-avoiders. Write some examples in the
I walked on the volcano carefully.
chart on the board as students respond.
Fortunately, everyone came home in one piece.
F 5:25 WORD STUDY ●
Circulate and assist as needed. Point out to students that
what may not be risky to one person, may be very risky to
teaching time: minutes teaching time: someone else. There may be different answers.
●
Have students read the first explanation in the Usage Note
box to the right and example. Write another example on
B DISCUSSION
the board: The dancers performed gracefully. Suggested 5 Your actual
Ask What is the adverb of manner? ( gracefully) What word
does it modify? (danced )
●
In groups of three, have students compare experiences
with their partners. Encourage them to refer to their
●
Focus on the second example. Ask Does it modify a verb?
notepads and to describe the risky experiences, using
(No, it modifies an adjective.) Write another example on
adverbs where possible.
the board: Max is unusually tall.
●
As students work, draw a risk-taking continuum on the
Ask What does unusually modify? (the adjective tall )
board like the one at the top of page 119, Exercise E,
Focus students’ attention on the lists of adjectives and labeling Risk-Avoider on the left and Risk-Taker on the
●
adverbs. Ask a volunteer to read the adjective to adverb right. Then bring the class together and have students
formations. Then look at the Exceptions note. To test share their risky experiences. As a class, decide where each
understanding, write these adjectives on the board: experience fits on the continuum and write it along the line.
happy grateful unbearable Option: [+5 minutes] Have students refer to the
Elicit the adverb forms. (happily, gratefully, unbearably) continuum on the board to discuss which activities they
Then elicit sentences. (Possible answers: Max drove off would try. Encourage them to use vocabulary from Exercise D
happily. We gratefully accepted the loan. My history class on page 118. (Possible answers: I wouldn’t dare jump from
is unbearably boring.) Have students identify what the a plane. I don’t usually take chances. For me, flying in a
adverb modifies in each sentence. plane was risky enough. I get such an adrenaline rush from
●
Focus on the last explanation and example sentences. Elicit anything risky—I would speed in a car just for the fun of it.)
additional sentences (Possible answers: Fortunately, the Discussion: Speaking Booster
pharmacy was still open. Sadly, Jack Wilson lost his job.)
●
On the board, write What makes a person a risk-taker?
A risk avoider? In groups, encourage students to use
G WORD STUDY PRACTICE
information from the lesson to brainstorm ideas. Ask Do
you think it’s possible to become a risk taker?
●
Have students work individually to write their paragraphs.
●
Have students work individually to form the adverbs Circulate and assist as needed.
of manner. Refer students to the lists of adjectives and
adverbs in Exercise F.
●
Bring the class together and have students share
paragraphs.
●
In pairs, have students compare answers. Then have them
identify if the adverb modifies a verb or an adjective, or
if it expresses the speaker’s attitude. (1. verb / to live;

E RELATE TO PERSONAL EXPERIENCE Where do you fit on the risk-taking continuum?
Do you have more of a “big T” or “small t” personality? Explain your reasons.
Risk-Avoider Risk-Taker
F
DIGITAL
STRATEGIES 5:25 WORD STUDY ADVERBS OF MANNER Usage note
Most adverbs of manner are formed by adding -ly Use an adverb of manner to modify a verb or adjective.
to an adjective. Listen and repeat.
Risk-taking affects you physically.
Adjective Adverb [modifies the verb: describes how it affects you]
confident → confidently I’m afraid of activities that are physically dangerous.
mysterious → mysteriously [modifies the adjective: describes how they are
dangerous]
quick → quickly
quiet → quietly Some adverbs such as luckily, fortunately, unfortunately,
and sadly express the speaker’s attitude. They are
safe → safely generally used at the beginning or end of a sentence.
Exceptions: If an adjective ends in … Luckily, no one was hurt. I was really frightened,
unfortunately.
• -y, change to -ily. (noisy → noisily)
• -l, add -ly. (careful → carefully)
• -ble, change to -bly. (comfortable → comfortably)
G WORD STUDY PRACTICE Complete each statement, using an adverb of manner.

1 (dangerous) Many people who seek excitement like to live dangerously .
2 (fortunate) My niece climbed a live volcano. Nothing terrible happened, fortunately .
3 (easy) I don’t like taking risks when I drive. Someone could easily get hurt.
4 (nervous) He nervously checked his parachute before he jumped out of the plane.
5 (sad) Sadly , he was badly injured when he jumped off the cliff.
6 (extreme) The hike through the desert is extremely challenging.
7 (beautiful) The stories about her adventures are beautifully written.
8 (accidental) She accidentally walked into a high-crime neighborhood.
9 (mysterious) Our teacher was mysteriously absent over the last week.
NOW YOU CAN Compare attitudes about taking risks
A NOTEPADDING Interview a partner about the Description of what happened:

riskiest thing he or she has ever done. Take notes Name
on your notepad. Use adverbs of manner if you can.
B DISCUSSION In small groups, compare your

DIGITAL
SPEAKING
BOOSTER Time and place
partners’ experiences. Then decide who is the
biggest risk-taker.
OPTIONAL WRITING Write a paragraph

about why you think a person becomes a risk-taker Where?
or a risk-avoider.
119
WRITING Presenting and supporting opinions clearly

When you write to critique or comment on another person’s ideas, it is important
Citing the writer’s words
to present and support your own opinions clearly. Use connecting words and
Use direct speech to
phrases to present your ideas logically, and support your ideas with reasons. quote short statements.
For example:
Present your ideas logically Murphy says, “It may
First of all, I agree with Alison Murphy’s main point. be one of the most
important decisions we
In addition, she makes a good point about modern technology. can make.”
Furthermore, she’s right about its effect on sleep. For longer statements,
Finally, I believe we need to decide what we want technology to do for us. use indirect speech
to paraphrase what
Murphy says.
Support your ideas with reasons
For example:
Since they are able to work from home, people have more free time. Murphy argues that
Because of the Internet, people are working more efficiently. technology is interfering
with our sleep.
Actually, new technology increases leisure time. That is why I think the author
is wrong.
Due to new technological advances, people are more connected than ever.
B PRACTICE Write statements using the connecting words.

1 Smart phones are so convenient. It seems like everyone needs to have one. (since)
Since Smart phones are so convenient, it seems like everyone needs to have one.
2 Online shopping is the reason fewer people shop at the mall these days. (because of)
Because of online shopping, fewer people shop at the mall these days. / Fewer people shop at the mall these
days because of online shopping.
3 Murphy’s arguments are very strong. I agree with her opinions. (that is why)
Murphy’s arguments are very strong, and that is why I agree with her opinions.
4 The light from their devices is the reason people aren’t getting enough sleep. (due to)
Due to the light from their devices, people aren’t getting enough sleep. / People aren’t getting enough
sleep due to the light from their devices.
C PRACTICE On a separate sheet of paper, rewrite this paragraph by adding connecting
words and phrases. Use a comma where necessary. Answers will vary but may include the following:
First of all,
1 I completely agree with Murphy when she suggests we switch off our
In addition,
devices more oen. It’s just common sense. 2 I agree with her argument
Since
that our devices are keeping us up at night. 3 I always check my messages
Furthermore,
before going to bed, I know exactly what she means. 4 she makes a good
point when she says that people are interacting face-to-face less and less. My
In addition,
family is trying to change that by setting aside family time. 5 I think
she’s right when she says, “Switching off our devices may be one of the most
Finally,
important decisions we can make. ” 6 I’ve decided to switch off my phone
every evening at 7:00 p.m.
DIGITAL
WRITING D APPLY THE WRITING SKILL Write a critique of the article “Always SELF-CHECK
PROCESS
Connected?” on page 116. Begin by stating your opinion. To comment
Did I use connecting words and phrases
on the article’s point of view, and to support yours, use quotes or to present and support my opinions?
paraphrase what the writer says. Write at least two paragraphs. Did I use quotation marks when citing
Idea: first, underline sentences in the article you want to comment on. the writer’s own words?
Did I paraphrase the writer’s words when
120 UNIT 10 I didn’t use direct speech?
WRITING Presenting and supporting opinions clearly
A WRITING SKILL C PRACTICE

●
Ask a volunteer to read the first explanation. Focus on ●
To warm up, have students look back at the two sets of
the phrase critique another person’s ideas and elicit that it example sentences in Exercise A. Point out that the three
means to say how good or bad these ideas are. Point out sentences that begin with subordinate conjunctions
that it’s possible to also critique a book or a painting or a are dependent clauses. Then have volunteers read the
movie. sentences out loud. After each numbered sentence
●
Reiterate that organizing ideas logically and giving good ask Is this an independent or dependent clause? (All are
reasons or examples strengthens the critique. independent except for item 3.) Tell students this will help
them determine which connecting words or phrases to use.
●
Give students a few minutes to read the first set of
example sentences. Ask If you take away the sequence
●
Have students compare answers with a partner. Point out
words, can the sentences stand alone? (yes) Confirm that that answers may vary for some of the items.
these are independent clauses. Then have students look
at the second set of example sentences. Ask Are these D APPLY THE WRITING SKILL
independent clauses? (Only the third one is; in the others, Suggested 5 Your actual
subordinate conjunctions introduce the dependent teaching time: minutes teaching time:
clauses.) ●
Tell students they will write a critique of the article
●
To test student understanding, make the statement Smart “Always Connected?” on page 116. First, have them
phones are a useless invention. Invite students to critique reread the article, underlining sentences in the article
your point of view. (Possible answers: First of all, smart they want to comment on.
phones are not useless. They are a brilliant invention ●
Point out to students that to comment on the point of
that connect you to the world at all times. Furthermore, view of the article they must voice their own opinion and
they allow you to have any information you need at your support why they agree or disagree with the writer.
fingertips. Because a smart phone has GPS features, it will
never let you get lost . . . )
●
●
Finally, focus on Citing the writer’s words on the right to
review direct and indirect speech.
●
Book to go over the critiques they wrote.
B PRACTICE Writing Process

●
Have students work individually to write the statements.
Refer them to the writing skill chart in Exercise A to help
them form the sentences correctly and put the commas in
the right places when necessary.
●
Bring the class together and have students write answers
on the board. Leave the sentences there.
●
Return to the Citing the writer’s words box in Exercise A.
Elicit other ways to introduce a writer’s ideas. (Possible
answers: The writer says / comments / discusses;
According to the writer)
Option: [+5 minutes] Have students look at the
sentences on the board. Say Imagine these are direct quotes
from an author. Use indirect speech to restate what the writer
says. Model the first item. (The writer suggests that since
smart phones are so convenient, everyone needs to have
one.) Call on students to put the remaining sentences into
indirect speech. (Possible answers: 2. The author says that
because of online shopping, fewer people shop at the mall
these days. 3. Murphy’s arguments are very strong. That is
why the author agrees with them. 4. He argues that people
don’t get enough sleep due to light from their devices.)
UNIT 10 WRITING T120

review
Digital Game EXTRAS
Workbook
A
●
5:26 ●
MyEnglishLab
summit3e)
●
Pre-listening: Ask students to skim the idioms and – Classroom Audio Program
expressions in the multiple choices. Refer students to
– Summit GO App
page 111 if they need to review.
– Web Projects
●
Listening: Have students listen once and choose the best ●
ActiveTeach
response. If necessary, let students listen again. – Assessment
●
Challenge: [+5 minutes] Invite students to work in pairs “Can-Do” Self-Assessment Charts
to create short role plays to illustrate one of the idioms and Conversation and Discussion Activator Video Scripts
expressions. Then have them perform the role plays for Oral Progress Assessment Charts
the class and have students guess the idiom or expression Reading Speed Calculator
being performed. – Summit TV Video Program
Activity Worksheets
B Teaching Notes
Suggested 5 Your actual Video Scripts
●
Have students look at the prompts. Ask Which item does
not have a question word? (1) What type of question will
this be? (a yes / no question)
●
Have students work individually to write the questions.
●
C
●
Tell students they need to write their own response. If
necessary, refer them to page 113 to review possible
responses. Point out that answers will vary.
●
Challenge: [+5 minutes] Have students continue the
conversations for a few more exchanges. Then invite
students to perform for the class.
D
●
Have students do the exercise individually.
●
Bring the class together and have them write the adverbs
of manner on the board to check correct formation.
Review rules as needed by referring students to page 119,
Exercise F.
Option: [+5 minutes] In pairs, have students use the
adverbs of manner in sentences. Circulate and quiz pairs if
the adverb modifies a verb or an adjective.
T121 UNIT 10 REVIEW

DIGITAL
GAME review
A 5:26 Listen to the conversations. Complete each statement with the correct idiom or expression.
1 He has decided to .
a slack off b draw the line c be on call
2 She’s .
a slacking off b got a lot on her plate c giving it her all
3 He’s managing to .
a keep up b be on call c slack off
4 Her boss might think she was .
a keeping up b giving it her all c slacking off
B Use the prompts to write questions using be supposed to.

1 (we / read / the article before class tomorrow)
Are we supposed to read the article before class tomorrow?
2 (why / I / contact / the authorities tomorrow morning)

Why am I supposed to contact the authorities tomorrow morning?
3 (what / they / bring / to the party later tonight)

What are they supposed to bring to the party later tonight?
4 (what time / we / call / the office next Friday)

What time are we supposed to call the office next Friday?
5 (how long / Daniel / stay at the library this afternoon)

How long is Daniel supposed to stay at the library this afternoon?
6 (where / Lisa / go / tomorrow)

Where is Lisa supposed to go tomorrow?
C Respond to each statement in your own words, using expressions from Preview
or Lesson 1. Answers will vary but may include the following:
1 Uh-oh. I really messed 2 I’m so sorry I forgot to call 3 Let’s face it. You’re
up. you! It completely slipped working too hard.
my mind.
You: You: You:

Why? What did you do? Well, frankly, I’m not surprised. You’re probably right. I have too
much on my plate.
D Write an adverb form for each adjective.

1 angry angrily 6 preferable preferably
2 busy busily 7 respectful respectfullly
3 responsible responsibly 8 honest honestly
4 appropriate appropriately 9 polite politely
5 happy happily
Web Project: Extreme Sports

121
Grammar Booster
Note about the Grammar Booster A On a separate sheet of paper . . .
●
Model the first item on the board. Make sure students
Many will elect to do the Grammar Booster as self-study.
understand that the subject complement follows the
However, if you choose to use the Grammar Booster
linking verb: Every new graduate’s wish is to be
with the classroom activity instead, teaching notes are
successful.
included here.
●
Have students complete the exercise.
●
Then have them compare answers with a partner.
UNIT 1
Infinitives: review, expansion, and B Rewrite each sentence . . .
common errors
●
Model item 1. On the board write It Ask What is
the verb in the first sentence? (is) Write this to the right
Have a student read the first explanation and examples
of It on the board. Then elicit the rest of the sentence.
●
out loud.
(difficult for an easygoing person to be disciplined about
●
To check comprehension, write on the board To get a job an exercise program) Then ask What is the contracted form
is my only focus. Ask How would you make the infinitive a of it is? (it’s) Edit this on the board and tell students to use
subject complement? (My only focus is to get a job.) How contractions in their answers when possible.
would you use the impersonal It? (It’s my only focus to ●
Have students rewrite the rest of the sentences.
get a job.) Invite students to write these examples on the
board, or write them yourself.
●
Review as a class.
●
Read the second explanation. Have volunteers read the
example sentences.
C Insert a phrase with for . . .
Call on a volunteer to read the model answer. Point out
On the board, write It isn’t hard ______ to learn new
●
●
that the for phrase goes before the infinitive. Tell students
languages. Then write in for me on the line. Elicit other
they will make up their own for phrases.
ways to complete the sentence. (Possible answers: for us,
for Mike, for her) ●
Have students compare answers.
●
Read the Be careful! note. Ask students to read the
adjectives of feeling or emotion. On the board, write
It’s sorry to be late. Ask What is the problem with this
sentence? (You need an actual subject.) Cross out It’s and
write Marianna. On the board, write I’m _____ to ____.
Elicit additional sentences with adjectives of feeling or
emotion.
●
Focus on the third explanation, labeled With causative
get. Write:
Lisa washed the car.
Lisa got the kids to wash the car.
Elicit the difference. (In the first sentence, Lisa did the
washing. In the second sentence, Lisa caused the kids to do
the washing. Maybe she asked them or paid them to do it.
But they did it for her. She didn’t do it herself.)
●
Ask students to read the example sentences. After each
one ask Who caused the action? (we, the teacher) Who was
persuaded to do the action? (everyone, me)
●
Call on a volunteer to read the final explanation, labeled
In indirect speech. Ask students to read the pairs of
sentences. Point out how, in the second example, don’t
turned to not to in indirect speech.
●
To check comprehension write on the board:
Mel said, “Don’t go in there!”
Elicit indirect speech with an infinitive. (Mel said not to go
in there.) Write the answer on the board.
T125
Grammar Booster
The Grammar Booster is optional. It offers more information and extra practice, as well as Grammar for Writing.
Sometimes it further explains or expands the unit grammar and points out common errors. In other cases, it reviews and
practices previously learned grammar that would be helpful when learning new grammar concepts. If you use the Grammar
Booster, you will find extra exercises in the Workbook in a separate section labeled Grammar Booster. The Grammar Booster
content is not tested on any Summit tests.
UNIT 1
Infinitives: review, expansion, and common errors
Statements
Using an infinitive as the subject of a sentence sounds extremely formal in speaking. There are two ways to
express the same idea: (1) Make the infinitive a subject complement, or (2) use an impersonal it.
1 My greatest wish is to be a mother.
To be a mother is my greatest wish.
2 It’s my greatest wish to be a mother.
When making a statement with an impersonal It and an infinitive about a specific person
or people, use a phrase with for + a noun or a pronoun to name that person or people. Be careful! You can’t use an adjective of feeling
It isn’t hard for me to learn new languages. or emotion in statements with It’s + adjective and
infinitive. You have to use an actual subject.
It usually takes time for new students to get to know each other. My sister is happy to graduate.
It’s too late for Ella and Paul to go out for dinner now. NOT It’s happy to graduate.
With causative get
Use an infinitive, not a base form, with causative get. Some adjectives of feeling or emotion:
We got everyone to fill out the survey. afraid ashamed excited sad
The teacher got me to compare my personality with my mother’s personality. amazed depressed glad shocked
angry disappointed happy sorry
In indirect speech anxious embarrassed pleased upset
Use an infinitive to replace an imperative in indirect speech.
The manager said, “Be at the meeting at 2:15 sharp.” The manager said to be at the meeting at 2:15 sharp.
She told us, “Don’t call before dinner.” She told us not to call before dinner.
A On a separate sheet of paper, rewrite each sentence, changing the subject infinitive to a subject complement.
1 To be successful is every new graduate’s wish. 4 To rescue hikers lost in the woods is the
Every new graduate’s wish is to be successful.
2 To cook dinner is my chore for the evening. responsibility of the park police. The responsibility of
My chore for the evening is to cook dinner. the park police is to rescue hikers lost in the woods.
3 To win the game is every player’s dream. 5 To win the election is every candidate’s task.
Every player’s dream is to win the game. Every candidate’s task is to win the election.
B Rewrite each sentence, beginning with an impersonal it.

1 To be disciplined about an exercise program is 6 To pass the examination is not the easiest thing in
difficult for an easygoing person. It’s difficult for an the world. It’s not the easiest thing in the world to pass the
easygoing person to be disciplined about an exercise program. examination.
2 To get to work on time is a good idea. 7 To live in an English-speaking country might be an
It’s a good idea to get to work on time.
3 To be outgoing in new situations is helpful. exciting experience. It might be an exciting experience to
It’s helpful to be outgoing in new situations. live in an English-speaking country.
4 To act friendly is always worthwhile. 8 To know when to use an infinitive and when to use a
It’s always worthwhile to act friendly. gerund is pretty confusing. It’s pretty confusing to know
5 To be too talkative can sometimes be a problem. when to use an infinitive and when to use a gerund.
It can sometimes be a problem to be too talkative.
C Insert a phrase with for in each of the following sentences.

for new drivers Answers will vary but may include the following. for us
1 It’s hard to drive in a lot of traffic. 4 It’s too late to make the early show.
for people for you
2 It’s important to remember that some difficult 5 It’s essential to use insect repellent when you camp
things are just a part of life. in the woods.
for everyone for you
3 It’s smart to realize that it’s better to be safe 6 It’s good to avoid being too outgoing when you’re
than sorry. starting a new job.
GRAMMAR BOOSTER 125

D On a separate sheet of paper, rewrite each statement in indirect speech.
1 Celine said, “Don’t be late for the meeting.” 3 My sister said, “Don’t call me before 7:00 A.M.”
Celine said not to be late for the meeting. My sister said not to call her before 7:00 a.m.
2 Last night they told me, “Always take care when you 4 The tour guide told them, “Just roll with the
go out in the evening.” Last night they told me to always punches.” The tour guide told them to just roll with
take care when I go out in the evening. the punches.
Grammar for Writing: parallelism with gerunds and infinitives

A common error in formal written English is mixing gerunds and infinitives when listing items in a series.
A list of items should be either all gerunds or all infinitives.
When I take time off from work, I prefer relaxing at home, spending time with my family, and getting
things done around the house.
NOT I prefer relaxing at home, spending time with my family, and to get things done around the house.
I can’t stand getting up late and missing the bus. NOT I can’t stand getting up late and to miss the bus.
In a series, either use to with all the infinitives or use it only with the first one.
When I take time off from work, I prefer to relax at home, spend time with my family, and get things done
around the house. NOT When I take time off from work, I prefer to relax at home, spend time with my
family, and to get things done around the house.
E On a separate sheet of paper, correct the errors in parallelism in the following sentences.
to call
1 After she arrived in London, she began to write long letters home and calling her parents
at all hours of the night.
2 There are two things I really can’t stand doing: speaking in front of large audiences and
chatting chat with people I don’t know at parties.
3 Right before midnight, everyone began to sing, dance, and to welcome in the new year.
4 There’s no question I prefer using all my vacation time and take a long vacation.
taking
F Complete the following sentences, using appropriate gerund or infinitive forms. Refer to pages 122–124 in the
Reference Charts if necessary.
1 I would suggest filling out the form immediately and making a copy for your records.
fill make
2 Did you remember to turn off the stove, to close the windows, and to lock the
turn close lock
door before you left?
3 It’s obvious from her e-mails that she really loves experiencing the culture, meeting new people,
experience meet
and just being there.
be
4 They prohibit taking photographs or using a recorder.
take use
5 I really wouldn’t mind taking them out to dinner or showing them around if you’d like
take show
me to.
6 He promised to take the report home, to read it carefully, and to respond to any
take read respond
questions by the next day.
UNIT 2
Finished and unfinished actions: summary
Finished actions
Use the simple past tense or the past of be for an action finished at a specified time in the past.
They watched some movies yesterday.
Use the present perfect for an action finished at an unspecified time in the past.
They’ve watched that movie three times.
126 GRAMMAR BOOSTER

D On a separate sheet of paper, . . . UNIT 2
Instruct students to rewrite the sentences replacing
Finished and unfinished actions:
●
imperatives with infinitives.

summary
●
Finished actions
Grammar for Writing: parallelism . . . ●
To review verb tenses, ask
●
Have a volunteer read the first explanation and correct How do you form the simple past of regular verbs?
and incorrect examples out loud. (verb + -ed)
●
Point out that in the first example, prefer refers to the What are some examples of irregular verbs in the simple
three activities: relaxing at home, spending time with past? (Possible answers: ate, sold)
family, and getting things done around the house. How do you form the present perfect? (have / has + past
●
Have a volunteer read the second explanation and correct participle)
and incorrect examples out loud. How do you form the present perfect continuous?
●
You may want to write two correct, contrasting examples (have / has + been + present participle)
on the board: How do you form the past perfect? (had + past participle)
I managed to catch the train, to get there on time, ●
Have volunteers read the explanations and examples out
and to buy the tickets. loud. Then have students close their books.
I managed to catch the train, get there on time, and ●
buy the tickets.
1. that happened at an unspecified past
time
E On a separate sheet of paper, . . . finished 2. t hat happened at a specified past time
●
Model the first item with the class. Call on a student to action 3. that happened before another action in
identify the items in a series. (to write long letters; calling the past
her parents) 4. that was in progress and finished very
●
Encourage students to first identify the items listed in a recently
series in each sentence as they complete the exercise. To check comprehension, have pairs decide what form is
●
Have students compare answers with a partner and used for each situation on the board. Then have students
review as a class. use their books to confirm their answers. Review as a
class. (1. present perfect, 2. simple past, 3. past perfect, 4.
F Complete the following sentences . . . present perfect continuous)
●
Remind students that when the infinitive and gerund are
both grammatically possible, they should pay attention to
the meaning of the sentence. You may want to refer them
to the Grammar boxes on pages 125 and 126.
●
Have students review answers in pairs, using pages
123–124 in the Appendices to confirm or correct their
answers. Then review as a class.
Option: [+15–20 minutes] On the board, write:
A B
On weekends, I enjoy . . . Next year, I’m planning to . . .
Right now I feel like . . . Last year, I managed to . . .
Sometimes I can’t help . . . I can’t wait to . . .
To provide more practice with parallelism with gerunds

and infinitives, have pairs choose two phrases from each
column and take turns completing them. Encourage
them to respond with two or more ideas for each phrase.
(Possible answers: On weekends, I enjoy getting up late,
doing sports, and eating out with friends. Next year, I’m
planning to take up a sport and get a new job.)
T126
Unfinished actions A Complete the article . . .
●
Have a volunteer read the explanation and examples out ●
Point out that students should decide whether each of the
loud. actions happened at a specified or unspecified time in the
1. that continued for a period of time past.
unfinished or during a specific time in the past ●
Have students compare answers with a partner and
action
2. that began in the past and may review as a class.
continue into the future
To check comprehension, have pairs decide what B Read each statement . . .
form is used for each situation on the board. Then have ●
Encourage students to read the first statement and decide
students use their books to confirm their answers. Review the order in which the events occurred before choosing
as a class (1. past continuous, 2. present perfect OR present statement a or b.
perfect continuous) ●
Option: [+15–20 minutes] On the board, write: review as a class.
1. I , but I’m done now.
2. I several times.
3. When I got here, .
4. I last week.
5. I for / since .
To provide practice, have students complete the sentences
with their own ideas. Circulate as students write to offer
help as needed. Then have them share their sentences with
a partner. Encourage students to ask each other if actions
are finished or unfinished.
(Possible answers: 1. I was exercising, but I’m done now.
2. I have seen that movie several times. 3. When I got here,
the music was playing. 4. I finished my classes last week.
5. Max has been my roommate since 2010.)
T127
Use the past perfect for an action that was finished before another action in the past.
When I arrived, they had already watched the movie.
Note: Although the continuous aspect is used for actions in progress, the present perfect continuous is sometimes
used for very recently completed actions, especially to emphasize duration.
They’ve been watching movies all afternoon, but they’re done now.
Unfinished actions
Use the past continuous for unfinished actions that continued for a period of time or during a specific time in the past.
I was relaxing at home all morning.
At noon, I was watching a movie.
Use the present perfect OR the present perfect continuous for unfinished actions that began in the past and may
continue into the future. Use the present perfect continuous to further emphasize that the action is continuous.
She’s listened to R&B for years. [And she may continue.]
OR She’s been listening to R&B for years. [And she may continue.]
A Complete the article, using the simple past tense, the past of be, or the present perfect.
have used
was
recorded
invited
toured
appealed
have tried has been
has risen
have become
has incorporated
B Read each statement. Then decide which description is closer in meaning.

1 By the time I heard about it, the concert had sold out.
a First I heard about the concert. Then it sold out.
b First the concert sold out. Then I heard about it.
2 After he’d won the award, he got a big recording contract.
a First he got the recording contract. Then he won the award.
b First he won the award. Then he got the recording contract.
3 We wanted to go to his performance because we’d heard his new album.
a First we heard his album. Then we wanted to go to his performance.
b First we wanted to go to his performance. Then we heard his album.
4 He’d played at a lot of different halls before he performed at Carnegie Hall.
a First he performed at Carnegie Hall. Then he played at a lot of different halls.
b First he played at a lot of different halls. Then he performed at Carnegie Hall.
GRAMMAR BOOSTER 127

Noun clauses: review and expansion
Remember: A noun clause functions as a noun and is often introduced with that.
When a noun clause is a direct object, use of that is optional. Be careful! Don’t use question word order in noun
clauses that are embedded questions.
I didn’t realize (that) art therapy could be so helpful.
I don’t know where the band is performing.
Introduce a noun clause with if or whether when it is an embedded yes / no question. NOT I don’t know where is the band performing.
Use a question word when it is an embedded information question. Does he understand what the lyrics mean?
(Does she come from the U.S.?) Do you know if she comes from the U.S.? NOT Does he understand what do the lyrics mean?
(When does the concert begin?) I’m not sure when the concert begins. Use a period with an embedded question within a
statement. Use a question mark with an embedded
A noun clause can also function as the subject of a sentence. A noun clause question within a question.
introduced with a question word can also function as a subject complement. I don’t know who is singing.
What he said was very interesting. (subject) Do you know who is singing?
That she’s a therapist surprises me. (subject)
Teaching children is what I love. (subject complement)
C Complete each noun clause with that, if (or whether), or a question word. (Some have more than
one possible answer.)
1 She thinks that classical music is boring.
2 Catching up with friends on social media is how I spend Saturday mornings.
3 I don’t remember which bands we saw in concert last year.
4 The music that I like most is electronic pop.
5 Did anyone tell you that I’m showing my paintings at the Henderson gallery?
6 Robert asked me if I had bought tickets for the ballet yet.
7 I can’t imagine what life would be like without the arts.
8 I don’t really know how to cook very well.
9 New York is where the Empire State Building is located.
10 I wonder when the concert begins.
D Complete each statement, using a noun clause based on the question in parentheses.
1 (Where did Mozart live?) I don’t know where Mozart lived .
2 (What type of music does our teacher like?) I have no idea what type of music our teacher likes .
3 (When did the Black Eyed Peas recently perform in Chicago?) She asked me when the Black Eyed Peas .
recently performed in Chicago.
4 (Are ballet tickets really expensive?) I don’t know if ballet tickets are really expensive .
5 (How long is the musical Annie?) I’m not sure how long the musical Annie is .
6 (Will the movie end before 6:00?) He’s asking whether the movie will end before 6:00 .
Grammar for Writing: noun clauses as adjective and noun complements

As adjective complements
To more formally make a point, use It + be or another linking verb + an adjective with
Some adjectives used in expressions with It + be or
a noun clause beginning with that. That is optional. another linking verb:
It is clear (that) Hensley has done a lot of research.
obvious
It seems obvious (that) the band needs a new lead singer. is
important
It was surprising (that) they never performed together again. was
essential
It will be (that)
unacceptable
As noun complements could be
surprising
To more formally focus on an issue or topic, complete the meaning of a noun phrase seems
interesting
with a noun clause. That is necessary.
Some noun phrases used to introduce noun clauses:
The fact that her songs were extremely popular made her very wealthy.
The announcement that The idea that
The belief that vaccines might be harmful led some people to refuse them. The argument that The news that
The belief that The possibility that
The chance that The proposal that
The claim that The recommendation that
The demand that The report that
The fact that The suggestion that
128 GRAMMAR BOOSTER

Noun clauses: review and expansion D Complete each statement . . .
●
Ask volunteers to read the Remember note in the main ●
Tell students the exercise focuses on word order. Model
Grammar box and example sentence out loud. Write it on the first item on the board:
the board. Ask What is the verb? (realize) What is the direct
Where did Mozart live?
object of the verb? (that art therapy could be so helpful)
Reiterate that that can be omitted. Ask Is this a Yes / No or an information question?
(information question)
●
Call on a student to read the second explanation and
examples. Write I don’t know . . . and elicit the answer.
(where Mozart lived)
●
Read the first section of the Be careful! note on word
order. On the board, write: Ask Can you say I don’t know where did Mozart live? (No,
you can’t use question word order.)
We don’t know if are they coming.
●
Instruct students to do the questions individually.
Elicit the correction. (We don’t know if they are coming.)
●
Have them compare answers with a partner.
On the board write:
Does he think will he pass the test? Grammar for Writing: noun clauses
Elicit the correction (Does he think he will pass the test?)
●
Have volunteers read the explanations and examples out
Keep these sentences on the board. loud.
●
Read the second section of the Be careful! note. Then
●
Write on the board:
return to the two sentences on the board. Ask Which one 1. It is possible that he will win first prize.
is an embedded question within a statement? (the first one)
Which one is an embedded question within a question? (the 2. The fact that his project was the best was why he
second one) won first prize.
●
Ask students to read the last explanation and example Ask What is the grammatical function of the noun clause
sentences. To check comprehension, have students focus in sentence 1? (adjective complement) Why? (because it
on the last example. Ask How can you change the sentence gives information about an adjective—possible) What is the
so the noun clause is in the subject position? (What I love is grammatical function of the noun clause in sentence 2?
teaching children.) (noun complement) Why? (because it gives information
about a noun—fact)
C Complete each noun clause . . . ●
Point out that that can usually be omitted after adjectives.
●
Hint to students to notice the placement of the noun ●
To provide practice, have pairs complete the sentences
clause in the sentence and determine if it is a direct
with their own ideas, using noun clauses. To review, call
object, embedded question, subject, or complement.
on volunteers to share their sentences with the class.
●
Model the first answer. Ask What is the function of the ●
Have a volunteer read the list of impersonal expressions
noun clause? (direct object) What can be used to introduce
that introduce noun clauses and the list of noun phrases
a noun clause that is a direct object? (that or nothing)
that can precede a noun clause and the examples out
●
Circulate as students work, assisting with identifying loud.
placement of noun clause as needed. (2. subject
complement, 3. embedded information question,
4. subject, 5. direct object, 6. embedded Yes / No question, pollution population education poverty
7. embedded information question, 8. embedded To provide practice, have pairs take turns using impersonal
information question, 9. subject complement, expressions that introduce noun clauses to express their
10. embedded information question) opinions on some of the world issues on the board. Model
●
Have students compare answers. Then review as a class. the activity for students. For example, It is essential that all
children get a good education. To review, call on volunteers
to share their views with the class.
T128
E On a separate sheet of paper, . . . UNIT 3
Model the first item with the class. Call on a student to
The past unreal conditional:
●
identify the expression that will be used to introduce the

inverted form
noun clause (is extremely important). Have a volunteer
read the correct sentence out loud. Review briefly past unreal conditional. Write If I had
●
studied for the test, I wouldn’t have failed. Ask Did

●
you study for the test? (no) Did you fail? (yes) Is this a real
review as a class.
situation? (No, it’s imaginary—I didn’t study, so I failed.)
Point out that past unreal conditional allows a person to
F Read each quote . . . describe what could have been different under different
●
Point out that the two sentences should be combined circumstances.
into one sentence. ●
Have a volunteer read the explanation.
●
Have a volunteer read the example out loud. As a ●
Write the first example sentence under Usual word order
class, identify the noun phrase and noun clause. on the board:
(Noun phrase: The announcement; Noun clause: that
Volkswagen would unveil a new car design early next year)
If I had known it would take up so much room,
I wouldn’t have bought it.
●
Then rewrite the beginning of the sentence to Had I known.
review as a class.
●
Call on a volunteer to read the second pair of sentences.
Answers to Grammar Booster, Unit 2—Exercise F
Point out how the conditional clause can appear at the
1. The announcement that the Health Ministry will begin beginning or end of the sentence. Ask Can the conditional
vaccinating all infants for measles was greeted with clause appear at the beginning of a sentence? (yes) Write
criticism from the opposition party. the second sentence on the board:
2. T
he possibility that the president would resign by the I might have gotten another brand had I realized it
end of this year has taken everyone by surprise, including would be so hard to operate.
the news media.
Ask a volunteer to read the third pair of sentences. Then
●
3. T
he report that Dr. Regina Blair of the Glasgow Medical read the Be careful! note. Focus on the example third set
Center has discovered a new protein is attracting much of sentences in the chart again. Ask Could you say Hadn’t
interest in the world of science. we been so busy? (no)
4. T
he claim that a ninety-five-year-old New Zealand Finally, ask a student to read the last pair of example
●
man had broken the world record for growing the sentences.
longest beard has triggered similar claims across three
continents.
A On a separate sheet of paper…
Have students rewrite the sentences individually. Suggest
●
to students that they can first identify the conditional

clause (if) and then change it to inverted form.
●
As students work, write on the board:

●
2. H
adn’t I spent so much money on my vacation,
I would have considered buying a stationary bike.
Bring the class together and elicit the mistake in the
sentence (the contracted inverted form). Tell students to
check that they didn’t contract the negative in item 4.
T129
E On a separate sheet of paper, rewrite each sentence, using It + be (or a linking verb) + an adjective and a noun
clause as an adjective complement.
1 That developing countries address the problems caused by global warming is extremely important.
It is extremely important that developing countries address the problems caused by global warming.
2 That the president plans on resigning appears obvious to everyone.
It appears obvious to everyone that the president plans on resigning.
3 That not providing disaster relief will only worsen the situation seems quite clear.
It seems quite clear that not providing disaster relief will only worsen the situation.
4 That a cure for cancer will be discovered in the next twenty years is certainly possible.
It is certainly possible that a cure for cancer will be discovered in the next twenty years.
5 That the governments of Argentina and Chile will reach an agreement looks very likely.
It looks very likely that the goverments of Argentina and Chile will reach an agreement.
6 That Max Bianchi won’t be participating in the Olympics next year is not important.
It is not important that Max Bianchi won’t be participating in the Olympics next year.
F Read each quote from a radio news program. Then, on a separate sheet of paper, complete
each statement, using the noun clause as a noun complement.
Example: “Volkswagen announced that they would unveil a new car design early next
year. This is causing a lot of excitement in the auto industry.” [The announcement …]
The announcement that Volkswagen would unveil a new car design

early next year is causing a lot of excitement in the auto industry.
1 “The Health Ministry announced that they will begin vaccinating all infants for measles.
This was greeted with criticism from the opposition party.” [The announcement …] The announcement that the
Health Ministry will begin vaccinating all infants for measles was greeted with criticism from the opposition party.
2 “The president said it was possible that he would resign by the end of this year. This has
taken everyone by surprise, including the news media.” [The possibility …] The possibility that the president would resign
by the end of this year has taken everyone by surprise, including the news media.
3 “The London Sun reports that Dr. Regina Blair of the Glasgow Medical Center has discovered
a new protein. This is attracting much interest in the world of science.” [The report …] The report that Dr. Regina Blair
of the Glasgow Medical Center has discovered a new protein is attracting much interest in the world of science.
4 “The Auckland Times claimed that a ninety-five-year-old New Zealand man had broken the
world record for growing the longest beard. This has triggered similar claims across three
continents.” [The claim …] The claim that a ninety-five year old New Zealand man had broken the world record for growing the
longest beard has triggered similar claims across three continents.
UNIT 3
The past unreal conditional: inverted form
Be careful! Don’t contract not with
The conditional clause of past unreal conditional sentences can be stated without if by simply had in inverted negative clauses.
inverting had and the subject of the clause. Clauses using inverted word order are more formal than Had they not been there, they
those using usual (non-inverted) word order. wouldn’t have known the truth.
Usual word order Inverted word order NOT Hadn’t they been there, they
wouldn’t have known the truth.
If I had known it would take up so much room, I → Had I known it would take up so much
wouldn’t have bought it. room, I wouldn’t have bought it.
I might have gotten another brand if I had realized → I might have gotten another brand had I realized
it would be so hard to operate. it would be so hard to operate.
If we hadn’t been so busy, we could have shopped → Had we not been so busy, we could have shopped
around. around.
If she had told me this thing wouldn’t operate → Had she told me this thing wouldn’t operate without
without batteries, I would never have considered batteries, I would never have considered getting it.
getting it.
A On a separate sheet of paper, rewrite the following past unreal conditional sentences, using the inverted form.
1 They would have lent her their car if she had asked. They would have lent her their car had she asked.
2 If I hadn’t spent so much money on my vacation, I would have considered buying a stationary bicycle.
Had I not spent so much money on my vacation, I would have considered buying a stationary bicycle.
3 If the Carsons hadn’t moved into such a small apartment, they would have bought a treadmill. Had the Carsons not
moved into such a small apartment, they would have bought a treadmill.
4 Could you have gotten the car if they hadn’t raised the price? Could you have gotten the car had they not raised the price?
GRAMMAR BOOSTER 129

B On a separate sheet of paper, complete the statements of buyer’s remorse, using the
inverted form and the Vocabulary from page 28.
1 … I would never have gotten that espresso maker. Had I known it would be so hard to operate,
2 … we never would have bought such a large sofa. Had we known it would just sit around collecting dust,
3 … I could have gotten an entertainment center with fewer pieces. Had I known it would be so hard to put together,
4 … we probably would have bought a more economical car. Had we known it would cost so much to maintain,
5 … I would have gotten a DVR with simpler directions. Had I known it would be so hard to operate,
The future continuous

Use the future continuous for actions that will be in progress at a specific time or over a period of time in the future.
To form the future continuous, use will + be + a present participle OR be going to + be + a present participle.
’ll be lying
At this time next week, I on a beach in Hawaii. [specific time]
’m going to be lying
’ll be studying
I English in the United States for about two years. [period of time]
’m going to be studying
Sometimes sentences in the simple future and the future continuous have almost the same meaning. Choose the
future continuous to emphasize a continuous or uninterrupted activity.
Next year, I’ll study English in the United States.
Next year, I’ll be studying English in the United States.
Questions and short answers Remember: Don’t use a continuous
form with a stative verb. Stative verbs are
Will you be working at home? Yes, I will. / No, I won’t. “non-action” verbs such as be, have, know,
Are you going to be working at home? Yes, I am. / No, I’m not. remember, like, seem, appreciate, etc.
Do not use the continuous with stative
Use the future continuous and a time clause with while or when to describe a continuous activity verbs.
that will occur at the same time as another activity. Do not use a future form in the time clause. DON’T SAY By next month, I’ll be having
I’ll be looking for a job while my wife continues her studies. a new car.
NOT I’ll be looking for a job while my wife will be continuing her studies. For a complete list of stative verbs, see
When the teacher is speaking, we’ll be listening carefully. page 123 in the Reference Charts.
NOT When the teacher will be speaking, we’ll be listening carefully.
C On a separate sheet of paper, correct the errors in the following sentences.

1 She’ll be staying at the Newton Hotel when she’s going to be attending the meeting.
2 We won’t be spending much time sightseeing while we’ll be visiting London. /we’re
3 When he’s going to stay in town, he’s going to be meeting with some friends. /staying
4 She’ll be correcting homework while the students will take the test. /are taking
5 While Michelle will be serving dessert, Randy will already be washing the dishes. /is
6 Won’t they be going to sleep in New York when you’ll be getting up in Taipei? /you’re
D Complete the following sentences, using the future continuous with will when possible.
If the future continuous is not possible, use the simple future with will.
1 After I’ve completed my studies, I will look for a job.
look
2 She will be photographing historic sites while she’s in Turkey.
photograph
3 In a few years, they won’t remember all the problems they had.
not / remember
4 Will he be waiting very long between flights?
wait
5 I’m sure she won’t be sleeping when you call tonight.
not / sleep
130 GRAMMAR BOOSTER

B On a separate sheet of paper, C On a separate sheet of paper, . . .
●
Have students turn to page 28 in their Student’s Book to Model the first item with the class. Have students identify
●
review expressing buyer’s remorse. the time clause. (when she’s going to be attending the
●
Ask a student to read item 1 of Exercise B. Ask What meeting) Ask What tense do we use with the time clause?
could be a reason not to buy an espresso maker? (Possible (a present tense) Point out that either the present simple
answer: It’s so hard to operate.) Then elicit a conditional tense or the present continuous are possible in the time
statement. (Possible answer: Had I known it would be so clause.
hard to operate . . . ) Write it on the board. Have students compare answers with a partner and
●
●
Ask students to complete the sentences individually. review as a class.
●
Then have them compare answers with a partner.
D Complete the following sentences . . .
Option: [+15–20 minutes] Call on students to restate
their sentences using the if non-inverted word order. For Remind students not to use the future continuous
●
item 1 modeled at the beginning of the exercises, the with stative verbs. You may want to refer them to the
answer would be If I had known it would be so hard to Remember box on page 130.
operate . . . Students will have different answers. Have students compare answers with a partner and
●
review as a class.
The future continuous
Have a volunteer read the first explanation and examples
●
out loud.
Write a new example on the board:
●
Next year, I ’ll be living in London.

’m going to be living
Point out that both forms of the future continuous (‘ll be

living, ‘m going to be living) have the same meaning.
To provide practice, address different students and ask
●
questions eliciting the future continuous. For example,

Where will you be living in three years? What will you be
studying next week? Where are you going to be spending
your next vacation? What will you be doing tomorrow at
this time? Encourage students to answer in complete
sentences.
Have a volunteer read the second explanation and
●
examples out loud.

Have students study the Remember box. Point out that
●
the simple future should be used with stative verbs. You

may want to refer students to page 123 for a list of
stative verbs.
Have students read the examples under Questions and
●
short answers.
Have a volunteer read the last explanation and examples
●
out loud.
●
I’ll be preparing the decorations while she makes

the cake.
As a class, identify the time clause and the future
continuous. (while she makes the cake; I’ll be preparing)
Option: [+15–20 minutes] Have students think about
what they and the people in their family will be doing
this weekend and write two sentences using the future
continuous with a time clause. (Possible response: My
brother will be riding his bike while I repair my car.) To
review, have a few students share their sentences with the
class.
T130
The future perfect continuous E Complete the postcard, . . .
●
Have a volunteer read the first explanation and example ●
You may want to refer students to the Grammar box on
out loud. page 130 to quickly review the future continuous.
●
To clarify the use of the future perfect continuous, write ●
Have students complete the exercise in pairs, and then
on the board: review as a class.
Use the future perfect continuous for an action that: Challenge: [+15–20 minutes] Have pairs imagine they
●
starts before a future time are going on their ideal vacation next week. Ask them to
●
will be in progress for some time write a notecard similar to the one in Exercise E explaining
what they will be doing and will have already done on
●
may continue after the stated future time
different days and at different times.
●
To illustrate the explanation, write an example on the
board:
UNIT 4
By June next year, Joan will have been running her
own business for ten months. Quantifiers: a few and few, a little
Addressing each of the bullets above, point out that: and little
Joan will start running her own business before
●
Have a volunteer read the explanation and examples
June next year. out loud.
By June, the action will have been in progress for
●
To summarize, draw a chart on the board (without
ten months. the answers) and complete as a class:
Joan may continue running her own business Plural count Non-count
after June. nouns nouns
●
Have a volunteer read the second explanation and some a few a little
examples out loud.
not many / much few little
●
Ask What are the two actions taking place? (arriving in
New York, sitting on a plane) Which action happens first? ●
Photocopy and distribute this exercise or write it on the
(sitting in a plane) Point out that the action in the future
board:
perfect continuous begins first.
1. I have very time. We can’t discuss
●
that today.
By the time he , he abroad for six years.
2. I have time. Let’s discuss the project now.
(graduate) (live)
3. There were interesting places. She liked
To check comprehension, ask What is the time clause?
the city.
(By the time he . . .) What tense do we use with the time
clause? (the simple present tense) Elicit the correct tenses 4. T
here were interesting places. She didn’t
to complete the sentence on the board. quite like the city.
●
Point out that the time clause usually starts with To check comprehension, have students complete the
By the time. blanks with the most suitable quantifier from the chart.
Review as a class. (1. little, 2. a little, 3. a few, 4. few). Bring
students’ attention to the note on the side.
Where I live: ●
Write another example on the board:
A course I’m taking:
There’s plenty of soup. Would you like a little?
A sport I do:
A hobby I have: A Change the underlined quantifiers . . .
Have students complete the ideas on the board. Then add ●
Ask What two quantifiers mean some? (a few, a little)
to the board: ●
Have a volunteer read item 1 out loud. Ask Why can’t we
By ,I for ? use a few in item 1? (because music is a non-count noun)
Have students write future perfect continuous statements As students work on the exercise, have them identify the
about themselves, using the ideas on the board. Have type of noun the quantifier refers to. Point out that in
students write at least three sentences. Circulate to offer item 5, the infinitive to do acts as the noun. If students
help as needed. Have volunteers share a sentence with the have trouble, explain that infinitives and gerunds as
class. Encourage all students to respond. nouns are non-count.
●
review as a class.
T131
The future perfect continuous
Use the future perfect continuous to emphasize the continuous quality of an action that began before a specific
time in the future. To form the future perfect continuous, use will (or won’t) + have been and a present participle.
By next year, I’ll have been studying English for five years. [Describes an action that began before “next year” and
may still continue.]
Combine a statement using the future perfect continuous with a time clause to show the relationship between
two future actions. Use the simple present tense in the time clause.
By the time I arrive in New York, I’ll have been sitting in a plane for over ten hours.
NOT By the time I’ll arrive in New York, I’ll have been sitting in a plane for over ten hours.
E Complete the postcard, using the future continuous or the future perfect continuous.
Dear
Dear Ida,
will be strolling down
I will be taking in the beautiful sights of that great city.
will be enjoying an opera by Bizet in the city where he was born.
will have been eating delicious French food for a whole week!
Plus, I will have been practicing my French with real native speakers. Then, after Paris, it’s off to
will be lounging around on the beaches of Nice and Saint-Tropez
for a week. By that time, I will have been traveling for three weeks, and it will almost be time
to come home—a long trip for a homebody like me!
See you soon!
Pavel
UNIT 4
Quantifiers: a few and few, a little and little
Use a few with plural count nouns and a little with non-count nouns to mean “some.”
Use few with plural count nouns and little with non-count nouns to mean “not many” or “not much.”
A few / few Quantifiers used without referents
A few companies are allowing their employees to dress casually on Fridays. [= some companies] Quantifiers can be used without the noun they
Few companies are allowing their employees to dress casually on Fridays. [= not many companies] describe, as long as the context has been
made clear earlier.
A little / little Most people don’t think we’ll find life on
Employees are showing a little interest in this new dress code. [= some interest] other planets in our lifetime, but a few do.
Employees are showing little interest in this new dress code. [= not much interest] Several workers in our office think people
should dress down every day, but most
don’t.
A Change the underlined quantifiers to a few, few, a little, or little.
a little
1 Would you like to listen to some music?
little
2 We actually eat almost no meat.
a few
3 There were several new students in my class today.
few
4 I’ve seen hardly any movies in the last month.
little
5 I enjoy visiting Ames, but there’s not much to do there.
a few
6 If you look in the fridge, there should be some eggs.
GRAMMAR BOOSTER 131

Quantifiers: using of for specific reference
Use of when a noun is preceded by a possessive adjective, a possessive noun, a demonstrative adjective, or the
article the.
More general More specific
possessive adjectives = my, her, their, etc.
any friends any of her friends possessive nouns = John’s, the doctor’s
some students some of his students demonstrative adjectives = this, that, these, those
one cat one of my cats
all employees all of our employees
most co-workers most of Jack’s co-workers
several companies several of these companies
many books many of those books
a few choices a few of the choices
a little cake a little of the cake
Using of after all or both is optional, with no change in meaning. Be careful! In the superlative, do not
all of our employees OR all our employees NOT all of employees use of after most.
both of those choices OR both those choices NOT both of choices DON’T SAY Tokyo is the city with
the most of people in Japan.
One and each are used with singular nouns only. But one of and each of are used with plural nouns Of must be included when using an
only. However, the meaning of both expressions is still singular. object pronoun.
One student — One of the students both of them NOT both them
Each class — Each of the classes
Some quantifiers must include of when they modify a noun or noun phrase.
a lot of a majority of a couple of a bit of
lots of plenty of a number of a great deal of
B Only one of each pair of sentences is correct. Check the correct sentence and correct the mistake in the other one.
1 a ✓ She went with several of her classmates.
b Several of classmates went out for coffee.
the
2 a Most of companies in the world are fairly formal.
b ✓ Most of the companies in the United States have dress-down days.
the
3 a All of hot appetizers were delicious.
b✓ Everyone tried all of the cold appetizers.
4 a ✓ A lot of my friends have traveled to exotic places.
of
b There are a lot places I’d like to see.
5 a ✓ I read a few of Steinbeck’s novels last year.
b A few of novels by Steinbeck take place in Mexico.
of
6 a Several managers were interviewed, and many them liked the new policy.
b ✓ Many of the employees we spoke with liked the new policy.
Grammar for Writing: subject-verb agreement of quantifiers followed by of

In quantifiers with of, the verb must agree with the noun that comes after of.
Some of the movie is in English. — Some of the movies are in English.
A lot of the music was jazz. — A lot of the musicians were young.
In formal written English, none of is traditionally followed by a singular verb. However, in spoken
English it is almost always used with a plural verb. The plural verb is acceptable and correct. Be careful! The quantifiers one of,
Formal: None of the students was late for class. each of, and every one of are always
Informal: None of the students were late for class. followed by a plural noun, but they
always take a singular verb.
One of the students likes rap music.
132 GRAMMAR BOOSTER

Quantifiers: using of . . . Challenge: [+15–20 minutes] Fashion survey. In pairs,
●
Have volunteers read the first explanation. Use the note have students write four questions about clothes, dress
on the side to review possessive adjectives, possessive codes, and / or fashion. For example, Are you interested
nouns, and demonstrative adjectives. Then focus on in fashion? What kind of clothes do you usually wear? Have
reading the examples. students interview their classmates and take notes of their
answers. Then have them report their findings to the class
●
Have a volunteer read the second explanation, examples,
using quantifiers. (Possible answers: All the students are
and Be careful! note out loud.
interested in fashion. None of the men we interviewed likes
●
Have students study the explanation and examples for formal clothes.)
one and each. Emphasize that both forms (one and one of /
each and each of ) have the same meaning. Grammar for Writing: subject-verb . . .
●
Have students study the last explanation and list of
●
Have a volunteer read the first explanation and examples
quantifiers that must include of. out loud.
●
Write contrasting examples on the board:
●
If necessary, clarify that some of the movie means a part of
the movie.
I have a lot of fashion magazines. (general noun)
●
Have a volunteer read the Be careful! note out loud.
She likes fashion magazines. She has a lot! (no noun)
●
Write two examples on the board:
●
To check comprehension, ask a few volunteers to use one
of these quantifiers in a sentence. Point out that these One child leaving early.
sentences must have a noun or a noun phrase. (Possible All of the children leaving early.
answer: Plenty of people prefer dressing up for work.) Each of the children leaving early.
Option: [+15–20 minutes] Photocopy and distribute To check comprehension, have students complete the
this exercise or write it on the board: sentences with the correct tense of the verb be and review
1. I have a few / a few of designer clothes. as a class. (is, are, is) To clarify, point to the first example
2. Just a few / a few of my clothes are formal. and ask How many children are leaving early? (one) Point
to the second example and ask How many children are
3. Most of / Most employees dress down on Fridays. leaving early? (all of them) Point to the third example and
4. Most of / Most our employees dress down on ask How many children are leaving early? (all of them)
Fridays. ●
Explain that in the last example, even though we are
5. Please take both of / both dresses to the dry- talking about all of the children, we are referring to each
cleaners. individually.
6. Both / Both of these dresses are expensive. ●
Have students study the last explanation.
7. Each / Each of school has its own rules. ●
Point out that even though none of plus a plural verb
To check comprehension, have pairs choose the correct is acceptable in spoken English, we shouldn’t use it in
quantifiers. Point out that both choices are correct in one writing.
sentence. Review as a class and have students explain their
choices. (1. a few, 2. a few of, 3. Most, 4. Most of,
5. both, 6. Both / Both of, 7. Each)
B Only one of each pair of sentences . . .

●
Go over item 1 with the class. Call on a student to
explain the correct answer. (Of is not correct in b because
classmates isn’t preceded by a possessive adjective, a
possessive noun, this, that, these, or those.) Ask How else
could we correct b? (Several of her classmates went out for
coffee.)
●
review as a class.
T132
C Choose the verb . . . ●
Point out that neither has a negative meaning, so it needs
an affirmative verb. Either has a positive meaning, so it
●
Model the first item. Elicit from the class the noun that
needs a negative verb. To help clarify, you may want to
the quantifier modifies. (choices) Ask Which verb is correct?
add to the board:
(sounds) Why? (because the quantifier every one always
takes a singular verb)
neither is using cell phones = using cell phones isn’t either
●
(-) (+) (-) (+)
review as a class. For item 6, point out that are coming is Option: [+15–20 minutes] On the board, write:
only possible in everyday spoken English. .
Challenge: [+15–20 minutes] Guessing game. In pairs, 1. Junk food is unhealthy, and
have students write six to eight sentences describing a .
movie, using quantifiers. Then have each pair join another
.
pair and take turns reading the descriptions and guessing
the movie. You may want to model some questions for 2. Strong perfumes are not pleasant, and
the class. For example, One of the scenes takes place in the .
jungle. A lot of the movie takes place in Rome. Some of
To provide practice, have pairs complete the statements
the movie was filmed on location. Three of the actors were
with their own ideas. They should express each idea twice
nominated for an Oscar.
using so and too, and neither and not either. To review, call
on volunteers to read their statements out loud. (Possible
UNIT 5 responses: 1. smoking is too / so is smoking, 2. neither are
cigars / cigars aren’t either)
Conjunctions with so, too, neither,
Have a volunteer read the third explanation and examples
or not either
●
out loud.
●
Have a volunteer read the first explanation and examples,
Have students number the examples from 1 to 5. To check
●
and the first note (Notice the subject-verb order) out loud.
comprehension, have pairs identify the example(s) that
●
On the board, write: use the verb be, an auxiliary verb, and a modal. (be: 1;
Gossiping is impolite. Shouting is impolite. an auxiliary verb: 2 [does], 3 [has]; a modal: 4 [can]; an
. auxiliary verb: 5 [have])
Gossiping is impolite, and Have a volunteer read the fourth explanation and example
●
. out loud.
●
To check comprehension, elicit from the class the two

ways to finish the sentence, and add to the board. (so is Wendy wears strong perfumes, and so Katie.
shouting; shouting is, too) Wendy wears strong perfumes, and so Katie
●
Point out the comma after the first statement. and Christine.
●
To check comprehension, ask Are additions with so and Point out that the verb in the second statement must agree
too used for affirmative or negative statements? (affirmative with the subject: Katie is singular, so it needs a singular
statements) Do so and too have the same meaning? (yes) verb; Katie and Christine is plural, so it needs a plural verb.
Do they have the same form? (No. So needs subject-verb Elicit the correct verbs from the class and complete the
inversion.) sentences on the board. (does, do)
●
Have a volunteer read the second explanation and
examples out loud. A Find and underline the nine errors . . .
●
On the board, write: Model the first error correction with the class. Call on
●
a student to read the first sentence. As a class, identify

Smoking is not considerate. Using cell phones is not the verbs. (is, does) Ask What’s wrong with this sentence?
considerate. (Since the first clause uses the verb be, the second clause
. has to use be too.)
Smoking is not considerate, and Have students compare answers with a partner and
●
. review as a class.
To check comprehension, elicit from the class the two
ways to finish the sentence, and add to the board. (using
cell phones isn’t either; neither is using cell phones)
●
Point out the comma after the first statement.
●
To check comprehension, ask Are additions with neither
and not either used for affirmative or negative statements?
(negative statements) Do neither and not either have the
same meaning? (yes) Do they have the same form? (No.
Neither needs subject-verb inversion.)
●
Have a volunteer read the Be careful! note out loud.
T133
C Choose the verb that agrees with each subject.
1 Every one of these choices (sound / sounds) terrific!
2 One of the teachers (was / were) going to stay after class.
3 A lot of the problem (is / are) that no one wants to work so hard.
4 Each of the employees (want / wants) to work overtime.
5 Half of the city (was / were) flooded in the storm.
6 None of the players (is coming / are coming) to the game.
7 Only 8 percent of their workers prefer shorter work weeks, while at least 90 percent (don’t / doesn’t).
UNIT 5
Notice the subject-verb order.
Conjunctions with so, too, neither, or not either … and so is littering.
Use and so or and … too to join affirmative statements that are similar. … and littering is, too.
Spitting on the street is offensive, and so is littering. OR … , and littering is, too. … and neither does littering.
Playing loud music bothers me, and so does smoking. OR … , and smoking does, too. … and littering doesn’t either.
Use and neither or and … not either to join negative statements that are similar.
Playing loud music isn’t polite, and neither is smoking. OR … and smoking isn’t either. Be careful!
Spitting on the street doesn’t bother me, and neither does littering. OR … and littering doesn’t either. Use a negative verb, auxiliary verb, or
modal with either and an affirmative with
If the first clause uses the verb be, an auxiliary verb, or a modal, use the same neither.
structure in the second clause. … and littering doesn’t either.
Tokyo is a huge city, and so is São Paulo. NOT … and littering does either.
New York doesn’t have a lot of industry, and neither does London. … and neither does littering.
NOT … and neither doesn’t littering.
Mexico City has grown a lot, and so has Los Angeles.
Nancy can’t tolerate loud music, and neither can Tom. With so and neither, the verb (or auxiliary
I haven’t been to Tokyo, and neither have you. verb or modal) goes before the subject.
Tokyo is a huge city, and so is São
If the first clause is an affirmative statement in the simple present or Paulo.
simple past tense, use do, does, or did in the second clause. NOT … and so São Paulo is.
John thinks graffiti is a big problem, and so does Helen. Nancy can’t stand loud music, and
neither can Tom.
My wife enjoyed visiting Paris, and so did I.
NOT … neither Tom can.
A Find and underline the nine errors. On a separate sheet of paper, write each sentence correctly.
is
is London
can
London’s is
is London
do
London’s can’t either
does
should London
GRAMMAR BOOSTER 133

B On a separate sheet of paper, rewrite each statement, using the word in parentheses.
Make any necessary changes in verbs or possessive adjectives.
Quito has a large historic section,
Example: Both Quito and Cuenca have large historic sections. (so)
and so does Cuenca.
1 Both Bangkok and São Paulo face many problems caused by
too much traffic. (so) Bangkok faces many problems caused by too much traffic, and so does São Paulo.
2 Both Beijing and London have hosted the Olympic Games in the past. (too) Beijing has hosted the Olympic Games
in the past, and London has, too.
3 Vancouver and Taipei don’t ever get very cold. (neither) Vancouver doesn’t ever get very cold, and neither does Taipei.
4 Seoul and Jakarta won’t experience a decrease in their populations any time soon. (not either) Seoul won’t
experience a decrease in its population any time soon, and Jakarta won’t either.
5 Both Hong Kong and Rio de Janeiro are famous for their physical beauty. (so) Hong Kong is famous for its
physical beauty, and so is Rio de Janeiro.
6 Prague and Krakow attract people who like old historic architecture. (too) Prague attracts people who like old
historic architecture, and Krakow does, too.
7 The Prado Museum in Madrid and the Louvre in Paris shouldn’t be missed. (neither) The Prado Museum in
Madrid shouldn’t be missed, and neither should the Louvre in Paris.
8 Tokyo and Mexico City haven’t lost their places among the world’s largest cities yet. (not either)
Tokyo hasn’t lost its place among the world’s largest cities yet, and Mexico City hasn’t either.
So, too, neither, or not either: short responses

Use so, too, neither, or not either in short responses to express agreement.
A: I hate littering. A: I can’t stand smoking.
B: So do I. OR I do, too. B: I can’t either. OR Neither can I.
NOT So do I hate. / I do hate, too. NOT I can’t stand either. / Neither can I stand.
It is common to express agreement with Me, too or Me neither.
A: I hate littering. A: I can’t stand smoking.
B: Me, too. B: Me neither.
C Agree with each statement three ways, using short responses with so, too, neither, or (not) either.
1 “I’ve never been to Ulan Bator.” 5 “I’m getting really tired.”
You: I haven’t either. / Neither have I. / Me neither. You: I am, too. / So am I. / Me, too.
2 “I can’t figure this out.” 6 “I used to travel more.”
You: I can’t either. / Neither can I . / Me neither. You: I did, too. / So did I. / Me, too.
3 “I loved going there!” 7 “I’ll call her tomorrow.”
You: I did, too! / So did I! / Me, too! You: I will, too. / So will I. / Me, too.
4 “I have to get some cash.” 8 “I’m not going to tell her she’s late.”
You: I do, too. / So do I. / Me, too. You: I won’t either. / Neither will I. / Me neither.
UNIT 6
Modals and modal-like expressions: summary
Make polite requests Give or ask for permission Give a warning
Could I get your phone number? You can open the window if you want. Your mother had better see a doctor right
Can my son have just one more cookie? Can I leave this here? away.
Would you please hold this for a second? You may leave early if you need to. (formal) You had better not forget about your
(with you only) May I leave my coat here? (formal, with I or appointment.
May I have a cup of coffee? (formal, with I we only) He had better have called this morning.
or we only) They had better not have hurt any animals
Express ability or lack of ability when they made that movie.
Express preferences He can complete the job for you in an hour.
I would like to see that movie. Can you write well in English? Note: Had better is generally not used
Would you like to go running? We couldn’t finish the report yesterday. in questions. In spoken English, the
I’d rather not see a movie. Couldn’t you find the restaurant? contraction ’d better is almost always used.
I would rather have left earlier. My grandmother isn’t able to walk any more.
Is she able to take care of herself?
She was able to do a lot more when she
was younger.
134 GRAMMAR BOOSTER

B On a separate sheet of paper, . . . Challenge: [+15–20 minutes] On the board, write:
●
Call on a student to read the example out loud. Point IDEAS
out the change in the verb (have changed to has) and Activities you do on the weekends
●
the comma after the first statement. Also point out does, Things you like / dislike
●
which is needed because the verb in the first statement

isn’t be, an auxiliary verb, or a modal. Things you are good at
●
●
Have students complete the exercise individually, and Things you could do when you were small
●
then compare answers in pairs. Review as a class. Things you were never able to do
●
Challenge: [+15–20 minutes] On the board, write: Things you would like to do
●
Things people do that are In pairs, have students find things they have in common.
considerate: They can use the ideas on the board or their own ideas.
As students talk, encourage them to use so, too, neither,
rude: or not either in short responses. Model the activity with a
irresponsible: more confident student. For example, I clean my room on
unacceptable: the weekends. Student: I do, too. / So do I. / Me, too. / I don’t.
Then have students share some of the things they have in
Have pairs write a few ideas for each adjective. Then have
common with their partners, with the class.
students express their ideas in statements using too, so,
neither or not either. Circulate as students write to provide
help as needed. To review, have pairs share some of their UNIT 6
sentences with the class.
Modals and modal-like expressions:
So, too, neither, or not either: summary
short responses ●
Have volunteers read the uses of modals / modal-like
●
Have a volunteer read the first explanation and examples expressions and examples out loud.
out loud. ●
After the group of examples for each use, have a volunteer
●
Point out the subject-verb inversion with so (So do I.) and give his / her own example.
neither (Neither can I.) in the examples. ●
To review modals, ask students the following questions
●
Also point out that main verbs that are not be (for and write answers on the board as students respond:
example, hate, like) are not used in short responses, and
How do we form negative modals? (modal + not + verb)
the verb be, auxiliary verbs, and modals are used. For
example, A: I’m tired. B: So am I. How do we form Yes / No questions with modals?
(modal + subject + verb )
●
To provide practice, address different students and have
them agree with the statements you say. For example, I How do we form information questions with modals?
can speak two languages. (So can I. I can, too.) I got up late (question word + modal + subject + verb)
this morning. (So did I. I did, too.) I’m giving a party this Remind students that in information and Yes / No questions
Friday. (So am I. I am, too.) I don’t like horror films. (Neither with have to, we have to add do / does before the subject.
do I. I don’t either.) I’ve never been to Sweden. (Neither You may want to refer students to the Grammar box on
have I. I haven’t either.) page 64.
●
Have a volunteer read the second explanation and ●
Have pairs find an example for each item on the board, in
examples out loud. the Grammar box.
●
To provide practice, address different students, and have ●
Have volunteers read the uses of modals / modal-like
them agree with the statements you say. You can use the expressions and examples out loud.
same statements as above or your own. ●
After the group of examples for each use, have a volunteer
give his / her own example.
C Agree with each statement . . . ●
In pairs, have students think of possible situations
●
Model the first item with the class. Elicit all possible in which they would use these modals / modal-like
answers for item 1. (I haven’t either. Neither have I. Me expressions and write an example for each use.
neither.)
●
Point out that students should agree with each of the
statements, even if the information is not true for them.
●
Point out that there are three correct answers for each
statement. You may want to have students write all three
possible responses.
●
Review as a class. Read each statement out loud and call
on students to agree with you.
T134
Option: [+15–20 minutes] On the board, write the A Cross out the one modal . . .
twelve categories in the Grammar box (Make polite ●
Model the first item with the class. Have a volunteer
requests, Express preferences, etc.). In pairs, have students
name the category from the Grammar box that it falls
take turns reading sentences from the Grammar box and
under (Make polite requests) and explain why may is not
saying what category they fall under. Have one student
possible. (because may can only be used with I or we in
read a sentence from the Grammar box while the other
polite requests)
student (with his / her book closed) names the category.
●
Have students first choose the category each item falls
under and then cross out the incorrect modal. Point out
choose four sentences from the Grammar box and put
that some items might fall under more than one category.
them in context in short conversations. Students can make
any necessary variations. Model a conversation for the
●
Have students discuss their choices with a partner. Review
class. For example, A: My father is the CEO of a big company. as a class and have students explain their choices.
B: He must be very smart! Circulate to offer help as needed.
To finish, call on pairs to share one of their conversations B Circle the one modal . . .
with the class. ●
Model the first item with the class. Have a volunteer
explain why had to is correct. (because the statement is
about what happened last night, so a modal with past
meaning is necessary)
●
Have students discuss their choices with a partner. Review
as a class and have students explain their choices.
T135
Modals and modal-like expressions: summary (continued)
Express possibility Give suggestions Express lack of necessity
It may rain this afternoon. They really should think about staying longer. You don’t have to have a passport.
He may not be able to come this morning. He shouldn’t have waited to make a She didn’t have to pay a late fee.
She may have forgotten to lock the door. reservation.
Express prohibition or deny permission
She may not have remembered. They should have called first.
New employees cannot (OR shouldn’t) park
It might be noisy at that restaurant. You shouldn’t stay at that hotel.
their cars in the garage.
She might not want to eat anything. They really ought to think about staying
New employees must not park their cars in
He might have gone home already. longer.
the garage. [formal]
He might not have paid yet. They ought to have called first.
New employees may not park their cars in
It could rain tomorrow. Should we have called first? the garage. [formal]
We could have paid less.
Note: Ought to is not usually used in Note: In questions, have to is generally
Draw conclusions negative statements or questions. used. Questions with must are very formal
Your father must be very smart. Use shouldn’t or should instead. and not very common. Past necessity is
She must not think it’s important. expressed with had to.
Express necessity Does everyone have to take the test?
They must have been exhausted when they
We have to take the test tomorrow. Must everyone take the test?
got home.
We’ve got to arrive on time. [informal, All students had to take the test.
He must not have sent it.
spoken]
Suggest alternatives All students must take the test. [formal]
You could take the next train.
A Cross out the one modal that cannot be used in each sentence or question.
1 (May / Can / Could) your mother please call me tonight?
2 I (wasn’t able to / couldn’t / shouldn’t) get there on time because the traffic was so bad.
3 She (may / had better / can) be able to complete the job by tomorrow.
4 (Can / Should / Ought to) my students listen in while you practice?
5 Shoppers (may / have to / must) not park their cars in front of the main entrance.
6 Thank goodness she (doesn’t have to / must not / was able to) renew her passport for another five years.
7 You (could / had better / should) let them know you won’t be able to make it on time, or you may not get the job.
8 This restaurant is so good we (ought to / might / would rather) come here more often.
B Circle the one modal that best completes each conversation.

1 A: Why didn’t you come to the party last night? 5 A: Did you get to go to the movies?
B: I (had to / have to / must / have got to) study for B: Yeah. But I (must have / ’d rather have / should
a test. not have / would have) stayed at home.
2 A: You really (can’t / should / mustn’t / are able to) 6 A: Unfortunately, the doctor (shouldn’t / has to /
call more often. won’t be able to / had better) see you until
B: You’re right. I’m sorry. tomorrow.
3 A: She (’d better not have / should have / had to have / B: That’s OK. No problem.
must have) forgotten the tickets! 7 A: What do you think happened to Judy?
B: Uh-oh. I hate to tell you this, but I think she did. B: She (must not have / shouldn’t have / isn’t able to /
4 A: Do you think I (’m able to / must / would / could) didn’t have to) known we were starting so early.
get your phone number?
B: Sure.
GRAMMAR BOOSTER 135

UNIT 7
Verbs can be transitive or intransitive. A transitive verb can have a direct object. An intransitive
verb cannot have a direct object. With an intransitive verb, there can’t be a “receiver” of an action. Common intransitive verbs
arrive rain
Transitive: We bought a car. (a car = a direct object) come seem
Intransitive: We slept well. (The verb sleep can’t have an object.) die sit
fall sleep
Remember: In the active voice, the subject of a sentence performs the action of the verb. In the passive voice, go stand
the subject of the sentence is the receiver of the action of a verb. Form the passive voice with a form of be and happen stay
a past participle, or with a modal + a form of be and a past participle. laugh walk
live
Statements
The simple present tense The past continuous
The ad is seen by at least a million people a day. Before we had regulations, dangerous products were being tested
The simple past tense on small animals.
At the meeting, people were called by their first names. The present perfect
The present continuous We’ve been helped a lot by our friends.
Every house is being painted white. The past perfect
The future with be going to The aloha shirt had been worn only on Fridays for a couple of years
Maurizio’s new fashions are going to be shown on TV tonight. before people started wearing them every day.
The future perfect Modals
If I wear this dress before the event, it will have been seen by Sometimes the truth can’t be easily seen.
everyone and it won’t seem new. My teacher said my essay should be rewritten to make it clearer.
Note: The passive voice of the future continuous and the present perfect continuous are rarely used, so they aren’t included in this list.
Questions
Invert the subject and the auxiliary verb (the form of be or have) or the modal.
Is Russian spoken by many people in Chicago? Who have you been called by?
Has your uncle been hired by an advertising company? Where should we be married?
When will she be given a new office? How can this house be painted in only two days?
A Write a check mark next to the three sentences that have an intransitive verb.
✓ 1 Valentino’s new line of women’s purses arrives in ✓ 4 The owner of the boutique lived in an apartment
stores next week. above the shop.
2 Models are wearing very short dresses this season. 5 People speak French in Quebec.
3 My parents are opening a new restaurant ✓ 6 It rained really hard last night.
downtown. 7 Advertisers never tell the complete story about
defective products.
B On a separate sheet of paper, rewrite in the passive voice the four sentences from Exercise A that have transitive verbs.
2. Very short dresses are being worn by models this season. 4. French is spoken in Quebec.
3. A new restaurant downtown is being opened by my parents. 7. The complete story about defective products is never told by advertisers.
C On a separate sheet of paper, rewrite each statement in the passive voice.
1 Joan Saslow and Allen Ascher wrote this book. 4 Some ads have manipulated people’s emotions.
This book was written by Joan Saslow and Allen Ascher. People’s emotions have been manipulated by some ads.
2 Students practice English online in most language 5 My friend was driving the car when the accident
schools today. English is practiced online by students in occurred. The car was being driven by my friend when
most language schools today. the accident occurred.
3 Ads can persuade people to buy products.
People can be persuaded by ads to buy products.
D On a separate sheet of paper, rewrite the sentences you wrote for Exercise C as yes / no questions.
Answers on page TG136.
E On a separate sheet of paper, write information questions, using the question words and phrases in parentheses.
1 That new shampoo was endorsed by Larissa La Rue. (when) 4 The winner of the election will be known. (what time)
When was that new shampoo endorsed by Larissa La Rue? What time will the winner of the election be known?
2 Those beauty products are being manufactured. (where) 5 The new school was being built. (in what year)
Where are those beauty products being manufactured? In what year was the new school being built?
3 The car can be bought at the sale price. (for how long)
For how long can the car be bought at the sale price?
136 GRAMMAR BOOSTER

UNIT 7 B On a separate sheet of paper, . . .
After students rewrite the four sentences, have them
●
check answers with a partner.

●
Call on a student to read the first explanation. Ask ●
Go over the answers as a class. After each statement
volunteers to read the Transitive and Intransitive example
ask Who is the performer of the action? (2. models, 3. my
sentences. Make sure students understand that a
parents, 5. People, 7. advertisers) What is the receiver of
transitive verb is transitive whether or not there’s a direct
the action? (2. very short dresses, 3. a new restaurant, 5.
object in the sentence. For example, speak is a transitive
French, 7. the complete story)
verb: We speak French. If the verb is used in a sentence
without a direct object, such as We spoke for hours, it is
still transitive. C On a separate sheet of paper, . . .
●
Ask students to skim the list of Common intransitive
●
To confirm that each statement can be changed to the
verbs on the right. Elicit sentences (for example: It rained passive voice, for each item ask What is the direct object?
all day.) After each one ask Is there a receiver? (no) (1. this book, 2. English, 3. people, 4. people’s emotions,
5. the car) Review that the direct object is the receiver of
●
Call on a student to read the Remember note. Have
the action.
students read through the various examples of the passive
voice individually. To quiz understanding, ask Are any of
●
Circulate as students work. If they need help with form,
the verbs in these sentences intransitive? (No, the verbs are review be + past participle, or modal + form of be + past
transitive, since these are all passive sentences.) participle.
●
Read the explanation under Questions and write the
●
Go over the answers as a class. Ask Which item could skip
following statement and question on the board: mentioning the performer of the action? (item 2)
Russian is spoken by many people in Chicago
D On a separate sheet of paper, . . .
Is Russian spoken by many people in Chicago? ●
Model the first item. Ask How do we make passive
Point out how the subject and auxiliary verb are inverted
Yes / No questions? (invert the subject and the auxiliary
in the question.
verb or modal) Ask a volunteer to do the first item. Write
●
Call on students to read the example questions in the it on the board:
book. After each one, elicit the statement form to point
Was this book written by Joan Saslow and Allen
out the inversion. Tell students that they will have
Ascher?
to make up answers for the information questions.
(Possible answers: No, my uncle has not been hired by
●
Have students complete the exercise individually.
an advertising company. She will be given a new office Circulate and assist with inverting the verb as needed.
next month. I have been called by the office manager. ●
We should be married at the beach. This house can be
Answers to Exercise D
painted in only two days if we hire someone.)
1. Was this book written by Joan Saslow and Allen Ascher?
Challenge: [+15–20 minutes] Elicit the active voice of
2. Is English practiced online by students at most language
each statement in the chart. Tell students they may have to
schools today?
make up an agent if a sentence does not have one. (Possible
3. Can people be persuaded by ads to buy products?
answers: At least a million people a day see the ad. The
4. Have people’s emotions been manipulated by some ads?
leaders at the meeting called people by their first names.
5. Was the car being driven by your friend when the accident
We are painting every house white. The network is going
occurred?
to show Maurizio’s new fashions on TV tonight. If I wear
this dress before the event, everyone will have seen it and
it won’t seem new. Before we had regulations, companies E On a separate sheet of paper, . . .
tested dangerous products on small animals. Our friends ●
Call on a student to model the first item on the board:
have helped us a lot. Workers had worn the aloha shirt only When was that new shampoo endorsed by Larissa La
on Fridays for a couple of years . . . ) Rue? Point out how the subject and was were inverted.
●
After students complete the exercise, go over the answers
A Write a check mark . . . as a class.
●
To review, ask What does intransitive mean? (that it does
not take a direct object)
Tell students to circle the verb in each sentence. Then
●
tell them to write a check next to sentences that have

intransitive verbs.
Have students check answers with a partner.
●
Then bring the class together. To confirm that the

●
unchecked statements are correct What is the direct

object? (2. very short dresses, 3. a new restaurant,
5. French, 7. the complete story)
T136
UNIT 8 ●
Have a volunteer read the explanation and examples for
comparisons with as . . . as.
Making comparisons: review ●
Point out that just emphasizes that the things being
and expansion compared are equal.
●
Have a volunteer read the explanation and examples for ●
Have volunteers read the last two explanations and
comparative forms of adjectives and adverbs out loud. examples out loud.
●
Have students number the examples from 1 to 3 and ●
identify what or who are being compared. (1. John and
Rob; 2. this movie and the last one; 3. my sister’s typing
1. The new bridge is as wide as the old one.
and my typing) 2. The new bridge is almost as wide as the old one.
●
To review how comparatives are formed, ask How do 3. The new bridge is three times as wide as the old one.
you form the comparative of short adjectives or adverbs To check comprehension, make a statement and have
such as fast? (adjective or adverb + -er) How do you form students identify which sentence on the board has the
the comparative of long adjectives or adverbs such as same meaning. Say The old bridge was wider than the new
interesting? (more or less + adjective or adverb + than) one. (2) The new bridge is wider than the old one. (3) Both
●
To review irregular comparative forms, have students look bridges have the same width. (1)
at the Irregular forms box at the bottom. Option: [+15–20 minutes] To provide practice with as .
●
To provide practice, have volunteers share sentences . . as, have students write a statement about themselves for
comparing the people in their families. Give your own each of the three explanations for as . . . as. Have students
example. (Possible answers: My brother drives faster than discuss and correct their sentences in pairs. To review, have
I do. My uncle’s house is much bigger than mine.) a few volunteers read their sentences out loud. You may
want to write a few examples on the board.
●
superlative forms of adjectives and adverbs out loud.
A Read each quoted statement . . .
●
Have students number the examples from 1 to 5 and
identify the examples of superlative adjectives and the
●
Model the first item with the class. Ask Is one textbook
examples of superlative adverbs. (superlative adjectives: better than the other? (no) Elicit the correct answer to fill in
1, 2, 4; superlative adverbs: 3, 5) the blank from the class.
●
To review how superlatives are formed, ask How do you
●
form the superlative of short adjectives and adverbs such as review as a class.
fast? (the + adjective or adverb + -est) How do you form the Challenge: [+15–20 minutes] Have pairs choose two
superlative of long adjectives or adverbs such as beautiful? cities they both know and write six to eight sentences
(the most / the least + adjective or adverb) comparing the cities using comparatives, superlatives,
●
To review irregular superlative forms, have students look and as . . . as. Encourage students to use almost, about,
at the Irregular forms box at the bottom. not quite, twice, or (X) times with as . . . as in some of their
sentences. To review, have volunteers share their sentences
●
To provide practice, have volunteers share sentences with
with the class.
superlatives. Give your own example. (Possible answers:
My friend Brad is the funniest person I’ve ever met. Of all Other uses of comparatives,
my friends, Sam is the most responsible.) superlatives, . . .
●
Have a volunteer read the Be careful! note out loud. ●
Have volunteers read the examples under For emphasis.
●
On the board, write: ●
1. Which is best? 1. It costs $90.
2. Which is best brand? 2. It was a bad concert.
3. Which is the best brand? 3. The album can hold 200 photos.
4. Which brand is best? To provide practice, have students add emphasis to the
To check comprehension, have students identify the statements on the board. Point out that in some cases there
examples that are correct. (1, 3, 4) Elicit from the class may be more than one way to add emphasis. Review as a
why 2 is incorrect. (You can’t omit the if the superlative class. (Possible answers: 1. It can cost as much as $90.
is followed by a noun.) 2. It was one of the worst concerts ever. 3. The album can
hold as many as 200 photos.)
●
determiners.
T137
UNIT 8
Making comparisons: review and expansion
Comparative forms of adjectives and adverbs show how two Comparisons with as … as show how two things are alike.
things are different. Tom is just as tall as George (is).
John is taller than Rob (is). She still sings as beautifully as she did when she was young.
This movie was less interesting than the last one (was). My nephew now weighs as much as I do.
My sister types a lot faster than I (do). I have as much money in the bank as I did last year.
Superlative forms of adjectives and adverbs show how one thing is Use as … as with almost, about, and not quite to show how two things
different from everything else. are similar, but not equal.
She was the nicest person I ever met! My nephew weighs almost as much as I do. [I weigh a bit more.]
That was the least entertaining movie I ever saw. The movie is about as long as his last one. [But it’s a bit shorter.]
Of all the actors, she sang the most beautifully. This coat isn’t quite as expensive as it looks. [It’s actually cheaper.]
Among my friends, Ned and Stacey definitely have the most money.
Use as … as with twice, three times, etc., to show that things are not
Of all the cars we looked at, the Linkus costs the most. equal at all.
Use the determiners more, the most, less, least, little, the least, A Linkus sedan is about twice as expensive as a Matsu.
fewer, and the fewest with nouns to compare quantities and amounts. My new computer is ten times as fast as my old one.
There is less corruption in the government than there used to be.
Note: In informal spoken English, it is more common to say “… as tall
I want to be healthy, so I eat fewer sweets than most people. as me” instead of the more formal “… as tall as I (am).”
Few people went to see Horror City, but last night had the fewest
people in the audience.
Be careful! Use the with a superlative form. Irregular forms

However, you can omit the if the superlative is
not followed by a noun. adjective adverb comparative superlative
Which student is the tallest OR tallest? good well better (than) the best
NOT Which is tallest student? bad badly worse (than) the worst
far far farther / further (than) the farthest / furthest
A Read each quoted statement. Then complete each sentence using a comparative, superlative,
or comparison with as … as.
1 “The textbook we are using now is very good. The textbook we were using last year was also very good.”
The textbook we’re using now is as good as the one we were using last year.
2 “Star shampoo costs about $6.00. Ravel shampoo costs about $7.00. Sanabel shampoo costs about $5.00.”
Among the three shampoos, Sanabel is is the least expensive / the cheapest.
.
3 “We paid four hundred euros each for our tickets. They paid three hundred euros.”
We paid more than they did.
4 “Matt has only a little experience working with children. Nancy has a lot of experience.”
Matt has less experience than Nancy.
5 “John’s laptop weighs 2 kilos. Gerry’s laptop weighs 2.1 kilos.”
John’s laptop isn’t as heavy as Gerry’s is.
6 “Mark knows only a little Japanese. Jonah knows a lot.”
Mark knows less Japanese than Jonah does.
7 “Bart ate a lot for lunch. Susan ate a lot for lunch, too.”
Susan ate as much as Bart did for lunch.
Other uses of comparatives, superlatives, and comparisons with as … as

For emphasis
The Nile River is more than 5,500 kilometers long. [emphasizes that the river is very long]
The Dickens School now has fewer than 900 students. [emphasizes that this is a relatively small number]
That was the worst movie ever. [emphasizes that this was a bad movie]
This meal was the best of all time! [emphasizes that this was a great meal]
GRAMMAR BOOSTER 137

A newborn Asian elephant can weigh as much as 150 kilos. [emphasizes that this is fairly heavy]
As many as 200 of these animals are killed every year. [emphasizes that this is a high number]
Milton Academy is one of the best schools in the city.
Preet Gupta is among the most intelligent commentators on any TV news program today.
The lions in the Central Zoo are some of the finest examples of African wildlife you can see without going to Africa.
To show progression
My son is getting taller every day. [He’s growing.]
The economy is stronger now. [It’s improving.]
To show tendencies or preferences
We eat out more than in. [We tend to eat out.]
Sara likes being alone more than socializing. [She prefers to spend time alone.]
To clarify
He’s a lot friendlier than you would think. [You may think he’s not friendly, but in fact he is.]
She’s more of a singer than a dancer. [People may think she’s mainly a dancer, but in fact she’s mainly a singer.]
The movie’s more annoying than scary. [You may think this movie will be scary, but in fact it’s just annoying.]
It looks more like snow than rain. [You may think it’s going to rain, but in fact it looks like it’s going to snow.]
B Use a comparative, a superlative, or a comparison with as … as to complete each statement so it has a similar
meaning to the information in quotes.
1 “Our meal last night was really inexpensive. It only cost 48 euros for the two of us.”
Our meal last night cost less than 50 euros.
2 “Our reading club meetings are getting pretty big. On some nights there are thirty students.”
Our reading club meetings sometimes have as many as thirty students.
3 “I think our teacher is really great!”
Our teacher is the best ever!
4 “The garden you planted last month has become so beautiful!”
Your garden is getting more beautiful every day!
5 “You might think snails would taste strange, but they actually taste quite good.”
Snails taste better than you may think.
6 “You may think Kate is shy, but she’s actually very talkative.”
Kate is more talkative than you might think.
7 “There were a lot of great new movies this year. Cool Water was one of them.”
Cool Water was one of the best new movies this year.
UNIT 9
Compare short responses with perfect modals in the active voice and passive voice.
Active voice Passive voice
Do you think the first I wonder if the

inhabitants of the island
“They might have.” stone was moved “It might have been.”
came from Sweden? by someone.
“They must have.” “It must have been.”
“They had to have.” “It had to have been.”
“They couldn’t have.” “It couldn’t have been.”
Be careful! In a short response to a question (or

statement) with a past form of the verb be, always
include been.
A: Was the story of the yeti just a joke?
B: It must have been. NOT It must have.
138 GRAMMAR BOOSTER

●
Have students study the examples under To show Option: [+15–20 minutes] Photocopy and distribute
progression. this exercise or write it on the board:
●
Point out that the second part of the comparison I’m getting every day.
(than) is not used. On the weekends, I more than .
●
On the board, write: I read than a year.
1. Prices are getting . I’m a lot than people think.
2. The book is becoming . For further practice, have students complete the sentences
To provide practice, have students complete the with true information about themselves. In pairs, have
statements with their own ideas. To review as a class, students exchange sentences and decide on the use of
have volunteers read their sentences out loud. (Possible the comparative, superlative, or comparison with as . . .
answers: 1. Prices are getting higher. 2. The book is as in their partners’ sentences. Have a few volunteers read
becoming more interesting.) their sentences out loud and say the use. Then encourage
●
Have students study the examples under To show students to create other sentences about themselves using
tendencies or preferences. comparatives, superlatives, and comparisons with as . . . as
to show emphasis, progression, tendencies or preferences,
●
and to clarify. Circulate as students write to provide help as
1. In class, we more than . needed. To finish, have students share their sentences with
2. A
t home / work, I spend more time a partner.
than .
3. Your idea: UNIT 9
To provide practice, have pairs complete the statements
with their own ideas. Review as a class. Have volunteers
read their sentences out loud. (Possible answers: 1. In
●
Review that we use perfect modals to speculate with
class, we speak more than write. 2. At home, I spend more different degrees of certainty about the past.
time in the garden than inside.) ●
Ask a student to read the question in the bubble under
Have students study the examples under To clarify.
● Active voice. Then call on a volunteer to read the various
short responses. Write the following full responses on the
On the board, write the following prompts:
●
board for comparison. Label the degrees of certainty.

1. ice skating—not difficult but easy They might have come from Sweden. (not certain)
2. vacation—not relaxing but tiring They must have come from Sweden. (almost certain)
To provide practice, have pairs form sentences with the
They had to have come from Sweden. (very certain)
prompts on the board, using the comparative form to
clarify. To review as a class, have volunteers read their They couldn’t have come from Sweden. (very certain)
sentences out loud. (Possible answers: 1. Ice skating is a ●
Ask a student to read the question in the bubble under
lot easier than you would think. 2. My vacation was more Passive voice. Then call on a volunteer to read the various
tiring than relaxing.) short responses. Write the following full responses on the
board for comparison. Label the degrees of certainty.
B Use a comparative, a superlative, . . . It might have been moved by someone. (not certain)
Model the first item with the class. Point out that students
●
It must have been moved by someone. (almost certain)
should pay attention to the meaning of the sentence in It had to have been moved by someone. (very certain)
quotes and choose the best use from the Grammar box
above. Call on one student to say the use and another to
It couldn’t have been moved by someone. (very certain)
complete the statement out loud.
●
Read the Be careful! note. Point out that the example
exchange is Active voice, but that the rule also applies to
Have students complete the exercise individually and then
●
passive sentences as illustrated in the examples: A: Was

compare answers with a partner. Review as a class.
the story of the yeti just a joke?; B: It must have been. Been is
not omitted.
T138
Respond to each statement . . . A On a separate sheet of paper, . . .
●
Before doing the exercise, have students mark which ●
Have students look at the example. Demonstrate how the
statements are active and which are passive. (Only items 1 new Fernadno Meirelles movie becomes the subject of the
and 2 are passive.) Remind students to always include sentence, followed by is supposed to.
been in a short response or statement with the verb be in it. ●
Instruct students to scan the exercise items and underline
●
Have students compare answers with a partner. what will be the subjects of the new sentences.
●
Go over the answers as a class. (1. our new manager, 2. acupuncture, 3. Ashley Morgan,
4. Ethiopian food, 5. Paul Coelho’s latest novel, 6.
Myanmar, 7. corruption)
UNIT 10 ●
Then have students rewrite the sentences.
Be supposed to: expansion ●
●
Point out that in addition to expressing expectations with
be supposed to—as taught in Unit 10—this construction Would: review
can also be used to express a broadly held opinion. ●
Ask a student to read the first explanation. Then call on
●
Ask a volunteer to read the explanation. Read the first volunteers to read the two sets of examples.
example sentence and rewrite it on the board starting the ●
Call on a volunteer to read the second explanation. Then
statement Everyone says . . . call on volunteers to read the three sets of examples.
Everyone says green tea ice cream is really good.
Then call on other volunteers to read the other two
examples and restate them with Everyone (Everyone
says the new album wouldn’t be very good, but I love it.
Everyone says John was rude during the dinner, but I just
don’t believe it.)
T139
Respond to each statement or question with a short response, using a perfect modal.
1 A: Is it most likely the Nazca Lines were created by humans?
B: They must have been. (must)
2 A: I wonder if the dinosaurs were killed by a meteor, too.
B: They may have been. (may)
3 A: Did Europeans eat potatoes before the discovery of America?
B: They couldn’t have. (couldn’t)
4 A: I guess people didn’t realize that the carrier pigeon would become extinct.
B: They must not have. (must not)
5 A: The settlers in the western part of the U.S. must have known the buffalo were in danger.
B: They had to have. (had to)
6 A: It must not have been easy to move those huge stones.
B: It can’t have been. (can’t)
UNIT 10
Be supposed to: expansion
You can also use be supposed to to express a broadly held opinion. It is similar to “Everyone says … ”
Green tea ice cream is supposed to taste really good.
Their new album wasn’t supposed to be very good, but I loved it.
John was supposed to have been rude during the dinner, but I just don’t believe it.
A On a separate sheet of paper, rewrite each statement, using be supposed to.

Example: They say the new Fernando Meirelles movie is very violent. The new Fernando Meirelles movie
1 Everyone thinks our new manager is really nice. is supposed to be very violent.
Our new manager is supposed to be really nice.
2 Many people believe acupuncture is an effective treatment for pain.
Acupuncture is supposed to be an effective treatment for pain.
3 I haven’t heard Ashley Morgan sing, but they say she has a beautiful voice.
Ashley Morgan is supposed to have a beautiful voice.
4 I’ve never had Ethiopian food, but everyone says it’s delicious.
Ethiopian food is supposed to be delicious.
5 They say Paulo Coelho’s latest novel is his best yet.
Paulo Coelho’s latest novel is supposed to be his best yet.
6 Everyone says Myanmar is a fascinating place to visit.
Myanmar is supposed to be a fascinating place to visit.
7 It’s said that corruption is one of the biggest problems in our city right now.
Corruption is supposed to be one of the biggest problems in our city right now.
Would: review
Remember: The modal would can be used to talk about the present The modal would can also be used in the following ways to talk
or future. about the past.
For polite requests in the present or future To express past repeated or habitual actions
Would you please close the door? As children, we would play in the park every Saturday.
Would you pick up some milk on your way home? As the past form of the future with will
To express a present or future result of an unreal condition He said he would get here before noon. (He said, “I’ll get there
She wouldn’t be so tired if she took a nap. before noon.”)
I would go see them in concert if the ticket prices weren’t so She promised she wouldn’t forget. (She said, “I promise I won’t
astronomical. forget.”)
To express past intentions or plans that changed
I thought I would marry Harry, but I changed my mind.
We didn’t think we would enjoy eating alligator, but it was delicious.
GRAMMAR BOOSTER 139

B Write a check mark next to each sentence that expresses a past repeated or habitual action.
1 I thought we would go skiing in Chile, but we didn’t.
✓ 2 In the summer, they would sit outside and read books or just take naps.
3 I had agreed that I would make breakfast that morning.
✓ 4 Every night, he would lie awake for hours thinking about her.
5 She warned them that Jake would forget to bring the keys, and she was right.
✓ 6 When Kyle was still living with his parents, he would work on weekdays and study on weekends.
7 Leila didn’t think English would be useful on her trip to Moscow, but she was wrong.
✓ 8 As a student, I would stay up late every night studying for exams.
9 She asked me if I would help her with her homework that afternoon.
10 She wouldn’t have such a hard time doing her homework if she studied harder.
✓ 11 When I was younger, my dad would always help me with my homework.
12 I wouldn’t go see that new Tom Cruise movie if I were you.
13 Would you buy an electric car if it were affordable?
14 My brother thought he would be late.
Grammar for Writing: placement of adverbs of manner

Be careful! Don’t place adverbs of manner without -ly
Adverbs of manner modify adjectives or verbs. When they modify adjectives, before a main verb.
they go before the adjective.
He drives fast. NOT He fast drives.
The path can be dangerously slippery. She can sing really well. NOT She can really well sing.
The architecture is incredibly beautiful.
Don’t place an adverb of manner between a transitive
When they modify transitive verbs, adverbs of manner ending in -ly often go verb and its direct object.
before the main verb. They can also go after a verb and its direct object. He drank his tea quickly. OR He quickly drank his tea.
She slowly opened the door. OR She opened the door slowly. NOT He drank quickly his tea.
She should slowly open the door. OR She should open the door slowly.
When they modify intransitive verbs, adverbs of manner ending in -ly often go after Other adverbs of manner
the main verb. They can also go after a verb and an indirect object. angrily poorly
badly quietly
He spoke angrily about corruption. OR He spoke about corruption angrily.
fast sadly
happily slowly
hard softly
C Write a check mark if the adverb is correctly placed. Then, on a separate sheet nicely suddenly
of paper, rewrite the sentences that you didn’t check. noisily well
1 When the game was over, he left quickly the court. When the game was over, he quickly left the court. /
When the game was over, he left the court quickly.
✓ 2 As she drove into town, she sang to herself softly.
✓ 3 The meeting was suddenly postponed after the CEO arrived.
4 They washed noisily the dishes after dinner. They noisily washed the dishes after dinner. /
They washed the dishes noisily after dinner.
✓ 5 Tom replied angrily to the text message.
6 They entered quietly the room and sat in the corner. They quietly entered the room and sat in the corner. /
They entered the room quietly and sat in the corner.
D On a separate sheet of paper, rewrite each sentence with one or more adverbs of manner.
Choose from the list above and on page 119. Answers will vary, but may include the following:
1 I watched the snake until it moved. I nervously watched the snake until it moved.
2 We chatted until the sun came up the next morning. We quietly chatted until the sun came up the next morning.
3 She speaks Italian, but she doesn’t really understand it. She speaks Italian fluently, but she doesn’t really understand it.
4 He wrote about his experiences living in Cambodia. He wrote quickly about his experiences living in Cambodia.
5 A cow walked onto the road, and the bus stopped. A cow walked slowly onto the road, and the bus stopped.
140 GRAMMAR BOOSTER

B Write a check mark . . . C Write a check mark . . .
●
Have students work in pairs to identify past repeated or ●
To warm up, have students circle the adverbs of manner
habitual actions. in each sentence.
●
Go over the answers as a class. ●
Then have students complete the exercise individually.
Challenge: [+15–20 minutes] Have students identify ●
Ask students to compare answers with a partner. Bring
the uses of the unchecked items in the exercise: the class together and have students explain what was
1. past intention or plans that changed wrong in each incorrect sentence.
3. past form of the future of will

D On a separate sheet of paper, . . .
5. past form of the future of will
●
Have students identify which exercise items have
7. past intention or plans that changed intransitive verbs. (2, 5) Tell them to look at rules in the
9. past form of the future of will Grammar box for placement of adverbs of manner in
10. present / future result of unreal conditions these sentences.
12. present / future result of unreal conditions
●
Then point out that the remaining sentences contain
transitive verbs. Tell students to look at rules in the
13. present / future result of unreal conditions
Grammar box for placement of adverbs of manner in
14. past intention or plan that changed these sentences.
●
Circulate as students work, assisting as needed. Then
Grammar for Writing: placement
bring the class together and invite a couple volunteers
of adverbs of manner
to write the sentences on the board. Check adverb
●
Start by bringing students’ attention to the list of adverbs placement as a class.
titled Other adverbs of manner on the right. Ask a
volunteer to read it.
●
Read the first explanation, stressing that adverbs of
manner modify adjectives or verbs. Call on students
to read the examples of adverbs of manner modifying
adjectives.
●
Write on the board, transitive and intransitive. Explain
that there are different rules for placing adverbs of
manner before a transitive or intransitive verb. Have
volunteers read the two explanations and sets of example
sentences.
Focus on the Be careful! note and have students read the
●
correct and incorrect variations.

To check comprehension, write three sentences on the
●
board:
1. They entered the room noisily.
2. They noisily entered the room.
3. They entered noisily the room.
Have students decide which sentences are correct. (1, 2)
Point out that an adverb of manner can never separate a
verb (entered) from its object (the room). Cross out the third
example.
Option: [+15–20 minutes] To provide practice, have
pairs use three adverbs from the list in sentences of their
own. Then bring the class together and call on volunteers
to share their sentences. Write a few sentences on the
board.
T140
Test-Taking Skills Booster
The Test-Taking Skills Booster is optional. It provides practice in applying some key logical thinking and comprehension skills
typically included in reading and listening tasks on standardized proficiency tests. Each unit contains one Reading Completion
activity and one or more Listening Completion activities.
The reading selections in the Booster are either adaptations of those from the Summit 1 units or new reading selections about a
related topic. Listening Completion exercises are based on the listening passages that can be found on the audio from the Summit
units. None of the Reading Completion or Listening Completion tasks duplicate what students have already done in the unit.
*Note that the practice activities in the Booster are not intended to test student achievement after each unit. Complete Achievement Tests for
Summit can be found in the Summit ActiveTeach.
UNIT 1
READING COMPLETION
Read the selection. Choose the word or phrase that best completes each statement.
1 A except B while C during D because

2 A reported B said C wanted D stolen
3 A since B no matter C whether D after
4 A meant B decided C believed D included
5 A Because of B In spite of C Rather than D Due to
6 A relate B recognize C resemble D resurrect
7 A afraid B satisfied C needless D careful
8 A Whether B No matter C Suppose D If
LISTENING COMPLETION
6:32 You will hear a conversation. Read the paragraph below. Then listen and complete each statement
with the word or short phrase you hear in the conversation. Listen a second time to check your work.
The woman thinks that crime is out of (1) control . She says that the (2) newspaper is full of crime
stories. The man agrees, and he thinks crime represents the whole breakdown in (3) culture . The woman feels
hopeless about the situation, but the man thinks there’s something we can (4) do about crime. First, he says
the local (5) police need more money to fight crime. His second suggestion is not to (6) wear
a lot of jewelry on the street. TEST-TAKING SKILLS BOOSTER 151
UNIT 2
READING COMPLETION
1 A Likewise B Then C Since D Now that

2 A heart B importance C well-known D beginning
3 A Neither is B Even if C Not only is D However
4 A In contrast B In addition C While D As a result
5 A For instance B While C If D Because
6 A despite B during C even so D even if
7 A music B mind C temper D personality
8 A charming B strange C amusing D likeable
9 A visit B relax C worry D leave
A 6:33 You will hear a conversation. Read the paragraph below. Then listen and complete each statement
The man mentions that the actor Anthony Hopkins also (1) composes music . The woman is surprised and wants
to know if the man has actually (2) ever heard the actor’s music before. He says that he watched a video on
(3) social media in which an (4) Austrian orchestra played one of his pieces. However, he found the music a little
(5) depressing for his taste.
B 6:34 You will hear a conversation. Read the paragraph below. Then listen and complete each statement with the
word or short phrase you hear in the conversation. Listen a second time to check your work.
The woman wonders if the man likes (6) reggae music and he says he’s (7) crazy about it because
it always makes him (8) feel good . However, she finds it (9) hard to listen to because she thinks it
always has the same (10) beat and every song (11) sounds the same . Whenever she hears it, she wants to
(12) turn it off and listen to something else.
152 TEST-TAKING SKILLS BOOSTER

UNIT 3
READING COMPLETION
1 A accept B receive C donate D pay

2 A Because B Although C Nevertheless D Since
3 A ask for B return C spend D accept
4 A Because B Regardless C Since D Otherwise
5 A avoid B donate to C select D choose
6 A hide B provide C donate D invest
7 A dishonest B not on the level C reputable D illegal
8 A trusting B wary C shameful D satisfied
9 A Even if B Especially if C Whether D Because
10 A Although B In spite of C In case D Similar to
11 A stop B think C hesitate D remember
The man is asking the woman if she wants (1) to go out for dinner. At first, she declines because she’s
trying (2) to save money . But he insists, saying that he just got a big raise, and he suggests that they (3) celebrate .
Again, she says no because she doesn’t (4) have the cash right now, but the man offers to (5) pay for dinner .
B 6:36 You will hear a conversation. Read the paragraph below. Then listen and complete each statement
A man is visiting a woman and admiring her (6) beautiful new furniture. He thinks the sofa is
(7) gorgeous . He imagines that it must have been (8) pretty expensive and asks her how she managed to pay
for it. She says that she (9) saved up for it , putting away (10) a little bit every month. The man is envious and
wishes he could do the same thing. He feels bad because all his money is gone by (11)the end of the month
. In spite of
the fact that he makes (12) a good salary , he just doesn’t know where all (13) the money goes.
TEST-TAKING SKILLS BOOSTER 153
UNIT 4
READING COMPLETION
1 A Because B As a consequence of C According to D Therefore

2 A Due to the fact that B As a result C Although D Consequently
3 A because B even though C as a consequence D likewise
4 A Unlike B Like C In similar fashion D Whereas
5 A not either B therefore C however D as well
6 A Because B In contrast C Furthermore D Although
7 A whereas B even though C similarly D unlike
8 A However B In contrast C For instance D As a result
9 A excellent B high C happy D low
10 A Although B Following that C Before D After that
The first woman is looking at a (1) dress and would like the other woman’s opinion of it. She is
thinking of wearing it for her presentation at the (2) sales meeting . She asks the other woman if it might be
(3) too informal . The second woman thinks the dress might be better on a younger woman. She thinks clothes
for women their age should be more (4) conservative .
B 6:38 You will hear a conversation. Read the paragraph below. Then listen and complete each statement
The customer is shopping for a shirt for (5) his father . He’s thinking he’d like something in a
(6) solid color, perhaps in a (7) pale blue or green. The salesman asks whether the customer is
looking for a (8) short-sleeve or a (9) long-sleeve shirt. The customer says that he’d like a long-sleeve one,
and the clerk offers to show him some (10) nice ones for him (11) to choose from.

UNIT 5
READING COMPLETION
1 A Since B In C Now that D As a result of

2 A part-time B resident C foreign D friendly
3 A ensure B avoid C know D attract
4 A unfamiliar B expensive C possible D afraid
5 A remember B forget C realize D worry
6 A not only B neither C either D both
7 A make B ensure C take D require
8 A remember B forget C avoid D never
9 A confuse B interfere C encourage D keep
6:39 You will hear part of a report. Read the paragraph below. Then listen and complete each statement
with the word or short phrase you hear in the report. Listen a second time to check your work.
Pete Frates was diagnosed with a rare disease called ALS that (1) attacks the nervous system. He
came up with a big idea in order to (2) spread awareness of this terrible disease and to encourage people to
(3) contribute to finding a cure. All people had to do was (4) make a video in which they dump a bucket of icy
water over their heads and challenge (5) their friends to either do the same or donate a hundred dollars. In social
media, people all over the world posted videos of (6) themselves . On Facebook, these videos were viewed
(7) ten million times. Everyone (8) talked about the Ice Bucket Challenge. Even famous
(9) celebrities and (10) politicians were taking the challenge and posting videos.

UNIT 6
READING COMPLETION
1 A which B even though C now that D so that

2 A While B Because C Before D In fact
3 A provided B took C made D sold
4 A species B character C role D place
5 A as B over C out of D under
6 A To sum up B Secondly C In summary D Unfortunately
7 A In contrast B Consequently C Similarly D Still
8 A environment B ecology C habitat D conservation
9 A progress B reduction C conservation D distance
6:40 You will hear part of a lecture. Read the paragraph below. Then listen and complete each statement
with the word or short phrase you hear in the lecture. Listen a second time to check your work.
The lecturer says that most species can be placed into one of two (1) categories : predator or prey. However,
she points out that many animals play (2) both roles in nature, as predator and prey. She further explains that
animals that are prey rely on (3) instinct in order to protect themselves from predators. As an example, she
points out that fish swim in huge (4) schools in which they move as if the group were one (5) organism .
This behavior (6) confuses predators, causing them to only eat the fish that are outside the group. The lecturer
further points out that predators also often travel in groups called (7) packs in order to make it easier to hunt
their prey and ensure their own (8) survival . She notes that (9) hunting in a group makes it possible to
kill (10) larger animals.
UNIT 7
READING COMPLETION
1 A Likewise B To begin with C Secondly D Similarly

2 A whereas B furthermore C in contrast D following that
3 A entertain B travel C work D shop
4 A Third B Least importantly C Secondly D Even though
5 A Because B When C Finally D Whereas
6 A while B furthermore C not only D in addition
7 A since B as well C didn’t either D however
8 A Finally B For instance C Therefore D For one thing
9 A yet B because C like D however
10 A According to B Whereas C In contrast to D Not only
6:41 You will hear two conversations. Read each paragraph. Then listen and complete each statement
with the word or short phrase you hear. Listen a second time to check your work.
Nina greets Ross in the store and he asks her what she’s (1) looking for . She tells him that she needs
(2) an air conditioner for her (3) bedroom because her old one is (4) broken . She has been told that
the store has some really (5) cheap ones. If she can find one with a good price she might buy one for her
(6) kids’ bedroom too because their air conditioner is really old.
The woman sees a (7) stove that she really likes. Her husband agrees that it’s (8) gorgeous , but he
wonders if it’s (9) expensive since it has no price tag on it. The wife guesses that the store purposely doesn’t put
the price on items in the window so customers have to (10) go inside and ask. The husband says stores like it
when customers do that because then if you don’t buy the item, they might be able to talk you into (11) something else .
They’re happy they (12) don’t need one.

UNIT 8
READING COMPLETION
1 A elderly B young C married D unhappy

2 A because B due to C until D nevertheless
3 A In conclusion B Whereas C As D For example
4 A as well B either C yet D not either
5 A Because B Since C While D Consequently
6 A Even though B Nevertheless C First of all D Furthermore
7 A for instance B so C whereas D yet
8 A Nevertheless B Because C All the same, D Therefore
9 A educational B sporting C technical D charitable
10 A Furthermore B While C In addition to D Unlike
11 A Whenever B So C Yet D While
12 A As a result B Even though C First of all D It’s possible
6:42 You will hear a conversation. Read the paragraph below. Then listen and complete each statement
A father and his daughter are discussing her (1) boyfriend . The father doesn’t like the boy because he
thinks he’s (2) a troublemaker . He explains by saying that the boyfriend is always (3) in trouble at school. The daughter
complains that her father doesn’t have any (4) respect for her (5) friends . She tells him that just
because he’s (6) an adult doesn’t mean he knows everything. The father gets angry at her tone of voice and tells
her (7) she’s grounded . Now she won’t be able to see any movies or make any (8) trips to the mall for two weeks!

UNIT 9
READING COMPLETION
1 A If B Because C While D Whenever

2 A instead B likewise C also D besides
3 A turned on B began C opened D invented
4 A insisted B forgot C questioned D told
5 A Yet B But C So D Likewise
6 A different B vary C agree D interest
7 A Since B While C If D Despite that
8 A forget B remember C believe D wonder
9 A Despite that B Similarly C As a result D Even if
6:43 You will hear a description. Read the paragraph below. Then listen and complete each statement
with the word or short phrase you heard. Listen a second time to check your work.
It is believed that the people of Easter Island may have used the stone figures to (1) establish religious and
political (2) authority and (3) power . In total, 540 figures were moved (4) across the island.
They may have (5) “ walked ” the figures to their final destination by using (6) ropes to rock the
figures back and forth. It’s also possible that they were laid down flat and rolled on logs. However, moving the figures
either way couldn’t have been (7) accompanied with fewer than 70 people. Explorer Thor Heyerdahl believed the
island might have been (8) inhabited by South Americans. He sailed a raft called the Kon-Tiki in order to
(9) prove that his theory was possible. Ultimately, DNA evidence (10) confirmed that the original
inhabitants must have come from Polynesia.
UNIT 10
READING COMPLETION
1 A whereas B if C even if D if only

2 A where B and C than D since
3 A where B which C that D even if
4 A not only B neither C either D but
5 A Due to B Accordingly C To illustrate D According to
6 A advise B suggest C recommend D report
7 A technology B concern C consequences D symptoms
8 A Moreover B Still C Otherwise D In contrast
9 A stopping B allowing C telling D preventing
6:44 You will hear a speaker. Read the paragraph below. Then listen and complete each statement
with the word or short phrase you hear. Listen a second time to check your work.
The speaker points out a (1) a growing trend toward longer hours at work and less time off. People seem to be
(2) inviting their work world into their (3) private lives in ways that weren’t (4) imaginable in the past.
Even in people’s (5) leisure time, technology has reduced face-to-face human (6) interaction . Instead of
going out with others, people are (7) watching movies at home and (8) shopping online. And communication with
family, friends, and colleagues—now mainly online—is shorter and more (9) superficial than it was in the past. At
the end, the lecturer also claims that face-to-face family time is (10) decreasing .

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UNIT COMMUNICATION GOALS

1 Describe your personality

Outlook and Behavior 3

Realist, or “I’m sure it’s nothing.

Pessimist? “It’s probably nothing

Is the glass half full “This could be serious.

6–9 POINTS 10–14 POINTS 15–18 POINTS

1 Outlook and Behavior

LANGUAGE NOTE In English, the analogy of the glass

LANGUAGE NOTE You may need to clarify the differences

F COMPARE AND CONTRAST

E UNDERSTAND IDIOMS AND EXPRESSIONS Find the following expressions in

F COMPARE AND CONTRAST Discuss the questions.

A 1:03 VOCABULARY C GRAMMAR

describe his personality? (easygoing) Does the woman agree?

D 1:04 LISTEN TO ACTIVATE GRAMMAR B 1:06 RHYTHM AND INTONATION

To modify an adjective with too or enough. Note: Enough follows an adjective.

A 1:05 CONVERSATION SPOTLIGHT Read and listen.

Sarah Beth Linehan, 30 Melbourne, Australia Martina Braun, 21 Frankfurt, Germany

Cindy Yu, 27 Boston, USA Richard Rowan, 43 Saint Louis, USA

A 1:07 GRAMMAR SPOTLIGHT ●

E UNDERSTAND THE GRAMMAR

NOW YOU CAN Discuss someone’s behavior

NOT AT ALL A LOT

a She says there aren’t a lot of newspaper articles about crime. T F ND

A LISTENING WARM-UP C 1:10 LISTEN FOR DETAILS

LANGUAGE NOTE Although the terms global warming and

NOW YOU CAN Compare perspectives on world problems

A NOTEPADDING Write a list of world problems that you worry about.

RECYCLE THIS LANGUAGE

FACEBOOK SAVES THE DAY

D UNDERSTAND MEANING FROM CONTEXT Locate these adjectives and expressions in

A READING WARM-UP Option: [+5 minutes] Focus students’ attention on the

information in the article that will help them answer

UNIT 1 LESSON 4 T10

Suggested 5 Your actual OPTIONAL WRITING [+20–30 minutes]

T11 UNIT 1 LESSON 4

NOW YOU CAN Discuss creative ways to achieve a goal

A NOTEPADDING Adam Secrest’s goal was to find Goals:

Not everyone will want to donate a lot of

OPTIONAL WRITING In a paragraph, present

UNIT 1 WRITING T12

T13 UNIT 1 REVIEW

1 John pessimist 2 Susan realist 3 Matt optimist

Music and Other Arts 3

WRITE ONE OR MORE EXAMPLES OF YOUR

5 A song with interesting lyrics that made you really

C PAIR WORK Tell your partner about the

2 Music and Other Arts

UNIT 2 PREVIEW T14

doesn’t want to go see Phantom or Swan Lake) ●

F THINK AND EXPLAIN

T15 UNIT 2 PREVIEW

Amalia: Hey, guys, we’ve got a free evening tonight. Why

E UNDERSTAND IDIOMS AND EXPRESSIONS Find these expressions in Spotlight.

SPEAKING PAIR WORK Rate the events on a scale of 1 to 5

an art exhibit a modern dance performance a play

I try to get to MASP—that’s

Nicole Clarkson, 34 Chicago, USA Fabiano Valle, 22 São Paulo, Brazil

A 1:16 GRAMMAR SPOTLIGHT C GRAMMAR

UNIT 2 LESSON 1 T16

T17 UNIT 2 LESSON 1

Music Art Theater

Have you been going