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English Book 3-Teacher 300913
English Book 3-Teacher 300913
English
PRESIDENTE DE LA REPÚBLICA TEACHER'S BOOK - LEVEL 3
Rafael Correa Delgado Postcards 2A, Teacher's Book
First Edition
Authorized adaptation from the United Kingdom edition, entitled
MINISTRO DE EDUCACIÓN Snapshot, first edition, published by Pearson Education Limited
Augusto Espinosa Andrade publishing under its Longman imprint.
Copyright © 1998.
Viceministro de Educación American English adaptation, published by Pearson Education,
Pablo Cevallos Estarellas Inc. Copyright © 2008.
Equipo técnico
Proyecto de Fortalecimiento de Enseñanza de Inglés
The Ministry of Education aims at providing Ecuador’s students with both the foreign
language knowledge and the skills needed to succeed in today’s globalized world
as English is the international language that will allow them to access knowledge
and information and that will become an instrument of personal and professional
empowerment to build a more prosperous, equitable society.
rst time, the Ministry of Education will provide free English textbooks
to students. This will contribute to the learning process in a positive manner,
for every student will have an additional resource to aid them in their language
acquisition process.
The Ministry of Education has also created in-service teacher standards aligned
to TESOL, establishing the benchmark as to what teachers need to know.
ciency level
for pre-service and in-service English teachers, has also been institutionalized,
cient in the language.
Finally, through a rigorous evaluation procedure and teachers’ development plan,
the Ministry of Education will assist current in-service English teachers in improving
ciency levels to foster the teaching-learning processes
in the classroom.
Ministry of Education
Contents
Teacher’s Edition
Scope and Sequence iv
Introduction vi
Characters xvi
UNIT 5 Everybody’s waiting for us. T42 Peer editing checklist 104
Pages 6–13
Do you have any pizza Give and follow instructions Count and noncount nouns
Imperatives (Commands)
dough?
Pages 14–20
Are there any chips left? Make an offer There is / There are with some and any
Questions with How much and How many
Expressions of quantity: a little, a few, a lot of,
not much, not many
Pages 24–31
Pages 34–40
Page 41 Progress check Units 3 and 4 Test-taking tip: Stay positive and relaxed.
Pages 42–49
What are you going to Talk about clothes too + adjective; not + adjective + enough
Comment and compliment Present continuous for future arrangements
wear? Be going to + verb for future plans,
intentions, and predictions
Pages 52–58
Page 59 Progress check Units 5 and 6 Test-taking tip: Keep your eyes on your own paper.
Personality traits Reading: Identify people from descriptions Expand your vocabulary Linking words in
Listening: Listen for specific information to connected speech
complete a chart
Speaking: Describe people’s personalities; Talk
about yourself
Writing: Write about your ideal person
Foods for various meals Reading: Read for specific information Learn words that are Using stress and
Listening: Listen to determine true and false often used together intonation to express
information (collocations) strong feelings
Speaking: Give and follow instructions
Writing: Make a poster on healthful eating
tips
Foods at the Reading: Read to discriminate information Learn collocations with Would you
supermarket Listening: Listen to identify true information food
Speaking: Discuss your reactions to errands;
Talk about a place described in a reading
Writing: Write about a shopping place
Sports and activities Reading: Read a bar graph Learn collocations in The sound /ɑ/ in soccer
Listening: Listen for specific information context
Speaking: Talk about what you like and don’t
like doing when you don’t have school
Writing: Write about what you like and don’t
like doing during your free time
Classroom activities Reading: Read a blog for specific information Role-play to practice Words beginning with
Listening: Listen to discriminate information English s + another consonant
Speaking: Talk about reasons for running late
Writing: Write about what usually happens at
school
Clothes Reading: Read for specific information Change nouns to The pronunciation of
Listening: Listen to discriminate information adjectives going to
Speaking: Talk about the kind of clothes you
like; Discuss your opinion
Writing: Write a list of fashion do’s and don’ts
Course components
Principles behind the course Student Book
1. Postcards immediately captures students’ Each Student Book consists of twelve units divided
attention by: into sections of two units. Each unit is followed
• Introducing teenage characters with whom either by Putting it together (a photostory activity)
students readily identify or a Progress check. The pattern is as follows:
• Presenting the real-life language that young
speakers of American English use Unit Pages
Photo
Unit 1 Story
• Focusing on up-to-date situations, topics, and
themes that teenagers inherently recognize and
respond to
Progress
• Providing stimulating sensory input through Unit 2 Unit Pages Check
engaging photos, illustrations, and realia chosen
especially for the teen learner
2. Postcards holds teenagers’ attention by: Each Student Book also contains optional materials
that can be done with or after each of the units.
• Offering a great variety of lesson formats, Suggestions as to when to complete each activity
exercises, and activities are listed in this Teacher’s Edition. The optional
• Personalizing learning through activities that activities are: Games, Projects, Wide Angle on the
allow students to talk about themselves, their world, Fun with songs, Focus on culture, and Fun
world, and their ideas with grammar.
• Providing activities that challenge students’ minds Language Booster
as well as their linguistic skills
The Language Booster is divided into two parts:
• Offering extensive communicative practice,
cross-cultural exploration, group and individual • A Workbook, and
projects, song activities, games, and competitions • A Grammar Builder containing grammar reference
pages and extra grammar practice exercises.
3. Postcards gives all students the opportunity to
achieve success and a sense of achievement by: The Workbook section is divided into units
• Giving clear, concise, and easy-to-understand that correspond to those in the Student Book.
language presentations It gives practice in Grammar, Vocabulary, and
• Providing carefully sequenced exercises that Communication. It also provides additional practice
allow students to easily master English grammar in reading and writing.
and vocabulary
• Offering level-appropriate communicative The Workbook includes three levels of exercises for
activities that enable students to express each Grammar, Vocabulary, and Communication
themselves with the English they’ve learned section: Get started (easy), Move on (medium),
and Reach for the top (challenging). Designed
• Providing extensive recycling as well as follow- for mixed-level and mixed-ability classes, the
up reinforcement and practice in the Language Language Booster recognizes that all students will
Booster Workbook and Grammar Builder be motivated if they are given tasks that allow them
4. Postcards helps students set goals, develop to succeed as well as to achieve higher goals.
learner independence, and monitor progress by:
Most students will benefit from completing the first
• Setting clear goals for each unit and section
two levels of the Workbook exercises, and some may
• Presenting an inductive approach to grammar wish to attempt all three. Students who already have
• Providing explicit instruction and practice in a basic knowledge of English may find they need to
learning strategies complete only the second and third levels.
vi
The Skills development section includes additional ®
ExamView Test Generator
INTRODUCTION
readings and skills practice. The Test Generator CD-ROM contains a test
generator engine which allows you to create tests
The Grammar Builder section provides additional from Postcards question banks, customize tests to
grammar exercises as well as grammar reference meet your classroom needs, and create your own
pages called Grammar highlights. This section tests for in-class or Internet use.
reviews and clarifies structures presented in each
unit of the Student Book.
Teaching tips
The Grammar Builder can be used alongside Classroom management
the Workbook units or at a later stage for extra Setting up an environment where students feel
reinforcement or review. encouraged, motivated, challenged, and valued is
the key to a successful class. Some helpful practices
The Language Booster is a flexible resource that include:
offers self-access material for students in a wide
range of teaching situations. It is not necessary for • Maintain class structure. Plan each lesson well.
students to work through all the material, although Maintain a regular routine when beginning and
they can do so if they wish. ending class, when doing exercises and practices,
when assigning pairs and groups, and when
Teacher’s Edition checking work; in this way students will have a
The Teacher’s Edition contains unit-by-unit lesson clear understanding of the structure of the class
notes interleaved with the relevant Student Book and what is expected of them.
pages. The notes include suggestions on how to • Personalize. Learn student names at the start of
teach the material, ideas for extension activities, as the term; learn about your students’ personalities
well as all answer keys and listening audioscripts. and interests; use this to tailor exercises and
Photocopiable unit and quarterly tests are provided content to a particular class. Maintain eye contact
at the end of the Teacher’s Edition, as well as an with your students as you teach. Let each student
extensive Grammar reference section. know you are interested in his or her progress.
• Keep students involved. Limit the amount of
All answer keys to the Language Booster and the time you spend explaining information—instead,
tests are found at the end of the Teacher’s Edition. elicit information from students by asking simple
Class Audio CDs questions in English. Alternate asking questions of
the entire class and calling on individual students
The Class Audio CDs contain all the recorded to answer; this will ensure all students are listening,
material from the Student Book: the Dialogues, the involved, and have an opportunity to participate.
Pronunciation, Useful expressions, and Vocabulary
sections, the Listening exercises, the models for the • Maintain a fun, challenging pace. Set a time limit
Communication activities, the Readings, and the for activities so students will know they have a
Putting it together photostories. limited amount of time to complete the activity;
when most students have finished an activity,
Posters move on to the next stage—this will motivate
Each level has six colorful Posters presenting key students to work hard and maintain student
grammatical structures, functions, and vocabulary interest in the lesson.
learned in the Student Books. They come with • Give clear instructions. Always elicit one or
teaching and review activities and can be displayed more answers at the start of a written exercise
temporarily or permanently in the classroom. or provide a model (teacher-student, student-
student, etc.) for pair and group work so that all
DVDs students understand what to do. If you discover
The DVD program is a stimulating accompaniment at the start of an exercise that many students have
to the Postcards series. The interesting, dramatic misunderstood the instructions, immediately stop
action portrayed in the DVD program motivates the activity to clarify instructions and provide
students and allows them to listen to natural another model.
spoken language used by native speakers of • Monitor and reward students. Walk around the
American English. A DVD Guidebook contains the room as individuals, pairs, or groups are working
videoscripts and teacher’s notes, with suggestions on an activity. Keep an eye on all students so that
for activities that can be used to further enrich the you know which ones need your help or guidance.
use of the DVD in the classroom. Reward students both verbally and non-verbally
for their effort and achievement as they work.
Placement Test When students have finished an activity, always
The Placement Test allows you to know exactly which perform a check for the class and give feedback.
level of Postcards is most appropriate for a student.
vii
Teaching techniques • Student to student (S-S):
INTRODUCTION
viii
Options Homework can be corrected in the following ways:
INTRODUCTION
Below are some different patterns for repetition and • Check answers to exercises by eliciting the
choral practice: answers orally in class and writing answers on the
• Whole class: Everyone, repeat after me/the CD. board as needed.
Optimal for the first time a dialogue, exchange, • Have students correct their partner’s exercises
or vocabulary item is presented—the whole class using a photocopied answer key or with the
repeats after the teacher or audio. teacher reading out the answers.
• Half the class at a time: This half of the class repeat • For written paragraphs and compositions, have
after A, then this half of the class after B. Useful for students check their partner’s work using the Peer
dialogues or exchanges with two roles, or for editing checklist (page 104 of the Student Book).
encouraging competition between two sides of a
class for each line of a dialogue or exchange. This Suggested procedures for the Student Book
can also be done with horizontal or vertical rows:
The Student Book offers an array of interesting and
(pointing to the appropriate rows) Even-numbered
engaging material that students will enjoy doing in
rows repeat after A, odd-numbered rows repeat after B.
class. Below are some suggested general procedures
• Groups: This group repeats after A, this group after for each element in the Student Book.
B, and this group after C. Useful with dialogues or
exchanges involving multiple roles. Make sure ➤Learning goals
each group gets to repeat after each role once. The Learning goals highlight the main points of
• Individual checks: Pedro, repeat. Useful for Communication, Grammar, and Vocabulary in each
monitoring individual pronunciation and unit. Before starting a lesson, you may want to have
keeping all students actively involved, individual students look at the Learning goals.
checks can be interspersed with any class or
group choral repetition. Suggested procedures
ix
➤Dialogues and Comprehension exercises students’ pronunciation, intonation, and stress.
INTRODUCTION
The dialogues in Postcards develop the storyline and Vary the choral repetition pattern for different
present new structures and functions in context. dialogues (see Options, page ix) and use a
The following guidelines are for handling dialogues variety of techniques (backchaining, overlapping,
in general. Specific suggestions for teaching the exaggeration and body language; see Techniques,
dialogues are given in the lesson notes. page ix).
• Assign students to pairs or groups, depending on
Suggested procedures the number of characters in the dialogue, and have
Before you play the dialogue: them practice reading aloud. Make sure students
• Ask questions about the large photograph to switch roles so that each student has the chance to
set the scene for the dialogue and help students read each role at least once.
predict what it will be about. • Time permitting, after the initial pair or group
• Have students cover the dialogue with a notebook, readings, you may want to do one of the following
a piece of paper, or their hand. actitities to increase students’ fluency and grasp of
the language:
• Tell them to look at the Comprehension
questions. Read or call on students to read the • Have students change partners or groups and
Comprehension questions aloud. Alternatively, practice each role again; encourage students to
have students read the questions silently. Preteach read as quickly and as naturally as they can.
any new vocabulary students will need to • Have students silently read each line, then look
understand to answer the questions. up and say it, making eye contact with their
partner(s) as they speak.
Depending on your students’ abilities, play the • Have students stand and act out the parts
audio once, twice, or three times. After each dramatically, using facial expressions and
listening, give your students a moment to complete gestures.
their answers to the Comprehension questions. You
may want to ask students to raise their hands if • After pair or group practice, call on one or two
they would like to listen again. When students have pairs or groups to stand and perform the dialogue
completed the questions: in front of the class.
• Have students uncover the dialogue. Play the ➤Useful expressions
audio and have students read along to check their The Useful expressions are a selected list of phrases
answers to the comprehension questions. and expressions from the dialogue that are either
• Elicit the answers, writing them on the board if common collocations or colloquial expressions. The
needed. If students have difficulty with any of the students should learn these as fixed items. Do not
items, elicit the line(s) of the dialogue where the attempt to explain the grammar behind the phrases
answer is given. unless the students ask specifically for information
• Play the audio again, stopping at intervals to of this kind. Useful expressions are recycled in
explain or elicit the meanings of new vocabulary appropriate contexts in the rest of the unit and in the
or expressions, to elicit the unit’s grammatical subsequent units.
structures, or to give background information
Suggested procedures
(see dialogue Background notes in this Teacher’s
Edition). Some techniques for teaching new • Check that the students understand the meanings
vocabulary are: of the expressions by eliciting the meaning or
• using real objects in the classroom environment having them give examples of situations when the
expressions are used.
• showing flashcards or magazine pictures
• Play the audio and ask the students to repeat the
• using sketches and diagrams on the board or
phrases chorally. Work on pronunciation, stress,
overhead projector
and intonation as needed. Then have students
• miming and acting complete the exercises.
• explaining meanings in simple English • You may want to keep a list of the Useful
• having students use dictionaries expressions presented during the course so that
you can use them yourself when interacting with
Depending on your students’ needs and your students and review them at regular intervals.
situation, you may want to either move on to the
next exercise at this point, or you may instead want ➤Vocabulary
to have students practice the dialogue to further Vocabulary is presented in lexical groups and
familiarize them with it. Procedures for further practiced through exercises and tasks linked to the
practice are: grammatical or communicative focus of the unit.
• Read or play the dialogue again, pausing after The illustrations in Postcards have been carefully
each sentence or line for students to listen and chosen to help you teach new vocabulary.
repeat chorally and individually. Work on
x
Suggested procedures • Ask students to think about the grammar rule or
INTRODUCTION
rules involved. Then have them work individually
• Play the CD and have students practice
or in pairs to complete the Discovering grammar
pronouncing the vocabulary items. Pause the
section.
audio and help students as needed. Use the
illustration or another teaching device to make • Elicit answers to the Discovering grammar section.
sure students understand the vocabulary. Clarify any difficulties.
• Model or elicit the first one or two exercise items. • Explain or elicit other relevant information about
Then have students work individually, in pairs, or the grammatical item(s) presented in the chart (see
in groups to complete each exercise. Monitor, help, specific teaching notes for each lesson, as well as
and praise students as they work. When most the Grammar reference section at the back of this
students are finished, call on students to share Teacher’s Edition). Refer the students back to the
their answers with the class. dialogue or presentation text to find examples of
the structures, if helpful.
• You may want to have students keep a small
notebook in which they list new words and • Move on to the Practicing grammar section
expressions along with their definitions. immediately. These exercises should be done in
class rather than as homework. This will enable
➤Pronunciation you to detect any problems the students may
The Pronunciation exercises isolate and practice have with applying the grammar. The exercises
important sounds, stress and intonation patterns, progress from more controlled to less controlled
as well as suprasegmental features (linking, application of the grammar.
blending, etc.). • For each Practice exercise, model or elicit the first
one or two answers or exchanges. Have students
Suggested procedures work individually, in pairs, or groups to complete
• Briefly introduce the pronunciation feature. each exercise. Walk around the room to monitor,
Model mouth position for basic sounds; use help, and praise students as they work. When the
the board or gestures for stress, intonation, and majority of the class is finished, elicit the answers
suprasegmental features. Special tips for teaching or call on pairs or groups to present to the class.
each pronunciation item are included in the lesson Write answers on the board as needed.
notes for each unit.
➤Communication
• Play the audio and have students practice the
target sound several times. Pause the audio and The Communication sections focus on the important
help students as needed. When students are able communicative functions to be practiced in the
to form the correct sounds, have them complete unit. The communication exchanges either develop
the related exercise. the grammar from the unit in a communicative
context—for example, Describe people’s personalities
Phonetic transcriptions in the Teacher’s Edition (Unit 1)—or exemplify communicative sentences
follow those used in the Longman Dictionary of without emphasis on the underlying grammar—for
American English. example, Make an offer (Unit 3).
Suggested procedures
➤Grammar focus, Discovering grammar, and
Practicing grammar • Point out the communicative function to be
practiced and play the audio.
The Grammar focus charts present the grammatical
forms or structures taught in a unit. The Grammar • Practice the exchanges chorally, using
focus presentations are always followed by backchaining to help students with overall rhythm
Discovering grammar. This section invites students and intonation (see Techniques, page ix).
to learn grammar inductively—that is, to figure out • Read the instructions for Exercise B and model
the main grammar rules by themselves. Discovering the role-play (teacher-student, student-student,
grammar is followed by the Practicing grammar etc.). Have students practice in pairs or groups,
section, which consists of several practice exercises with each student practicing each role one or
that enable students to produce the relevant more times. To help students internalize and gain
grammatical form or structure presented in the fluency with the language, assign new partners
Grammar focus chart. and have students practice again; alternatively,
have students stand and practice, changing
Suggested procedures partners several times (say, for example, Practice
• Read the grammar chart heading aloud, or call with at least four other students).
on a student to read it. Explain or elicit any new • Call on one or more pairs or groups to stand and
grammatical terms. perform for the class. If helpful, you may want to
• Have students read the examples, either silently or have students write out the conversation after the
aloud. Tell them to pay particular attention to the oral practice.
parts in boldface.
xi
➤Learn to learn ➤Listening
INTRODUCTION
The Learn to learn sections are designed to help There are a variety of types of Listening exercises in
students become better language learners. This Postcards. All include the structures, functions, and
section presents general learning strategies as well vocabulary in focus. Audioscripts may highlight
as specific strategies for reading, listening, speaking, a telephone conversation, an extract from a radio
writing, and vocabulary acquisition. Students are program, an interview, or a recorded continuation
then given a task with which they can practice of the storyline featuring the main characters. Each
applying the learning strategy. listening is accompanied by a simple task such as
completing a chart or answering comprehension
Suggested procedures questions. Some tasks ask students to listen for
• Read the strategy aloud or call on a student specific information, while others encourage them to
to read it. Elicit or explain how the strategy is listen for gist rather than at word level.
helpful. Suggested procedures
• Tell students that they will now practice using the
strategy. Read or call on students to read the task • Set the context of the Listening. Ask warm-up
instructions. Model or elicit one or more answers if questions to generate interest.
needed. Then have students complete the task. • Make sure that students understand the
• After checking the task, ask students if they found instructions and task.
the strategy helpful. Elicit when and where they • Always have students read over the questions,
could apply this strategy. chart, etc., before they begin. Elicit or explain any
• Recycle the strategy whenever applicable: recycle new words in the task.
a reading strategy in the next reading exercise, • Play the audio once for students to grasp the
recycle a listening strategy in the next listening general idea. Ask a few simple comprehension
exercise, etc. Recycle by reminding students of the questions. Play the audio again once or twice
strategy, eliciting how to perform it, and asking and have students complete the answers to the
students to practice applying it. By repeatedly task as they listen. If students still have difficulty
applying the strategy, students will internalize it. completing the task after a third listening, play
the audio once more and stop at key points where
➤Teen talk students need to record information.
The Teen talk sections are designed to let students • Check the answers to the task. Replay the audio
talk about topics of interest in a casual, relaxing if helpful.
manner with little or no teacher intervention.
While many of the activities in Postcards focus on ➤Reading
accuracy, Teen talk focuses primarily on teen-to-teen The importance of reading cannot be overestimated.
communication. It gives students a chance to pay It gives confidence and motivates learning. It
less attention to form and more attention to getting provides context for new language and serves as
their ideas across in English. a model for writing. Most important of all, it is
Suggested procedures a stimulus for ideas and discussion. The reading
texts in Postcards are varied in type and length and
• Read or have students read the instructions, then are often adapted from authentic sources such as
quickly chorus the Useful language. Follow with brochures, newspapers, and magazines.
a teacher-student or student-student model of the
beginning of the discussion. Suggested procedures
• Assign groups and let students discuss. Walk • Ask a few general warm-up questions to set the
around and monitor as students work. You may context of the reading. Elicit the title and ask
occasionally need to mediate—for example, to questions about the photographs. Ask students to
encourage shy students to give their opinions— predict what the reading will cover.
but avoid correcting or offering language help • Have students read the instructions and questions
unless asked. or task, explaining any new vocabulary words
• When students have finished, call on several therein. Make sure students understand what they
students to share their thoughts and ideas on the are to do.
topic with the class. • Have the students read the text silently once
or twice to themselves. Alternatively, play the
➤Your turn
audio or read the text aloud the first time with
The Your turn section personalizes a topic and allows the students following along in their books, then
students to apply recently learned language. The let them read the text again silently. Encourage
activity may be oral or written. Follow standard students to guess the meaning of new words and
procedures for pair, group, or writing activities. expressions as they read.
• Have the class do the comprehension task, either
individually or in pairs.
xii
• Check the answers. Elicit or explain the meanings Each begins with a Test-taking tip to help students
INTRODUCTION
of any key vocabulary items. If helpful, have the learn strategies for doing their best on tests. The
students do a final confirmation reading of the text. Progress check tasks are divided into three sections:
Grammar, Vocabulary, and Communication. There
➤Writing is also a Now I can . . . checklist for students to
Writing tasks have a twofold purpose: to consolidate reflect on what they have learned in the previous
the language in focus and to help students produce two units.
specific text types. The detailed lesson notes give
guidance for handling specific writing tasks. To calculate student scores on the Progress checks,
simply total the number of possible points per
Suggested procedures section (the number of items minus the examples).
• There is often a model reading or set of questions Then divide the number of correct responses by the
that will help guide students through the Writing total number of points. For example, on a test with
exercise. Encourage them to consider the model as 63 possible points, a student answered 46 correctly.
they think about and then write their paragraph(s). Divide 46, the number of correct responses, by 63,
the number of possible points. The calculation (46 ÷
• Help students brainstorm about what kind of
63 = .73) results in a score of 73%.
content they might include in their writing. You
may wish to do this as a class, in groups, or in pairs. Optional Sections
• Encourage students to make notes or an outline The following are optional sections that can be
before they begin writing. If helpful, review the done with or after units. Suggestions as to teaching
relevant paragraph structure with your students; procedure and when to complete each activity are
for example: listed at the optional point of use. You may wish to
• topic sentence use all of these activities or just a few, depending on
• examples or support your situation and student needs.
• conclusion ➤Games
• If students are performing the Writing exercise Games are found after Units 2 and 5 of the Student
in class, circulate to monitor and help them. Book. The Games are designed to practice relevant
Encourage them to check a dictionary for the grammar and vocabulary in a relaxed and fun format.
spellings of new words. They provide students with the opportunity to
• After students have finished their writing, have consolidate language while having fun.
them exchange papers with a partner and mark
their partner’s work using the Peer editing ➤Projects
checklist on page 104. Then have students take Projects are found after each game. These Projects
back and correct their writing before turning it provide students with the opportunity to produce a
in to you. You may wish to have students use the piece of work based on their own input and ideas,
following correction symbols when marking each while at the same time consolidating and expanding
others’ work: on the language they have learned. Project work
sp = spelling gr = grammar wo = word order fosters creativity, learner independence, and
cooperation with other students.
v = vocabulary p = punctuation
Make sure that you and the students can give
➤Putting it together
sufficient time to each Project. Some may be
Putting it together is a photostory activity that completed in one or two class hours, while others
occurs at the end of odd-numbered units (Units are longer-term assignments.
1, 3, and 5). It features the main characters and
consolidates previously learned language with a ➤Wide Angle on the world
predicting and listening activity. Follow standard Wide Angle readings come after every third unit.
listening activity procedures. Each expands on a theme from previous units.
Wide angle offers additional integrated practice in
You may want to extend this section by treating the reading, speaking, listening, writing, vocabulary
photostory text as a dialogue with chorusing and development, and learning strategies.
pronunciation work, pair or group practice, and
dramatic enactment. The photographs and dialogue ➤Fun with grammar
can also be used to discuss American life and culture Throughout the units, students are referred to
and compare it with students’ own. the Fun with grammar activities located in the
➤Progress checks back of the Student Book. These grammar-based
competitions are designed to be fun while at the
The Progress checks are found after every two same time allow for review and reinforcement of
units (Units 2, 4, and 6). They give students a unit content.
chance to measure their progress on a regular basis.
xiii
➤Fun with songs logically, recognizing patterns, and doing
INTRODUCTION
The Fun with songs section is found at the end of calculations. A logical learner will benefit from
the Student Book. These song projects provide an activities involving deductive and inductive
opportunity for students to take a break and relax, thinking, classification, rules, and processes.
listen to and discuss music and musicians, and
gain a greater appreciation and understanding of Linguistic: Students with a high degree of linguistic
English songs. intelligence are talented at extracting meaning from
text and using language to express meaning. They
➤Focus on culture tend to be good at learning languages and generally
Focus on culture pages are found at the end of the have an affinity for writing, reading, summarizing,
Student Book. These readings allow students to gain giving speeches, and other language-based activities.
cross-cultural understanding through the study of
other cultures and comparisons with their own. Each Interpersonal: Students with a high degree of
Focus on culture spread includes discussion and interpersonal intelligence have a developed
writing practice. sensitivity to others and learn well through social
interactions. Pair and group work, collaborative
learning, interviewing, writing dialogues, and
Special Features in the Teacher’s Edition reflecting on social situations presented in dialogues
➤Background notes are examples of activities helpful to an interpersonal
learner.
Background notes in this Teacher’s Edition present
in-depth information on U.S. and world culture as Intrapersonal: A student who is self-reflective
touched on in the dialogues, exercises, and readings and sensitive to his or her own feelings tends to
presented in the Student Book. Relevant information have a high degree of intrapersonal intelligence.
from the notes can be shared with students to Independent work, self-assessment, self-reflection,
increase their cross-cultural understanding. personalizing, journal-writing, and thinking about
one’s personal reaction to situations and topics will
➤Focus on multiple intelligences
be of benefit to the intrapersonal learner.
Recognizing that students have a variety of learning
styles and abilities, teaching suggestions in this ➤Focus on values
Teacher’s Edition include notes on activities with As the classroom is one of the best places to help
a strong focus on multiple intelligences. These young people develop values and character, each
activities will benefit students with natural affinities unit of the Teacher’s Edition includes notes focusing
for specific intelligences and related learning styles. on values. The characters and situations presented
At the same time, focusing on different intelligences in the dialogues and photostories are modeled after
can help all students explore and further develop real teens and thus present numerous opportunities
a wider range of learning modes. The intelligences for reflection on appropriate and inappropriate
highlighted in the teaching notes are: behavior. Focus on values notes provide suggestions
on how to help students recognize and react to
Kinesthetic: Students with a strong kinesthetic, or implicit and explicit values, attitudes, and behavior
bodily, intelligence will learn well when engaging in dialogues and photostories.
in activities involving motor skills. Activities such
as hands-on projects, games, total physical response ➤Cross-curricular activities
exercises (TPR), and the acting out of dialogues The Teacher’s Edition includes Cross-curricular
and scripts with movement and gestures stimulate activity suggestions for each unit of the Student
kinesthetic intelligence. Book. These activities encourage students to
use—and sometimes expand—their knowledge of
Visual: A student with visual/spacial intelligence social studies, science, literature, and the arts while
responds to visual representations and is good at practicing English.
creating mental images. Making or using pictures,
diagrams, graphic organizers, maps, symbols, ➤Home/School connection
photos or videos, etc., will be helpful for this type of
Parents play a fundamental role in the education
learner, as will activities involving visualizing.
of their children. The more they get involved and
encourage their children to work at home, the
Auditory: A student with strong auditory/musical
better results students achieve. For this reason
intelligence is sensitive to sounds and patterns of
the Teacher’s Edition provides Home/School
rhythm, intonation, and pitch. Students with this
connection suggestions on increasing parental
type of intelligence will be stimulated by activities
involvement in students’ English education.
involving sound—pronunciation and intonation
work, listening exercises, songs, jazz chants, etc. ➤Grammar reference
Logical: A student with developed logical/ The Grammar reference section found at the end of
mathematical intelligence is good at thinking the Teacher’s Edition provides in-depth grammatical
xiv
background about the structures and elements in
INTRODUCTION
each of the grammar charts in the Student Book. The
Grammar reference section provides any necessary
grammatical information the teacher needs to
successfully teach the unit grammar. Depending
on the level and prior knowledge of students, the
teacher may wish to share or elicit some or all of this
extra grammatical information in class.
➤Certificate of completion
The Certificate of completion at the back of this
Teacher’s Edition may be photocopied and given to
students at the successful completion of this course.
The certificate serves as a concrete symbol of the
effort and progress the student has made in his or
her English study.
xv
Vocabulary
1 Personal information
Read the information. Then complete the form with your own information.
2 Relationships Mr. and Mrs. Dursley Mr. and Mrs. Evans Mr. and Mrs. Potter
The family
A. Read the family words.
Marjorie Vernon Petunia Lily James
• grandfather and Dursley Dursley Evans Evans Potter
grandmother = grandparents
• father and mother = parents
• son and daughter = children
• brother • uncle Dudley Dursley Harry Potter
• sister • cousin only child
• aunt • only child
T2
3. Classroom commands 4. Everyday activities
TEACHER’S NOTES
T3
3 Classroom commands
A. Look at the pictures and read the commands. Brooke is short
and pretty.
How old
are you?
Your turn.
How old
are you?
1. Cover. 2. Take turns. 3. Describe. 4. Repeat.
What do
you think?
I think . . .
B. PAIRS. Take turns. Student A, act out a command from Exercise A. Student B, guess the
command. Act out at least three commands each.
4 Everyday activities
A. Read the phrases and look at the pictures.
1. wake up 2. get up 3. take a shower 4. brush my teeth 5. have breakfast 6. leave the house
7. go to school 8. have lunch 9. get home from school 10. have dinner 11. do my homework 12. go to bed
B. PAIRS. Ask each other questions using some of the phrases in Exercise A.
Let’s get started. 3
Grammar 7 Adjectives
Look at the adjectives. Match them with at
5 Nouns least two nouns from the box.
A. Write two more examples for each game girl hair house magazine
category. mall man movie park test
TEACHER’S NOTES
(10 min.)
• Read the instructions. Elicit or explain the
5 Nouns (5 min.) meaning of adjective (a word used to describe a
A. noun). Tell students that adjectives usually come
before nouns.
• Read the instructions aloud. Have students look at
the chart. Read each category and example aloud • Elicit the meanings of any adjectives that might be
and have students repeat. unfamiliar. Point to the example and tell students
that there are several possible answers. Elicit
• Elicit or explain the difference between a common several answers for number 1.
noun (places, people, or things—these usually
start with a small letter) and a proper noun (the • Have students work individually to complete the
name of a particular place, person, or thing—these exercise. Check by eliciting several answers for
usually start with a capital letter). each item.
B. Answer key
• Read the instructions aloud. Elicit other examples Answers will vary.
of proper nouns for places, things, and people.
• Have students work individually. Check by
eliciting several answers for each category. 8 Verbs (10 min.)
• Read the instructions. Elicit or explain the
6 Pronouns (5 min.) meaning of simple past form (the verb form used to
talk about completed actions). Elicit the past tense
A. forms of be (was/were) and bring (brought) and
• Read the instructions. Elicit or explain the write them on the board.
meaning of pronoun (a word that can stand for a • Have students work individually before
noun that was already mentioned or understood). comparing their answers with a partner.
• Explain that some pronouns are used as the • Elicit the simple past tense forms from individual
subject of a sentence (I, you, he, it, etc.), and that students and write them on the board.
some are used as the object of a sentence (me,
• Chorus the base form and past tense forms.
you, it, etc.). Write the following on the board
Tell students to study the past tense forms for a
and tell students to refer to it if necessary when
minute. Then tell students to close their books
completing the object pronouns: They like .
and quickly elicit the past tense forms at random;
• Have students work individually to fill in the for example, Take? (took) Eat? (ate) Do? Be sure
object pronouns. Check by calling on different to keep up the pace by overlapping as you go
students. Write the answers on the board. through the verbs.
Answer key Answer key
I–me, You–you, He–him, She–her, be–was/were bring–brought come–came
It–it, We–us, You–you, They–them dance–danced do–did eat–ate get up–got up
go–went have/has–had put–put sing–sang
B. take–took tell–told walk–walked write–wrote
• Read the instructions. Elicit or explain the
meaning of first-, second-, and third-person pronouns.
Elicit one answer for each column.
• Have students compare their lists with a partner
before you elicit the answers.
Answer key
First person: I, we Second person: you
Third person: he, she, it, they
T4
9 Prepositions of location Communication
TEACHER’S NOTES
(10 min.)
A.
• Ask students to close their books. Write the
11 Ask and answer questions (5 min.)
T5
9 Prepositions of location Communication
A. Read the sentences and
look at the pictures. 11 Ask and answer questions
A. 2 Listen to the questions and the
Where’s the balloon?
answers.
It’s under the table.
It’s behind the computer. A: What’s today’s date?
B: It’s February 13th.
Where are the CDs? A: What time is it?
They’re in the bag. B: It’s twelve o’clock.
They’re on the bag. A: What day is it?
B: It’s Wednesday.
Where’s the balloon?
A: What year is it?
It’s above the table.
B: It’s 2010.
It’s in front of the TV.
A: When’s your birthday?
B. PAIRS. Take turns. Ask where four B: It’s on November 8th.
classroom objects are. Use prepositions
of location in your answers. B. Take turns. Ask and answer the questions
A: Where are your books? in Exercise A. Give true answers.
B: They’re in my bag. Where’s the teacher’s
bag? 12 Say goodbye
A: It’s . . .
A. Read the expressions
below.
10 This/These; That/Those 1. Good luck.
A. Read the sentences and look at the Thanks.
pictures. 2. Goodbye.
3. Keep in touch.
5. Take care.
That’s an apple. Those are apples.
B. PAIRS. Point to two things that are near
you and two things that are far from you. B. Write the appropriate response below each
Ask your classmate what the objects are. expression in Exercise A. A response can be
Switch roles. used to respond to several expressions in
Exercise A.
For example:
• Sure. • Bye./See you.
A: What’s this? • Thanks. / Thank you. • You, too.
B: It’s a ruler.
A: What are those on the teacher’s table?
B: Those are dictionaries. Your turn.
My name’s Karen
Jackson, and I’m 14. I’m
from Los Angeles, but
now I live in New York
City. I love Broadway!
I go to a lot of shows.
I’m also outgoing and
friendly, like Diane. That’s
why we click.
6 Unit 1
TEACHER’S NOTES
Learning goals The following are additional learning goals in this unit:
Background notes
Many communities in the United States have organizations Using the large photo (5 min. or less)
that give young people a chance to put on musical and • Hold up your book, point to the pictures, and
dance performances. Membership in such groups is ask questions about them. For example, ask How
usually limited to a certain age range, such as ages nine to many people are there? (six) How many guys are there?
thirteen or fourteen to eighteen. These groups are often
(three) How many girls? (three) One guy is not a
sponsored by local religious or philanthropic associations,
college outreach programs, or social service agencies.
student. Which one do you think he is? (the man on
Under the guidance of an older supervisor, the teens take the right, Paul Chan)
charge of all aspects of the performances: they sing, act, • You may want to have students preview the
play instruments, make costumes, build stage sets, make adjectives that the characters use to describe
advertising posters, and sell tickets. Group members themselves. Point to the picture of Alex and ask
typically put on two or three shows a year. These young What adjectives does Alex use to describe himself or his
people also take trips to see professional performances and
personality? (easygoing, not shy) Write these words
enjoy other social activities together. Community groups
give teenagers something exciting and meaningful to do
on the board under the heading adjectives. You may
with their free time. want to teach or elicit the meanings of these words
now. Alternately, you may want to wait until after
students have had a chance to read the paragraphs
Warm-up (5 min.) and make guesses as to their meanings.
• Introduce yourself to the class. Write these
sentence starters on the board: My name’s . . . , I 1 Reading (5 min.)
like . . . , I don’t like . . . Use these sentence starters • 3 Pointing to Alex’s introduction, say Read
to tell students some personal things about along as you listen to Alex and his friends. Encourage
you; for example, Hi/Hello. My name’s . . . I like students to guess the meaning of new words as
pizza. I don’t like loud music. Point out that Hi is they read. Play the audio.
more casual than Hello. Have students say these
sentence starters after you as a whole class or in • Have students read the profiles again silently.
groups.
• Ask each student to stand and introduce him/
herself to you. In addition to their names, have
students tell you at least one thing they like and
one thing they dislike.
• Have students open their books. Tell them that the
characters in Postcards will introduce themselves
today. Read the unit title aloud.
T6
2 Comprehension B.
TEACHER’S NOTES
(5 min.)
A. • PAIRS. Tell students that they will work with
a partner in this exercise. Read the instructions
• Hold up your book, point to the directions, and aloud. Holding up your book, point to the
read them aloud. Read the first item and elicit or example exchange and say You and your partner
explain the meaning of director. Call on a student will take turns talking about your personalities. One of
to read the answer. Tell students to try to answer you will be Student A and the other Student B. Read
these questions without looking back at the text. the example exchange aloud and have students
Elicit the answer to the second item from the class. repeat it after you.
• Have students work individually or in pairs to • Model the activity with a strong student. Say
complete the exercise. I’m Student A and you’re Student B. Let’s talk about
B. ourselves using the adjectives in Exercise 3. With
• 4 Read the directions aloud or call on a student the student, go down the list and take turns
to read them. Play the audio as students read the explaining how each adjective applies (or doesn’t
introductions again and check their answers. apply) to you; for example, I’m kind of serious, but
I’m not very quiet. How about you?
• Elicit the answers by reading the sentence clues
aloud and calling on students to give the names • Pair students. You may want to give explicit
of the characters. As you elicit the answers, instructions; for example, say Maria, work with Jose.
check understanding of other vocabulary in the Maria, you’re A; Jose, you’re B.
introductions, such as drama group, nickname, • To check, call on one or more pairs to perform in
bookworm, opposites, pretty, popular, performing, front of the class.
Broadway, click, and challenging. Also teach the C.
meanings of the personality adjectives if you have
not yet done so. • GROUPS. Read the directions aloud. Group
students. You can do this by telling two student
Answer key pairs in Exercise B to get together; for example,
Maria and Jose, form a group with Laura and Ken. You
1. Paul Chan
2. Joseph (Joe) Sanders
might also ask students to form random groups of
3. Karen Jackson four or five by themselves.
4. Diane Sanders • Model the activity; for example, say She’s outgoing
5. Alex Romero and fun. She’s not very quiet and not shy at all. Who is
6. Lori she? Ask the class to guess who this student is.
• Walk around, encouraging students and helping
3 Vocabulary (20 min.) as needed.
A. • To conclude the exercise, have a group present in
front of the class and ask other students to guess
• Call on a student to read the directions. Ask
who the group members are describing.
students to read through the adjectives and
definitions. Then ask the class which words are Have students complete Workbook Exercises 1–3.
new to them; elicit or explain their meanings.
• Call on a student to read the first word and its
definition. Then read the second word aloud and Learn to learn (5 min.)
elicit its definition.
• Have students work in pairs to complete the • Hold up your book and point to the Learn to learn
exercise. section. Explain, in L1 if necessary, that learning
strategies help students learn faster and more
• Elicit answers by reading each adjective and easily. Read the strategy line and explain or elicit
calling on a student to give the definition. the meaning.
Answer key • Call on students to read the directions and adjectives
1. b 2. c 3. g 4. e 5. f 6. h
aloud. Elicit the opposites pair studious and lazy.
7. i 8. k 9. j 10. d 11. a Make sure you have enough dictionaries for students
to use. Alternately, preteach the meanings of lazy,
talkative, boring, and the prefix –un.
• Have students work individually or in pairs to
complete the activity.
• Elicit answers by saying a word and asking
students for its opposite.
Answer key
1. b 2. f 3. g 4. a 5. d 6. e 7. c
T7
2 Comprehension 3 Vocabulary
A. Write the names of the Personality traits
characters.
A. Match each personality trait with the correct definition.
1. He’s the director of
Teen Scene. 1. popular b a. makes a lot of rules to be followed
Paul Chan 2. easygoing b. liked by a lot of people
2. Alex is his best friend. 3. quiet c. not easily upset; usually not worried
4. studious d. enjoyable or entertaining
Unit 1 7
GRAMMAR FOCUS
Review of the simple present: be
Affirmative statements Negative statements
I’m 15. I’m not in Teen Scene.
Diane is outgoing. Diane’s not shy. / Diane isn’t shy.
Lori and Diane are friends. They’re not sisters. / They aren’t sisters.
We’re in Green Fire. We’re not in Green Fire. / We aren’t in Green Fire.
Yes/No questions Affirmative answers Negative answers
Are you in Teen Scene? Yes, I am. No, I’m not.
Is Diane outgoing? Yes, she is. No, she’s not./No, she isn’t.
Are Alex and Joe best friends? Yes, they are. No, they’re not./No, they aren’t.
Information questions Short answers Long answers
Who is she? My teacher. She’s my teacher.
How old are you? Fifteen. I’m 15.
Where are they? At school. They’re at school.
Grammar Focus 1. (+) Alex is popular with girls. (–) He’s not shy.
2. (+) Lori is shy/competitive. (–) She’s not shy when she’s
performing.
and Discovering grammar (10 min. or less)
3. (+) Paul is serious. (–) He’s not strict.
Review of the simple present: be 4. (+) Karen and Diane are outgoing/friendly. (–) They’re
not shy/unfriendly/unpopular.
☞ See Grammar reference, page 98. 5. (+) Joe is serious/quiet/studious. (–) He’s not outgoing/
talkative/lazy.
• Tell students that you will review some 6. (+) Diane is outgoing/friendly. (–) She’s not shy/quiet.
grammatical terms. Write on the board I’m shy. Next
to it, write I’m not shy. Ask Which one is a negative B.
statement? (the second sentence) What do you call the • GROUPS. Read the directions aloud. Model by
other sentence? (an affirmative statement) giving a description yourself and asking the class
• Hold up your book and point to the grammar to guess which character you are.
chart. Point to the boldfaced subheadings • Have students form groups of three or four. Walk
Affirmative statements and Negative statements, read around to monitor, praise, and help students.
them aloud, and have students repeat after you.
• Conclude the exercise by calling on several
• Point to the grammar chart and say I’ll read the students to stand and describe themselves. Have
affirmative statements aloud and you read the negative the class guess which character they are.
statements aloud. Go through the statements
quickly to maintain student interest. Do the same
with the rest of the items in the chart.
Focus on multiple intelligences: this activity
focuses on auditory intelligence.
• Tell students to read the Discovering grammar
directions. Elicit the answers to the first item as • To practice contractions, write the following
an example. Then have students work in pairs to chant on the board:
complete the exercise. I am, I’m. You are, You’re.
• Elicit the answers to the rest of the items from He is, He’s. She is, She’s.
the class. It is, It’s. We are, We’re.
Answer key They are, They’re. There they are.
1. am, is, are 2. Is, Are • Read or chant each line aloud and ask the class
3. Who, How, Where, (What, When, Why) to repeat. To emphasize the beat, clap your
hands or snap your fingers while chanting the
• Use the board to teach or elicit other important lines. (Each line gets three beats with the stress
information about the simple present of be, such as on the bold words.) Next, have the class do the
the sentence pattern subject + verb + complement; chant once or twice in unison. Finally, divide the
how to make a Yes/No question by reversing the class into four groups and assign each line to
order of subject and verb; and how to make an one group.
information question. (See the Grammar reference.)
5 Practice (5 min.)
Practicing grammar • PAIRS. Call on a student to read the instructions
aloud. Holding up your book, point to the first
4 Practice (15 min.) item and the example exchange. Say Use the cue to
A. ask and answer about your classmates. What’s the cue
word for number 1? (shy)
• Call on a student to read the directions aloud.
Elicit the answers for the first two items. Tell • Demonstrate the activity with a strong student.
students they can refer to the reading to make Say I’ll be A and you’ll be B. Model the exchange
their statements. using the cue shy and a real student’s name. Then,
to demonstrate switching roles, say Now we’ll
• Have students work individually or in pairs to switch roles. (Student’s name) will be A and I’ll be B.
complete the exercise.
• Assign pairs. Remind students to maintain eye
• Elicit the students’ statements and write them on contact with each other as they practice.
the board under the appropriate heading.
• Call on pairs to perform their exchanges in front of
the class.
T8
6 Practice B.
TEACHER’S NOTES
• Turn to page 68 and have students play a game. • PAIRS. Call on a pair to model the conversation
and demonstrate switching roles. Pair students
7 Practice (10 min.)
and tell them to practice the conversation several
times.
A.
• After students have practiced several times, have
• Call on a student to read the directions. Hold them close their books and practice again. Finally,
up your book and point to the first item. Say In tell them to stand and practice with four other
number 1, the word in parentheses is the question word. partners. Set a time limit of two minutes.
It starts your information question. The question word
• To conclude the activity, call on two or three pairs
is Who. What follows the question word? (the be verb
to perform for the class.
is) Elicit the information question. (Who’s Paul?)
• Elicit the information question for the second C.
item. Then have pairs work together to complete • PAIRS. Pair students before you begin. Read
the exercise. Remind students to use contractions the directions aloud. Tell students that in their
whenever possible. conversation, they must take care not to use
• Call on pairs to read aloud their information descriptions and expressions that are mean,
questions to the class. Write them on the board. hurtful, or rude.
• As students write and then practice their
Answer key conversations, walk around, helping when necessary.
1. Who’s Paul? • Call on pairs to role-play their conversations in
2. What’s Teen Scene? front of the class.
3. How old is Paul?
4. What’s Green Fire? Have students complete Workbook Exercises 15–17.
5. Who are the Green Fire members?
6. What’s Lori’s last name?
7. Who’s from Los Angeles?
(10 min.)
B.
• GROUPS. Hold up your book and point to the
• PAIRS. Read the directions aloud. With a strong Teen talk icon. Say Teen talk is a group activity. You
student, demonstrate taking turns asking and can talk with classmates about favorite topics. Call on
answering the first two information questions. a student to read the directions aloud.
• Walk around as students practice. To check, call on • Hold up your book and point to the Useful
a different pair to ask and answer each question. language. Say These statements and expressions are
useful language that you can use in your conversation.
Answer key Do a choral reading of the Useful language by
1. He’s the director of Teen Scene. reading each line and having the class repeat after
2. It’s a drama and music group. you. If helpful, “fill in” information in sentences
3. He’s twenty-six. with ellipses or blanks so that students understand
4. It’s a dance and music group. how to complete them.
5. Diane, Karen, and Lori are Green Fire members.
6. Karen is from Los Angeles. • Model the activity with the Useful language
by talking about your personality and other
interesting information about you.
Have students complete Workbook Exercises 4–6
and Grammar Builder Exercises 1–3. • Form groups of three to five students, and then tell
them to begin. Walk around the class as students
talk, helping and correcting only when students ask.
8 Communication (20 min.)
• Call on students to share any interesting
A. information that they learned about each other in
• 5 Pointing to Exercise A, say Read along as you their groups.
listen to the conversation. Play the audio once, then
ask questions about the exchange, such as How
many people are talking? (two) What are they talking
about? (Adam’s personality) What’s Adam like? (He
looks really cool, but he’s pretty shy.)
• 5 Play the audio again once or twice, pausing
for students to repeat. To help students with
overall rhythm and intonation, you may want to
use “backchaining.” Another good technique is
“overlapping” (see Techniques, page ix).
T9
6 Practice 8 Communication
Play a game. Go to page 68. Describe someone’s personality
A. 5 Listen to the conversation.
7 Practice A: Who’s that?
A. Write information questions about the B: He’s my classmate.
self-introductions on pages 6–7. Use the A: What’s his name?
cues. B: Adam.
1. (Who) Paul A: He looks really cool.
B: He is, but he’s pretty shy.
Q: Who’s Paul?
B. PAIRS. Role-play the conversation with
2. (What) Teen Scene
a partner.
Q:
C. PAIRS. With a classmate, write your own
3. (How old) Paul conversation about a new person at your
Q: school. Use Exercise A as your model. Then
role-play your conversation.
4. (What) Green Fire
Q:
5. (Who) the Green Fire members
GROUPS. Talk about yourself.
Q: Tell your classmates the following
information about yourself:
6. (What) Lori’s last name
Q: • your name
• your nickname if you have one
7. (Who) from Los Angeles • your age
Q: • other interesting information about yourself
and your personality
B. PAIRS. Take turns asking and answering
Useful language:
the questions in Exercise A. Don’t look at
• My name’s . . .
the reading.
• My nickname is . . .
• I’m years old.
• I’m friendly/shy/serious/etc.
• I enjoy . . .
Unit 1 9
9 Dialogue B. 7 Read along as you listen again. Check
10 Comprehension
A. Answer the questions.
1. When is the Teen Scene show this year?
2. What kind of show is it?
3. What adjectives does Diane use to
describe Paul?
10 Unit 1
9 Dialogue and 10 Comprehension Focus on values
TEACHER’S NOTES
(15 min.)
A. • Holding up your book, point to and read the
exchange about Paul Chan (from Dad’s line So,
• Hold up your book and point to Comprehension how’s your new director? to Mom’s line That’s
Exercise A. Read the directions and questions or not so bad.) Ask students, letting them use L1 if
call on a student to read them. Elicit or give the needed, Why do you think Paul makes the teenagers
meaning of orally. Explain that the answers are in practice a lot? (He wants them to do their best.
the dialogue. Ask review questions such as What’s He wants them to improve their skills. He wants
Teen Scene? (a drama and music group) What’s them to put up a good show. He wants them to
Diane like? (shy, competitive) Who’s Paul? (the work well together.)
director of Teen Scene)
• Have students tell about their own extra-
• Point to the names on the left of the dialogue. curricular activities by asking questions such
Ask How many people are speaking? (four) What as Do you spend a lot of time practicing something
are their names? (Diane, Joe, Mrs. Sanders [mom], in or out of school? How long and how often do you
Mr. Sanders [dad]) Point to each character in the practice? Discuss with the class the advantages
picture and ask students to identify him/her. and disadvantages of long or constant practice.
Ask Where are the characters? (in the kitchen) What
time is it? (8:15) What are they eating? (waffles and
cereal) Is it morning or evening? (morning; they’re
11 Useful expressions (5 min.)
eating breakfast) A.
• 6 Demonstrate how to cover the dialogue • Hold up your book and point to the Useful
with a piece of paper or your hand and ask the expressions. Tell students that they will now
rest of the class to follow. Tell students to listen be listening to and repeating some expressions
carefully for the information they need to answer from the dialogue. Tell them these are common
the Comprehension questions. If it helps, they can expressions they will learn to use.
make notes as they listen. Play the audio. When
• 8 Play the audio and have students listen and
finished, ask students to raise their hands if they
repeat. Work on pronunciation as needed.
need to listen again. Play the audio again once or
twice if needed. • Tell students to find each expression in the
dialogue. You may want to elicit the name of the
B. character who used each expression. Quickly elicit
• 7 Tell students to uncover the dialogue. Play the the meanings of the expressions.
audio again and have students check their answers B.
as they read along. Finally, elicit the answers.
• Call on a student to read the directions aloud.
Answer key Elicit the expression in the first item and its
matching expression in the dialogue. Then have
1. In November
students work individually to complete the
2. a musical
3. friendly, perfectionist, not (exactly) easygoing
exercise.
• Elicit answers by calling on one student to read
• To extend work with the dialogue, select key the expression in the exercise, then another to give
vocabulary, structures, and communicative phrases the answer.
to discuss more fully, such as So, how is . . . ?
(another way to say Tell me about . . . ), What are you Answer key
up to . . . ? (means What are you doing?), these days, 1. Sounds interesting.
mixture, sounds, whose, mine, That’s enough, makes us, 2. What are you up to these days?
not exactly, I bet . . . (another way to say I 3. I bet . . .
guess . . . or I think . . . ), and keeps you busy. Be 4. That’s enough.
careful to stay on task; discourage students from 5. That’s not so bad.
asking for translations of every word, and avoid
explaining all the structures.
• Have students practice the dialogue. Play the
audio or read the dialogue aloud, pausing
for students to repeat the lines. Work on
pronunciation as needed. Then assign groups of
four and tell students to read the dialogue aloud,
changing roles after each reading so that all
students read each role once. Model this with one
group of students so the class understands. When
groups have finished, select one or more groups to
perform for the class. For further extension ideas,
see the Dialogues and Comprehension notes in the
Introduction, page x.
T10
13 Practice
TEACHER’S NOTES
T11
GRAMMAR FOCUS
Review of the simple present: other verbs
Affirmative statement Negative statement
Joe practices every day. He doesn’t practice on weekends.
Joe and Diane have busy schedules. They don’t have much free time.
Yes/No questions Affirmative answers Negative answers
Does Joe practice on weekends? Yes, he does. No, he doesn’t.
Do Joe and Diane have busy schedules? Yes, they do. No, they don’t.
Information questions Short answers Long answers
When does Joe practice? After school. He practices after school.
Where do Joe and Diane practice? At school. They practice at school.
15 Writing
2. Brad Pitt and Angelina Jolie (be) A. In your notebook, write a
Hollywood actors. They (live) magazine article about a
person you admire.
in California. They (do) a lot of
charity work. Angelina (travel) B. PAIRS. Read your
classmate’s paragraph.
around the world to help the poor. Brad (use) Circle any errors. Use the
his fame to help save the Peer editing checklist on
page 138 to help you.
environment.
Unit 1 11
17 Practice
GRAMMAR FOCUS GROUPS. Form groups of four.
Possessive pronouns 1. Every person in your group
Possessive Possessive Possessive Possessive puts three items in a bag.
adjectives pronouns adjectives pronouns Don’t look at the items.
my mine It’s my book. It’s mine. 2. Choose three items from
your yours It’s your book. It’s yours.
her hers It’s her book. It’s hers.
the bag. Don’t take yours!
his his It’s his book. It’s his. 3. Find out to whom each item
our ours It’s our book. It’s ours. belongs. Whoever finds the
your yours Those are your books. Those are yours. owners of all three items
their theirs Those are their books. Those are theirs. first wins.
Question with Whose? Short answer Long answer For example:
Whose is that? Mine. It’s mine.
Whose idea is it? Ours. It’s ours. A: Daniel, is this yours?
B: No, it’s not mine. It’s his/
Discovering grammar hers.
12 Unit 1
18 Pronunciation
TEACHER’S NOTES
(10 min.)
A.
Grammar Focus • Read aloud the pronunciation focus. Say In
and Discovering grammar (10 min. or less) English, the ending consonant sound of a word usually
blends with the beginning vowel sound of the next
Possessive pronouns word. Ask What’s the ending consonant sound of
☞ See Grammar reference, page 98. Whose? (/z/) Write Whose three times on the
• Point to the heading and read it aloud. Elicit or board. Elicit the words that come after Whose and
explain the meaning of possessive by holding up write them on the board. (are, idea, is) Elicit the
an item that you possess, such as a pen. Say I have beginning letters and underline them. (a, i, i) Draw
a pen. It’s my pen. It’s mine. Write these sentences a curved line from the –se in Whose to show the
on the board. Underline my pen and mine. Write connected sounds.
possessive pronoun above mine. • 9 Play the audio as students listen and repeat.
• Read the chart aloud, going across in rows, and You may want to play the audio several times
have students repeat. until students are comfortable pronouncing the
• Read the directions to Discovering grammar connected sounds.
aloud. Have students work individually. Elicit B.
answers orally. • PAIRS. Read the directions. Remind students to
switch roles. Help with pronunciation as students
Answer key
practice. Check by calling on pairs to perform.
1. noun
2. never
19 Listening (10 min.)
• Use the board to teach or elicit other important • Read the instructions. Tell students that they will
information about possessive pronouns, such as be listening to a conversation between a mother
the fact that a noun never follows a possessive and her children, Lukas and Isabel. Call on
pronoun. (See the Grammar reference.) students to read the objects.
• 10 Play the audio two or more times. Then elicit
Practicing grammar answers and write them on the board. Replay the
audio to confirm.
16 Practice (5 min.)
• Read the directions, then read the sentences aloud Answer key
and have students repeat. Point to each picture 1. Socks: Lukas
and elicit the name of the object. Then elicit the 2. Shirts: Lukas
answers to the first two items. 3. Sneakers: Isabel
4. Magazines: Lukas, Isabel
• Have students complete the exercise individually. 5. Basketball: Lukas
Elicit answers orally.
T12
Putting it together The new director (20 min.)
TEACHER’S NOTES
A.
• Read the title aloud. Point out that in Putting
it together photostories, students will review
language from the unit.
• Prepare students for this exercise by setting the
context for the dialogue. Holding up your book,
point to each character and ask Who is she? Elicit
other information by asking questions such as
Where are they? (outside, next to a street) What
are they carrying? (backpacks) What are they
wearing? (sweaters)
• 11 Read the instructions aloud. Play the audio
once or twice as students listen and read.
• Elicit the answer to the question. (They are
attending practice.)
• To extend work with the photostory, go over
key vocabulary and expressions, such as Are you
kidding?, I wish, I have no idea, need a ride, Guess
what?, and I wouldn’t worry about him.
• You may also want to have students practice
the dialogue. Work on students’ pronunciation
and intonation as you play the audio or read
the dialogue aloud. Then assign pairs and have
students practice, changing roles after each
reading so that all students read each role once.
Call on one or more pairs to perform for the class.
For further extension ideas, see the Dialogues and
Comprehension notes in the Introduction, page x.
B.
• GROUPS. Form groups. Tell students they
will be talking about a topic that is related to
the unit. Explain that they should try and use
the vocabulary and expressions that they have
learned. Read the discussion question aloud.
• Walk around to monitor and help as students
discuss.
• Call on groups to share their responses with the
class.
Activities
Fun with songs 1, page 62
Focus on culture 1, pages 64–65
T13
The new director
A. 11 Read along as you listen to the conversation. What activity are Diane and Karen
attending today?
Hi, Diane.
Whose is
it then?
Hi, Karen. Is
that car yours?
I have no
Are you kidding? idea. Why?
I wish. I need a ride
after practice.
1
2
Alex drives.
Ask him. Paul Chan.
OK. Guess
what? We have
a new director.
Really? What’s
his name?
Is he nice?
3
4
Yeah, but he’s
pretty strict.
Mine. Mom said
we could use
our basement.
I wouldn’t worry
about him. So
whose house are Cool.
we going to for
practice?
5
6
B. GROUPS. Discuss: Which do you think is better, a strict teacher or an easygoing one?
Explain your answer.
Unit 1 13
Learning goals
1 Vocabulary
Communication
Foods for various meals Give and follow instructions
A. 12 Listen and repeat. Grammar
Count and noncount nouns
Breakfast Imperatives (Commands)
• bacon • coffee • juice • omelet Vocabulary
• bread • eggs • maple • pancakes Foods for various meals
• butter • ham syrup • sausages
• cereal • jelly/jam • milk • tea
Lunch and dinner Snacks and desserts
• fruit: apples, pears, • sandwiches • cake • ice cream
bananas, oranges • seafood: fish, • chips • pie
• meat: chicken, shrimp
steak, pork chop • soda
• pasta • soup
• pizza • vegetables
• rice • water
14 Unit 2
TEACHER’S NOTES
Learning goals The following are additional learning goals in this unit:
Background notes B.
Breakfast is from a Latin word that means “to break the • PAIRS. Read the instructions and example aloud.
fast.” It comes from the idea that someone who is asleep On the board, write this and these. Tell students to
has not eaten or is fasting during that time. Thus, in the use these with food names ending in an –s, and this
morning, the first meal “breaks” the “fast.” Breakfast is with the other food names. Demonstrate pointing
very important because it is the source of nutrition and
to and identifying several food items. Then call on
energy to start the day. Studies have shown that children
and teenagers who usually eat breakfast are less likely to
a pair to model the exercise.
be overweight. • Assign pairs. Walk around to monitor and help as
students work.
• To check, hold up your book, point to different
Warm-up (5 min.)
food items, and ask What’s this? or What’re these?
• Ask students What do you usually eat for breakfast?
Let students use L1 if they do not know the C.
English equivalent of a particular food item. • PAIRS. Read the questions aloud. Before
Write these breakfast foods on the board, giving assigning pairs, tell students to look at the list
translations when they exist. and circle the food items they have for breakfast,
• You may want to make a quick survey of the two lunch, dinner, and snacks. Model doing this. Use
most popular breakfast foods. Say Look at the list of the board to teach the English names of any other
breakfast foods and pick two that you like most. When I common foods students eat that are not on the list.
point to the food, raise your hand. Remember, you only • Model asking and answering about meals with a
have two votes, so you can only raise your hand two student. Then assign new pairs and have students
times. Count the number of votes for each item and discuss.
circle the two items that have the most votes. • To check, ask several pairs to tell you food items
• Have students open their books. Tell them that they both eat. Ask for a show of hands of others in
they will learn how to talk about food in this unit. the class who also eat those particular items.
Read the unit title aloud.
Extension
Using the large photo (5 min. or less) • Play a memory game to help students learn the
• Hold up your book, point to the pictures of food vocabulary. Hold up your book, point to the
items, and say Look at the pictures. Which of these pictures, and say Look at the words and pictures for
foods and drinks do you already know the names of in one minute. Try to remember as many food and drink
English? Point to the items students mention. names as you can. Give students a minute to look
at the pictures, then say Close your books. What
1 Vocabulary (20 min.)
foods and drinks can you remember? Elicit the items
from students and write them on the board.
A. When students can remember no more, have
• Point to the Vocabulary section. Say Breakfast is the them open their books and report any remaining
first meal of the day. What are the other meals in a day? food items.
(lunch, dinner) What do you call sweets that you eat
after a meal? (desserts) What do you call food that you Have students complete Workbook Exercises 1–7.
eat between meals? (snacks)
• 12 Holding up your book, point to Exercise A.
Say Read along as you listen to the words. Play the
audio, pausing to explain any food items that will
be unfamiliar to students. Then play the audio
again and have students repeat.
T14
2 Listening
TEACHER’S NOTES
(15 min.)
• Read the directions aloud, then call on students
to read each statement aloud. Make sure they Grammar Focus
understand percent, healthful, skip, and nutritious. and Discovering grammar (10 min. or less)
• 13 Play the audio two or more times.
Count and noncount nouns
• To check, have students read each sentence aloud
and say whether it is true or false. Elicit the wrong ☞ See Grammar reference, page 99.
information and then the correct statements.
• Bring two or three food items to class, both count
Answer key and noncount nouns; for example, bring two
apples, a cup of rice, and a cup of water. Hold up
1. True 2. False (eat lunch at school) 3. True
the apples and ask How many apples are there? (two)
4. True 5. False (a nutritious lunch)
On the board write Count nouns and underneath
write apple/apples. Say Count nouns have singular
Audioscript and plural forms. Apple is a count noun. Hold up the
Anchor: Welcome. Today’s topic is Food and Teenagers. rice and say Do we usually count rice? (no) On the
Now that kids are back in school, parents are board, write Noncount nouns and underneath write
worried about what their children are eating. Al rice. Say This is a noncount noun. Noncount nouns
has some very good news for parents. Hi, Al. So don’t have singular and plural forms. Hold up the
what’s the good news? water and ask Do you think water is a count noun or
Al: Hi, Kathy. Here’s the good news: 51 percent of
a noncount noun? (a noncount noun) On the board,
teenagers try to eat or drink something healthful
every day. You know, fruit, vegetables, and water
write water under Noncount nouns.
instead of soda. • Read through the grammar chart quickly and have
Anchor: That’s great. And the bad news? students repeat.
Al: The bad news is 18 percent of teenagers don’t
• Read the Discovering grammar directions. Elicit
eat lunch once or twice a week.
Anchor: What! Eighteen percent of teens skip lunch? Do
the answer to the first item. Then have students
you know why? Is it because kids don’t like the work individually.
food they serve at school? Is cafeteria food that • Elicit the answers to the rest of the items.
bad?
Al: Not necessarily. Why don’t we ask two Answer key
teenagers? This is Judy and Carlos. They’re both
1. count 2. count 3. singular
14 years old. Judy, you said you sometimes skip
lunch. Why?
• Use the board to teach or elicit other important
Judy: Well, because lunch break is my only time to talk
to my friends. And sometimes I do homework
information about count and noncount nouns,
during lunch break. I don’t really have time to eat. such as the articles and quantifiers that are used
Al: I see. How about you, Carlos? Do you skip lunch, with them.
too?
Carlos: Nope. I always have lunch. Practicing grammar
Al: Good. Do you go to the cafeteria?
Carlos: No. I usually get some chips or chocolate from
the vending machine.
3 Practice (20 min.)
Al: Yikes. That’s not good. Check out lunch at the A.
cafeteria sometime, Carlos. Back to you, Kathy.
• Read the directions aloud. Hold up your text,
Anchor: Yikes, indeed. Speaking of lunch, our next guest
is the famous chef . . .
point to the table, and ask What are the three parts of
these sentences? (subject, verb, complement)
• Point to the first column and ask What is the subject
in the example? (rice) Is rice a count or a noncount
(10 min.)
noun? (noncount) Point to the Verb column and
ask What verbs can you use with rice? (is, has;
• GROUPS. Say This unit’s Teen talk is about your
singular verbs)
eating habits. Do a choral reading of the Useful
language. • Call on several students to make different
sentences with Chips.
• Model the activity with a strong student;
demonstrate using the Useful language. • Have students work individually. Walk around to
monitor and help.
• Assign groups and have students discuss. Walk
around to monitor as students talk. After students B.
have finished discussing, call on several students • PAIRS. Read the directions aloud. Pair students
to share information about their eating habits. and have them compare their sentences. Check
orally.
Unit 2 15
16 Unit 2
4 Dialogue and 5 Comprehension • To extend work with the dialogue, select key
TEACHER’S NOTES
(15 min.)
vocabulary, structures, and communicative
• Point to the names on the left of the dialogue. Ask
phrases to discuss more fully, such as starving, in
How many people are speaking? (three) What are their
the mood for, no problem, What for?, Eww (Yuck),
names? (Joe, Alex, Diane) Point to each character
turn on, preheat, like this, And then?, Are you sure
and ask students to identify him/her. Ask Where
about this?, What in the world, and Gross! (Yuck).
are they? (in the kitchen) What time is it? (a few
Point out the use of the imperative for giving
minutes after 4:00) What ingredients are on the table?
commands in statements such as Turn on the oven,
(flour, dough, chocolate chips, nuts)
please, and flatten the dough.
• Read the dialogue instructions or call on a student
• Have students practice the dialogue. Play the
to read them aloud. Tell students to cover the
audio or read the dialogue aloud, pausing
dialogue. Demonstrate this by holding up your
for students to repeat the lines. Work on
book and covering the dialogue with a piece of
pronunciation as needed. Then assign groups
paper or your hand.
of three and tell students to read the dialogue
A. aloud, changing roles after each reading so that all
• Hold up your book and point to Comprehension students read each role once. Model this with one
Exercise A. Read the directions or call on a student group of students so the class understands. When
to read them. Elicit the meaning of ingredients. groups have finished, select one or more groups to
perform for the class. For further extension ideas,
• 14 Play the audio. When finished, ask students
see the Dialogues and Comprehension notes in the
to raise their hands if they need to listen again.
Introduction, page x.
Play the audio again one or more times as needed.
B.
• Read the directions aloud. Call on students to read
each step aloud. Elicit or explain the meanings of
unfamiliar words such as sprinkle, flatten, form, and
spread. You may want to physically demonstrate
the preparation verbs. Point out the sequence
words then, first, finally, and next. If helpful, elicit
the meanings of these words. Tell students to use
the sequence words to help them order the steps
as they listen.
• 14 Play the audio. When finished, ask students
to raise their hands if they need to listen again.
Play the audio again if needed.
C.
• 15 Demonstrate uncovering the dialogue and
ask the rest of the class to follow. Pointing to the
first line of the dialogue, say Read along as you
listen again. Check your answers.
• Elicit answers to Exercise A and write them on
the board.
Answer key
pizza dough, chocolate chips, walnuts, peanut butter
Answer key
3 Then sprinkle some walnuts on top.
1 First, flatten the dough and form it into a circle.
4 Finally, bake the pizza in the oven.
2 Next, spread some peanut butter, and add some
chocolate chips.
T16
6 Useful expressions B.
TEACHER’S NOTES
(10 min.)
A. • PAIRS. Read the directions aloud and go through
the exchanges with the class, eliciting which
• Hold up your book and point to the Useful emotions students might express for each line.
expressions. Tell students that they will now be Call on a strong pair to model performing the
listening to and repeating some expressions from exchanges for the class. Encourage them to use
the dialogue. Quickly elicit the meanings of the facial expressions and body language in addition
expressions. to stress and intonation.
• 16 Play the audio and have students listen and • Assign pairs; remind students to switch roles
repeat. Work on pronunciation as needed. when they are finished. Walk around as students
B. practice, encouraging and helping them to say the
• Call on a student to read the directions aloud. lines with expression.
Read over the list of expressions. Make sure • Call on pairs to perform for the class.
students understand the right thing, feel the same
way, Yuck!, and feel like. Elicit the answer to the first Focus on multiple intelligences: this activity
item. Then have students work individually to focuses on auditory and kinesthetic intelligences.
complete the exercise.
• Prepare sets of cards with feeling words such
• Elicit answers by calling on one student to read as sad, angry, afraid, sleepy, excited, and doubtful.
the expression in Exercise B and another to answer Have students form pairs. Distribute one set of
with the matching Useful language expression. cards to each pair. Have pairs look at the words
on the cards, then turn them over and shuffle
Answer key them.
1. I’m starving. • On the board, write I’m years old. Tell
2. Are you sure about this?
students they will take turns saying their age
3. Me, too.
4. What for?
with the emotion written on the card they pick.
5. Gross! Tell them that their partner will get one chance
6. I’m in the mood for . . . to guess the feeling they are trying to express.
7. No problem. Every correct guess is a point for the pair. The
8. And then? pair with the most points wins.
• Call on a pair to model the activity for the class.
7 Pronunciation (10 min.) Have one student pick a card. Say Don’t show
or say what feeling you picked. Just look at the card
A. and say your age with the feeling on the card. After
• Hold up your book and point to Pronunciation. the student has said the phrase, ask his or her
Read aloud the pronunciation focus for this partner to guess what feeling he or she was
exercise. Elicit or explain the meanings of trying to express. If the guess is correct, tell the
stress and intonation. Say You can use stress and pair to record one point for themselves. Then
intonation to express different feelings and meanings. have the other student pick a card and say his or
Demonstrate this by writing happy, angry, and sad her age.
on the board. Below write Yes. Tell students you • Have students form pairs and begin. Walk
will be saying Yes three times, each time with a around to monitor as students play the game.
different feeling. Use facial expressions and body When most students have finished, find out
language to complement the expression in your which pair had the most points. Call on that pair
voice. Call on students to guess which feeling you to perform for the class.
are expressing. Then have the class say yes in a
happy, angry, and sad tone.
• Ask students to quickly read through the lines in
Exercise A. Elicit the feelings that are expressed
in these lines and write them on the board: doubt,
disbelief, excitement, encouraging/reassuring. Make sure
students understand the meanings of these terms.
• 17 Say Now listen carefully and repeat. Play
the audio several times so that students are
comfortable saying the lines with appropriate
expression. Then call on individual students or
groups to read the lines again with expression.
T17
rcise A with
ng?
o express
ubt]
making?
itement]
assuring]
ons. Use
tion.
money.
chip pizza.
?
you making?
Unit 2 17
GRAMMAR FOCUS
Imperatives (Commands)
Affirmative
Discovering grammar
Turn left. (Give directions.) Look at the grammar chart. Circle the
Sprinkle some walnuts. (Give instructions.) correct answers.
Stop! (Give orders.)
1. Use (the base form / the past form) of the
Please turn on the oven. (Make polite requests.)
verb in imperatives.
Negative 2. Use (don’t / doesn’t) before the base form
Don’t worry.
in negative imperatives.
Practicing grammar
8 Practice • Sprinkle. • Open your mouth.
• Turn right. • Don’t erase the
Look at the pictures and the commands. Write • Don’t turn it off. board.
each command below the correct picture.
• Stop complaining.
4. 5. 6.
9 Practice
Play a game. Go to page 68.
18 Unit 2
9 Practice
TEACHER’S NOTES
(5–10 min.)
• Turn to page 68 and have students play a game.
Grammar Focus
and Discovering grammar (10 min. or less) Cross-curricular activity: social studies
Imperatives (Commands) • Write on the board Raise your hand when you want
to speak. Next to it write Don’t talk loudly. Call
☞ See Grammar reference, page 99. on students to read the sentences aloud. Ask
Which sentence is affirmative? (the first) Write Do’s
• On the board, write Imperative and Turn on the oven.
above it as a heading. What’s the other sentence?
Ask the class When do you use an imperative sentence?
(negative) Write Don’ts above it as a heading.
(to tell other people to do something) Point to the
Say These are some do’s and don’ts in the classroom.
sentence on the board and ask What is the subject of
Do’s and don’ts are things that we should or should
this sentence? (you) Point out that you is the subject
not do. Now imagine that a student from another
of an imperative, but it isn’t written or spoken.
country is going to attend our class. What are some
• Holding up your book, point to the grammar chart do’s and don’ts that we should tell our visitor? Elicit
and say I’ll read these imperatives aloud. Listen and a few other examples.
say them after me. Read each statement and then
• Have students form groups. Tell students
elicit its function.
Discuss classroom do’s and don’ts. Write at least
• Have students read the Discovering grammar three do’s and three don’ts. Begin!
directions and work individually or in pairs to
• Give students five to ten minutes to complete
complete the exercise.
their lists. Then have groups share their list with
• Elicit the answers orally. another group to see what dos and don’ts they
have in common.
Answer key
• To conclude the activity, call on students to share
1. the base form
common do’s and don’ts.
2. don’t
Have students complete Workbook Exercises 12–13
• Use the board to teach or elicit other important
amd Grammar Builder Exercises 6–8.
information about imperatives, such as the use of
exclamation marks with imperative sentences to
express strong commands or warnings.
8 Practice
• Read the directions aloud. Call on one or more
students to read the commands aloud; make sure
students understand complaining. Holding up your
book, point to the first picture and elicit the answer.
• Have students work individually or in pairs to
complete the exercise.
• Elicit answers orally.
Answer key
1. Don’t erase the board.
2. Don’t turn it off.
3. Sprinkle.
4. Stop complaining.
5. Open your mouth.
6. Turn right.
T18
B.
TEACHER’S NOTES
Answer key
bread NC sugar NC
raisins C banana C
peanut butter NC chocolate candy C
Answer key
1. Cut 2. Spread 3. Sprinkle 4. Put 5. Put
Write each noun next to the verb it goes with. Some nouns can be used more than once.
10 Practice 11 Communication
A. Look at the underlined nouns in the recipe Give and follow instructions
below. Write C above each count noun and
NC above each noncount noun. A. 18 Listen to the instructions.
1. First, draw a big circle.
B. Complete the procedure for the recipe. Use
2. Next, draw a triangle below the circle.
the verbs in the box. You will use put twice.
Make sure the tip touches the circle.
spread sprinkle put cut 3. Then draw two straight lines starting
from the bottom of the triangle.
4. Finally, draw two straight lines from each
side of the triangle.
B. PAIRS. Student A, read the instructions
out loud. Don’t look at Student B’s
1 slice of bread paper. Student B, listen to and follow the
raisins instructions.
2 tablespoons peanut butter
brown sugar
1/8 banana, sliced
Unit 2 19
12 Reading 13 Comprehension
A. Look at the title and the pictures. What do you think the Discuss and answer these
reading is about? Put a check (✔) before the sentence that questions.
expresses the main idea.
1. What health problem do
1. Food in the United States is delicious. people in the U.S. have?
2. There are too many people in the United States. 2. Why is the U.S. government
worried about it?
3. People in the United States are getting fatter.
3. Who do some people
B. 19 Read along as you listen. blame for America’s weight
problem?
4. Why do advertisers say that
America’s problem is not
their fault?
5. What are some schools in
According to surveys, 61 percent of Americans,
the U.S. doing to help the
or 127 million people, are obese. The U.S.
country’s weight problem?
government is worried because too much weight 6. What do experts say is
contributes to diabetes, heart disease, and other the best solution to the
illnesses. problem?
Some people blame the food industry and
advertisers for the nation’s weight problem. They 14 Writing
say food makers want people to eat when they’re
GROUPS. Make a poster
not hungry and keep eating when they’re full.
on healthful eating and
But food manufacturers say it’s not their fault maintaining good health
that many Americans are overweight. People can habits for teenagers. Include
choose what they want to eat. They point out that a list of do’s and don’ts.
supermarkets in the United States offer a lot of choices, including low-calorie, fat-
free, and sugar-free foods. Advertisers say it’s not their fault either. More money
is spent on marketing low-calorie and fat-free foods than any other foods.
No matter who’s right, it is true: People in the United States are getting fatter.
They simply eat too much. As a result, health departments in the United States are 1. Eat at least three
taking action. For example, New York’s health department has asked restaurants healthful meals a day.
to use healthful ingredients in foods. Many 2.
schools in the United States no longer have soda
or candy vending machines, and school cafeterias 3.
are offering more healthful menus. 4.
Health experts agree that being a healthy
5.
nation is everybody’s responsibility, that the best
way to solve the problem is through education. 6.
A public education campaign on food and health
would help educate people about what they
eat, forcing food manufacturers to offer more
wholesome and healthful food choices.
20 Unit 2
12 Reading 14 Writing
TEACHER’S NOTES
(5 min.) (20 min.)
A. • GROUPS. You can have students either complete
• Read the instructions aloud. Have students the “poster” in the text, or create their own posters
preview the title and pictures, then check what using poster board, art materials, and old magazines.
they think the article is about. • Call on a student to read the directions aloud.
Holding up your book, point to the unfinished
B.
poster and say Here’s an example of a poster for
• 19 Point to the reading and say Read along as you Healthful Eating Tips. Read the example statement
listen to the article. Read for the main idea. Play the aloud. Ask Is that a do or a don’t tip? (do) What kind
audio. of statement is this? (an imperative statement) Elicit
• Elicit the main idea of the article. several other examples of healthful eating tips
from the class.
Answer key • Assign groups. Walk around, helping students
3. People in the United States are getting fatter. when needed.
• To conclude this activity, call on several groups to
• Call on different students to read aloud one share their posters.
paragraph of the article. After each paragraph,
elicit or explain the meanings of key unfamiliar
Focus on values
vocabulary such as surveys, obese, government,
too much weight, diabetes, heart disease, blame, • As groups share their lists, elicit comments and
food industry, advertisers, full, fault, overweight, opinions from students about the importance of
low-calorie, fat-free, marketing, health departments, or reasons for the tips. You may also want to ask
vending machines, cafeterias, experts, responsibility, students which of the tips are the most difficult
solve, public education campaign, and wholesome. to follow and why.
Answer key
1. Many are obese.
2. Too much weight contributes to diabetes, heart disease,
and other illnesses.
3. Some people blame the food industry and advertisers.
4. More money is spent marketing low-calorie and fat-free
foods than any other foods.
5. Many schools no longer have soda or candy vending
machines, and school cafeterias are offering more
healthful menus.
6. Experts say education is the best solution.
T20
Progress check Units 1 and 2
TEACHER’S NOTES
Vocabulary
D.
1. X
2. an
3. a
4. an
5. X
6. X
7. an
8. a
9. X
10. a
T21
Units 1 and 2
Test-taking tip: Be prepared.
Bring at least two pens or pencils with good erasers and any other resources that your teacher
allows you to have at the test. Bring a watch so that you can pace yourself.
S= T=
STOMP SPIN
E= I=
CLAP HOP
smart juice butter
cheese friends omelet
sandwiches easygoing serious
different vegetables opposites
competitive desserts teenagers
ingredients interesting perfectionist
22 Game 1
Game 1 Stomp, spin, and spell • Call on a group to model the game for the class.
TEACHER’S NOTES
Have the spellmaster choose a word from the list
• Tell students that they will review the words they and ask a student to spell it. If the student spells
have studied so far by having a spelling contest. and performs the actions for the word correctly, he
• Read or have a student read aloud each of the five or she gets a point. If the student makes a mistake,
numbered steps. the spellmaster should spell it and act it out. Then
• Write s, t, e, and i on the board. Remind students have the spellmaster ask another student to spell
that they cannot say these letters aloud; instead, a different word. Tell the class that each student
they must do the actions shown in the pictures. should keep track of his or her points.
Have students stand up. Model the actions for • Tell students to look at the list of words. Give
each of these letters and have the class perform them one minute to review the spellings of the
them with you. words. At your signal, all students (except the
• Lead the class in spelling aloud and doing the spellmasters) close their books and groups begin
actions for a few easy words; for example, say the game.
Everyone, spell eat. (clap-a-spin) Now spell rice. • Walk around to monitor and help as students play
(r-hop-c-clap) How do you spell toast? (spin-o-a- the game. If some faster groups finish early, tell
stomp-spin) the spellmasters that they can look at Units 1 and 2
• Have students form groups of four or five. Tell and choose other words for the group to spell.
each team to decide who will be the “spellmaster.” • When most groups have finished, stop the game.
• Point out the Useful language and explain that Have the winning student in each group raise his
these are expressions the spellmaster can use or her hand.
during the game. Read the expressions aloud and
have the class say them after you.
T22
Project 1 A snapshot of a great snack • Have a student read the second step aloud. Then
TEACHER’S NOTES
T23
A snapshot of a great snack
Think of a great snack that you can make. Write instructions on how to make it.
Use the recipe below as a guide. Then pretend you’re on a cooking show. Explain
and demonstrate to your group or class how to make the snack.
Project 1 23
Learning goals
1 Dialogue
Communication
20 Cover the dialogue and listen. Make an offer
Mom: Joe, could you go to the supermarket Grammar
for me? There is/There are with some
Joe: Why me? Ask Diane, Mom. and any
Alex: Let’s do it, Joe, so we can get some ice Questions with How much
and How many
cream. Are there any chips left, by the
Expressions of quantity:
way? a little, a few, a lot of,
Joe: No. You ate them all. not much, not many
Alex: Then we should get chips, too, and
Vocabulary
some soda. Foods at the supermarket
Mom: Oh no, Alex. You can’t have any junk
food at my house.
Joe: OK, Mom. I’ll go. Is there a shopping
list?
Mom: No, but I’ll tell you what we need.
We need bread, eggs, milk, juice,
cheese . . .
Joe: Whoa, Mom! Please, slow down.
How much bread do you want,
and how many eggs?
Mom: One loaf of wheat bread, two
dozen eggs, one gallon of
milk, . . . what else?
Joe: Juice and cheese. How much
juice and cheese?
Mom: Two quarts of juice and a
pound and a half of cheese.
Joe: And how much money are
you giving me?
Mom: Here’s $100.
Joe: Cool. Let’s go, Alex.
Equivalents
1 pound = about 1/2 kilogram
1 quart = about 1 liter
1 gallon = about 4 liters
24 Unit 3
TEACHER’S NOTES
Learning goals The following are additional learning goals in this unit:
T24
1 Dialogue and 2 Comprehension • To extend the activity, pair students and have
TEACHER’S NOTES
(continued)
them practice the conversation. Remind them
A. to maintain eye contact, say the lines with
• Have students look at the Comprehension expression, and switch roles. Conclude the
exercise. Read the directions aloud and then call practice by calling on a pair to present their role-
on students to read each statement aloud. You may play to the class.
want to have students make a guess as to whether
each sentence is true or false. 4 Pronunciation (10 min.)
• 20 Play the audio. When finished, ask students A.
to raise their hands if they need to listen again.
Play the audio again once or twice if needed. • Read aloud the pronunciation focus. Write Would
and you on the board. Say In English, the ending
B. consonant sound of a word usually links with the
• 21 Have students uncover the dialogue and read beginning vowel sound of the next word. Ask What’s
along as you play the audio. Elicit answers orally. the ending consonant sound of Would? (/d/) How do
we pronounce the unstressed you? (/yə/) Say When
Answer key /d/ and /yə/ come together, they make a new sound—
1. True 2. True 3. False 4. False 5. True
/djə/. Have students say this sound after you.
• 23 Play the audio several times until students
• To extend work with the dialogue, select key are comfortable pronouncing the connected
vocabulary, structures, and communicative sounds.
phrases to discuss more fully, such as Why me?,
left, by the way, junk food, whoa, loaf, dozen, gallon, B.
What else?, quarts, pound, and the structure There • PAIRS. Read the directions. Remind students to
is/are. switch roles. Help with pronunciation as students
• Have students practice the dialogue. Play the practice. Check by calling on pairs to perform.
audio or read the dialogue aloud, pausing
for students to repeat the lines. Work on (10 min.)
pronunciation as needed. Then assign groups
of three and tell students to read the dialogue • GROUPS. Call on a student to read aloud the
aloud, changing roles after each reading so that all topic. Elicit or explain the meaning of reaction.
students read each role once. When groups have
finished, select one or more groups to perform for • Do a choral reading of the Useful language by
the class. reading each line and having the class repeat after
you. Explain or elicit the meaning of errand and
how it differs from chore.
3 Useful expressions (10 min.)
• To help students in their discussions, have them
A. make a list of common chores and errands, in L1
• Direct students’ attention to the Useful if needed. Help students with English translations
expressions. Quickly elicit the meanings of these. or have them look up the phrases in their
• 22 Play the audio and have students listen and dictionaries. Write English names of the chores
repeat. Work on pronunciation as needed. and errands on the board.
• Have students form groups. If helpful, call on a
B.
group to model the activity for the class. Walk
• Call on a student to read the directions aloud. around as students discuss to assist students if
Check that students understand the meaning of they request your help.
omelets. Elicit the answer for the first blank, then
• When students have finished, ask several students
have students work individually to complete
the questions from the Useful language box. You
the exercise.
may also want to have students vote on the chores
• Read the conversation aloud and elicit answers for and/or errands that they like doing most and least.
each blank.
Focus on values
Answer key
• Ask Are there any benefits to doing chores? Elicit
John: Why me?
Dad: Whoa, John!
answers and discuss the value of helping around
John: What else? the house. You may want to share some of the
Dad: What would you like in your omelet, by the way? information in the Background notes with the class.
John: Let’s go.
T25
2 Comprehension B. Complete the conversation. Use the expressions from
Exercise A.
A. Write True or False after Dad: John, could you get some eggs for me?
each sentence.
John: Why me? Ask Ethan. He never does anything.
1. Mom asks Joe to go with He’s always . . .
her to the supermarket.
Dad: , John! Slow down! Ethan’s at practice.
You can go with Tim.
2. Alex wants to go to the John: Oh, OK. Why do we need eggs?
supermarket. Dad: I’m making some omelets.
3. Mom says Alex can buy John: So, a dozen eggs.
Dad: That’s it. What would you like in your omelet,
chips and soda.
?
4. Joe eats a lot of junk food at
John: Just some cheese. Come on, Tim. .
home.
5. Joe goes to the supermarket
with Alex.
4 Pronunciation
21
Would you /wudjə/
B. Read along as you
listen again. Check your A. 23 Listen and repeat.
answers.
Would you like some soda? What would you like to eat?
Would you like an omelet? What would you like to do?
3 Useful expressions
B. PAIRS. Practice the conversation.
A. 22 Listen and repeat.
A: I’m starving.
• Why me? B: What would you like to eat?
• . . . by the way. A: How about a sandwich?
• Whoa! B: OK. Would you like a ham sandwich?
• What else? A: Sure. Thanks.
• Let’s go.
Unit 3 25
5 Vocabulary 2
1
Foods at the supermarket
3
A. 24 Listen and repeat.
• beans 9
• carrots
• cheese
• cookie 6
• cucumber 4
• doughnut 5
• lemon
• lettuce
• melon 7
17
• muffin
• mushroom 11 12
16
• nuts
8
• olive oil
15 18
• onion 9 10 13 14
• peach
• peas
• potato
• tomato
• yogurt
19
B. Match the words in
Exercise A with the food
items in the picture.
Learn to learn
Learn collocations with food
Learning expressions that usually go with certain food items is useful.
Write the food items that go with the expressions. Use a dictionary if
necessary. Some food items can go with more than one expression.
26 Unit 3
5 Vocabulary Extension
TEACHER’S NOTES
(25 min.)
A. • To give students further practice with the
vocabulary, write on the board What’s this? and
• Read the directions aloud. Then give students time What’re these? Ask students which question they
to read the food names silently. use for plural count nouns. (What’re these?)
• 24 Play the audio two or more times as students Then ask which question they use for singular
listen and repeat. Work on pronunciation as needed. and noncount items. (What’s this?)
B. • Have students form pairs. Have them take
turns pointing to the food items in the photo
• Read the directions aloud. Elicit the numbers of and asking or answering about each item.
several food items. Model if helpful. Tell them to switch roles when
• Depending on your students’ knowledge of food they are finished.
vocabulary, you may want to have students work • Have students cover the vocabulary list and
in pairs or groups first to label the food items, or quiz each other by taking turns asking and
do this as a class. answering about the items in the photo in
random order.
Answer key
beans 9
• Check by holding up your book, pointing to
carrots 13 each item in the photo, and asking What’s this?
cheese 4 or What’re these?
cookie 3
cucumber 11
doughnut 1
Learn to learn (5–10 min.)
lemon 15
lettuce 8 • Read the introduction aloud. Point out that
melon 17 collocations are words that are usually used
muffin 2 together. Call on students to read the food names.
mushroom 7 Read the quantifiers aloud and have students say
nuts 6 them after you. If students are using dictionaries,
olive oil 19 have them look up the quantifiers at this point.
onion 14
If students are not using dictionaries, elicit or
peach 18
peas 10
explain each quantifier, giving equivalents as
potato 12 needed.
tomato 16 • Do the first item as a class. Then have students
yogurt 5 work individually or in pairs.
• Help students further grasp the concept of count • Elicit answers by reading each quantifier aloud
and noncount nouns by having them guess about and calling on students to say the food names.
the nouns in the list. Ask Do you think (doughnut) Elicit all possible answers for each item.
is a count or a noncount noun? Tell students whether
Answer key
their answer is correct or not, then have them
write C for count and NC for noncount next to each 1. a gallon of milk / ice cream / juice
2. a head of lettuce
food item.
3. a pound of beef / cheese
C. 4. a loaf of bread
• PAIRS. Read the instructions aloud. Elicit the 5. a quart of milk / ice cream / juice
6. a bag of onions / rice
names of several other food items by pointing to
7. a pint of milk / ice cream / juice
the pictures. Spell out the names on the board and 8. a dozen eggs
have students copy these into their books.
• Assign pairs and have students work together to
identify food items. Walk around to monitor and
help.
• Check by holding up your book, pointing to food
items, and eliciting the names. Write these on
the board so that students will know the correct
spelling.
Answer key
eggs, fish, apples, bananas, oranges, lamb,
chicken, beef, bread, pasta
T26
D. 7 Listening
TEACHER’S NOTES
(10 min.)
• Draw the food web on the board or copy it onto an • Call on students to read the directions and
overhead transparency. Point out that by grouping statements aloud.
words, students can remember them better. Read
the directions aloud and categories in the food • 25 Play the audio two or more times and have
web aloud. students mark the statements.
• Model the activity by eliciting examples for one or • Play the tape as you elicit the answers, pausing
two categories and writing them on the board or after each item is answered.
transparency.
Answer key
• Have students fill in the word web using words
1, 3, 4, 5
from the Vocabulary section.
• Elicit all possible answers for each category and
write them on the board or transparency. At the Audioscript
same time, you may also want to ask students to Kathy: Al, you’ve done a lot of studies on teens.
identify whether each food item is a count or a Are there really teenagers who do the food
shopping for their families?
noncount noun. When the word web is complete,
Al: Oh yeah. In fact, there’s a recent study about
have the class read the categories and the items it. Because both parents usually work, many
chorally as you point to each. teenagers do the food shopping.
Kathy: That’s interesting. How do they know what to
Answer key buy? Do they use a shopping list?
Bakery products: cookie, doughnut, muffin, bread Al: Most of them do. Half of them said they were
Dairy: milk, egg, cheese, yogurt, butter the ones who usually prepared the shopping list.
Pasta and rice: rice, pasta Kathy: Really? Do they know enough about food and
Fruit: melon, apple, banana, orange, lemon, peach nutrition?
Vegetables: lettuce, mushroom, cucumber, potato, onion, Al: You’d be surprised. They really do. I asked some
carrot, tomato, peas, beans of these teenagers what they look for when they
Meat/Seafood: beef, chicken, lamb, fish shop. Here’s what they said in their own words.
Ryan: Hi. My name’s Ryan. I love to cook, so I do a
lot of the food shopping for my family. When I
Have students complete Workbook Exercises 1–5. shop, I choose my favorite brand-name products.
Nicholas: And I’m Nicholas. My dad has some health
6 Practice (10 min.) problems—he has high cholesterol. So I try to
buy healthful foods, you know, low-fat, low-
• GROUPS. Read the directions aloud and call cholesterol foods. I read the labels carefully. I
on a group of three students to stand and read choose foods that are good for my dad.
the example aloud. Then have the group model Olivia: My name’s Olivia. I always look at the prices of
the activity using new food items. Let the group the foods I buy because we don’t have much
continue until a student can no longer remember money. I compare the prices of different brand
the whole list. Then tell the group to start again. names. I always look for the lowest price.
Kathy: Are these kids for real? I’m very impressed.
• Assign groups and roles by saying You’re a group.
Al: Yup, they’re great. Their parents are lucky.
You go first, second, third, fourth, and fifth. When
groups have been assigned, say Ready? Begin!
• Walk around to monitor and help as students play
the game.
T27
D. Write some food items from Exercise A in the word web.
cookie
Bakery
products Dairy
Fruit
Vegetables
6 Practice 7 Listening
GROUP. Play the shopping game with 25 Listen to the conversation. Put a check (✔)
five classmates. Decide who’ll start first. before all the true statements.
Student 1 says one food item he or she wants
According to the conversation, . . .
to buy. Each student who follows adds a new
food item, repeating all of the items previously ✔ 1. Many teenagers do the food shopping
mentioned. for their families.
For example: 2. They do this because their parents
S1: I’m going to the supermarket to buy some hate food shopping.
apples. 3. Most teenagers use shopping lists
S2: I’m going to the supermarket to buy some when they shop.
apples and a pound of cheese. 4. Ryan shops for brand-name products.
S3: I’m going to the supermarket to buy some
5. Nicholas thinks about his dad’s health
apples, a pound of cheese, and a melon.
when he does the shopping.
6. Olivia always looks for the best quality
when she does the shopping.
Unit 3 27
GRAMMAR FOCUS
There is/There are with some and any
Affirmative statements Negative statements
There’s a sandwich in the refrigerator. There isn’t any cheese.
There’s some soda, too. There isn’t any juice.
There are several sandwiches on the table. There aren’t any cookies.
Yes/No questions Short answers
Is there any milk in the refrigerator? Yes, there is./No, there isn’t.
Are there any sandwiches in the refrigerator? Yes, there are./No, there aren’t.
Some to make an offer
Would you like some coffee? Yes, please./No thanks.
Would you like some apples? Sure. I’d love some.
Practicing Grammar
A. Look at the picture. Memorize what’s in the
8 Practice box. Then cover the picture.
Complete the sentences with some or any. B. PAIRS. Take turns. Ask if there are any
any apples, rice, muffins, butter, cookies, and
1. A: I’m hungry. Is there food?
sugar in the box.
B: I’m sorry. There isn’t. But there’s
For example:
milk.
A: Are there any apples in the box?
2. A: There are sandwiches left B: Yes, there is. There’s one apple.
from the party. Would you like one?
B: No, thanks.
3. A: Are there cookies left? 11 Communication
B: Yes, there are cookies in Make an offer
the kitchen. A. 26 Listen to the conversation.
4. A: Would you like snacks? A: I’m in the mood for ice cream. Is there
B: Sure. I’ll have chips. any ice cream in the freezer?
5. A: Would you like to go to the movies? B: No, sorry. There isn’t. Would you like
some yogurt?
B: No. I don’t have money.
A: No, thanks.
TEACHER’S NOTES
(10 min.)
A.
Grammar Focus • Have students close their books. Assign pairs and
and Discovering grammar (10 min.) roles. Write the example exchange on the board,
then quickly chorus it.
There is / There are with some and any
• Say We’ll practice asking and answering about food
☞ See Grammar reference, page 100. items in a picture. Everyone will have thirty seconds to
look at the picture and remember the food items. Open
• Place a notebook, some paper, and some pencils
your books to page 28 and look at the picture for thirty
on your desk. Point to the notebook, then say and
seconds. Ready? Begin!
write on the board There’s a notebook on my desk.
Point to paper, then say and write There’s some B.
paper. Point to pens, then say and write There are • PAIRS. At the end of thirty seconds, say Stop!
some pens. Student B, close your book. Student A, look at the
• Ask Why do we use a with notebook but some with directions. Ask and answer about the items. Student B,
paper and pens? Elicit that we use a with singular answer.
count nouns and some with both noncount and • Give students about two minutes to ask and
plural count nouns. answer. Then say Student A, close your book. Student
• Read aloud the grammar chart heading, then B, look at the directions. Ask and answer about the
call on students to read the sentences in each items. Student A, answer.
category aloud. • To extend the activity, let students open their
• Direct students’ attention to Discovering grammar. books once more and look at the picture for thirty
Elicit the answer to the first item, and then have seconds. Then have them close their books. Ask
students work in pairs or groups to complete the about all the food items in the box and call on
exercise. students to answer.
• Elicit the answers to the rest of the items.
Have students complete Workbook Exercises 6–9
Answer key and Grammar Builder Exercises 1–4.
1. there is 2. some 3. any
11 Communication (10 min.)
• Use the board to teach or elicit other important A.
information about There is / There are with some
and any, such as details about the use of some and • 26 Play the audio two or three times, pausing
any with plural and singular count nouns and for students to repeat. Make sure students
noncount nouns. understand in the mood for and freezer.
B.
Practicing grammar • PAIRS. Pair students and tell them to practice the
conversation in Exercise A several times, switching
8 Practice (5 min.) roles each time.
• Read the directions aloud and elicit the answer to • Read the Exercise B directions aloud. Ask one
the first item. student What would you like to eat? After he or she
• Have students work individually or in pairs to has told you, say You’re Student A. Practice the
complete the sentences. dialogue and ask your partner for that item.
• Elicit the answers by calling on a pair to read the • Have students practice the conversation several
sentences, one student role-playing A and the times, changing roles each time and using
other student role-playing B. different food items in each conversation.
• Walk around as students practice, helping when
Answer key necessary.
1. any, some 2. some 3. any, some • Call on pairs to close their books, stand, and
4. some, some 5. any present their conversations to the class.
• To extend the activity, you can have pairs practice Have students complete Workbook Exercises 15–16.
the exchanges. Remind them to switch roles so
that they can take turns asking and answering
questions. Call on pairs to present their role-plays
to the class.
T28
13 Practice
TEACHER’S NOTES
(5 min.)
• Call on a student to read the directions aloud. Say
Grammar Focus There are three things that the people need for their trip.
and Discovering grammar (10 min.)
What are they? Have the class scan the dialogue
and elicit the nouns. (money, food, water) Tell
Questions with How much and How many students to circle the appropriate expression of
quantity that goes with each noun.
☞ See Grammar reference, page 100. • Elicit answers by calling on students to read the
• Have students look at the grammar chart. Read dialogue lines.
the first question aloud and elicit the noun. (milk)
Ask Is it count or noncount? (noncount) What are Answer key
the question words in this question? (How much) 1. a little
What are the possible answers? Do the same with the 2. much
other questions in the chart. Then call on a student 3. a few
to read the expressions of quantity for plural 4. a lot
count nouns and another student to read them for 5. A lot
noncount nouns.
• You may want to have students pair up and
• Elicit the answer to the first Discovering grammar practice role-playing the dialogue, and then call on
item and then have students work individually or pairs to present their role-plays to the class.
in pairs to complete the exercise.
• Elicit the answers to the rest of the items. 14 Practice (10 min.)
Answer key A.
1. How many • Have students read the directions. Read the first
2. How much item aloud and elicit the answer. Read the second
3. a few item and elicit or explain the meaning of serving.
4. a little
• Have students work individually to fill in the
• Use the board to teach or elicit other important blanks. Then elicit the questions.
information about questions with How much and
Answer key
How many, such as details about the use of much,
many, and quantifiers with singular and plural 1. How much
2. How many
count nouns and noncount nouns.
3. How much
4. How many
Practicing grammar 5. How much
T29
14 Practice
GRAMMAR FOCUS A. PAIRS. First, complete the
Questions with How much and How many questions with How much
or How many. Then ask a
Questions Possible answers
A lot.
classmate the questions.
How much milk do we need? Circle your classmate’s
Just a little.
How much money do you have? answers.
Not much.
A lot.
How many tomatoes do we need?
Just a few.
How many glasses of milk do you drink every day?
Not many.
Expressions of quantity 1. water do you drink
a lot of [tomatoes] a lot of [milk] each day?
a few [tomatoes] a little [milk]
a. five glasses or more
Floating markets are popular tourist At a floating market, you can use cash to
destinations in Thailand. At the floating shop or you can exchange your product with
markets, there are a lot of small boats other sellers’ products. If you get hungry,
overflowing with fresh fruit and vegetables. just call one of the women and she will come
Imagine the colors of fresh fruit and over to you. You can watch her cook your
vegetables on hundreds of boats sailing food right on the boat!
quietly along the river. Then imagine
Thai women in their colorful traditional
clothes on these boats. The effect is
magical.
The floating markets open at 6:30 A.M.
Early in the morning, before the markets
open, farmers pick fruit and vegetables
from their farms. Later, their wives sell
the fruit and vegetables on their boats.
Why do the women sell their products
on boats, instead of in regular stores?
Central Thailand has bodies of water
throughout. In some places, there are
canals instead of streets. Farmers
have their farms near these canals,
and selling their products on boats is
convenient.
16 Comprehension 18 Writing
Answer the questions. A. PAIRS. Talk about an interesting shopping
place you know. Discuss the questions with
1. What are floating markets?
a classmate.
2. Who are the sellers in these markets?
3. What do the sellers sell in these markets? • What kind of a place is it?
4. What time do the markets open? • Where is this place?
5. Why do the women sell from their boats? • What can you buy there?
6. What can you do at a floating market? • Why is it interesting?
• Why do you like to shop there?
30 Unit 3
15 Reading 18 Writing
TEACHER’S NOTES
(10 min.) (20 min.)
• Have students read the title of the article and look A.
at the pictures. Based on the picture, have students • PAIRS. Read the directions and call on students
explain in their own words the meaning of floating to read the questions aloud. Model the activity
market. Have them identify the people and things by having a student ask you the questions. Then
that they see in the picture. assign pairs and have students begin.
• 27 Point to the reading and say Read along • When most students have finished their
as you listen to the article. Read for the main ideas discussions, elicit the names of several places
about floating markets. Play the audio. Then have students like to shop and the reasons they like to
students read the article again silently. shop there.
B.
16 Comprehension (10–15 min.)
• Read the instructions aloud, then have students
• Direct students’ attention to the Comprehension work individually to write their paragraphs.
section. Elicit the answer to the first question. Then Walk around as students are working, helping as
have students work in pairs to ask and answer the needed.
questions orally.
C.
• Elicit answers orally.
• Have students exchange work with a partner.
Answer key Have them refer to the Peer editing checklist on
1. They are popular tourist destinations in Thailand. (There page 104 as they check their partner’s work. Then
are a lot of boats overflowing with fresh fruit and have students return the paragraphs and make
vegetables.) corrections to their own work.
2. The sellers are Thai women. • Call on two or three students to read their
3. The sellers sell fruit and vegetables. paragraphs aloud to the class.
4. The markets open at 6:30 A.M.
5. Because farmers have their farms near canals, and selling
their products on boats is convenient. Cross-curricular activity: social studies
6. You can call one of the women and she will come over • Tell students to research how people buy,
to you. You can watch her cook your food right on the prepare, and eat food in a particular country.
boat. Encourage students to choose countries that
they know very little about. You can assign this
• You may want to check whether students could
activity as homework for individual students or
guess the meaning of vocabulary such as tourist
have students work in groups and do research
destination, overflowing, traditional clothes, pick,
during class time. Tell students to take notes so
products, canals, and convenient.
they can report back to the class.
• Have each student or group present interesting
17 Speaking (10 min.) food facts about the country they chose.
• GROUPS. Read the directions aloud and call on
students to read the example aloud. Give students
a few minutes to look back at the reading to
review the information.
• Call on a pair to model the start of the activity
with you. Encourage detailed descriptions. Then
have students form groups of three or four.
• Walk around, monitoring and encouraging students.
• Conclude the activity by calling on students
from different groups to describe aspects of the
floating markets.
T30
Putting it together B.
TEACHER’S NOTES
• 28 Play the audio once or twice as students ✎ Have students complete the Unit 3 test, page 82, and
listen and read. Then elicit the answer to the the Test for Units 1–3, pages 86–89.
question.
Answer key
Learn the new songs first and do the old songs later.
T31
Planning for the show
A. 28 Read along as you listen to the conversation. What strategy does Alex suggest for balancing
practice and schoolwork?
1 2
By the way, how many
songs do we need to
learn for our show? I know. I have a
lot of homework
every day, too.
Not many.
Maybe ten.
B. Discuss: Do you think students should have extracurricular activities in school? Why or why
not? What kinds of activities do you suggest for your school?
Unit 3 31
E
w
very country has its own special treats.
Here are four famous foods from around the
world that you may want to try.
V
Vegemite is one of the best-loved foods in
Australia, but it’s not very popular in other
countries. It’s a dark brown spread that tastes
salty—a bit like beef bouillon. Australians
u utter, or
usually eat it on bread with butter, r
o
on toast with melted cheese. It has
a lot of vitamins and minerals,,
a
and most Australian kids grow
up eating it. When Australians
go abro
abroad, many take a jar of
Vegemi
Vegemite. It’s hard to find in other
countri
countries.
Escargots, or snails, are a popular French dish.
The snails are usually cooked in liquid, then put
back into their shells with butter, garlic, and
herbs. Because snails eat things that can be
nd
poisonous, the snails are first fed lettuce and
flour for about two weeks. Then they are not
ns out
fed anything for several days. This cleans
their stomachs so they are safe to eat.
i..
If you like hot, spicy foods, you’ll like Korean kimchi.
There are many different kinds of kimchi, but the
most popular kind is made from Chinese cabbage,
garlic, onions, and hot peppers. To make kimchi in the e
traditional way, Koreans combine the ingredients in a bi ig
big
jar. Then the jar is put outside during the winter months.s..
This lets the kimchi ferment and gives it a hot, sour taste..
Kimchi is served at meals as a side dish, and it’s used inn
m
many recipes. It has lots of vitamins and minerals.
On a hot day in Singapore, try ice kachang, or red
O
b
bean ice. It’s a big ball of shaved ice with sweet,
ffruity syrup and red beans. The beans are sweet, not
s
salty, and taste good with the fruit-flavored ice. It’s
u
usually served with milk and jelly. Variations of ice
kachang are found all over Asia.
32 Wide Angle 1
TEACHER’S NOTES
Pictures (5 min.)
• Call on a student to read the title. Have students
look at the photos.
• Point to the photo of Vegemite on toast. Ask What
do you see in the photo? (bread/toast, a plate, a knife,
a jar of Vegemite) Does anyone know what Vegemite
is? Do you think it’s sweet or salty? (Elicit guesses—
don’t tell students what it is at this point.)
• Point to the picture of kimchi. Ask What do you
think this is? What do you think the ingredients might
be? Does it look good?
• Point to the picture of escargots. Ask What do you
see in this photo? (lemon slices, a plate, shells) What
do you think is in the shells? Do you know the English
name for this animal? Elicit more guesses and move
on to the last photo. Ask What do you think this dish
is made of? How do you think it tastes?
• Say The names of these foods are in bold letters in the
text. What are they? Elicit and chorus the names
of the foods. (Vegemite, escargots, kimchi, ice
kachang)
T32
1 Reading 2 Listening
TEACHER’S NOTES
T33
1 Reading
Reading skill: Reading fluently
Don’t stop in the middle of a sentence if you don’t
understand a particular word. Carry on to the end,
paying attention to the content words (nouns, adjectives,
and main verbs).
2 Listening
29 Listen to a description of a popular dish. Write True or False.
False 1. It’s called “spicy 4. It’s made with
good” in English. raw fish.
2. It tastes a 5. Lemon juice makes
little sour. it safe to eat.
3. It has only two 6. It’s not popular in
ingredients. Latin America.
3 Speaking
GROUPS. Talk about some famous or interesting dishes in your
country. Use the points below as a guide.
• Can you translate the • How do you make it?
name into English? • How is it served?
• What is it? • How does it taste?
4 Writing
Write a paragraph about an interesting dish in your country.
Wide Angle 1 33
Learning goals
1 Dialogue
Communication
30 Cover the dialogue and listen. Express preferences: Would
Alex: Hi, guys. What’s up? rather
Lori: Nothing much. Where are your Grammar
Rollerblades®? Adverbs of frequency
Alex: I don’t have Rollerblades. I hate Expressions of frequency
How often
Rollerblading. Gerunds
Lori: You do? So why are you here?
Alex: Well, I enjoy watching you guys. Vocabulary
Sports and activities
Lori: Sure you do. What sport are you into?
Alex: Rock climbing.
Karen: Seriously? How often do you go rock
climbing?
Alex: Once a week—at the Sports Club.
Diane: That’s just wall climbing, Alex.
Alex: At least I’m not a couch potato. By the
way, where’s Joe?
Diane: Guess.
Alex: At home, of course. Let’s call him and
see if he wants to join us.
Diane: Don’t even try, Alex. Joe would rather
read than play sports.
Alex: Brr. It’s cold. I think I’d rather watch
TV in this cold weather. See you.
2 Comprehension
A. Answer the questions.
1. Who doesn’t have Rollerblades? Why not?
4. Where’s Joe?
Learning strategy Skills • Talk about what you like and don’t like
• Learn collocations in context • Read a bar graph doing when you don’t have school
• Listen for specific information • Write about what you like and don’t
Pronunciation like doing during your free time
• The sound /ɑ/ in soccer
Background Notes C.
Central Park covers about 800 acres in the middle of New • 31 Have students uncover the dialogue and read
York City. More than 7 million people visit the park each along as you play the audio. Elicit answers orally.
year. There are lakes for boating and ice-skating, baseball
fields, soccer fields, and tennis courts. There is also a Answer key
zoo. The roads in the park are closed to cars most of the
1. Alex; because he hates Rollerblading
time and are popular with bicyclists, joggers, and in-line
2. He likes rock climbing / wall climbing.
skaters. Tourists often take rides around the park in horse
3. He goes climbing at the New York Sports Club.
carriages. In the fall, the leaves on the trees turn bright
4. Joe’s at home.
red, orange, and yellow, and make a walk in the park a
5. He decides to watch TV.
very special experience.
• To extend work with the dialogue, select key
vocabulary, structures, and communicative
Warm-up (5 min.)
phrases to discuss more fully, such as What’s up?
• Tell the class about a sport or leisure activity that (What’s happening? What’s going on?), Sure you
you enjoy, how often you do it, where you do it, do (you’re lying; you don’t really mean that),
etc. Ask students to tell you some of the leisure Seriously? (Really?), the difference between rock
activities they enjoy. Write these on the board, climbing and wall climbing, and Don’t even try
helping with vocabulary as needed. (Don’t do it). Point out the use of gerunds (nouns
• Have students open their books. Tell them that formed with –ing) for Rollerblading, rock climbing,
they will learn how to discuss leisure activities in and wall climbing. You may also want to point out
this unit. Read the unit title aloud. the usefulness of How often questions.
• Have students practice the dialogue. Play the
Using the large photo (5 min. or less) audio or read the dialogue aloud, pausing
• Have students look at the picture. Ask questions for students to repeat the lines. Work on
to create a framework for the dialogue: Who are the pronunciation as needed. Then have students
characters in the picture? (Alex, Lori, Karen, Diane) work in groups of four to read the dialogue aloud,
What are the girls wearing? (Rollerblades and switching roles after each reading so that all
helmets) Where are they? (in a park) You may want students read each role once. When groups have
to give students some background information finished, select one or more groups to perform for
about Central Park. the class.
T34
3 Useful expressions • To extend the activity, divide the class into Group
TEACHER’S NOTES
(10 min.)
A and Group B. Group A reads the question or
A. statement and Group B responds with the correct
• Direct students’ attention to the Useful expression. Then have groups switch roles.
expressions. Quickly elicit the meaning of each. • In pairs, have students practice the exchanges,
• 32 Play the audio and have students listen and first with the book, then without it. Remind
repeat. Work on pronunciation as needed. them to switch pairs. Walk around to help with
pronunciation, if necessary. Call on partners to
B.
present an exchange to the class.
• Call on a student to read the directions and each of
the questions or statements and responses aloud. Extension
Check that students recognize who Johnny Depp
is. Elicit the first two questions and corresponding • In pairs, have students write short dialogues
responses. Then have students work individually using all of the Useful expressions. Have them
or in pairs to complete the exercise. practice and then join another pair to present
their dialogues. Call on partners to present their
• To elicit the answers, call on one student to read dialogues to the class.
the question or statement and another to read
the response.
Answer key
1. Nothing much.
2. Guess.
3. At least you try.
4. See you.
5. Sure you do.
T35
3 Useful expressions B. Match the questions or statements on the left with the
responses on the right.
A. 32 Listen and repeat. 1. A: What’s up? B: See you.
• Nothing much. 2. A: Who’s at the door? B: Guess.
• Sure you do. 3. A: I’m not good at skating. B: Nothing much.
• At least . . . 4. A: Bye! Talk to you later. B: Sure you do.
• Guess. 5. A: Sometimes I see Johnny B: At least you try.
• See you. Depp at the supermarket.
Unit 4 35
4 Vocabulary Learn to learn
Sports and activities Learn collocations in context.
A. 33 Listen and repeat. Sports and activities go with certain verbs. Learn
the following collocations:
1. baseball 11. rock climbing • play tennis
2. basketball 12. Rollerblading • go biking
3. biking 13. skateboarding • do track and field (but run track)
4. bowling 14. soccer
Combine play, go, and do with the sports and
5. camping 15. swimming activities in Exercise 4A.
6. figure skating 16. table tennis
7. football 17. tennis
8. golf 18. track and field
9. gymnastics 19. volleyball
10. hockey 20. wall climbing
B. Number the pictures. Use some of the
sports and activities in Exercise A.
5 Pronunciation
The sound /ɑ/ in soccer
A. 34 Listen and repeat.
• soccer
• volleyball
• hockey
• golf
• rock climbing
3
B. 35 Listen to the conversations.
1. A: Do you like soccer?
B: I love it. Soccer is my favorite.
36 Unit 4
4 Vocabulary
TEACHER’S NOTES
(10 min.) Answer key
A. play baseball, basketball, football, hockey, soccer, table
• Introduce this activity by asking for a show of tennis, volleyball, tennis, golf
go biking, skateboarding, swimming, bowling, camping,
hands of students who participate in sports. Ask
figure skating, Rollerblading, rock climbing, wall climbing
individual students which sports they participate do gymnastics, track and field
in, helping them with the English words. Write
the words on the board. Elicit the names of other
popular sports. 5 Pronunciation (10 min.)
• Have students silently read the vocabulary list. A.
Make sure students understand the difference
• Read aloud the pronunciation focus. Write a series
between American football and soccer.
of one-syllable words with the /ɑ/ sound on the
• 33 Play the audio as students listen and repeat. board; for example, lot, hot, spot. Read each word
You may want to play the audio again for more aloud, exaggerating the lips, tongue, and lower
listening and speaking practice. jaw position so that students can see how to
B. produce the sound. Have students practice saying
the words.
• Call on a student to read the directions aloud.
• 34 Play the audio as students listen and repeat.
• Have students work individually or in pairs to
label the photos. You may want to play the audio several times until
students are comfortable pronouncing the words.
• To elicit the answers, hold up your book. Point to
each picture and call on students to give the name B.
of the sport or activity. • 35 Play the audio once or twice, pausing for
students to repeat. Elicit or explain the meaning of
Answer key no way. Make sure you read with expression.
(from top left to bottom right) 3, 10, 13, 15, 16, 4, 5, 18,
C.
11, 20
• PAIRS. Call on a pair to model the activity for the
class. Then have students make pairs and practice
Extension the conversations. Walk around, helping and
• Write individual sports and team sports on the board. praising students. Remind partners to switch roles.
Explain or elicit the difference between these types • Call on pairs to perform for the class.
of sports. (In individual sports, athletes perform
an activity alone, either for a team, such as a swim Cross-curricular activity: social studies
team, or in competition against individual athletes
as in golf. In team sports, two teams of people play • Have students form groups of four or five. On
against each other.) the board, an overhead projector, or a handout
write the following ten country names in one
• Have students work in pairs or groups to
column: Canada, Egypt, England, Greece, Japan,
compose a list of individual sports and team
Korea, Norway, the Netherlands, Scotland, and
sports. When students have finished, elicit the
the United States. In another column, write the
sports in each category.
following sports names: basketball, soccer, judo,
Have students complete Workbook Exercises 1–5. ice hockey, wrestling, golf, skating, tae kwon do,
bowling, and skiing.
• If possible, have students locate the countries on
Learn to learn (5 min.) a map. Then tell students they will check their
knowledge about the origins of some sports.
• Review the meaning of collocations, then have Each group will have three minutes to discuss
a student read the strategy line and directions. and match the sport with the country of origin.
Point out that go is used with sports that end in The group with the most correct answers wins.
–ing, play is used with competitive sports such • Walk around as students draw lines or make
as baseball and basketball, and do is used with the lists matching sports and countries. When time
sports gymnastics and track and field. is up, elicit and give correct answers. Then have
• Elicit the first five or six verb-sport collocations groups tally their number of correct answers.
and write them on the board. Then have students
work individually to complete the activity. Answer key
• Elicit answers and write the collocations on the basketball (United States), soccer (England), judo (Japan),
board. ice hockey (Canada), wrestling (Greece), golf (Scotland),
skating (the Netherlands), tae kwon do (Korea), bowling
(Egypt), skiing (Norway)
T36
Practicing grammar
TEACHER’S NOTES
1. False (do not always) • Read the directions and then point out the chart.
2. False (can) Say This activity is called ‘Find someone who’ because
3. True you are going to find one classmate for each activity in
4. True the chart. Read aloud the first activity in the chart:
Find someone who takes a shower twice a day. Ask
• Use the board to teach or elicit other important What question can you ask for the first item? (How
information about adverbs of frequency and often do you take a shower?) Elicit the questions
expressions of frequency, such as word order for the rest of the items.
in statements and the greater specificity of
• Role-play the example exchange with two
expressions of frequency.
students taking the roles of B and C. Ask the class
Whose name do I write in the chart? (Sandy’s)
• Have students stand up, and then give the signal
to begin. Walk around, helping when needed.
Allow enough time for the activity so that most
students are able to practice asking and answering
the last question.
• To conclude the activity, elicit the names of students
who fit the descriptions by asking Who questions;
for example, Who takes a shower twice a day?
T37
GRAMMAR FOCUS
Adverbs of frequency
100% 0%
always usually often sometimes never
I always clean my room.
She sometimes goes dancing./Sometimes she goes dancing.
I’m never home on weekends.
Expressions of frequency
once a day/week/month/year all the time
twice a day/week/month/year every day/week/month/year
three times a day/week/month/year
How often Short answers Long answers
How often do you clean your room? Every day. I clean my room every day.
How often does she go dancing? Once a week. She goes dancing once a week.
How often do they eat out? Never. They never eat out.
❏❏ ❏❏
Discovering grammar 1. (sunbathe)?
38 Unit 4
• Have students work individually to complete
TEACHER’S NOTES
the exercise.
Grammar Focus • To conclude the activity, have pairs compare their
answers, then call on several pairs to talk about
and Discovering grammar (10 min. or less)
what they learned about each other.
Gerunds after verbs like, love, hate, (don’t) mind,
prefer 9 Practice (20 min.)
T38
11 Listening
TEACHER’S NOTES
T39
11 Listening
36 Listen to the conversation. Circle the GROUPS. Talk about the things
correct answers. you like and don’t like doing
when you don’t have school.
1. Bill is .
a. a teacher c. a sports coach Useful language:
b. a manager • What do you like doing when there’s no
school?
2. Daniel prefers watching . • What do you hate doing?
a. skateboarding c. volleyball • I like/love/don’t like/hate. . .
b. baseball • I prefer . . .
• I don’t mind . . .
3. Daniel thinks baseball is . • Me, too./Yeah, I hate doing that, too.
a. exciting c. boring • Really?/Seriously?
b. fun
4. are becoming more popular
because of advertising.
13 Writing
a. Team sports c. Water sports A. Write a paragraph about the things you like
b. Action sports and hate doing in your free time. Use the
information in Teen Talk for ideas.
5. According to the class, is their
favorite sport.
a. baseball c. soccer
In my free time, I like . . .
b. basketball
12 Communication
Express preferences: Would rather
A. 37 Listen to conversation.
In my free time, I hate . . .
A: Would you rather watch team sports or
action sports?
B: Team sports. I like watching soccer. What
about you?
A: I’d rather watch action sports.
B: Which action sport do you like?
A: Skateboarding.
B. PAIRS. Now practice the conversation with
a classmate.
B. PAIRS. Read your classmate’s paragraph.
C. PAIRS. Ask your classmate his or her Circle any errors. Use the Peer editing
preferences. Use the model in Exercise A. checklist on page 138.
Replace the underlined parts with your
preferred activities.
Unit 4 39
14 Reading
A. GROUPS. List three sports you think are for boys and three you think are for girls.
Sports for boys: , ,
Sports for girls: , ,
B. 38 Read along as you listen to the article.
40 Unit 4
14 Reading 15 Comprehension
TEACHER’S NOTES
(15 min.) (15 min.)
A. A.
• GROUPS. Form groups of four, preferably a • Have students read the directions and
mixed group of boys and girls. Ask students to comprehension questions. Have them work
read the title of the article and look at the pictures. individually or in pairs to answer the questions.
Read the instructions aloud and have groups • Elicit answers orally. You may want to have
brainstorm about sports that they think are for students refer to the particular place in the article
boys or girls. where they found the answers.
• Call on several groups to say which sports they
think are for boys and which are for girls. Answer key
B. 1. sports that require strength and size (such as soccer and
biking)
• 38 Play the audio as students read silently 2. sports that require flexibility and grace (such as figure
along. Tell students that the first reading is for skating and gymnastics)
them to get a general idea of what the article is all 3. Answers will vary.
about. After reading the article, answer vocabulary
questions students may have. Make sure they B.
understand key words and expressions such as • Read the instructions aloud. Go through the list
take up, tend to, require, flexibility, and grace. of sports on the graph and elicit who does more
of each sport; for example, ask Who does more
C.
“exercise” walking? (women) Who plays more soccer?
• Read the directions and question. Then elicit (men and women play equally)
or explain how to interpret the graph, paying
attention to the color key for men and women. You 16 Your turn (10–15 min.)
may want to elicit the approximate percentages
for men and women in a particular sport and A.
write them on the board; for example, biking: 20% • GROUPS. Have students form all-girl and all-boy
women, 25% men. groups of three or four. Then call on a student to
• Have students read the article again and look at read the directions. Have groups brainstorm and
the graph. Ask students if they think the graph list their activities.
supports the ideas in the reading. B.
• Read the directions aloud and then group each
boy group with a girl group.
• As groups compare and discuss their lists, walk
around to monitor and help.
• To conclude the exercise, pose the questions to
several different groups. As a class, discuss
the results.
T40
Progress Check Units 3 and 4
TEACHER’S NOTES
B.
Now I can . . .
1. some
2. any • Have students check the functions they can now
3. some perform.
4. any
5.
6.
any
any, some
Activities
Fun with songs 2, page 63
C. Focus on culture 2, pages 66–67
Answers will vary.
D.
✎ Have students complete the Unit 4 test, page 83.
1. going
2. playing
3. watching
4. studying
5. doing
6. dancing
T41
Units 3 and 4
Test-taking tip: Stay positive and relaxed.
Keep a positive attitude throughout the test and try to stay relaxed.
Unit 4 41
Learning goals
1 Dialogue
Communication
39 Cover the dialogue and listen. Talk about what’s going on
Karen: Hi, Diane. Are you waiting for me? now
Diane: Of course I am. You never show up Grammar
on time! The present continuous
Karen: I’m sorry. I couldn’t decide what to The simple present contrasted
with the present continuous
wear.
Diane: For practice? What’s wrong with Vocabulary
jeans? Classroom activities
Karen: Nothing, but I always wear jeans.
And guess what? I’m wearing them
today! I’m tired of my clothes.
Anyhow, what are the others doing?
Are they here yet?
Diane: Everybody except Lori. She’s
running late.
Karen: Are Alex and Joe around?
Diane: They’re waiting for us in the
auditorium. Alex is practicing, and
Joe’s hanging out backstage. He’s
probably reading.
Karen: Joe reads all the time. Let’s go.
Diane: Hey, wait up! Why do you always
walk so fast?
Karen: Well, everybody’s waiting for us,
remember?
2 Comprehension
A. Write T for true, F for false, and NI if there
is no information in the dialogue.
F 1. Karen is waiting for Diane.
2. Karen is always late.
3. Lori is practicing with Paul.
4. Alex is reading.
5. Joe is working on an assignment.
6. Alex likes Diane.
B. 40 Read along as you listen again. Check
your answers.
42 Unit 5
TEACHER’S NOTES
Learning goals The following are additional learning goals in this unit:
• Hold up the right now card and say I’m teaching • To extend work with the dialogue, select key
English right now. Then hold up the every day card vocabulary and communicative phrases to discuss
and say I eat lunch every day. more fully, such as show up, What’s wrong with
• Give the cards to different students. Students . . . ? (Why don’t you like . . . ?), And guess what?,
with the right now card hold it up and tell the tired of, anyhow, running late, Are . . . around? (Are
class something that they are doing at this very . . . here/nearby?), and Wait up (Wait for me). To
moment. (I’m sitting in class. I’m holding a card.) call attention to the use of present continuous and
Students with the every day card tell the class simple present, elicit the things the characters are
something that they do every day. (I practice doing right now. Then elicit some of the things
guitar. I do homework.) Correct the verb tense they do habitually.
when needed. • Have students practice the dialogue. Play the
• Have students open their books. Tell them that in audio or read the dialogue aloud, pausing
this lesson they’ll practice talking about what they for students to repeat the lines. Work on
do every day and what they are doing right now. pronunciation as needed. Then have students
Call on a student to read the unit title aloud. work in pairs to read the dialogue aloud,
switching roles after each reading so that all
Using the large photo (5 min. or less) students read each role once. When students have
finished, select one or more pairs to perform for
• Ask the class to look at the picture. Ask questions
the class.
such as Who are the characters in the picture? (Karen,
Diane) Where are they? (outside a building) What
do they have with them? (a tape recorder, a folder, a Focus on values
bag) What is Diane doing? (pointing at her watch) • Elicit from students what they usually do when
they are late for a date or a meeting with a friend.
1 Dialogue and 2 Comprehension (10 min.) Discuss the importance and value of promptness
or being on time. You may want to have students
• Have students cover the dialogue.
form groups and talk about what is an acceptable
A. time delay and what is not, what is an acceptable
• Read the Comprehension directions aloud and excuse and what is not, and what is an acceptable
call on students to read each Comprehension response to someone who arrives late and what
statement aloud. Make sure students understand is not.
T42
3 Useful expressions
TEACHER’S NOTES
(10 min.)
A. (15 min.)
• Tell students to look at the list of expressions.
Quickly elicit the meaning of each. • PAIRS. Call on a student to read the directions
aloud. Do a choral reading of the Useful language.
• 41 Play the audio and have students listen and
Then have a strong pair model the discussion for
repeat. Work on pronunciation and intonation
the class.
as needed.
• Have students form pairs. Walk around to monitor
B. as students discuss.
• Call on a student to read the directions and the • To conclude this exercise, ask several students if
first exchange aloud. Elicit the answer. they are usually on time. If a student is often late,
• Have students work individually or in pairs to ask why.
complete the exercise.
• To elicit the answers, call on one student to read
A’s line and another to read B’s line.
Answer key
1. Of course I am.
2. Nothing.
3. I can’t. I’m running late.
4. He’s at practice.
Extension
• In pairs, have students write short dialogues
using all of the Useful expressions. Have them
practice and then join another pair to present
their dialogues. Call on partners to present their
dialogues to the class.
T43
3 Useful expressions
A. 41 Listen and repeat.
• Of course I am.
• What’s wrong with . . . ?
• I’m tired of . . .
• She’s running late.
• Is he around?
• Wait up!
B. Circle the correct responses.
1. A: Are you sure about that?
B: Of course I am. / OK.
2. A: What’s wrong with you?
B: No. / Nothing.
3. A: Hey, wait up!
B: I can’t. I’m running late. / I can’t.
I’m reading.
4. A: Hey, is Patrick around?
B: He’s at practice. / He likes to practice.
Useful language:
• Are you usually on time?
• Most of the time. / Not always. / I’m
always late!
• Why are you sometimes late?
• I can’t decide what to wear.
• I get up late.
• I need to finish something.
• It takes me a long time to get ready.
• I spend hours in the bathroom.
Unit 5 43
Practicing grammar
GRAMMAR FOCUS
The present continuous
4 Practice
Affirmative statements Negative statements What are the people in the picture doing?
I’m waiting for you. I’m not waiting Write sentences using the present continuous.
for him. 1. Jim / play volleyball
He’s/She’s waiting He’s/She’s not
Jim is playing volleyball.
for you. waiting for him.
We’re/They’re waiting We’re/They’re not 2. Megan and Ken / play Monopoly
for you. waiting for him.
Yes/No questions Short answers 3. Alice / relax at the park
Are you waiting for me? Yes, I am. / No, I’m not.
Is he/she waiting for me? Yes, he / she is. /
No, he’s/she’s not. / 4. Mark and Elena / jog together
No, he/she isn’t.
Information questions Long answers 5. Kevin / take pictures
What are you doing? I’m/We’re waiting for
our friends.
Where is he/she waiting? He’s/She’s waiting in
Andy
Kevin
Mark
Ken
Elena Michael
Alice
Megan
Jim
44 Unit 5
Practicing grammar
TEACHER’S NOTES
Grammar Focus 4 Practice (5 min.)
and Discovering grammar (10 min. or less) • Read the directions and the first item aloud, then
call on a student to read the answer.
The present continuous • Call on students to read the names of the people
in the picture, and then have them read each item
☞ See Grammar reference, page 102. aloud. Explain or elicit the meaning of Monopoly.
• To review the usage of present continuous, on the
board write What are you thinking about right now? • Have students work individually to complete
Elicit several responses from different students. the exercise.
• Have students look at the grammar chart and ask • Elicit answers by calling on students to read their
What’s the Grammar focus? (present continuous) statements aloud.
When do you use the present continuous? (to talk
Answer key
about things you are doing right now)
1. Jim is playing volleyball.
• Divide the class into two groups. Have one group 2. Megan and Ken are playing Monopoly.
read the affirmative statements aloud and the 3. Alice is relaxing at the park.
other group read the negative statements. Do the 4. Mark and Elena are jogging together.
same with the Yes/No and information questions 5. Kevin is taking pictures.
and answers.
• Have students complete the Discovering grammar 5 Practice (5 min.)
exercise and then elicit the answers orally.
• PAIRS. Read the directions aloud, and then call
Answer key on a student to read the example with you.
1. is / am / are • Give the class one minute to study the picture
2. right now and try to memorize the names and actions in
the picture. Then have students form pairs. Tell
• Use the board to teach or elicit other important Student B to ask Yes/No questions about the people
information about the present continuous, such as in the picture. Have Student A close his or her
how to form Yes/No and information questions. book and answer. When pairs have finished, have
Student B in each pair close his or her book and
have Student A ask questions.
• To check, have all students close their books. Call
on a student to ask a question about the picture.
Then have the student call on a classmate to
answer. Have the student who answered pose
another question and select a student to answer.
Continue until a number of students have had a
chance to ask and answer.
Have students complete Workbook Exercises 1–4
and Grammar Builder Exercises 1–4.
6 Practice
• Turn to page 69 and let students have a
competition.
T44
Practicing grammar
TEACHER’S NOTES
and Discovering grammar (10 min.) • Read the directions aloud. Have students silently
read the items. Make sure they understand exams
The simple present contrasted with the present and pay attention.
continuous • Call on a student to complete the first item. Ask
Why did you use simple present in the first blank?
☞ See Grammar reference, page 102. (It followed usually.) Why did you use present
• Ask a student What are you doing right now? (I’m continuous in the second blank? (It followed
sitting in English class.) What do you do every right now.) Have students work individually to
morning? (I eat breakfast, etc.) Write the answers complete the exercise.
on the board. Point to each and ask Is this present • Call on students to read their statements aloud.
continuous or simple present? Write the appropriate
heading above each. Answer key
• Have students look at the grammar chart. Read 1. ride, am walking
the grammar chart heading aloud. Explain the 2. are taking, have
meaning of contrasted with. 3. is sitting, doesn’t usually walk
• Divide the class into two groups. Have one 4. isn’t paying, never pays
5. are waiting, meet
group read the simple present statements aloud
and the other group read the present continuous
statements. Do the same with the information 8 Practice (5–10 min.)
questions and answers.
A.
• Call on a student to read the Discovering grammar
directions. Elicit the answer to the first item. Then • Read the directions and the first two example
have students work individually or in pairs to cues aloud. Then call on a pair of students to read
complete the exercise. the example exchanges. Elicit the questions and
answers for the third and fourth items and write
• Elicit full-sentence answers. You may want to ask them on the board if helpful.
students to give an example statement to illustrate
their answers; for example, Use the simple present to Answer key
talk about routines and habits. I go to bed at ten o’clock. 1. A: Where’s Jim? Is he playing volleyball with Michael?
B: Yes, he is. He usually plays volleyball with Michael
Answer key on Fridays.
1. simple present 2. A: Where are Megan and Ken? Are they jogging?
2. present continuous B: No, they’re not. They’re playing Monopoly. They
usually play Monopoly on weekends.
• Use the board to teach or elicit other important 3. A: Where’s Kevin? Is he relaxing in the park?
information about the simple present and the B: No, he isn’t. He’s taking pictures. He usually takes
present continuous, such as the different usages pictures on Saturdays.
of the simple present, the fact that present 4. A: Where are Mark and Elena? Are they playing
continuous often suggests actions that continue Monopoly?
B: No, they’re not. They’re jogging. They usually jog in
into the future, and the use of time expressions
the afternoons.
such as this year or this semester to say how long an
action will continue. B.
• Have students form pairs and take turns asking
and answering the questions. You may also have
them talk about the other people in the picture.
(Andy, Michael and Alice)
T45
8 Practice
GRAMMAR FOCUS A. Look at the picture
The simple present contrasted again on page 44. Write
with the present continuous conversations about it
using the cues.
Simple present statements Present continuous statements
I always wear jeans. I’m wearing jeans today. 1. Jim / play volleyball (on
He / She usually wears jeans. He’s / She’s wearing jeans right now. Fridays)
We / They wear jeans every day. We’re / They’re wearing jeans today. 2. Megan and Ken / jog
I live in New York. I’m living in New York this year. (play Monopoly/on
He / She studies French. He ‘s/ She’s studying French this weekends)
semester. 3. Kevin / relax in the
Information questions Answers
park (take pictures / on
What do you usually wear? I usually wear jeans.
What are you wearing today? I’m wearing jeans. Saturdays)
4. Mark and Elena / play
Discovering grammar Monopoly (jog in the
afternoons)
Look at the grammar chart. Complete the grammar rules with 1. A: Where’s Jim? Is he playing
present continuous or simple present.
volleyball with Michael?
1. Use the to talk about routines
and habits.
B: Yes, he is. He usually
plays volleyball with
2. Use the to talk about actions
that are happening right now or for temporary situations. Michael on Fridays.
2. A:
Practicing grammar B:
7 Practice
Complete the sentences with the simple present or the present 3. A:
continuous forms of the verbs in parentheses.
1. I usually (ride) ride my bike to school, but right now
B:
I (walk) ’m walking to school.
2. We (take) a test right now. We often
(have) a test on Fridays.
4. A:
3. My teacher (sit) at her desk. She
(not/usually/walk) around during exams.
B:
4. Michael (not/pay) attention to our teacher today.
He (never/pay) attention.
5. My friends (wait) for me at the mall. We
(meet) there every Friday night. B. PAIRS. Choose two
conversations and role-play
them.
Unit 5 45
9 Vocabulary
Classroom activities
A. 42 Look at the picture as you listen and repeat.
1. paying attention 7. daydreaming in class
2. sleeping in class 8. getting into trouble
3. taking notes 9. arguing
4. discussing something 10. doing research on the Internet
5. writing on the board 11. explaining something
6. erasing the board 12. spelling a word
B. Write the correct number next to each activity in the picture.
10
46 Unit 5
9 Vocabulary Focus on multiple intelligences: this activity
TEACHER’S NOTES
(10 min.)
A. focuses on kinesthetic intelligence.
• 42 Play the audio one or more times as students • To prepare for this activity, write familiar
locations on cards or pieces of paper; for
listen and repeat. Check that students understand example, at the beach, at the mall, at the school
daydreaming, getting into trouble, and arguing. cafeteria, at a family restaurant, at a park, at a soccer
B. game, at home, at an amusement park.
• Read the directions aloud and elicit the answers • Have students form groups of four to five
for the first two or three items. students. Give a different card to each group.
• Have students work individually or in pairs to Tell students not to let other groups find out the
number the photos. location they have on their card. Explain that
each group will act out, without words, things
• To check, hold up your book, point to each person,
that people usually do in the location. The class
and ask What’s he/she doing? Elicit the verb and the
will try to guess the group’s location.
number.
• Model or elicit actions that could be performed
Answer key at a certain location; for example, at a movie
(from the example, clockwise) 10, 6, 5, 12, 11, 1, 3, theater.
9, 8, 4, 2, 7 • Give each group five minutes to discuss and
prepare for their presentation. Tell them that
their presentation should last for one minute,
Extension enough time for the other students to look at
• Have students play a memory game. Give the what everyone in the group is doing.
class a few minutes to study the picture and
• Have each group present for at least one
try to memorize the activity vocabulary in the
minute. Near the end of the presentation, have
picture. Then have students form pairs. Tell
the class guess what they think each group
Student A to ask questions about the people and
member is doing. Then have the class vote on
actions in the picture. Have Student B cover the
the group’s location.
Exercise A vocabulary and answer. After a few
minutes, have students change roles. Have students complete Workbook Exercises 9–11.
T46
10 Pronunciation
TEACHER’S NOTES
C.
• PAIRS. Assign pairs and have students edit each
other’s paragraphs, then rewrite their own work
as needed.
• Call on several students to present their
paragraphs to the class.
T47
10 Pronunciation Learn to learn
Words beginning with s + another consonant Role-play to practice
A. 43 Listen and repeat. English.
In class, take the opportunity
• sleep • student to do role-plays. Role-playing
• Stacy • spell gives you the opportunity
• school to practice pronunciation,
intonation, and new vocabulary.
B. PAIRS. Take turns saying the sentences.
PAIRS. Go to Exercise 12.
1. Nicholas is sleeping in class.
Make sure you participate in the
2. Stacy is writing on the board. role-play.
3. Kayla and Zach are in school.
4. Abby is a good student.
5. Nicole is spelling a word.
12 Communication
Talk about what’s going
11 Writing on now
A. PAIRS. What do you and your classmates do in English class?
A. 44 Listen to the
List the things you do. Use some of the vocabulary in
conversation.
Exercise 9.
A: Hello?
, , B: Hi, Nikki. What’s up?
, , A: Nothing much.
, B: What are you doing?
A: Reading.
B. Now write what usually happens in your English class. Use B: What are you reading?
the simple present and the present continuous whenever A: The new Harry Potter
appropriate.
book.
A: Do you always read in
your free time?
B: Usually.
We do different things in English class. At the beginning
A: What else do you do?
of the lesson, we often listen to a dialogue. B: I sometimes watch
DVDs or play video
games.
B. Role-play the conversation,
replacing the underlined
parts.
Unit 5 47
13 Reading 14 Comprehension
A. GROUPS. Discuss this question: Answer these questions.
What are the good things about
1. How many teenagers in
school? Make a list with the
members of your group.
the United States are
homeschooled?
B. 45 Read along as you listen. 2. Who teaches homeschooled
children?
3. How does Dylan feel about
48 Unit 5
13 Reading Audioscript
TEACHER’S NOTES
(10 min.)
Mr. Hunter: Hello. My name’s Russell Hunter, and this is my
A.
daughter, Jasmine. I homeschooled Jasmine
• GROUPS. Read the directions and elicit several when she was a child. She’s now in college.
things that are good about school. Then have We’re here to answer your questions about
students form groups of four or five and complete home schooling. Yes?
a group list. Carol: My name’s Carol, and I’m the parent of two
teenagers. If I homeschool my children, how
• Elicit one or two good things about school from can they learn to be with other kids, especially
each group. Then tell students they are going to kids their own age?
read about students who study at home instead of Jasmine: I think I can answer that, Dad.
going to school. Mr. Hunter: Go ahead, Jasmine.
B. Jasmine: There are a lot of ways for your child to
meet people. Most homeschooling families
• 45 Play the audio as students read along silently. organize weekend field trips, sports activities,
Then ask students if they have any questions about and even trips to the library. These activities
vocabulary. Make sure they understand key words are great because you get to meet people
and expressions such as blog, former professor, at my of all ages. In a regular school, kids are with
the same classmates every day for the entire
own pace, field trip, explore, and biology. Then have
school year.
students read the article again silently. Mr Hunter: Next question. Yes, you, sir.
Randy: I’m Randy. How can I teach my child six
14 Comprehension (5 min.) hours a day? I can’t even have a five-minute
• Elicit the answer to the first item if helpful, and conversation with him!
Mr. Hunter: Good question. Homeschooling isn’t for
then have students work individually to complete
everybody. It’s a big decision. First, you should
the exercise. ask yourself if you have the time and the
• When checking answers, you may want to have patience to be your child’s teacher.
students read the sentence or sentences in the Jasmine: And of course, your child should also want to
article where they found the answer. study with you.
Mr. Hunter: Yes, young man. What’s your name?
Answer key Michael: Michael. I think regular school is better
because we have different teachers. My
1. 850,000
friends and classmates at school are OK. I
2. their parents
guess homeschooling isn’t for me.
3. He’s enjoying it.
Mr. Hunter: Right. As I said, homeschooling isn’t for
4. He gets together with other homeschooled kids and
everybody. There are a lot of kids, like
goes on field trips.
Michael, who do very well in their schools
and should stay there. But there are also
15 Listening (10 min. or less)
some students who do better in a homeschool
environment. Thanks, everybody, for coming.
• Call on students to read the directions and the If you have other questions, please go to my
statements aloud, including the multiple answer website, or e-mail me.
choices. Remind them that they are to cross out the
incorrect choice.
• 46 Play the audio two or more times and have
students complete the exercise.
• Elicit the answers by calling on students to give
complete sentences. Play the audio again to
confirm the answers, if helpful.
Answer key
(The following are not correct and should be crossed out.)
1. a
2. b
3. a
4. c
T48
Putting it together • You may want to have students practice the
TEACHER’S NOTES
Answer key
Answers may vary. Possible answer: Diane likes Alex, but he
doesn’t like her. He likes Lori. Diane is unhappy and jealous.
T49
The problem with Alex
A. 47 Read along as you listen to the conversation. What is Diane’s problem with Alex?
Oh. Lori’s there?
Hello. Diane?
Is Joe there?
Yeah. What
Hi, Alex. He is, but are you doing
he’s working on a right now?
project with Lori.
1 2
Sure. Can
Lori come?
Useful language
• It’s your turn.
• Our team gets a point!
• It’s our turn because you
spoke / pointed at something.
First word . . .
Wrong!
Keep guessing!
Second word . . .
Right!
50 Game 2
Game 2 Sentence charades
TEACHER’S NOTES
• Copy the sentences below. Then cut out each
sentence and fold it over (remembering to keep
them in separate A and B groups).
TEAM A
Swimming is fun. I hate volleyball. Soccer is boring.
I like reading. I love basketball. Daydreaming is fun.
Watching TV is boring. I love rollerblading. Singing is fun.
I like taking pictures. I hate arguing. Table tennis is fun.
I like relaxing. I hate golf. Writing is fun.
TEAM B
I like watching TV. Rock climbing is fun. I hate baseball.
I love tennis. Golf is boring. I like sleeping.
Erasing the board is fun. I love bowling. I like jogging.
Dancing is fun. Football is boring. Skateboarding is fun.
I hate taking tests. Reading is fun. I hate soccer.
• Read or have a student read aloud each of the
seven numbered steps.
• Direct everyone’s attention to the six illustrations.
Chorus the phrases and have the students perform
the gestures.
• Show students additional gestures for the words
I (pointing to one’s chest) and is (touching one’s
lips with the forefinger, then moving the hand
straight forward—the sign used in American
Sign Language).
• Then model two sentences for the class; for
example, I love dancing and Exercising is boring. As
you model, be sure to use the gestures presented
in the text and the signs for I and is.
• Have students form A and B teams with three to
five players on each team. Distribute one set of
folded sentence strips to each team.
• Point out the Useful language and explain that
students can use these expressions during the
game. Read the expressions aloud and have the
class say them after you.
• Call on two teams to demonstrate the game for the
class. Ask a player from Team A to stand up and
take a strip of paper from Team B’s pile. That player
then has ten seconds to think about the sentence.
Then the player acts out every word for his or her
team. Remind the player that he or she can use
hand gestures or body movements but cannot
speak or point to objects in the room. His or her
team only has thirty seconds to guess the sentence
and earn a point. Then ask a player from Team B to
choose a strip of paper from Team A’s pile and act it
out. Tell teams to keep track of their score.
• Walk around to monitor and help as students play
the game.
• When one of the teams in each group finishes,
have the group stop the game.
• Have the winning teams raise their hands.
T50
Project 2 A snapshot of a special interest • Go around the class, helping students and offering
TEACHER’S NOTES
T51
A snapshot of a special interest
Write a speech about something you find interesting and enjoy spending time on:
a craft or hobby, a collection, a pet, a sport, or a free-time activity. Then present
your speech to your classmates.
Project 2 51
Learning goals
1 Vocabulary Communication
Clothes and accessories Talk about clothes
Comment and compliment
A. 48 Listen and repeat.
Grammar
• belt • earring(s) • ring • socks too + adjective / not + adjective
• boots • jacket • shoes/ • tights + enough
• bracelet • necklace sneakers • top Present continuous for future
• dress • pants/jeans • skirt • T-shirt arrangements
Be going to + verb for future
B. Label the clothes and accessories with words from Exercise A. plans, intentions, and
predictions
2 Practice Vocabulary
Clothes and
accessories
Have a competition. Go to page 69.
4.
3.
1. earring
2.
12.
11.
5.
9.
10.
8.
7. 6.
52 Unit 6
TEACHER’S NOTES
Learning goals The following are additional learning goals in this unit:
T52
3 Reading
TEACHER’S NOTES
(15 min.)
A.
• GROUPS. Read the discussion question aloud. (10–15 min.)
Make sure students understand influence. As a
model, call on a strong student to answer the • GROUPS. Read the directions aloud and then do
question. Then have students form groups of four a choral reading of the Useful language. Make sure
or five to discuss the question. You may want students understand dressing up.
to have students choose a representative to take • Model a short discussion with a student. Have the
notes and then report on their discussion. student begin by asking you What kinds of clothes
• To conclude, call on several groups or group do you like to wear? Extend the model by asking
representatives to summarize their responses. the student questions such as How about you? Do
B. you like the gangsta look? What about punk fashion?
What do you think of the preppy look? Do you have a
• 49 Tell students to read the title and look at the Livestrong band?
pictures. Then play the audio as students read • Have students form groups of three or four. Walk
along to get a general idea of the article. around to monitor as students discuss.
• Ask students if they have any questions about • After students have finished discussing, ask for a
vocabulary in the article. Make sure they show of hands of students who 1) like dressing up
understand key words and expressions such as and 2) prefer casual clothes. Based on other topics
fashion industry, part-time job, exist, trends, baggy, you overheard while monitoring discussions, ask
combat boots, ripped T-shirts, spiked jewelry, bohemian, other questions about fashion and clothing that
decades, trendy, loafers, trend spotters. the class can vote on.
• Have students read the article again silently.
Focus on multiple intelligences: this activity
4 Comprehension (10 min.) focuses on interpersonal intelligence.
• Have students read the questions aloud. You • In groups, have students discuss the advantages
may want to have students write the answers and disadvantages of wearing a school uniform.
to these questions on a separate piece of paper. You may want to have them list these.
Alternately, you can have them take turns asking
• After groups have reported to the class, do a
and answering them verbally with a partner.
quick survey of how many students prefer to
• Elicit answers orally. You may want to have have school uniforms and how many do not.
students give the paragraph number in which they
found the answer.
Learn to learn (5 min.)
Answer key
1. Many American teenagers buy a lot of clothes. • Call on a student to read the learning strategy and
2. Celebrities who are popular with teens have the biggest example. Review the meaning of suffix.
influence on fashion trends.
3. a. Britney Spears is responsible for low-rise jeans with a
• PAIRS. Call on a student to read the directions.
very short top (a “belly shirt”). Point out that a suffix may be used more than once
b. Sienna Miller is responsible for the boho-chic trend. and that several adjectives may be formed from a
4. It’s a yellow wristband developed by cyclist and cancer single noun by using different suffixes. Elicit the
survivor Lance Armstrong. answer to the first item and write it on the board.
(stylish)
• Depending on your students’ abilities, have them
work in pairs to complete the exercise, or do it as
a class.
• Elicit answers by saying the noun and calling on
students to give the adjective(s) created from the
noun. Write these on the board if helpful.
Answer key
1. style > stylish
2. trend > trendy
3. fashion > fashionable
4. taste > tasteful, tasteless, tasty
5. dress > dressy
6. glamour > glamorous
T53
3 Reading
A. GROUPS. Discuss: Does anyone influence you in your fashion style? Explain your answer.
A
merican teenagers have a big Boho-chic (boho for bohemian and chic
influence on the U.S. fashion meaning fashionable) is mainly from the mid-
industry. Many of them have a 2000s. A boho-chic outfit may include long
part-time job or get money from their flowing skirts, wide belts, sheepskin boots or
parents, so teens buy a lot of clothes. cowboy boots, baggy sweaters, and hobo bags.
Without teenagers, many clothing Sienna Miller and the Olsen twins, Mary Kate and
companies wouldn’t exist. Ashley, popularized the boho-chic trend.
Celebrities who are popular with There are also celebrities who create their own
teens have the biggest influence on look—Gwen Stefani, for example, mixes fashion
fashion trends. Think of performers from past decades with modern styles.
such as Britney Spears, sports Another trend is the preppy look, which
personalities such as Anna Kournikova, is a classic, neat look: collared, button-down
and rap/hip-hop artists such as Jay-Z. Low-rise jeans shirts and loafers. Then, of course, there are trendy
with a very short top (a “belly shirt”) are popular, thanks accessories, such as the Livestrong band, a yellow
to Britney Spears and Anna Kournikova. The gangsta wristband developed by cyclist and cancer survivor
look—big, baggy pants; over-sized T-shirts or sweatshirts; Lance Armstrong.
and baseball caps—is popular, because of rappers. Punk So that’s the first decade of the century. What’s going
fashion, which became a trend again in 1996, features to happen in the second decade? For sure, trend spotters
combat boots, old Converse® shoes, tight leather pants, from clothing companies are watching Hollywood and
ripped T-shirts, and spiked jewelry. the MTV crowd to find out.
Useful language:
• What kinds of clothes do you like to
wear?
• I’m the jeans-and-T-shirt type.
• I’m the opposite. I love dressing up.
• I’d rather be comfortable.
• I prefer shorts and T-shirts.
Unit 6 53
B. PAIRS. Imagine you are celebrities.
GRAMMAR FOCUS Student A, ask Student B’s opinion about
clothes you are trying on for an event.
Too + adjective Student B, respond to Student A.
This sweater is too short. It doesn’t fit me. For example:
These shoes are too tight. I can’t wear them.
A: Jen, what do you think of this blue dress?
Not + adjective + enough B: Uh. It’s not fashionable enough.
This jacket isn’t warm enough. I need a different
A: What about this black one?
one.
These pants aren’t big enough. They’re not very B: Black looks great on you, Angie. You
comfortable. look very glamorous.
A: Thanks.
Discovering grammar
Look in the grammar chart. Circle the
correct answers.
1. Too comes (before / after) the adjective.
2. Enough comes (before / after) the
adjective.
tight
low high
Practicing grammar
5 Practice
Complete the sentences. Use too or enough long
and the cues. short
1. These shoes are (not comfortable)
for hiking.
2. I don’t like rock climbing. It’s (scary)
.
3. This tea needs more sugar. It’s (not sweet)
. loose
4. My mom doesn’t like sports cars. She
thinks they’re ( fast) .
big
5. The pizza (not hot) . Put it
back in the oven.
small
6 Communication
Comment and compliment
A. 50 Listen to the conversation.
A: What do you think of this skirt?
B: Actually, it looks too big.
A: Really? Well, what about these pants?
B: They’re great! You look good in them!
A: Thanks!
54 Unit 6
6 Communication
TEACHER’S NOTES
(15 min.)
A.
Grammar Focus • Use the illustrations to preteach vocabulary
and Discovering grammar (10 min.) students will need for Exercise B. Have students
look at the illustrations and adjectives on the right
Too + adjective side of the page. Pointing to each picture, ask
Not + adjective + enough the whole class questions such as What’s wrong
with this boy’s pants? (They’re too low.) What’s the
☞ See Grammar reference, page 103. problem with this lady’s skirt? (It’s too tight.) What’s
• Write on the board He’s wearing a coat. She’s wearing wrong with his pants? (They’re too high.)
a coat, too. Elicit the meaning of too in this example. • 50 Read the heading and check that students
(also) Then write His coat is too small. Elicit the
understand the meaning of compliment. Play the
meaning of too in this example. (very; smaller than
audio once or twice, pausing for students to repeat.
it should be) Write His coat is not big enough. Elicit
the meaning of not enough in this example. (not as B.
big as it should be) • PAIRS. Read the directions aloud. Call on two
• Have students look at the grammar chart. Read students to read the example aloud. Then have
the headings and call on students to read the them model an original conversation.
sentences. • Pair students and tell them to practice having
• Have students work individually to complete several conversations, switching roles each time.
Discovering grammar. Elicit answers orally. • After they have practiced several times, have
students close their books and practice again.
Answer key
• Call on pairs to present their conversations to
1. before the class.
2. after
Answer key
1. not comfortable enough 2. too scary
3. not sweet enough 4. too fast 5. isn’t hot enough
T54
7 Dialogue and 8 Comprehension 9 Useful expressions
TEACHER’S NOTES
T55
7 Dialogue 8 Comprehension
51 Cover the dialogue and listen. A. Read the false statements. Cross out the
false information and correct it.
Diane: OK. How do I look? Be honest. purple
Karen: Hmm . . . you look too dressed up. 1. Karen suggests a red top and jeans to Diane.
How about this purple top and these
jeans? 2. Diane says the top is too big.
Diane: That top is too tight, and those jeans
3. Diane is going to wear a red skirt.
aren’t dressy enough. What are you
going to wear? 4. Karen wishes Alex would notice her.
Karen: My red skirt, a black top, and black
boots. 5. Karen thinks Lori is jealous of Diane.
Diane: Wow! You’re going to look great! But B. 52 Read along as you listen again. Check
what about me? your answers.
Karen: Definitely wear the jeans. Alex is
going to notice you for sure.
Diane: I wish! Alex doesn’t even know I exist. 9 Useful expressions
He’s going to notice Lori, not me. A. 53 Listen and repeat.
Karen: Sounds like you’re jealous!
• How do I look?
Diane: Get out of here! I am not!
• I wish!
Karen: Yeah, right.
• Definitely.
Diane: Anyway, what time are we leaving?
• Sounds like . . .
Karen: Oh, Lori’s coming by at seven.
• Get out of here!
B. Complete the conversations with
expressions from Exercise A.
1. A: you’re busy.
B: I am. I’ll call you later.
2. A: Ooh. You’re jealous!
B:
3. A:
B: You look awesome!
4. A: Are you going to the Black Eyed Peas
concert?
B: I can’t wait!
5. A: Wow! You look like Jennifer Aniston!
B: .
Unit 6 55
GRAMMAR FOCUS
Present continuous for future arrangements
Affirmative statements Negative statements
He’s leaving early tomorrow. He’s not coming to the party tonight.
We’re practicing this weekend. We’re not doing anything on Friday.
Yes/No questions Short answers
Are you coming over later? Yes, I am. / No, I’m not.
Information questions Answers
When are they leaving? They’re leaving tomorrow morning.
56 Unit 6
Practicing grammar
TEACHER’S NOTES
Grammar Focus 10 Practice (5 min.)
Answer key A.
1. future • Call on students to read the directions and the list
2. present of activities aloud. Make sure students understand
stay over (spend the night). Explain that they
• Use the board to teach or elicit other important should write another activity they are doing this
information about the present continuous for week above your own idea.
future arrangements, such as the use of time • Have students mark their answers on the
markers to make the future sense clear. list individually.
• Call on several students to share their answers
with the class using the present continuous in
complete sentences; for example, I’m going to a
movie this weekend.
B.
• PAIRS. Read the directions and example
exchange aloud. Call on a pair of students to
model a conversation with their own information.
• As pairs talk about their plans for the weekend,
walk around to monitor and help.
• Call on one or two pairs to perform a conversation
for the class.
T56
Practicing grammar
TEACHER’S NOTES
and Discovering grammar (10 min. or less) • Read the directions aloud and then call on a pair
to read and answer the first item.
Be going to + verb for future plans, intentions, and • Have students work individually to complete the
predictions exercise. Elicit answers orally.
☞ See Grammar reference, page 103. Answer key
• On the board, write I’m wearing this jacket to the 1. A: Is Jason coming to your party on Saturday?
party tomorrow. I’m going to wear this jacket to the B: I don’t know. I’m going to call him in a minute.
party tomorrow. Say In both of these sentences, we’re 2. A: Are you going to have a party for your birthday
talking about the future. What structure indicates the this year?
future in the first sentence? (present continuous) B: Yeah. I’m going to have it in a club.
What structure indicates the future in the second A: What are you going to wear?
sentence? (be going to) Point out that though B: Just jeans and a nice top. The party isn’t going to be
formal.
both the sentences refer to the future, their
meanings are slightly different. Say We use the • You may want to have pairs practice the
present continuous to talk about very definite future exchanges, changing roles after the first round.
arrangements—things that are not going to change.
We use be going to to talk about plans, intentions,
and predictions—things we think will happen but that 13 Practice (5 min.)
might change. • PAIRS. Read the instructions and boxed verb
• Have students look at the Grammar focus chart. phrases aloud. Then point to the celebrity
Read the headings and have the class read the illustrations. Say the name of each celebrity and
statements and questions. have the class repeat it after you. If helpful, elicit
information about each celebrity from the class.
• Have students work individually to complete
Discovering grammar. Elicit answers orally. • Call on a pair of students to model the activity by
completing the example exchange. Then assign
Answer key pairs and have students begin. Tell them to change
roles after the first round.
1. base
2. plans • Check by asking about each celebrity and calling
on students to answer.
• Use the board to teach or elicit other information
about be going to, such as how to form affirmative Answer key
and negative statements, Yes/No questions and 1. She’s going to play music.
answers, and information questions. 2. She’s going to make a phone call.
3. She’s going to take a bath.
4. He’s going to wash his car.
T57
Practicing grammar
GRAMMAR FOCUS
Be going to + verb for future plans,
12 Practice
intentions, and predictions Complete the conversations
Statements with be going to and the
I’m verbs in parentheses.
He’s / She’s 1. A: Is Jason coming to your
(not) going to watch TV tonight.
You’re
party on Saturday?
We’re / They’re
B: I don’t know. I (call)
Yes/No questions Short answers
Yes, I am. / No, I’m not.
Are you him in a minute.
Is he / she going to watch TV tonight? Yes, he/she is./No, he’s /
she’s not. 2. A: (you/have)
Are they
Yes, they are. / No, they’re not.
Information questions Answers a party for your
Who’s going to watch TV tonight? I am. birthday this year?
What is she / he going to do tonight? He’s / She’s going to watch TV.
B: Yeah. I (have)
When are they going to watch TV? Tonight.
formal.
13 Practice
PAIRS. Look at the pictures.
Ask and answer what each
person is going to do. Choose
phrases from the box.
For example:
A: What’s Angelina Jolie going
to do?
B: She’s. . . . What about
Cameron Diaz? What’s she
going to do?
Unit 6 57
14 Pronunciation 17 Writing
The pronunciation of going to /gɑnə/ GROUPS. Write some fashion do’s and don’ts
for teenagers like you. Include the advice you
A. 54 Listen and repeat. heard in Exercise 15.
1. I’m going to see you tonight.
2. She’s going to call you at 5:00.
3. He’s going to arrive at 7:00. 1. Wear styles you’re going to be
4. They’re going to play volleyball. comfortable in.
B. PAIRS. Take turns saying each sentence 2. Don’t wear clothes that are too
out loud. fashionable or too trendy.
3.
15 Listening 4.
55
Listen to the talk show. Circle the letter 5.
of the phrase that correctly completes each 6.
statement.
7.
1. Olivia says the girls in her new school
. 8.
a. are not fashionable c. hate fashion
b. are into fashion
2. Lauren advises Olivia not to wear anything
that’s .
a. too comfortable c. too short
b. too trendy
3. Noah tells Olivia to .
a. be confident c. be nice
b. look pretty
4. Lauren says a person can’t be confident if the
clothes are .
a. too trendy c. not comfortable
b. too expensive
5. Ella advises Olivia to .
a. follow fashion trends c. look young
b. be herself
6. When choosing clothes, Anna advises
teenagers to consider their .
a. parents c. friends
b. personal style
16 Speaking
GROUPS. Discuss this question.
Do you agree with the advice that the teens and
the editor of Teen Magazine give? Explain your
answer.
58 Unit 6
14 Pronunciation
TEACHER’S NOTES
(10 min.) Matt: Well said, Lauren. Noah, that’s great advice. How
about you, Ella? Do you have any fashion tips for
A. Olivia?
• Read aloud the pronunciation focus. On the board, Ella: Yes, I do. Don’t try too hard. Middle school girls
write I’m going to go. Underline going to and write hate girls who try to look like Paris Hilton. Be
/gɑnə/ underneath. Tell students that in natural yourself. And don’t try to look older than you are.
connected speech, going to is often pronounced Matt: And to conclude, here’s the editor in chief of Teen
/gɑnə/. Say the sentence with /gɑnə/ and have magazine, Anna Windsor, with more do’s and
don’ts for teens.
students say it after you.
Anna: Thanks, Matt. Here are a few things to keep
• 54 Play the audio several times until students in mind: Keep your clothes simple and classic.
are comfortable pronouncing the words. Nothing over the top. It’s OK to be a little trendy
or fashionable, but consider your personality and
• To practice, divide the class into two groups. Have
personal style. A Paris Hilton look doesn’t look
the groups take turns saying the sentences, then good on young teenagers. And as Noah said, be
have them change roles. confident.
B.
• PAIRS. Read the directions aloud and assign 16 Speaking (10 min.)
pairs. Walk around, helping and praising students.
Remind partners to switch roles. • GROUPS. Read the directions. Ask students to
summarize the advice that the teens and editor
• Call on students to read each sentence aloud. gave. Write this on the board if helpful. Then
assign groups of three or four students. As groups
15 Listening (10 min.) discuss, walk around to monitor.
• Tell students they will be listening to a talk show • Elicit opinions from several different students.
in which the listeners phone in to ask questions.
Call on students to read the directions and the 17 Writing (15 min.)
statements aloud, including the multiple answer
choices. A.
• 55 Play the audio two or more times as students • GROUPS. Read the directions aloud and call on
complete the statements. a student to read the examples listed. Elicit a few
more pieces of advice from volunteers.
• Elicit the answers by calling on students to give
complete sentences. Play the audio again to • Assign groups. Walk around to help as students
confirm the answers, if helpful. complete their lists.
• To conclude, elicit advice from several different
Answer key groups. You may want to have students raise their
1. b 2. b 3. a 4. c 5. b 6. b hands if they agree with the advice.
T58
Progress check Units 5 and 6
TEACHER’S NOTES
T59
Units 5 and 6
Test-taking tip: Keep your eyes on your own paper.
You don’t want to appear to be cheating and cause unnecessary trouble for yourself.
Grammar Vocabulary
A. Complete the conversations with either the C. Put a check (✔) next to proper behavior in
simple present or the present continuous. the classroom and an X next to the ones
(3 points each) that are not proper. (2 points each)
1. A: What (you/do) are you doing ? ✔ 1. paying attention to the teacher
B: I (check) my messages. 2. daydreaming during class
A: But why (you/use) 3. checking your messages on your
my computer? You always (use) cell phone
my things without 4. arguing with your classmates
permission. 5. taking notes during a lesson
B: I’m sorry. But Mom (use)
6. sending instant messages during
the other one. Just five class
more minutes.
7. helping to erase the board
2. A: Can I borrow one of your Harry Potter
books—the final book?
Communication
B: I’m sorry, but I (read)
it. D. Complete the conversation. Use too and
enough in your responses. (3 points each)
A: You (not/read) it right
A: What do you think of these jeans?
now. You only (read)
B: (low and tight)
on weekends.
B: You’re wrong. I (just/rest)
A: What about this pair?
for five minutes.
B: Um. No, (not fashionable)
A: All right. But can I borrow it later?
B: Sure. .
A: You’re difficult. How about these? Are
B. Complete the conversation with the they, (fashionable)
present continuous form to express future
meaning. (2 points each) ?
B: Yes! They look great.
A: Can I come to your house tonight?
B: No, sorry. My cousins from Canada (visit)
us.
A: When (they/come) ? Now I can . . .
❏ talk about reasons for running late.
B: They (arrive) at 7:00 ❏ explain what’s going on now.
tonight. ❏ compliment and respond to a
A: (you/take) them compliment.
anywhere?
B: Of course. We (take) them
all over town.
Unit 6 59
1 Reading
Reading skill: Using pictures
Look at the photos and illustrations in an article or story
before you read, as you read, and after you read.
A. PAIRS. Look at the title and pictures before you read. Talk to
a partner about what you see in the pictures.
C. After you read, use pictures to help you remember. Write the
letters of pictures that illustrate the following.
1. d Ancient Egypt 6. neck rings
2. thin women 7. tattoos
3. plump women 8. Maori culture
4. Renaissance Europe 9. long hair on men
5. Padaung culture 10. piercings
2 Listening
56 Listen to a fashion expert. On the chart, check (✔) what she
says is stylish and attractive for men and women today.
3 Speaking
GROUPS. Talk about what makes men and women stylish
and attractive. Comment on hairstyle, makeup, tattoos, and
piercings.
A: Do you think long hair is attractive on a man?
B: Well, I think short hair on a man is attractive.
C: Interesting. I think long hair is attractive.
4 Writing
Write two paragraphs about what you think makes men and
women attractive and stylish.
60 Wide Angle 2
Answer key
TEACHER’S NOTES
Hairstyle Makeup Tattoos Piercings
Pictures (5 min.) Men medium- none one or two one or two
length
• Write the following on the board: When do you
usually look at the photos and illustrations in an article Women long a lot none one or two
or story? a) before you start reading, b) as you read,
c) after you finish reading, or d) all of the above. Ask
students to answer by raising their hands. Audioscript
• Tell students that they will now look at how to use Interviewer: You’re here with Tom Weaver and I’m talking
pictures to better understand what they read. with fashion writer Yoko Honda about what’s
fashionable and stylish today. So what do you
think makes a man attractive today?
1 Reading (15 min.)
Yoko: Well, I think medium-length hair on a man
A. is attractive. Not too short, not too long, but
• Call on a student to read aloud the Reading medium-length so it just touches his shoulders.
Interviewer: What about makeup on men?
skill. Explain that photos and illustrations often
Yoko: No, that was fashionable a few years ago,
contain important information and can help in but makeup for men is definitely out of
understanding a text. Ask students When should fashion now.
you look at the photos and illustrations in an article or Interviewer: And tattoos or piercings?
story? (Before you read, as you read, and after you Yoko: Well, I think the really attractive guys have
read something.) one large tattoo on their backs, and maybe
• Read the directions aloud. Assign pairs and ask one on their arms. But not too many tattoos.
Interviewer: And piercings?
students to discuss what they see in the pictures.
Yoko: One or two rings on the ear are nice. But not
• Check by asking pairs what they noticed. piercings all over. That’s too much.
B. Interviewer: And what makes a woman look stylish and
attractive these days?
• Read the directions aloud. Model the activity, Yoko: Long hair. Short hair is out. Medium-length is
holding up your book and pointing at relevant out. It has to be long.
pictures and details as you read the first few Interviewer: What about makeup?
sentences aloud. Ask students to look at the Yoko: Last year, makeup was not cool. But this year
pictures as they silently read the text. it’s trendy again. White, white skin and red,
red lips. Today’s fashionable woman wears a
C. lot of makeup.
• Read the directions and items 1–10 aloud. Then have Interviewer: What about tattoos and piercings?
students work individually to complete the exercise. Yoko: Tattoos are out. Tattoos just don’t look
good on women. And piercings? Just one or
• Check by eliciting answers from individual students. two—pierced ears are always fashionable.
Interviewer: OK. Thanks, Yoko. We’ll be right back after
Answer key this commercial break.
1. d 6. b
2.
3.
d
e
7. a, c, f
8. f
3 Speaking (10 min.)
4. e 9. f • GROUPS. Read the instructions and ask three
5. b 10. a, b, c students to read the example aloud.
• Have students form groups of four or five. Tell
• You may want to extend work with the reading by students to give their own opinions about what
asking further comprehension questions such as is attractive and stylish. Point out that they may
What changes over time? (people’s ideas about beauty) want to begin by comparing their opinions on
Do different cultures have different ideas about beauty? hairstyle, makeup, tattoos, and piercings with
(yes) What kinds of women were considered beautiful in what the expert said.
ancient Egypt? (thin women with small waists) How
about in Renaissance Europe? (plump women) • Walk around, monitoring and helping students
as needed.
2 Listening (5 min.) • To conclude, elicit opinions from different groups.
• Tell students they are going to listen to an
interview with Yoko Honda, a fashion expert. 4 Writing (20 min.)
Have them read the chart. • Tell students to use the topics from the listening
• 56 Play the audio two or more times as students and speaking activities to help them write their
complete the exercise. paragraphs. Circulate and help students as
they write.
• Elicit the answers orally.
• Ask volunteers to read their paragraphs to the class.
T60
Focus on values
TEACHER’S NOTES
T61
Images of beauty and style are all around us: in movies, on television,
in magazines, and on the Internet. However, what’s attractive changes
over time and varies from culture to culture.
What is the ideal body shape? In ancient Egypt, beautiful women were
thin and had small waists. In Renaissance Europe (1300–1500), peoplee
thought plump women were very beautiful. And in many traditionall
Pacific Island cultures, men find extremely heavy women very attractive..
Some cultures have very special ideas of beauty. For the Padaung of
Burma, a very long neck is beautiful on a woman. Girls from the age
of five or six wear metal rings around their necks. As their necks grow,
more rings are added.
What do
d you think makes
a
akes a
person
n attractive?
Wide Angle 2 61
Fun with songs 1
A list of our favorite songs
A. GROUPS. On a piece of paper, make two E. Homework: Listen to as many of the songs
columns with the heads Favorite English on the class list as you can. Which songs do
songs and Favorite local songs. you like best? Why?
B. GROUPS. Talk about your favorite songs. F. CLASS. Share your reactions to the songs
Choose two or three songs for each with your classmates.
column. List their titles and the names
of the singers. Use the Useful language Useful language:
in your discussion.
• What’s your favorite English song?
C. GROUPS. Present your list to the class. • That’s mine, too!
Write the song titles and the singers’ • I don’t know that one. Can you sing
names on the board. a few lines?
• Who sings it?
D. CLASS. Look at the titles on the board. • It’s not that popular, right?
Vote on your top three favorite songs in • What about local songs?
each category. Copy the titles of the top • Yeah, that’s a really cool song.
songs into your notebook.
TEACHER’S NOTES
• Do a quick, informal survey of music listening • As homework, have students listen to as many
habits of the class with a show of hands. Ask of the top six songs as they can. Tell them that
students to raise their hand if they listen to music they should decide which songs they like best in
at least once a day. Of those who do, elicit how each category. They may do this individually, as a
they listen to music: on the radio, on their Ipod or group, or as a class. Students who have recordings
CD player, or on the Internet. of the songs can share them with others.
• Tell students that they will work together on a F.
project to make a list of recent hit songs they like • CLASS. Write students’ favorite songs on the board.
to listen to. At the end of the class, they will vote See which song is the class favorite in each category.
for their top three favorite songs. Have students share their reactions to the songs.
A.
Extension
• GROUPS. Ask students to form groups of three.
Tell them to take out a piece of paper and write Depending on the interests of your class, you may
Favorite English songs as the heading for one want to do one or more of the following activities:
column and Favorite local songs for the other. Write 1. Cloze listening. Choose a song from the class
these headings on the board. list of favorite songs. Make a copy of the
lyrics. This will serve as your master lyric
B.
sheet. For the cloze activity sheet, white
• GROUPS. Model the discussion activity by out some words from the lyrics, preferably
asking a student the first question in the Useful vocabulary that students are already familiar
language box, What’s your favorite English song? with. You may also choose to white out
Write the student’s choice on the board in the specific parts of speech like nouns, adjectives,
Favorite English songs column. Ask What’s your or verbs, depending on what you would
favorite (Mexican, Brazilian, Taiwanese, etc.) song? like students to practice. Distribute the
Write the student’s answer in the Favorite local cloze activity sheets. Then play the song as
songs column. Be sure to include the titles of the students listen and complete the lyrics.
songs and the names of the singers.
2. Sing-along. Ask volunteers to bring one or
• GROUPS. Tell students to talk about their more of the top favorite songs to class. Make
favorite songs in their groups and come up with copies of the songs’ lyrics and distribute them
a list of two or three songs for each column. Have to the rest of the class. Ask for volunteers or
them choose a reporter to write down, and later appoint several outgoing students to lead
present, their list to the class. their classmates in singing the songs.
• Walk around to monitor and help as students work. 3. Find the part of speech. Have students look for
C. and circle specific parts of speech in the lyrics
• GROUPS. Have group reporters take turns of their favorite song; for example, pronouns
presenting their lists to the class. Write each song or adjectives.
title on the board. 4. Listening comprehension. Write three or four
guide questions about a class favorite song
D.
on the board. Have students answer the
• CLASS. Tell students that they will vote for their questions while listening to the songs. Ask
top three favorite songs in each category. This means students to share their answers with the class.
they can raise their hand not more than three times
5. Words and pictures. Have students make a
to vote for three different songs in each category.
drawing, collage, or cartoon strip based on
• Read each title out loud, count the number of votes any of their favorite songs.
for each song, and write it next to the song. Circle
the top three songs in each category and have
students copy the titles into their notebooks.
T62
Fun with songs 2 A booklet of favorite songs D.
TEACHER’S NOTES
• Write 10 Questions about Music on the board. Elicit • GROUPS. Have groups take turns presenting
ten Wh– and Yes/No question words from the class their song booklets to the class. Encourage
and write these on the board; for example, What students to ask questions and make comments
kind of, Who, When, How often, Do, Which, Are, Can, about each group’s presentation.
How many, Where, etc. Tell students they have two E.
minutes to write down as many questions as they • CLASS. Arrange the song booklets for all to
can about the topic of music. If helpful, write a see. Hold a vote for which group gave the best
couple of example questions on the board, such as presentation, which group had the most creative
What kind of music do you like? Are you a good singer? song collection, and finally, which group had the best
• Check by eliciting a few questions from the class. song collection. Have students vote by raising their
Then have students discuss their questions in pairs hands or by writing their choices on slips of paper.
or small groups.
A. Extension
• GROUPS. Assign groups of four or five. Read the Depending on the interests of your class, you may
instructions aloud. Ask students to talk about their want to do one or more of the following activities:
favorite songs and then decide which songs they 1. Cloze listening. Copy and distribute a short
want to include in their song booklets. biography of a singer who is popular with
the students. Omit or white out some words.
B.
Have students work by themselves to guess
• Have a student read the directions aloud. Elicit the missing words. Then have them compare
what students will need to look for and where their ideas with a partner. Elicit their ideas
they can find it. Suggest any websites, magazines, before reading the text aloud.
etc., you think might be helpful. Remind students
2. Listening comprehension. On the board write
to bring their lyrics, pictures, and information
three or four guide questions about a favorite
to class so they can create their song booklets
song. Have students answer the questions
together with their group members. You may need
while listening to the song.
to give the class a day or two to complete their
research. 3. Find the part of speech. Have students look
for and circle specific parts of speech in the
C. lyrics of a song or a singer’s biography; for
• GROUPS. Read the directions aloud. Have example, pronouns or adjectives.
students create their song booklets, using the 4. Words and pictures. Have groups make copies
information and pictures they have gathered from of their song books so others can read them at
their research. Chorus the Useful language and their leisure.
encourage students to use it as they discuss how
to make their song booklets. Go around the room,
monitoring and helping.
T63
Fun with songs 2
A booklet of favorite songs
Materials:
• Paper for each
group’s booklet
• Markers or
colored pencils
• Lyrics to favorite
songs
• Pictures to
illustrate the
booklet
A. GROUPS. Look at the list of songs you from the collection and share some
made in Fun with songs 1. Each group information about the singer or group. Ask
member should choose one favorite song your classmates for their comments and
from the list. questions.
64 Focus on culture 1
Focus on culture 1 International Games
TEACHER’S NOTES
• Call on a student to read the title and introduction
aloud. Point out the paragraph headings and ask
Which countries are the games from? (the United
States, Japan, Saudi Arabia, and China) Tell
students to look at the photos and the world map.
Point to the photo of the Saudi boy. Ask Where is
this? (Saudi Arabia) Ask about the other photos in
random order.
• Have students silently read the passages.
T64
1 Comprehension 2 Comparing cultures
TEACHER’S NOTES
T65
1 Comprehension
A. Complete each statement with the name of
the correct game.
1. You play in water.
2. You need a ball for .
3. You answer a call in .
4. is a word game.
5. In , people run.
6. In , someone sings or
tells a story.
B. GROUPS. Play “Take from the End” or
“Caught You!” If you lose or have the ball,
you can either:
• sing a song in English
OR
• say four funny sentences about yourself
(for example, “I like to eat shoes.”)
2 Comparing cultures
PAIRS. Discuss these questions.
1. Do you play any games similar to these in
your country?
2. What other games do people play in your
country?
3. Describe a fun game people play in your
country:
3 Your turn
Write a paragraph about a game people play
in your country.
Focus on culture 1 65
Focus on culture 2
A WORLD OF SPORTS
Do you like fast sports? Here are three sports from around the world with speeds of
over 60 miles per hour.
Sepak takraw is a Malaysian game that people play all over Southeast Asia. It’s similar to
volleyball, but players can’t touch the ball with their hands or arms. Instead, they must use
their feet, legs, and lower body to hit the ball and keep it from touching the ground. There
are three players on each team and they get three chances to try to send the ball over the net,
which is 5 feet high. To do this, players often do a 360-degree turn in the air. The opposing team
tries to block the ball with their legs and feet. The game is fast, fun, and exciting—in fact, the
rattan ball can reach speeds of over 60 miles per hour!
In the frozen Arctic North, reindeer racing is a sport of skill and speed. We think of reindeer
as the cute animals that pull Santa’s sled. In fact, they are very strong animals that can survive
extremely low temperatures and can reach running speeds of 60 miles per hour. In Siberia, the
reindeer pull a sled in which the driver sits. In Finland, the reindeer driver is on skis and holds
on to the reins with both hands. Speeding behind the reindeer over frozen ground or ice is very
exciting.
Sandboarding is especially popular in South America, Australia, and the United States—but
you can do it wherever there are sand dunes. Like snowboards, sandboards are waxed and
there are straps on the board for boots (or bare feet). Sandboarders usually walk up or ride a
dune buggy to the top of a dune, then hop on their boards for the awesome ride down. You can
reach speeds of 60 miles per hour and when you jump up into the air, you feel like you’re flying.
Unlike snowboarding, you can sandboard all year round. Sand doesn’t melt!
5 feet = 1.5 meters 60 miles = 97 kilometers
66 Focus on culture 2
Focus on culture 2 A World of Sports
TEACHER’S NOTES
• Call on a student to read the title and introduction
aloud. Then point out and read the distance
vocabulary at the bottom of the text.
• Have students look at the pictures. For each
picture, ask What do you see in the photo? What is
he / are they doing?
• Have students silently read the passages.
T66
1 Comprehension 2 Comparing cultures
TEACHER’S NOTES
T67
1 Comprehension
A. Write short answers to the questions.
1. Where do people play sepak takraw?
all over Southeast Asia
2. How do takraw players hit the ball?
2 Comparing cultures
PAIRS. Discuss these questions.
1. Which of these sports would you like to
watch or do? Why?
2. Do people play or do any of these sports in
your country?
3. What are some interesting or unusual sports
in your country?
4. Choose one interesting or unusual sport.
• What equipment do you need?
• Where do you do or play it?
• How do you do or play it?
• What is exciting about it?
3 Your turn
Write a paragraph about an interesting or
unusual sport in your country.
Focus on culture 2 67
Fun with grammar
Unit 1, 6 Practice, page 9 Unit 3, 9 Practice,
For the teacher: You will need any object that you can spin, page 28
such as a pen. Have students sit in a circle. Before playing the
For the teacher: Tell
game, explain the mechanics of the game: You, the teacher,
students they are going
will begin by spinning the pen. When it stops spinning, the
to play a game called Ten
student the pen is pointing to will answer your question. After
Questions. This can be
that student answers, he or she will spin the pen. When the
done in groups of five or
pen stops spinning, the student the pen is pointing to will
six, or with the entire class.
answer S1’s question, and so on.
Explain the mechanics of
For example: the game: Students think of
a well-known place in their
T: OK. Let’s start! [Teacher spins pen, which points to S1.] Are
town or city. It must be a
you ready? place other students know.
S1: Yes, I am. [S1 spins pen, which points to S2.] Students make a list of all
S1: My name’s Luis. What’s your name? the things that they can
S2: My name’s Clara. [S2 spins pen, which points to S3.] find there (people, animals,
S2: I’m 13. Are you 13? objects, etc.). Student 1 says
S3: Yes, I am. [S3 spins pen, which points to S4.] one sentence beginning
S3: I’m very competitive. Are you very competitive? with There is or There are
S4: No, I’m not. [S4 spins pen, which points to S5.] that describes his or her
place. The other students
take turns asking questions
Unit 2, 9 Practice, page 18 to get more information.
Once students have asked
For the teacher: This game can be played either as a team ten questions or guess the
competition or as a whole-class activity. To make the activity place, another student
more fun and challenging, give the commands as fast as you describes his or her place.
can. Students continue until all
places have been guessed or
Assign two to three students to help you monitor the activity. revealed.
Say out loud a command for students to follow. Those who
don’t follow the command are out of the game. Use the For example:
suggested commands below or use your own. S1: There are a lot of people
1. Stand up. in this place.
2. Don’t sit down. S2: Are there any cars in
3. Sit down. that place?
4. Stand up. S1: No, there aren’t.
5. Raise both hands. S3: Is there much noise?
6. Put down your right hand. S1: No, there isn’t.
7. Raise your right hand. S4: Are there any trees
8. Don’t put down your hands. there?
9. Put down both hands. S1: Yes, there are a lot of
10. Turn to the classmate on your left. trees.
11. Smile at your classmate. S5: Is it Central Park?
12. Turn around and face the board. S1: Yes, it is.
TEACHER’S NOTES
• Explain the game to students. Then model the
Unit 1, 6 Practice, page 9 game. Think of a place that students will know.
• Have students sit in a circle around you. For large Describe the place using There is or There are
classes, you may want to have students play in sentences. Have the class guess the location by
groups; in this case, model with one group of asking Yes/No questions.
students as the class watches. • Set a time limit of three or four minutes for
• As you explain the mechanics of the game, model students to write down words describing a place.
the steps. Emphasize that the place must be one that other
students will know.
• You may want to write a list of question words on
the board that students can refer to when they are • You may want to give points to students or groups
trying to think of questions; for example: who guess each place, then tabulate the points and
declare a winner at the end of the game.
Is Are Do Does
What Where When
How Who What kind of
• Do a short trial run before you begin the actual
game. Give students hints and ideas about what
kinds of questions they can ask.
• Play the game until most students have had a
chance to participate.
T68
Unit 4, 10 Practice, page 38 Unit 6, 2 Practice, page 52
TEACHER’S NOTES
Focus on multiple intelligences: this activity focuses Focus on multiple intelligences: this activity focuses
on kinesthetic and visual intelligences. on visual intelligence.
• Beforehand, prepare a list of activities that are • Explain the game to the class, using the board to
easy to act out; for example, watching TV, cooking, list the steps if helpful. Then call on four students
writing, sleeping, taking a shower, playing (any sport), to come to the front of the class to model each step.
fishing, walking, running, jogging, talking on the Play the music or clap as they walk around. After
phone, etc. You can use this list as a guide when a few seconds, stop the music or clapping. Have
you tell students activities to act out. the two pairs stand back to back and, one at a
• Explain the game to students and model it. Then time, describe each other’s clothing. Use the board
have a student demonstrate and the class guess to explain and model the point system carefully.
what he or she likes doing. • After students have made their charts, have
• Assign teams and begin the game. Write the team students stand and begin the game.
names on the board and keep score of each team’s • At the end of the game, have students sit. Ask
points. Declare a winner at the end of the game. students who think they have a high score to raise
their hands. Elicit scores from these students to
Unit 5, 6 Practice, page 44 determine the winner.
T69
Unit 4, 10 Practice, page 38 Unit 6, 2 Practice,
For the teacher: page 52
1. Act out an activity for the class, for example, playing For the teacher:
basketball. Ask the class, “What do I like doing?” Elicit the
1. Have students draw
answer “You like playing basketball.”
a chart with three
2. Divide the class into two teams. Ask for 3–4 volunteers
columns, one labeled
from each team to act out activities. For example, choose
Correct, the other Partly
a student from Team A and whisper an activity to him or
Incorrect, and the third
her, for example, eating ice cream. That student acts out
labeled Incorrect.
the activity, and the opposing team gets the first chance to
2. Play some music. While
guess. If the opposing team is unable to guess, they pass,
the music is playing, have
and the student’s team gets the chance to steal the point.
students walk around
3. Once all activities have been acted out, add up each team’s
the room, observing
points. The team that guessed the most activities wins.
their classmates’
clothing, footwear, and
accessories. This activity
Unit 5, 6 Practice, page 44 should be done quickly;
For the teacher: the music should play for
less than one minute per
1. Divide the class into two teams. Give List A to Team A; List B round. As soon as the
to Team B. Tell students to try to memorize the -ing form of music stops, tell students
the verbs. Tell them to pay attention to spelling. After three to pair up with another
minutes, take the lists away. student. Students should
2. On the board, make two lists of the base form of some stand back to back with
of the verbs. Each list should have the same verbs but their charts. Tell students
arranged in a different order. to take turns making
3. Have a student from each team go to the board and choose statements about the
any verb to write in its -ing form. other’s appearance.
4. Each student should write only one verb, but he or she may
also correct the previous student’s answer. The first team to For example:
give all the correct answers wins. A: You’re wearing blue
List A List B
jeans.
1. wait waiting 1. explain explaining B: No, I’m not. I’m wearing
2. argue arguing 2. have having blue pants, not jeans.
3. jog jogging 3. pay paying If the student is 100 percent
4. sit sitting 4. erase erasing correct, he or she gets
5. practice practicing 5. wait waiting 2 points. Partial responses
6. have having 6. argue arguing are 1 point. Start the music
7. hang hanging 7. listen listening again. The students walk
around the room again.
8. erase erasing 8. run running
When the music stops, tell
9. pay paying 9. hang hanging students to pair off with a
10. explain explaining 10. sit sitting different partner. Continue
11. run running 11. practice practicing for four or five rounds.
12. listen listening 12. jog jogging
70 Word list
Grammar reference
GRAMMAR REFERENCE
The Grammar reference section presents in-depth information for each of the grammar charts in the
Student Book. It can serve as a quick refresher on grammar, give you ideas for further exploiting the
grammar charts, and help prepare you for student questions. Each Grammar reference item consists
of two parts: an explanation and an example.
When preparing for class, review the information in the relevant Grammar reference section. Make
note of any helpful information in the chart that you think your students need to know. Write
down any examples you might want to put on the board. Be careful, however, not to overload your
students with information—choose additional points carefully and sparingly.
Suggested procedures
• After students have read the grammar chart and completed Discovering grammar, introduce the
grammar point you want to share with your students by writing the example on the board. Then
ask questions about the example to help students figure out the rule for themselves. For example,
for the first Grammar reference point from Unit 1, page 8:
(Explanation) (Example)
Use be in the simple present to tell the name, location, or Name: Her name is Michelle Wie.
time of something, or to describe something. Location: The shop is on the corner.
Time: The play is at eight o’clock.
Description: Broadway musicals are fantastic.
• Say We usually use the be verb in simple present to talk about four things. I’m going to write four
sentences on the board. What do we use the be verb to talk about in each sentence?
• Write the four example sentences on the board:
Her name is Michelle Wie.
New York is on the east coast.
The play is at eight o’clock.
Broadway musicals are fantastic.
• Ask What do we use be to talk about in the first sentence? (a name) What do we use be to talk about in the
second sentence? (a place or location) Elicit usages of be for all the sentences, writing Name, Location,
Time, and Description on the board next to the appropriate sentences.
• Summarize the function of the be verbs by saying The be verb in simple present (am, is, are) is usually
used to give the name, location, or time of something. It is also used to describe something.
• Elicit one or two other examples for each usage of be by asking What’s another be sentence that gives
a name? A location? A time? A description?
97
GRAMMAR REFERENCE
98
GRAMMAR REFERENCE
Unit 2, page 15: Count and noncount nouns
Count nouns are used for things which exist as separate 1 cookie 10 apples
units that can be counted. 100 grapes 6 sandwiches
To make most count nouns plural, add -s or -es Noun + -s Noun + -es
apple → apples sandwich → sandwiches
For singular count nouns in affirmative and negative I ate a cookie. I didn’t eat a cookie.
statements, use the articles a, an, or the, or the She bought the book. She didn’t buy the book.
number one. There is one apple left. There isn’t one apple left.
For plural count nouns in affirmative sentences, use a one hundred grapes → a lot of grapes
number or quantifiers such as a few, some, several, and a six sandwiches → several sandwiches
lot of. three cookies → a few/some cookies
Use a number, or quantifiers such as any, many, or a lot of We don’t have three tickets.
in negative sentences with plural count nouns. I didn’t ask any questions.
They don’t like many vegetables.
She doesn’t have a lot of apples.
Noncount nouns are used for things which are thought water rice health
of as a unit that cannot be made plural. (✕ three waters) (✕ six rices) (✕ ten healths)
For noncount nouns in affirmative sentences, use the I bought the sugar.
article the, or quantifiers such as a little, some, and a lot of. She needs a little help.
They brought some food.
We spent a lot of money.
For noncount nouns in negative sentences, use the We didn’t hear the music.
article the, or quantifiers any, much, and a lot of. I didn’t drink any milk today.
She doesn’t need much rice for the recipe.
We don’t have a lot of time.
99
GRAMMAR REFERENCE
Unit 3, page 28: There is/There are with some and any
To say that people or things exist or are somewhere, you There + be + quantifier + noun (+ location)
can use There followed by be, a quantifier, a subject, and There is an apple on the shelf.
a location. Use is for singular count nouns and noncount There is some milk in the refrigerator.
nouns. Use are for plural count nouns. There are five girls in our English class.
Some is used to mean an (unspecified) amount of. It is There are some apples.
used with plural count nouns and noncount nouns. There is some bread.
To say that people or things do not exist, you can use There + be + not + quantifier + noun (+ location)
There followed by be, not, a quantifier, a subject, and a There isn’t any butter on the table.
location. You can use any with plural count and noncount There aren’t any cookies in the box.
nouns. Use the article a with singular count nouns. There isn’t a store near here.
Any is used in most Yes/No questions with both plural Is /Are + there + quantifier + noun
count and noncount nouns. For singular count nouns, Are there any sandwiches left?
use the article a. Is there any milk?
Is there a recipe for salad dressing?
Answer Yes/No questions with Yes followed by there Plural count: Yes + there are (+ some).
are (some) for plural count nouns, there is (some) for Noncount: Yes + there is (+ some).
noncount nouns, and there is for singular count nouns. Singular count: Yes + there is.
No is followed by there aren’t (any) for plural count
nouns, there isn’t (any) for noncount nouns, and there isn’t Plural count: No + there aren’t (+ any).
for singular count nouns. Noncount: No + there isn’t (+ any).
Singular count: No + there isn’t.
Some is often used to make an offer. It is often used Would you like + some + noun
with Would you like. Use some with plural count and Would you like some dessert?
noncount nouns. Would they like some cookies?
There are many polite answers to offers with Would you Yes, please.
like some . . . ? No, thanks / thank you.
Sure, I’d love some.
Unit 3, page 29: Questions with How much and How many
How much and How many are used to ask questions How much butter do we have?
about quantity. Much is used with noncount nouns, and How many eggs do you need?
many is used with count nouns.
Quantifiers can be used to answer a How much/many Plural count/noncount: a lot of
question. Use a lot of for both plural count and noncount Plural count: a few, not many
nouns. Use a few or not many with plural count nouns. Noncount: a little, not much
Use a little or not much with noncount nouns. You can
also use measure, number, or container quantifiers to We need at least a pound of cheese.
answer the question. Drink a quart of orange juice every day.
Get two bags of chips and a pint of milk.
100
GRAMMAR REFERENCE
Unit 4, page 37: Adverbs of frequency
Adverbs of frequency are used to give a general idea of I always stay up late.
how often something happens. I usually stay up late.
I often stay up late.
100% 0% I sometimes stay up late.
always usually often sometimes seldom never I never stay up late.
Adverbs of frequency usually come after be verbs and Be verbs
before other verbs. He is often late.
Other verbs
I usually play tennis in the morning.
The adverbs usually, often, and sometimes can also come Sometimes I play soccer.
at the beginning or end of a sentence. I’m busy sometimes.
Expressions of frequency usually give more specific We go bowling once a month.
information about how often something happens: every I do track and field every day.
day/week/month/year; once a day/week/month/year; They play basketball three times a week.
(number of times) a day/week/month/year; all the time. She studies all the time.
Answers to How often questions can be short or long. How often do you go bowling?
Never.
I never go bowling.
Every Thursday night.
I go bowling every Thursday night.
Unit 4, page 38: Gerunds after verbs like, love, hate, (don’t) mind, prefer
A gerund is a verb that acts as a noun. Gerunds are I like watching TV.
formed with a verb + -ing.
Gerunds often come after verbs such as like, love, hate, Subject + verb + gerund
enjoy, (don’t) mind, and prefer. She loves swimming.
He prefers sleeping late.
They enjoy going out.
To ask Yes/No questions using these verbs and a gerund, Do/Does + subject + verb + gerund
begin the question with Do/Does followed by the Do you enjoy swimming?
subject, the verb, and a gerund. Does she like bowling?
Information questions usually begin with a Wh- word Wh- word + do/does + subject + verb + gerund
followed by do/does, a subject, verb, and gerund. Why does she prefer dancing?
Who questions are formed with Who, the third-person Who + verb + gerund
singular form of the verb, and a gerund. Who likes skateboarding?
Gerunds can also be used as the subject of a sentence. Bowling is fun.
The gerund is treated as a singular noun.
101
GRAMMAR REFERENCE
Unit 5, page 45: The simple present contrasted with the present continuous
Use the simple present to talk about something you do I always wear jeans. (habitual behavior)
on a regular basis.
Use the simple present to talk about likes and dislikes. I love fresh fruit.
He doesn’t like math.
Use the simple present to talk about facts. Jeans are popular all over the world.
Use the simple present to talk about schedules. The train leaves at ten o’clock in the morning.
Use the present continuous to talk about something I’m wearing a sweater today. (right now)
that is happening now.
Use the present continuous to talk about something She is studying English this year.
that is happening right now and continuing into the He is playing in the band this semester.
future.
Never use the present continuous to talk about likes ✕ I am liking chocolate ice cream.
and dislikes. ✔ I like chocolate ice cream.
102
GRAMMAR REFERENCE
Unit 6, page 54: Too + adjective; Not + adjective + enough
Too before an adjective means more than is needed. It is Too + adjective
usually used in a negative context. This test is too hard.
To make too stronger, add much, far, or way. This test is much too hard.
The music is far too loud.
That song is way too long.
Use not enough with an adjective to show an insufficient Not + adjective + enough
degree of something. It also is used in a negative This coat isn’t big enough.
context.
Both too + adjective and not + adjective + enough can They are too young to go.
be followed by an infinitive. The coat isn’t big enough to fit me.
Unit 6, page 57: Be going to + verb for future plans, intentions, and predictions
The most common structure for talking about the Be going to future:
future is be going to. While present continuous is often Plan: We’re going to see a show tonight.
used to talk about very definite arrangements, be going Intention: I’m going to take French next year.
to is used to talk about general future plans, intentions, Prediction: Our team is going to win.
and predictions.
To make affirmative statements, begin with a subject Subject + be going to + base form of verb (+ complement)
followed by be going to and the base form of the verb I’m going to eat dinner with Sandra.
(plus a complement if needed). We’re going to go to the party next week.
To make negative statements, use not after be. Subject + be + not + going to + verb
I’m not going to bring my coat.
To ask Yes/No questions, start with Be followed by a Be + subject + going to + verb
subject, going to, and the verb. Is he going to play tonight?
Are you going to meet us on Friday?
To give short answers to Yes/No questions, you only need Yes/No + subject + be (+ not)
to use the subject and be verb (plus not for negative Yes, I am.
answers). No, we aren’t.
To ask most information questions, start with a Wh- word Wh- + be + subject + going to + verb
followed by be, a subject, going to, and a verb. Where are you going to eat?
What is she going to do next year?
103
Peer editing checklist
Is the first letter of each sentence capitalized? Are proper nouns capitalized?
I be fine. I am fine.
Toast the bread. Spread the butter. First, toast the bread. Next, spread the butter.
Are the paragraphs clear and easy-to-understand?
I like school. I meet my friends there. I like school because I meet my friends
I don’t sometimes like school. I get up there. We have a lot of fun. But sometimes,
early. We have a lot of fun. I don’t like school because I have to get up
early.
STUDENT SELF-EVALUATION
Student self-evaluation
Look back over the last unit. Think about what you learned. Answer these questions:
easy OK difficult.
easy OK difficult.
, , , and .
8. Lately, I am…
Copyright © 2008 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Illustration credits
John Amoss; Dave Carleson; Mark Collins; Dave Coulson;
Renee Daily; Francois Escalmel; John Faulkner; Adam
Gordon; Peter Gunther; Tim Haggerty; George Hamblin;
Michael Hortens; Brian Hughes; Laura Hartman Maestro;
Dan Martinetti; Alan Neider; Dusan Petricic; Barbara
Pollak; Fred Pusterla; Chris Reed; Bart Rivers; Robert
Roper; Lauren Scheuer; Andrew Shiff; Jim Starr; Dan
Tesser; George Thompson; Anna Veltfort; Deborah White;
Ron Zalme.
Text credits
p. 2 Source for Harry Potter’s family tree: wikipedia.org;
p. 20 “Becoming a Fat Nation,” adapted from USA TODAY,
February 19, 2002; p. 40 Source of chart: U.S. Bureau of
the Census.
Photo credits
All original photography by Stephen Ogilvey; Borders
(globe) Larry Williams/Corbis, (clouds) Royalty-
Free/Corbis; Page 2 (friends) Darrin Henry/Fotolia,
(classmates) Sergey Novikov/Shutterstock; p. 9 CandyBox
Images/Shutterstock; p. 11 (top) Andrew Redington/
Getty Images, (bottom) Fabrice Coffrini/Getty Images;
p. 14 (breakfast) Danny Hooks/Fotolia, (rice) oriori/
Fotolia, (ice cream) picsfive/Fotolia, (cake) Corinna
Gissemann/Fotolia, (fruit) Denis Vrublevski/
Shutterstock; p. 20 (top) BananaStock/age fotostock,
(bottom) Mark Richards/PhotoEdit; p. 26 Peter Lake/
Pearson; p. 30 Bavaria/Getty Images; p. 32 (top left)
Richard McDowell/Alamy, (middle left) Dorling
Kindersley, (bottom left) Mary Lane/Fotolia, (middle
right) Dorling Kindersley; p. 33 (top) Dorling Kindersley,
(bottom) Dorling Kindersley; p. 36 (biking) mylife photos/
age fotostock, (hockey) Dennis MacDonald/age fotostock,
(skateboarding) Hemera/age fotostock, (swimming)
John Cumming/age fotostock, (table tennis) Image DJ/
age fotostock, (bowling) Jose Maria Riola/age fotostock,
(camping) image100/age fotostock, (running) SuperStock/
age fotostock, (rock climbing) Cate Frost/Shutterstock,
(wall climbing) S. Palazov/Shutterstock; p. 51 (top)
Royalty-Free/Corbis, (middle right) Royalty-Free/Corbis,
(lamp) Steve Horrell/Photo Researchers, Inc., (bottom
left) Royalty-Free/Corbis, (bottom right) Baloncici/
Shutterstock; p. 52 (left) Kaz Chiba/Getty Images, (right)
Thomas Northcut/Getty Images; p. 53 Presselect/Alamy;
p. 57 (1) Dee Cercone/Newscom, (2) infusny-05/42/Dara
Kushner/INFphoto.com/Newscom, (3) Janet Mayer/
Splash News/Newscom, (4) Everett Collection/Newscom;
p. 58 (left) Bobby Deal/RealDealPhoto/Shutterstock,
(right) Jupiterimages Corporation; p. 60 (a) Royalty-Free/
Corbis, (b) Christophe Loviny/Corbis; p. 61 (c) Tom & Dee
Ann McCarthy/Corbis, (d) Christine Osborne/Corbis;
(e) PRISMA ARCHIVO/Alamy, (f) Anders Ryman/
Alamy; p. 62 (Mars) Everett Collection Inc/Alamy, (Swift)
ZUMA Press, Inc./Alamy, (Perry) MARKA/Alamy,
(man singer) Hitdelight/Shutterstock, (girl singer) NAS
CRETIVES/Shutterstock, (man guitar) Wallenrock/
Shutterstock, (band illo) Vectomart/Shutterstock; p. 63
MANDY GODBEHEAR/Shutterstock; p. 64 (top) Nicki
Pardo/Getty Images, (middle) Robert Adrian Hillman/
Alamy, (bottom) Arabian Eye/Getty Images; p. 65 (top)
Kaz Chiba/Getty Images, (bottom) Royalty-Free/Corbis;
p. 66 Kenneth Garrett/Getty Images; p. 67 (top) Anne-
Marie Weber/Getty Images, (bottom) Reuters/Corbis;
p. 76 Peter Lake/Pearson; p. 77 Myrleen Ferguson Cate/
PhotoEdit; p. 80 (1) Lori Sparkia/Shutterstock, (2) Mike
Tolstoy/photobank.kiev.ua/Shutterstock, (3) Peter S./
Shutterstock, (4) Neamov/Shutterstock, (5) Jefferey
Collingwood/Shutterstock, (6) Kenneth William Caleno/
Shutterstock, (7) monticellllo/Fotolia, (8) Olga Lyubkina/
Shutterstock, (9) antpkr/Fotolia, (10) Marc Dietrich/
Shutterstock; p. 81 (1) JustASC/Shutterstock, (2) Andi
Berger/Shutterstock, (3) Giovanni Cancemi/Fotolia, (4) RJ
Lerich/Shutterstock, (5) M.studio/Fotolia, (6) Dan Peretz/
Shutterstock, (7) Boleslaw Kubica/Shutterstock, (8) Scott
Rothstein/Shutterstock, (9) David P. Smith/Shutterstock;
p. 82 Lsantilli/Fotolia; p. 85 Meliha Gojak/Fotolia; p. 86 (1)
spaxiax/Fotolia, (2) Jovan V. Nikolic/Shutterstock,
(3) ajt/Shutterstock, (4) Sandra Caldwell/Shutterstock,
(5) Gabriela Trojanowska/Shutterstock, (6) Massimiliano
Pieraccini/Shutterstock, (7) GeoM/Shutterstock, (8) Piotr
Majka/Shutterstock; p. 89 Michael Krasowitz/Taxi/Getty
Images; p. 92 Norebbo/Shutterstock; p. 94 (1) Lorraine
Swanson/Fotolia, (2) Fukuoka Irina/Shutterstock,
(3) Maxim Petrichuk/Shutterstock, (4) Jill Yang/
Shutterstock, (5) nadianb/Fotolia, (6) yanlev/Fotolia,
(7) Galina Barskaya/Shutterstock, (8) Riddle
Photography/Shutterstock; p. 98 PhotoDisc, Inc.; p. 106
Stephen Ogilvey; p. 112 Peter Michael Dills/Getty Images;
p. 117 Will & Deni McIntyre/Stone/Getty Images; p. 127
Jon Bradley/Stone/Getty Images