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Perspectives Teacher Resources
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Perspectives
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Student Book with Online Workbook 978-1-337-80805-7
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Workbook 978-1-337-29731-8
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Lesson Planner with Audio CD and DVD 978-1-337-29763-9
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Classroom Presentation Tool 978-1-337-29759-2
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Perspectives 2
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Student Book 978-1-337-27713-6
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Perspectives 3
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Student Book 978-1-337-27714-3
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Workbook 978-1-337-29732-5
ON THE COVER
This exhibit at the Usina del Arte in Buenos Aires,
Argentina, isn’t what it seems at first. The work,
by artist Leandro Erlich, uses mirrors to reflect the Perspectives 1-4
image of a building from the floor to the wall.
© Bernardo Galmarini / Alamy Stock Photo Assessment CD-ROM with ExamView® 978-1-337-29767-7
SAMPLE COPY, NOT FOR DISTRIBUTION

Perspectives
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Lesson Planner
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Nancy Douglas
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James R. Morgan
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Australia • Brazil • Mexico • Singapore • United Kingdom • United States

Perspectives Level 1 Lesson Planner © 2018 National Geographic Learning, a Cengage Learning Company
Nancy Douglas and James R. Morgan
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
Communicative activities: Nicola
may be reproduced or distributed in any form or by any means, except as
Meldrum and Chris Roland
permitted by U.S. copyright law, without the prior written permission of the
Publisher: Sherrise Roehr copyright owner.
Executive Editor: Sarah Kenney “National Geographic”, “National Geographic Society” and the Yellow Border
Publishing Consultant: Karen Spiller Design are registered trademarks of the National Geographic Society
® Marcas Registradas
Senior Development Editor: Brenden Layte
Editorial Assistant: Gabe Feldstein
For product information and technology assistance, contact us at
Director of Global Marketing: Ian Martin Cengage Learning Customer & Sales Support, cengage.com/contact
Product Marketing Manager: Anders Bylund
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For permission to use material from this text or product,
submit all requests online at cengage.com/permissions
Director of Content and Media Production:
Further permissions questions can be emailed to
Michael Burggren
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permissionrequest@cengage.com
Production Manager: Daisy Sosa
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Media Researcher: Leila Hishmeh Perspectives Level 1 Lesson Planner + Audio + DVD
Manufacturing Customer Account Manager: ISBN: 978-1-337-29763-9
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Mary Beth Hennebury
Art Director: Brenda Carmichael National Geographic Learning
Production Management and Composition: 20 Channel Center Street
3CD
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Boston, MA 02210
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Cover Image: Bernardo Galmarini/ USA
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Alamy Stock Photo

National Geographic Learning, a Cengage Learning Company, has a mission to
bring the world to the classroom and the classroom to life. With our English
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language programs, students learn about their world by experiencing it. Through
our partnerships with National Geographic and TED Talks, they develop the
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language and skills they need to be successful global citizens and leaders.
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Locate your local office at international.cengage.com/region

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Visit National Geographic Learning online at NGL.Cengage.com/ELT

Visit our corporate website at www.cengage.com
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Printed in China
Print Number: 01 Print Year: 2017

Contents
Introduction iv
1 Who are you? 8
2 Where the Heart Is 20
3 Health and Happiness 32
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4 Learning
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44
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5 Family and Friends 56
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6 Do Your Best 68
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7 Tell Me What You Eat 80
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8 Buyer’s Choice
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92
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9 All in a Day’s Work 104

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10 Remote Control 116

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Grammar Reference 128

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Irregular Verb List 148

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Writing Bank 149
Word Lists 155
Audio Script 159
TED Script 166
Communicative Activities 174
Workbook Answer Key 204

Introduction
Perspectives encourages students to develop an open mind, a • Have a vote to choose one activity that the whole class will do.
critical eye, and a clear voice in English. Here are some teaching After the vote, if there is a tie, ask one student from each side to
tips to help you make this happen in your classroom. explain which activity is best and have another vote. If there is still
a tie, you can make the decision. Consider having a secret vote,
An open mind since students may be reluctant to choose an activity they like if
As well as developing students’ knowledge and use of English, they think it might be unpopular with the majority of students.
every unit explores one theme from a variety of perspectives and • There may be times when it is necessary for you to decide for
fresh contexts. Perspectives encourages students to keep an open the class. In cases like these, explain why, for example, there
mind about the information that they encounter throughout the isn’t enough time to do the others, or because one activity is
course, and to look at the world in new ways so that they leave better exam preparation than the others.
every lesson a little smarter. • Let students do more than one activity. For example, the
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writing activity may be suitable preparation for the speaking
My Perspective activities activity in a class that finds spontaneous speaking challenging.
In every unit there are several activities called My Perspective,
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which ask students to reflect on the content of the lesson A critical eye
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from their personal point of view. Sometimes you’ll find a My
Students learn the critical thinking skills and strategies they
Perspective activity at the beginning of the unit to engage
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need to evaluate new information and develop their own
students in the theme and get them thinking about what they
opinions and ideas to share. Being able to critically evaluate
already know about it. Here are three ways to use them:
and assess ideas and information is becoming increasingly
• Conduct a class discussion. Let students read the questions,
c important as young people have to deal with fake news and
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then call on individuals to share their ideas. Encourage others one-sided presentations of facts, often distributed online via
to respond and welcome contrasting points of view. social media. Being able to think critically involves a range of
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• Put students into discussion groups. Group work can get more different skills, including developing the ability to: interpret
students talking, even quieter, less confident class members. data, ask critical questions, distinguish between fact and
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Consider giving students specific roles like chairperson and opinion, see other points of view, detect bias, and recognize
and assess the merit of supporting arguments.
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spokesperson, the chairperson’s job being to make sure

everyone is focused and gets to speak, while the spokesperson
summarizes the group’s discussion to the whole class. Critical Thinking and Challenge activities
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• Let students work on their own to answer the questions in Lesson B of every unit in Perspectives is based around a reading.
writing or by recording themselves speaking. Not only does this The texts cover a variety of genres, and students are asked to
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allow students time to prepare, it also provides a private space, interact with them in many different ways. Once comprehension
which some students need to be able to express themselves. has been checked, there is often a Critical Thinking focus which
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encourages students to practice a variety of skills in the context

Choose activities
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of specfic texts. The Challenge activities in Lesson D get students

Students are motivated by greater control in their learning. to engage with the big idea of the TED Talk.
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In every unit they get an activity where they have the chance
to choose a task. There are three options, which include one Both within the Critical Thinking activities and elsewhere,
or more speaking and writing activities. Which activity is best there will be plenty of times where students are asked to
depends on several things, such as what skills the students need work together and discuss their ideas, opinions, thoughts, and
to work on, what is possible with the technology available, and feelings. Some students may not always be very enthusiastic
how much time you have. If you expect students to make good about taking part in pair or group work, so it is important for
decisions, they need to be well informed, so make them aware of them to realize its many benefits. These include:
the issues. Here are three ways to approach Choose activities: • giving learners the chance to brainstorm ideas before they have
• Students choose which activity to work on and get into to think about the best language to express those ideas in. To
groups with others who made the same choice. This can make things easier for lower levels, brainstorming activities can
create a happy, productive atmosphere, but keep in mind initially be done in the students’ first language.
that some activities take longer than others, and require • giving learners the chance to use language they have just
varying degrees of teacher input. Be prepared for these issues recently learned alongside language they are already able to
by having fast-finisher activities ready, for example. use well.
iv Introduction SAMPLE COPY, NOT FOR DISTRIBUTION
• encouraging students to learn from each other. Obviously, You can also take the ideas in these sections and apply them
this may mean learning new language, but it also means to other language sections in the book. So as you go through a
being exposed to new ideas and opinions. vocabulary or grammar activity, you might:
• developing the class environment and improving • drill individual words, collocations, or whole sentences.
relationships between students. This is especially true if you • help with individual sounds.
mix up the pairs and groups and make sure everyone talks to
everyone else. • draw attention to word and sentence stress, elision, linking,
etc., by marking these features on examples on the board.
• giving you a chance to see how many ideas students have about
a topic, the range of language they are using, and what content, • get students to experiment saying phrases at different speeds
grammar, and vocabulary you should focus on in feedback. or with different intonation or emotion.
There are several things you can do to help students get more Independent learners
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from pair and group work. We can’t cover all the language students need in class, so it is
• Make sure you always explain the activity clearly before important that we help them become independent learners.
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splitting students up into pairs/groups. An essential part of that is for students to make good use of
dictionaries, both bilingual and monolingual.
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• Give models to show the kind of speaking you expect.
• Check understanding by asking the class to tell you what they A bilingual dictionary is good for when they are looking for a word
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are going to do before they do it. in English. You could encourage their use, for example, in the
brainstorming activities mentioned earlier. You might give students
• Give a clear time limit.
• Monitor the class carefully to check that everyone is doing
c the topic of the next unit and, for homework, get them to create a
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phrase book that they think may be useful to talk about the topic.
what you want them to do, and to see how students are
A monolingual dictionary is better when they have the English
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doing with the activity.

word and need to know not just the meaning, but also the
• Have extra activities ready for any students who finish before
grammar, collocations, and other aspects of usage connected
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the others. There are Optional and Expansion activities

with it. You can help students become independent by getting
provided in this book.
them to use a monolingual dictionary when doing vocabulary
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• Finish with some feedback. This may mean looking at errors, activities instead of preteaching the key language beforehand.
exploring new language, and/or asking students to share
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their ideas. After Critical Thinking activities, you may also want When you go through answers to activities, you can check the
to comment and expand on students’ ideas. meaning and other aspects of the word by asking students
questions, such as: What other things can you X? Why might you
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A clear voice Y? Can you give three examples of Z?

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Developing a clear voice in English is about learning language You will see specific examples of such questions in the teaching
and expressing your own views, but it is also about how we notes. As well as asking questions like these, you can also: give
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can help students with pronunciation, become independent extra examples, ask students to find examples in a dictionary, and
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learners, and achieve the scores they need in exams. get students to create sentences that are related to their lives.
Exam skills
Help with pronunciation
In the Lesson Planner you will find tips that you can share with
There are activities that focus on aspects of pronunciation in students to help them achieve good scores on their exams.
every unit of Perspectives as well as the Authentic Listening Skills Some of these tips are about being an independent learner,
sections in Lesson D. These highlight features of natural speech using a dictionary, and knowing what to review. That’s because
that may be difficult. In these sections, students can attempt to (as you probably know), fundamentally, students do better
copy speakers’ pronunciation. However, we see these sections when they know more language!
more as opportunities for students to experiment with how
they sound in English and find their own voice, so: The exam skills also give advice on specific activity types in the
Student Book that are commonly found on international and local
• don’t expect students to be perfectly accurate.
exams. Some of these tips may be repeated at different levels,
• treat the answer key as a guide. and you might want to reinforce the point by checking if students
• judge students’ efforts according to their intelligibility. remember them each time the activity type comes up in class.
SAMPLE COPY, NOT FOR DISTRIBUTION Introduction v

Unit Walkthrough
Vocabulary
Vocabulary gives students the language they need to respond while
they think about the unit theme in new and interesting ways.
My Perspective activities get students reflecting

High-impact photo engages students’ interest on their attitudes and actions related to the main
in the topic. idea of the unit.
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6A The Best I can Be
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VocaBulaRy Goals and expectations
1 MY PERSPECTIVE
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Look at the photo. Many of the tiles used are broken or from the trash.
Do you still think the stairs are beautiful?
2 Match the words in bold with the correct definitions.

1 “I have not failed. I’ve just found several thousand ways that won’t work.”
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—Thomas Edison
2 “The only place where success comes before work is in the dictionary.”
—Anonymous
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4 “Beauty is about being comfortable in your own skin. It’s about knowing
and accepting who you are.” —Ellen DeGeneres
5 “Practice makes perfect.” —Anonymous
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6 “Practice doesn’t make perfect. Practice reduces the imperfection.”
—Toba Beta
Do Your Best
7 “True success is overcoming the fear of being unsuccessful.”
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—Paul Sweeney
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a (n) having no mistakes or problems

b (v, past) to finish without success
c (adj) without mistakes
d (n) the correct or wanted result
e (adj) not getting the correct or wanted result
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f (n) not being exactly right

The Selaron Steps in Rio de Janeiro, Brazil, are made from pieces
g (v) to feel that something is OK or normal
of tile found in the city and donated from around the world.
3 Choose the correct options to complete the meanings of the quotations in
Activity 2.
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1 When you find a way that doesn’t work, you learn something new. When you
learn nothing, you fail / succeed.
2 You don’t have to / have to work before you can succeed.
3 Perfection is a nice idea, and we should / but we shouldn’t expect to reach it.
4 Beauty isn’t about how you look; it’s about how you feel / dressing comfortably.
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5 If you want to do something really well, you won’t fail / practice a lot.
6 You can never be perfect, but you can / and you can’t usually improve.
7 Success means not being afraid of other people / failure.
4 Match the opposites. Use your dictionary if necessary.
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IN thIs uNIt, YOu... 1 perfection a unsuccessful

2 success b fail
• discuss if perfection is good. 3 perfect c imperfect
• read about someone who changed how 4 succeed d imperfection
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he did things. 5 accept e reject

6 successful f failure
• learn about an unexpected artist.
5 Work in pairs. Discuss the questions.
• watch a TED Talk about teaching people
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bravery, not perfection. 1 Have you ever failed? What did you do next? Can failure lead to success?
• learn how to ask for and give advice. 2 Have you ever seen or experienced something that was perfect? What was it?
3 Can something be “too perfect?” Why?
68 Unit 6 Do Your Best 69
PreInt_SB_77129_068-079_U06_AmE_CP.indd 68 11/13/17 10:57 AM PreInt_SB_77129_068-079_U06_AmE_CP.indd 69 11/13/17 10:57 AM
Students relate the content to Words are taught with collocations,

themselves and their own world. definitions, and/or opposites and practiced in
context.
vi Introduction SAMPLE COPY, NOT FOR DISTRIBUTION

Listening and Grammar 1
Listening and grammar exercises continue to develop structures and skills
through authentic content. Grammar 1 usually reviews previous knowledge
before building on it.
Engaging content teaches students about the world as well

as contextualizing the target grammar.
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lISTenIng GRAMMAR Modals: obligation, prohibition,  Look at the Grammar box. Choose the best words to
permission, advice
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complete the quotes about school uniforms.
 Answer the questions about presenting yourself online. “We have a strict uniform policy at my school. Boys
1 Can you think of a food that doesn’t look good but tastes delicious? (1) have to / can’t wear black pants, but girls (2) shouldn’t /
2 Have you eaten a food that looked perfect but didn’t taste very good? 1 What social media sites and apps do you use? can choose a skirt or pants. Girls’ skirts (3) can’t / must touch
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3 Have you ever been surprised by a food or drink? For example, something that looked 2 What kinds of photos of yourself do you put online? the top of the knees. You (4) can’t / don’t have to loosen your
sweet but tasted spicy? 3 How do people use social media to make their lives look tie at school during the day, and girls (5) have to / shouldn’t
more interesting than they are? Do you do this? let their socks fall down.” —Park, Korea
7 Listen to a podcast about a fruit and vegetable seller in Tokyo. Are the sentences true
or false? Rewrite the false statements. 36  Read the short article about social media. Match the “We don’t have a uniform, so we (6) can’t / don’t have to
words in bold with the correct meanings below. One wear a tie or jacket. We (7) can / should wear what we want,
1 Senbikiya is a small grocery store in Tokyo. although we (8) have to / shouldn’t come to school in beach
meaning matches with two words.
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clothes or something like that. The rules aren’t specific, but
Rules for the perfect profile photo?
2 Senbikiya isn’t very successful because it’s too expensive. they say we (9) mustn’t / should look neat.” —Sofia, Italy
According to the rules, you (1) have to be at least thirteen
hi years old to open an account on most social media apps.  Work in pairs. Are there rules about how to dress at your
3 In Japan, fruit is a popular gift because it is something you don’t need. Although the rules say younger kids (2) can’t join, you school? What advice would you give a new student about
(3) don’t have to prove your age, so a lot of them still join. what to wear?
4 In Japan, giving fruit as a gift started recently. This worries some experts. Research shows that the “perfect
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lives” kids see on social media can cause them to feel bad  Complete the rules with the correct words.
5 The carrots on this page probably don’t come from Senbikiya. about their own lives. Parents (4) should explain that what
people show online isn’t the whole picture. The Imperfect can can’t have to must should
Tribe, a group of people that started on Instagram, agrees.
8 Dressing for the temples of Thailand
Listen to a podcast about a fruit and vegetable seller in France. Choose the correct options They say we (5) shouldn’t try to look perfect on social
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Visitors to Thailand (1) visit the amazing

to complete the sentences. 37 media. In fact, members of the group (6) must show
temples. But there are some rules you (2)
themselves as real people online.
1 Intermarché sells fruit and vegetables that are . follow to be respectful. First, you (3) wear
a ugly and popular b perfect but not popular c ugly and not popular a It would be a good idea to do this. shoes in the temples. Second, you (4)
b You are not allowed to do this. wear clothes that cover your arms and knees. But there are
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2 Customers like Intermarché’s fruit and vegetables because of the .

a funny way they look b price alone c taste and price c It’s not necessary to do this. no rules about covering your head. You (5)
d It’s necessary for you to do this. enter without a hat or headscarf.
3 In the past, most “ugly” fruit and vegetables were .
e It would be a good idea NOT to do this.
a given to animals b thrown away c sold to supermarkets  PRONUNCIATION Reduced have to and has to
4 Rejecting imperfect fruit and vegetables food. Modals
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Look at the Pronunciation box. Then read and listen to

a wastes b lowers the price of c improves the flavor of the conversation. Underline the reduced forms. 38
Obligation: things You must be thirteen or older to
5 Now, are choosing to eat imperfect fruit and vegetables. that are necessary or sign up. You have to choose a
a only very hungry people b most farmers c more people not necessary to do password. When talking about obligation, people usually don’t
stress has to and have to when they are in the middle of
9 Work in pairs. Discuss the questions. You don’t have to pay for the a sentence. They also usually connect the words. At the
service; it’s free.
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1 Do you think Senbikiya and Intermarché would be successful in your country? Why? end of a sentence, or when an obligation is emphasized,
2 Which shop would you prefer: Senbikiya or Intermarché? Why? Prohibition: things You can’t wear shoes here. You has to and have to are stressed.
you are not allowed must not wear shorts.
10 cHooSe Choose one of the following activities. to do A Does your soccer team have to wear a suit and tie on
game day?
• Think of products other than food where a perfect appearance is important. Make a list Permission: things You can take off your hat.
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B We don’t have to, but we want to. We want to look our best.
of three or four things. Then think of products where an imperfect appearance is OK. that are OK to do or A But everyone has to wear the official uniform to play, right?
You don’t have to be quiet;
Make a list of three or four things. Compare your lists with a partner. not necessary to do B Yes, everyone has to. It’s a rule.
you can talk.
Perfect appearance important: new cars,
Advice: things that You should arrive early to avoid  Work in pairs. Discuss the questions.
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Imperfect appearance OK: soap, would be good to do the crowds. You shouldn’t buy
• Work in pairs. Make a list of situations when a person’s appearance is important. When do souvenirs there; they’re really 1 When in your life have you had to wear certain clothes for
people dress nicely and try to look as perfect as possible? expensive. a special event, job, or activity?
2 How should people dress for an important event like a
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• Work in small groups. Think about how people present themselves on social media. Do you
college interview?
think people try to present themselves as more perfect and successful than they are in real Check page 138 for more information and practice.
life? Do you feel pressure to do this? look at these carrots. Do you
think they still taste normal?
70 Unit 6 Do Your Best Unit 6 Do Your Best 71
PreInt_SB_77129_068-079_U06_AmE_CP.indd 70 11/13/17 10:57 AM
Sustained context provides meaningful and Grammar explanations and additional A final open-ended activity allows
motivating practice. practice at the back of the book give students to personalize the language.
students extra support.
SAMPLE COPY, NOT FOR DISTRIBUTION Introduction vii

Vocabulary Building, Reading, and Critical Thinking
Reading helps students to become critical consumers of information.
Reading texts with a global perspective

encourage students to think expansively about
The focus on building vocabulary helps students the world, and are also recorded for extra
understand the way words work together. listening practice for classes who need it.
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6B Finding new Ways 39 On his first attempt, he failed. Unable to breathe
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20 normally at the high altitude*, he almost drowned. The
not so fast
hat are you really good at? What would you do
if all of a sudden you failed at it? For “pioneer experience was frightening.
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swimmer” and National Geographic Adventurer However, Pugh learned something. He usually swims
of the Year Lewis Pugh, swimming has been a way to as fast as possible, fighting against the water. After all,
5 share his passion for the environment with the world. don’t all athletes try to be the fastest? But that was a
He has swum in every ocean in the world and in some 25 disadvantage at high altitude. Members of his team
dangerous places where people thought swimming said that he must forget everything he knew about
would be impossible. swimming and swim slowly. Instead of struggling
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He swims to raise awareness for issues like global against the water, he must stay relaxed and move easily
10 warming, but the swims often take place in extremely through it.
hi cold temperatures. After one scary and dangerous swim 30 Two days after his near-death experience, Pugh
at the North Pole, Lewis reached a conclusion: no more returned to the lake for another try. He remained calm
cold-water swimming. and slowly swam across it successfully. From his failure,
But in 2010, he heard about the snow disappearing he learned an important lesson: If at first you don’t
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15 from the Himalayas and wanted to tell the world about succeed, try something different—especially when you
it. He made the decision to swim two kilometers (1.2 35 think you already know everything.
miles) across Lake Imja, a very cold lake near Mount
Everest at 5,300 meters (17,388 feet) above sea level. altitude how high something is above the level of the sea
lewis Pugh swims in lake Imja, mount everest.
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VocaBulaRy BuIlDIng 2 Complete the sentences so they are true for you. Share 5 Read the Tip. Then read the article again and match the cRITIcal THInkIng Making inferences
your ideas with a partner. causes with the effects.
negative prefixes
Inference helps readers understand a meaning that isn’t
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1 I feel comfortable / uncomfortable when… Readings often present causes and effects—events that directly stated. For example, the article tells us that Pugh
A prefix can be added to the beginning of a word to change
2 For me, it would be possible / impossible to… lead to other situations or results. Understanding cause did two very difficult swims. It doesn’t say directly that he’s
its meaning. Some prefixes give words the opposite meaning,
3 One advantage / disadvantage of the place I live is… and effect can help you understand how the ideas in the a strong swimmer, but we can make the inference that he
for example:
4 I feel successful / unsuccessful when… reading are connected. must be a strong swimmer or he could not do those
im- (imperfect = not perfect) 5 I’m usually able / unable to… difficult swims.
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dis- (disagree = not agree) 6 Something I would like to see appear / disappear is… 1 Pugh was afraid.
un- (unsuccessful = not successful) 7 For me, it’s perfect / imperfect that… 2 Pugh wanted people to know about global
in- (informal = not formal) 8 I agree / disagree with…
7 Read the Critical Thinking box. Then choose the word
warming. in each pair of opposites that best describes Pugh’s style
I feel successful when I get my 3 Pugh failed to swim across Lake Imja. of swimming and personality. Use your dictionary
1 Work in pairs. Read the Vocabulary Building box. Then work done on time. 4 Pugh changed his swimming style. if necessary.
complete the words below with im-, dis-, in-, or un-. ReaDIng
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a He went swimming near Mount Everest.

Use a dictionary if necessary. 1 lazy hard-working
b He decided he wouldn’t swim in cold water ever again.
3 Work with a partner. Look at the photo and the caption. 2 confident shy
Why being comfortable can be bad for your career c He succeeded in swimming across Lake Imja.
Discuss the questions. 3 successful unsuccessful
CEO Kathy Bloomgarden says that if you want to succeed, d He changed his swimming style.
4 afraid brave
you need to be (1) un comfortable. She believes that 1 Where is this person? What is he doing?
6 Match the pairs of synonyms from the article. 5 weak strong
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it’s (2) possible to grow unless you have challenges. 2 How do you think he feels?
She realized that speaking only one language was a 3 Would you ever try something like this? Why? 1 fight a scary 8 For each answer you gave in Activity 7, underline the
(3) advantage in business, so she learned Arabic 2 frightening b decision information in the article that supports your answer.
and Chinese. 4 Read the article. Answer the questions.
3 calm c attempt
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1 Why does Lewis Pugh swim? 4 try d struggle 9 Make a list of other words to describe Pugh based on
Why being patient may not help you learn a
5 conclusion e relaxed what you know from the article. Use your dictionary if
new language
2 Where did he do a high-altitude swim? necessary. Share your list with a partner and discuss
Blogger Benny Lewis believes that the best way to
any differences.
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learn a language is to be (4) patient. If you really

3 What style of swimming was successful for him for most
want to succeed, you must be (5) able to wait. He
of his career?
says that if you just start talking with people, your fear will
4 What style of swimming was successful for the Lake Imja
(6) appear. And talking to people is an
swim?
(7) expensive way to learn!
5 What lesson did Pugh learn through failure?
Carefully chosen activity types The focus on critical thinking teaches

provide practice of common students the skills and strategies they
question formats found on need to evaluate new information.
international exams.
viii Introduction SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar 2
Grammar 2 continues to develop students’ Well-scaffolded pronunciation activities help

understanding of grammar with a new topic. students be better understood.
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6C unexpected art 5 Choose the correct options to complete the article.
Escadaria selarón
gRammaR Zero conditional
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If you (1) go / will go to Rio de Janeiro, Brazil, you (2) visit /
1 Work in pairs. Answer the questions. should visit the Escadaria Selarón—the Selaron Steps. Artist
1 What do you really enjoy doing for fun? Jorge Selaron started work on the steps as a hobby in 1990,
2 Can you imagine a job that would pay you to do something you love? but soon learned that if you (3) love / should love something,
it can become your life’s work. Before starting the steps,
2 Look at the Grammar box. Then answer the questions below. Selaron was a struggling painter. But soon, the steps became
c
Zero conditional popular with both locals and tourists. When you first see
the steps, you immediately (4) notice / noticed a lot of green,
The zero conditional with if and When you do what you love, you love what yellow, and blue—the colors of the Brazilian flag. According
hi to Selaron, originally from Chile, the steps are his gift to the
when is used to talk about things you do.
that are generally or always true. people of Brazil. When you (5) can look / look closely, you can
If you don’t risk failure, you can’t succeed.
The result clause can include see hundreds of words and pictures in the tiles. Selaron said
main verbs and modals. When you make mistakes, you can learn a lot. that each tile tells a story. If that’s true, then the stairs, made
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with four thousand tiles, (6) had / have four thousand stories
1 In each sentence, what verb tense is used in the if or when clause? to tell.
2 What verb tense is used in the result clause of each sentence?
6 PRonuncIaTIon Conditional intonation
Check page 138 for more information and practice.
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Read the information. Then listen and mark the upward and downward
3 Complete the article with these clauses. Write the correct letter. intonation on the sentences below. 40
a you travel to New York d people want to buy an artist’s work In conditional sentences that begin with If or When, the intonation often rises on the
b you aren’t stopped from painting e if you work hard if/when clause and falls on the main clause.
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on walls f art galleries can sell it

c it doesn’t feel like work
If you’re interested in art, you should visit the Selaron Steps.
When you love your job, (1) c . That’s definitely the case with street artist Lady
Aiko. If (2) , you may see her work on buildings—and in art galleries. Some
When visitors come to town, we like to show them the sights.
street artists have to work in secret, but when your work is as good as Lady Aiko’s,
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(3) . In fact, you can get paid to paint on them. And if a street artist’s work
becomes popular, (4) . When (5) , the artist is doing something right. 1 If you like street art, you should look for Lady Aiko’s work.
2 When street artists become famous, they can make a lot of money.
Lady Aiko is successful because of her bravery and persistence. When she started 3 If you work hard at something, your ability usually improves.
out, most street artists were men, and people were surprised to see a woman street 4 When you fail, try to learn from it.
artist. Lady Aiko shows that (6) , you can change people’s expectations. 5 If an artist wants a bigger audience, they can put their artwork on the Internet.
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6 When you find something you love doing, you should make time for it.
4 Look at the Grammar box. Cross out one incorrect word in each piece of
advice for artists below. 7 Listen to the sentences in Activity 6 again. Then practice saying the sentences
Zero conditional to give advice with natural conditional intonation. When you visit our city, you
should see…
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The zero conditional with if and If you love street art, go to Rio de Janeiro. 8 cHooSe Choose one of the following activities.
when is used with the imperative to
When you go, visit the Selaron Steps. • Tourists enjoy seeing the work of Lady Aiko in New York and Jorge Selaron in Rio
give advice.
de Janeiro. Work in pairs. Think of things in your country that tourists enjoy
The zero conditional with if and If you visit the Selaron Steps, you should When you want to learn
seeing. Tell people to see them using zero conditional sentences. Then present
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when is also used with should + take a lot of photos. photography, you should start
your work to another pair.
infinitive without to to give advice. by…
• Activity 4 gives tips for street artists. Think of something you know about—
learning a language, doing a sport, or taking photographs—and write tips for
• If you want to be an artist, should do it—just start painting.
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doing it. Use zero conditional sentences.

• When you aren’t sure what to do, you should to just keep painting; don’t stop. When an area is ugly and dirty,
• If when you want to grow as an artist, you should look at other people’s work. • Jorge Selaron used broken tiles to create beauty. Think of a place in your area people don’t go there. When you
• When you are ready for people to see your work, if you can put your photos on that isn’t beautiful. Imagine how you could use recycled materials to make it make it beautiful,…
the Internet. beautiful. Make a poster showing your ideas and explaining the improvement.
• When you feel like you’re failing, if try to learn from the experience. Use zero conditional sentences.
Students are guided through an analysis Examples in a grammar box provide clear A Choose activity gives students
of the grammar that gives them a deeper models for students. an opportunity for independent
understanding of how it works. learning.
SAMPLE COPY, NOT FOR DISTRIBUTION Introduction ix

Authentic Listening Skills and TED Talk
TED Talks help students understand real-world English at their level, building
their confidence and allowing them to engage with topics that matter.
The focus on skills needed to deal with authentic ocabulary in Context activities focus on
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pieces of listening prepares students for real- level-appropriate, high-frequency words and
world interactions. phrases from the TED Talk.
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6D Teach Girls Bravery,
Not Perfection
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“We have to show them that they
will be loved and accepted not
for being perfect but for being
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courageous.
RESHMA SAUJANI
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Read about Reshma Saujani and get ready to watch her TED Talk. 6.0
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AUTHENTIC LISTENING SKILLS WATCH 5 Watch Part 2 of the talk. Answer the questions. 6.2 7 Think of something you have learned to do—speak a
language, play a musical instrument, play a sport, or
Contrast  Work in pairs. Discuss the questions before you watch 1 What does Reshma say that boys are rewarded for, but
something else. Make notes.
the talk. girls are taught to avoid?
A contrast is when a speaker shows that two ideas, facts, or
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2 What does she feel that girls lack? • What was the skill or activity?
situations are diff erent. Words such as but and however often 1 Is perfection always better or more useful than • What challenges did you face? How did you have to be
mark contrasts. A speaker may also change his or her tone to imperfection? Why? 3 What do teachers often learn about girls who are brave to continue learning?
mark contrast. 2 Is it more important to be perfect or to try new learning to code? • What kinds of mistakes did you make while learning it?
things? Why? • What advice would you give to someone learning the
 Read the Authentic Listening Skills box. Match the 3 Can always wanting to be perfect make a person not try 4 According to Reshma, why do girls often not answer activity?
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contrasting ideas in the excerpts from the TED Talk. new things? Why? Has this ever happened to you? questions?
1 “She tried, she came close, but 5 According to Reshma, who should teach girls to be brave? 8 Work in small groups. Discuss your activity from Activity 7.
 Watch Part 1 of the talk. Choose the correct options to
2 “She’ll think that her student spent the past twenty complete the sentences. 6.1
minutes just staring at the screen. But CHALLENGE
3 “Girls are really good at coding, but 1 Reshma started her career working in . 6 VocaBulaRy In conTeXT
Work in groups. Discuss the questions.
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4 “We have to begin to undo the socialization of perfection, a government a Watch the clips from the TED Talk. Choose the correct
but b banking meanings of the words. 6.3 1 Writing code is a process of trial and error and requires
5 “This was my way to make a diff erence. The polls, c marketing b Work in pairs. Discuss the questions. perseverance. What other activities require trial and error
however, 2 She wanted to have a more active role in government and perseverance?
1 Think of a time when you had to be courageous. What
to . 2 Reshma says in her talk that a supportive network is
a if she presses ‘undo’ a few times, she’ll see that her happened?
an important part of learning. Have you ever had a
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student wrote code and then deleted it.” a make more money 2 Have you ever run for a position, for example, captain
b change things supportive network? Who was in it?
b we’ve got to combine it with building a sisterhood* that of a sports team? What was it? What would you like to
c raise money for others 3 Can you think of a time when you did something—even
lets girls know that they are not alone.” run for?
something small or simple—that felt brave? What did
c it’s not enough just to teach them to code.” 3 She tried for an elected job in government . 3 What kind of things do you negotiate with your
you learn from it?
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d she didn’t get it exactly right.” a and won parents? With your teachers?
4 The journalist Arianna Huffington said, “Failure isn’t the
e told a very diff erent story.” b but changed her mind 4 Have you ever seen a person’s supportive network in
opposite of success, it’s part of success.” Do you agree or
c and lost badly action? What was the reason?
sisterhood a group of girls or women who work together and disagree? Why?
5 Do you think everyone has the potential to do
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help each other 4 She tells the story about running for government to 5 In your country, where are girls and women
something good or brave? What do you have the
show that . underrepresented and why?
 Listen to the excerpts and check your answers to potential to do?
a she was perfect 6 Reshma talks about the ways that boys are socialized. Is
Activity 1. 41 6 Is there anything that you have to struggle with to
b she was brave for the fi rst time this also harmful to society? Does it limit the opportunities
achieve? What?
c she was always brave for boys? If so, how?
Background information and extra activities on Challenge activities build student

the video help students tune into the themes and confidence through open-ended exercises
language of the TED Talk. that go beyond the page.
x Introduction SAMPLE COPY, NOT FOR DISTRIBUTION

Speaking and Writing
Lesson E allows students to put their own voices to the themes they have been
discussing, while developing key strategies for speaking and writing.
Writing models provide the text for analysis as

Useful language boxes highlight the E ach writing section focuses on a well as being a handy reference. Models are
language students need to communicate common text type and provides reprinted in the back of the book with writing
in person and in writing. training in a useful writing skill. skills and strategies annotated.
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6E giving advice WRITIng An advice blog
SPeakIng Giving advice 1 How do you prepare for exams?
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1 Work in pairs. Discuss the questions. 2 How do you feel before or during exams? Do you often feel worried or stressed?
3 What do you do to reduce your worry or stress?
1 Who do you usually ask for advice? Why?
2 Have you ever given advice? What about? 6 Read the advice blog. Answer the questions.
2 Read the question and advice. What word do you think is missing?
Dealing with exam stress If you feel stressed out, talk to another student about it. It
c
helps remind you that your feelings are normal.
It’s natural to feel stressed when you have an exam. In fact,
Q&A if you don’t feel at least a little stressed, you probably aren’t You may want to stay up late studying, but you should get
hi plenty of rest. If you’re too tired, you won’t learn as well,
SS Sam S: My friend is good at but won’t speak in class or working hard enough. Stress can help make us study, but if
use her because she’s afraid of making a mistake. She we have too much stress, it can make us sick and reduce our and you may get sick.
wants her to be perfect. What should I say to her? chances of success. I asked my friends how they deal with Exercise is one of the best ways to fight stress and clear
exam stress. Here are their top six tips.
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Speaking strategies your mind. When you’re planning your exam preparation,
ania P: If she wants to speak , she should just start you should include regular physical activity.
giving advice AP No one is perfect. Do your best, but remember: It won’t
speaking . Nobody notices mistakes. On exam day, remember to breathe. When you breathe
If someone asks for advice, use help you to have a lot of stress and worry about getting
100 percent every time. deeply, you feel more relaxed!
these expressions: Sixtos R: She should learn to love mistakes. The only way to improve is to
SR
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When you don’t understand make mistakes, especially when you have a teacher there to correct you. When you’re preparing for an exam, eat well. Your brain If you follow these tips, you’ll improve your chances of exam
something in class, you should ask needs food! Eat plenty of fresh fruit and vegetables. success. Good luck!
your teacher for help. Ryuji D: Why not start an movie club? When you
RD
If you need more math practice, try watch a movie, you naturally want to talk about it. You could have an 1 What problem does the blog talk about?
“ -only” rule for the club.
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downloading a math app. 2 How many solutions does the blog give?
Why don’t you… 3 Have you used any of these tips? If so, which ones?
Igor m: I agree that she shouldn’t worry about mistakes. Just keep trying. If
IM 4 Which tip do you think is the most useful?
The best time to give advice is you want to improve your , try speaking it often.
when someone asks for it. If 7 WRITIng SkIll Explaining problems and solutions
someone hasn’t asked, but you want
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to give advice, be polite and use Read the Writing strategy box. Does the blog in Activity 6 include all of the
3 Work in pairs. Discuss the questions. information mentioned in the box? Writing strategy
these expressions:
If the computer isn’t working, you 1 Which advice do you think is the most helpful? A problem-solution paragraph
2 Can you think of other advice that would be useful for improving at English? 8 Choose one of the problems. Ask your classmates for possible solutions.
might want to try re-starting it. usually begins with a sentence
3 Have you ever received any advice for speaking English that didn’t work for you? • You are often late meeting friends, arriving at school, etc. that introduces the topic. Then it
I can see you don’t have a phone
answers these questions.
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signal. I got a signal near the 4 Read the Speaking strategies box. Work in small groups and take turns giving • You spend too much time on social media when you should be studying.
window, and that may work advice for the situations below. • You have too many activities—sports, music, etc. You enjoy them all, but you’re • What is the problem?
for you. too busy. • Why is it a problem?
I’m not sure, but I think this 1 You can see that someone is trying to figure out where to put the coins in a
drink machine. You know the correct place to put them. 9 WRITIng SkIll Essay structure • What is the solution / are the
door is locked after 6:00. You solutions?
2 A friend asks you what kind of phone you think they should buy.
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may/might need to use the Write a paragraph about the problem and possible solutions. Use this structure.
3 You notice that someone in a store is having problems carrying their items. It will then often include a
side entrance.
They probably don’t realize that the store has baskets they can use. 1 Introduce the topic. 4 Offer 3–5 solutions. concluding sentence.
2 Say what the problem is. 5 Give a conclusion.
3 Say why it’s a problem.
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10 Exchange papers with a partner. Check each other’s work. Does your partner
answer the questions in the Writing strategy box?
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An open-ended activity allows students to

personalize the language with their own piece
of writing.
SAMPLE COPY, NOT FOR DISTRIBUTION Introduction xi

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Perspectives
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Lewis Lansford
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Daniel Barber
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Amanda Jeffries
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Australia • Brazil • Mexico • Singapore • United Kingdom • United States

Perspectives 1 © 2018 National Geographic Learning, a Cengage Learning Company
Lewis Lansford, Daniel Barber, ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
Amanda Jeffries may be reproduced or distributed in any form or by any means, except as
Publisher: Sherrise Roehr permitted by U.S. copyright law, without the prior written permission of the
copyright owner.
Executive Editor: Sarah Kenney
“National Geographic”, “National Geographic Society” and the Yellow Border
Publishing Consultant: Karen Spiller
Design are registered trademarks of the National Geographic Society
Senior Development Editor: Brenden Layte ® Marcas Registradas
Development Editor: Lewis Thompson
Editorial Assistant: Gabe Feldstein For product information and technology assistance, contact us at
Cengage Learning Customer & Sales Support, cengage.com/contact
Director of Global Marketing: Ian Martin
For permission to use material from this text or product,
ng
Product Marketing Manager: Anders Bylund
submit all requests online at cengage.com/permissions
Director of Content and Media Production: Further permissions questions can be emailed to
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Michael Burggren permissionrequest@cengage.com
Production Manager: Daisy Sosa
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Student Edition: Level 1
Media Researcher: Leila Hishmeh
ISBN: 978-1-337-27712-9
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Manufacturing Customer Account Manager:
Mary Beth Hennebury
National Geographic Learning
Art Director: Brenda Carmichael
20 Channel Center Street
Production Management and Composition:
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Boston, MA 02210
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3CD USA
Cover Image: Bernardo Galmarini/
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Alamy Stock Photo

National Geographic Learning, a Cengage Learning Company, has a mission to
bring the world to the classroom and the classroom to life. With our English
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language programs, students learn about their world by experiencing it. Through
our partnerships with National Geographic and TED Talks, they develop the
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language and skills they need to be successful global citizens and leaders.
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Locate your local office at international.cengage.com/region

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Visit National Geographic Learning online at NGL.Cengage.com/ELT

Visit our corporate website at www.cengage.com
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Printed in China
Print Number: 01 Print Year: 2017

Acknowledgments
Paulo Rogerio Rodrigues Natan Galed Gomez Cartagena

Escola Móbile, São Paulo, Brazil Global English Teaching, Rionegro, Colombia
Claudia Colla de Amorim James Ubriaco
Escola Móbile, São Paulo, Brazil Colégio Santo Agostinho, Belo Horizonte, Brazil
Antonio Oliveira Ryan Manley
Escola Móbile, São Paulo, Brazil The Chinese University of Hong Kong, Shenzhen, China
Rory Ruddock Silvia Teles
Atlantic International Language Center, Hanoi, Vietnam Colégio Cândido Portinari, Salvador, Brazil
Carmen Virginia Pérez Cervantes María Camila Azuero Gutiérrez
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La Salle, Mexico City, Mexico Fundación Centro Electrónico de Idiomas, Bogotá, Colombia
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Rossana Patricia Zuleta Martha Ramirez
CIPRODE, Guatemala City, Guatemala Colegio San Mateo Apostol, Bogotá, Colombia
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Gloria Stella Quintero Riveros Beata Polit
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Universidad Católica de Colombia, Bogotá, Colombia XXIII LO Warszawa, Poland
Mónica Rodriguez Salvo Beata Tomaszewska
MAR English Services, Buenos Aires, Argentina
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V LO Toruń, Poland
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Itana de Almeida Lins Michał Szkudlarek
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Grupo Educacional Anchieta, Salvador, Brazil I LO Brzeg, Poland

Alma Loya Alma Loya Anna Buchowska
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Colegio de Chihuahua, Chihuahua, Mexico I LO Białystok, Poland

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María Trapero Dávila Natalia Maćkowiak

Colegio Teresiano, Ciudad Obregon, Mexico one2one, Kosakowo, Poland
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Silvia Kosaruk Agnieszka Dończyk

Modern School, Lanús, Argentina one2one, Kosakowo, Poland
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Florencia Adami
Dámaso Centeno, Caba, Argentina
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welcome to perspectives!
Perspectives teaches learners to think critically and to develop the language skills they
need to find their own voice in English. The carefully-guided language lessons, real-world
stories, and TED Talks motivate learners to think creatively and communicate effectively.
In Perspectives, learners develop:
• AN OPEN MIND
Every unit explores one idea from different perspectives, giving learners
opportunities for practicing language as they look at the world in new ways.
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2 SAMPLE COPY, NOT FOR DISTRIBUTION

• A CRITICAL EYE
Students learn the critical thinking skills and strategies they need to evaluate
new information and develop their own opinions and ideas to share.
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• A CLEAR VOICE
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Students respond to the unit theme and express their own ideas confidently in English.
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SAMPLE COPY, NOT FOR DISTRIBUTION 3

Contents
UNIT VOCABULARY LISTENING GRAMMAR READING
Personality A conversation Simple present It’s Written All Over

where students and present Your Face
Vocabulary
greet each other continuous
Building Tip: Previewing
and discuss their
Collocations Pronunciation
interests
-s verb endings
1 Who are you?

Pages 8–19
Describing where A news report about Simple past All the Comforts
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you live a special city of Home
Pronunciation
Vocabulary /zd/ and /st/ Tip: Skimming
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Building endings of used
Critical Thinking
Suffix -ion
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Analyze fact and
opinion
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2 Where the Heart Is
Pages 20–31
Being healthy c
A lecture about Quantifiers; Feeling No Pain
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“whole-person” How much /
Vocabulary Tip: Identifying the
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healthcare How many?

Building order of events
Synonyms Pronunciation
Critical Thinking
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Nuclear stress
Making ideas clear
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3 Health and Happiness

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Pages 32–43
Education A conversation Comparative Nothing’s Impossible

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about a school and superlative

Vocabulary Tip: Scanning
project where adjectives
Building
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students Pronunciation
Adjectives with -ful Pronunciation
videoconference Adjective stress
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and -less Linking and

with other students
elision Critical Thinking
around the world
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Analyzing quotations
4 Learning
Pages 44–55
How’s it going? A podcast about Present perfect From Child to Adult—

how people greet and simple past In One Day
Vocabulary
each other around
Building Pronunciation Tip: Recognizing the
the world
Adjectives ending /d/, /t/, /ɪd/ verb topic and main idea
in -al endings
5 Family and Friends

Pages 56–67

GRAMMAR SPEAKING WRITING
Verb patterns: Frank Warren Talking about An introductory

Verb + -ing or Frank Warren’s idea worth spreading likes and dislikes postcard
infinitive with to is that sharing secrets can help Writing Skill
us connect with others and know Introducing
ourselves better. yourself
Authentic Listening Skills
Word stress
Critical Thinking
Half a million secrets Identifying the main idea
Past continuous Giving reasons A travel review

Elora Hardy
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describing a
Pronunciation Elora Hardy’s idea worth spreading is house
-ing in fast that bamboo is an incredibly adaptable
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speech and strong building material that pushes Writing Skill
the boundaries of what we can create Answering Wh-
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with sustainable materials. questions
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Magical houses, made Listening for gist
of bamboo
Phrasal verbs c
Latif Nasser Agreeing, An opinion
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Latif Nasser’s idea worth spreading is disagreeing, and essay
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that pain is a testament to a fully lived conceding a point

Writing Skill
life, an essential part of the human Hedging
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experience that all of us—including

doctors—must acknowledge and deal
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with.
The amazing story of the man who Authentic Listening Skills

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gave us modern pain relief Collaborative listening
Comparative Joachim de Posada Asking about An inquiry

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forms Joachim de Posada’s idea worth opinions; Making email

spreading is that children who pass the comparisons;
Writing Skill
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“marshmallow test” could potentially Making a decision

Responding to
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be more successful in life since the an ad

results show signs of patience and self-
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discipline.
Authentic Listening Skills English
Don’t eat the marshmallow! speakers with accents
Present perfect Sophie Scott Talking about Informal

with for, since, Sophie Scott’s idea worth spreading is availability; invitations and
already, just, and that laughter is an ancient behavior that Accepting and replies
yet we use to benefit ourselves and others in denying an
Writing Skill
complex and surprising ways. invitation
Politely making
Authentic Listening Skills and replying to
Dealing with fast speech invitations
Critical Thinking Recognize
Why we laugh supporting evidence

Contents
UNIT VOCABULARY LISTENING GRAMMAR READING
Goals and A podcast about Modals: Not So Fast

expectations two stores with obligation,
Tip: Recognizing cause
different takes on prohibition,
Vocabulary and effect
“perfection” permission,
Building
advice Critical Thinking
Negative prefixes
Making inferences
Pronunciation
Reduced have to
and has to
6 Do Your Best
Pages 68–79
Foods, drinks, A conversation Predictions and The Most Important
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and flavors where students arrangements Farmers
discuss classroom
Vocabulary
projects: the
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Building
future of food Tip: Identifying
Suffixes:
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and unexpected main ideas
Verb noun
food facts
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Pronunciation
7 Tell Me What You Eat
Pages 80–91
Minimal pairs
A product’s life c
A fashion podcast Second Saving the Surf
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about a clothing conditional
Vocabulary Pronunciation
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company that cares

Building Compound noun
Compound nouns stress
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Tip: Pronoun cohesion

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Critical Thinking
Identifying supporting
8 Buyer’s Choice
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information
Pages 92–103
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Jobs A conversation Past perfect Does School Prepare

about a National You for the World
Vocabulary
Geographic of Work?
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Building
explorer’s career
Dependent Tip: Understanding
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and what students

prepositions different points of view
want to do in life
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Critical Thinking
9 All in a Day’s Work

Identifying tone
Pages 104–115
Technology A lecture about Passive voice Playing Against

the history of Computers that Learn
Vocabulary Pronunciation
communication
Building Passive voice Tip: Chunking
technology
Word forms stress
Critical Thinking
Counterarguments
10 Remote Control
Pages 116–127

GRAMMAR SPEAKING WRITING
Zero conditional Reshma Saujani Giving advice An advice blog

Pronunciation Reshma Saujani’s idea worth spreading Writing Skill
Conditional is that the world can benefit from all Explaining
intonation the innovations and problems women problems and
would solve if they were socialized to solutions ;
take risks and embrace imperfection. Essay structure

Teach girls bravery, not perfection Contrast
First conditional Tristram Stuart Planning a A restaurant
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Tristram Stuart’s idea worth spreading meal: Making review
is that good, fresh food is being wasted suggestions,
Writing Skill
describing food,
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on a colossal scale—and that we have Describing a
the power to stop this tragic waste of and making
place
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resources. decisions
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Authentic Listening Skills Prediction
The global food-waste scandal Critical Thinking Supporting evidence
Defining relative c How to persuade A persuasive

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Melati and Isabel Wijsen
clauses blog post
The Wijsens’ idea worth spreading is
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that when kids apply their energy and Writing Skill

perseverance to improve the world, Using
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they can bring about amazing changes. persuasive

language
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Content words
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Our campaign to ban plastic bags

in Bali Critical Thinking A speaker’s authority
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Reported speech DAME Ellen MacArthur Talking about A formal email

Ellen MacArthur’s idea worth spreading careers
Writing Skill
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is that we live in a world of infinite Pronunciation Indirect

possibilities but finite resources—and Question questions
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this requires creative thinking about intonation

our global economy and our individual
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lifestyles.
The surprising thing I learned
sailing solo around the world Authentic Listening Skills Weak forms
Passives with greg gage Talking about A formal letter

by + agent Greg Gage’s idea worth spreading is that pros and cons; of suggestion
we can use DIY neuroscience equipment Looking at
Writing Skill
to help more people understand and two sides in an
Making a
participate in brain science. argument
suggestion
Reduced forms
How to control someone else’s arm Critical Thinking Analyze how a
with your brain message is delivered
Grammar Reference 128 Irregular Verb List 148 Writing Bank 149 Communication Activities 154 Word Lists 155

1 Who are you?
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IN THIS UNIT, YOU...

• learn about occupations, interests,
and descriptions.
• talk about yourself and others.
• read about how people show
emotions.
• watch a TED Talk about people’s
secrets.
• speak and write about what you like
to do.

1 Who are you?
Unit overview
About the photo
Talking about who we are and what is important to us is one of
the fundamentally human activities that learning a language is The photo of the young woman with colorful hair and
so important for. In this unit, students explore different aspects makeup was taken in the Shimokitazawa district in Tokyo,
of how to talk about themselves and the people in their lives, Japan. One of the city’s trendiest areas, this neighborhood’s
including what people look and act like, people’s hobbies and narrow streets have a number of small, independently
interests, and likes and dislikes. owned clothing and music stores, as well as many cafes, art
galleries, and clubs.
In this unit, students will talk about themselves and other
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people using personality adjectives, learn about a DJ and his
fans, read about how people’s faces show what they’re feeling, Warm up
talk about how people make each other feel, watch a TED Talk • Introduce the unit theme by pointing to the unit title and
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about secrets, and write a postcard describing some important asking students the question. Elicit answers from students
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things about themselves. With each of these topics, students will and tell them that answers to the question can involve a
explore what exactly makes them who they are, and what things variety of aspects of our lives: the place we come from,
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are important to the people around them, and around the world. what we do for a living, our family, etc.
• Read the unit objectives in the box together as a class.
Go over any words or concepts that students are
Unit objectives
c unfamiliar with.
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Vocabulary • Tell students to look at the photo and read the caption.
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• Personality Ask a few students to share ideas about how people can
• Vocabulary Building Collocations says something about themselves through their physical
appearance.
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Grammar
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• Grammar 1 Simple present and present continuous Resources

• Grammar 2 Verb patterns: Verb + -ing or infinitive with to • Classroom Presentation Tool
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• Tracks 2–7 (Audio CD, Website, CPT)

Reading
• It’s Written All Over Your Face
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TED Talk
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• Frank Warren: Half a million secrets

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Pronunciation
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• -s verb endings
Speaking
• Talking about likes and dislikes
Writing
• Introducing yourself and asking questions
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 1 Who are you? 8a

1A He’s really into music.
VOCABULARY Personality Study Tip Using synonyms
When students learn vocabulary, it can be useful to
1 Language note The expression be (really) into something
write a definition in English and include a common
(used in the title of Lesson 1A) means that you like something
synonym in their notebooks. However, students should
very much. A person who is really into music, for example,
be careful when using synonyms. Very often, they
listens to a lot of music, plays an instrument, writes music, etc.
cannot be used interchangeably in a sentence because
• Direct students to the words listed below question two
of how they collocate (go together) with other
(cool, friendly, etc.). Point out that all of the words are
words. For example, the words happy and cheerful are
adjectives used to describe people.
synonymous, and when we describe people, it’s often
• Say the words aloud with the class.
possible to use both, e.g., He’s a very happy / cheerful
• Give students a couple of minutes to review the words. Tell
person. In other cases, though, we can only use happy
them to look up any they don’t know in a dictionary.
(not cheerful), as in these examples: They have a happy
• Write or project example sentences to check their
marriage. or I had a happy childhood.
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understanding of the adjectives. For example:
A person helps other people. 3 Direct students to the italicized words in the sentences.
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An person always tells the truth. Tell them that these are also adjectives used to describe
A person tells a lot of jokes. people. Point out that most of the italicized words in 1–6 are
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• Put students in pairs and tell them to complete each opposites. (Note: The exception is hard-working / talented in 5.)
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sentence with an adjective. Review answers with the class. • Point out the italicized words in sentence 1. Explain what it
• When students answer questions 1–3, encourage them to means to be “active” (e.g., an active person is energetic and
explain their answers. For example, if a student chooses the does a lot of things). “Lazy” is the opposite. Ask students
word happy, he or she could explain the answer by saying
c what the correct answer to sentence 1 is (active).
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She’s smiling. • Have students complete 2–6 on their own, using their
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dictionaries as needed. Then check answers as a class.

Teaching Tip 4 Read the sample dialog aloud with a volunteer.
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After many speaking activities, it is helpful to review • Direct students to the sentence in the sample dialog:
new language that came up and to correct errors with She’s also very active—but a little bit shy. Also look at
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the class. One way to do this is to list on the board sentence 6 in Activity 3 (Luis is really loud.)
things you heard students say while they were working. • Language note Point out that it is common to use words
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For example, in talking about the girl in the photo on like very/really before adjectives to make them stronger.
page 8, you might hear a student say She is a happy. You (She’s very/really active.) A little (bit) is used to soften an
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can write this on the board and ask students to correct adjective, especially those with a negative meaning.
the sentence. (She is happy. or She’s a happy girl.) If no one • Tell students to work in pairs to describe people in class.
is able to spot the error, make the correction yourself. Encourage them to use words like very/really and a little (bit).
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5 Model this activity for the class by writing the name of a

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2 Direct students to the words and tell them that these are famous person on the board. Then tell students to write
some more adjectives used to describe people.
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two or three adjectives from the lesson that could be used

• Say the five new words (smart, calm, helpful, cheerful, to describe the famous person. Take ideas from the class.
relaxed) aloud with the class. Which words do students use most often?
• Read the first sentence in the direction line aloud and do • Put students in pairs and tell them to choose a famous
number one with the class. Point out that the words smart person together. Then separately, each person should make
and intelligent have a similar meaning. a list of three to four words that describe the person. At
• Tell students to complete 2–4 on their own, using least two should be words used in Activities 1–3. Circulate,
dictionaries as needed. Then check answers as a class. helping students as needed. When students compare their
• Read the last sentence in the direction line aloud. Model lists, they should explain their ideas to their partner.
what to say by giving a possible answer and explaining it,
for example, My sister is a cheerful person. She’s always smiling 6 S
tudents should agree on a list of three to four adjectives
and happy. Then tell students to use a pair of words to talk that describe their person and present it to the class. Note:
about someone they know and explain their answer. Before students read their list, have them give some basic
• Ask volunteers to share their answers with the class. information about their person (e.g., nationality, age,
gender). This will help others guess who their person is.
9a Unit 1 Who are you? SAMPLE COPY, NOT FOR DISTRIBUTION
1A He’s really into music.
VoCABULARY Personality
1 mY PERSPECTiVE
Work in pairs. Discuss the questions.
1 Look at the photo. What words would you use to describe this person?
2 Circle two or three of the words below to describe yourself.
cool friendly funny happy honest intelligent
kind loud mean nice popular shy
3 Think of two or three words that other people might use to describe you.
4 Were your answers to questions 2 and 3 the same or different? Why?
2 Match the pairs of words that have a similar meaning. Use your dictionary if
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necessary. Then think of someone you know who you can describe with each
pair of words.
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1 smart c a relaxed
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2 calm a b friendly
3 helpful d c intelligent
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4 cheerful b d kind
3
c
Choose the correct option to complete each sentence.
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active
1 I’m active / lazy on the weekends. I usually play sports and go out with my friends.
2 He’s confident / nervous about giving presentations because he doesn’t like
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making mistakes. nervous

3 She’s very sociable / shy and has a lot of friends. sociable
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4 Our coach is serious / easygoing and lets us listen to music before basketball
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practice. easygoing
5 Kenji is very hard-working / talented. He isn’t the best, but he really wants
to succeed. hard-working
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6 Luis is really loud / quiet. You always know when he’s in a room! loud
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4 Work in pairs. Take turns describing people in your class, but don’t say their
names. Can your partner guess who you’re talking about?
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many people use their

physical appearance to
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say something about She’s calm, helpful, and cheerful.

themselves. Is it Li?
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No. She’s also very active−but a little bit shy.

Oh, is it Ana?
5 Work in pairs. Think of a famous person together. Then, working separately,

each make a list of words to describe this person. Use your dictionary if
necessary. Then compare your lists. Did you use any of the same words?
Do you agree with your partner’s description? Why?
6 Work with the same partner. Make one list for your person from Activity 5
using all the words you agree on. Read your list to the class. Can the class
guess your person?
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 1 Who are you? 9

LiSTEninG
7 Look at the picture and caption. Answer the questions.
1 What do you think DJ Spooky means by “We’re all nature?”
a We are made of trees. b We are part of the planet. c We are animals.
2 What type of music do you think DJ Spooky makes?
a hip-hop b classical c rock
3 What types of music do you enjoy? Hip-hop? Rock? Pop? Jazz? Some other kind?
8 Listen to the conversation between two students meeting for the first time
at a party. Complete the chart. 2
Who. . . Bruno Anna

1 listens to the school radio station? Anna
2 listens to DJ Spooky? Bruno
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3 plays an instrument? Bruno
4 plays sports? Bruno Anna
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5 is looking for new music? Anna
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9 Are the sentences true or false or is the information not given? Listen again to
check you answers. 2 Useful language
1 Bruno and Anna like the music at the party. true
c Are you into (music / sports / art /
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2 Bruno and Anna both like hip-hop and rock. not given books)?
3 Anna likes a lot of famous, popular music. not given
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Yes, I am. / No, not really.

4 DJ Spooky mixes many styles of music. true
5 DJ Spooky uses his art to make people think about the environment. not given What kind of (music / sports / art /
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6 DJ Spooky has an easygoing personality. true books) do you like?

7 Anna interviewed DJ Spooky. false I’m into (rock / baseball / dance /
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science fiction).
10 Work in pairs. Practice asking and answering questions about interests.
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Use the models in the Useful language box to help you.

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national Geographic Explorer DJ Spooky uses music and art to make people think
about the environment and the world around them. He says, “We’re all nature.”
10 Unit 1 Who are you? SAMPLE COPY, NOT FOR DISTRIBUTION

Listening school radio station and clearly is interested in music, so we
can perhaps infer that she does like those styles, so students
7 Warm up Ask students to look at the photo. Before you may say this is true. For sentence 3, Anna doesn’t state that
start the activity, ask some preliminary questions: Where she likes or dislikes a lot of famous, popular music but she
do you think DJ Spooky is? What is he doing? The word does mention that she’s looking for “something different”
environment is used in the caption. Give students a definition so we might be able to infer that her tastes are not those of
(environment = the air, water, and land around us). most other people. And finally, we can infer that Anna has
• For question 1, give students a definition for the word never interviewed DJ Spooky because she states that she
planet (a large solid object that moves around the sun). doesn’t know him or his music.
It may be easiest to draw a picture. Explain that Earth is a
planet. Ask: Do you know the names of any other planets? Exam Skill True, false, and not given
• Ask students to raise their hands for possible answer a, b, or comprehension items
c for question 1. Once they get the answer (b), ask them a Some exams have items which include the category of
follow-up question: Why does DJ Spooky say that? (Because not-stated as well as true or false. Remind students that
it’s important to remember. We must all protect planet true and false in comprehension refers to what a speaker
Earth together.) actually said. Examples of things that were not-stated
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• For question 2, ask students to volunteer their answers and are often commonly known facts or beliefs connected to
to explain why they think that. Ask them if there is a kind of the topic and although they may be true in real life they
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music that isn’t listed here that they think DJ Spooky plays. were not actually part of what the speaker said.
Explain that they will hear the answer when you play the
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audio in Activity 8.
• Culture note DJ Spooky is a multimedia artist. A 10 Warm up Go over the sentences in the Useful language
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multimedia artist is someone whose work includes visual box. Have students listen and repeat as you read the
aspects but may also include sound, smell, and touch as sentences. Explain that the first question is more general
part of the experience. These artists work in digital media
c in nature (e.g., Are you into music?) while the second one
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and can be employed in a variety of activities. For example, is more specific (e.g., What kind of music do you like?). Tell
they might design museum installations or create laser students that there is no difference in meaning between
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shows. DJ Spooky works with different musical styles and is Are you into…? and Do you like…?
interested in rhythm and landscape—the sound patterns • Optional Play the audio one more time and have students
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that surround us. Students will be learning more about DJ listen for examples of the target structure that is used in the
Spooky in Activity 12. conversation between Bruno and Anna. Call on individual
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students to give you an answer.

8 Have students read through items 1–5. • Put students into pairs and have them practice asking and
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• Play the audio as they complete the chart. answering the questions with their partner. After a minute
• Call on individual students to give you the answers. Ask or so, have half of the students rotate so that they form new
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them to give you their answers as full sentences (e.g., Anna pairs and repeat the activity. You can do this two or three
listens to the school radio station.) times to give students plenty of practice.
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9 Listening Strategy Inferring Expansion

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An inference is an educated guess. Tell students that Play a quick memory game with the whole class. Assign
we infer information all the time and that it helps us to
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students a letter from A to Z. Student B starts by asking

“fill in the gaps.” We can infer things when we read and Student A any question using the target structure (e.g.,
when we listen. In this case, students are going to hear Are you into sports / comic books / video games? Student
a conversation between two students, Bruno and Anna, A answers the question and then Student B says This is
and will have to infer the answers to some of the items Omar. He likes video games. The game continues with
(specifically, numbers 2, 3, and 7). Student C asking Student B a question (e.g., Do you
like…?). Student C listens to the answer and then has to
• Have students say whether they think each sentence is true
remember the information from the beginning by saying
or false, or if the information is not given, from what they
That’s Omar. He likes video games. And this is Cecilia. She
remember. First, have students work in pairs and then come
isn’t into music. Keep in this way until a student stumbles
together as a class and go over the answers.
or can’t remember and then he or she is out of the game.
• Notes on the answers: For sentence 2, Anna never states
that she likes hip-hop and rock, but she does listen to the
Grammar S imple present and present • Write some adverbs of frequency on the board: always,
continuous often, frequently, usually, sometimes, occasionally, rarely,
hardly ever, and never. Write an example on the board to
• Warm up Read the sentences in the grammar chart aloud. illustrate this point: I sometimes take a bath in the evening. /
Then write this sentence twice on the board (placing the I’m sometimes taking a bath in the evening.
sentences side by side): _______ really good music. Have two
Exam Skills Keep a record of mistakes to avoid
volunteers come to the board and each stand next to one of
the sentences. Explain that you are going to say a pronoun After correcting students’ writing make sure that they
(e.g., I, you, she, they, etc.) and the letter a (for simple present) notice any mistakes and keep a record of this on a page in
or b (for present continuous). Students have to then fill in their notebooks. The next time they do a piece of writing,
the missing words with the pronoun and correct form of the they should look at these mistakes before checking their
verb play. For example, if you say “you” and “b,” the students work to make sure they do not repeat them.
have to write You’re playing to complete the sentence. If you
• Give students time to complete the sentences using the simple
say “she” and “a,” the students have to write She plays to
present or the present continuous. Go over the answers as a
complete the sentence.
class, paying special attention to the spelling (e.g., watches).
• Students can compete and the one who completes the
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sentence first (without errors) wins the round. Play a few
Teaching Tip
rounds so that students get practice with the third-person
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It’s helpful to go into the reason why an answer is correct.
singular -s that occurs as a verb ending in the simple
And at this level, students should start practicing telling
present as well as practice with the different forms of be
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you why they chose the answer they did (rather than
(I am, you are, etc.) in the present continuous.
you giving the explanation all the time). For example,
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11 Have students underline the verb forms in each sentence. students could tell you that they chose the simple
Then ask the questions to the class and ask them to call out present rather than the present continuous because
either a or b as their answer.
c there was a stative verb in the sentence. By asking
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• You can remind students that the present continuous can students to explain their answers, you are helping them
also be used to describe something happening “around to remember the main points of the lesson.
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now.” For example, I may not be studying right at this

moment while I’m talking to you, but I can still say I’m • Ask students to explain why they chose one form over the
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studying really hard this week. other. Can they explain their answers? (Sentences 3 and 5 use
the present continuous because they are referring to events
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12 Give students one minute to skim the content. that are happening at the moment of speaking. Sentences
• Then tell them to complete the information using the 1 and 4 use the simple present because they describe habits
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simple present form of the verbs given. or schedules. The stative verb be is used in sentence 2, so the
• Once everyone has finished, call on individual students to simple present is appropriate to describe this permanent state.)
stand and read one sentence of the passage at a time.
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• Language note This is a good time to mention stative 14 Go over the first item together as a class. (What are you
verbs. Write the following list of verbs on the board: know, doing right now?)
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like, love, own, see, and seem. Explain that these are stative • Have students get into pairs and check their answers. They
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verbs; they describe states rather than actions. While stative can then practice the dialog.
verbs can be used in the simple present, they typically • Ask for volunteers to perform their dialogs for the class.
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aren’t used in the present continuous. (One interesting

15 PRONUNCIATION -s verb endings
exception is the verb feel; both of these sentences have the
Go over the information in the box. Then read the verbs
same meaning: Do you feel OK? / Are you feeling OK?)
aloud while students listen. Say them again and have
At this point, have students complete Activities 1–3 on students repeat after you.
page 129 in the Grammar Reference section. You may • Play the audio and have students write the verbs under the
also assign these activities as homework. correct category: /s/, /z/, or /iz/.
13 Language note Frequency adverbs (e.g., frequently, 16 Warm up Ask students questions using the verbs in the
sometimes, and never) often occur with the simple activity. (What kind of music do you like? Where do you go
present rather than the present continuous. While there on the weekend? etc.) Several students can call out their
are exceptions (for example, you can say He’s always answers. Brainstorm more ideas with the class.
playing video games to indicate an action that is repeated • Working in pairs, have each student come up with five
over time), this is a loose “rule” that will help students in things that he or she likes that are different from his or her
choosing between these two forms. partner’s likes. Call on pairs to share their answers.
GRAmmAR Simple present and present 14 Complete the conversation with the simple present or
continuous present continuous of the verbs. Some words are used
more than once.
Simple present and present continuous
Simple present be do go play wait want work
a They play really good music.
A What (1) are you (2) doing right now?
Present continuous B I (3) am going to Ella’s house.
b They’re playing really good music. A Who (4) is Ella?
B She (5) is a friend from my basketball team.
11 Look at the Grammar box. Underline the verb in each We (6) play basketball after school on Tuesdays.
sentence. Then answer the questions. (7) Do you (8) want to come?
present continuous A Sorry, I can’t. I (9) am waiting for Tony because we
1 Which tense describes an activity happening right now? (10) are working together on a science project.
2 Which tense describes something that happens all the
time or is true right now? simple present 15 PRonUnCiATion -s verb endings
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12 Complete the information about DJ Spooky using the Read the Pronunciation box. Then listen and write
simple present of the verbs in parentheses. each word in the correct list. Listen again to check your
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answers. 3
DJ Spooky’s real name (1) is (be) Paul D.
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Miller. He (2) lives (live) in New York, but he There are three ways to pronounce -s at the end of a verb:
(3) has (have) fans all over the world. They
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/s/ as in gets, /z/ as in sings, or /Iz/ as in washes.
(4) love (love) his shows—especially the way
he (5) uses (use) music and pictures together.
goes likes plays practices studies
“I (6) like
c
(like) to think of music not just as music,
uses wants watches writes
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but as information,” he says. “Art and music and science
and technology (7) are not (not be) separate things.”
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hear /s/ works, likes, wants, writes

At his concerts, people (8) (hear) music,
(9) see (see) pictures of the natural world, and /z/ sings, goes, plays, studies
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most of all, (10) learn (learn). practices, uses, watches

/Iz/ dances,
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Check page 128 for more information and practice. 16 mY PERSPECTiVE

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13 Complete the sentences with the simple present or Work in pairs. Find five things that you and your partner
present continuous of the verbs in parentheses. like that are different. Make sentences about them to
share with the class. Use these verbs or your own ideas.
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1 My sister usually watches (watch) TV at night.

2 David is (be) from Mexico City. • like (music, sports, books) • play (guitar, video games)
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3 Marta isn’t here because she is studying (study) in • watch (TV shows, movies) • go (to the park, shopping)
the library. • want (a pet, a new phone)
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4 Our football team practices (practice) on Saturdays.

5 Be quiet, please. I am trying (try) to use the phone.
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She plays the guitar, but I play the piano.

1B How are you feeling?
VOCABULARY BUILDING  Read the article again. Choose the correct option to
complete each sentence.
Collocations
Collocations are words that are often used together. Certain 1 Recent scientific research b the idea that we
verb collocations are often used to describe emotions. experience many very different feelings.
a proves b disagrees with c says nothing
She looks nervous. I’m bored. You seem angry. about
2 According to researchers, feeling nervous is basically the
 Read the collocations. Then choose the best words to
same as being .
complete the sentences below.
a sad b angry c afraid
Start to experience an emotion: 3 People everywhere show their emotions .
become / get afraid angry a on their face b in their voice c through their
bored excited words
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Experience an emotion: feel / be
frightened upset 4 Researchers found that horses recognize emotions
Appear to experience an emotion: nervous worried on people’s faces.
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look / seem
a four b three c two
afraid, frightened, nervous, worried
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1 Are you ? Don’t worry. The test won’t be 5 Horses understand people’s feelings because .
that bad. a horses’ brains are like people’s brains
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2 I’m getting excited about my vacation next week. b they work closely with people
3 They feelnervous, worriedabout their exams next month. c people teach them to understand
4 Dan looks, seems like he is upset about something, but
c6 Carl Safina believes that human and animal emotions
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I don’t know what the problem is. are .
5 The teacher became, got angry when everyone was late. a very different b similar c impossible to
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6 You look, seem nervous about the test, but I’m sure compare
you’ll do well. 7 According to the article, animals with each other.
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 Work in pairs. Pick three of the emotions in Activity 1. a share their emotions
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Tell a partner about a time you felt each one. b communicate in “animal language”
c often feel angry
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8 Understanding feelings helps us .

READING a stop feeling angry
b control animals
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 Read the tip. Preview the article and answer the

questions. c communicate
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 Which of these statements is true according to

Before you read a text, preview it. This will help you the article? Underline the information that explains
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understand what it’s about before you read it carefully. your answer.
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• Look at the title. What is the text probably about?

a Some animals can understand human language.
• Look at any pictures. What do they tell you about
b Email isn’t a good way to discuss important things.
the text?
c We should try to hide our feelings from animals.
• Read the first and last paragraph. What are the main
ideas?  MY PERSPECTIVE
 Read the article. Which paragraph discusses each idea?
1 What did you learn from the article?
a There are four types of feelings. 2 Did the article change your thinking about animals
b Animals experience emotions. and emotions?
c Some animals understand human feelings. 3 Do you think it’s true that some discussions should
d Seeing people is an important part of communication. be had face to face? Why? Give examples.
e Humans experience many different feelings.

1B How are you feeling?
• Warm up Read the title of Lesson 1B aloud. (How are you READING
feeling?) Then tell students to look at the list of italicized
words in the chart in Activity 1 (afraid, bored, nervous, etc.). 3 Read the information in the tip box (about previewing a text)
Say the words aloud with the class, acting out each to aloud. Tell students they are going to practice doing this.
ensure that students understand the meanings. Point out to
students that afraid/frightened are synonyms as are nervous/ Reading Strategy Preview a text
worried. Note that upset is used when a person looks When we preview a text, we look at it quickly to get a general
unhappy in some way, though it’s not clear how he or she sense of what it’s about. To do this, read only the title, any
feels exactly (sad, angry, worried). section headings or text in bold, the first and last paragraphs,
• Ask students if they can think of any other feelings to add look at photos and read the captions. When teachers practice
to the list (e.g., happy, sad, confused, tired/sleepy). Write all this technique in class, it is helpful to set a time limit so that
ideas on the board. students have to read quickly through the text.
• Language note The words sad, happy, angry, afraid are
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adjectives that describe how people feel. The related noun • Tell students to follow the directions in the tip box and to
for each is sadness, happiness, anger, fear. These words come answer the three questions by taking some simple notes.
up in the reading and it would be helpful to introduce them
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Tell them they have ten minutes.
to the class. • Language note The expression It’s written all over your
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• Direct students to the box in the reading with the four face (in the reading title) means “I know how you’re feeling
emojis. Ask students to guess how each one feels. because I can tell from the expression on your face.” It is
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often used like this:
VOCABULARY BUILDING Collocations A: You look upset.
1 Read the information about collocations aloud with the
c B: Yeah, I am. How did you know?
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A: It’s written all over your face.
class and look at the information in the chart. To help
• When time is up, go over students’ answers to the
explain when to use the different verbs with an emotion,
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questions in the tip box. Then ask: What is this reading

project or write this scenario on the board:
mainly about? Tell students to use their notes to explain.
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Mario usually comes home from school at 7:00 pm. Now it’s
8:00 pm. 4 Read the directions aloud. Tell students that the goal of this
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1 Mario’s sister: Mom, are you OK? You seem/look worried. activity is to identify the main idea of each paragraph. They
(Mario’s sister can guess her mom’s feeling from her are going to practice doing this.
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facial expression.) • Explain to students what the main idea is and where it’s
2 Mario’s mom: Mario is late, and I’m getting worried. usually given.
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(Mario’s mom is starting to feel worried.)

Reading Strategy Identify main ideas in paragraphs
3 At 10:00, Mario still isn’t home. Now Mario’s mom is/feels
A paragraph is a group of sentences that are about
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worried.
a central (or main) idea. Very often, the main idea is
• Next, point to different pictures in the photo on the top
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expressed near the start of the paragraph, usually in the

of page 13, and ask students to use the verb + adjective first or second sentence. If there are paragraph headings
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combinations to explain how each person is feeling. For (i.e., text in bold at the start of a paragraph), these can
example, it’s hard to tell exactly how the girl in the top left- also help readers understand what a paragraph is about.
hand corner feels, so it’s possible to say, for example, she looks/ Understanding the main idea of each paragraph can help
seems worried. It’s obvious how the man in the center photo readers better understand the entire text, and can also help
feels, though, so it would be best to say He is / feels angry. them locate information in a passage quickly.
• Tell students to work on their own to complete sentences
1–6 with either an adjective or the correct form of the verb. • Model this reading strategy by telling students to read
• Check answers together. Call on different students to read a paragraph 2 (Basic feelings) and underline the sentence that
sentence aloud. states the main idea. (Answer: sentence 1) Then have students
2 Give students a few minutes to select and talk about three read answer choices a–e and choose the best one (a).
emotions. Circulate, helping as needed. • Have students complete b–e on their own.
• When students are done, ask a few volunteers to share their • Check answers with the class. For each paragraph, ask
answers with the class. Also give some feedback about new students where in the paragraph the main idea is stated.
language that came up, and correct any errors. For notes on Activities 5–7, see page 13a.
5 Read the directions aloud. Tell students that the goal of this Expansion
activity is to find specific information in the article. Close out this lesson by having students play the
• Do an example with the class. Tell students to read following game.
sentence 1, and ask them which paragraph(s) they would
1 Put students in small groups. Tell them to write each
read (1, 2, 3, 4, or 5) to find the answer. (Answer: 1 and 2, or
emotion in Activity 1 and any others they can think of
just 2) Explain to students that to find the correct answer,
on small slips of paper. Students should then mix and
there is no need to reread the entire passage. Instead,
put these face down on the desk in a pile. Then tell
they should find the paragraph that is most likely to have
them to take six small slips of paper. On three, they
the information they need. To do this, they can quickly
should write T (for truth); on the other three L (for lie).
read the paragraph headings in bold and the first couple
They should mix these and put them face down on
of sentences in each paragraph. Once they find the right
the desk in a second pile.
paragraph, they can quickly search it for the correct answer.
2 Tell one person in each group to be the time and
• For more practice, do sentence 2 with the class. (According
scorekeeper.
to researchers, feeling nervous…) Ask students which
3 One person in the group starts by picking up a paper
paragraph they would read (1, 2, 3, 4, or 5) to find the
from the “emotion” pile and a T or L from the other
answer. (Answer: paragraph 2) Then tell them to read it
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pile. The student then has to tell a story about a time
closely to find the correct answer.
he or she experienced that emotion. If he or she
• Tell students to work on their own to complete sentences
picked up a letter T, the story has to be true. If it’s
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3–8 as quickly as they can. Remind them to read the
an L, the story should be a lie (e.g., Last month my
sentence and then ask themselves which paragraph is most
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dog was sick, and I was really sad. ). Other students
likely to have the information they need. Then they can
in the group should ask questions to try to guess if
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quickly search that paragraph for the correct answer.
the speaker is telling the truth or a lie (e.g., Why was
• Check answers together by calling on different students to
your dog sick?) They have two minutes. When time is
read a sentence aloud. Ask students which paragraph they
found the answer in.
c up, each person should say whether they think the
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speaker is telling the truth or a lie and explain why
(e.g., I think you’re telling the truth. You’re talking about
6 Tell students that only one idea (a, b, or c) is talked about in
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your sick dog, and you seem very sad. or I think you’re
the reading. They should select the correct one and find and
telling a lie. You’re talking about your sick dog, but
underline supporting evidence for it in the article. Point out
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you’re smiling!).
to students that the answer may not be stated directly in
4 The speaker should then show his letter (T or L). Each
the reading.
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person who guessed correctly gets a point.

7 Give students a few minutes to discuss the questions. Model the game once for the class. Also, for support,
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irculate, helping as needed.

C write or project this language to help students in step 3:
• When students are done, ask a few volunteers to share their I think you’re telling the truth / a lie.
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answers with the class. Also give some feedback about new
language that came up, and correct any errors.
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FACE
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IT’S WRITTEN ALL OVER YOUR
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4 e How are you feeling right now? 25 the faces of strangers. This makes sense because horses
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Excited? Bored? Worried? Upset? How many possible live and work closely with humans in many places. They
answers are there? Interested, nervous, relaxed, angry, enjoy being with happy people. They also learn to avoid
angry people whenever possible. Scientists want to know
lonely… the list goes on. We feel so many different
c more. Can we expect animals to recognize other feelings,
hi
5 things, so feelings can seem very complicated. But
recent scientific research actually says this might not be 30 too? The research continues.
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completely true. b What do animals feel?

a Basic feelings It’s not just horses that recognize human emotions.
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A group of scientists at the University of Glasgow in Animal expert Carl Safina believes that other animals
10 Scotland say that people only experience four basic experience many of the same feelings people have.
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feelings: sad, happy, angry, and afraid. All of the other 35 “They play. They act frightened when there’s danger.
feelings we describe are really part of one of the basic They relax when things are good,” he says. In his book
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four. So if you feel worried or nervous, that’s fear. If Beyond Words: What Animals Think and Feel, Safina
you’re relaxed or excited, that’s happiness. If you’re explains that dogs, elephants, and even whales* show
their feelings and understand the feelings of other
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15 bored or lonely, that’s sadness. Many scientists also say

that people all over the world can see these feelings in 40 animals. He tells the story of a whale who rescued a
the faces of the people around them. In fact, we’re so seal* from danger and says that elephants love meeting
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good at it, we can easily understand the feelings on the their friends and become very sad when a friend or
family member dies. Scientists say that emotions help
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face of a cartoon.
animals to survive. For example, research shows that
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Try it! Look at the pictures and match each one 45 animals who don’t feel fear don’t live for very long.
with a basic feeling—sad, happy, angry, afraid. d Face time
Understanding feelings is important. In fact, it’s so
THE FOUR BASIC FEELINGS important that people’s faces usually tell others exactly
how they feel, and these feelings are often obvious to
50 us. We can use this information to make communication
easier, or sometimes to know what other people are
thinking or feeling, even when they don’t tell us. So
when you need to talk about something important,
20
c Not just for humans try to have a face-to-face conversation—or at least a
Our faces show our feelings so clearly that even some 55 video chat.
animals know how we feel. Scientists at the University
whale a large sea mammal that breathes through
of Essex in the UK say that horses can identify happy or
the top of its head
angry faces and can even recognize these feelings on
seal a sea mammal with thick fur and flippers

1C I expect my friends to understand.
GRAMMAR Verb patterns: Verb + -ing or infinitive with to
 Work in pairs. Discuss the questions.
1 Name two or three things you love doing.
2 Name two or three things you hate doing.
 Look at the Grammar box. Underline the main verbs in each sentence. Circle
the verb that follows the main verb.
Verb + -ing or infinitive with to
a They enjoy being with happy people.
b They also learn to avoid angry people whenever possible.
c Scientists want to know more.
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d Elephants love meeting their friends.
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 Look again at the sentences in the Grammar box. Complete the table with
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the verbs in Activity 2.
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Verbs followed by…
-ing form to + infinitive
enjoy
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enjoy learn
hi
love want
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 Choose the correct options to complete the sentences below. Are any of the
sentences true for you?
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1 I suggest talking / to talk to someone when you feel lonely. talking

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2 Whenever I feel happy, I want sharing / to share it with my friends! to share

3 I always manage making / to make myself feel better when I discuss my
problems with someone. to make feeling
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4 I can’t help feeling / to feel closer to my friends when I share how I feel with them.
5 My friends and I don’t mind telling / to tell each other about our feelings. It’s
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free entertainment! telling

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 Complete the text with the verb + -ing or the infinitive with to. Sometimes
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both options are possible.

We can’t help (1) smiling (smile) when the people around us smile. And
when we see our friends laugh, it makes us want (2) to laugh (laugh), too.
It’s almost impossible to avoid (3) sharing (share) the feelings of the people
around us. But this doesn’t stop with being happy, sad, angry, or afraid. It affects us
physically, too! Our own body temperature actually begins (4) (drop)
when we watch someone put their hand in ice water. to drop/dropping
Why are we able to feel the emotions of the people around us? Humans need
(5) to understand (understand) each other well because we spend a lot of time
working together. When we don’t manage (6) to get along (get along), we may
Two friends talking on a start (7) (fight)—and that’s bad for everyone.
bridge in Johor, Malaysia. fighting/to fight

1C I expect my friends to understand.
Grammar: V erb patterns: Verb + -ing or Study Tip
infinitive with to The “bad news” is that there is no obvious way to
determine which verb goes where; students simply
1 Warm up Direct students’ attention to the photo at the have to memorize the answers. The “good news”
bottom of page 15. Ask questions: Where are the people? (at an is that this is an opportunity for students to start
amusement park) What are they doing? (riding a roller coaster) a grammar notebook. By dedicating part of their
To work in the target structure, ask Do you like riding roller notebook to grammar rules, they will be able to keep
coasters? Do you like watching scary movies? Take a class survey. all of the content in one place. This will help them
• Write this list on the board: do homework, exercise, hang out memorize the material more easily.
with friends, shop, study on the weekend. Call on students to
make sentences with (don’t) like + -ing and one of the items • Optional There are a few verbs in the Grammar Reference
on the board. Explain that when two verbs are together in a section of the remaining activities that students won’t know
sentence like this, the first verb is in the base form (like) and
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how to categorize: 1) –ing form: consider; 2) to + infinitive:
the second verb is followed by an -ing form (riding). manage, promise, seem. To give students some practice
• Have students tell a partner two things they love, and two with these verbs and show how they are used, write the
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things they hate, doing. following sentences on the board:
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2 Give students a minute or two to circle and underline the I seem to have difficulty with ___.
words in the chart. I can never manage to ___.
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• In Activity 1, students were introduced to verbs that are Would you consider ___?
followed by verbs in the -ing form. Explain that there are OK, I’ll promise to try that.
also some verbs that are followed by to + infinitive (as in
c • Put students into pairs. Student A should think of a problem
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They also learn to avoid angry people.).
he or she has in studying or learning English, such as I seem
3 Give students time to complete the table with verbs followed
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to have difficulty with pronunciation. Student B then answers

by the -ing form (enjoy, love) or to + infinitive (want, learn). with a suggestion, such as Would you consider asking a native
• At this point, it would be good to explain that there are English speaker for help? Student A ends the dialog with OK, I’ll
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actually three categories of verbs: those that are followed by promise to try that. Give students time to come up with their
the –ing form, those that are followed by the to + infinitive,
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dialogs. If there’s time, ask pairs to perform their dialogs.

and finally, those verbs that can be followed by either the –ing
form or to + infinitive (with no change in meaning). At this point, have students complete Activities 4–6 on
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page 129 in the Grammar Reference section. You may

Teaching Tip also assign these activities as homework.
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Using graphic organizers can sometimes illustrate a 4 Have students read the items before attempting the activity.
point visually and help students to grasp it more easily. Make sure that they understand the meaning of manage to do
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For this grammar point, draw the following chart on the something (to succeed at doing something), not mind doing
board, adding in the verbs that have been discussed so something (to not feel worried about something) and can’t
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far (notice that love goes under the “either” category): help doing something (to not be able to control something).
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• Give students some time to do the activity. Go over the

Verb + -ing Verb + to infinitive answers as a class.
enjoy learn, want • Take a class survey. As you read each sentence, have
love, hate students vote with a show of hands which statement is true
for them. Which one gets the most number of votes?
• Mix up the order of the following verbs and have students 5 Ask students: Have you ever started laughing when someone
guess which of the three categories they belong to: finish, around you was laughing? Who were you with? Where were
not mind (-ing form), need, plan (to + infinitive), start, like you? What was so funny?
(either). Add the verbs to your chart. • Explain that they are going to read about this phenomenon
(sharing the emotions of the people around us).
• Give students time to complete the text alone or working
in pairs. When they are finished, call on individual students
to come to the board and write their answers. Check the
answers as a class.
6 Explain to students that they will use each of the verbs • Optional Have each pair join another pair with each
in the box one time only. For some of the answers either student in the group asking at least one question about one
answer (-ing form or to + infinitive) is possible. of the students in the other pair (to give students practice
• Give students time to work on the activity. When they have with other pronouns and auxiliary forms): What does she
finished, call on different pairs of students to read their want to do next summer? / She wants to…
answers.
9 T
o finish this grammar lesson, there are three options to
Expansion choose from.
Have students add on to the first or the fourth • Option 1 Have students move about the classroom, asking
dialogs with their own ideas. Tell them that 1) they their classmates questions to find students who are similar
can add their own ideas to the beginning or the end to them. If you want, you can play this as a “Find Someone
of the exchanges and 2) they should use at least one Who” kind of activity. Explain the rules to the students:
example of the target structure for the lesson. Circulate 1 The object of the game is to get one yes answer to each
and help as necessary. Two possible examples are question.
below: 2 Once a student answers yes, write his or her name down.
A: I hate to bother you, but can I ask for some advice? (To make the game more challenging, tell students to
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B: I don’t mind helping you, but I can’t talk right now. I’m get one more piece of information from the student. For
late for class! example, if a student answers yes to the question Do you
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A: Oh, OK. What time is good for you? like riding your bike on the weekend?, he or she then has
to add something like I only ride on Saturdays. OR I have a
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B: I hope to finish by 12:00. I’m planning to eat lunch at
12:15. blue bike.)
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A: Let’s meet in the cafeteria. 3 Once you have received a yes from a student, you must
B: OK. move on. You cannot have the same student answer yes
to more than one question.
B: Do you enjoy traveling?
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4 Students should aim to finish the activity the fastest in
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A: Yes, I really like to take trips. order to win.
B: Where are you going on your next trip?
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A: To Europe. In fact, I plan to send you a postcard from • Option 2 Students should tell the class what they learned
there. about their partners (from when they were working in pairs
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B: Oh, thanks. I love receiving postcards! in Activity 8).

• Optional Have students write out five sentences about
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Have some students perform their dialogs for the their partners based on what they learned about them
class. in Activity 8. They should only use the pronouns he or
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she when writing the sentences about their partner. (For

7 Ask students to close their books. Read the first sentence example, She likes hanging out with her friends on the
weekend. OR He wants to go to the beach next summer.) To
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from the activity aloud: I like __ on the weekend. Go around

the room and point at different students and have them finish, they should write their partner’s name on the back
of the piece of paper. Students should then hand in their
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say their answers using verb + -ing or infinitive with to. Do

this quickly, encouraging students to say the first thing that papers while the teacher shuffles and redistributes each
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comes into their minds. paper to a different student. Each student then stands and
• Have them write numbers 1–5 on a piece of paper. Explain reads the five sentences aloud while the other students
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that you are going to say five sentences and that students listen and then try to guess the identity of the student
should write down answers that are true for them. Tell being described. (Obviously, the student who wrote the
them that you are not going to give them a lot of time for sentences about that particular student is not allowed to
each item. guess.) The students who guess correctly get a point.
• After you have read aloud the five sentences and students Another option is to have students write sentences with this
have written down their answers, ask students to open their student instead (e.g., This student wants to go to the beach
books and transfer their answers from their papers into their in the summer.) That way, the students who are guessing
books. won’t know if the sentences are describing a male or a
• Ask a handful of volunteers to tell the class what they wrote female. It will make the game more challenging!
for one or two of their answers. • Option 3 Have students write a paragraph comparing
themselves to their partners. After they have finished, ask
8 Have students work in pairs, taking turns asking and What is one interesting thing that you learned about your
answering questions about the content in Activity 7. partner? Have them tell another pair or the entire class.
6 Complete the exchanges using the correct forms of the 8 Work in pairs. Take turns asking and answering
verbs. Sometimes more than one option is possible. questions about Activity 7. Use the correct form of
do in the questions.
bother help receive send
share talk not tell write A What do you like to do on the weekend?
B I like…
1 A I hate to bother you, but can I ask for some advice? A What do you want to do next summer?
B I don’t mind helping you, but I can’t talk right B I want…
now. I’m late for class! 9 CHooSE
2 A Do you promise to not tell my secret?
Choose one of the following activities.
B I’m not sure! Sometimes I can’t keep myself from
sharing secrets! • Ask questions to find other people in the class who
to write/writing are similar to you.
3 A I like about my feelings in a notebook.
B I don’t do that. I prefer talking/to talk to someone face-
to-face. Do you like riding your bike on the weekend?
Yes, I do.
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4 A I plan to send you a postcard from my vacation.
B Oh, thanks. I love postcards.
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to receive, receiving Do you avoid being late for school?
7 Complete the sentences with true information about
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yourself. Use verb + -ing and infinitive with to. Of course! But I’m sometimes late anyway.
i like riding my bike on the weekend.
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1 I like on the weekend. • Report back to the class about what you learned about
2 I want next summer. your partner in Activity 8.
3 I usually avoid .
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4 I hope before I’m 20 years old. Majid likes watching movies on the weekend.
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5 I need for school.

• Write a paragraph comparing you and your partner using
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the information you learned in Activity 8.

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A family laughs on a roller coaster. What activities do you do

with your friends and family that make you laugh?
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1D Half a million Secrets
“ Secrets can take many forms. They can

be shocking or silly or soulful. They can
connect us to our deepest humanity or
with people we’ll never meet again.
FRANK WARREN ”
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Read about Frank Warren and get ready to watch his TED Talk. 1.0
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AUTHEnTiC LiSTEninG SKiLLS 4 Complete the sentences. Then watch Part 2 of the talk
and check your answers. 1.2
Word stress
c cat email ending
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In English, words with two or more syllables have the main
stress on one of the syllables. Learning the pronunciation of postcard ring website
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words and where the stress is will help you recognize them
when you hear them. 1 The man’s postcard had a picture of a cat and
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a ring.
2 The man said he wanted to give the ring to the
1 Read the Authentic Listening Skills box. Listen to the
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words from the TED Talk and underline the syllables that woman.
are stressed. 5 3 Frank put the postcard on his website.
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4 A little while later, Frank received a very happy

1 collect 3 girlfriend 5 advertisement 7 instructions email from the man.
2 received 4 stranger 6 memory 8 collection 5 The man and the woman looked at Frank’s website
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together.
2 Now listen to two extracts from the talk. Notice the
6 The story had a happy ending because the woman
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stressed syllables in the first extract. Underline the

said yes.
stressed syllables in the second extract. 6
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1 Hi, my name is Frank, and I collect secrets. It all started 5 Watch Part 3 of the talk. Which ideas does Frank Warren
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with a crazy idea in November of two thousand and four. discuss? Check the ones he mentions. 1.3
2 I printed up three thousand self-addressed postcards, just 1 The website IFoundYourCamera helps people find
like this. They were blank on one side, and on the other lost cameras.
side I listed some simple instructions. 2 Many people feel unhappy when they see their pictures
on the website.
WATCH 3 IFoundYourCamera shows that people want to help
3 Watch Part 1 of the talk. Choose the correct options to other people.
complete the sentences. 1.1 4 The woman in the picture found another person’s
camera.
1 Frank gave the postcards to strangers / friends. strangers 5 The man, woman, and child in the picture are very
2 The idea made people angry / became very popular. became
popular
very
happy now.
3 People from the US / many different countries sent
postcards to Frank. many different countries
4 The green postcard was a little sad / very funny. a little sad

1D Half a Million Secrets
• Warm up Put the word secret on the board in a couple of • Play extract 2 and have students listen. At the end, tell students
sample sentences, for example: to take turns saying the extract aloud with a partner.
I bought my brother an X-Box for his birthday, but don’t tell • Additional vocabulary self-addressed (= If you self-
him! It’s a secret. address a postcard or letter, you write your own address on
• Say the word secret with the class and read the sentence it so it will be mailed to you.).
aloud. Ask: If something is a secret, do you want people to
know about it? Do people ever tell you secrets? What about? WATCH
About the Speaker 3 Tell students they are going to watch Part 1 of the talk.
• Point to the man in the photo and tell students: This is Explain that when Frank speaks, they don’t have to
Frank Warren. Read the title of the talk aloud (Half a Million understand everything he says. Their goal is to answer 1–4.
Secrets). Tell students: Frank Warren has a blog called • Play Part 1 of the talk. Encourage students to listen once
PostSecret.com. People tell Frank their secrets. We are going to through. Then tell them to try and answer 1–4. If they can’t,
tell them not to worry. You will play Part 1 again.
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watch a TED Talk about this.
• Tell students to read the quote on the top of the page. Say: In • Play Part 1 again. This time, it may be helpful to stop the talk
this quote, Frank is talking about secrets. What is he trying to say? periodically so that students can choose the correct answers.
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• Additional vocabulary shocking (= surprising in a bad For example, for sentence 1, pause after Frank says And I handed
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way), silly (= funny in a childish way), soulful (= showing out these postcards randomly on the streets of Washington, D.C.
deep feelings of sadness or love), connect (= to join • Take answers from the class, repeating the parts of the
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together with another person or thing) video that clarify the answers.
• Tell students they are going to read about Frank Warren.
Play the first part of the video. Tell students to listen and 4 Culture note In the US, February 14 is Valentine’s Day. On
read along. Do the vocabulary matching activity that follows. c this day, couples celebrate their love by giving each other
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• Make sure students understand the words postcard and gifts such as flowers, cards, candy, and jewelry.
• Tell students to look at the photo on the top of page 17. Ask
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spread. Illustrate the first one and tell students to look up

the second. There may be other words students will not students what they see in the picture (a ring, a cat). Then
tell them: A man sent this postcard to Frank. Have them read
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know (e.g., artful, anonymously, virally).

the postcard and then ask them to guess: Why did the man
AUTHENTIC LISTENING SKILLS Word stress
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write this postcard? Write all ideas on the board.

• Tell students to complete sentences 1–6 with their ideas.
• Warm up Divide the word secret into syllables, noting
• Play Part 2 of the talk. Encourage students to listen once
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which one is stressed (SE cret). Tell students that each one of
through.
these smaller word parts is a syllable. Say the word with the
• Play Part 2 of the talk a second time and have students
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class. Point out that the first syllable is stressed (i.e., it’s the
check their answers in pairs.
one we say with the most emphasis). Underline this syllable.
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1 Read the information in the Authentic Listening Skills box. 5 Tell students Frank is going to talk about another postcard.
• Preview the words and make sure students understand Pause the video at the start of Part 3 so that students can
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their meanings. read it. Make sure they understand these words: camera,
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• Play the audio and tell students to underline the stressed Lollapalooza (= a music festival that happens in the US), get
syllable in each word. pictures developed (= to print photos from a camera). Ask:
• Support Divide the words into syllables and project or write 1 Does the sender of the postcard know the people?
these on the board for students to copy in their notebooks. 2 Why did the person send the postcard to Frank?
• At the end, say each word with the class and check answers.
• Tell students: You are going to hear about a student. His
2 Extract 1 Tell students to read the extract. Then play it name is Matty. He started a website called IFoundYourCamera.
and have students follow along. At the end, put students in • Tell students to preview sentences 1–5 and to ask about
pairs and tell them to take turns saying the extract aloud. anything they don’t understand.
• Extract 2 Tell students to read the extract. Then ask • Play Part 3 of the talk. Encourage students to listen once
which words have two or more syllables. (Answers: printed, through. Play Part 3 of the talk a second time and have
thousand, addressed, postcards, other, listed, simple, instructions) students mark their answers.
• Project or write these words on the board, dividing them • Take answers from the class, repeating the parts of the
into syllables, and say them aloud with the class. Tell video that clarify the answers.
students to underline the stressed syllable in each word.
6 VOCABULARY IN CONTEXT
Expansion
• a Tell students that they are going to watch some clips
Project or write these questions on the board. Tell
from the talk. They will see new words and expressions and
students to answer them on their own. Then put them
should choose the correct meaning for each. Then play the
into small groups to discuss. Which answer (yes or
recording.
no) is the most common for each question? Have a
• b After students watch, put them in pairs and give them
representative from each group share their findings
a few minutes to create and discuss their own sentences,
with the class.
which use the new words they’ve just learned.
• Go around and help students by correcting or giving them 1 Did you like this TED Talk? Why or why not?
the English they need, and then write some of these points 2 Do you like Frank Warren’s website? Why or why not?
on the board, or remember them for class feedback.
• When students are done, ask a couple of volunteers to
share their answers with the class. Give feedback about new Expansion
language that came up, and correct any errors. Close out this lesson by selecting five to six level-
appropriate posts from PostSecret.com that elicit
7 G o over the directions with the class. If students don’t want different feelings (sadness, worry, happiness, etc.).
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to talk about themselves, tell them to talk about someone Project them for the class. (It’s best to do this rather
they know (a friend, co-worker, or family member). than directing students to the site because some
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material there may not be suitable for younger
P ut students in small groups to share their answers. Have learners.) For each post you project, tell students to
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8
them choose the most interesting story to share with the complete this sentence: This postcard writer seems
_____. Tell students to use the vocabulary they
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class.
learned on the Vocabulary and Reading pages (e.g.,
CRITICAL THINKING Identifying the main idea The writer seems sad, funny, happy, honest, kind, angry,
c afraid, excited, upset, mean, shy, friendly, nervous.). Then

hi
9 R ead the direction line and ask students to think about the give students a couple of minutes to explain their
main idea of Frank Warren’s talk. Then have them share answer to a partner.
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their ideas with a partner.

• Support If students struggle to come up with a simple
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sentence stating the main idea of Frank Warren’s talk, tell CHALLENGE
them to look at the three possible answers in Activity 10 • Read the directions and sample answer with the class.
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and to choose the best one. • Tell students to write down three ideas individually.
10 Tell students to read through the three options and choose • Put students in pairs to discuss their ideas.
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the best one. Have them explain their choice to a partner. • After a few minutes, call on pairs to say one or two acts of
kindness they discussed. Make a class list on the board.
In Part 3 of the talk, Frank talked about “the kindness
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11
of strangers.” Explain to students that this means that
strangers (people we don’t know) will sometimes help
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us because they are kind. Give an example to illustrate

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this: You are in line at a coffeeshop and when you pay,

you don’t have enough money. The person behind you
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(a stranger) offers to pay for you.

• Tell students to answer the questions in the direction with a
partner. You can combine this with the Challenge question
just below Activity 11.
• Give students a few minutes to talk. Circulate, helping as
needed.
• When students are done, ask a few volunteers to share their
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6 VoCABULARY in ConTEXT 10 Read the statements below. Which one correctly
identifies the talk’s main idea? Why? How are the ones
a Watch the clips from the talk. Choose the correct
meaning of the words and phrases. 1.4
c you didn’t choose wrong?
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b Complete the sentences with your own ideas. a Frank is showing us that we should have secrets that we
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Then discuss with a partner. never tell. Telling too much information about ourselves
can cause real problems.
1 I sometimes struggle when .
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b Frank is saying that when we see other people’s secrets,

2 My favorite image is .
we understand that everyone is human—everyone feels
3 When I need to feel calm, I .
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the same feelings. This can help us be kind to ourselves

4 One time I experienced a language barrier when
and to other people.
.
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c Frank thinks that writing postcards is a good way to share

7 Frank says that secrets can be shocking or silly or soulful. information. He says that people are honest when they
Write a couple of sentences sharing a silly secret about send postcards.
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yourself. Choose something that you don’t mind telling 11 mY PERSPECTiVE

the whole class.
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Frank talks about the kindness of strangers. Does he

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I always cry at the end of Stars Wars movies. think people are generally kind or generally unkind?
I try to hide it from my friends and family, but How do you know? Do you agree with him?
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every time I watch one, I cry.

CHALLENGE
8 Work in groups. Share your answers to Activity 7. Matty’s website uses the kindness of strangers to help
people find lost cameras and photographs. Can you think
of other ways that people help strangers? Write down
CRiTiCAL THinKinG Identifying the main idea three ideas and share them with a partner.
9 Read the Critical Thinking box. Then work in pairs. Say People sometimes give directions to strangers who visit
what you think the main idea of the talk is. their city.
Usually a talk contains one main idea, but it isn’t always

stated directly. You have to think about how all the parts
of the talk work together to create a message.

1E What are you into?
SPEAKinG Talking about likes and dislikes
Useful language 1 mY PERSPECTiVE
Talking about likes and dislikes Work in pairs. Discuss the questions.
Are you into… sports / music / 1 When you meet someone new, what information do you usually learn
gaming / cycling? about them?
I play… baseball / 2 What are you interested in knowing about other people?
I love to watch… basketball / 3 What do you want them to know or not know about you?
I’m not that soccer.
2 Listen to the conversation. Check (√ ) the topics they talk about. 7
interested in…
I don’t mind… baseball ✓ hiking ✓ soccer tennis running
I can’t stand…
Listen again. Write the missing information in the profiles.
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3 7
Do you have a team /
favorite… kind of music / Name: Juan Name: Beata
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place to go Doesn’t like: (1) playing team sports Loves: (4) playing soccer
hiking?
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Doesn’t mind: (2) watching soccer games Best thing about it: (5) keeping fit
I’m really into… Real Madrid / hiking camping
Likes: (3) Doesn’t like: (6)
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hip-hop /
going to the Favorite place: The Rincon Mountains Doesn’t mind: (7) hiking
mountains.
That’s cool. / Really? / Wow! 4
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Make notes about your own interests. Think about sports, music, hobbies, or
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anything else you like doing.
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I like:
Best thing about it:
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I don’t mind:
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I can’t stand:
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5 Read the Useful language box. Use your notes from Activity 4 and the words
and expressions in the box to ask and answer questions with a partner about
likes and dislikes.
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People express themselves in many

ways, including with mailboxes! What do
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you think these mailboxes say about the

people they belong to?
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1E What are you into?
Speaking Talking about likes and dislikes • In the third row, have students brainstorm some additional
words that can follow Do you have a favorite… (band, song,
1 Warm up Write these two questions on the board. When movie, food, magazine).
you first meet someone, is it easy to talk to them? What do • Point out the language in the fourth row. Explain that we
you usually talk about? For the first question, take a vote make I’m really into…negative by placing not before really:
with students raising their hands to vote yes or no. For the I’m not really into… While I’m really into… means “I really
second question, have a conversation with the class. Do enjoy (doing something),” I’m not really into… means
students talk about school? Hobbies? Popular movies or “I don’t like (doing something) so much.”
music? Current events? • Point out that the responses That’s cool and Wow (at the
• Have students work in pairs asking and answering the bottom of the chart) are used only when someone has just
questions in Activity 1. Circulate and make sure that they told you what they are into or what they really love to do.
are covering all three questions before you move on. You would not, for example, respond with That’s cool or
Wow if someone stated I’m not that interested in video games
Tell students that they are going to listen to a conversation or I can’t stand sports. In those cases, you would probably
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2
between Beata and Juan. Play the audio once while respond with something like Really? or I see and then ask a
students check off the topics that they heard. Go over the follow-up question:
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answers as a class. I can’t stand soccer. / Really? Why not? / Because it’s boring.
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You can write this example on the board if it will be helpful
3 For the next listening have half of the students listen and for students.
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fill in the answers for Juan while the other half listens for • Put students into pairs and have them ask their partners
Beata’s answers. about their likes and dislikes.
• Put the students into pairs and have them exchange
answers. c
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• Call on different students as you go over the answers as Exam Skills Ask questions and comment on your
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a class. partner while speaking

• Review the usage of too (used in an affirmative sentence A lot of speaking exams are done in pairs and part
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to add an agreeing thought) and either (used in a negative of what is tested is the ability to listen and respond
sentence to add an agreeing thought). Have students tell to a partner when they are speaking. It is OK to nod
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you ways in which they are similar to Juan and Beata by and smile, but students will get better scores if they
saying things like I’m similar to Juan. He doesn’t like playing comment (such as Really? or That’s a good idea, etc.) or
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team sports and I don’t either. / I’m similar to Beata. She loves ask a direct question: “So, what would you do next?” To
soccer and I do too. be able to do this naturally in the exam, students need
• Next have students tell you how they are different from to practice in class, so if they are running out of things to
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Juan and Beata: I’m different from Juan. He likes hiking and say, tell them to ask their partner a question.
camping, but I don’t.
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4 Give students some time to complete some notes about

their own interests. Make sure that they understand they
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can write about anything.
5 Go over the language in the Useful language box. In the

first row, point out that Are you into… can be followed by a
noun (like sports) or an -ing form (like cycling).
• Write the expressions in the second row on the board and
mix them up (I don’t mind… / I love to watch…, etc.). Ask
students to categorize them in order from “strongly like” to
“strongly dislike.” Which expression in the bunch is neutral?
(I play…). Ask students to come up with some more words
that go with play (play video games, play guitar, play bingo,
play hide-and-seek).
Writing An introductory postcard At this point, students may review the notes on page 149
in the Writing Bank section. You may also assign it as
6 Warm up Tell students that they are going to write a homework.
postcard to a student in another country (a “pen pal”). Ask:
Where would you like to have a pen pal? Have students write 8 Give students a minute or two to read through the list and
the country name (and city, if applicable) in their notebooks. check off their answers.
• Give students a minute or two to work individually, thinking • Take a class vote. Say, for example, Raise your hand if you
of five pieces of information they would put in a letter to think an interesting personal fact about Jayro was mentioned.
a pen pal. Then put the students into pairs and have them Go over each item in the list in this way to review the
compare the items on their lists. Were any of the items the answers.
same? Were there any surprises?
9 W
RITING SKILL Introducing yourself
• Optional After students have brainstormed on their own,
skip the pair work step and simply go around the room • Warm up Go over the language presented in the Useful
asking each student to give one piece of information they language box first. Tell students that they are now going to
would put in their postcard. Write their ideas on the board. write their own postcard. Tell students that their postcard
This is one way to compile a lot of ideas in a short amount should contain at least these pieces of information, which
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of time. you should write on the board: 1) your nickname (if you
have one); 2) what you are really into; 3) your hometown;
Tell students that they are now going to read Jayro’s letter 4) your name; 5) your grade in school and favorite subjects.
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7
to another student. Practice the pronunciation of both the In addition, they should add two more pieces of
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writer (“Jayro,” or more commonly “Jairo”) and the recipient information to their postcard—they can write anything
(“Thanh”): 1) The Jay in Jayro sounds like “hi.” 2) Thanh they want. (There are some ideas provided in Activity 8.)
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sounds like “Tang.” Note that the items in the list on the board have been
• This will be a timed reading activity. Give them 60–90 mixed up so that students have to think about how they
will put together their postcard.
seconds to read the postcard. Then have them look up from
c
hi
their books and answer some questions:
Writing Strategy Compiling your ideas ahead
How does Jayro begin the letter? (Dear Thanh)
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of time
How does he end it? (Best regards)
Tell students: Before you begin writing, compile the list of
What is Jayro’s nickname? (Jay)
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ideas that you are going to write about and put them in
What three language does Jayro speak? (English, Spanish,
the order that you want to present them in. By planning the
and Mayan)
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content and order of topics ahead of time, it will make your

What is one other piece of information you remember?
writing go more smoothly.
(Answers will vary.)
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For the last question, ask for volunteers to give you different • Students can pull ideas from Activities 6, 7, and 8 when
pieces of information. deciding what to write about. Remind them that they also
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• Ask the class Do you think the boys know each other? (No, should choose a country (and possibly city) that their pen
pal lives in. When they write their postcard, tell them to
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because Jayro starts the letter with “My name is Jayro.”)

• Have students look at the postcard again. Point out the ask their pen pal something about where they live without
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usage of I look forward to hearing from you at the end of the explicitly mentioning the name of the country or city.
letter. Note that the expression look forward to is followed • Give students time to write their postcards. This may also be
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by the -ing form. assigned as homework.

• If you want, you can teach students some additional closing 10 Have each student exchange their postcard with a partner.
expressions such as Sincerely or Regards that sound friendly When reading their partner’s postcard, each student
but are also appropriately polite ways to end a letter. answers the following questions: 1) Did your partner cover
• Culture note There are approximately six million Mayan all the topics mentioned in the Useful language box? (In
people living primarily in Belize, Honduras, Guatemala, and other words, did the postcard give the student’s name,
Mexico who speak one of the Mayan languages (a group of hometown, grade level, etc.?) 2) Can you guess the location
more than 20 languages). The original Mayan language is of the writer’s pen pal? If so, how do you know?
thought to be around 5,000 years old.
WRiTinG An introductory postcard
6 Work in pairs. Imagine you are going to write a postcard to a student your age Useful language
in another country. Think of five pieces of information you would give or topics
you would write about to introduce yourself. introducing yourself
I’m from…
7 Read the postcard from a student in Mexico to a student in Vietnam. Do you I’m a student in… grade at…
think the boys already know each other? Explain your answer.
My favorite subjects are…
I’m also really into…
Dear Thanh,
Asking questions
My name is Jayro. My friends call me Jay. I’m from Tabasco, Mexico. I’m a
student in 9th grade. What about you? Are you into… ?
What are your favorite… ?
My favorite subjects are art and music. I love drawing superhero comics, and
I play the drums. I’m also really into soccer. I think I’m a great player, but my
friends don’t always agree! One thing that a lot of people don’t know about
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me is that I speak three languages: Spanish, English, and Mayan, my family’s
language.
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What about you? Are you into sports? What are your favorite subjects?
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I look forward to hearing from you.
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Best regards,
Jayro
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hi
8 What information does the card give about the sender?
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✓ an interesting personal fact ✓ name

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✓ hobbies and interests ✓ home town

description of personality favorite foods
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favorite music ✓ something his friends don’t think

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favorite school subjects ✓ things he would like to know about Thanh
9 WRiTinG SKiLL Introducing yourself

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Using your notes from Activity 6 and the expressions in the Useful language box,
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write a postcard introducing yourself and asking a couple of questions.

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10 Exchange postcards with a partner. Check each other’s work. Does it use the
language from the Useful language box correctly?
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2 Where the
Heart Is
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• describe places to live.
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• discuss unique homes.
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• read about living in the International
Space Station.
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• watch a TED Talk about houses made from
local and sustainable materials.
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• describe special places and things.
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2 Where the
Heart Is
Unit Overview
About the Photo
This unit focuses on a variety of real-world situations that
explore one question: What do the places we live in say about The living area pictured is one of many rooms in the
us as people? From our houses and what we choose to build Sharma Springs Residence, a six-story home in Bali,
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them with and put in them, to our cities and towns, to the Indonesia. Created by the architectural design firm IBUKU,
world around us, where we live has a major impact on our lives. the house is made of bamboo, a flexible and plentiful
building material that grows in Indonesia. IBUKU’s goal is
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In this unit, students will learn about special neighborhoods to create homes and other buildings that “feel more like
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around the world, unique houses made using nontraditional extensions of the natural environment around them.” This
materials, a living area that orbits that Earth from space, a home and other bamboo structures built by IBUKU will be
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college student that lives on a river, a designer who creates featured in Elora Hardy’s TED Talk in this unit.
beautiful furniture from old objects, a design team that is
making houses using local and sustainable materials, a man
who lives alone on a tropical island, and one of the most c Language note The unit title is part of the longer expression
hi
Home is where the heart is. This saying expresses the idea that
beautiful houses in the world. In doing so, students learn that your home (either your house or the city or town you come
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where a person lives can show you what is important to them from) is the place where you are the happiest and most want to
and their culture, and that understanding a person’s home can be, especially when you are far away from it.
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give you valuable insight into understanding who they are.

Warm Up
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Unit Objectives • Introduce the unit theme by telling students that they will
Vocabulary be learning about interesting homes and different places
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• Describing where you live to live.

• Vocabulary Building Suffix -ion • Tell students to look at the photo and read the caption.
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Make sure that students understand the words designs and

Grammar bamboo.
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• Grammar 1 Simple past • Then point to the photo say: This is someone’s house. Ask:
• Grammar 2 Past continuous 1 Where is this house? (In Bali, Indonesia. If you have a map,
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you can point Bali out for them.)

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Reading 2 What room is this? Can you guess? (Maybe the living room
• All the Comforts of Home because there are chairs, sofas, etc.)
3 Do you know any other words for rooms in a house in
TED Talk English?
• Elora Hardy: Magical Houses, Made of Bamboo
Students will revisit this information later when they watch
Pronunciation Elora Hardy’s TED Talk.
• /zd/ and /st/ in used
• -ing in fast speech
Resources
Speaking • Classroom Presentation Tool
• Giving reasons • Tracks 8–15 (Audio CD, Website, CPT)
Writing
• Describing a visit to a place
Unit 2 Where the Heart Is 20a
2A Different Places
VOCABULARY Describing where you live Teaching Tip
1 Tell students to look at the items listed, and say them aloud One way to preteach vocabulary is to have students
review the new words on their own and identify those
with the class. Point to any in class (e.g., the windows, the
they know. Then have students work in pairs to compare
door, a light) for reinforcement.
and share their knowledge, using the dictionary when
• Then point to the photo and ask about a couple of the
they are unsure of a word. While students are doing this,
items. For example: In this house, do you see stairs? (No) Do
take note of the words they don’t know.
you see a chair? (Yes, there are two chairs.) Tell students to
check the box.
• Have students work on their own or in pairs to identify the • Read the directions for Activity 3 aloud and do the first one
items in the house. with the class. Then have students complete the rest of the
• Go through the answers with the class. Then ask students exercise on their own.
if they can identify other items in the photo (e.g., plants, • Additional vocabulary Profile 1: A district is an area or
neighborhood in a city. The word include is similar here in
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pillows, a rug).
meaning to has. Profile 2: Have students look up or translate
2 Give students a few minutes to discuss the questions. the meanings of the words amusement park, castle, and
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Circulate and help them by correcting or giving them the construction.
• Tell students to work in A/B pairs to check answers.
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English they need, and then write some of these points on
the board, or remember them for class feedback. Student A can take Songdo and read his/her profile aloud.
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• If students need help, ask them these questions: What Student B should listen and check A’s answers. Together,
words describe this house: beautiful? old? relaxing? the pair can discuss any differences. Then they should
comfortable? and Do you like this house? Do you want to live change roles and Student B should talk about Mexico City.
there? c • Go through the answers as a class.
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• Ask for volunteers to share their answers with the class. Give
4 When students answer the questions, tell them to use new
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feedback about new language that came up, and correct

any errors. vocabulary. (I'd prefer to live in an urban area because a city is
lively and fun. There are lots of shops…)
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• Tell students they will learn more about Elora’s houses in

Bali later in the unit. • Support To help students answer question 2, write on the
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board: I'd prefer to live in a(n) _____ area because . . .

3 Tell students they are going to learn about two different
• Give students a few minutes to discuss the questions.
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cities: Songdo, South Korea and Mexico City. If you have Circulate, helping as needed.
a map, ask students to locate each city or point them out. • When students are done, ask volunteers to share their
Ask students if they know anything about these cities. answers to question 1 with the class. For question 2, get
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• Point out the words listed above each city profile. Say a show of hands from the class about which they prefer:
them with the class. Point out that all of the words except urban, suburban, or rural. Ask why.
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shopping district are adjectives used to describe cities.

• Tell students to work on their own to circle the words they
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know. (No need to use dictionaries at this point.) Expansion

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• Write on the board: I know the word _____. I don’t know Tell students to write a short profile of a city they know,
the word ______. Then have students work in pairs and like the ones in Activity 3. Profiles should use at least five
go over each word together using the sentences on the of the new words.
board. If a student doesn’t know the meaning of a word
and his/her partner does, that person should try to explain
it. If neither student knows the word, have them use their Exam Skills Learn collocations and chunks
dictionaries to look up the word. Model this for the class. Another reason to learn collocations and common
chunks of English rather than single words is that being
able to recognize common combinations of words
quickly helps students read quicker and improves their
listening skills.

21a Unit 2 Where the Heart Is
2A Different Places
VOCABULARY Describing where you live
1 Look at the inside of the house. What things do you see?
stairs a refrigerator ✓ a couch
✓ a window ✓ a table a door
✓ a chair ✓ art/decorations ✓ a light
2 mY PERSPECTiVE
Work in pairs. Look at the photo. Answer the questions.
1 What do you think living in a house like this is like?
2 Would you like to live in this house? Why?
3 Complete the city descriptions with the words in the boxes.
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business lively old-fashioned residential shopping district walkable
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A new city: Songdo, South Korea
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Songdo International Business District is a “planned” city in South Korea. It includes
a (1) business area where companies like Samsung have offices, a
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(2) shopping district with stores and restaurants, and also (3) residential
areas where people live. This includes a skate park and a lake with boats to rent.
c
There’s also a (4) lively and exciting entertainment area with a concert
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hall, an arts center, and movie theaters. The city is (5) walkable , so people
don’t need to use their cars much. Bikes are very popular, too. None of the buildings
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in the city are (6) old-fashioned because the city is only a few years old.
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crowded historic modern rural suburban traditional urban

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An ancient city: Mexico City

Mexico City is about seven hundred years old. The city center is very busy and
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(7) urban , with busy shopping streets which sometimes feel

(8) crowded . However, Chapultepec Park, in the middle of the city, is
the largest city park in Latin America. It has an amusement park, a swimming pool,
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and an old castle. There aren’t many (9) modern buildings in the
(10) historic city center. Construction began in the 1500s, so many
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buildings are old and (11) traditional . There are, however, modern
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office buildings in Santa Fe, the city’s business district. And there are homes
and apartment buildings in the more quiet (12) suburban areas, which
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grew around the city center in recent times. There are also many beautiful
(13) rural areas—areas without many buildings—near Mexico City,
like Desierto de los Leones National Park, which is actually within the city limits.
4 Work in pairs. Answer the questions.
TED speaker, Elora Hardy,
designs houses using local 1 Are there cities like Songdo or Mexico City in your country? How are they similar?
bamboo in Bali, indonesia. 2 Would you prefer to live in an urban, suburban, or rural area? Why? Consider:
• shops and restaurants • entertainment (movie theaters, arts, parks)
• green spaces / parks • living in a house or an apartment
• transportation
SAMPLE COPY, NOT FOR DISTRIBUTIONUnit 2 Where the Heart Is 21

LiSTEninG
5 Listen to the news report about living in Vienna, Austria. Choose the correct
words to complete the sentences. 8
1 Vienna is one of the world’s most pleasant / expensive cities.

2 The boy lives in a(n) rural / urban area near the city center.
3 He says that people in New York pay more / less to go out with friends.
4 The girl says that the subway is / restaurants are open 24 hours.
5 She lives / works in the suburbs*.
6 She says the city is / isn’t boring.
suburb a quiet area just outside of a city

1 Would you rather live in Vienna, Songdo, or Mexico City? Why?
2 Nearly half of the world lives in rural areas. What are the pros (good things)
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about living in a rural area?
3 What are the cons (bad things) about living in a rural area?
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4 Look at the photo of the container house. Do you think the people you listened
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to would like to live there? Would a house like this fit in your town or city?
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GRAmmAR Simple past
7
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Work in pairs. Answer the questions from the news report about Vienna. Listen
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again to check your answers. 8
When did the boy’s family move to Vienna? two years ago
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1
2 Why did they move to Vienna? his mom's job
3 a hotel
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Where did they stay when they first arrived?

4 Why did the girl’s family move to the suburbs? her dad's job
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in some places, like London, England, entire

neighborhoods are made of shipping containers.
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22 Unit 2 Where the Heart Is SAMPLE COPY, NOT FOR DISTRIBUTION

Listening
Teaching Tip Teaching Tip

You can help students get ready to listen by introducing To help students to focus and make open-ended
a word or phrase that represents the gist of the questions like these more manageable, it can be helpful to
listening. In this case, the phrase quality of life is a natural limit the scope of the activity (Which city would you rather
candidate to preteach as the listening features people live in? Give one reason. OR Think of two pros and cons to
talking about the quality of life in (primarily) Vienna, living in a rural area.). This can also help to conserve time.
Austria.
• After students have had time to discuss with a partner, ask
them to volunteer some of their answers. You can close out
5 Warm up Write good quality of life on the board. Explain the activity by taking a class vote to question 4.
that quality of life refers to “the standard of health, comfort,
and happiness you experience in your daily life.” Ask for Grammar Simple past
students to call out things that give you a good quality of
life (having a good job, a decent home, etc.). Compile a list
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7 Warm up Students are now moving into the first grammar
on the board. point on the simple past. Before playing the audio again, it
• Ask students to read the sentences in the activity before would be helpful to do a quick review of the simple past.
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they listen. Check to make sure that they understand the Write these verbs on the board: arrive, live, move, stay. Ask
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vocabulary. students to form the past tense and then practice saying
• Tell students they are going to listen to a conversation them aloud.
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about Vienna, Austria, and that you will play the audio once.
Students should listen and circle or underline their answers.
• After they listen, ask the class: Do the boy and girl like Vienna? Study Tip
(Answer: yes)
c Remind students of the three different ways of
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• Have students check their answers in pairs before you go pronouncing the -ed ending of regular verb forms in the
simple past: /d/, /t/, and /Id/.
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over the answers as a class. One way to do this is to have

students call out the answer in unison on the count of
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three.
• Ask: Which sound is used in the four verbs you wrote on the
board? (Answer: /d/) Which sound is used for these verbs?
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Expansion
asked (/t/) wanted (/Id/) walked (/t/) needed (/Id)
Play the audio one more time. Split the class into A
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and B groups and have the As listen for what they • Optional If you want to give students some more practice
don’t like about New York while the Bs listen to what with the simple past you can write some more verbs
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they do like about Vienna (New York: overcrowded, (that are either irregular in form or those regular forms
expensive—costs a lot to go out; Vienna: quiet, great that require special attention to spelling rules) and have
students spell and sound them out. Some possibilities: be,
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public transportation, good restaurants/movie theaters/

concerts, not overcrowded, lively, walkable). As a class, become, make, stop, study, and take. (Many of these verbs
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compile two lists on the board under the headings “New will come up again in an upcoming Grammar exercise.)
York” and “Vienna.” You can leave the list about Vienna • Play the audio again. Ask students to write down key words
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on the board for the next activity. so that they can make sentences later on. Note that you
may have to play the audio more than once as the answers
to questions 1–3 come in rapid succession.
6 Have students read through the questions and raise their • Give each pair of students a moment to prepare their
hands if there are any words that they don’t know. answers. Then call on different pairs to answer each
• Before they discuss the questions in pairs, give the students question.
some time to work alone and think about their answers to
the questions.
• Remind students that for question 1, they can refer to the Expansion
list on the board (if you did the expansion activity above) Ask different students to make sentences in the simple
and/or the information on Songdo and Mexico City on past using the verbs you wrote on the board.
page 21.

8 Students will now have the opportunity to create rules might also want to see if students are able to notice when
about the simple past (affirmative/negative statements and we use used to vs. use to.
questions). Explain that they need to match items 1–3 with • Read through the example sentences together.
options a or b to make complete sentences. To help, point • Put students into pairs and give them some time to work
to the examples in the box and indicate which ones are out the answers. Then go over the answers as a class.
affirmative/negative statements and which are questions. • Language note As the answer to question 3 indicates,
• Read through the example sentences together. both the simple past and used to can be used to talk about
• Put students into pairs and give them time to work out the past habits, routines, and states. While both describe
answers. Then go over the answers as a class. completed actions, used to is used for past actions that no
longer happen currently. In the sentence I rode my bike to
At this point, have students complete Activities 1–3 on school in the fall we know that this past action has been
page 131 in the Grammar Reference section. You may also completed at least once but we don’t know if it will happen
assign these activities as homework. only once. In contrast I used to ride my bike to school in the
9 Give students one minute to skim the article. Ask: What is fall implies that the person no longer does this.
the article about? Have students call out their answers. Study Tip
• Before students begin the activity, ask them to point out
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It’s helpful to learn words that often appear with certain
one example each of an affirmative or negative sentence grammatical structures and make a note of this in a
as well as a question. Remind students of the different notebook. When using used to, it’s common to contrast
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patterns: 1) affirmative (base form + d/ed for regular forms); past habits you no longer do with what you are doing
2) negative (didn’t + base form); 3) yes/no questions (did +
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now, using time words such as: now, nowadays, these
subject + base form) and 4) wh- questions (wh- word + did days, and currently.
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+ subject + base form). I used to live in Los Angeles. Now I live in New York.
• Working with a partner, have students write their answers.
When finished, ask individual students to write their At this point, have students complete Activity 4 on page
answers on the board. Correct the answers as a class.
c
131 in the Grammar Reference section. You may also
hi
assign these activities as homework.
Expansion
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Instruct students, working in pairs, to construct two Yes/ 12 Tell students they are going to read about a couple more
No and two wh- questions about the content, such as unusual houses. Give them time to work on the answers.
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What did Brenda dream about? Did Brenda have a lot of • Ask individual students to write their answers on the board.
money? They should then join another pair and ask and Correct the answers as a class.
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answer the questions. 13 Pronunciation /zd/ and /st/ in used

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10 Ask students to read the questions aloud. • Read the explanation in the box. Either play the audio or
model the sentences yourself.
• Since the answers to questions 1 and 2 are short, you can
• Go over the answers as a class.
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go over these together as a class.

• Next have students close their books and repeat after you as
• In preparation for question 3, write this sentence about the
they say the sentences. You may want to start with part of
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article on the board: Shipping containers are used for loading

each sentence at first (but now I live in a shipping container)
and transporting goods, but Brenda is using one for her home.
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before building up to the whole sentences (I used to live in a

• Culture note Shipping containers are not usually used for
normal house, but now I live in a shipping container.)
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homes. To help students to brainstorm any changes Brenda

made, give them the dimensions of a container: around 14 Tell students they are going to talk about some changes
12 m (length) x 2.4 m (width) x 2.4 m (height) and explain in their own home or neighborhood. Ask students to
that the containers are made of steel. Problems that Brenda close their eyes and think about what their home or
may have encountered might have to do with insulation neighborhood was like five years ago. You can ask them
(a word that comes up in the TED Talk) and how to make a What do you see? What sounds do you hear? etc.
long narrow space work as a home. • When they open their eyes, ask them to write down a few
• Give students time to brainstorm ideas with a partner. Have key words/ideas about how their home or neighborhood
individual students call out some of their ideas. has changed. Give them a minimum of ideas that they have
to come up with (three to five changes).
11 Students will now have the opportunity to create rules
• Put the students in pairs and have them take turns telling
about used to (affirmative/negative statements and their partner about the changes. Encourage them to use
questions). Explain that they need to answer questions 1–3 words like now and currently when contrasting with how
based on what they see in the example sentences. You things used to be and how they are now.

8 Look at the Grammar box. Match the sentence halves to 11 Look at the Grammar box. Answer the questions.
make rules about the simple past.
used to
Simple past
Use used to to talk about past habits, routines, or states.
Use the simple past to talk about an action that was My dad used to work in a bank.
completed before now.
We didn’t use to live in a container house; we lived in
We moved here five years ago. an apartment.
I didn’t like it at first. Did you use to visit the city center a lot? No, we didn’t.
Did you meet new friends? Yes, I did. I met a lot of people.
1 Do the sentences say exactly when the habits, routines,
Where did you live when you were a child? I lived in Madrid. No
or states happened?
1 For affirmative statements about the past, a 2 How is the past tense shown in questions and negatives?
2 For negative statements about the past, b With did
3 For questions about the past, a 3 Can we use the simple past to talk about past habits,
Yes
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a we use the past form of do and the simple present verb. routines, or states as well?
b the verb shows the past tense. Check page 130 for more information and practice.
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12 Choose the correct options to complete the text.
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Brenda Kelly’s house (1) travels / used to travel the world on
9 Use the simple past to complete the article about an
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trucks, trains, and boats carrying products from place to
interesting living situation. place. But shipping containers (2) aren’t / didn’t use to be the
When did Brenda Kelly (1) become (become) only building material that (3) are / used to be something else.
interested in very small houses? When she was just thirteen c
hi
drew
In the mountains of Chile, there’s a house that (4) flies / used
years old. She (2) (draw) plans and to fly—because (5) it’s / it used to be an old airplane. And at
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pictures and (3) dreamed (dream) of building her a farm in the Netherlands, you can stay in a train-car hotel
own small house. that (6) carries / used to carry passengers every day—and it
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A few years later, she (4) was (be) ready for has a kitchen sink (7) that’s / that used to be a car tire!
a house, but she (5) didn't have (not have) a lot of
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money to spend on it. One day, she (6) saw (see) 13 PROnUnCiATiOn /zd/ and /st/ in used
some shipping containers at a container terminal*, and she a Look at the Pronunciation box and listen to the
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(7) thought (think) it would be cool to live in one. examples. 9

Brenda (8) wasn't (not be) sure it was possible to
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make a house from a container. She did research and found When we say the simple past of use, we say /juzd/,
people who (9) made (make) houses with with a /z/ and /d/ sound:
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materials that used to be something else. Some people in Chile used an old airplane as a house.
It (10) didn't take
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(not take) long for her to find help

When we use used to to describe a habit or situation in
and start building.
the past, we say /just/ with an /s/ and /t/ sound.
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terminal a dock or port where ships load and offload goods

Brenda Kelly’s house used to travel the world.
b Listen to the sentences and check the sound you
1 Is Brenda’s house made from new materials? hear. 10
2 What did the house use to be?
/juzd/ /just/ /juzd/ /just/
3 What are some changes you think she made? ✓ ✓
1 4
2 ✓ 5 ✓
3 ✓ 6 ✓
14 Have there been any changes in your house or

neighborhood? Describe them to a partner with used to.
Use the correct pronunciation.

2B mySpace
An astronaut looks at Earth out

of a porthole (a window) on the
international Space Station.
All the comforts
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of home
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c
hi
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VOCABULARY BUiLDinG 2 Complete the text with words from Activity 1.

Suffix: -ion The International Space Station is a base for space
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We can use the suffix -ion to make the noun form of many (1) education/exploration and research. It travels 400
kilometers (249 miles) above the Earth, always moving in
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common verbs. There are several ways to do this: direction

an east-to-west (2) . Moving at 28,000
-ion: communicate communication kilometers (17, 398 miles) per hour, it passes over the same
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(3) location on Earth every four minutes. Rockets

-ation: imagine imagination
(4) transport astronauts to and from the ISS, which
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Add -ion to the end of the word: direct direction can (5) accommodate six astronauts at one time.
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1 Read the Vocabulary Building box. Then complete the

table. Use a dictionary if necessary. Listen and check your READinG
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answers. Listen a second time and underline the stressed 3 Work in pairs. Look at the photo. Discuss the questions.
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syllable in each word. Which words have a different stress

in the verb form and noun form? 11 1 What in the photo do you have in your own bedroom?
2 What do you think these rooms are like in the space
Verb noun station: bathroom, kitchen, living room, dining room?
accommodate (1) accomodation
construct (2) construction
direct (3) direction
educate (4) education
(5) explore exploration

Either syllable can be location
locate (6)
stressed.
(7) transport transportation

2B MySpace
Warm up Tell students to look at the photo and read the • Pronunciation Divide the words accommodate and
caption. Make sure they understand the meaning of the word accommodation into syllables and write them on the board.
space (= the area outside Earth where the stars and other Explain that each one of these smaller word parts is a
planets are) and astronaut (= a person who travels to space). syllable.
Then ask: • Say accommodate with the class. Point out that the stressed
syllable (the part of the word we say with most emphasis)
1 What is this woman’s job? (Answer: astronaut)
is the second syllable. Underline it. Then say the word
2 Where is she? (Answer: on the International Space Station)
accommodation with the class. Ask: Where is the stress?
3 Do you know anything about the ISS? (If students have
(Answer: the fourth syllable) Underline it.
access to the internet, encourage them to use their
• Play the audio again. Tell students to underline the stressed
mobile devices to find photos of the ISS and research
syllable in each word.
ideas. Possible answers: Astronauts do research on the
• Support Divide the words into syllables and project or
ISS. Astronauts usually live on the ISS for six months. The
write these on the board for students to copy in their
ISS is very big—about the size of a football field.)
notebooks. As they listen, have them circle the stressed
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• Additional vocabulary The word space can also mean an syllable in each word.
area or place that is open for use (e.g., There’s no space for a • At the end, repeat the word pairs with the class and check
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big bed in this room.). answers together.
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VOCABULARY BUILDING Suffix -ion Study Tip Learn word families
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Learning related forms of a word (e.g., educate,
1 Tell students to close their books, and write the words
education, educated) will help students expand their
communicate, imagine, and direct on the board. Say the vocabulary and also prepare for exams. For example,
words aloud with the class. Tell students these are verbs
c some test items ask students to rewrite a sentence using
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and make sure they understand the meaning of the words. a different word form. Encourage learners to make note
• Ask if anyone knows what the noun form of each word is.
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of related word forms (nouns, verb, adjectives, adverbs)

Write the nouns on the board next to their corresponding in their notebooks and to use each in a sentence.
verbs. Help students notice spelling changes to the nouns
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by writing, for example, communicate and then erasing the 2 Read the instructions and do the first one with the class.
e and adding -ion. With imagine, erase the e and add -ation,
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Then tell students to do 2–5. Students may need help

and so on.
understanding the words base (= a place where a person
• Point to the nouns and ask students: What is the same about
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works or lives) and rocket (= a vehicle that astronauts travel

all of these words? (They all end in -tion.) Point out that this
to space in).
suffix is pronounced /∫әn/.
• Go through the answers by asking different students to
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• Say the three word pairs with the class, getting students
read out a sentence. Write the number and missing word
to notice that the stressed syllable changes in the words
on the board.
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communicate/communication and imagine/imagination.

• Read the information in the Vocabulary Building box. (It
READING
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reinforces the information you put on the board.) Point out

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that we often create a noun from a verb by adding -ion/ 3 Put students in pairs and give them a couple of minutes to
-ation. discuss the two questions. If students are having trouble,
• Direct students to the chart; ask: What is the noun form of particularly with question 2, tell them to look at the photo
accommodate? (accommodation) Then have students do of the bedroom, and ask this question to get them started:
2–7. Tell them to use their dictionaries to help with spelling Is this bedroom big or small?
and meaning. • Ask different students to share their ideas with the class.
• Note: Students have already seen some of the nouns in
the chart earlier in the unit (construction, transportation).
Others (like education) may be familiar to students at this
level. For some students (e.g., Spanish speakers), some of
the nouns will be similar in their native language (though
spelled and pronounced differently).
• Play the audio. Write the correct words on the board as
students listen and check their answers.

4 Read the information about skimming aloud. Tell students • Have students complete 2–8 on their own. Give them 10
they are going to practice doing this. minutes max.
• Go through the answers by asking different students to
Reading Strategy Skim for the gist read out a sentence.
Previewing a text (introduced in Unit 1) prepares us to
read by getting us to think very generally about what CRITICAL THINKING Analyze fact and opinion
a text is about and how it’s organized. When we skim
6 Read the information in the Critical Thinking box with the class.
for the gist, we also read quickly to understand what a
passage is generally about, though we take note of a bit • Write three or four prompts on the board (e.g.,
more information. To skim, read only the title, the first Astronauts…, Cristiano Ronaldo…), and ask students to call
sentence of each paragraph, any section headings, text out a fact and opinion for each. For example:
in bold, and allow your eyes to look quickly at content • Astronauts… travel to space. (fact) are brave. (opinion)
words (nouns, verbs, adjectives) in the paragraphs. Also • Cristiano Ronaldo… plays for Real Madrid. (fact) is the best
look at photos and read the captions. When teachers soccer player. (opinion) Write all ideas on the board.
practice this technique in class, it is helpful to set a time • Get students to notice that when we give an opinion, we
limit so that students have to read quickly. often use adjectives and other descriptive words to express
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our feeling about something.
• Make sure students understand the word comforts in the • Then say: It’s important to know the difference between a fact
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title. Students already know the adjective comfortable. and an opinion. Why? (Possible answer: When we know
Comforts is the noun meaning “things that make your life the facts about something, we can make good (informed,
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easier and more comfortable.” intelligent) choices, e.g., which car or phone to buy. When
• Tell students to skim the article (not the timeline). Tell them we only listen to opinions, we can make bad choices.)
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they have one minute. Remind them to read the title and Remind students that a fact is something you can prove.
the first sentence of each paragraph, and to look quickly at With an opinion, you can state an opposite point of view.
other words in the paragraphs.
c • Have students do 1–6 and then explain their answers to a
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• When time is up, tell students to stop and choose the best partner.
answer (a, b, c, or d). Note: It’s possible that students may
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have narrowed down their selection to two answers (e.g., Expansion

b and c), not one. That’s OK and this can happen during a For additional practice, generate a list of additional
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quick skim of a text. statements, some facts, some opinions. (Alternatively,

• Read each answer choice aloud. Tell students to raise their have each student come up with one sentence that is a
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hand when they hear their choice said. Ask them what fact and one that is an opinion. Then collect and mix all
words in the reading helped them choose their answer. of these sentences up.) Project or write the statements
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Don’t give the correct answer yet. for everyone to see. Then put students into pairs or
• Have students go back and read the entire article. When small groups and have them decide which statements
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they’re done, have them check their answer. Did they select are facts and which are opinions. For each opinion,
the right one after they did the skimming activity? Confirm challenge them to give the opposite view.
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the correct answer (c) with the class.

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5 Read the directions aloud. Tell students that the goal of this 7 Give students a few minutes to discuss the questions.
activity is to find specific information in the reading quickly.
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Circulate, helping as needed.

• Do sentence 1 with the class, modeling how to scan for • When students are done, ask a few volunteers to share their
specific information. answers with the class. Also give some feedback about new
Exam Skills Scan to find answers fast language that came up, and correct any errors.
On many exams, students have to find specific
information in a reading quickly. To do this, they can use
key words or numbers in the test question to help them
search for the answer in the passage. For example, in
Activity 5 sentence 1, students have to find which item—
a bedroom or a bed—is the size of a telephone booth.
Students can look quickly through the article to locate
the key words telephone booth, bedroom, bed. When they
find one or more of these words, they can stop and read
closely to find the correct answer to sentence 1.

12 “The size is similar to an old telephone box*,”
said Japanese engineer Koichi Wakata as he was giving a video tour of
his bedroom in the International Space Station (ISS). “It’s a little taller
than my height. There’s a sleeping bag here, which is very comfortable.
5 It’s fixed* to the wall so I don’t float away.” Wakata, who lived on the
ISS three different times, had two computers in his room; one for official
ISS business and a second for Internet access. He also had a camera and
earphones for communication with family and friends back home on The International Space Station
Earth. His room also had a small lamp for reading in bed, but instead of (ISS) timeline
10 a dresser for his clothes, he kept them in a small storage locker. There
simply wasn’t room for a table or chair.
1984 The US government decided to
The ISS accommodations didn’t offer Wakata many luxuries, but it build a space station for scientific research,
provided a lot of the basic comforts of a usual home. He and the other education, and space exploration.
astronauts ate packaged food in a small kitchen and dining area, which
15 had an oven but no refrigerator. Wakata couldn’t have a shower in the
ISS, but Italian astronaut Samantha Cristoforetti, who spent 199 days 1990s The Russian, Canadian, Japanese,
on the space station, explained that when she was living there, every and European space programs agreed to
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astronaut had an area where they washed, brushed their teeth, and so help with the construction.
on. “But you don’t have a sink,” she explains. When she was washing,
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20 she used very small amounts of water from small containers and a 1998 The Russian space agency sent the
special “no-rinse” soap and shampoo.
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first part of the ISS into space, working with
As astronaut Scott Kelly tweeted, “All the comforts of home. Well, the other countries.
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most of them.”
telephone box a small booth where people could use public phones 1998 to 2009 Astronauts added to the ISS
to improve the accommodations on it.
fixed stuck; fastened
c
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4 Read the tip and then skim the article. Choose the best CRiTiCAL THinKinG Analyze fact and opinion
description of the article.
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A fact is something that is true for everyone, for example,

To skim, read a text quickly without focusing on all of Tokyo is in Japan. An opinion is something you believe,
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the words. Only look for main ideas. Read the title and but you can’t prove, for example, Tokyo is the world’s most
the first sentence of each paragraph; notice familiar and exciting city. We often mix fact and opinion when we
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repeated words throughout the text. communicate, so it’s important to think about what is fact
and what is opinion.
a It explains how engineers designed the living areas of the
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International Space Station. 6 Look at the Critical Thinking box. Are the sentences fact
b It gives examples of problems that astronauts have living (F) or opinion (O)?
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in the International Space Station.

c It gives a description of the living areas in the 1 The bedroom is small. O
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International Space Station. 2 The sleeping bag is very comfortable. O

3 A computer provides Internet access. F
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d It talks about how people will build homes on Mars.

4 Working in space, away from family, is very difficult. O
5 Read the article and timeline. Choose the correct words 5 The food in space isn’t very tasty. O
to complete the sentences. 6 There’s no shower on the ISS. F
1 Koichi Wakata’s bedroom / bed is the size of an old 7 Work in pairs. Discuss the questions.
telephone booth.
2 The bed is on the floor / wall. 1 Scott Kelly thinks that the ISS has most of the comforts of
3 His bedroom does / doesn’t have a chair. home. Do you agree or disagree? Why?
4 There isn’t / is a refrigerator in the kitchen area. 2 a Make a list of eight things to take with you to live on
5 There isn’t water / a sink for washing. the ISS. You will have basic food and water, but you
6 In 1984, the US government decided to construct / may choose to bring special foods or drinks.
construction the ISS. b Now cut four things from your list.
7 Australia / Japan helped build the ISS. c What is the most important item on your list?
8 The first part went to space in 1998 / 2009.

2C A Unique Style
GRAmmAR Past continuous
1 Can you remember who did what, according to the article in Lesson 2B? Match
the sentence halves.
1 When he was living on the ISS, Koichi Wakata c
2 When Samantha Cristoforetti was working in space, she a
3 When Scott Kelly was doing his research, he b
a washed with “no-rinse” soap.
b sometimes stopped to send tweets back to Earth.
c often spoke with friends and family at home.
2 Look at the Grammar box. Choose the correct options to make rules about the
past continuous.
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Past continuous
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The past continuous is used to talk about ongoing actions or events in the past.
I was taking a shower when the water stopped.
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We weren’t expecting a call when the phone rang.
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Was she living on the ISS when she received the award?
1 The bold words describe single actions or events / general situations in
the past.
c
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2 All of them are formed with the simple past of be / have and a verb in
the -ed / -ing form.
ap
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3 Read the article. For each statement below, write S (ongoing past situation) or
A (past action or event).
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The perfect home

When Charlotte Tindle (1) was preparing to move to London to study music,
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her college (2) suggested student housing at a price of £1,000 per month. That’s
£36,000 for three years! The Tindles (3) were making plans to pay for Charlotte’s
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housing when Mr. Tindle (4) had an idea: Why not spend the money on a
houseboat and then sell it after his daughter finished school? And so the family
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(5) bought one. While they (6) were cleaning and (7) repairing the boat, friends
(8) joined in and helped. Charlotte says that living in her unusual house is an
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adventure, but she says “It is my home.”

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1 S 3 S 5 A 7 S
2 A 4 A 6 S 8 A

4 Read the article again. Disagree with the statements below. Answers may vary.
1 Charlotte wasn’t expecting to leave home.
Yes, she was. She was preparing to move to London to study music.
Rows of canal boats
and houseboats 2 Before she went to school, Charlotte was living with a roommate.
No, she wasn't. She was living with her family.
3 For years, Charlotte was planning to live on a boat when she went to school.
No, she wasn't. She was planning to live in student housing.
4 The Tindles were relaxing while Charlotte’s friends cleaned the boat.
No, they weren't. They were cleaning, too.

26 Unit 2 Where the Heart Is
2C A Unique Style
Grammar Past continuous • Language note To introduce the past continuous
more thoroughly, you can give students the following
1 Do a quick comprehension check of the reading on page 25. information:
Ask questions: Who is Koichi? (a Japanese engineer) Who are 1 Explain to students that we use the past continuous to
Samantha and Scott? (astronauts) What do Koichi, Samantha, talk about actions in progress in the past. These actions
and Scott have in common? (At one point they all lived on can happen at a specific point in time (I was watching TV
the International Space Station—the ISS.) last night) or over a period of time (I was living in Buenos
• Play a quick memory game by going around the room, Aires).
asking one student at a time to tell you one thing that 2 Remember that the simple past is used to show a
astronauts had or didn’t have on the ISS. Keep going until completed action in the past. When the past continuous
students run out of items to say. and simple past are used together, it shows that one
• Read through the sentence stems together. Ask for a show action was in progress when another action happened:
of hands for the answers: Who thinks the answer to number I was taking a bath when the phone rang.
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1 is a? b? c? • It might be helpful to let students know that we don’t
usually use stative verbs with the past continuous.
2 Warm up With books closed, write these verbs on the
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board: live, stop, take, and work. Explain to students that At this point, have students complete Activities 5–8 on
page 131 in the Grammar Reference section. You may also
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the main verb in the past continuous takes the present
participle (or -ing) form. Ask students to spell the verbs in assign these activities as homework.
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the participle form. Can they explain the spelling rules to 4 Give students a minute to silently read the article in
you?
Activity 3 again.
• Have students open their books. Read aloud the three
sentences. Give students a moment to work silently, c • Go over the first sentence together. Point out to students
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that since they are disagreeing, they should use the
answering the two items below the example sentences.
opposite form of the verb that’s in the sentence (wasn’t)
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• Go over the answers as a class. For number 1, ask students:

in their short answer. (Thus, in item 1, students will read
Which sentence(s) show single actions or events? Which
Charlotte wasn’t expecting… and their answer will begin
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show general situations? For number 2, ask students: What

with Yes, she was.) They should then find information in the
are the two past form of the verb be? Then as you call out
article that supports their answer. (In this case, it’s She was
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different pronouns in random order (e.g., we, I, she, they),

preparing to move to London to study music.)
have students answer with was or were. To make it more
• Give students some time to do items 2–4. If this activity is
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challenging, you can also mix in nouns (e.g., the teacher, this
challenging for them, you may want to put them in pairs so
class, the students).
that they can work with a partner.
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3 • Go over the answers as a class.

To get students acquainted with the content go around
the room with a different student reading a sentence of
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the story “The perfect home.” Have students circle any

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unfamiliar vocabulary and look it up in their dictionaries.

• Give students some time to work on their answers and then
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ask each student to compare answers with a partner. As a

class, ask students: How did you know which verbs indicated
an ongoing past situation? How about past actions or events?

5 Warm up Direct students’ attention to the photo of the verb with the -in (/in/) sound in a word like sitting (which
chair. Ask them to read the caption. What do they think the sounds, then, like sittin’). You also hear this often in popular
word upcycle means? (Upcycling is reusing old or discarded songs. Students should learn to recognize it.
objects or materials to create something of better quality.) • Tell students to read the information in the box. Then write
Ask: Would you ever buy an upcycled product? Why or why these three verbs on the board: doing, going, looking. Read
not? Can they think of any other words using the suffix each verb two ways, pronouncing the final -ing as (/iŋ/)
-cycle? (bicycle, motorcycle, recycle) and as (/in/) while students repeat.
• Encourage students to read the whole text quickly before • Play the script while students check their answers. Go over
they fill in the answers. the answers as a class.
• Tell students to complete the extract by choosing the
correct tense for each space. Put them in pairs if you think Expansion
that this is a difficult activity for some of them. Play only the first verse of the song “Sittin’ on the Dock of
• Go around and check that students are doing the activity the Bay” by Otis Redding (found online). Tell students to
correctly and notice sentences they are getting wrong or raise their hand every time they hear the words sittin’ or
asking you about. Focus on these in feedback. watchin’. (They don’t need to understand all the content
• When most students have finished, go through the answers of the song.)
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by asking different students to read out the full sentences. The verse: Sittin’ in the morning sun / I’ll be sittin’ when
• Write the correct answers on the board. the evening comes / Watchin’ the ships roll in / And then
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I watch ’em roll away again.
6 Study Tip
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It is easy to get overwhelmed when unscrambling
8 Read through the three activities with students and make
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long sentences. It can be helpful to look for chunks of
language that start and end the sentence. Then the rest sure they understand each one and that they are to choose
should fall into place. You can demonstrate this by going only one of the three.
over the first item together as a class (see below).
c • Before students choose, give some further explanation. For
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the first activity, tell students they will be thinking of three
• With books closed, write the first item in the activity on the important or memorable events in their lives. They should
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board: parents / when / Ilori’s / advise / to think / did / him / also think about where they were or what they were doing
engineering / about / ? when the event happened.
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• Ask students what kind of word they will look for to start • For the second activity, encourage students to brainstorm
the sentence? (a wh- question word, in this case when) different things they are interested in. These can be hobbies
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Next ask them to look for an auxiliary or main verb that will or activities they want to do in the future. They should
follow (in this case, the answer is did). choose one example from their list.
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• Now have them look for a chunk of words that they think • Circulate and answer questions as necessary.
might end the sentence (think about engineering). • After students have finished brainstorming, tell students to
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• Write When did… and …think about engineering. See if find a partner and share their information. Encourage them
students can come up with the middle part of the sentence. to share additional information about each event or hobby.
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Have them open their books to check their answers. For example:
• Using this technique, put students in pairs and have them I was watching a music video when I suddenly realized I
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work on unscrambling the sentences. Circulate and assist as wanted to become a singer. I joined the choir at school and
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necessary. made a lot of friends.

• Students should then take turns asking their partner the • For the third activity, students can work alone or in pairs to
questions. make their presentations to the class. You may want to give
• Optional For additional practice, give students two more them some language that helps them to get started in their
items to unscramble: presentation (e.g., May I have your attention, please? and/or
did / he / what / graduated / do / after / Ilori / ? Good afternoon, fellow students. Thank you for coming to my
(What did Ilori do after he graduated?) presentation.).
Ilori’s / what / he / after the expert / work / found / online, / • Culture note Yinka Ilori is a London-based designer who
did / do / ? is against all the unnecessary waste he sees in modern
(After the expert found Ilori’s work online, what did he do?) life. Using traditional Nigerian stories for inspiration, he
specializes in “upcycling” (or repurposing) old furniture.
7 Pronunciation -ing in fast speech • Project Tell students to plan their own upcycled goods
• Sometimes in quick casual speech, native speakers of from things they have at home or in class. Have them plan
English will replace the -ing sound (/iŋ/) at the end of a and describe the item using the grammar from the unit.
27a Unit 2 Where the Heart Is SAMPLE COPY, NOT FOR DISTRIBUTION
5 Complete the text with the simple past or past continuous
of the verbs in parentheses.
Coming together and mixing

When Yinka Ilori (1) was growing up (grow up), his
parents often (2) advised (advise) him to think
about becoming an engineer. Instead, when he finished
high school, he (3) chose (choose) to study
furniture design. Three years after he (4) graduated
(graduate), while he (5) was trying (try) to
develop his own style, he (6) was doing/did (do)
a project where he took two old chairs and made them
into one new one. He then (7) realized
(realize) that his work was about storytelling and
different cultures coming together and mixing. He
(8) was developing (develop) these ideas when an
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art expert (9) found (find) his work online
and invited him to show it at Milan Design Week—the
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world’s largest design fair.
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6 Use the words to make questions. Then ask and answer Yinka ilori “upcycles” old tables and chairs. He says, “The UK is
the questions with a partner.
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a very multicultural place: there are so many cultures here… ,
and it’s nice to try and put that into furniture.”
1 parents / when / Ilori’s / advise / to think / did / him /
engineering / about / ?
When did Ilori’s parents advise him to think
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3 Are you hungry?
about engineering?
We were going to eat at four.
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2 Ilori / study / what / choose / did / to / ? ✓ We go in to eat at four.

What did Ilori choose to study?
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8 CHOOSE
3 two / Ilori / did / realize / chairs / when / made / into / he
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/ what / one / ?
What did Ilori realize when he made two chairs into • When Charlotte Tindle was looking for a home, she found
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one? an amazing way to live. Think of three important events

in your life related to your home. In pairs, explain the
4 found / Ilori’s / when he / work / was developing his / ongoing situation and each single action or event.
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who / about / online / cultures and / ideas /

storytelling / ?
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Who found Ilori’s work online when he was developing My family was living in Athens when
ideas about cultures and storytelling? my little brother was born.
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• When Yinka Ilori was working on an art project, he

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7 PROnUnCiATiOn -ing in fast speech

discovered his interest in different cultures coming
Read the Pronunciation box. Then listen and check the together. Think about something you love doing or are
sentences you hear. 13 very interested in. Write about what was happening in
your life when you discovered it. Explain how you have
Often, especially in fast speech, -ing in continuous verb learned more about it.
forms is spoken as /In/
1 I didn’t find what I wanted. I was watching a music video when a

✓ I was looking for the furniture store.
thought hit me: I want to learn the guitar.
I’ll look in the furniture store. I didn’t have a hobby at the time, so
I asked my parents for guitar lessons.
2 I saw you at the art competition.
✓ Did you put in a painting? • Instead of writing about your hobby or other interest,
Were you putting up paintings? prepare a presentation about it.

2D magical Houses, made of Bamboo
“ With creativity and commitment,

you can create beauty and comfort
and safety, and even luxury, out of a
material that will grow back.
”
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ELORA HARDY
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Read about Elora Hardy and get ready to watch her TED Talk. 2.0
c
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AUTHEnTiC LiSTEninG SKiLLS WATCH
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Listening for gist 4 Look at the photo on page 20 and read the caption.
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Why do you think it might it be important to use local

When you listen, don’t try to understand every word. Try
materials, like bamboo in Bali, to build houses?
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to relax and focus on what you do understand, not what you

don’t understand. Notice words that the speaker repeats 5 Watch Part 1 of the talk. Choose the correct options
or stresses and the types of words that are used a lot,
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to complete these sentences. 2.1

for example, adjectives. Try to figure out the connections
between the words you understand. 1 designed a fairy mushroom house.
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a When Elora was a child, her mother

1 Read the Authentic Listening Skills box. Listen to the b Last year, Elora
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extract from the TED Talk. Circle the topics Elora talks c When she was a child, Elora
about.
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14 2 The curved roof helps keep the house .

a doors a dry
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b windows b cool
c shapes c warm
d construction materials 3 It’s easy to a person who is using the bathroom.
a hear
2 What is the general idea of what she is talking about? b see
Write a sentence. c avoid
6 Watch Part 2 of the talk. Are the sentences true or
false? 2.2
3 Share your idea with a partner. 1 Bamboo is a grass. T
2 Bamboo grows very slowly. F
3 Bamboo is light and strong. T
4 Hardy plans to build a school from bamboo. F
5 The Green School used sustainable materials. T
2D Magical Houses, Made of Bamboo
Warm up Point to the woman in the photo and tell students: WATCH
This is Elora Hardy. She designed the house on page 20.
4 Introduce the word local. Then discuss the question in the
• Tell students to look again at the photo on page 20 and
read the caption there. Remind students that they already direction line with the class.
talked a little about this house in Bali.
5 Warm up Play Part 1 of the talk with the sound off. As
About the Speaker you watch, pause the video periodically and get students to
think about these questions:
• Tell students to read the quote on the top of page 28. Say:
1 At the start, there’s a drawing and then a house. Ask: Who
In this quote, Elora is talking about houses and other buildings.
drew the picture? Who built the house?
What is she trying to say? Ask students to make guesses.
2 Later, we see a very big house. Ask: In this house, what
• Tell students they are going to read and hear some
rooms do you see?
information about Elora Hardy.
• Play the first section of the video. Tell students to listen and
Teaching Tip
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read along. Do the vocabulary matching activity on the video.
One way to prepare students to watch a video is to do a
• Additional vocabulary Elora Hardy is an architectural
first viewing with the sound off. Have students focus only
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designer. She used to be a fashion designer. A person can
on the images on screen, and get them to think about
also be a graphic or interior designer. Bamboo is a type
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what they’re seeing by asking some questions. Using this
of building material. Other building materials are brick,
technique can help build background knowledge, allow
concrete, steel, wood. Sustainable materials won’t run out
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you to preteach vocabulary, and will prepare students to
(end). This means the material will last a long time.
listen more successfully.
AUTHENTIC LISTENING SKILLS Listening
c
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for gist • Next, tell students to read sentences 1–3. Make sure they
understand the word mushroom in sentence 1 and curved
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Listening Strategy Listen for gist roof in sentence 2.

When we listen for the gist, we want to understand • Play Part 1 again, this time with the sound on. Remind
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generally what someone is saying. It’s not necessary to students that they don’t need to understand everything
focus on every word. In longer academic talks, a speaker Elora says. Their goal is to complete sentences 1–3.
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may state the main idea at the start, so it’s helpful to • Additional vocabulary Introduce the phrase acoustic
pay attention to this information. It also helps to pay insulation. This refers to a way of keeping sound inside.
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attention to content words (like nouns, verbs, and • Play Part 1 one more time. Then give students a few
adjectives) and repeated words. minutes to compare their answers to 1–3 in pairs.
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• Take answers from the class, repeating the parts of the

1 Tell students to read the directions and the possible answers. video that clarify the answers.
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• Support To help students understand some of the 6

language Elora uses in the extract, write these shapes on Warm up Play Part 2 of the talk with the sound off. Pause
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the board: round, rectangular, shaped like teardrops. Illustrate it periodically and get students to guess the answers to
these questions. Is bamboo small or big? (big) Who is the
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their meanings by drawing each shape.

• Play the extract from the TED Talk. Tell students they don’t man standing in the bamboo? (Elora’s dad) Is bamboo heavy
have to understand every word. The goal is to listen for key or light? (light) Near the end, there is a group of buildings.
words to answer the question: What is she talking about? What are these buildings? What are they made of? (a school,
Tell students to circle their answer(s). bamboo)
• Play the extract again and have students check their • Next, tell students to read 1–5. Make sure they understand
answer(s). the word grass in sentence 1. You should also introduce
the word shoot (= a new plant beginning to grow). See if
2 Read the directions and tell students to write a simple students can guess any of the answers before they listen.
sentence that gets at the main idea. Tell them to use the • Play Part 2 again, this time with the sound on. Give students
answer(s) they chose in Activity 1 to help them. a few minutes to compare their answers to 1–5 in pairs.
3 Tell students to compare answers with a partner. video that clarify the answers.

7 Warm up Play Part 3 of the talk with the sound off. Pause it 4 When a minute is up, the speaker should reflect on
periodically and get students to guess the answers to these these questions (which you’ve written on the board): Did
questions. you speak for a minute? Was it hard or easy? Did you stop
talking or say “uhm” a lot? Did you make any mistakes?
1 Who are the people working on the house? (engineers and 5 After everyone in the group has spoken, have students
builders) get into new groups. In this new round, they should
2 What are the small bamboo structures? (model houses) answer the same question. (This gives learners a chance
3 Are the doors in the houses all straight/rectangular? (No, to build fluency and accuracy.)
some are round.)
• Next, tell students to read through 1–4. See if they can Exam Skills
guess any of the answers before they listen. Make sure they The timed speaking activity above simulates for students
understand the words strengths (= the best or strongest what they’ll be asked to do in the Speaking section on
qualities of something), model (= a smaller object that is many standardized exams. In these tests, students are
an example of a larger object), customers (= people who often given a prompt and must speak as fluently and
buy something), balanced (= equal, even), environmentally accurately as they can in a specified amount of time.
friendly (= good for Earth). Some prompts will be general questions (e.g., What is
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• Play Part 3 again, this time with the sound on. your idea of a dream house?). Others will ask speakers
• Play it one more time. Then give students a few minutes to to incorporate information from a short text into their
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compare their answers. answer (e.g., How are Hardy’s houses similar to yours?).
• Support Tell students to read Part 3 of the transcript to It’s important to give students who are preparing for
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check their answers. standardized English exams lots of this kind of in-class
• Take answers from the class, repeating the parts of the practice.
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video that clarify the answers.
10 Put students in pairs and have them read the extract and
8 Vocabulary in context
c discuss the questions.
• Support In the extract, Hardy is basically asking this
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• 8a Tell students that they are going to watch some clips from
the talk. They will see new words and phrases and should question: Can our homes be more environmentally friendly?
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choose the correct meaning for each. Then play the recording. Instead of asking students to read the extract, write the
• Pronunciation In extract 2, when Hardy says I’ve got to tell question above on the board and tell students to answer it
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you, she pronounces it I gotta tell you. In informal speech, and question 3.
have got to is often reduced to gotta. • Take answers to question 3 from the class and put all ideas
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• 8b After students watch, put them in pairs and give them on the board. Have students raise their hands if they already
a few minutes to discuss the questions, which use the new do these things in their homes.
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words and expressions they’ve just learned.

• Go around and help them by correcting or giving them the CHALLENGE
• With the class, brainstorm a list of rooms in a house and a
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English they need, and then write some of these points on

the board, or remember them for class feedback. few items you might find in each. Write or project all ideas
• When students are done, ask a couple of volunteers to on the board for students to refer to.
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share their answers with the class. Give feedback about new • Put students in pairs. Using the questions, tell them to
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language that came up, and correct any errors. prepare a short presentation in which they describe and
draw their dream house. Tell students their presentation
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9 Put students in small groups to discuss the three questions. should be about a minute long and include images (their
• Optional Put students in groups of three and do the model floor plan, photos, etc.). Encourage learners to be
following: creative. Student pairs should rehearse their speech, with
each person speaking about half the time. (Note: This step
1 Assign each student one of the three questions (e.g.,
can be done in class or assigned as homework.)
student A gets question 1, student B gets question 2, and
• Have students give their presentations to the class or in
so on). Tell students that they are going to explain their
small groups. When other students listen, they should take
answer to their group and will have to talk for a minute.
notes by answering the three questions in the Challenge
2 Give students a minute or so to think of an answer to
box about a given pair’s dream house.
their question and to make some simple notes.
• At the end, have students review their notes and vote for
3 When everyone is ready, have each student read his/
the best house.
her question to the group and answer it. As the person
speaks, another student in the group should keep time.
Students in the group can also ask questions.

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c
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7 Watch Part 3 of the talk. Choose the correct options to 2 Hardy designs her houses to be comfortable in hot
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complete the sentences. 2.3 weather. What is the weather like where you live? How
do you make your house comfortable?
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1 Elora says it is important to make the bamboo do what you 3 How are Hardy’s houses similar to your house? How are
want / design for the bamboo’s strengths. they different?
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2 Elora builds models of her houses to help sell houses to her

customers / test the design. 10 Work in pairs. Read the extract from the talk. Discuss the
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3 She prefers to build doors that are balanced / not shaped questions.
like teardrops. The floor that you walk on, can it affect the way that you
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4 Bamboo grows back quickly, so it is a safe / an walk? Can it change the footprint that you’ll ultimately leave
environmentally friendly material. on the world?
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8 VOCABULARY in COnTExT 1 Is Hardy talking about an actual floor?

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a Watch the clips from the TED Talk. Choose the correct 2 How can the floor we walk on change our footprint?
meanings of the words. 3 We can’t all build bamboo houses. What else can we do
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2.4
in our homes to change the footprint we leave?
b Answer the questions.
1 What is one thing that just doesn’t feel right in your CHALLENGE
town or city?
2 Has someone ever had to just tell you something? What Think of the dream house you described in Activity 9,
was it? item 1. Do the following:
3 Who is one person who has treated you well?
1 Decide what material you would build with: wood,
4 In your city, what material makes perfect sense to build
brick, bamboo, something else?
with?
2 Decide how it will work with the environment. How will
9 Work in small groups. Discuss the questions. it stay comfortable in hot or cold weather?
3 Draw a plan for the house and label the rooms and
1 As a child, Hardy’s dream house looked like a mushroom. other details in the house. Include as many rooms as
What is your idea of a dream house? you would like—a music room, a movie room, etc.

2E Special Things, Special Places
SPEAKinG Giving reasons
1 For you, is the idea of living alone on a tropical island an exciting or scary idea?
2 Think back to your answers on page 25, Activity 7 about what you would like
to take with you to live on the ISS. Would your answers be different for life on
a tropical island? For example, what clothes would you take? How would you
protect yourself from the sun? How would you get food?
3 What parts of civilization would you miss the most?
2 Listen to the conversation. Are the sentences true or false? 15
1 David became rich and as a result, he bought the island. F

2 There was a small community of people already living on the island, so David
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Useful language joined them. F
3 Denika left because she wasn’t completely comfortable on the island. T
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Giving reasons 4 The reason David has electricity on the island is that he set up a solar power
Use The reason… , because, so, and system. T
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since to give reasons. 5 David says that moving to the island was a big mistake because he’s not happy
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The reason he went there was to get living alone. F
away from his money problems.
He went because his business failed.
3 Read the Useful language box. Then, in small groups, take turns giving the
She thought life was too hard, so c
reasons for the items you talked about taking to a tropical island in Activity 1.
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Try to use all of the expressions in the box.
she left.
I’d want a computer because…
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Since he loved living a simple life in a

tiny house, he didn’t want to leave. I’d need a cell phone so…
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The reason I’d want a music system is…

I’d need a swimsuit since…
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4 Think of five things that you use every day. Explain why they are important to
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you using the useful language.

I need my backpack every day because…
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5 Do you think your items would still be useful on a tropical island? With a group
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of three, plan a list of ten items to take. Give reasons for each item.
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Shuri Castle in naha, Japan

2E Special Things, Special Places
Speaking Giving reasons 3 Point to the sentences in the Useful language box.
Explain that the sentences show how to give a reason for
1 Warm up Write the words alone on a tropical island on something happening.
the board. Explain that tropical is the adjectival form of • Put students into groups of four. They are now going to use
the tropics, the hottest area of Earth (around the equator). their lists from Activity 1 and give reasons for their answers.
Students are going to spend this lesson talking about what Call on a student to complete the first sentence: I’d want
they would need and how they would feel about living a computer because… Call on another student to make
alone on a tropical island. another sentence by replacing computer with another noun
• For the first question, take a class survey. Ask a couple of (e.g., I’d want some sunscreen because…).
different students to share why they chose exciting or scary • Language note Note that you might want to give a
for their answer. Don’t worry about their answers being brief presentation here on would. Here it is used to talk
“correct” or using the target language for the lesson yet. hypothetically—to talk about possible wishes (that are not
• Put students into pairs for question 2. If they need help real). Students may not know this grammar.
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getting started, write words like these on the board: food, • In their groups, each student should talk about at least
water, clothing, shelter, protection, communications. Students three items.
can use these categories (as well as others) when they are • Circulate and assist as necessary.
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brainstorming items. Tell them to make a list of the items
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they would take because they will need to refer to it later in 4 Students can stay in their groups. Each student should take
the lesson. a minute to think of at least five items they use every day.
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• For the third question, write this list on the board: family, • Optional To make this more challenging, you can tell the
friends, pets, music, TV, the internet, boyfriends/girlfriends, my students that they can’t give certain (obvious) answers such
comfy bed, chocolate, and any other things you can think of, as cell phone, wallet, keys, or tablet/PC. Encourage them to
including humorous ones. You can also elicit ideas from the c think of other items such as toaster, USB/memory stick, or
hi
class. Have students discuss with their partners the item(s) shopping basket.
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they would miss the most and why. • Using the target language, students should go around the
circle, each giving a reason why they use a particular item
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2 Tell students they are going to listen to a conversation every day.

about a man named David who has lived alone on an island • Once everyone has finished the activity, have each
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for many years. group nominate one member whom they think had an
• Play the audio once. For this first listening, have students unexpected or especially creative answer. Each group’s
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listen for the gist of the conversation. You can help them by representative should then share his or her sentence with
giving them some questions: Who is David Glasheen? (He’s the class.
a millionaire businessman. He lives alone on Restoration
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Island.) Who is Denika? (his partner) 5 Have students get into groups of three or four.
• Read through the sentences in the activity and have • Together they need to come to a consensus on which
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students look up any words that they don’t know. Have items they would take to live on a deserted island. For each
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students guess the answers based on what they think or of the items, students should also have a good reason for
what they may have caught from the first listening. choosing it.
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• Play the audio again and have students mark their answers. • Call on different groups to share some of their ideas with
Go over the answers as a class by calling on students the class.
individually or by having five to ten students come to the
board and write their answers to all the items. Did everyone
get the same answer?

Writing
6 Optional Another way of presenting this material would Teaching Tip
be to start with Activity 7 (the paragraph on Shuri Castle),
Students can learn a lot by reaching their answer by
followed by Activity 8 (working with the Writing skill box),
consensus (rather than by you simply giving it to them).
and then do Activity 6 (asking students to think of a home
Go over the answers as a class. First, ask all of the “1s” to
that they really like). By going in this order, students will be
raise their hands and then call on one of them to read
able to use the reading on Shuri Castle as input when they
the question aloud and answer it. Ask the other students
are thinking of a famous place. (The page would then finish
in that group: Do you agree with that answer? If they all
in order with Activities 9 and 10.) This alternative order of
say yes, you can press them by saying Are you sure? to
activities is up to you; of course it’s fine to do the activities in
see if anyone comes forward. If a student or two don’t
the order they are presented on the page.
agree, they can work on adding to the first student’s
response to make it better. In this way, students can work
collaboratively and work out the answer independently
Writing Strategy Drawing a picture first of the teacher. Go through all six questions in this way.
One way to unlock creativity is to have students start out
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by drawing a picture. In this case, they will be drawing • Finally, give students time to read the entire paragraph
a picture of a home or other famous place (such as a silently. Then read the paragraph aloud while students
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castle) that they have seen or visited. Give students three listen.
or four minutes to make their drawings. Then have them
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read through the questions and think about how they 8 Go over the information in the Writing skills box. Ask
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would talk about their drawing. students if they can come up with questions about Shuri
Castle using all of the wh- question words. (It’s OK if they
can’t.)
• WRITING SKILL Answering Wh questions
c
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Put students in pairs. Each student will have one minute At this point, have students turn to page 149 in the
to talk about his or her drawing. Students can use the Writing Bank to view a version of the email with the
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questions in their books to help them decide what to talk Writing strategy called out.
about. Since they only have a minute each, tell them it’s OK
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if they don’t cover all of the questions; they should simply 9 Students are now going to write their own paragraph.
say a few things about their drawing that they think their Remind them that they have three resources to rely on:
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partner will be interested in. 1) their drawing and the questions in Activity 6; 2) the
information in the Writing skills box; and 3) the sample
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7 Tell students that they are now going to read about Shuri paragraph on Shuri Castle in Activity 7.
Castle, a beautiful castle in Japan. Have students count off • Give students time to write their paragraphs. This may also
from 1 to 6. Tell all the “1s” to answer question 1, the “2s”
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be assigned as homework.
to answer question 2, and so on. Then say go and have the
students scan the paragraph for the information they need. 10 Have each student exchange their paragraph with a partner.
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This should not take very long since each group has to After reading their partner’s paragraph, each student should
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answer only one question. answer the following questions: 1) How many wh- questions
can you come up with about your partner’s place? 2) Would
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you like to visit the place your partner wrote about? Why or
why not?
31a Unit 2 Where the Heart Is SAMPLE COPY, NOT FOR DISTRIBUTION
WRiTinG Writing strategy
6 WRiTinG SKiLL Answering Wh- questions Describing a visit to a place

Think of a home that you really like. It can be a place you have seen or You can describe a visit to a
visited—a friend’s house, a family home, or a famous place such as a castle. place by answering the questions
Answer the questions. Who?, What?, When?, Where?,
Why? and How?
1 Where is it? 4 Why is it special? The location? The way it looks?
2 When did you go there? 5 Who lives there (or used to live there)?
3 How old is it? 6 What did you see or do there?
7 Read the paragraph. Answer the questions below.
Shuri Castle is a beautiful castle in the city I’m from—Naha, Japan. I went there
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last year when my cousin was visiting from Tokyo because the castle is famous in
our area. The oldest part is about seven hundred years old. It has many beautiful
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buildings, gardens, and huge gates. That’s the reason I like it. It’s unlike any other
place I’ve ever seen. A king used to live there, but now it is like a museum. When
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we were taking the tour, the tour guide showed us the inside of the castle and
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told us about its history. It’s definitely the coolest house I’ve ever seen.
—Kana
1 Where is Shuri castle? 4 Why is it special?

c 1. Naha, Japan 4. it has beautiful buildings, gardens, and
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2 When did Kana go there? 5 Who used to live there? 2. last year huge gates
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3 How old is it? 6 What did Kana do there? 3. 700 years old 5. a king
6. took a tour
8 Look at the Writing skill box. Does the paragraph in Activity 7 answer all
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of the questions?
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9 Write a paragraph that describes the home you talked about in Activity 6.
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10 Exchange papers with a partner. Check each other’s work.

Does your partner’s paragraph answer all of the
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questions from Activity 6?

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3 Health and
Happiness
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c
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This teen in Tokyo, Japan, shows

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that good food can make people

both healthy and happy.
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• talk about staying healthy.
• read about a girl who doesn’t feel pain.
• learn about what makes people happy.
• watch a TED Talk about a doctor who changed
the way people think about health.
• write about staying healthy.

3 Health and
Happiness
Unit Overview Speaking
• Agreeing, disagreeing, and conceding a point
The focus of this unit deals with issues surrounding health,
happiness, and how they affect the day-to-day lives of people
Writing
around the world. A variety of approaches and beliefs concerning
• An opinion essay
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health and happiness are looked at, giving students a chance to
think about not only their own health and happiness, but how their
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lives are similar and different to people in other places.
About the Photo
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In this unit, students will learn about topics including the human
body, a doctor that travels across the jungle to see his patients, The teenager in the photo is eating at Isomaru Suisan, a
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“whole-person” healthcare, a girl who feels no pain, what makes restaurant in Tokyo, Japan, that specializes in fresh seafood.
people happy, the man who modernized pain relief, and the best Although the student pictured may not be aware of it,
ways to stay healthy. In doing so, students will be able to think there are a number of health benefits associated with
about what they do to stay healthy, and how they can improve c eating fish. Research has shown, for example, that many
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their health, but also think and talk about what people around types are low in fat and high in important vitamins, such as
B and D, which give us energy and help protect our teeth
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the world are doing to improve health in their communities.

Approaches to health and happiness give an important insight and bones. Other kinds of fish (such as salmon) are rich
in omega-3 fatty acids, which can help lower cholesterol.
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into what people value and by discussing the issue from different
angles, students will be able to more critically think about their Studies have also found that people who get most of
their calories from seafood and plants suffer fewer serious
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own relationship with health and happiness.

illnesses (such as cancer and heart attack) and often live
longer, happier, lives.
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Unit Objectives
Vocabulary
Warm Up
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• Being healthy
• Vocabulary Building Synonyms Call on a student to read the unit title aloud. Ask students to
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think about the relationship between health and happiness.

Grammar Ask: Do these two things always go together? Can you be happy,
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• Grammar 1 Quantifiers but not healthy? Can you be healthy, but not happy? Is it better if
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• Grammar 2 Phrasal verbs you’re both?
Reading
• Feeling no pain Resources
• Classroom Presentation Tool
TED Talk • Tracks 16–22 (Audio CD, Website, CPT)
• Latif Nasser: The Amazing Story of the Man Who Gave Us
Modern Pain Relief
Pronunciation
• Nuclear stress

Unit 3 Health and Happiness 32a
3A Treating the Whole Person
VOCABULARY Being healthy noun verb adjective
happiness happy
1 Look at the photo and ask: How does this man feel? (Answer:
happy) Then read the first question in the direction line health healthy
aloud (What is he happy about?) and take ideas. injury injure injured
• Tell students to answer the second question with a partner. illness / sickness ill / sick
To help them get started, put this sentence stem on the board:
To be happy, people need… and add an idea or two (e.g., food
Exam Skills Learn word families
and water, a house, good health). Tell student pairs to come up
Learning different forms of a word (e.g., injure, injury,
with three or four more ideas (e.g., friends, an education, a job,
injured; health, healthy; happiness, happy) helps with
money, etc.), and to rank the items in order of importance.
exams in several ways. Sometimes, there is an activity
• Take ideas from each pair. What are the most common
where students will need to write a different form of
answers in the class?
a word related to a base word; sometimes different
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2 Warm up
forms are used in a question or text of a comprehension
Say the parts of the body aloud with the class.
activity; sometimes you need to rewrite a sentence using
(Note: Many will be familiar to students at this level.) As you
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a different word form. In all cases, tell students to learn
do, point to the body part on yourself.
collocations of the other forms, not just a single word.
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Expansion
5 Warm up Say each condition aloud with the class. As you
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Play a quick game of “Simon Says” with the class. Tell do, act out what each is. Some (e.g., the flu, pain, a virus)
students to stand. Then for different parts of the body, students will have to look up in their dictionaries. Then do
say: Touch your… (arm, leg, eye). Anyone who doesn’t
immediately do the correct action must sit down. Play c the first three with the class. Ask students what each is.
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• Tell students to choose their answers for the rest of the
for a few minutes. At the end, those standing are the items and to compare ideas with a partner. Then check
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winners. answers as a class.

• Tell students to check the parts of the body they see in the
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Health problem Explanation

photo with a partner.
I have the flu / a Have is used to talk about many health
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headache. problems.
3 Discuss the question with the class. When a student offers an
Are you in pain? It’s common to use be + in pain.
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idea, ask him or her to explain. For example, if a student says

“A person’s mouth shows you he is happy.” ask: How do you Yes, my knee hurts. Note how the verb hurt is used.
know? (Answer: The person is smiling.)
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I am / feel seasick. With seasickness, use be / feel + the

4 Warm up Tell students they are going to read about a adjective.
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doctor in Cameroon. I’m sick / ill. Use these common expressions to say
you feel unwell.
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1 Ask students where this country is. (Answer: in Africa) I don’t feel well.
2 Say the words in bold aloud with the class.
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3 Read the first sentence aloud. Then tell students to match • Tell students they should add four to five more lines to the
the words hospital and sick with the correct definitions. chart, using two or more items from Activity 5 and words from
Activities 2 and 4. Circulate, helping with language as needed.
• Tell students to read the rest of the text and to complete 3–11.
• Check answers as a class. 6 Put students in pairs and give them a few minutes to discuss
• Language note The nouns and adjectives in the word the questions.
families come up in this Vocabulary lesson. Put a partially • Language note In question 1, stay healthy is used. Be and
completed chart on the board and ask students to complete stay collocate with healthy: She is a very healthy person. She
it with the correct word forms. (The answers are in blue. stays healthy by exercising. In question 2, take medicine is
Note also that illness and sickness and ill and sick are used. Take is often used to talk about using medicine: When
synonyms.) Encourage students to write this information I’m sick, I take aspirin.
in their vocabulary notebooks. Explain to students that not • Ask different volunteers to share their answers with the
all words will have exact forms for each part of speech (like class. Also give some feedback about new language that
with some of the verbs in this chart). came up, and correct any errors.

33a Unit 3 Health and Happiness
3A Treating the Whole Person
VOCABULARY Being healthy
1 Discuss in pairs. Look at the photo. What is he happy about? What things
do people need to be happy?
2 Check (√ ) the parts of the body that you can see in the photo.
✓ arm ✓ shoulder ✓ chest ✓ ear
✓ elbow ✓ finger foot ✓ hand
✓ head knee leg ✓ mouth
✓ neck ✓ nose ✓ stomach ✓ throat
3 Look at the photo. What parts of the body can tell you if a person is happy?
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4 Read the article. Match the words in bold with the definitions.
A doctor in the jungle
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In Cameroon, it isn’t always easy to find a (1) hospital when you’re (2) sick.
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But if you’re lucky, a doctor may find you. Almost every weekend, Dr. Georges
Bwelle and his assistants take care of the (3) health needs of about 500 people
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in small villages in the jungle. They see (4) patients with a variety of (5) illnesses
and (6) injuries and give people (7) medicine. Dr. Bwelle also provides items that
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people need to make their lives better, like (8) eyeglasses. Why does he do it?
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Helping people to be (9) healthy brings a lot of (10) happiness to Dr. Bwelle. “To
make people laugh, to reduce the (11) pain, that’s why I’m doing this,” he says.
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a 5 a problem with the body or the mind

b 3 the condition of someone’s body and mind
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c 11 a bad feeling
d 8 glasses worn over the eyes to help you see
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e 7 something the doctor gives you when you are sick

f 4 people who are sick and need help from a doctor
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g 10 the condition of feeling good and not sad

h 1 a place where sick and injured people get treatment
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i 2 not healthy; unwell

j 9 well; not sick
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k 6 when a part of the body is hurt

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5 Are these words illnesses (IL), injuries (IN), or symptoms* (S)?

Use a dictionary if needed. Check your answers with a partner.
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IN a broken arm IL a virus

IL the flu S pain
IL/S a headache IL seasickness
IL/S a stomachache S a high temperature
IN a broken leg IL/S a backache
symptom a change in the body that shows you are sick or injured
6 mY PERSPECTiVE
Work in pairs. Answer the questions.
1 Do you do anything to stay healthy? Eat certain foods? Exercise? Something else?
2 When you’re sick or hurt, do you take medicine? Why or why not? If so, what
kind? Do you try anything else to fix the problem?

Unit 3 Health and Happiness 33
LiSTEninG
7 Complete the questionnaire about your experience going to the doctor. You may check (√) more than one
answer for each question.
1 When or why do you go to the doctor?
because of an illness for a check-up (a routine health check) for school
other reasons
2 What does the doctor usually do?
check my height and weight check my eyes and ears give me medicine
ask questions about my health and happiness (Have you been sick? Do you feel any pain?)
ask about symptoms
3 What other things does the doctor talk to you about?
family food staying healthy (exercise, getting enough sleep, etc.)
sleep school staying safe (wearing a seatbelt, not smoking, using sunscreen)
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other things
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8 Read the sentences. Then listen to a lecture about “whole-person” healthcare. Check (√) the ideas that the
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speaker discusses. 16
1 Today, finding new medicines is the world’s biggest problem.
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2 ✓ Many doctors look after a person’s health and happiness, not only a patient’s illness.
3 Sometimes people think they are sick, but really, the problem is just in their mind.
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4 ✓ The World Health Organization says that many hospitals need to think more about people and the world they live in.
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5 Dr. Paul Tournier believed that only medicine could make people healthy.
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9 Work in pairs. Listen to the lecture again. Answer the questions. 16
1 What examples of common health problems does the speaker give? broken bones, cuts, sickness
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2 What did Dr. Tournier mean by “the whole person”? a person’s body, mind, and life
3 What does the World Health Organization say that health is connected to? a person’s environment, jobs, and family life
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4 What do “whole-person” doctors talk about with their patients? food, exercise, and happiness
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10 mY PERSPECTiVE
Work in a small group. Discuss the questions.
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1 Is your doctor an “illness” doctor or a “whole-person” doctor? Which type of doctor do you prefer? Why?
2 Is there anything you would like your doctor to do differently?
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34 Unit 3 Health and Happiness SAMPLE COPY, NOT FOR DISTRIBUTION

Listening • Give students some time to read through the sentences and
ask you any questions about the content that they don’t
7 Warm up Write these items on the board: have trouble understand. Make sure they understand what in your mind
breathing, have a stomachache after a big meal, have a pain in means (in your imagination or unreal), which is different from
your chest, have a bad cold, need more medicine. Ask students: on you mind (something that you think about a lot).
What would you do in these situations? Where would you go: • Play the audio and have students check off the ideas that
the doctor’s office, the hospital, the pharmacy, or nowhere? Have they hear. Go over the answers as a class.
students discuss these questions with a partner.
• Give students a couple of minutes to complete the first 9 Give students a minute to read the four questions and ask
two questions of the questionnaire. After they are finished, any questions that they may have.
ask them for more information. For question 1, ask them:
Study Tip
What kinds of illnesses do people go to the doctor for? (skin
Tell students that when they are listening, they don’t
problems, backaches, headaches, etc.)
need to catch every single word. Tell them to write down
• Language note For question 2, you may want to show how
any key words that they hear; they can fill in the “little”
different verbs work with health-related vocabulary (e.g., check
words later. Also, when there is a list of items for an
height/weight, give a hearing/an eye test, take someone’s
answer (as is the case with question 1), they should just
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temperature/blood pressure/pulse).
write down what they can. They don’t have to get every
• For question 3, have students close their books. Can they think
single “example” written down on the first listening.
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of ways to stay healthy or safe? What might their doctor talk to
them about? Brainstorm ideas and then have them open their
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books and see if any of their answers match what’s in the book. • Play the audio and have students take notes. (You may play the
Make sure to keep the discussion very general. You don’t want audio a second time if you feel it is necessary.) Once they have
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things to get uncomfortable for anyone. finished, have students get into pairs to discuss their answers.
• Write the following on the board: Treating the whole person
refers to looking after… Give the pairs time to come up with
8 Culture note This activity is going to focus on the idea of
c a sentence or two that explains the topic. Tell them that
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“treating the whole person,” which is a new trend in medicine.
Traditionally, doctors focus on managing disease by treating they should look at the sentences in Activity 8 as well as
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symptoms. In other words, we go and see the doctor when we their answers to the questions in Activity 9 for ideas.
are sick. When doctors treat the whole person (or “integrative • Come back together as a class and ask volunteers to share their
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medicine”). Integrative medicine doesn’t just focus on the answers with you. Put some of the ideas on the board and as
patient’s body, but may also look at the patient’s exercise, a class come up with a summary sentence. (You may end up
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nutrition, relationships, spiritual practice, and home/work with more than one example.) Some possible answers:
environment. It looks at everything in the person’s life. Treating the whole person refers to looking after a person’s
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• Have students keep their books closed. Write whole-person health and happiness, not only their illness. Treating the whole
healthcare on the board. Ask: What do you think this means? person refers to looking after everything about the patient,
including their body, mind, and daily life.
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Explain that it refers to a different way of treating patients.

Ask: How might it be different from traditional healthcare? Put
Warm up
10 To prepare students for their discussion, write
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students in pairs and have them discuss their ideas. Come

back together and tell students that they are now going to this chart on the board:
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listen to a short lecture on this topic. Traditional (“illness”) doctor Whole-person doctor
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Reacts to current issues Plans for the future

Teaching Tip
Listening to even a brief snip of a lecture can be challenging Treats symptoms (the body) Treats the whole person (body,
for students because the language tends to be denser and mind, environment)
a lot of content comes at them quickly. For this reason, it’s Uses “hi-tech” machines Includes “hi-touch” methods
important to prepare students for a lecture by 1) giving (massage, acupuncture)
them a “roadmap” of the lecture and 2) telling them what • Go over the differences between traditional doctors and whole-
will be expected of them at the end of the lecture. For this person doctors. Put students into groups to discuss question 1.
listening, it would be helpful to tell students the main topic • If question 2 is too personal, you can also ask students
of the lecture (a new trend in medicine called “treating the questions like: How can a whole-person doctor help? What
whole person”). Also tell them that after listening and doing does a traditional doctor offer? If there is time at the end of
the activities, they should be able to give a one- or two- the discussion, have some students talk about what was
sentence explanation of this trend. discussed in their groups. Finally, take a vote with students
showing which kind of doctor they would prefer.

Unit 3 Health
Unit 1 and are you?
WhoHappiness 34a
Grammar Quantifiers 14 Warm up Have students keep their books closed. Write
these two sentences on the board and have students
11 Warm up Do a review of countable and uncountable complete them with how much or how many.
nouns with students. Make two columns on the board __________ questions are on the test? (How many)
and ask students to call out examples for each of the two __________ time do we have to finish the test? (How much)
categories. Remind them that countable nouns also come in • Have students open their books and complete the
the plural form whereas uncountable nouns don’t. questions. Go over the answers together.
• Write the quantifiers on the board: a few, a little, a lot of, • Explain that they are now going to listen to an interview that
many, much, and some. Tell students that quantifiers are will contain the questions they have just filled in.
used to describe amounts. Ask them if they can categorize • Play the audio. Have students check their answers as they
the quantifiers according to those that describe a small listen. Then go over the answers as a class.
amount (a few, a little), a medium-sized amount (some), and • Culture note Grace Gobbo is an ethnobotanist (she studies
a large amount (a lot of, many, much). traditional knowledge of plants). She talks to traditional
• Call on students to read the sentences in the chart doctors to learn how they use plants to treat heart disease,
aloud. Then give them a minute to read through the four mental illness, cancer, and other illnesses.
sentences below and underline the quantifiers.
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• Go over the answers as a class. 15 W
arm up Write these sentences on the board:
12 Give students a minute to quickly go through the sentences In Tanzania, some doctors practice traditional medicine. They
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back in Activity 11 and circle the countable nouns while treat patients using plants found in nature.
Grace Gobbo researches those plants. She is interested in
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drawing a box around the uncountable ones.
• Go over the answers as a class. unlocking their secrets and talking to the traditional doctors.
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• Provide more information about quantifiers. You may give
the information in the chart below to students, or you can Study Tip
write the chart on the board and see if they can fill it in. When learning new words (or new usages), it’s helpful to
c memorize what words they collocate with. Ask students

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(Plural) to say which nouns the verbs practice, treat, research, and
Countable Uncountable unlock go with. Explain what the verbs mean:
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a few ✓ There are a few cookies left. In this case, practice medicine is simply another way of
a little ✓ There’s a little tea on the shelf. saying work as a doctor
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some ✓ ✓ Please have some tea and some cookies. treat = give medical care
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a lot ✓ ✓ I have a lot of homework. research = study something carefully

of I also have a lot of questions. unlock = (secrets) find out; discover something
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many ✓ We have many ideas. • Play the audio again and have students write answers to the
much ✓ We don’t have* much time. questions. First have them compare their answers with a
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* Don’t use much in the affirmative: We have much time. partner and then go over the answers as a class.
16 Put students into pairs. Have them take turns asking and
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At this point, have students complete Activities 1–5 on

page 133 in the Grammar Reference section. You may answering questions using how much and how many (How
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also assign these activities as homework. many brothers and sisters do you have? How much time do you
spend watching TV?).
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13 Have students look at the title of the text. Ask them: What • Have each pair share one of their questions with the class.
is this paragraph about? (It’s about common medicines that
come from animals and plants in nature.) 17 PRONUNCIATION Nuclear Stress Explain that in the first
• Remind students that if they see a singular noun, then they sentence, the emphasis is on how many so the person wants
know that they cannot use a quantifying expression before it. to know the number. A natural follow-up question might be
• Note: Students have just learned the noun medicine is And how many animals are there? In the second, the person
uncountable. Then in the second sentence, they see For stresses plants, so he or she is specifically interested in plants.
example, a common pain medicine…. If a student asks about In the third, the stress is on Tanzania, so the speaker is
this, you can explain that when we talk about a “kind” or indicating interest in Tanzania, not another country.
“type” of something, an uncountable noun can become • Ask students to read the sentences. Tell them that they are
countable: For example, a common (kind of) pain medicine… going to listen to four questions. They should listen to the
• Give students some time to circle their answers. Go over the stressed word(s) in each and based on that information,
answers as a class. choose an answer. Play the audio. After students have
written their answers, go over them as a class.
35a Unit
a Unit 2 3
Where the
Health Heart
and SAMPLE COPY, NOT FOR DISTRIBUTION
Is
Happiness
GRAmmAR Quantifiers How much / How many?
11 Read the information in the Grammar box. Then look 14 Complete the questions with How much or How many.
at the sentences. Underline the word or words that tell Listen to the interview and check your answers. 17
about a quantity. 1 How many plants in Tanzania can you use as medicine?
Quantifiers 2 How many traditional doctors did you interview?
With countable nouns: 3 How much time did you spend on the project?
4 How much information did you collect?
A few / Some / A lot of / Many doctors are good listeners.
How many doctors work here? 15 Listen again. How does Amy answer the questions? 17
With uncountable nouns:
16 Work in pairs. Think of six How much and two How many
The doctor gave me a little / some / a lot of medicine. questions to ask each other.
How much water do you drink every day?
17 PROnUnCiATiOn Nuclear stress
1 Some doctors still think about illnesses, not about
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people. Read the Pronunciation box. Then listen and match each
2 Many doctors and hospitals still need to change. sentence with the correct meaning (a–d). 18
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3 Do you eat a lot of fruit?
How many different plants are there in Tanzania?
4 Do you have much stress in your life?
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(I want to know the number.)
How many different plants are there in Tanzania?
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12 Which words in Activity 11 are countable? Which are
(I’m interested in plants, not animals.)
uncountable? countable: doctors, illnesses, hospitals
uncountable: people, fruit, stress How many different plants are there in Tanzania?
c (I’m interested in Tanzania, not Kenya.)
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13 Choose the correct options to complete the text. I drink a little milk every day.
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1 b 2 d 3 a 4 c
nature’s pharmacy
(1) A lot of / Many of the medicine we use today comes from a I never miss a day. c I don’t drink a little soda.
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plants. For example, aspirin, a common pain medicine, used b I don’t drink a lot. d My brother doesn’t drink any.
to come from (2) some / a tree. An important cancer drug
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comes from (3) many / the Pacific yew tree, but after years
of cutting them down, there weren’t (4) some / many trees
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left. Then in the 1990s, scientists learned how to make the

medicine without killing the trees or even causing it
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(5) many / much damage. A (6) few / little health products also
come from animals. For example, (7) many / much people
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take (8) a few / a little fish oil in their diet to stay healthy.
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Services like the Royal Flying

Doctor Service in Australia
work to provide medical care
to people in remote areas.

3B Painless
VOCABULARY BUiLDinG 3 Choose the correct options to complete the sentences.
Synonyms 1 As a baby, Ashlyn Blocker didn’t cry because b .
A synonym is a word that has a similar meaning to another a she was never hungry b she didn’t feel pain
word. Writers often use synonyms to add variety to a text. c she was a quiet child
Synonyms should be the same part of speech. One way to 2 Ashlyn is taken to the doctor because she c .
check if two words are synonyms is to use the words in the a didn’t cry b was upset
same place in a sentence. If the sentences have the same c had an eye problem
meaning, the words are synonyms. 3 Feeling no pain is dangerous because you can easily a .
a hurt yourself b hurt someone else
1 For each pair, read the first sentence from an article c become ill
about a girl who doesn’t feel pain. Then complete the
4 Ashlyn’s illness is b .
second sentence with a synonym of the word in bold.
a common in some places b very unusual
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block calm frightening realize sore c often seen in young babies
5 Doctors may use Ashlyn’s case to help people
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1 Ashlyn Blocker was a quiet baby. who b .
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Her parents felt lucky to have such a calm child. a can’t feel or smell anything b have a lot of pain
2 It was red and looked painful. c have eye problems
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The doctor carefully touched her sore eye. 6 For Ashlyn, feeling no pain is b .
3 At first, he didn’t understand. a very strange b normal
realize
After checking, he began to that Ashlyn
c c something she loves
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wasn’t like most other kids.
4 “It was scary,” says her mother. 4 mY PERSPECTiVE
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That idea was very frightening .

5 Now doctors are studying Ashlyn to understand how her
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body can stop pain. 1 When might Ashlyn’s condition be good or helpful?
It may help them to develop new medicines to 2 What skills or habits do you think Ashlyn developed to
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block pain. deal with her condition?

3 What does the photo tell you about Ashlyn?
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READinG
CRiTiCAL THinKinG Making ideas clear
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2 Read the tip. Then read the article. Number the events
from the article in the correct order. To make sure their ideas are clear, writers often:
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• report what someone said.

Understanding the time and order of events can help
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• give examples.
you understand the whole text. Look for dates, ages, and • say the same thing using different words.
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time expressions such as When… and adverbs of order

such as then, after that, and next.
5 Read the Critical Thinking box. Then find the ideas below
a 2 Ashlyn has something wrong with her eye. in the article. How is each idea made clear?
b 4 Ashlyn’s doctors discover other people with the 1 As a small baby, Ashlyn Blocker seemed very happy.
same illness. 2 Pain is necessary.
c 3 The doctor discovers that Ashlyn doesn’t feel pain. 3 Pain keeps us from danger.
d 5 Doctors study Ashlyn to learn more. 4 Mr. and Mrs. Blocker were afraid for their daughter.
e 1 Ashlyn’s parents feel lucky. 5 Ashlyn isn’t the only person with her condition.
6 Ashlyn is comfortable with her condition.
6 Work in pairs. Discuss the questions. Which ideas in the
text would you like to know more about? What questions
would you like to ask Ashlyn, her parents, or her doctors?
36 Unit 3 Health and Happiness SAMPLE COPY, NOT FOR DISTRIBUTION

3B Painless
Warm up Read the title of Lesson 3B aloud. Remind students Exam Skills Learn synonyms
that they learned the noun pain on the Vocabulary page. Then
On standardized exams, there is often a comprehension
project or write this exchange on the board:
item that asks test takers to match a word or phrase in a
A: I want to pierce my ears, but I’m afraid. (Act out “pierce my question with a synonym in the text (e.g., Which word
ears” for students.) in the passage has the same meaning as scary?). For this
reason, when students learn vocabulary, it can be useful
B: Don’t worry! It’s painless. It doesn’t hurt.
to include a common synonym in their notebooks.
• Ask students: What does painless mean? However, as mentioned in an earlier unit, students
• Point out that the opposite is painful, as used in this should be careful when using synonyms in speaking and
sentence: A broken arm is painful. Ask students: What else is writing. Some (like scary and frightening) can be used
painful? (e.g., a headache, going to the dentist) interchangeably in a sentence, but many synonyms
• Tell students to look at the photo, read the title of the cannot because of how they collocate with other words.
passage, and skim the rest of the text (which they learned For example, painful and sore are similar in meaning, but
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to do in Unit 2’s reading). As they do this, tell them to think in both of the following sentences, only sore is used:
about this question: What is this reading about? Give them a I have a sore throat. After gym, my muscles were sore.
couple of minutes.
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When students learn words with similar meanings,
• When they are done, ask: they should use them in example sentences in their
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1 What is the reading about? (Answer: It’s about the girl in notebooks so they know how the words act in context.
the photo. She doesn’t feel pain.)
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2 Imagine: you can’t feel pain. Is this good or not? Ask
students to explain. READING
VOCABULARY BUILDING Synonyms c
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2 Read the information in the tip box (about understanding a
sequence of events) aloud. Tell students they are going to
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1 Warm up
Read the information about synonyms aloud. practice doing this.
Remind students they’ve already learned a bit about • Tell students to look at sentences a–e and ask them to
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synonyms in Unit 1. Then… try and put the events in order from 1 (the first thing that
1 Put the words sickness, calm, smart on the board. (These happened) to 5 (the last). At this point, all they need to do
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are all words students learned in this unit or earlier ones.) is guess.
Ask students to tell you a synonym for each (illness, • Then tell students to read the article and to check the
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relaxed, intelligent). sequence they wrote.

2 Look at the two sentences in number 1 with the class. • While students are doing the above, project or write on the
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Read the first sentence aloud. Then tell students to look at board these words:
the list of words and ask: Which word means the same as At first… But then… After checking Ashlyn… Then…
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quiet? (Answer: calm) Tell students to use it in the second Now…

sentence (Her parents felt lucky…). Ask: Does • When students finish reading, tell them to take turns
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it work? explaining the series of events (a–e) with a partner, using

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• Tell students to do 2–5 on their own. They will need to use the phrases on the board. When students do this, remind
their dictionaries for some words. them to change the verbs in each sentence into the past if
• When students are done, check answers as a class by asking needed (e.g., At first, Ashlyn’s parents felt lucky.).
different volunteers to read sentence pairs aloud.
For notes on Activities 3–6, see page 37a.

Unit 3 Health
Unit 1 and are you?
WhoHappiness 36a
3 Warm up Read the directions aloud. Tell students that Point out to students that sentence 1 tells readers about
the goal of this exercise is to find information in the article. Tony’s condition. Sentence 2, on the other hand, gives
Sometimes, this information will be stated directly in the more information; it explains in detail how Tony feels and
reading, but other times, it will not. Students will need to makes his situation clearer and more vivid for readers.
infer (guess from the context) what the answer is. Do the 2 Read sentence 1 in Activity 5 aloud. Then say: As a baby,
following to illustrate what you mean: Ashlyn seemed very happy. What does the author say in the
1 Do the first one with the class. Tell students to choose reading to explain this, to make it clearer? To help students,
their answer (a, b, or c) and to underline the information tell them to look at paragraph 1. (Answer: Ashlyn was a
in the article that helped them choose it. quiet baby. She didn’t cry even when she was hungry.)
2 Ask students what the answer to sentence 1 is (Answer: b). • Then tell students to do 2–6 on their own. Tell them to
Then ask: Where did you find the answer in the reading? underline the information in the article that explains or
(The answer Ashlyn didn’t feel pain is given in the last line makes each statement clearer.
of paragraph 1.) • Tell students to check answers with a partner, and then
3 Then do number 3 with the class. Tell students to mark review 2–6 with the class.
the correct answer and to underline the information in
the reading that helped them choose their answer. 6 Give students a few minutes to discuss the questions.
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4 Ask students what the answer to sentence 3 is (a) and Circulate, helping as needed.
where they found it in the article. (The answer Pain also • When students are done, ask a few volunteers to share their
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helps keep us safe. When a child touches a hot stove, the answers with the class. Also give some feedback about new
pain says “Danger!” and stops a more serious injury. is given
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in paragraph 2.) Point out that, in this case, the correct
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answer is not stated directly, but we can guess it from
Expansion
what the text says and from what we already know about
the topic. With the class, brainstorm a list of questions they’d like
• Tell students to do 2 and 4–6. Time them so they have to c to ask Ashlyn, her parents, or doctor, and write these on
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the board. To help get things started, list one example:
complete the exercise quickly. For Ashlyn: Were you ever hurt because you couldn’t feel
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• At the end, check answers together by calling on different pain? What happened?
students to read a sentence aloud. Ask students which • Then put students in pairs. Tell each pair to choose
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information in the reading helped them choose their one question on the board and to create a role play in
answers. which one student is a reporter and the other student
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is Ashlyn, one of her parents, or a doctor (depending

4 Give students a few minutes to discuss the questions. on the question they’ve chosen). The reporter should
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Circulate, helping as needed. start off by asking the main question on the board
• When students are done, ask a few volunteers to share their (e.g., Ashlyn, were you ever hurt because you couldn’t feel
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pain? ). The other student should reply in character,

language that came up, and correct any errors. and the reporter should follow up with two or three
more questions. Circulate, helping students as
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CRITICAL THINKING Making ideas clear necessary.

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5 Warm up Read the Critical Thinking box aloud. • Then have students do their role plays for another pair.
When students are done, give some feedback about
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1 Illustrate the idea in the tip box by projecting or writing

new language that came up, and correct any errors.
these two sentences.
Tony is sick.
Tony is sick. He has a headache, a high temperature, and a
sore throat.

Feeling
NO PAIN 19 Ashlyn Blocker was a quiet baby. She didn’t cry even
when she was hungry. At first, her parents felt lucky to have
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such a calm child. But then when Ashlyn was eight months old,
Mr. and Mrs. Blocker noticed a problem with her eye. It was
red and looked painful, so they took her to the doctor. As he
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checked Ashlyn, the doctor carefully touched her sore eye.
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Patients—especially babies and children—usually don’t like
this, and they try to move away. Ashlyn didn’t do this. The
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doctor was surprised and, at first, he didn’t understand. But
after checking, he began to realize that Ashlyn wasn’t like most
other kids because Ashlyn didn’t feel pain.
c
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You may think this sounds like a good thing—no pain means
never getting hurt, right? But we feel pain for a reason. It has an
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important purpose: it tells us that our body has an injury or illness.

Pain also helps to keep us safe. When a child touches a hot stove,
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the pain says “Danger!” and stops a more serious injury.

After discovering that their daughter couldn’t feel pain, the
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Blockers no longer felt lucky. “It was scary,” says her mother, Tara
Blocker, because Ashlyn could easily injure herself and not know
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it. That idea was very frightening. As Ashlyn began to move around
more and to walk, keeping her safe every day became more and
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more of a challenge.
No one had ever come to Ashlyn’s doctors with this condition*,
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and at first they thought she might be the only case in the
world. But they found out that there were others with the
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condition—a whole family in Pakistan and eight other

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kids who lived nearer to Ashlyn in the US.
“It’s just me. Now doctors are studying Ashlyn and other people
who don’t feel pain. They want to understand the
It’s all I’ve condition and help people who have it. But they
also want to understand how the body can stop
ever known.” pain. It may help them to develop new medicines
to block pain—good news for anyone who
experiences a lot of it.
Ashlyn Blocker
What’s it like to feel no pain? Ashlyn deals with the
condition well and has a happy life. She says, “It’s just
me. It’s all I’ve ever known.”
condition health problem

3C What makes us happy?
GRAmmAR Phrasal verbs
1 Read the sentences. Answer the questions.
Ashlyn’s body turns pain off.

They found out that there were others with the same condition.
Ashlyn deals with the condition well and has a happy life.
1 What parts of speech are the words in bold? verbs, particles, prepositions
2 What do they all have in common? two words
3 What’s different about the first one? the two words are separated
2 Look at the Grammar box. Then check the Grammar Reference. Are the verbs
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below separable (write S) or inseparable (write I).
Phrasal verbs
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Phrasal verbs are a verb and preposition combination which gives them a
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special meaning. For example, find out means discover and put off means delay.
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Some phrasal verbs can be separated with a noun or a pronoun:
Her body turns off pain. Her body turns pain off.
c
Some must always stay together:
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She deals with her condition. She deals her condition with.
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1 put on S 6 hand in S
2 turn on S 7 look into I
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3 get along (with) I 8 find out I

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4 give up S 9 work out (at the gym) I

5 hang out I 10 take out S
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See page 132 for more information and practice.

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WHAT mAKES TEEnS HAPPY?

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• Good health
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• Exercise
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• Good diet (a lot of fresh fruit, eating breakfast)

• Enjoying school
• Friendly classmates
Source: World Health Organization
3 Read the information about research carried out by the World Health
Organization. Write a reason for happiness from above for each statement below.
1 My school friends and I get along well—they’re nice. friendly classmates
2 I go to the gym and work out once or twice a week. exercise
3 I gave up sugary foods. I also have a bowl of cereal every morning. good diet
4 I almost always hand in my homework on time. I don’t mind doing it. enjoying school
5 I’m not sick very often because I look after myself. good health

38 Unit 3 Health and Happiness
3C What makes us happy?
Grammar Phrasal verbs • Have students read through the information in the Grammar
box. Give them some time to look up the answers in the
1 Language note Phrasal verbs consist of a main verb Grammar Reference on page 132. Then go over the answers
followed by a preposition or adverb. What makes them as a class.
challenging is that we can’t understand the meaning of the
verb phrase from the individual words themselves; we have Expansion
to memorize the meaning of each one. Give students practice with the meaning of some of the
• Warm up Do a brief introduction of phrasal verbs. Write phrasal verbs in Activity 2. One way to do this is to put
the verb show on the board and make requests of different students into pairs. Give each pair a single sentence and ask
students using the verb show: Show me your textbook, please. them two questions: 1) What do you think the underlined
Please show me your pencil. Next write the words show up on phrasal verb means? and 2) How would you answer the
the board. Then ask different students: What time did you show question? Here are some sample sentences. (The meaning
up for class this morning? Now write the question on the board. of each phrasal verb is in parentheses. That information is
Explain that the phrasal verb show up means “to arrive for a intended for you, not students—unless you decide to give
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scheduled appointment or event.” When we add the word up it to them and skip the first question above.) What is the first
to the verb show it changes the meaning of the verb entirely. So thing you turn on when you get home from school? (to start
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show means “to allow someone to see something” while show the flow of gas, electricity, etc.) What is one thing you could
never give up? (stop doing) Where do you and your friends
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up means “to arrive.”
• Have students open their books. Read the sentences aloud like to hang out? (spend a lot of time) What was the last
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and have students repeat. Give them a moment to answer assignment you handed in for this class? (give an assignment
the questions and then go over the answers as a class. For or work to your teacher or boss) Who takes out the trash in
number 3, you don’t need to go into detail at this point as your home? (remove something)
we will be doing that in the following activity. c • Note that a noun or the -ing form often follows the
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• Ask students if they can guess the meanings of the phrasal phrasal verb give up as in “I could never give up
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verbs used: turn off (to stop the source—gas, water—of watching TV” or “I could never give up TV.”
something by moving a switch); found out (discovered); and • Have students ask and answer the question with their
partner and ask some of them to share their answers.
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deal with (to handle or manage something). Note that students

are most likely to encounter turn off in regards to appliances or
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machines as in Please turn off the lights before you go to bed. At this point, have students complete Activities 6–10 on
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2 Language note Some phrasal verbs are intransitive, which assign these activities as homework.
means they don’t have an object: I have a small group of
friends and we get along well. (get along = to have a good 3 Warm up Have students close their books. Ask: What makes
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relationship) Other phrasal verbs are transitive, which means you happy? Ask them to call out their answers. Make a list of the
they can have an object: Last year, my father gave up smoking. items on the board. Have students open their books to page 38
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(gave up = to quit) It is this second category (the transitive and read the list of what makes teens happy. How is the list on
the board similar to or different from this list?
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verbs) that can give students trouble because some of them

are separable and some are inseparable. Students must • Explain that each of the five sentences below contains a phrasal
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memorize which verbs go in which category. verb. Each sentence describes one of the research points above.
Do the first item as an example. Ask one student to read the
Transitive phrasal verbs (verbs that can take an object) sentence aloud and then have the class tell you which item in
Separable: The object Inseparable: The object (a noun or the list it matches with (Answer: friendly classmates).
(a noun or pronoun) can pronoun) cannot come between the • Give students some time to finish items 2–5 and then go
come between the verb verb and preposition. over the answers as a class.
and preposition.
Study Tip
(gave up = quit) (get on = board)
To reinforce the meaning of the phrasal verbs used here,
My father gave up smoking. I tried to get on the flight to London. put students into pairs and tell them that they should
try and come up with definitions for each verb without
My father gave smoking up. I tried to get the flight on to London. looking anything up in their dictionaries. They should
My father gave it up. I tried to get it on to London. use the other “clues” (or key words) in the sentence to
see if they can figure out the meanings.

Unit 3 Health
Unit 1 and are you?
WhoHappiness 38a
4 Have students look back at the five sentences in Activity 3. 7 Warm up Read through the list of what makes teens
Tell them that three of the five contain phrasal verbs that unhappy. Tell students to raise their hands as you read each
have an object (in this case a noun). Working alone silently, one if they think it is a problem. (They can raise their hands
ask them to read through the sentences and identify the as many times as they like.)
three phrasal verbs followed by a noun and circle the nouns • Give students time to read through the sentences below.
in each case. Explain that they are going to match the verbs and
• Next, tell students that two of these three sentences are prepositions above to make phrasal verbs (and then use
separable, meaning that they can be written two different those phrasal verbs to fill in the blanks). Remind them that
ways (with the noun following the phrasal verb as they are one of the prepositions in the list will be used twice.
here or with the noun coming between the verb and the • Put students into pairs and have them complete the list of
preposition). You can write an example on the board and advice. Go over the answers by having students read the
explain that both versions are OK: sentences aloud in unison. Tell students that they should
turn on the light turn the light on raise their hand if they have a question about the meaning
• Give students time to identify the two sentences and rewrite of any of the verbs.
them with the object between the verb and the preposition.
Then have them get into pairs and compare their answers. 8 Give students time to write out their sentences. Explain
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Finally, go over the answers as a class. that they can use the phrasal verbs in the box or any of the
other verbs they have learned up to this point. They can
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5 Make two columns on the board. In the left-hand column, use the verbs in any form they want: simple past, present
write this list of verbs alphabetically: find, hang, give, look, continuous, etc. Ask students to share one of their sentences
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put, take, turn. In the right-hand column, write this list of by writing it on the board.
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prepositions alphabetically: in, into, on, out.
• Tell students that they are going to hear two kids talking Expansion
about what makes teenagers happy. They should listen and Tell students that they are going to make a poster. The
fill in the blanks with phrasal verbs (mixed up on the board).
c poster is for a city or school campaign to encourage people/
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Tell them that among the words written on the board, one students to take care of themselves and live a healthy
of the verbs and one of the prepositions are extra—they will lifestyle. Put students in pairs to make their poster. Set up
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not be used. In addition, the students will be using some of the activity by following these steps:
the prepositions more than once. 1 Have students write this sentences at the top of
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• Play the audio while students fill in their answers. When you their poster: Look after yourself!
go over the answers, have individual students come to the 2 Tell them that they should use these phrasal verbs
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board and match a verb to a preposition (for example, for somewhere in their poster: deal with, give up, hang
number 1 the students would come to the board and draw out, take up, work out.
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a line connecting look to into). 3 Brainstorm some useful collocations (deal with
• To reinforce the meaning of these phrasal verbs, ask stress, hang out with friends) as well as some
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different students some questions using the words. For prompts they could use (You can be healthy by…
example, to illustrate the meaning of hang out, you could / It’s a good idea to…). Encourage them to add
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ask questions like: Do you like to hang out with your friends details (You need to deal with stress. When you
after school? Where do you hang out with your friends: the have less stress, you feel good!).
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library? the park? a cafe? In this way you can start to come up 4 Encourage them to use art and graphics in their
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with definitions for these verbs together. poster. Each sentence they write about living a
healthy life should be accompanied by a drawing
6 Warm up Tell students: We’ve learned a lot about what or a picture they’ve cut out of a magazine, for
makes teenagers happy. What makes you unhappy? example.
Brainstorm as a class. Write some of the ideas (too much 5 To finish they should put some kind of “logo” for
homework, an annoying little brother/sister, etc.). their city or school at the bottom of the poster.
• Tell students that they are going to listen to the audio again.
Once they have been finished, put the posters up
They should listen for the two things that make teenagers
around the room. Students should walk around and look
unhappy. Go over the answers as a class.
at the posters.

4 Rewrite the two sentences in Activity 3 with phrasal verbs that can have the preposition after
the object.
I gave sugary foods up. I also have a bowl of cereal every morning.
I almost always hand my homework in on time. I don’t mind doing it.
5 Complete the sentences using phrasal verbs from Activities 1 and 2. Then listen to the conversation
and check your answers. 20
1 Some scientists looked into teenagers’ happiness.

2 Did they find out what makes us happy?
3 I feel happy when I put my headphones on and listen to some music.
4 For me, it’s TV. I always feel happy when I turn it on .
5 Happy teenagers hang out with their friends a lot.
6 I take the rubbish* out every day!
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rubbish British English for trash
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6 Listen to the conversation again. What things do the speakers say make
teenagers unhappy? 20 school stress, and taking the rubbish out
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Look at the facts about what makes teens unhappy. Then complete the advice with verbs
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7
and prepositions from the chart below. One preposition is used twice.
WHAT mAKES TEEnS UnHAPPY?

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• Poor health
• No exercise, a lot of TV
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• Poor diet (a lot of sugary foods, no breakfast)

• School stress/not having time to do schoolwork A teen jumps from the U Bein Bridge into
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• Bullying Taungthaman Lake, myanmar.

Source: World Health Organization
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Verbs Prepositions
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deal give hand look put take after in off up with

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Advice
• Look after yourself so you don’t become ill.
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• Take up a sport or another physical activity.

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• Give up drinking sweet drinks, like soda, every day.

Save them as a weekend treat.
• Don’t put your homework off .
Hand it in on time.
• Deal with bullying by telling an adult about it. Ask for help.
8 mY PERSPECTiVE
What do you think helps make people happy? Use the verbs below or your own
ideas. Write five sentences. Then discuss your sentences with a partner.
Belonging to… Dealing with… Giving up… Looking after…

Putting on… Speaking with friends about… Taking up…

3D The Amazing Story of the man Who Gave
Us modern Pain Relief
“ Bonica saw pain close up. He felt it.

He lived it. And it made it impossible
for him to ignore in others.
LATIF NASSER ”
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Read about Latif Nasser and get ready to watch his TED Talk. 3.0
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AUTHEnTiC LiSTEninG SKiLLS 5 Watch Part 1 of the talk. Choose the correct options to
complete the sentences. 3.1
Collaborative listening
When you listen to authentic speech, you usually won’t c 1 The lion tamer’s main problem was that b .
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a the lion bit him
understand everything you hear, and you often can’t go back
b he couldn’t breathe with his head in the lion’s mouth
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and listen again. However, different people often understand

c he was scared
different parts of a message. You can increase your
2 The strongman gave the lion tamer a to save his life.
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understanding by comparing listening notes with others.

a mouth to mouth
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1 Read the Authentic Listening Skills box. Then listen to b medicine

the extract from the TED Talk and write down the words c an operation
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you remember. 21 3 The strongman worked at the circus to help pay for c .
a a new car
2 Work in small groups. Compare notes on what you
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b healthcare
heard. Did you write the same words? Write a summary c medical school
of what you heard as a group. Do you have more
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4 At the army hospital, Bonica’s job was a .

information now?
a helping patients with pain
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3 Listen to the extract again. Did you understand more this b doing amputations
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time? Tell a partner what the extract means. 21 c looking after the whole hospital
5 Pain is a signal for b .
a fear
WATCH b an injury
c being tired
4 Think of a time when you saw something that changed
6 He was surprised that many patients felt b when the
the way you thought about something. What happened?
How did it change you? Make some notes. Share your injury was better.
ideas with a partner. a very angry
b a lot of pain
c ready to go home

3D The Amazing Story of the Man Who Gave
Us Modern Pain Relief
• Warm up Write pain relief = things we do to stop pain. 2 Language note To help students discuss what they
• Then say: Imagine you have a headache. How can you stop missed, project or write on the board:
the pain? Take ideas from the class (e.g., take medicine, He said something about… Then what did he say?
sleep). Then continue: But some people have long-lasting Did you understand the part about…?
pain. For example, after playing soccer for many years, some He said the word… What does that mean?
players have knee injuries, and they always have pain.
• Put students in small groups. Tell them to use the language
About the Speaker on the board to compare ideas, discuss unfamiliar words, and
reconstruct what they heard. Model this once for the class.
• Point to the photo and tell students: This is Latif Nasser. He is • Tell students to use their notes, and as a group, to write a
a reporter and researcher. sentence or two summarizing what they heard.
• Tell students: Latif is going to tell a story about a man named
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John Bonica. Write Bonica’s name on the board. Then say: 3 Play the extract again. Ask students: Did you understand
John was an American. In the 1940s and 50s, he studied pain. more this time? What is the extract about?
He wanted to help people with very bad pain.
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• Tell students to read the quote on the top of the page. Focus WATCH
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on the idea that Bonica saw pain and he also felt pain.
• Tell students they are going to read and hear some 4 Give students a few minutes to discuss the questions.
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information about John Bonica. Before playing the About Circulate, helping as needed.
the Speaker, make sure students understand these words: • When students are done, ask a few volunteers to share their
circus, cure, clinic, wrestler.
• Culture note Radiolab (where Latif works) is an American c answers with the class.
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radio program (also available on podcast). The show 5 Warm up Tell students to preview sentences 1–6 and
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focuses on telling stories and interviewing specialists, to ask about anything they don’t understand. Make sure
primarily in the areas of science, culture, and ethical issues. students understand the words bit (= past tense of bite),
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• Play the first section of the video. Tell students to listen and breathe (= the act of taking air into your nose and mouth
read along. Do the vocabulary matching exercise on the video. and then releasing it), mouth to mouth (= the act of blowing
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air into another person’s mouth to help them breathe

AUTHENTIC LISTENING SKILLS Collaborative again), operation (= in the hospital, the act of cutting open
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listening a body to fix something), amputation (= the act of cutting

• Warm up Project or write on the board: People and things off a body part, like an arm or leg).
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you see at the circus… • You should also introduce these words from the talk: run
• Remind students that John Bonica worked in the circus. out (of something) (= to use [almost] all of something),
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Then ask: Have you ever been to a circus? What did you see? tuition (= the money one pays to go to a school).
Write students’ ideas on the board. • Tell students they are going to watch Part 1 of the
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• Note: List the following if students don’t mention them: talk. Explain that when Latif speaks, they don’t have to
understand everything. Their goal is to answer 1–6.
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clown, lion tamer, wire walker, wrestler/strongman, a tent.

(All of these come up in the talk.) Explain what each thing is. • Play Part 1 of the talk. Tell students to watch/listen once
through. Then tell them to try and answer 1–6.
1 Read the information in the Authentic Listening Skills box. • Play Part 1 a second time. Tell students to answer 1–6.
• Play the extract and tell students to listen once through. • Support Stop the talk periodically so students can choose
• Play the clip again. At the end, tell students to write down the correct answers. For example, for sentences 1 and 2,
anything they remember, even if they heard words they pause after Latif says The strongman had given the lion tamer
don’t know the meaning of. mouth to mouth and saved his life.
Teaching Tip
video that give the answers. Turn on subtitles if needed.
Tell students that it’s also common for native speakers to
miss or not understand information in a talk. Sometimes
this happens because a speaker has an unfamiliar accent,
is talking too fast, or uses unfamiliar words. When this
happens, people will often ask questions about what
they heard or understood.
Unit 3 Health
Unit 1 and are you?
WhoHappiness 40a
6 Warm up Before you play Part 2 of the talk: 9 To help students start their paragraphs, put this topic
1 Tell students to preview sentences 1–6 and to ask sentence on the board:
about anything they don’t understand. You should also <Name of person> has done a lot of good in the world.
introduce the word specialist (a type of doctor who is an For example: Soccer player Cristiano Ronaldo has done a lot of
expert in a certain area, for example, a heart specialist). good in the world.
Students need to understand this word to complete • After students write their opening sentence, they should
sentence 1. use their notes to explain what the person did for others,
2 Summarize for students what is happening in John why he/she did it, and how this action helped others (and
Bonica’s life at this point: It’s the mid-1940s and John may continue helping people in the future). This part can
is working in an army hospital. All of his patients have be done in class or for homework.
problems with pain, and John wants to help them. • When students are done, put them in pairs. Project or write
• Play Part 2 of the talk. Encourage students to watch/listen these questions:
once through. Then tell them to try and answer 1–6.
• Play Part 2 a second time. Tell students to answer 1–6. 1 Does your partner’s paragraph answer questions 1–4?
• Support Stop the talk periodically so that students can 2 Are there any mistakes in the paragraph? If yes, circle them.
choose the correct answer to a sentence in 1–6. Tell them At the end, tell your partner about them.
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to work collaboratively to choose the best answers. • Tell students to read their partner’s paragraph and to
• At the end, take answers from the class, repeating the parts answer questions 1 and 2.
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of the video that clarify the answers. Turn on the subtitles • When they’re done, tell students to give the paper back to
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if needed. their partner. They can discuss any mistakes and the two
questions in Activity 9’s direction line about the people they
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7 Warm up Do the first item with the class, and encourage wrote about. (What things are similar about the people? What
students to use their answers in Activities 5 and 6 to help things are different?)
them answer.
• Then put students in pairs and have them answer 2 and 3.
c Expansion
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• Check answers as a class. For homework, tell students to write a second draft of
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their paragraphs, making any necessary corrections, and

8 Vocabulary in context to include a photo of the person with their profile. Tell
• 8a Tell students that they are going to watch some clips
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students to print and bring this final draft to class.

from the talk. They will see new words and phrases and • Have students post their papers on the classroom wall.
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should choose the correct meaning for each. Then play the Then tell students to stand up and circulate. Give them
recording. time to read all of the profiles (if the class is small),
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• 8b After students watch, put them in pairs and give them or three to four (if the class is larger). Tell them to take
a few minutes to discuss the questions, which use the new notes on each person.
words they’ve just learned.
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• Go around and help students by correcting or giving them • Optional Have students post their profiles to your
the English they need. Write some of these points on the classroom Moodle (or other course management tool you
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board, or remember them for class feedback. use with the class). Then tell them to pick four profiles to
• When students are done, ask a couple of volunteers to
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read and to take notes on each person.

share their answers with the class. Give feedback about new • At the end, put students in pairs and have them answer
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language that came up, and correct any errors. these questions: Think about the profiles you read. In your
opinion, which person helped people the most? Why?
CHALLENGE
• To help students draft their notes, have them answer these
questions:
1 Who is/was the person? 3 Why did he/she do it?
2 What did the person do? 4 How did his/her action
help?

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6 Watch Part 2 of the talk. Choose the correct options. 1 Have you ever had a problem and tried to ignore it?
3.2 What happened?
2 When do you usually hit the books? Where do
1 Bonica often discussed pain with other doctors /
c you do it?
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patients’ families. 3 Have you or a friend or family member ever passed
2 Bonica read medical books and found that they gave out? What happened?
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a lot of / only a little information about pain. 4 Is there anyone in your family who is a specialist in a
3 To get more people talking about pain, Bonica tried to get subject? Who? Which subject?
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experts to write about it / wrote about it himself. 5 How many institutions can you name in your area?
4 Bonica didn’t want to just make his patients healthier,
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What kinds of institutions are they?

he wanted to be famous / make them feel better. 6 When was the last time you felt like someone didn’t
5 Now there are only a few / hundreds of pain clinics around take you seriously? Who? How did you feel?
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the world.
6 Bonica understood pain well because he felt a lot of / CHALLENGE
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read a lot about pain.

Bonica did a lot of good in the world, making life better
7 Think about Parts 1 and 2 of the talk. What evidence does
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for people in pain. Think of a teacher, doctor, nurse,

Latif give to support these statements? scientist, politician, athlete, or someone else you know
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1 Bonica “inflicted (caused) pain, and he treated it.” about who has helped people feel better. Make some
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notes about what they did.

2 “Bonica saw pain close up. He felt it. He lived it.”
Cristiano Ronaldo
3 Bonica’s “goal wasn’t to make patients better; it was to – soccer star
make patients feel better.” – gave money to a ten-year-old fan who needed
medical help
– paid for a cancer center in Portugal
8 VOCABULARY in COnTExT
a Watch the clips from the talk. Choose the correct 9 Write a paragraph describing the person you made
meaning of the words and phrases. 3.3 notes about in CHALLENGE. Then share your ideas with
a partner. What things are similar about the people?
b Answers the questions. Share your answers with
What things are different?
a partner.

3E Opinions About Health and Happiness
SPEAKinG Agreeing, disagreeing, and conceding a point
1 Do you agree or disagree with the statements? Why? Tell a partner.
1 People should be free to smoke cigarettes anywhere.
2 People should not be allowed to smoke in restaurants, cafes, movie theaters, or
other public places.
3 The government should ban (completely stop) smoking because it is bad for
everyone’s health and well-being.
2 Listen to the conversation. Who makes or agrees with each statement—Al (A),
Marta (M), or both (B)? 22
1 Smoking should be completely forbidden. Al

2 Smoking should be allowed.Marta
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3 Smoking is bad for smokers’ health. both
Useful language 4 Smoking is bad for everyone. both
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5 Everyone does something dangerous every day.Marta
Saying what you think:
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I think… / I believe… 3 Work in small groups. For each topic below, think of 3–5 arguments for the
In my opinion… statement and 3–5 arguments against the statement.
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Disagreeing: • The government should ban junk food.
Really / Are you kidding? I’m not sure • Schools should make students get more exercise.
about that. c
• Using a phone while walking or cycling should be illegal.
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I don’t agree.
4 Look at the phrases in the Useful language box. Working with another small
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Sorry, but I don’t think so. group, take turns arguing for and against the points in Activity 3.
Asking follow-up questions:
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Why do you say that?

WRiTinG An opinion essay
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Could you explain that a bit more?

Conceding a point: 5 Rank the ways to stay healthy in order from 1 (the most important) to 8
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You’re right that… (the least important). Discuss your answers with a partner.
Well, that’s true… exercise every day finish schoolwork on time
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don’t smoke cigarettes have a healthy diet

see a doctor every six months get plenty of sleep
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see friends and family wear a seatbelt

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People ride their bikes through

Bonsecours Basin Park in montreal, Canada.

3E Opinions About Health and Happiness
Speaking Agreeing, disagreeing, and up with some ideas together. For example, for the statement
conceding a point “Schools should make students get more exercise” you might
come up with arguments against it (You can’t make students
1 Explain to students that they are going to learn how to agree, do anything / Students are too busy studying all the time.) as
disagree, and concede (admit that something is true). well as for it (Students spend too much time in front of their
• Read through each of the statements with students. Make computers and need to exercise more.).
sure that they understand the meaning of each one. It • Put students into small groups and have them come up
would be helpful to preteach some vocabulary such as ban/ with their arguments. Circulate and help them as necessary.
prohibit/forbid and allow/permit as some of this language • Optional Have each group share one of their statements
will be used in the lesson. with the class. Ask students if they agree or disagree.
• Put them into pairs and have them explain which 4 Have each group join another group. The two groups then will
statements they agree or disagree with. Don’t worry about take turns reading one of their statements while members of
introducing the target language just yet; this is more of a the other group agree or disagree with the statement. They
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general warm-up activity. should then have a discussion about each statement, by asking
• Optional To simplify the activity a little bit, you could also follow-up questions and in some cases conceding a point.
simply expand on the idea behind statement number 2.
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• Ring a bell or clap your hands after two or three minutes to
First, write this sentence on the board: People should not be signal the end of the round. Have students play several rounds,
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allowed to smoke in ______. Then write these choices below it: alternating reading their statements and discussing them.
cars, cafes, movie theaters, parks, private homes, restaurants, the
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workplace, (on) the street. Give students a moment to decide Expansion
which places they would choose to complete the sentence. Do a “four corners” activity. Designate each corner of
Then have them share their answers with a partner. If there’s
c your room as noted with a sign: “Agree,” “Strongly agree,”
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time, you can have students vote by a show of hands and see “Disagree,” and “Strongly disagree.” Tell students that
which places got the highest and lowest number of votes. you will read a statement aloud and they should think
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about it for a moment and then stand up and move to the

2 At this point, it will be good to introduce the language in
corner of the room that best represents their answer. For
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the Useful language box. Read each expression aloud while example, if you say Students should wear uniforms to school
students repeat. and a student “strongly agrees,” he/she should go and
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• For the section on “saying what you think,” you can also teach stand by the “strongly agree” corner of the room. (You can
students that it’s common to state an opinion and then ask for use the ideas in the book or you can come up with your
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the listener(s) opinion by saying something like: own statement ideas.)

What do you think? / Do you agree? / How do you feel about it? Once everyone has chosen their response, ask individual
• Review these expressions for agreeing on the board.
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students to give a reason for why they chose their

(They are not in the box.) answer.
I agree (with you). / I couldn’t agree more. [strong] / That’s
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exactly how I feel.

• Optional You can also expand the game by giving each
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• You may also want to introduce language showing weak

group (in the corners) time to talk amongst themselves and
agreement or noncommittal:
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come up with one or two reasons why they chose their

I guess so. / I suppose so. / You may have a point there.
answer. Then have all four groups report back to the class.
• Language note Among the expressions for disagreeing, let
students know that Are you kidding? can sound quite strong as
a response and may come across as confrontational in some
Writing An opinion essay
circumstances (especially if you don’t know the other person 5 Books closed. Ask: What’s the best way to stay healthy?
well). In those situations, it should be used sparingly, if at all. Put students into pairs and have them come up with one
• Go over any new vocabulary (e.g., forbidden or allowed) answer. Then call on different pairs and record their answers
before you listen. (drink more water, follow your passion/hobby, challenge
• Play the audio while students complete their answers. your mind, etc.) on the board.
Go over the answers as a class. • Books open. Have students read through the list of tips on
how to stay healthy. Explain that they are going to rank the
3 Explain to students that they will now read three different items from most to least important. Give them a minute to
statements and come up with three to five arguments for do the activity. Explain that they will use this information for
and against each one. Demonstrate the activity by coming their upcoming writing.

Unit 3 Health
Unit 1 and are you?
WhoHappiness 42a
6 Give students a minute to read silently through the essay. 9 To help students get started, brainstorm as a class.
Then ask: What are the three things the writer mentions as • First write this statement on the board: Happiness is more
ways to be healthy? How does the writer rank them? (1. eating important than health. Come up with some ideas that
well; 2. not smoking; 3. exercising every day). support this statement:
• Go over the questions below the essay. For question 1, ask When you are happy you make better decisions about your life,
students to find the answer. Tell them that it’s important including your health.
to state your opinion at the beginning of the essay. For If you are happy, you will be able to deal with situations of
question 2, ask them the two-step process that exercise can ill health.
cause (making you eat too much and then choose to eat Good health may come and go, but you can take happiness
too much junk food as a reward). with you anywhere.
• Next write on the board: Health is more important than
Writing Strategy An opinion essay happiness.
There’s a model students can follow for writing an Again, brainstorm ideas that support this statement:
opinion essay: If you don’t feel well, you can’t really be happy and enjoy
First paragraph. Give your opinion (There are many ways your life.
to stay healthy. I think having a healthy diet is the best way You can’t be productive and get things done if you are
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to stay healthy for a couple of reasons.) unhealthy.
Second paragraph. Introduce your first reason with this • Students can use the ideas on the board as well as their
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kind of language: First of all or To start with. own ideas to tackle the statements in their books.
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Third paragraph. Introduce your second reason with this
10 Give students time to write their opinion essays. You may
kind of language: In addition or Also.
also want to assign this as homework.
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Fourth paragraph. Conclude your essay with this kind of
language: To sum up or In conclusion. 11 Put students into pairs and have them exchange papers.
c Give them these questions to answer:

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Study Tip Did your partner agree or disagree with the statement?
What arguments did your partner use?
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Students can also include the phrase Some people

think/say in their writing, followed by a commonly held Do you agree or disagree with those arguments?
• Optional Give them time to discuss the arguments.
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opinion. They should then state whether they agree or

disagree with that opinion. They can use language of agreeing, disagreeing, and
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conceding a point from the Speaking lesson where

7 Read through the expressions in the Useful language box.
appropriate.
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Explain that the first one is used to not only acknowledge • Also ask each student to check his or her partner’s paper for
another idea, but also to present a differing point of language from the Useful language box. They should circle
the expressions they can find.
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view. Have students locate this sentence in the essay and

underline it. • Call on volunteers to tell the class one argument from their
• Give them time to find the other expressions as well and partner’s paper that they found interesting.
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then go over the answers as a class.

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Exam Skills Writing: Peer review

8 writing skill Hedging Tell students to get a friend or classmate to read what
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In this exercise, students will be adding some expressions to they wrote and ask them if there is anything they do not
the Useful language box in order to expand their vocabulary. understand, or if they have any ideas to improve it. Doing
• As you point to each expression, read aloud each header in this regularly before an exam can help students think
the Useful language box (Acknowledging other ideas, etc.) about the common mistakes they make and look out for
and have students raise their hands for the category they them when writing with a time limit.
think the expression goes under. They should then add the
expressions to their list in the box.

6 Read the essay. Answer the questions below.
Agree or disagree: Exercising every day is the best way to stay healthy.
While it’s true that doing a little exercise every day is good for you, I think eating well is more
important than exercise.
One reason I think this is that exercise can make people eat too much. Everyone knows someone who
exercises and then eats a lot of junk food as a reward. This doesn’t improve their health. I believe that
for the best health, everyone should first make sure they have a healthy diet.
Second, in my opinion no one should smoke, because cigarettes are bad for you. They’re also bad for
people around you.
For me, exercise is the third most important thing. It isn’t necessary to go to the gym, but you should
try to walk to school instead of going by car or bus.
Not smoking and getting exercise are important, but the best way to stay healthy is to have a good diet.
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1 Does the writer agree or disagree with the statement “Exercising every day is
the best way to stay healthy”?
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2 According to the writer, what does exercise sometimes make people do?
3 In addition to good food and exercise, what does the writer advise?
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Useful language
7 Read the Useful language box. Then read the essay again. Underline the
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Acknowledging other ideas:
expressions from the box that you find in the essay.
While it’s true that… , I think…
8 WRiTinG SKiLL Hedging
c Giving your opinion:
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I believe…
When hedging an opinion, phrases are used to slightly weaken what is being said. In my opinion, …
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Read the expressions. In which category in the box do these phrases belong? For me, …
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Giving reasons for your opinion:

I think this because… My view is that… I accept that… , but…
One reason I think this is…
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9 Work in pairs. Say if you agree or disagree with each statement and why. … because…
1 Happiness is more important than health.
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2 The best way to stay healthy is to stay happy.

3 It’s more important to feel OK than to be healthy.
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10 Choose one of the statements in Activity 9 and write an essay about whether
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you agree or disagree. Use the Useful language.

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11 Exchange papers with a partner. Check each

other’s work. Does it use the Useful language
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correctly? Do you agree with your partner?

4 Learning
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• talk about schools, classes, and
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education.
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• read about an outdoor skills course.

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• learn about the education and skills

needed for life.
• watch a TED Talk about an important
skill for success.
• ask about and compare summer
programs.

4 Learning
Unit Overview Writing
• An inquiry email
This unit covers a subject that students should be very familiar
with: education. Students will learn concepts and language for
describing their own experience with school, and expand these
About the Photo
ideas in order to think about education in a wider sense by
applying them to schools and educational initiatives around the The students pictured are studying Spanish at Washington
world. Students will also think about their own experience in Waldorf School in Maryland in the United States. They’re
school and how it can even be unique from people in their own reviewing vocabulary by playing a game of Simon Says.
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classrooms. According to a number of different sources, Spanish is the
most commonly studied foreign language in the US today.
In this unit, students will cover a range of aspects of education
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It is also the most widely spoken non-English language in
and school-life including describing a classroom, different types the US. In fact, according to the Instituto Cervantes, more
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of unique schools around the world, an education initiative people speak Spanish in the United States than in any
that connects students around the world, a class that teaches other country in the world besides Mexico. Overall, there
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students about outdoor skills, what skills different people think are over 41 million native speakers of Spanish in the US and
are important for success, an unexpected key for educational another 12 million people who are bilingual (speaking both
success, and how to express opinions and inquire about
educational opportunities. By exploring these topics, students c Spanish and English).
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not only learn the language they need to talk about their own
Warm Up
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experience, but they can find out how education is looked

at around the world, and formulate and explain ideas on the Call on students to identify as many items in the classroom as
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subjects that connect these things. possible (books, chairs, etc.). Don’t stop until students have run
out of ideas.
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Unit Objectives
Vocabulary Resources
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• Education • Classroom Presentation Tool

• Vocabulary Building Adjectives with -ful and -less • Tracks 23–30 (Audio CD, Website, CPT)
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Grammar
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• Grammar 1 Comparatives and superlatives

• Grammar 2 Comparative forms
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Reading
• Nothing’s impossible
TED Talk
• Joachim de Posada: Don’t eat the marshmallow!
Pronunciation
• Linking and elision
• Adjective stress
Speaking
• Asking about opinions; Making comparisons;
Making a decision
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 4 Learning 44a

4A How We Learn
VOCABULARY Education • develop (to grow and learn) collocates with skills (abilities).
In school, you might learn computer skills or writing skills.
1 Warm up Tell students to look at the photo. Read the • Tell students to close their notebooks and do Activity 2.
caption and ask:
1 What are the students doing? 3 Tell students they are going to learn about three different
2 Guess: What class is this? (Answer: a Spanish class) schools: one in India, one in South Africa, and one online.
• Do the first item with the class. Then have students
• Put students in pairs and have them identify the items complete 2–12 on their own.
in the photo. • Additional vocabulary If you can’t afford to do
something, you don’t have the money to do it. The platform
2 Teaching Tip is the area near the tracks where people wait for a train.
One way to present vocabulary and help students better • Go through the answers as a class.
organize, review, and remember the new language is to
use a word web. Using this type of graphic organizer is 4 Give students a few minutes to answer the questions. Then put
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especially helpful when you’re dealing with words and them in pairs to share their answers. Check answers as a class.
phrases that are related to a common topic (e.g., school).
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5 Allow students a few minutes to discuss the questions.
• Warm up Introduce the words and phrases in a–f and the • When students are done, ask a few volunteers to share their
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verbs they collocate with using this word web. answers with the class. Also give some feedback about new
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computer writing
skills skills Expansion
c Write the chart below. The goal is to turn each sentence into
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develop a question and be the first to find a different classmate to
new skills say yes to each. When students form their questions, remind
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them to use the correct verb form and tense.

THINGS PEOPLE DO
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IN SCHOOL
This person… Student name & answer
gets good grades.
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take classes
(study different
is creative.
take tests/exam
subjects) attended elementary school
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in this city.
science get good get bad
math is taking math or science this
grades
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grades
term.
1 Project or write the word web on the board. Tell students took a test recently.
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to draw it in their notebooks. wants to attend college.

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2 Point out the meaning of attend, and tell students to has good computer skills.
complete the sentence with the name of their school.
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Then ask different students: What school do you attend?

• Additional vocabulary: School subjects
3 Point to the bubble in the center and say: Let’s talk about
things you do in school. Math Science Social science
4 Point to the next bubble in the word web and say: In algebra biology history
school, you take classes. (Stress the verb take.) For example, geometry chemistry economics
you take science. You can also take math. Point to the trigonometry physics geography
two subjects. Then ask: What other classes do you take? calculus physiology government / civics
and add students’ ideas to the word web. Note: From a statistics computer science psychology
general subject area (e.g., science), you can branch off Foreign languages Arts Other
into specific classes (e.g., biology, chemistry, physics). English dance P.E.
5 With the other language in the word web, point out that… Arabic drama / theater world religions
• take collocates with tests/exams: you take a test. Chinese drawing an elective: ______
• get collocates with good/bad grade. On a test, you can French film
get a good grade (e.g., 100%) or a bad grade (e.g., 10%). Spanish music
45a Unit 4 Learning SAMPLE COPY, NOT FOR DISTRIBUTION
4A How We Learn
VOCABULARY Education
1 Work in pairs. Look at the photo. Point to the items below.
a blackboard a desk a notebook a pen a student a teacher
2 Match the words that go together. Use your dictionary if necessary.

1 develop d a geography / math / science / art
2 study a b (good / bad) grades / an education
3 get b c (elementary / high / private / public) school
4 take f d (new) skills
5 attend c e creative / hard-working
6 be e f a test / exams
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3 Choose the correct options to complete the descriptions of three unique schools.
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• The Indian government provides (1) public / private schools for all children.
But when students don’t live near a school and can’t afford to travel, it’s difficult
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for them to get (2) bad grades / an education. The solution? Teachers travel to the
students! (3) Elementary / High school students (up to age 12) and students in the
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first two years of (4) elementary / high school (ages 13 and 14) can attend “train
platform schools.” The students are very (5) creative / hard-working. Some older
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students are even already at the station because they have jobs there!
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• Students of the Khan Academy (6) attend / study geography, math, science, and
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other subjects online by watching videos. After watching, they can take short
(7) grades / tests to check their progress. Most Khan Academy students are teens
taking classes in addition to their usual studies. They want extra work to develop
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(8) skills / studies in certain subjects and do better on exams. Since the videos are
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online, students from around the world can (9) take / get the classes.
• Students who (10) attend / get the Zip Zap Circus School in Cape Town, South
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Africa, don’t study math and science; they (11) take / learn entertainment skills.
Zip Zap is a private (12) education / school, but it isn’t expensive. In fact, unlike
most private schools, it’s free. The main purpose of the school is to help students
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learn to live and work together—and to have fun.

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4 Answer the questions. Take notes. Share your answers with a partner.
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Which school…
Zip Zap,
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1 doesn’t teach traditional school subjects? What does it teach? entertainment skills
2 is the most like your school? Why? Answers will vary.
Students stand on their desks 3 helps students trying to get very good grades or prepare for an exam? Why?
during a classroom activity in Khan Academy Answers will vary.
Maryland in the United States. 5 MY PERSPECTiVE
1 Is your school a public school or a private school? What are the differences
between the two? Think about cost, class size, teachers, building(s), etc.
2 Which subjects from this list are you taking? Which classes are your favorites? Why?
arts (music, drama) computers history language

literature math (algebra, geometry) science (biology, chemistry)
3 Do any of your classes include online learning? Which one(s)?
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 4 Learning 45

LiSTEninG
6 Have you ever talked to a student from another country? If yes, what was it like? If not,
would you like to? What are the benefits of talking to people from other countries?
7 Listen to two students talking about a project at school. Are the sentences true or false? 23
1 Karina’s class is video chatting with students around the world. true
2 They are watching movies to learn about each other’s countries. false
3 They learned about the school week in Japan. true
4 They discussed school clothes in England. false
5 Maria, in Brazil, is going to take an important examination soon. true
6 Karina says that teenagers in other countries are very different. false
8 Listen again. Complete the notes. 23
Karina’s favorite class: (1) geography

Project: video chatting with students in Brazil, (2) Poland , Japan, England, and (3) Turkey
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People usually learn about America from (4) movies
Some Japanese kids go to school on Saturday for sports or to (5) take exams
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Kids in the UK start school at the age of (6) four
math and (8) science
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Maria is taking extra classes in (7)
Teenagers everywhere have a lot in (9) common
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1 Do you like the idea of video chatting with students in other countries? Why?
c
2 Say two or three things you know about another country—about food, sports, weather, products they
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make, and so on. Where did you learn the information?
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3 What questions would you ask a student from another country? Think of one question about school
and one question about another topic.
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new communication technologies, like video chatting, are helping

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students around the world connect and learn about each other.
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io
at
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46 Unit 4 Learning SAMPLE COPY, NOT FOR DISTRIBUTION

Listening
6 Read through the questions with students. Ask them to
Listening Strategy Filling in the complete
raise their hands if they’ve ever talked to a student from
answer later
another country. Have some volunteers tell the class what
the experience was like. Then brainstorm the benefits of For the next listening activity, students are going to fill in
talking to people from other countries. the missing words. It can be challenging to write and listen
• Optional Prepare a list of five to ten countries. Have at the same time, especially when the answers come close
students count off from one to five or one to ten and together on the audio. When they don’t have time to finish
then assign country A to the “1s” and country B to all the writing a word, tell them not to panic; they can just write
“2s,” etc. What do they want to know about that country? the first one or two letters of the word and then fill it in later.
Tell them that they should come up with a question to For example, in this case Karina is listing off five countries
ask a student about his or her school life in that country. in quick succession. When students hear Poland, they can
Encourage them to come up with questions that recycle just write P or Po in their books and complete the rest of
the vocabulary from Activity 2 on page 45. Some possible the word at the end of the listening. If they freeze and don’t
examples: write anything, there will be no way for them to reconstruct
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the answer later on.
What classes do you take? What subject do you study
What kind of school do you every semester? • Play the audio and have students write their answers. Give
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attend? Are you a serious student? them time at the end of the listening to complete any partial
When do you take exams? Is it hard to get good grades? answers that they may have written. Go over the answers,
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• Ask some students to share their questions with the class. making sure that the spelling is correct and that students
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understand the expression have (something) in common.
7 Explain that students are now going to listen to a
conversation between two students, Karina and Dave. Expansion
• Play the audio from the beginning until Dave says Wow, c Rewrite some of the sentences from the first-person
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that’s awesome. Ask the class: What project is Karina doing perspective and put them on the board: My favorite
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with her class? (They are video chatting with kids from other class is geography. / I usually learn about America from
countries.) (Hollywood) movies. / I go to school on Saturday. / I started
• Give students time to read sentences 1–6. Then play the
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school at the age of four. / I have a lot in common with

audio while students complete their answers. other teenagers.
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• Go over the answers as a class. Read each answer and tell • Put students into pairs and have them tell their partners
students to raise their right hand if they chose “true” and whether these statements are true for them or not.
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their left hand for “false.”

• After you have reviewed the answers, see if students can • Optional Ask students: What do most teenagers have in
rewrite the false answers to make them true. Ask two
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common? Brainstorm and put a list on the board. (You can

or three pairs of students to come to the board and work leave this on the board as a resource for the next activity.)
on a single item (for example rewriting They discussed
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school clothes in England to make it true). By having four 9 Read the three questions aloud for students.
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to six students working on it at once, students who can’t • For question 1, tell students to come up with at least one
get the answer won’t be singled out. Finish all the items reason to support their answer. You can also ask them:
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in this way. What is one drawback (disadvantage or problem) to video

chatting with students in other countries?
8 Warm up Before playing the audio again, say: Karina is • For question 2, explain to students that they should agree
telling Dave about video chatting with students from other on one country to talk about and then come up with three
countries. Ask the class what kinds of topics they would things they know about it. Brainstorm different ways that
ask a student from another school about (e.g., daily school we learn information about a place: from a website, from a
schedule, music, home life, etc.). friend, from a book or magazine, from visiting the place, etc.
• For question 3, tell students to come up with questions. If
you did the optional suggestion in Activity 8, tell them that
they can use that list as a source of ideas for their questions.
• Put students into pairs to answer the questions. When they
are finished (if there is time), call on different students to share
one piece of information they talked about with their partner.

Grammar Comparatives and superlatives
10
Warm up Books closed. Introduce the comparative and 12 Go over the information in the box. Give students time
superlative adjective forms to students by comparing three to think about and answer questions 1–3. Go over the
objects (e.g., smart phones). Start with two of the objects answers as a class.
and say sentences like: This phone is bigger than that one.
13
Warm up Look at the words in the box. Call on different
But this one is more colorful. Mix it up so that you have some
students to first give you just the adverbial forms of the
examples of -er/-est forms as well as more/most + adjective
adjectives listed.
forms. Add in the third object and say: This phone is the most
• Next call on different individuals to give you the
expensive. And it’s the easiest to use.
comparative and superlative forms of the adverbs. You can
• Write at least four sentences that you just said on the board
do this by writing “2” and “3 or more” on the board and
(two under the heading Comparing two things and two under
then pointing at one or the other as you call out a different
Comparing three or more things) to show students that there are
adverb. Mix up the words to make it more challenging.
two different ways to form the comparative and superlative.
• Give students time to complete the sentences. Ask some
• Books open. Have students answer questions 1–3 and write
students to come to the board and write their answers.
out their answers for a–c. Go over the answers as a class.
Check the answers as a class.
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• Language note Tell students that one-syllable adjectives
take the -er/-est forms (easier, safer, biggest, widest). Next tell 14 Pronunciation Linking and elision
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students that three-syllable (and longer) adjectives take • Language note Linking describes how the final sound
more/most + adjective (more comfortable, most important). of one word or syllable links or joins to the first sound of
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Two-syllable adjectives are more complicated. You don’t want the next word. Elision (or you can go with the simpler
to overwhelm students with too much information, but it can
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word deletion) happens when a sound in a word either
be helpful to give them some basic rules to get them started. disappears or isn’t articulated clearly.
1 Most two-syllable adjectives take more/most. • Pronunciation note As the concepts of linking and elision
2 T wo-syllable adjectives ending in -y take the -er/-est
c may be new to students, it may be challenging for them to
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ending (happier, nosiest). identify examples. One easy way to get them to understand
3 With two-syllable adjectives ending in -ly, -le, and -ow, is to show them some examples from everyday words:
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both forms are acceptable (friendlier/more friendly, 1) The loss of the initial /r/ in words that have another /r/ in
narrowest/the most narrow, simpler/more simple). them: Feb(r)uary, tempe(r)ature; 2) The loss of an unstressed
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4 Two-syllable adjectives ending in -ful or -less take more/ middle vowel: choc(o)late, cam(e)ra, int(e)resting; 3) loss of
an initial syllable: (be)cause.
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the most (more careful, the most peaceful, more harmful,

the most careless). Note that the adjectives ending -ful • Play the audio and ask students to listen and mark their
and -less will come up on page 48. answers. If this is difficult for them, give them the answers
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At this point, have students complete Activities 1–4 on and then have them listen and notice.
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Exam Skills
also assign these activities as homework.
Tell students that one aspect of sounding fluent is a
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11 Give students time to read the sentences silently. Then put smoothness to their speech. Encourage them to pay
them into pairs and have them complete the exercise. attention to, write down, and practice examples of
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• Go over the answers as a class. For each answer, ask linking and elision so that their speech can start to
sound less choppy.
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students to explain why they chose the comparative or the

superlative. (1. comparing two things; 2. talking about three
meals; 3. two items; 4. use of the word the before best). 15 Read the sentences aloud. Play the audio as students notice
• Remind students that when they see the word than that what they hear.
is one clue that the comparative form is being used.
(Though there are times when we can use the comparative Teaching Tip
in a sentence without than.) Remember, it’s less important that students learn to
• You can play the game again with other adjectives by distinguish between linking and elision and more
asking students how much money they have in their important that they are able to hear what’s happening
pocket/wallets (to find “the richest” student) or how much in each sentence. Don’t worry so much about the
time they spend studying a week, in hours and minutes terminology; focus on what the students are able to
(to determine “the most serious” student). hear and whether they can replicate it or not.
16 Give students time to read through the sentences and
come up with their ideas. Then put students into pairs so
that they can exchange ideas. Were there any surprises?
48 Unit
47a Unit2 4 Where SAMPLE COPY, NOT FOR DISTRIBUTION
the Heart Is
Learning
GRAMMAR Comparatives and superlatives Students in a Un school talk to other
students around the world.
10 Look at the Grammar box. Answer the questions.
Comparative and superlative adjectives

Use the comparative form to compare two things.
Learning from a person is more interesting than learning
from a book.
Talking to someone is easier than reading.
Use the superlative form to compare three or more things.
Doing projects is the best way to learn.
1 Which form uses than after an adjective? comparative

2 Which form uses the before an adjective? superlative
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3 Write the plain adjective forms for these items.
a more interesting interesting
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b easier easy harder
1 I work in history than I do in English.
c the best good
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2 Yusuf speaks the most quietly in class, so it’s hard to
Check page 134 for more information and practice. hear him.
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3 Ella graduated from high school more recently than
11 Work in pairs. Complete the sentences with the correct
Jim. She just finished last year.
forms of the adjectives. Then discuss if you agree with
the sentences. c 4 My grades are improving. I did better on my
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final exam than on the mid-term exam.
1 Studying for a short time every day is more useful
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5 I checked the essay section of the test most carefully

(useful) than studying all night the night before a test.
because that’s where I usually make a lot of mistakes.
2 Breakfast is the most important (important) meal.
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3 A light lunch is better (good) than a big one 14 PROnUnCiATiOn Linking and elision
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because a big lunch can make you sleepy.

4 Studying is important, but the best (good) Which two words in the example are connected by
way to learn a new skill is by using it. linking? Which two are connected by elision? 24
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12 Look at the Grammar box. Then answer the questions. Fluent speakers often join words together either by
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Comparative and superlative adverbs linking sounds or leaving out sounds (elision).
harder in: linking
I work harder in history than I do in English because it’s more
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Use comparative and superlative adverbs to

describe actions. difficult to remember dates than words. difficult to: elision
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a I learn better by talking to people than by reading. 15 Say the sentences. Do the bold words connect with
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b I worked the hardest in the two weeks before my exams. linking or elision? Listen to check your answers. 25
1 Yusuf spoke the most quietly. elision

1 Which sentence is comparative? Which is superlative? a, b 2 Ella graduated from school more recently than Jim. linking
2 What is the superlative adverb form of good? best 3 I did better on my final exam than on the mid-term. linking
3 What is the comparative adverb form of hard? harder 4 I checked the essay section the most carefully. elision
16 Make true sentences about you. Use comparatives and
13 Complete the sentences with the comparative or superlatives of the words in parentheses. Then, share
superlative adverb forms of these words. One word your ideas with a partner.
is extra. 1 Compare two school subjects (difficult).
2 Compare one school subject to the others (easy).
careful good hard often quiet recent 3 Compare the way two friends speak (quiet).
4 Compare how you work at two things (hard).

4B Outdoor Classroom
Nothing’s
Impossible
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ni
ar
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c
hi
ap
VOCABULARY BUiLDinG 3 Make two or three sentences about yourself using the
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Adjectives with -ful and -less words from Activity 1. Practice saying them with the
correct stress.
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We can create adjectives by adding a suffix to some

nouns. The suffix -ful means with, and -less means without. For me, taking exams is stressful.
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But be careful—you can’t always make opposites using

-ful and -less. READinG
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thankful – thankless not thankful 4 Read the tip and the sentences about the article. Scan
the article to see if the sentences are true or false.
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1 Read the Vocabulary Building box. Choose the correct

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options to complete the sentences from the article. When you answer questions about a text, you need to
Use your dictionary if necessary. find specific information. Looking through a text just for
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1 The trip was stressful / stress-free because of stormy this information is called scanning. When you scan:
weather. • focus on the information you are looking for.
2 I am thankful / not thankful for this amazing opportunity. • think about the type of information it is: a name,
3 One careful / careless mistake could really hurt someone. a date, a number, etc.
4 Working closely with students from other cultures is a • let your eyes go over the text a few lines at a
great way to learn this useful / useless lesson. time. When you see useful information, stop and
5 There were moments when she felt afraid and read closely.
hopeful / hopeless.
1 Students in Singapore have a three- or five-day
2 PROnUnCiATiOn Adjective stress outdoor-skills course as part of their education. true
Listen to the sentences from Activity 1. Underline the 2 Students learn outdoor skills as a reward for their hard
stressed syllable in each adjective. 26 work on more important school subjects like math. false

4B Outdoor Classroom
VOCABULARY BUILDING Adjectives with -ful 4 Warm up Read the information in the tip box (about
and -less scanning) aloud. Remind students that they have already
practiced finding specific information in a reading in earlier
1 Read the information in the Vocabulary Building box aloud. units. They’re going to do it again. Then:
Then tell students to do 1–5 on their own. Check answers 1 Write or project this sentence: True or false? The students
as a class. taking the outdoor skills course are in college.
2 Then point to the question and ask: To answer this question,
2 Pronunciation Adjective stress what should you look for in the reading—a number, a level in
• Warm up Divide the five adjectives used in sentences 1–5 school, or a country? (a school level)
in Activity 1 into syllables (e.g., stress-ful ) and project or write 3 Tell students to scan the reading for the answer and say
these on the board for students to copy in their notebooks. if the sentence is true or false. (It’s false. The students are
• Play the audio. Tell students to circle the stressed syllable in elementary and high school.)
in each word. At the end, say the words with the class.
Exam Skills Scan for details
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Then ask: In all of the words, which syllable is stressed?
(Answer: the first one) On exams, test takers are often asked to find specific details
in a reading passage. To locate this information quickly, they
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3 Give students a few minutes to make sentences. Encourage should scan the text. The key to scanning successfully is to
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them to use the adjectives in comparative sentences if know what you are looking for. To do this, readers should…
possible (e.g., For me, taking an English exam is more stressful • ask themselves what they need to scan for: a name,
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than taking a math test.). This will allow them to practice the a place, a number, a date, a person’s opinion, etc.
language they’ve just learned in the grammar lesson. • look quickly through the passage to find the
• Circulate, helping as needed. When students are done, ask a
few volunteers to share their answers with the class. c information, bearing in mind that the information
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they are looking for may be worded differently in the
reading than it is in the test question. Students should
READING
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pay attention to synonyms and similar phrasing in the

• Warm up Read the title of Lesson 4B aloud (Outdoor passage. When they locate the information they need,
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Classroom). Then point to the photo and ask: Where are they should stop, underline it, and read closely.
these students? What do you think they’re doing? Take ideas
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and then ask: What can we learn in an “outdoor classroom”? • When teachers practice this technique in class, it is helpful
• Tell students to read the title of the article and skim the rest to set a time limit so that students have to read quickly.
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of the text (which they’ve practiced doing in Units 2 and 3). • Do sentence 1 with the class. Ask students what they need
As they do this, tell them to think about this question: What to scan for in the reading; e.g., are they looking for a country,
a number, a person’s opinion, something else? (Answer:
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is this reading about? Give them a minute or two.

• When time is up, ask a volunteer to state what the article is They’ll scan for the number of days students do the course.)
about in a sentence or two. Write the idea on the board. • Tell students to scan the reading and find the answer to
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• Tell students to read the article. Tell them that there’s no sentence 1 (Answer: true). Tell them to underline the text in
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need to worry about unfamiliar words or to read closely for the article that helped them choose their answer.
every detail. (They’ll do this later.) Time students so they • Have students do 2–5. Tell them to write T (for true) or
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have to move through the article. When time is up, tell F (for false) next to each sentence, and underline the text in
them to check the student’s idea on the board, the article that helped them choose their answer. Set a time
and then confirm the correct answer with the class. for students to complete this exercise. Check answers as a
(Answer: The article is about an outdoor skills course. class. If a sentence is false, ask students to make it true.
Students in Singapore take this course.)
Expansion
Exam Skills Remember to skim first Project or write the outline below and tell students to
Before reading a passage or scanning it for details, copy it in their notebooks. Then have them complete it
remind students that it’s helpful to first skim the text as quickly as they can. Tell them to scan the article and
quickly to get a general idea of what it’s about. This will find information they don’t remember.
prepare them to answer questions about the passage. Outdoor Skills Course
Country: Activities students do:
Student school level(s): Skills students learn:
Course length: Year the course will change:

5 Rather than having students discuss all five questions, Critical Thinking Analyzing quotations
another option is to set this up as a timed speaking
exercise. 6 Read the Critical Thinking box aloud.
1 Put students in A/B pairs. Assign or have each student • Tell students to scan the reading and underline the quotes
choose one of the five questions. Student A’s question in the passage. Then have them answer the questions in
should be different from Student B’s. pairs. Note: One quote is used to highlight an expression.
2 Tell students they will have one minute to answer their (Smooth seas never made a skilled sailor.) Ask students what
question. Then give them a few minutes to make some they think it means and how it helps the speaker make her
notes on their own. point about the course.
• Note: Question 2 asks students to narrate a story from
their life. Remind students that on page 36 in Unit 3, 7 Give students time to read the questions and think about
they learned to use words like when, then, after that, now their answers.
to talk about a series of events. Questions 1 and 3–5 • Put students in pairs.
ask students to give an opinion based on information • Give students a few minutes to discuss the questions.
discussed in the text. To ensure that students know how Circulate, helping as needed.
to structure their response, you can put this outline on • When students are done, ask a few volunteers to share
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the board: their answers with the class. Also give some feedback
• Summarize what’s said in the article. about new language that came up, and correct any errors.
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• Give your opinion.
• Explain your opinion with reasons and examples.
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3 Start round 1. Student A must speak for a minute, and
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Student B should keep time.
4 When a minute is up, Student A should answer
these questions (which you’ve written on the board):
Did you speak for a minute? Was it hard or easy? c
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Did you stop talking or say “uhm” a lot? Did you make many
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mistakes?
5 Then it’s Student B’s turn.
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6 Do a second round. In round 2, students should pair up

with a new partner and answer the same question. (This
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gives learners a chance to build fluency and accuracy.)

For additional practice, have students answer the same
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question in a third round, again with a different partner.

• Optional “Outward Bound Singapore Corporate Video”
https://www.youtube.com/watch?v=VlXisW”UyHFk
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Before students answer the questions, show all or part

of this video of people participating in the outdoor skills
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course in Singapore. You can watch and listen (with the

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captions on, if helpful), or watch with the audio on mute.

While viewing, ask the class to call out what the students
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on screen are learning.

“The rocks were really hard to grab. What do the students think? “It was so good!” said
25 one teenager after the course. According to blogger
Then something magic happened. I Singapore Student, “It makes you a more independent
climbed over the rock wall and made it! and caring person.” Angelique, another student in
I didn’t know I could make it that high.” Singapore, had such a good experience that she
went back for a twenty-one-day course. “It helped
5 —A blogger named Singapore Student 30 me to grow stronger,” she says. The kayak trip was
stressful because of stormy weather. She says there
27 In Singapore, elementary and high school
were moments when she felt afraid and hopeless—she
students take outdoor-skills courses as part of their
thought the trip was too hard. But she remembered
studies. They’re usually three or five days long and
that “smooth seas never made a skilled sailor” and
include rope and rock climbing, going to sea in a small
35 felt brave enough to continue against the storm. “I am
10 boat called a kayak, sleeping in a tent each night,
thankful for this amazing opportunity, and I would do
taking long walks in the jungle, and learning to start a
it again,” she says.
fire. It’s real life. One careless mistake could really hurt
someone. So should outdoor skills really be taught at Right now, students attend courses with groups from
school? Why does the Singapore government think this their own school. After 2020, however, all students
15 should be part of every student’s education? 40 will do the course in groups from several different
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schools. Why does this matter? People from China,
Minister for Education Ng Chee Meng says that the
Malaysia, India, and other cultures live closely together
challenge of the outdoor course helps students develop
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in Singapore. Good communication skills are more
skills like critical thinking, working together, and good
important now than ever in order for people to live
communication—abilities that are necessary for work
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45 and work together. Working closely with students from
20 and life. He believes that these skills are as important
other cultures is a great way to learn this useful lesson.
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as traditional subjects like math, science, literature, and
so on. Students need to learn from books, but for some One student said it this way: “There is nothing to be
lessons, reading isn’t as useful as doing. afraid of, and nothing’s impossible.” And that’s a great
c lesson to learn.
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3 A student named Angelique said the course was a CRiTiCAL THinkinG Analyzing quotations
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terrible experience and she would never do it again. false

4 In the future, students will take the outdoor-skills course 6 Read the Critical Thinking box. Work in pairs.
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with people from other schools. true Discuss the questions.

5 According to the article, one student described the
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course as “impossible.” false Quotations (quotes) are the original words of real people
and are marked with quotation marks (Example: “It was
5 Work in pairs. Discuss the questions. good,” she said). Writers use quotes to clearly show
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people’s ideas or opinions. Writers may agree with the

1 The article asks if outdoor skills should be taught at quotes and use them as supporting evidence, or they
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school. What do you think? Why? may argue against them. Writers sometimes use quotes
2 Angelique says she felt afraid and hopeless at times, from different people to show two sides of an argument.
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but that she would do it again. What difficult experience

have you had that you learned something from?
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1 How many separate quotes are used in the text?

3 In the future, students from different communities and
2 What does each quote show about the outdoor-skills
schools will take the course together. How will difficult
course?
experiences outdoors help them learn to communicate?
3 Why do you think the author used quotes instead of just
4 What outdoor skills does the article mention? Which of
explaining the ideas in his own words?
them would you be afraid to try? Which of them do you
4 Does the article include different points of view? Why do
think you would enjoy?
you think the author used the quotes that are used?
5 What skills does Ng Chee Meng believe students learn
outdoors? Do you agree with him that they are as 7 MY PERSPECTiVE
important as the traditional subjects? Why?
1 Would you like to learn skills like this at school? Why?
2 What do you think this kind of class could teach you
about life?

4C Skills for Life
GRAMMAR Comparative forms
1 What can you remember about the outdoor-skills course in Singapore?
• activities: rock climbing,rope and rock climbing; kayaking; sleeping in a tent/camping
• skills developed: critical thinking; working together/teamwork; good communication;
perseverance
• challenges faced by students: stormy weather; stress; difficulty
Comparative forms
Use (not) as… as to compare two things and say how they are similar
or different.
1 Outdoor skills are as important as the traditional subjects.
2 For some lessons, reading isn’t as useful as doing.
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Use too + adjective to say that the quality described by an adjective is more
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than wanted or needed.
3 She thought the trip was too hard.
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Use adjective + enough to say that the quality described by an adjective is the
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right amount.
Skills for Life 4 She felt brave enough to continue against the storm.
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Use not + adjective + enough to say that the quality described by an adjective
Adults say kids today is less than the right amount.
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need these skills 5 I wasn’t brave enough, so I gave up.

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FROM Very Important Use so and such to make adjectives stronger. So comes before an adjective.
TO Not Very Important Such comes before an adjective + noun.
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6 It was so good!
7 Angelique had such a good experience.
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Very important/Useful
Communication
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Reading 2 Look at the Grammar box. Then choose the correct options to complete the
information about the sentences in the box.
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1 Outdoor skills and traditional subjects have / don’t have the same importance.
important/Useful 2 For some lessons, reading and doing are equal / not equal.
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Math 3 This sentence is about something being more than is needed / the right amount.
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Working together 4 This sentence is about something being more than is needed / the right amount.
Writing 5 This sentence is about something being less than is needed / the right amount.
6 The expression It was so good is stronger than / not as strong as It was good.
Logic (clear thinking)
7 Such comes / doesn’t come directly before the noun.
Science
not Very important/ 3 Look at the information to the left. Then complete the sentences with
(not) as… as and the adjective in parentheses.
Useful
Sports According to the research…
Music 1 writing and math skills are not as important as (important) communication and
Art reading skills.
2 science is as useful as (useful) math.

4C Skills for Life
Grammar Comparative forms At this point, have students complete Activities 5–7 on
1 Warm up One quick and easy way to review information also assign these activities as homework.
students have learned is to ask two or three wh- questions.
To review the reading on page 49, you can ask questions 3 Warm up Have students look at the “Skills for Life” list on
like: Who was the article about? (elementary and high school the left side of the page. These are skills that adults say kids
students in Singapore); What were they doing? (taking outdoor need to succeed in life these days. Do students agree with
skills courses as part of their studies); Why were they doing the list? Is anything missing? Put students into small groups
it? (Because outdoor skills are as important as traditional and tell them that they can move any of the skills between
subjects. / Because “reading” isn’t as useful as “doing.”) categories (for example, they could move math from
• Give students a couple of minutes to remember and write “important” to “very important” if they wanted to) and they
down as many ideas as they can. Then put them into pairs can add up to three skills to the list. Give them three or four
so that they can compare lists. Finally, call on different pairs minutes to discuss and then come together as a class and
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of students to give you one item under any of the three ask groups to share their answers.
categories. Compile a list on the board. • Give students time to read through the sentences in
Activity 3 and write their answers. Ask different students
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2 Go over the grammar sentences in the box. For sentences to come to the board and write their answers. Correct the
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1–2, make sure students understand that the (not) as…as items as a class.
structure is used to say how things are equivalent in some • Optional Brainstorm some of the different kinds of skills
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way (or not). In sentence 3, it is important that students that came up earlier in the unit: computer skills, writing skills,
understand that too is used to make a negative judgment speaking/communication skills, critical thinking skills, and
about something (as opposed to very, which amplifies the teamwork/social skills. Write these on the board. Next to
quality of the adjective that follows). With too, the speaker isc them write a list of adjectives such as: important, necessary,
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saying that there is “too much of something.” For sentences useful, helpful, and crucial. Have individual students choose
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4–5, (not) enough indicates that the speaker has just the two skills from the list along with an adjective and make an
right amount (or doesn’t have enough) of something. as…as sentence such as: Writing skills aren’t as important
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Finally, draw students’ attention to the use of adjectives as computer skills. They should give a reason for their
following so, and adjectives + nouns following such. statement: You need to be good with computers to get
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• Language note Note that there is another pattern with a good job.
enough that students will see in the Grammar Reference
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section so you will need to prepare them for it: enough +

noun: I don’t have enough money. You can show how the Expansion
pattern works by writing these sentences on the board: To give students some communicative practice with
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The exam was too difficult. I didn’t have enough time to finish. the as …as structure, tell them to think of a place that
The important thing to underscore is that enough follows they have visited more than once (like a restaurant with
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adjectives but it comes before nouns. their family or an amusement park with friends). They
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• Give students time to study the sentences and circle their should think of their first visit to the place and write
answers. When you go over the answers, ask the class to down three to four adjectives to describe the experience.
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read each sentence in unison. For example, for a restaurant, they might write down
words like fun, inexpensive, tasty, and trendy. Next tell
Expansion them to think about their most recent visit to the place.
To give students some quick practice with too and enough, Was their experience the same or different? Put students
write these sentences on the board: Our exams are too into pairs and tell them to share their recent experience
hard. / It’s quiet enough for me to study at home. / I don’t have with their partner, using as …as where they can: My trip
enough time to do my homework. / I’m confident enough to to Blue Ribbon restaurant was as fun as the first time. The
speak English with anyone. Tell students they should take a food was as tasty as before, even though it’s not really a
moment to think about each sentence and write agree if it is trendy place anymore. Call on some of the pairs to share
true for them or disagree if it isn’t. Put students into pairs and their answers with the class as time allows.
have them share their answers.
For each statement, they should explain their answer: It’s
not quiet enough for me to study at home. My little brother
is noisy. I usually study at the library.

4 Ask students to think of other words that they could that they have to change the pronouns to make it work:
replace useful with (helpful, handy). Come up with a My experience with ___ was so important to me.
definition together as a class (a useful thing is something • After students have finished revising the sentences, have
that helps us to do something). Note that students have them complete the sentences with their own information.
already encountered the word useful on page 47 (Activity 11) Then have them get into pairs and share their answers.
and page 48 (Activity 1).
• Put students in pairs to discuss the questions. 8 W arm up Brainstorm some adjectives that are used to
describe school subjects and classes. Write them on the
5 Give students time to read through the paragraph quickly. board. Some possible options: annoying, boring, difficult,
Tell them to raise their hands when they encounter a word easy, enjoyable, hard, interesting.
that they don’t know and ask: What does (word) mean? At • Tell students they can use these adjectives or their own
that point, ask if any other students in class know the word. ideas when making their sentences. Give them time to
If they don’t, have one or two students look it up in the write their answers and then ask students to share their
dictionary and explain it to the class. answers with the class.
• Give students time to circle their answers. Go over the
answers as a class. 9 There are three options for students to choose from. The
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first and third options focus more on speaking, while the
6 Warm up Ask students to tell you what the paragraph in second option is a writing activity.
Activity 5 is about. Can they summarize it in a few words? • For the first option, students are told to list ten skills that
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(It’s about the importance of art education in schools.) they think are important for students to learn. Give students
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What reasons does the writer give for the importance of time to create their lists (individually or in pairs) and then
the arts? (It helps students connect with each other, work have them discuss their lists in groups. If coming up with
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together, and express themselves.) ten items is too challenging, you can make the activity
• Take a vote (by a show of hands) to see how many students more focused by giving them six skills on the board (see
agree with the article.
• Put students into pairs. Have them take turns with a partner, c notes under the optional activity for Activity 3 or use your
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own ideas) and tell them they have to rank the items from
choosing one of the adjectives in the box and making a most to least important. Then tell students they should
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sentence about one of their classes. be prepared to give reasons why they chose their top and
bottom skills on the list.
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7 Remind students of the patterns so + adjective and such + • Second option: In the paragraph for Activity 5 students
adjective + noun. read about the importance of studying art, which some
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• Give students time to write down their answers and then people feel is a “softer” or less-valued academic subject to
go over them as a class. study in school. Write this sentence on the board: Some
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people feel that high school students shouldn’t study ____

Teacher Tip because it isn’t serious enough. Tell students to think of a
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When we personalize activities for our students, we subject to write about. If they need help getting started
encourage them to discuss and write about topics that with this, brainstorm some of the “hard” and “soft” subjects
are of interest to them as they express their own ideas in school.
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and opinions. Personalization is vital because it takes

Traditional (hard) Less-valued (soft)
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students off the textbook page and tests their ability

to freely communicate what they truly want to say in subjects subjects
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English. It not only maintains students’ interest in what’s math, science, foreign art, music, design, media
happening, but it also will help them in memorizing languages studies
(and ultimately internalizing) new material. One easy
way to sneak in a personalization/communicative • Tell them they are going to write a paragraph about the
activity is to take a list of sentences and change the value of studying one of the softer subjects.
pronouns to the first person and let students discuss • Third option: You can do this as a timed activity. Have
whether the sentences are true for them or not. students choose one (and only one) subject as the most
useful skill to learn. Do a timed writing exercise in which
they will have one minute to think of reasons for their
• This can be easily accomplished with the existing content choice and write down some notes about it. After the
in Activity 7. Sentence 1 is pretty straightforward; students minute is up, put students into pairs so that they can share
could change music to some other subject and they could their top choice and reasons for choosing it with a partner.
also go with another adjective (other than important) if they
wanted to. Go over sentence 2 with students, telling them

3 sports are not as useful as (useful) science. 7 Complete each sentence with such or so.
4 communication is as important as (important)
reading. 1 Music is such an important part of my life.
5 art is not as useful as (useful) working together. 2 His experience with team sports was so
important to him.
4 Work in small groups. Discuss the questions. 3 Their art class was so good—it made
1 What do you think useful means? To whom? For what? them look forward to school.
4 I had such a good math teacher last year
2 Do you agree with the research? Why? Make your own
comparisons of the skills using (not) as… as sentences. that I’ve decided I’d like to study math in college.
5 Working together is such a useful
5 Choose the correct options to complete the paragraph. skill that I think everyone should learn it and practice it
Some people feel that high school students shouldn’t study at school.
art because it (1) is too serious / isn’t serious enough to be a 6 The reading skills I learned made me do
so much better on my exams.
real school subject. But research shows that art education
is (2) too powerful / powerful enough to improve students’ 8 Make two sentences that are true for you for each item.
grades in their other classes. This is especially true for Share your ideas with a partner.
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students who find traditional subjects (3) too challenging /
not challenging enough to do well in. Art classes also help 1 (School subject) is / isn’t
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students connect with each other, work together, and as (adjective) as (school Math is as hard as science.
express themselves. Those benefits are (4) too important / subject).
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important enough to support art in high schools. 2 (School subject) is too (adjective).
3 (School subject) isn’t (adjective) enough.
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6 Work in pairs. Discuss the questions. 4 My (school subject) class is so (adjective)!
1 Do you agree with the paragraph in Activity 5? Why? 5 I had such a(n) (adjective) (school subject) class
2 Make sentences giving your opinion about art and your
c that I (result).
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other classes using too… and (not)… enough sentences. 9 CHOOSE
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Use the words below and other adjectives you know.

serious challenging useful interesting important
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• List ten skills you think students need to learn, from most
to least important. Compare your list in a group. Present
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your group’s results to the class.

• Write a paragraph like the one in Activity 5, saying why a
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skill that some people think is less important is useful.

• Make notes about what you think the most useful skill is.
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Students practice in a Compare your skill to a partner’s.

music class.
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4D Don’t eat the marshmallow!
“ That child already, at four,

understood the most important
principle for success, which is the
ability to delay gratification.
”
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JOACHIM DE POSADA
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Read about Joachim de Posada and get ready to watch his TED Talk. 4.0
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AUTHEnTiC LiSTEninG SkiLLS WATCH
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English speakers with accents 3 Have you ever waited to do something? Why? What
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happened? Tell a partner.

About 75% of the English spoken in the world is spoken
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by people who are speaking it as a second language. This 4 Watch Part 1 of the talk. Complete the sentences.
means that you will hear many different pronunciations of 4.1
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both vowels and consonants. Identifying features of different

accents can help you understand them more easily. 1 The researcher told the children to wait for
15 minutes.
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1 Read the Authentic Listening Skills box. Then listen to 2 Children who did not eat the marshmallow would
have two marshmallows.
two people speaking the sentence below. Notice the
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pronunciation of the. Which sentence is spoken by 3 This is the same as an adult waiting for
two hours for coffee.
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a Spanish speaker? Which sentence is spoken by an

4 One out of three children
American English speaker? 28
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looked at the marshmallow and then put it back.

I think we have found the most important factor for success.
5 Watch Part 2 of the talk. Answer the questions.
1. Spanish; 2. American English
4.2 Answers to 2 and 3 on 52a.
2 Listen to the sentences. Notice the words in bold.
What’s the difference between Joachim’s pronunciation 1 How old were the kids when the researchers met
and the American speaker’s pronunciation? 29 with them again? 18 or 19
the vowels sound different 2 How does Joachim describe the successful kids?
1 Johnny, I am going to leave you here with a
3 How does he describe the unsuccessful kids?
marshmallow for fifteen minutes.
4 What country did Joachim do his next experiment in?
2 As soon as the door closed… two out of three ate Colombia
the marshmallow. 6 Watch Part 3 of the talk. Correct the sentences.
3 Five seconds, ten seconds, forty seconds, fifty seconds… 4.3
4 And they found that 100 percent of the children that had
not eaten the marshmallow were successful. 1 One girl in Colombia ate only the outside of the
marshmallow. outide → inside

4D Don’t eat the marshmallow!
• Warm up Write or project the following on the board. WATCH
(If necessary, explain that success means going to a good
school, getting a good job, making money). Then have 3 Make sure that students understand that the question is
students explain their answers to a partner. not asking if you have waited to do something in general
To be a success in life, you need to be _____. (Choose two (e.g., waited to ride the bus to school). It’s asking if you
answers.) have ever waited to do something you really wanted to
a. smart d. honest because it would benefit you in the future (e.g., not going
b. hard-working e. beautiful/handsome out with friends the night before an important test so that
c. from a rich family f. self-disciplined you can study and do well on the exam).
4 Introduce the words kid (= an informal word for child), _____
About the Speaker out of _____ (= This phrase is used to describe an amount—
• Warm up e.g., Three out of four people are from Brazil. This means
1 Point to the man in the photo and tell students: This is that there are four people total. Three are from Brazil.
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Joachim de Posada. We are going to listen to his talk. One person is not.).
2 Point to the quote on the top of the page. Explain that, • Tell students to preview sentences 1–4 and to ask about
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in the quote, Joachim is talking about a study done with anything they don’t understand. Get students to notice that
all sentences will be completed with a number.
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children to predict their future success in life.
3 Project or write this phrase: delay gratification (= to wait to • Play Part 1 of the talk. Encourage students to just listen/
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do or get something now because it will help you in the watch once through, noticing any numbers they hear.
future). For example: You have an important test tomorrow • Play Part 1 a second time. As students listen this time, tell them
and you have to study, but you really want to play a video to jot down any numbers they hear and what they refer to.
game right now. If you delay gratification, you don’t play c • At the end, ask students about any numbers they heard and
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the game. You study instead. what they referred to.
• Play Part 1 a third time. This time, tell students to try to
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4 Tell students to read Joachim’s quote. Ask them which

answer on the board (a–f) Joachim thinks is the most complete 1–4 with a number as they listen.
• At the end, check answers with the class.
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important. (self-disciplined)
• Read the title of Joachim’s talk aloud (Don’t eat the Exam Tip Listening for numbers
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marshmallow!). Make sure that students understand the

Students will often hear important details involving
word marshmallow.
numbers. They may be used to talking about the age,
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• Play the first section of the video labelled “About the

size, or amount of something, a price, a date, a distance
Speaker.” Tell students to listen and read along.
etc. It’s helpful to give students practice listening for
• Do the vocabulary matching exercise on the video that follows.
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numbers and taking simple notes on what they refer to.

AUTHENTIC LISTENING SKILLS English 5 Play Part 2 of the talk. Encourage students to watch once. At
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speakers with accents the end, there will be a slideshow of two groups of children
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who did Joachim’s “marshmallow experiment.”

1 Read the information in the Authentic Listening Skills box. • Play Part 2 a second time. (Stop before the slideshow of the
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Tell students that Joachim is from Puerto Rico and that his children starts.) This time, tell students to try and answer
native language is Spanish. the questions as they listen.
• Play the two sentences. Ask students which sentence is • Play Part 2 a third time, stopping before the slideshow of
spoken by a Spanish speaker and which by an American the children starts. Have students answer 1–4. Stop the talk
English speaker. Can they tell? periodically so that students can check their answers.
2 Remind students of the statistic given in the listening skills Answers
box: About 75% of the English spoken in the world is by people 2 They had good grades. They were doing wonderful/
speaking it as a second language. fine. They were happy. They had their plans. They had
• Tell students to read sentences 1–4. Then play them for good relationships with the teachers, students.
the class. You can ask students to identify any differences 3 They were in trouble. They did not make it to
they hear between Joachim’s and the American English university. They had bad grades. Some of them
speaker’s pronunciation. If you feel this is too challenging dropped out. A few were still there with bad grades.
for students, tell them simply to listen to the two accents. A few had good grades.

6 Warm up Tell students to preview sentences 1–4 and to 9 At the start of this lesson, you may already have listed some
ask about anything they don’t understand. factors needed for success (being smart, hard-working, etc.).
• Play Part 3 of the talk. Encourage students to watch/listen For question 2, tell students to think of others (e.g., you
once through. need to be lucky, determined). Ask: In your opinion, what are
• Look at sentence 1. Tell students a word in the sentence the three most important factors needed for success? Do you
is wrong. Do they remember what Posada said? have any of these qualities?
If not, play that part of the clip again. (This little girl
was interesting; she ate the inside of the marshmallow.) Then CHALLENGE
ask students to underline the incorrect word in sentence 1 • Put students in pairs and have them design their own
(Answer: outside) and to change it to the correct answer. experiment following the instructions on page 53.
• Play Part 3 a second time. Tell students to correct
sentences 2–4.
Expansion
• If necessary, play Part 3 a third time.
Tell students to try their experiment on people outside of
• Support Stop the talk periodically so that students can
class. Have them take notes on what happens, and then
choose the correct answer.
report their results to another pair. When students talk
• At the end, take answers from the class, repeating the parts
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about their experiment, tell them to project or write the
of the video that clarify the answers. You might also want
following information for their listeners:
to ask: How many kids in Colombia ate the marshmallow?
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(two out of three) How many waited? (one out of three)— Experiment name:
the same as in the US.
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Subjects (how many people, their ages, genders):
Experiment description:
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7 Give students a few minutes to discuss the questions. The results:
Circulate, helping as needed. From this study, we can learn…
• When students are done, ask a few volunteers to share their
answers with the class.
c When students talk about their results, they can use
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language they learned in the talk, e.g., 100% of the
subjects in our experiment…, seven out of ten people…
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Expansion
Ask students to summarize the results of the experiment
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by answering these questions:

1 In the US and Colombia, what were the results?
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(In both countries, two out of three ate the

marshmallow. One out of three didn’t.)
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2 What can we learn from this experiment? (Children who

wait to eat the marshmallow have self-discipline, and
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they do better in life.)

3 What can we do with this information? (Maybe we should
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teach self-discipline. In Korea, this is happening.)

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8 VOCABULARY IN CONTEXT
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from the talk. They will see new words and phrases and
should choose the correct meaning for each. Then play
the recording.
• 8b After students watch, put them in pairs and give them
a few minutes to complete and discuss the sentences,
which use the new words they’ve just learned.
• Go around and help students by correcting or giving them
the English they need.
• When students are done, ask volunteers to share their
answers with the class. Give feedback about new language
that came up, and correct any errors.
53a
52 Unit
Unit2 4 Where SAMPLE COPY, NOT FOR DISTRIBUTION
the Heart Is
Learning
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c
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2 Joachim says that she should work in a bank. not work 9 Work in pairs. Discuss the questions.
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3 Joachim says that a bad salesperson asks the

customer questions. bad → good 1 Why does the ability to delay gratification mean you
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4 Joachim says that the marshmallow principle should might get better grades?
be taught in Korea. should be → is 2 Joachim says the ability to delay gratification is the key
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to success. Can you think of other factors that might be

7 Work in pairs. Discuss the questions. important to success?
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1 You could say that the students who didn’t eat the 3 Younger people often have to wait to do things such as
marshmallow followed the rules. Do you think following drive or vote. Why is it important for people to reach a
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the rules is important? Why? certain age before they can do these things?
2 Delaying gratification means not doing something right
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away. Is it sometimes necessary to do something right CHALLENGE

away and not wait? Can you give an example?
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Design your own experiment to test the ideas in

8 VOCABULARY in COnTEXT the TED Talk. Follow these steps.
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a Watch the clips from the talk. Choose the correct • Think about how you will ask people to delay
meaning of the words. 4.4 gratification. For example, by telling them not to check
b Complete the sentences so they are true for you. their phones or not to watch a TV show right away.
1 One hundred percent of my friends are • Think about how long you will ask people to delay
. gratification for.
2 I was in trouble when . • Think about what people will get if they can delay
3 I hope I can make it to . gratification for this long. For example, if students can
4 When I finish my education, I’d like to go into go a whole class without checking their phones, they
. get a prize or don’t have to do homework for one day.
5 One thing my country produces is . • Share your ideas with the class and vote for the
best experiment.

4E it’s such a cool subject.
SPEAkinG Making a decision
1 MY PERSPECTiVE
1 What do you think of taking classes during school vacation? Have you done this,
or would you consider it?
2 What are the pros and cons of studying during vacations?
2 Work in pairs. Look at the list of courses. Which three look the most interesting?
• Computer skills: Create a website and learn how to write code for apps and games
• Indoor climbing: Learn climbing skills on a 15-meter climbing wall
• Science lab: Do fun and exciting experiments in the laboratory
•
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Useful language Art camp: Drawing, painting, photography—anything you’re interested in
• Team sports: Play soccer, baseball, basketball, and other sports
Asking about opinions • Video making: Write and produce short films
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Which ones look the most 3 Listen to two students talking about choosing a summer school course.
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interesting / useful / exciting?
What three courses do they mention? 30 computer skills, indoor climbing,
Is it too boring / long / expensive?
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video-making
Do you think it’s fun / useful / exciting 4 Complete the sentences. Then listen again and check your answers. 30
enough?
Making comparisons
better choice
c fun enough more interesting
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most interesting such a cool too much like school
(The sports classes) look more
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interesting. most interesting

1 Which ones look the ?
(Science lab) isn’t as interesting / 2 I’m not sure about computer skills— it’s too much like school !
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useful / exciting as (art camp). 3 The sports classes look more interesting .
(Computer skills) looks the most 4 Do you think it’s fun enough for a two-week course?
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interesting / useful / exciting. 5 Video making is such a cool subject.

Making a decision 6 That’s a better choice than indoor climbing!
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I think (art camp) is the best choice. 5 What course do the students decide to take? video-making
(Indoor climbing) is the most
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interesting. 6 Read the Useful language box. In pairs, discuss the six
courses in Activity 2 and choose one.
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4E It’s such a cool subject.
Speaking 5 Read through the list of courses in Activity 2 one by one.
Tell students to raise their hands when you read the one
1 Put students into pairs to discuss the questions. You can that the students in the audio decide to take.
add another question if you like: If you could take any class • Optional In the audio script, one of the students talks
you wanted during your school vacation, what would you about signing up (for a class/course). Point this out to
study? Encourage them to get creative! students. You may want to take the opportunity to teach
• Optional Do question 2 as a timed writing activity. Give collocations with class/course—students may already know
students one minute to jot down notes about the pros and some of these, but others will be new:
cons of studying during vacations. Then put them in pairs
take/attend/sign up for a class
to share their answers.
miss/be absent from a class
2 Warm up Have students look at the six course options in have/hold a class
the list. Then ask them to call out their answers to these
questions: Which activities are done indoors? Which ones are
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6 Write a list of strategies for “giving an opinion” and “asking
done outdoors? Which ones are physically active? Which ones for someone’s opinion” on the board (or you can hand
require a lot of sitting? Which ones are traditional academic them out on a sheet of paper or project them on the wall).
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subjects? • Mix up the prompts so that students have to categorize the
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• Go through the list of options and make sure students language under the appropriate heading.
understand the words lab (= short for “laboratory”; a class • Here is a list of some expressions you could introduce:
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that typically follows a lecture where students get to “put
into practice” what they’ve just learned), camp (= a place Asking for someone’s
Giving an opinion opinion
where young people go during their vacation to focus on
one particular activity), and any other unfamiliar words. c I (don’t) think… What do you think (of that)?
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• First, have students work alone and choose the three I (don’t) believe… Do you agree?
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most interesting courses, ranking them from one (most In my opinion,… What’s your opinion?
interested in) to three (least interested in). Personally, I think…
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• Put students into pairs and have them compare their lists. • Explain to students that they are going to be using this
language, along with language for making comparisons
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3 Tell students they are now going to listen to two students and making a final decision, in this activity. It will be helpful
talking about taking a summer class. Play the audio as to give students a reason for doing this activity (e.g.,
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students circle the three courses in Activity 2 that are selecting a course in Activity 2). You will do this by giving
mentioned in the conversation. each pair a sentence to consider while they are making
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their decision.
• Write each of these sentences on a slip of paper. Make sure you
4 Give students time to read through the words in the box
have enough slips of paper so that each pair can have one.
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and the sentences that follow.

• Play the audio and give students time to write their You want to make money in the future.
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answers. Check the answers as a class. You don’t want to work too hard.
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You want to have the most fun.

Teaching Tip
It can be challenging for students to write long words You want to have a lot of free time outside of your class.
or phrases while they are listening. In this exercise, You want to experience something new.
each answer is at least two words long and that’s a lot You don’t have enough money for an expensive course.
of writing to keep up with. One solution in this kind
of situation is to assign a letter to each of the possible • Each pair of students should keep their sentence in mind
answers and have students write that in their books. when they are choosing which course to take. They should
Then, while they are listening, they can just write the agree on one class only.
letter that represents the correct answers. It will allow • Optional Once the pairs have chosen their class, have
students to complete the exercise with much less stress. them find another pair that shared the same sentence that
they did. They should compare their answer with the other
pair. Did both pairs end up choosing the same class?

Writing An inquiry email
7 Warm up Students have already talked about taking a Exam Skills Keep a record of mistakes to avoid
class during a break from school. Tell them that they are
After your teacher corrects your writing, notice any
now going to learn how to write an email asking for more
mistakes they have corrected and keep a record of this
information about a class that they are interested in.
on a page in your notebook. The next time you do a
• Put students into pairs and give them these questions to
piece of writing look at these mistakes before checking
answer, working with a partner. They don’t have to read the
your work to make sure you do not repeat them.
entire email; give them a limited amount of time to find the
answers to your questions:
Who wrote the email? • Tell students to think of a class that they would like to take.
(They can be as creative as possible!) Tell them to imagine
Who is he writing to? that they have already looked at the class on a website and
Why is he writing them? are excited about attending, but still have some questions.
What is one question he asked them? • Give students the following four things to ask about in their
letter: 1) how to pay for the class (do they have to pay in full
• Come back together as a class and go over the answers.
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up front); 2) prerequisites (do they need to study or read
• Working alone, give students time to read through the
anything beforehand); 3) supplies/materials (do they need
email and match each part below with the correct part of
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to bring anything); 4) scheduling conflict (can they start
the email message. Go over the answers as a class.
the class a day late). They can also add a fifth question of
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their own.
8 W
RITING SKILL Responding to an ad
• To get them started, give students this prompt: Dear
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Explain to students that they are now going to write their (name), I read about your _________ class on your website.
own inquiry email. First, explain that this writing style, I’m writing because I have some questions about the course.
while not “formal,” is most certainly more formal than the
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• Give students time to write their emails in class or you
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style we typically use when emailing between friends. (For can assign the writing as homework. They can refer to the
that reason, we will call it a semi-formal writing style.) Ask language in the Writing strategy box for assistance.
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students to study Alfonso’s email. How is it different from a

more casual style used between friends? Brainstorm some 9 Have students get into pairs and exchange papers.
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of the differences and put them up on the board. • First, have them check each other’s work to see if they’ve
included the points from Activity 7 as well as the language
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Writing Strategy Writing a semi-formal email from the Writing strategy box.

(of inquiry) • Also, give students these questions:
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In addition to the information generated from the

Does your partner’s email use the subject line properly?
students, it will be helpful to give them some “tips” on
Did your partner use simple and direct full sentences?
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how to write this kind of email. A short list of dos and

don’ts for students to remember follows: Is the tone formal enough, or is it too casual?
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Dos Don’ts
Use the subject line to clearly Don’t write “Hi!” or any
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state what the email is about. other overly casual

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Write full sentences that get greeting on the subject

your idea across. line.
Email is a fast way of Don’t use exclamation
communicating, so it’s best points, emojis, or write
to use simpler, more direct words in all capital
sentences. letters for emphasis.

WRiTinG An inquiry email
7 Read the email asking for information about a course. Match each part with
the best description.
1
Dear City Summer School,
2
I saw your ad for the two-week course in video making on
vacationcourses.com. 3I’m writing because I have a couple of questions.
4
First, does each student make a video, or do students work in groups to
produce projects? Second, do students have to choose to make a story
or a documentary, or is it possible to do both?
5
Thanks in advance for any information you can give me. 6I look forward
to hearing from you.
Yours sincerely,
7
Alfonso Alongi
8
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a 3 the reason for the email
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b 4 the main message of the email
1 Writing strategy
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c greeting
d 5 thanking the person for helping you Saying how you know about
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e 2 where you saw the advertisement the person or company you’re
f 8 the writer’s name writing to
g 6 closing statement asking for a reply
h 7 polite closing expression c I saw your ad / website / poster.
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Saying why you’re writing
8 WRiTinG SkiLL Responding to an ad I’m writing because I’d like more
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information / I have a couple of

Read the Writing strategy box. Use the expressions to write an email asking
questions / I’d like to ask about…
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questions about a course you’d be interested in finding out about. Use the
email in Activity 7 as a model. Saying thank you
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Thanks (in advance) for…

9 Exchange emails with a partner. Check each other’s work. Does it use the
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structure from Activity 7 and the language from the Writing strategy box?
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High school students work on a robot

that they invented in a robotics club.

5 Family and
Friends
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• talk about friends and family
members.
• learn how we greet the people in
our lives.
• read about how people celebrate
life’s changes.
• watch a TED Talk about why we laugh.
• make and describe plans for a party. A group of friends performs on a
subway car in new York City, US.

5 Family and
Friends
Unit Overview
About the Photo
This unit covers different aspects of a person’s social life, with a
focus on friends, family, and how we interact with the people in The three friends in the photo are Andrew Saunders
our lives. Students will learn concepts and language relating to (Goofy), Yushon Stroughn (Sonic), and Joel Leitch (Aero
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how the relationships in their lives affect who they are and how Ace). They all share a love of music and dance, and started
people can build upon and navigate a wide range of relationships. a performance group called WAFFLE (We Are Family For
Life Entertainment) in New York City, where they frequently
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In this unit, students will cover a range of topics around the entertain commuters on the subway with their acrobatic
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unit theme including talking about how they interact with moves. The trio has also performed in other places in the
different friends and family members, how people greet each United States, and around the world, including the UK,
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other around the world, a National Geographic explorer who Turkey, and Argentina.
worked with a circus in Mexico, coming-of-age traditions,
why people laugh, talking about availability and making and
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replying to invitations. By exploring these topics, students learn Warm Up
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the language they need to not only think about their own Call on a student to read the unit title aloud. Ask students
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relationships, but explore how relationships are formed around to think about their family and friends and to discuss these
the world. They also will be able to make plans and talk about questions with a partner: Who is your closest friend? How did
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what they’re doing with friends in English. you meet? What things do you have in common? (Students can
answer with: We both like…) In your family, who are you closest
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Unit Objectives to? Why? Then ask volunteers to share their ideas with the class.
Vocabulary
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• Family, friends, and greetings Resources

• Vocabulary Building Adjectives ending in -al • Classroom Presentation Tool
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Grammar
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• Grammar 1 Present perfect and simple past

• Grammar 2 Present perfect with for, since, already, just,
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and yet
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Reading
• From Child to Adult—In One Day
TED Talk
• Sophie Scott: Why We Laugh
Pronunciation
• /d/, /t/, /Id/ verb endings
Speaking
• Talking about availability; Accepting and denying an invitation
Writing
• Informal invitations and replies

Unit 5 Family and Friends 56a
5A The People in My Life
VOCABULARY How’s it going? you are married to (e.g., your husband or wife) or are dating
(e.g., your boyfriend or girlfriend).
1 Tell students to look at the photo and read the caption. • Additional vocabulary
Make sure they understand the meaning of the word
Family: mother / mom, father / dad, niece, nephew, son,
perform (= to do something, like sing or dance, in front
daughter, husband, wife, sister-in-law, brother-in-law
of other people, usually to entertain them). Ask students
how the people in the photo know each other. Other people: girlfriend, boyfriend, co-worker/colleague,
• Read the questions aloud and ask volunteers to share their teacher, neighbor
ideas with the class. Greetings: fist bump, nod your head
2 Optional To help students organize their ideas, project or 4 Walk students through steps 1–3, modeling for them what
write the chart on the board, and tell students to copy it in to do. Then tell students to complete 1–3 on their own.
their notebooks. Go over the example with the class. Then Give students a few minutes to do this. Circulate, helping
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tell students to complete the chart with their ideas. with language as needed.
• When time is up, tell students to explain their ideas to a
Which friend or family
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partner.
member do you talk to… Person Reason • Take ideas from the class.
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about difficult things?
when you need advice? 5 Read the directions and the sample dialog aloud with the
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class. Then have students do the exercise with a partner.
when you want to have
fun? Expansion
when you want to learn my dad When I need help c 1 Introduce the expressions in the chart below used to
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about something? with my math greet people you know.
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homework, I 2 Put students in A/B pairs and tell them to create a role
usually ask my dad. play of five to six lines in which Student A is himself/
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He’s great at math! herself and Student B is a person from Activity 3

(e.g., A’s best friend or a stranger, etc.). Students can
• Tell students to take turns asking and answering the
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choose their roles or you can assign them. Students

questions with a partner. should greet each other using the language in the
• Call on different students to share their answers with the
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chart. They can also use one of the gestures from

class. Activity 3 (e.g., a handshake, a bow).
3 Have students do their role play for another pair. At
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3 Tell students to copy the chart in their notebooks.

the end, listeners should answer these questions
• Say the first three words (aunt, best friend, bow) with the (which you’ve written on the board): How do the two
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class, and ask students which category each goes in (aunt = people know each other? Did they greet each other
family; best friend = other people; bow = greetings).
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formally or informally?
• Tell students to work on their own or in pairs to categorize
the other words on the list. Remind them to add one or Formal greetings Informal greetings
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two ideas to each category. For “other people” tell them to Hello. Hi. / Hey.
think about people that they see regularly who aren’t family
How are you (today)? How’s it going?
members (e.g., a teacher).
(I’m) fine, thanks. And Fine. / Pretty good. / OK.
• At the end, check answers with the class. Put students’
you? / All right.
“extra ideas” on the board.
Nice / Good to see you How are you (doing)?
A friend of a friend can also be referred to as an acquaintance. (again).* (I’m) fine / pretty good /
This is a person you know, though not well, and may see Nice / Good to see you, OK / all right.
sometimes at school, a party, or other event. too. How about you?
• Language note
• In an educational or workplace setting, your partner is the What’s up?
classmate or colleague you collaborate with on something. Not much.
The word partner can also be used to refer to the person *Note that this greeting is used when you haven’t seen a person
for a while.

57a Unit 5 Family and Friends
5A The People in My Life
VOCABULARY How’s it going?
1 Look at the photo. Answer the questions.
1 How would you describe these people? Do you know anyone like this?
2 Why do you think they’re doing this?
2 MY PERSPECTIVE
Which of your friends and family are important if you want to talk about
difficult things? Need advice? Want to have fun? Want to learn about
something? Share your ideas with a partner.
When I need help with my homework, I usually ask my dad.
Copy the chart below. Write the words in the correct column. Use your
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3
dictionary if necessary. Add one or two words of your own to each column.
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aunt best friend bow brother classmate
cousin friend of a friend grandfather grandmother hug
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kiss partner say hello shake hands sister
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stranger teammate (sports) uncle wave
Family Other people Greetings

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aunt, cousin, grandfather, uncle, stranger, best friend, friend of a kiss, bow, say hello, shake hands,
hi
brother, grandmother, sister friend, partner, teammate, classmate wave, hug
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4 Follow the steps below. Then share your ideas with a partner.
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1 Choose three words from the “Family” column. Then write a definition for each
family member.
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Your aunt is the sister of your mother or father.

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2 Put the “Other people” in order from 1 (the closest to you) to 5 (the least close).
3 Which greeting do you use for each person? Are there any greetings that you
use that aren’t on the list?
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I usually greet my best friend with a hug. When I meet

a stranger for the first time, we usually just say hello.
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5 Describe a person in your life using the following information. Can your
partner guess who it is?
• Male or female? • How you greet them • Where they live
• Age • Something you usually do together
A He’s 45 years old. He lives in a town two hours from here. I usually greet him with
a hug. When I see him, we usually play soccer.
B Is he your cousin?
A No, he isn’t. My cousins are all my age.
B Is he your uncle?
A Yes, that’s right!
SAMPLE COPY, NOT FOR DISTRIBUTIONUnit 5 Family and Friends 57

LISTEnInG GRAMMAR Present perfect and simple past
6 The chart shows how people greet the people around 9 Look at the Grammar box. Read the sentences from the
them. Listen to the podcast and match each column podcast. Match each with the best description below.
of the chart with a speaker. Write the number of the
speaker at the bottom. 31 Present perfect and simple past: statements
a I’ve never hugged my dad.
People Types of greetings b She’s learned to hug and kiss like a Brazilian, so she feels
Strangers kiss shake hands bow, wave at home now.
c I’ve met people from other countries.
People I’ve kiss shake hands bow, wave
met
The sentences refer to…
Friends kiss and hug wave bow, wave
1 b an action in the past with a result in the present.
Best friends kiss and hug hug bow, wave, 2 a a situation that started in the past and continues
say hello to the present.
Family kiss and hug shake hands, show respect 3 c an experience or experiences that happened at
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hug, kiss an unspecified time.
Speaker 2 Speaker 3 Speaker 1
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7 Listen again. Choose the correct words. 31
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1 In Chen’s family, respect is more important than / isn’t as
important as hugs and kisses.
2 Chen’s parents talk about / show their love with their
actions.
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3 Bowing is a way of showing respect / agreement.
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4 Luiza doesn’t kiss her friends when she says hello /

she’s in a hurry.
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5 Luiza kisses / doesn’t kiss her sister.

6 Hugh hugs / doesn’t hug his cousins.
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7 Hugh always shakes hands with his teachers

at school / tennis coach.
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8 Which speaker is the most like you? Complete

the chart with people you know and your ways
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of greeting them. Use the chart in Activity 6

as an example.
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People Types of greetings

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58 Unit 5 Family and Friends SAMPLE COPY, NOT FOR DISTRIBUTION

Listening 8 Students are now going to make a chart about their own
greeting habits, similar to the one in Activity 6. First have
6 Warm up Go through the different ways of greeting a students write down the different categories of people in the
person when you see them or first meet them. Act out the left-hand column (strangers, friends, etc.). Then give them some
words hug, kiss, shake hands, bow, wave, and say hello while time to think about how they greet each type of person and
students call out the answers. write down their answers. Encourage them to write as much
• Write or project the following words on the board: detail as possible (e.g., they may greet people in the same
commom/uncommon, customary, normal, typical, and category a different way, depending on the person).
unusual. Ask students to make sentences using the • Put students in pairs and have them share their answers with
adjectives and the different ways of greeting. If they need a partner. Who are they most alike, Chen, Luiza, or Hugh?
a little help, give them some sentences to complete:
Expansion
It’s normal to ______ when you see your neighbor.
Write or project different ways of saying hello on the
It’s not customary to ______ (with/to) someone unless you board. Mix them up and have students tell you if they
know them very well. think they are very casual, less casual, or formal (and used
It’s normal for friends to ______. for the first time you are meeting someone).
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• Preteach the expression to show respect by asking students: very casual What’s new? / How’s it going? / Hey!
How do you show respect when you first meet someone? Elicit
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answers from students. less casual Hello. / How are you?
• Optional A fun activity would be to build on greetings formal It’s a pleasure meeting you. / Nice to meet you.
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(or other ways we say hello) in English. On the Vocabulary
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page students learned How’s it going? (with the word going • Working with a partner, have students write a short
often shortened to goin). You can teach some other casual conversation between a person and one of the different
expressions for saying hello and give students some time to people in their chart. (It could be anyone from a stranger to
practice with a partner.
c a family member to a teacher.) They should include at least
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one of the greetings they have learned as well as a short
Common conversation afterward.
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Greetings responses • Have some pairs perform their conversations while their
Questions with What’s up? Not much. classmates guess who they think the person is talking to.
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what What’s new? Nothing, really.

What’s going on? Grammar Present perfect and simple past
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Questions with How’s everything? (Pretty) good.

9 L
anguage note Both the simple past and the present perfect
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how How’s life? Can’t complain.

How are things? can be used to discuss happenings in the past, so how is their
usage different? One helpful distinction to explain to students
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• Explain to students that they are going to listen to three is that we often use the present perfect to speak of an event in
people as they talk about how they greet people in their the past that we want to connect to the present. Sometimes
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own cultures. First have students study the left-hand this event finished in the past and has an impact on the
column of the chart in their books (reminding them that present (I’ve broken my leg so now I have to use a wheelchair
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acquaintances is another way of saying “People I’ve met”). to get around) while sometimes the event is still continuing
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Have them look at the different greetings in each column to this day (We’ve lived in this house since I was five years old).
and explain that they will be matching each column to one You can also use the present perfect to describe an event
of the speakers. that happened at an unspecified time in the past; it’s either
• Play the audio and have students write their answers. Go not known or not important when it happened (I’ve swum in
over their answers as a class. the ocean with dolphins). In this last sentence, if you used the
simple past, it would be in reference to a specific event (I swam
7 Listening Strategy Predicting answers in the ocean with dolphins when I was in the Maldives).
Before students listen, have them read through items • Ask different students to read through the sentences on
1–7 and guess the answers. They already have some the page. Then have students (working alone) match the
background knowledge on the topic and so may be able sentences to their usages below. Go over the answers as a
to get some of the answers before they even listen. class.
• Play the audio and have them circle their answers. page 137 in the Grammar Reference section. You may also
• Go over the answers as a class with a show of hands. assign these activities as homework.

10 C
ulture Note Emily Ainsworth is an anthropologist and 13 Pronunciation /d/, /t/, /Id/ verb endings
documentary photographer. She has done field work in
India, China, Mongolia, and Mexico. She is fascinated by the Teaching Tip
different cultures of the world. There are three different ways to pronounce the -ed
• Warm up Write these verbs on the board: be, have, endings of regular verbs in the past tense. Rather than
perform, return, travel, and welcome. Point to different verbs having students memorize lists of verbs under each of
in the list as you call on individual students to call out the headings, it’s better to explain to them how the rules
the past tense form of each one. As the student gives the of this pronunciation point work. Once students know
answer, erase the verb from the board. the rule behind something, they can go on to study and
• Give students time to complete the article with the learn more on their own.
present perfect. Have them go over their answers with a
partner before you review the answers as a class by having • Warm up Write three verbs on the board: tried, wished, and
individual students write their answers on the board. Make wanted. Have students touch their throats as they say each
sure that they have understood the use of have vs. has. verb aloud. When the last sound before the ed is voiced
(meaning it makes your throat vibrate), then the ed ending is
11 L
anguage note This would be a good time to review the pronounced as a /d/ sound (like tried). When the last sound
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interrogative (question) form of the present perfect. Remind before the ed is voiceless (your throat doesn’t vibrate), then the
students that the subject and the auxiliary have/has switch ed ending is pronounced as a /t/ sound (like wished). Finally,
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places in statements and questions: when the last sound before the ed is a /t/ or /d/ sound, then
She has been to Italy. the ed ending is pronounced as a /Id/ sound (like wanted).
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• Ask students to read through the six sentences, looking up
Has she (ever) been to Italy? any words (such as celebrated) that they may not know. Then
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• Use the word ever in questions to mean “at any time in your have them focus on the verbs themselves, sounding them out
life.” It’s a way of asking someone if they have ever had a as they touch their throats for voiced or voiceless consonant
particular experience before. You can answer a Have you
c endings. Have them mark their answers in their books.
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ever…? question simply with: Yes, I have or No, I haven’t. • Play the audio. Students should listen and check their
• Have students circle the verbs and then match the guesses. Then go over the answers as a class.
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sentences to their usages below. This reinforces the point • Optional Write these symbols on three different places
that we use the simple past, but not the present perfect, to on the board: /d/, /t/, and /Id/. Have two students stand
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describe events that occurred at a specific time in the past. to compete against each other. As you write a verb on the
board (e.g., decided), students should race to stand next to
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Expansion the correct symbol on the board. (In this case, it would be
To give students practice with Have you ever questions, /Id/.) The student should then say the verb aloud. If he/she
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give them a paper with these sentences or project them pronounces it correctly, the other student loses and must
onto the board: sit down (as another student steps up for the next round).
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Have you ever… Here are some verbs you can use for the game. Feel free to
add to the list:
1 shake hands with a stranger
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2 meet someone from another country /d/ pronunciation: changed, closed, learned, played, showed
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3 forget something on the bus/train /t/ pronunciation: liked, looked, stopped, walked, worked
4 see a movie more than once /Id/ pronunciation: decided, ended, needed, tasted, waited
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5 take a selfie in a public place

6 practice speaking English outside the classroom 14 Have students mark whether each sentence refers to an
First, have students work on changing the main verbs event that happened at a specific time or something that
into the correct form (Have you ever shaken …, Have you happened in general. They can write “S” for specific or “G”
ever met …, etc.). Then have them circulate around the for general next to each sentence.
classroom and find at least one person that answers “yes” • For the “S” sentences, they should make questions in
to each question and write down the classmate’s name. the simple past. For the “G” sentences, have them form
questions using the present perfect.
• After students have their questions, go over the answers as
12 G
ive students time to read through the text and circle their
a class.
answers.
• Go over the answers as a class. Where possible, have 15 Put students into pairs so that they can ask and answer the
students explain why they chose the present perfect over questions with a partner.
the simple past and vice versa.
59a Unit
59 Unit 2 5
Where
Family
theand
Heart SAMPLE COPY, NOT FOR DISTRIBUTION
Friends
Is
10 Complete the article with the present perfect form of 13 PROnUnCIATIOn /d/, /t/, /Id/ verb endings
the verbs.
Read the Pronunciation box. Check (√) the -ed
Photographer and anthropologist Emily Ainsworth pronunciation for the words in bold. Listen and check
(1) has traveled (travel) the world because she wants to your answers. 32
learn about other cultures. She (2) ’s had (have)
amazing experiences in many different countries, but she says There are three ways to pronounce -ed when it comes at
Mexico is very special. “I (3) have returned (return), the end of a verb: /d/ as in tried, /t/ as in wished, or /Id/ as in
and returned again,” she says, adding, “it wanted.
(4) has been (be) my second home.” And the people
(5) have welcomed(welcome) her—at celebrations, family
events, and even in a circus, where she (6) has performed /d/ /t/ /Id/
(perform) as a dancer many times. 1 We celebrated my sister’s fifteenth
✓
birthday last year.
11 Circle the verbs in each sentence. Then answer 2 My dad has photographed our ✓
the questions. most important family events.
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Present perfect and simple past: questions and 3 I’ve never stayed awake all night ✓
short responses during the new year celebration.
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4 When my cousin turned twenty, he
a Have you ever visited Mexico? ✓
had a huge party.
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b Yes, once. I went there last year.
5 I’ve never invited more than two
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1 Which sentence is about a certain time in the past? b or three friends to a birthday ✓
2 Which is about an unspecified time in the past? a celebration.
12 Choose the correct options to complete the text. c 6 My friends and I have always
✓
hi
laughed a lot at our village fiestas.
Emily was sixteen when she first (1) went / has been to
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Mexico, and she (2) went / has been back to the country 14 Use the words to make questions about experiences.
many times. Now she has a lot of friends there. During her Use the simple past or present perfect.
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visits, she (3) took / has taken pictures of Day of the Dead
celebrations and many other important cultural events. 1 you meet anyone from another country?
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At first, she just (4) wanted / has wanted to have photos 2 you celebrate on the last day of elementary school?
to remember her trip. But over time, she says, she 3 when the last time you laugh a lot with your friends?
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(5) has built / built—and continues to build—“relationships 4 what events you celebrate with friends?
with some really interesting people,” and wants to tell their 5 what you do last weekend?
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stories. As a result, she (6) won / has won several awards for 15 Work in pairs. Ask and answer the questions in Activity 14.
her work. Activity 14:
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1 Have you met anyone from another country?

2 Did you celebrate on your last day of elementary school?
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3 When did you last laugh a lot with your friends?

4 What events have you celebrated with friends?
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5 What did you do last weekend? Events like this circus in Mexico City can
show what is important to a culture.
When Emily joined the circus in Mexico,
she learned about the people in it, as
well as herself. Is there anything like this
in your country?

5B Coming of Age
VOCABULARY BUILDInG 5 Read the tip and the article. Then choose the topic and
Adjectives ending in -al main idea of the article.
The suffix -al usually means related to. For example, national The topic of a text is a word or phrase that answers
means related to a nation. the question “What is the text about?” The main idea
of a text answers the question “What is the writer’s
1 Read the sentences from the article. Match the words in most important point about the topic?” This is usually
bold with the correct meaning below. expressed as a sentence.
1 A girl’s fifteenth birthday is a huge social occasion for 1 Topic:
many Latin American families. a Latin American celebrations c Becoming an adult
2 The tradition has become international, spreading b The fiesta de quince años
through Central and South America.
2 Main idea:
3 It marks a time of important personal change.
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a The culture of ancient Mexico has affected all of
4 The event has both personal and historical importance.
Latin America.
Connected with… b The fiesta de quince años shouldn’t be more
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a 2 many countries c 3 a person important than a wedding.
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b 4 the past d 1 groups of people c A girl’s fifteenth birthday is one of the most
important celebrations for Latin American families.
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2 Complete the sentences with these adjectives.
6 Read the article again. Is the information true, false, or
cultural emotional traditional typical not given?
c 1 According to the article, the biggest fiestas de quince años
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1 The fiesta de quince años is hundreds of years old. It’s a are held in Spain. NG
traditional Mexican celebration.
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2 In the US, the fiestas usually aren’t as big as weddings. F

2 Certain things are expected at most parties. At a 3 The history of the fiesta goes back more than 500 years. T
typical
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party, the girl’s father removes her shoes. 4 There are over 500,000 fiestas in the US a year. NG
3 The party brings out strong feelings. The shoe-changing 5 Some fiestas in the US last for a week. NG
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can be a very emotional moment. 6 New shoes show that the girl has become a young woman. T
4 It’s part of the Mexican way of life, but many countries
don’t have a cultural tradition like this.
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7 Find information in the article to support each sentence.

3 What adjectives can you make from these nouns? 1 The fiesta de quince años is an international celebration.
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Be careful. You need to delete a letter from some nouns. 2 The girl is seen as a different person after the celebration.
3 The celebrations have become bigger over time.
center music nature politics profession 4 People spend a lot of money on a fiesta de quince años.
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central musical natural political professional 5 The celebration is a very old tradition.
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8 Read the comments. Write one of your own, making

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READInG some connection with your own life or culture.

4 MY PERSPECTIVE Comments
BeijingGuy Interesting post! I’m Chinese, and I’ve just
Work in pairs. Discuss the questions. celebrated my “Guan Li”—a twentieth birthday celebration
1 What are the most important celebrations in your family? for boys. We also celebrate a girl’s fifteenth birthday. We call
2 What do you think is the most important birthday in a it “Ji Li.” Both of these are like the fiesta de quince años—we
person’s life? Why? celebrate becoming men and women.
3 Are there any unique social celebrations in your city or Agnieska In Poland, we don’t have a cultural tradition like
country? this, but for us, 18 is a big birthday. We usually have a party
with friends. You can vote and drive a car when you’re 18. I
haven’t had my eighteenth birthday yet—one more year!
9 Design your perfect party. Where is it held? Who do you
invite? What do you do?
5B Coming of Age
• Culture Note In many cultures, a certain birthday marks 3 Students can do this exercise on their own or in pairs.
the point at which a child comes of age, or becomes a • When students are done, have a volunteer write the
young adult. This birthday is often celebrated with a special answers on the board. Check that all of the answers are
ceremony or a party to mark the occasion. In some cultures, correct and then say the words with the class.
this may coincide with a person becoming a legal adult
(when they may do things like vote, marry, etc.). READING
VOCABULARY BUILDING Adjectives ending 4 Tell students that a celebration is a special event, for
in -al example, a wedding, a graduation, or a birthday party.
• Give students a few minutes to answer the questions. Then
1 Read the information in the Vocabulary Building box aloud. ask volunteers to share their ideas with the class.
• Then tell students to do 1–4 on their own. Check answers • Ask students what kind of celebration is happening in the
as a class. photo: is it a wedding, a graduation, a birthday party?
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5 Warm up Read the information in the tip box aloud. Explain
Teaching Tip Working with cognates
that the goal with this exercise is to understand what the
For some students (e.g., Spanish speakers), the adjectives
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reading is mainly about, something students have already
in Activities 1–3 will be cognates (similar words) in their practiced doing in earlier units.
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native language (e.g., international / internacional ). These • Tell students to preview the answers in 1 and 2. Then tell
learners can use cognates as a bridge to understanding them to read the title of the passage and skim the rest of
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the words, but they should be aware of important the text. Give them a minute or two to do this.
differences. In some cases, spelling will be different, • Tell students to choose their answers to 1 and 2.
and with almost all words, pronunciation will be, too.
Instructors may want to raise students’ awareness of both. c • Then tell students to read the article. They should do so at a
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steady pace, but there’s no need to worry about unfamiliar
words or to read closely for every detail. Time students so
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2 Say the adjectives in the box aloud with the class. Point out they have to move through the passage.
the meaning of the word cultural—related to one’s culture. • When time is up, tell students to check their answers to
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Give an example of how this adjective is used, e.g., talking 1 and 2. Point out to students that the “topic” focuses on
about a person’s cultural identity or an important cultural event. what a text is about generally. (In this case, it’s about the
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• Help students to notice the parts of the other three words: fiesta de quince años.) The “main idea” gives more specific
emotion + al = related to emotions and strong feelings information about the topic. (In this case, it’s that a girl’s
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(e.g., an emotional person) fifteenth birthday is one of the most important celebrations
tradition + al = related to a tradition or a custom (e.g., a for Latin American families.)
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traditional New Year’s food ) • Pronunciation fiesta de quince años = fee es ta de keen say
type + al = typical: having certain qualities that make an ahn yos
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item a good example of something (e.g., a typical Japanese quinceañera = keen say un yerah
home). Point out to students that the e is dropped and
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ic is added to form the adjective. • Culture notes The Aztec were a group of people with
a powerful empire that spanned most of Mexico and
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• Tell students to read sentences 1–4 and complete each parts of Central America. They ruled from the city state of
with the correct word. Tenochtitlan, which is modern-day Mexico City, until the
Exam Skills Spanish conquest in 1521.
On some standardized exams, students will be asked • Latin America is often used to refer to countries in Central
to complete sentences in a text using a list of words and South America and the Caribbean where Spanish,
provided. Some of the words may be unfamiliar. If this Portuguese, or French is the official language. In the US,
happens, encourage students to do the following: the term Latino is often used to refer to a person of Latin
American descent. For example, a person from Colombia
1 If you aren’t sure of an answer, skip it and do the who lives in the US might be referred to as Latino (or Latina
sentences with the words you know. Then go back and if the person is a woman).
try to complete the sentences with the remaining words.
2 If you don’t know a word, try studying its parts For notes on Activities 6–9, see page 61a.
(emotion + al ), and using the context from the
passage. (The party brings out many strong feelings. The
shoe-changing event can be a very ______ moment.)
6 Read the directions. Make sure that students understand 3) Why is it important? 4) What do people do on this day? Tell
the difference between false and not given. students to use their answers to write their own comments,
similar to the models on the page. When students are done,
Exam Skills False vs. Not given tell them to exchange papers with a classmate, and check
True = The information in the test item is stated directly their partner’s ideas.
or is paraphrased (said in a similar way) in the reading. • Optional Turn Activity 8 into a timed speaking exercise
For example, the test item might say A girl has her fiesta in which students will have one minute to talk about an
de quince años when she turns fifteen. In the passage, it important birthday. Give them a few minutes to make some
says The fiesta de quince años—a girl’s fifteenth birthday notes on their own. (They can answer the four questions
celebration—is a huge social occasion. above that you’ve written or projected.) Then put students
False = The test item states something different from the in A/B pairs. Student A must speak for a minute and
information given in the reading. For example, the test Student B should keep time. When a minute is up, Student
item might say A girl has her fiesta de quince años on her A should answer these questions (which you’ve written on
seventeenth birthday. In this case, the birthday is talked the board): Did you speak for a minute? Was it hard or easy?
about in the passage, but seventeenth is the wrong age. Did you stop talking or say “uhm” a lot? Did you make many
Not given = The test item states something that is not mistakes? Then it’s Student B’s turn.
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mentioned at all in the reading. For example, the test
9 Have students do this exercise in pairs. To help get them
item might say It’s common for the girl to wear a tiara
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started, brainstorm a list of different kinds of parties with
(a small crown). This information is not discussed in the
the class (e.g., birthday party, class party, holiday party, pool
passage.
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party, etc.). Put all ideas on the board.
• Then project or write these questions on the board:
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• Do the first item with the class. Tell students to read
sentence 1 and then to scan the passage to find the answer: 1 Who are the hosts? Write your names.
is the statement true, false, or not given? 2 What kind of party is it?
• When time is up, call out: true, false, not given, and tell
c 3 When is it? Give the date and start and end times.
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students to raise their hand when they hear their answer 4 Where is the party?
5 What will happen at the party? (e.g., There will be food /
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choice said. The correct answer is not given. The reading

does not talk at all about the country in which the largest drinks / a DJ / games / a swimming pool, etc.)
fiestas are held.
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• Tell students to use their answers to the questions to design

• Have students do 2–6. Tell them to write T (for true), F for an invitation to their party.
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(false), or NG (for not given) next to each sentence, and • Language note Collocations with party
underline the text in the passage that helped them choose Introduce some collocations used with party for students to
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their answer. Set a time for students to complete this exercise. use in their invitations.
• Check answers as a class. If a sentence is false, ask students
have a party: We’re having a party!
to make it true.
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invite (someone) to a party: You’re invited to our pool party!

7 Read the directions aloud. Then tell students that sentences go to a party: Do you want to go to the pool party?
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1–5 are all true. They need to find information in the

• Tell students to swap their invitation with another pair. Each
reading that supports this.
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pair should read the invitation they get and take notes on it.
• Do the first one with the class. Read sentence 1 and tell
When they’re done, they should give back the invitation to
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students to scan the passage to find the supporting

the owners.
information. When they find it, they should underline it in
• Repeat the above steps with three different pairs.
the passage. Ask a volunteer to share his or her answer.
• At the end, have each pair choose one party to go to, and
• Tell students to do 2–5. Set a time for students to complete
tell the class their choice.
this exercise.
• Check answers as a class.
8 Tell students to read the comments from the two students.

Then ask: In China, what birthdays are important? How about
in Poland?
• Tell students to write their own comment. To help them
get started, project or write these questions on the board
and have students answer them: 1) In your country, what is
an important birthday? 2) Does this birthday have a name?

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A father and daughter
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celebrate at a fiesta de
quince años.
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c
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From child to adult—in one day

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33 Delilah Bermejo, a New Yorker with family had big fiestas. Since the arrival of Europeans in the
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history in Puerto Rico and Colombia, says that “it’s the Americas, the tradition has become international,
most important day” of a girl’s life. The fiesta de quince 25 spreading through Central and South America and into
años—a girl’s fifteenth birthday celebration—is a huge North America. Nowadays, big celebrations are popular
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5 social occasion for Latin American families and is one with the nearly 60 million Latinos in the US and Canada.
of life’s biggest celebrations. Friends and relatives come Friends and family take an active part in a traditional
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together to celebrate a girl’s passing from childhood Mexican fiesta de quince años. A “man of honor,”
into the adult world. It marks a time of important
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30 usually a member of the girl’s family, accompanies

personal change. According to Ed Hassel, manager of the quinceañera throughout the celebration. She also
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10 a company that provides food for parties in New York, chooses a “court,” often fourteen girls and fourteen
the celebrations are now “bigger than the weddings I do. boys, one for each year of her life. They stay near the
We’re talking 125, 150, 175 people. And they’re taking quinceañera, join all of the dances, and look after her
Saturday night, my most expensive night.” 35 on her special day. The celebration often begins with
The event has both personal and historical importance. a formal ceremony before it becomes a more usual
15 Families have held special celebrations for fifteen-year- birthday party with food and dancing. Families with
olds for at least 500 years—since the time of the Aztecs more money usually have bigger parties. A typical
in Mexico. At age 15, Aztec boys became warriors—men ceremony ends with the girl’s father removing the flat
old enough to fight in a war—and girls became women 40 shoes that she wore to the party and replacing them with
with adult rights and duties. a pair of more grown-up shoes with a high heel. This
can be an emotional moment. It means that the person
20 In the past, parties were usually small, with a few friends who walked into the party as a girl leaves the party as a
and family members. It was a chance for the young young woman.
woman to meet young men. Only very rich families

Many young people
celebrate Coming of Age Day
5C Stop me if you’ve already heard
in Japan when they turn 20.
this one.
GRAMMAR Present perfect with for, since, already, just, and yet
1 Look at the Grammar box. Choose the correct option to complete each
explanation for the sentences below.
Present perfect with for, since, already, just, and yet

1 Families have celebrated the fiesta de quince años for about 500 years.
2 Since the arrival of Europeans in the Americas, the tradition has become
international.
3 I’m Chinese, and I’ve just celebrated my “Guan Li.”
4 I haven’t had my eighteenth birthday yet—one more year.
5 My sister has already celebrated her eighteenth birthday.
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1 This sentence refers to a period of time / a certain time in the past.
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2 This sentence refers to a certain event in the past / present and the
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situation afterward.
3 This event happened in the recent past / a long time ago.
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4 This has / has not happened.
5 This happened, but we don’t know / and we know when.
c
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2 Complete the exchanges with for and since.
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1 A I haven’t seen my cousins since last month.

B Really? I haven’t seen mine for almost three years.
gr
2 A We’ve been friends for ten years.

B Yeah, I guess you’re right. We’ve known each other since we were
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five years old.

3 A Has your brother been in the running club for long?
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B Not really. He’s been a member since January.

3 Complete the questions with you and the correct form of verbs in parentheses.
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Then work in pairs to answer each question with for and since.
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1 How long (know) your best friend? have you known

2 How long (live) in the home you now live in? have you lived
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3 How long (study) English? have you studied

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4 How long (attend) the school you go to now? have you attended
4 Complete the text with just, already, or yet.
“Comedy is kind of a language, so you’re connected and relating.” — Gad Elmaleh
Moroccan-born comedian Gad Elmaleh has taken a lot of English lessons in his
life, but jokes that he doesn’t really speak English (1) yet . However, that
hasn’t stopped him from performing comedy for American audiences. Although
he arrived in the US fairly recently, he’s (2) already done shows in New York,
Los Angeles, and lots of cities in between. He’s (3) just completed a tour
of more than ten US cities and plans to continue performing.
Although Gad has (4) just started his comedy career in America, he’s
(5) already a superstar in Europe—especially France. In the US, he hasn’t
(6) yet become that popular. His career, like his English, is a work
in progress.

62 Unit 5 Family and Friends
5C Stop me if you’ve already heard this one.
Grammar Present perfect with for, since, Expansion
already, just, and yet Put students into pairs. Have them choose one of the
exchanges and add three or four sentences to the
1 Language note When introducing adverbs that go conversation. They should include at least one more
together with the present perfect, it can be helpful to put adverb and one more example of the present perfect. Ask
them under two categories: 1) those that go with verbs in the for volunteers to perform their conversations for the class.
affirmative (for, since, just, already) and 2) the adverb that goes
with negative verbs (yet). (You can remind students that never 3 Language note The present perfect is often used to
goes with an affirmative verb but has a negative meaning.) describe an event in the past that we want to connect to
• Warm up To introduce the meaning and sentence the present. (It occurs over a period of time.) Because how
position of the adverbs, write or project these sentences long is used to ask about periods of time, it often occurs
on the board: with the present perfect.
• For this activity, students are going to formulate questions
We’ve been in class for ten minutes. (For this sentence and
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with how long and then ask and answer the questions with
the next one, use a time that is accurate in that moment.)
a partner. Give students time to read through the questions
We’ve been in class since 9:00. and write the verbs in the correct form.
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We’ve just started this grammar lesson. • Put students into pairs and have them ask and answer the
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We haven’t finished yet. questions.
• Optional Put students into groups of four. The two pairs
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We’ve already started class. / We’ve started class already. of students should ask each other the first question and
• Explain the meaning/usage of for (used for a duration of time), then each student should report back to the group his or
since (used for a specific event or point in time), just (used for her partner’s answer. After each group has finished the first
an action that has recently been completed), yet (used for an c question, clap your hands and the student whose answer
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event that hasn’t happened, but you expect to happen), and was “the longest” should rotate to another group. The newly
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already (used for an event that has already happened). You formed groups should then move on to the second question.
can point out that already can come between the auxiliary • Note: If you think students are going to have the same
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and main verbs as well as at the end of the sentence, while yet answers for some of the questions (e.g., 2–4), then you can
usually occurs at the end of the sentence. substitute some other items for this exercise. Some ideas:
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• Read the sentences in the Grammar box aloud. Give How long have you _______ (have) your current cell phone?
students time to circle their answers in the sentences
How long have you _______ (be awake) today?
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below. Go over the answers as a class.

How long have your parents _______ (be married)?
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page 137 in the Grammar Reference section. You may 4 Culture Note Gad Elmaleh is a comedian and actor who
also assign these activities as homework. has appeared in several films. He was born in Morocco and
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speaks Moroccan Arabic, Hebrew, English, and French.

2 Warm up Write or project these time expressions on the
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Outside of Morocco he has lived in Montreal, Paris, and New

board. Mix up the order and ask the class whether each one
York and he performs his comedy around the world.
is preceded by for or since. Then ask for volunteers to make
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sentences using the time expression. • Have students read the text and complete the sentences
with just, already, or yet. Have them compare their answers
for… since… with a partner and then go over the answers as a class.
ten minutes 2016
a day last April
Expansion
the summer 2 pm
Ask students to think of a famous person
two years I was a child and write three sentences using just, already, and yet. For
a long time example, for a singer they might write something like
my whole life He/She has just finished a big tour. / He/She has already
dated a lot of celebrities, like ______ and ______. / He/
• Have students complete the conversations with for and She hasn’t gotten married yet. Based on the sentences,
since and go over the answers together. other students should guess who the famous person is.

5 Tell students that they are going to read a short Speaking Strategy Talking about your personal
conversation and put the adverbs in the correct place in accomplishments
each sentence. After they have done that, ask different pairs
of students to read the conversation aloud. Give students these three tips for talking about their own
• Do the students get the jokes? Do they think they are accomplishments:
funny? Do students know any other jokes in English? 1 First set the context. Describe the situation and why
the accomplishment is important: I wanted to study
6 For this activity, students are going to write sentences overseas. I needed to get a good grade on the TOEFL
about their accomplishments (both recently and over a exam to do so.
long period of time) as well as things that they hope to 2 Explain what you did to achieve your goal: To
accomplish. accomplish this goal, I studied every day for three hours
• For question 1, ask students to write one sentence using after school. I also studied on the weekends.
already and one sentence using just. 3 Finally, explain the result: I’m proud to say that my hard
• For question 2, they should write sentences using for and work has paid off. I’ve just passed the exam. I hope to
since. study abroad in the near future.
• For question 3, their answers should contain the word yet.
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• Give students time to write their answers and then share If you have the time, put students in pairs for a role play:
their sentences with a partner. Student A is applying for a(n) internship/job/school
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• Optional You may want to combine questions 1, 2, and and will talk about his or her achievements.
3 and have students write about a single long-term goal. Student B is the company/school representative
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First, have students think of something “big” they want and will ask Student A about his or her
to accomplish in the future. They should write out their accomplishments. Student B should also ask follow-
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goal as a sentence, such as I want to become a professional up questions.
soccer player or I want to study in another country. Next, After two or three minutes of role playing, clap your
have them write sentences under each goal using the
c hands and have students switch roles.
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different adverbs. They should think about things they
have accomplished at an indefinite time in the past vs. 7 There are three options here for students to choose from.
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things they have accomplished recently. They can also Note that the first option takes the least amount of time
include things they have yet to accomplish. Here are some with the third option taking the most amount of time.
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examples:
Expansion
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I want to play soccer I want to study in To give students more practice with how the adverbs
professionally. another country. could work together in a conversation, give them the
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I’ve loved soccer since I was I’ve been interested in other following conversation between two friends. Cut the
five years old. countries for a long time. dialog into strips of paper so that each strip of paper
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I’ve played soccer almost every I’ve studied English since has one line on it. Mix up the strips and give each pair
day for the past five years. 2014. of students a set of strips. Tell them to assemble the
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conversation by putting the sentences in order. Then

I’ve already joined the soccer I’ve already mastered most
they can practice reading it. The answers (in order) are
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team. of the basic grammar.

just, already, yet, since, and for.
I’ve just learned how to do a I haven’t taken the college
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A: Hello?
bicycle kick. entrance exam yet.
B: Hi Maria, it’s Jose.
I haven’t played in a A: Hi Jose, how are you?
championship game yet. B: Good, thanks. Hey … do you want to see a movie
today?
• Put students into pairs and have them exchange their ideas. A: Perfect timing. I’ve _______ finished my homework!
Come back together as a class and call on different students B: Great! How about Wonder Woman 2?
to share one piece of information about their partner. A: Sorry, I’ve _______ seen that one.
B: How about Space Wars. Have you seen it _______?
Expansion A: No, I haven’t. And it’s starring King Kahn. I’ve
What is one accomplishment that you are proud of loved him _______ I was a kid.
is a question that shows up on exams as well as in B: Me, too. I’ve been a big fan _______ years.
internship, job, or school interviews. It will be beneficial
If you have time, have students make their own dialog
if students have a strategy for answering this question.
modeled after this one. They can substitute in their own
movie titles, actor names, etc.
5 Put the words in the correct place in each sentence. 3 What haven’t you done yet but would like to do?
Some words can go in more than one place. I haven’t learned to play a musical instrument yet,
just but I’d like to.
A I’ve heard a really funny joke. (1. just) I haven’t read a novel in English yet, but I want to
Why is U the happiest letter? read one.
B Because it’s in the middle of fun. already
already
Sorry, but I’ve heard that one! (2. already) yet 7 CHOOSE
A OK, here’s one you probably haven’t heard. (3. yet)
Why is six afraid of seven? Choose one of the following activities.
already
B Because seven ate nine! My brother has told me that • Work in pairs. Tell your partner about the things you
already
one! (4. already) wrote about in Activity 6. Ask and answer questions.
A How long have you played the piano?
6 Answer the questions. Use the present perfect.
B Since I was about five years old.
1 What have you done recently that you’re proud of? A Does anyone else in your family play?
My paper is due next week, and I’ve already B Yes, my mother plays, and my brother does, too.
finished writing it. • Write a paragraph about one of the things you wrote
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I’ve just passed my piano test. about in Activity 6. Give more information about it.
2 What have you done for a long time that you’re proud of? • Prepare a short presentation about one of the things you
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I’ve been on the soccer team for five years. wrote about in Activity 6. Tell the class about it.
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I’ve taken art classes on Saturdays since I was eleven
years old.
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Birthday celebrations are important
get-togethers for many families around the
world. This family is celebrating in Brazil.
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hi
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gr
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na
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at
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5D Why We Laugh
“ You are laughing to show people that

you understand them, that you agree
with them, that you’re part of the same
group as them.
SOPHIE SCOTT ”
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Read about Sophie Scott and get ready to watch her TED Talk. 5.0
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AUTHEnTIC LISTEnInG SKILLS WATCH
Dealing with fast speech 3 Watch Part 1 of the talk. Are the sentences true or false?
c 5.1
hi
Some people speak very quickly, often because they are
excited about a topic or they are nervous. Here are some 1 Sophie’s parents were laughing at a song. T
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ways to deal with fast speech: 2 The first recording includes both a man and an animal. F
3 Sophie is worried that the second person laughing
• Listen for words or ideas that the speaker repeats.
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doesn’t breathe in. T

• Try to identify the main idea and then connect it with what
4 The third recording is an example of a monkey laughing,
you hear.
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which is very similar to a human. F

• Focus on what you do understand and try not to worry too
much about what you don’t understand.
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4 Watch Part 2 of the talk. Choose the correct options to

complete the sentences. 5.2
1 Read the Authentic Listening Skills box. Then listen to 1 People laugh mostly when c .
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the first part of the TED Talk and answer the questions. a they hear a joke c they’re with friends
34
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b they watch a comedy

1 What words or ideas does the speaker repeat? 2 When we hear other people laugh, we usually a .
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2 What words tell us that she’s talking about her a start laughing c think they’re laughing at us
childhood? b ask why they’re laughing
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3 In your own words, say what you think she’s describing. 3 Laughter that we cannot control is called b laughter.
a voluntary c vocal
2 Listen again. What is the point of Sophie’s story? 34
b involuntary
a When she was a child, she usually didn’t understand her 4 We can choose to laugh when we want to be c to
parents’ jokes. another person.
b When we hear people laughing, we want to laugh a horrible c polite
with them. b funny
c Sometimes, laughing can make the people around you 5 The first recording is a laughter.
feel bad. a polite c not really
b involuntary
6 The second recording is b laughter.
a polite c not really
b involuntary

5D Why We Laugh
• Warm up The following words and their collocations all • Tell students that Sophie is British. Then play the extract and
come up in the talk. Project or write them on the board, and tell students to listen. Remind them that the goal is to focus
say the words laugh and laughter with the class. on the words they hear Sophie repeating.
Noun: laughter • Play the clip again. Then tell students to answer the
questions with a partner.
Collocation: scream with laughter
Verb: laugh 2 Read the question in the direction line, and tell students to
Collocations: laugh at (something), laugh hard, make preview answers a–c. Then play the extract again.
someone laugh • At the end, confirm the answer with the class. Repeat the
extract if it helps; turn on the subtitles if needed.
• Find photos or emojis for laugh and laugh hard.
• Show the class the first one, and project or write on the WATCH
board: He’s laughing.
• Show the class the second one, and project or write on the 3 Warm up Tell students they are going to watch Part 1 of
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board: He’s laughing hard / screaming with laughter. the talk, and summarize it for them: Sophie is going to talk
• Project or write the statement below on the board. (Some about laughter, and she’s going to play three examples of it.
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of the words, like joke, tickle, stressed, polite, come up in the • Tell students to preview sentences 1–4 and to ask about
talk.) Introduce unfamiliar vocabulary. Tell students to tell a anything they don’t understand.
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partner their answers. Then take ideas from the class. • Play Part 1 of the talk. Tell students to watch/listen once
through.
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I usually laugh when _______.
• Play Part 1 a second time. Remind students that when
a I hear a funny joke d other people laugh Sophie speaks, they don’t have to understand everything.
b someone tickles me e I watch or see: ________
c Their goal is to answer 1–4.
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c I’m nervous or stressed f other: ________ • Support Pause the talk periodically so students can write
the correct answer.
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Exam Skills Learn collocations • Play Part 1 a third time. Have students check their answers.
It is a good idea to learn collocations—words that At the end, tell them to change any false sentences to make
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commonly go together, such as heavy rain or achieve them true.

your goals. These combinations can often be tested by • Take answers from the class, repeating the parts of the talk
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multiple-choice and gap-fill items on tests. that clarify the answers. Turn on the subtitles if needed.
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ABOUT THE SPEAKER 4 Warm up
• Warm up 1 Tell students they are going to watch Part 2 of the talk,
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and summarize it for them: Sophie is going to talk about

1 Point to the woman in the photo and tell students: This is when people laugh. She is also going to talk about two
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Sophie Scott. We are going to listen to her talk “Why We Laugh.” types of laughter: voluntary laughter and involuntary
2 Ask: Why do we laugh? Point to the ideas already on the laughter. Sophie will explain these two terms in the talk.
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board. Then tell students to read Sophie’s quote on the She will also show examples.
top of the page. Ask them what they think she is saying.
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2 Tell students to read sentences 1–6 and to ask about

• Tell students they are going to read and hear some anything they don’t understand.
information about Sophie. Play the “About the Speaker” • Play Part 2 of the talk. Tell students to watch/listen once
section on the DVD. Tell students to listen and read along. through without answering the questions.
• Do the vocabulary matching exercise on the video that follows. • Support Pause the talk periodically, especially after the
section in which Sophie talks about when people laugh. You
AUTHENTIC LISTENING SKILLS Dealing with might want to replay this section again, and then go on to
fast speech the part where Sophie talks about the two types of laughter.
1 Read the information in the Authentic Listening Skills box. • Play Part 2 a second time. Remind students that when
Some of these ideas have already come up in earlier units, Sophie speaks, they don’t have to understand everything.
where students practiced listening for familiar words, trying Their goal is to answer 1–6.
to identify the speaker’s main ideas, and not worrying about • Play Part 2 a third time. Have students check their answers.
understanding every word. • At the end, take answers from the class, repeating the parts
of the video that clarify the answers.

5 Warm up Tell students they are going to watch Part 3 Answers
of the talk. Tell them to read through the summary and 1 This supports the idea that laughter is ancient, animal
complete it with the words in the box. You may need behavior.
to explain the words mammals (= animals like humans, 2 Laughter is social and contagious. It brings people
monkeys, dogs, and others that have live babies and feed together. This benefits us.
them with milk from their bodies), fake (= not real), irritate 3 There are two different roots of laughter – polite laughter
(= to bother or annoy [someone]). is social, part of communication; involuntary laughter is
• Play Part 3 of the talk. Tell students to watch/listen once more of an animal response – raw emotion. This shows
through without filling in the summary. that laughter is complex and surprising. We don’t laugh
• Play Part 3 a second time and tell students to check their only when we hear a joke.
answers.
• At the end, check answers as a class by asking a volunteer
to read the summary aloud. 8 Have students work in pairs to answer the questions. To
help them answer question 1, tell them to look back over
Expansion their answers in Activities 3–5.
Tell students: At the end, Sophie talked about a study with
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married couples. What happened in the study? What can CHALLENGE
we learn about laughter from the study? To help students • Assign the task for homework.
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answer these questions, you can project or give students • Support Project or write the following chart for students
a copy of this part of the talk from the transcript from to copy in their notebooks. Go over the questions and
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the back of the Lesson Planner. sample answers. Then tell students to listen for at least
three more examples over the next two days, and to make
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6 VOCABULARY IN CONTEXT notes in the chart.
• 6a Tell students that they are going to watch some clips Example 1 2 3
from the talk. They will see new words and should choose c
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Who was a man on
the correct meaning for each. Then play the recording. laughing? the bus
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• 6b After students watch, put them in pairs and give them a What was the something
few minutes to complete and discuss the sentences, which person laughing at? on his phone
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use the new words they’ve just learned.

• Go around and help students by correcting or giving them Was the person
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alone or with alone

the English they need.
others?
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answers with the class. Give feedback about new language Was the laugh
He burst out
that came up, and correct any errors. voluntary (V) or
laughing.
involuntary (I)?
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CRITICAL THINKING Recognize supporting

• In class, tell students to work in small groups to share their
evidence
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findings. At the end, have them discuss these questions:

7 Read the quote (laughter is an ancient behavior…) aloud, 1) Was it easy for you to tell the difference between voluntary
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and make sure that students understand the words ancient or involuntary laughter? 2) What kind of laughter did you hear
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(= very old) and benefit (= to help). most often?

• Support Paraphrase the quote if it makes it easier for students
to understand: Laughter is a very old way of communicating. 9 G
ive students a few minutes to discuss the questions.
Humans use laughter to help ourselves and others. Circulate, helping as needed.
• Explain that Sophie made this statement during her talk. • When students are done, ask a few volunteers to share their
Then she used examples (1, 2, and 3) to support her statement. answers with the class.
• Do item 1 with the class: Ask how playing examples of real
humans laughing in Part 1 of the talk supports Sophie’s
statement that laughing is an ancient behavior. (Possible
answer: The people’s laughter sounded like a primitive animal
sound. Humans, like animals, use laughter to communicate.)
• Then have students work in pairs to discuss how Sophie
used 2 and 3 to support her statement. Ask volunteers to
share their ideas with the class.

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5 Complete the summary of Part 3 of the talk before you 7 Read the Critical Thinking box. Work in pairs. How
watch it. Then watch it and check your answers. 5.3 does this evidence from the talk support Sophie Scott’s
message that “laughter is an ancient behavior that we
animals bonds emotions humans laughs sounds
c use to benefit ourselves and others in complex and
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surprising ways.”
(1) Humans are not the only (2) animals that
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laugh—many mammals laugh to feel better. And animals 1 She plays examples of real human beings laughing and
also have both real and fake (3) laughs with very asks us to think about how primitive laughter is as a sound.
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different (4) sounds . Laughter helps us maintain 2 She points out that the audience laughed when listening
social (5) bonds and control our (6) emotions . to others laugh.
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3 She plays recordings of voluntary and involuntary laughter.

VOCABULARY In COnTEXT
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6
1 Which part of Sophie’s talk was the most interesting to
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meaning of the words and phrases. 5.4

you? Why?
b Complete the sentences with your own words. 2 Have your ideas about laughter changed? How?
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Then discuss with a partner.

CHALLENGE
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1 I think is weird.
2 I had an odd experience when . For a couple of days, listen for people laughing. Try to
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3 I think is silly. notice examples of both real and polite laughter. Make
4 I would like to know more about the origins notes. Present your results to the class, explaining the
of . situations where you heard each type of laughter.
5 I would like to know the roots of .
9 Work in groups. Discuss the questions.
CRITICAL THInKInG Recognize supporting 1 Sophie says that we laugh “to show people that [we]
evidence understand them, that [we] agree with them, that [we]’re
part of the same group as them.” What other ways do we
Speakers often give evidence to support their theory or idea. show that we are part of the group?
Evidence may include images, recordings, demonstrations, or 2 Most people are part of more than one group. How
quotations from experts or other reliable people. many groups are people in at your school?
3 How do the people in the groups you named in
Question 2 show that they are part of that group?

5E Invitations
SPEAKInG Taking about availability
Useful language 1 MY PERSPECTIVE
Asking if someone is available How do you think the students in the photo feel? Why?
Are you busy next Saturday? 2 Listen to the conversation. What important life event is mentioned? 35
Are you around / free on Sunday? graduation
Are you doing anything on Tuesday 3 Listen again. Write down the days and times mentioned. 35
night?
4 You’re having a party to welcome a new student, Delia, to your school. Decide
Saying if you are available or not on a day, time, location, and type of food for it.
I (don’t) think so.
It depends. 5 Work in pairs. Take turns inviting each other and saying whether you can or
can’t go. Use phrases from the Useful language box.
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I’m not sure.
I’ll have to ask my parents.
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I need to check my schedule. WRITInG Informal invitations and replies
Accepting an invitation
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6 Read the three notes. Match each one to the correct purpose.
Sure, I’d love to.
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1 C Making an invitation
That sounds great!
2 A Accepting an invitation
Saying no to an invitation B
3 Saying no to an invitation
Thanks for inviting me, but I’m afraid
c
hi
I’m busy. a
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Sorry, I can’t make it. But thank you

for inviting me. Hi Davina,
Thanks for inviting me to your graduation party. It sounds like a lot of fun. I’d love
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to come. What should I wear? Should I bring anything? Let me know A.S.A.P.!
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Lena
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5E Invitations 3 Tell students you are going to play the audio again. This
time they should fill in the right-hand side of the chart with
the days and times that are mentioned for each action to
Speaking Talking about availability occur. The answers are given.
1 Ask students to look at the photo. Ask them questions: Who are
these people? (They are students.) How do they know each other? 4 Go over the expressions in the Useful language box.
(They study at the same school.) What are they celebrating? • First, read aloud the questions at the top that are used to
(They are celebrating their graduation.) How do you know that? invite someone to a party or other event. Have students
(Because they are wearing gowns and holding diplomas.) listen and repeat.
• Next, skip down to the “Accepting an invitation” and “Saying
2 Explain to students that they are going to hear a
no to an invitation” sections and again, listen and repeat.
conversation between two students about something
• The middle section (“Saying if you are available or not”)
they are planning. Tell them to listen for the event.
lists expressions that we use when we can’t accept or
• Play the audio once and then have students tell you the
refuse an invitation right at that particular moment.
answer.
These expressions are a polite way of saying “I’m not sure
• Now that students know that the listening is about a
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right now.” (The person may not be sure for a variety of
graduation party, ask them: How do you prepare for a
reasons, such as scheduling conflicts or needing to ask
graduation party? What do you need to do? Have them get
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for permission.) For the second one (It depends) students
into pairs and take one to two minutes brainstorming a list.
will need to follow that up with some more information: It
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Ask volunteers to tell you some of their ideas and write
depends on the time or It depends on if I finish my homework
them on the board.
or not. The same is true for I’m not sure. Tell students that
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• Tell students that they will hear the verb figure out in the
when they use these expressions, it’s important to conclude
listening. In this context, it means “decide (on) something”
by saying something like I’ll get back to you (tomorrow) so
rather than “solve (a problem).” Give them an example
sentence to help with meaning. c that the person knows when they can expect an answer.
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• Put students into pairs. Tell them that they are going to
• Write a blank chart with two columns and four rows and
plan a party to welcome a new student, Delia. Put this chart
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tell students that they should listen for the things that still
on the board and tell each pair to figure out the details of
have to be completed in preparation for the party and write
their party and complete the chart. You can also add extra
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them in the left-hand column. (The answers are here so that

categories like “decorations” and “games,” if you want.
you have them; students should listen and fill it in.)
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day and time of party

order the food and drinks Friday afternoon, 4:00
location
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figure out the music this afternoon

food
send out the invitations two hours ago
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buy the balloons last week 5 Have students get together and take turns inviting each
decorate the room tomorrow, lunchtime other to their parties. Make sure they get practice accepting,
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refusing, and postponing an answer to the invitation.

• Play the audio while the students complete the left-hand
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column. Go over the answers as a class. Writing Informal invitations and replies
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6 H
ave students count off from a–c. The “a” students should
Teaching Tip Working with a transcript
read note “a” and so on. Ask them to match their note to
Give students a copy of the transcript from the back of
one of the three purposes (1–3). When you go over the
the Lesson Planner with every tenth word removed.
answers, first ask: Who read note “a”? and have students raise
(Depending on the level of the students, you can
their hands. On a count of three, have them tell you which
increase or decrease the number of words you remove.)
purpose it matches to.
This technique will get them to really pay attention to
each word and how they fit together. Before they listen,
have students read through the transcript and write in
as many words as they can. This can be a confidence-
boosting exercise as students will often realize that they
can fill in quite a few of the missing words, based on
context. Finally, play the audio and have students check
their guesses as well as fill in the new words.

7 Students are going to now analyze the notes a little more 9 W
RITING SKILL Politely making and replying to
deeply. Ask them to underline the sentence(s) that are invitations
used for inviting, accepting and invitation, or refusing an • First have all students write an invitation to a party.
invitation. (Encourage them to be creative!) Before they write, give
• When they have finished, have some students come to the them a checklist of what their invitation should include:
board and write out their answers. Keep this information on 1 language to invite people: Please join us for… / We’re
the board so students can refer to it. having a party!
2 the date, time, and location of the party
8 Language note Abbreviations (“Dr.” for doctor) and
3 RSVP information
acronyms (“P.S.” for postscript) are often used in casual
correspondence. • Give students three to four minutes to write a brief
• These first four examples are often seen in invitations and invitation. Their invitation should include at least two of the
other casual messages: abbreviations that they have learned.
ASAP (as soon as possible). The writer is requesting an 10 Put students in pairs. First they are going to practice
immediate response or action. accepting an invitation. Before they write, give them some
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P.S. (postscript). Use this at the end of the message to pointers on what they should include in their note:
indicate that you have one more thing to say. 1 accept the invitation: Thanks for inviting me. I’d love to
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RSVP (répondez s’il vous plait). The writer is requesting a go. / Thank you for the invitation. It sounds like a lot of fun.
response to his or her invitation. You can accept or refuse 2 get more information: (You can brainstorm these ideas
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the invitation, but it is considered rude not to respond at all. and put them on the board.) Students should include at
least one of these in their note:
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TBA (to be announced). Use this when the time or venue for
an event has not been finalized yet. It tells the reader that Is there a dress code?
you will let them know the information later. Can I bring a friend? / Would it be OK to bring a friend?
• Here are four common address abbreviations: c
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What can I bring? / Do you need anything?
Ave. (avenue) St. (street) Apt. (apartment) I might be a little late. Is that OK?
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• These three abbreviations are used in the school 3 closure: I’m looking forward to it! / Can’t wait to see you!
environment:
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• Give students a few minutes to compose their acceptance

Prof. (professor) Dept. (department) Rm. (room) notes.
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• Have the students find the three abbreviations in the notes • They should then exchange notes and check that their
and tell you what they mean. partner’s note had the three different parts mentioned
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• Optional Don’t explain any of the abbreviations or above.

acronyms to students beforehand. Hand out or project this • Students should find new partners. They are now going to
party invitation on the board. Have students find and circle
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say no to an invitation. Similar to the acceptance note, there

the abbreviations and acronyms. Can they tell you what any are three parts to a rejection note:
of them mean? For ones they don’t already know, can they
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1 refuse the invitation: I’m sorry, but I have to miss your

guess from context? party. / Unfortunately, I can’t make it to your party.
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2 give a brief explanation why you can’t be there: I have

Please join us for the English Dept.’s holiday party
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a scheduling conflict. / I’m busy at that time. / I’ll be out of

Date: Dec. 15 Time: early evening (exact time TBA) town then.
3 thank the person and wish them well: Thank you for
Location: Rm. 22, Willow Hall, ,160 Court St.
inviting me. I hope you have a great time!
RSVP to party*@englishdept
• Give students time to write their rejection notes.
Hope to see you there!
Prof. Willis 11 Partners should exchange papers and make sure that their
partner’s note includes the three different parts mentioned
P.S. Feel free to bring a friend!
above.

b
Anders,
Thank you for the invitation to your New Year’s party. I’m sorry, but I can’t make Writing strategy
it. I’ve already made other plans that night. I’m going to be with my family.
Politely making and replying to
Lucas
invitations
P.S. I hope you have a great time! Let’s catch up soon!
• When you write an invitation,
give the time, date, location, and
c
type of event. Remember to ask
Hey Sylvia, the person to let you know if they
I’m having a birthday party on Saturday the 25th from 5:00 to 10:00 at my house. can come.
We’re going to have pizza and cake and then watch a movie and play some • When you accept an invitation,
games. Can you make it? R.S.V.P. begin by saying thank you. If you
Joanna have any questions about the
event, ask them. It can be polite
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to offer to bring something (food
7 In each note, underline the expressions used for making, accepting, or saying or drinks, for example).
no to an invitation.
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• When you say no to an invitation,
8 In informal notes, we sometimes use abbreviations. Find an abbreviation in begin by saying thank you.
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each note. Which one means: Apologize that you can’t make
it and say why—without giving
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1 Let me know if you can come? R.S.V.P 3 I also want to say… P.S. too many details if you don’t
2 As soon as possible? A.S.A.P.
want to. It can be polite to end by
9 WRITInG SKILL Politely making and replying to invitations
c saying you hope they enjoy the
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event and offering to make plans
Work in pairs. Read the Writing strategy box. Think of a celebration another time.
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you would like to have. Write an informal invitation to your partner.

Use two abbreviations.
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10 Exchange invitations. Then write a reply to your partner’s invitation. Students in Punjab, India,
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celebrate their graduation.

11 Check each other’s work. Do the notes use abbreviations and the Writing
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strategies correctly?
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6 Do Your Best hi
c
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The Selaron Steps in Rio de Janeiro, Brazil, are made from pieces
of tile found in the city and donated from around the world.
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• discuss if perfection is good.
• read about someone who changed how
he did things.
• learn about an unexpected artist.
• watch a TED Talk about teaching people
bravery, not perfection.
• learn how to ask for and give advice.

6 Do Your Best
Unit Overview
About the Photo
Talking about goals, dreams, and what we can and can’t do
is a fundamentally human activity. Regardless of a person’s The colorful outdoor stairway known as the Selaron
background or beliefs, these topics make up a part of who they Steps joins the neighborhoods of Lapa and Santa
are, who they want to be, and how they live their lives: both Teresa in the city of Rio de Janeiro, Brazil. A few years
in the long-term and in the day-to-day. In this unit, students after moving to Rio, Chilean artist Jorge Selarón started
explore these topics, as well as the nature of success and being fixing up the steps near his home using tiles he found
their best, and what it means to them. in shops or rescued from the trash. In time, as more
people started learning about the project, they began
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In this unit, students will talk about goals and expectations, sending Selarón tiles to use. Today, the 215 steps
talk about what perfection means to them, learn to describe contain over 2,000 tiles donated from more than 60
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obligation, permission, and advice, read about a swimmer who countries. Escadaria Selarón, as the stairway is called in
changed his way of doing things to achieve an amazing feat, Brazil, has been featured in magazines, movies, music
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learn about an artist who challenges expectations, watch a TED videos, and commercials, and is visited by thousands of
Talk about bravery, and learn how to give advice. With each of tourists annually from around the world.
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these topics, students will explore what it means to “do your
best,” and what different views on this mean to people around
the world.
c Warm Up
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• Project or write the questions below on the board.
Unit Objectives • Read the unit title aloud. Then answer the questions by
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Vocabulary giving an example from your own life (e.g., Last year,
• Goals and expectations I ran in the Tokyo Marathon. I didn’t win, but I did my best
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• Vocabulary Building Negative prefixes and I finished the race.).

• Tell students to answer the questions on their own.
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Grammar • Call out the different situations (e.g., Who was taking an
• Grammar 1 Modals: obligation, prohibition, permission, important test?) and tell students to raise their hand when
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advice they hear their situation called. Tell them to keep their hand
• Grammar 2 Zero conditional up if they were successful.
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• Ask a few volunteers to explain their situation briefly to

Reading the class.
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• Not so fast 1 When did someone (a parent, a teacher, a friend) say Do

your best! to you?
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TED Talk 2 What was the situation? Check your answer. Were you
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• Reshma Saujani: Teach Girls Bravery, Not Perfection successful?

I was…
Pronunciation
• Reduced have to and has to £ taking an important test. in an important sporting
£
• Conditional intonation event.
£ trying to get a job. speaking or performing
£
Speaking in front of people.
• Giving advice £ applying to a school. £ other: ____________
Writing Resources
• An advice blog • Classroom Presentation Tool
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 6 Do Your Best 68a

6A The Best I Can Be
VOCABULARY Goals and expectations 5 Project or write these sentences, with the words missing:
Ms. Kim expects _________ from her students. They can’t
1 Tell students to look at the photo and read the caption. Then make any mistakes.
ask: Where do the tiles (the colorful pieces on the stairs) come
I got a _________ score on the exam. I answered every
from? Are they new and perfect or old and broken? Are the stairs
question correctly!
beautiful? Does something have to be perfect to be beautiful?
Ask students to guess which words go in the blanks
2 Warm up (perfection, perfect). Complete the sentences; then
1 To help you present the vocabulary and make it easier for explain that the noun is formed by adding -ion.
students to organize, project or write these charts on the 6 Write these sentences on the board:
board and have students copy them in their notebooks. There’s a small imperfection on the bottom of the painting.
Note: Some parts of speech are left blank because the The tiles are imperfect, but they are still beautiful.
form isn’t introduced in this lesson. Language notes are
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Point out that the opposite of perfection is imperfection;
still provided for your reference.
the opposite of perfect is imperfect.
Opposites
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7 Project or write these sentences, with the words missing:
noun verb adjective Leo, Elena doesn’t want to be your friend. Just _______it.
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success succeed (un)successful (= agree that it is true)
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perfection perfect If you turn your homework in late, the teacher will
accept ________ it. (= say no to it)
noun verb adjective c Ask students to guess which words go in the blanks
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(accept, reject).
failure fail • Language note The noun and adjective forms for these
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imperfection imperfect words are acceptance, accepted; rejection, rejected.

reject • Tell students to read the seven quotes and match each
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word in bold with its definition. Do the first one with the
2 Tell students to circle or call out any words in the chart class. Have students do 2–7 on their own.
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they know or are familiar with. • Additional vocabulary Quote 4: If you are comfortable in
3 Project or write these sentences, with the words missing: your own skin, you feel good about yourself. Quote 7: If you
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The party was a _________. Everyone had fun. overcome a problem, you deal with it successfully.
If you want to _________ in school, you must study hard.
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3 Read quote 1 in Activity 2 aloud (I have not failed…), and

Bill Gates is a _________ businessman. He’s a billionaire. ask students what they think it means. It might help to
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Ask students to guess which words go in the blanks explain that Thomas Edison was an inventor. He failed
(success, succeed, successful). Complete the sentences; many times, but he learned something each time from his
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then point out that the verb succeed is new; it means to mistakes. Finally, he created something successful.
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do very well, to win. • Next, tell students to look at sentence 1 in Activity 3. It

• Language note Point out that you can add un- to explains the meaning of the Edison quote. Ask students to
successful to form the opposite: unsuccessful (= not circle the correct word.
successful). Students will do more with un- on page 72. • Tell students to complete 2–7. Check answers with the
4 Write these sentences on the board: class.
He’s afraid of failure. 4 Remove the charts you projected or wrote on the board
Leo failed his math test. (in the Activity 2 warm up). Tell students to match the
Point out that the words on the second chart have the opposites.
opposite meaning: the opposite of success is failure; the
opposite of succeed is fail.
5 Give students a few minutes to discuss the questions.
Circulate, helping as needed.
• Language note One of the adjective forms (not
introduced in this lesson) is failed. It’s used in contexts such
answers with the class.
as these: a failed experiment, a failed business.
69a Unit 6 Do Your Best SAMPLE COPY, NOT FOR DISTRIBUTION

6A The Best I Can Be
VOCABULARY Goals and expectations
1 MY PERSPECTIVE
Look at the photo. Many of the tiles used are broken or from the trash.
Do you still think the stairs are beautiful?
2 Match the words in bold with the correct definitions.

1 b “I have not failed. I’ve just found several thousand ways that won’t work.”
—Thomas Edison
2 d “The only place where success comes before work is in the dictionary.”
—Anonymous
3 a “Have no fear of perfection; you’ll never reach it.” —Salvador Dali
4 g “Beauty is about being comfortable in your own skin. It’s about knowing
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and accepting who you are.” —Ellen DeGeneres
5 c “Practice makes perfect.” —Anonymous
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6 f “Practice doesn’t make perfect. Practice reduces the imperfection.”
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—Toba Beta
7 e “True success is overcoming the fear of being unsuccessful.”
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—Paul Sweeney
a (n) having no mistakes or problems
b
c
(v, past) to finish without success
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c (adj) without mistakes
d (n) the correct or wanted result
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e (adj) not getting the correct or wanted result

f (n) not being exactly right
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g (v) to feel that something is OK or normal

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3 Choose the correct options to complete the meanings of the quotations in

Activity 2.
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1 When you find a way that doesn’t work, you learn something new. When you
learn nothing, you fail / succeed.
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2 You don’t have to / have to work before you can succeed.

3 Perfection is a nice idea, and we should / but we shouldn’t expect to reach it.
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4 Beauty isn’t about how you look; it’s about how you feel / dressing comfortably.
5 If you want to do something really well, you won’t fail / practice a lot.
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6 You can never be perfect, but you can / and you can’t usually improve.
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7 Success means not being afraid of other people / failure.

4 Match the opposites. Use your dictionary if necessary.
1 perfection d a unsuccessful
2 success f b fail
3 perfect c c imperfect
4 succeed b d imperfection
5 accept e e reject
6 successful a f failure
1 Have you ever failed? What did you do next? Can failure lead to success?
2 Have you ever seen or experienced something that was perfect? What was it?
3 Can something be “too perfect?” Why?
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 6 Do Your Best 69

LISTEnInG
1 Can you think of a food that doesn’t look good but tastes delicious?
2 Have you eaten a food that looked perfect but didn’t taste very good?
3 Have you ever been surprised by a food or drink? For example, something that looked
sweet but tasted spicy?
7 Listen to a podcast about a fruit and vegetable seller in Tokyo. Are the sentences true
or false? Rewrite the false statements. 36
1 Senbikiya is a small grocery store in Tokyo. F

Senbikiya is an expensive fruit shop.
2 Senbikiya isn’t very successful because it’s too expensive. F
It’s a successful store.
3 In Japan, fruit is a popular gift because it is something you don’t need. T
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4 In Japan, giving fruit as a gift started recently. F
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In Japan, giving fruit is a long tradition.
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5 The carrots on this page probably don’t come from Senbikiya. T
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8 Listen to a podcast about a fruit and vegetable seller in France. Choose the correct options
to complete the sentences. 37
c
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1 Intermarché sells fruit and vegetables that are .
a ugly and popular b perfect but not popular c ugly and not popular
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2 Customers like Intermarché’s fruit and vegetables because of the .

a funny way they look b price alone c taste and price
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3 In the past, most “ugly” fruit and vegetables were .

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a given to animals b thrown away c sold to supermarkets

4 Rejecting imperfect fruit and vegetables food.
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a wastes b lowers the price of c improves the flavor of

5 Now, are choosing to eat imperfect fruit and vegetables.
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a only very hungry people b most farmers c more people

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1 Do you think Senbikiya and Intermarché would be successful in your country? Why?
2 Which shop would you prefer: Senbikiya or Intermarché? Why?
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10 CHOOSE Choose one of the following activities.

• Think of products other than food where a perfect appearance is important. Make a list
of three or four things. Then think of products where an imperfect appearance is OK.
Make a list of three or four things. Compare your lists with a partner.
Perfect appearance important: new cars,
Imperfect appearance OK: soap,
• Work in pairs. Make a list of situations when a person’s appearance is important. When do
people dress nicely and try to look as perfect as possible?
• Work in small groups. Think about how people present themselves on social media. Do you
think people try to present themselves as more perfect and successful than they are in real
life? Do you feel pressure to do this? Look at these carrots. Do you
think they still taste normal?
70 Unit 6 Do Your Best SAMPLE COPY, NOT FOR DISTRIBUTION
Listening • Play the audio once and have students write “T” or “F.”
Give them a moment or two to rewrite any of the false
6 Warm up Before students work in pairs, have them take sentences. After they have done as much as possible, play
a minute or two to think of their answers to the questions. the audio again so that they can finish the activity.
They can make some notes for themselves if they want, but • Go over the answers as a class.
they shouldn’t show their partners. Note: It may be helpful
to combine questions 2 and 3 and have students think of Expansion
either a food that didn’t taste very good or a food that they Play a quick guessing game on the board. Write these
were surprised by (pleasantly or unpleasantly). three fruits on the board: apple, strawberries, melon. Ask
• Put students into pairs. For question 1, have each student students: How much do you think these would cost at the
take turns describing their “strange” food. They should give most expensive fruit shops in Japan? Have them guess
one clue at a time and after each clue pause to allow their (discussing in pairs if you have time) and then reveal
partner to guess. (This food isn’t very expensive. / It’s very the answers (apple: $25/€22; strawberries: $85/€76;
sticky. / Some people eat it with rice. etc.) melon: $420/€375). Ask them: Who would you give such
• After they have guessed each other’s food, move on to the an expensive gift to? Can you imagine spending that much
next question (where students talk about a food they’ve money on fruit?
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eaten). For this question, students should ask their partner
Wh- questions in order to hear the story of what happened. 8 Culture note Intermarché is the name of the third-largest
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You may want to brainstorm some of these questions on supermarket chain in France (with stores in other European
the board, such as Where were you? What meal were you countries as well). To battle against food waste, the store
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having? What happened after you ate the food? launched an ad campaign featuring fruits and vegetables
like “the ugly carrot” and “the failed lemon”—selling them
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7 Culture note Gift-giving is an important cultural tradition at a 30% discount. The campaign has been extremely
in Japan. The largest gift-giving period is at the end of successful, as shoppers have responded to the cheaper
the year, when people give gifts of gratitude to teachers,
c prices for foods that look different but taste the same.
hi
doctors, bosses, etc. Also, when you visit a private home • Warm up Tell students that they are now going to listen
in Japan, you typically take some kind of gift. In Japan to a podcast about a different market in France. Before you
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the presentation and appearance of the gift is most play the audio, ask them: Where does your family buy its
important. The listening is about a Japanese company produce (fruits and vegetables)? Why do you like that store?
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called Sembikiya, Japan’s oldest fruit shop. They specialize • Give students time to read through all the items. Then
in selling the highest quality fruits, which are packaged play the audio and have students circle their answers. (You
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beautifully for gift-giving. may need to play the audio a second time for students to
• Tell students that they are going to listen to a podcast have time to record all of their answers.) Call on individual
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about Sembikiya, a fruit seller in Tokyo. They should listen students to read each answer aloud.
and write “T” for true or “F” for false. For the false sentences,
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they should rewrite them to make them true. Give students 9 Put students into pairs and have them discuss the questions.
time to silently read through all the items before they listen. For the first question, they should discuss whether they
think the stores would do well in their own countries. Would
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people shop there? For the second question, they should

Listening Strategy Note taking
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think about it on a more personal level.

Students obviously won’t have time to rewrite the false
• After everyone has had a chance to discuss the questions
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sentences while they are listening, so they must focus on

with a partner, take a class poll. Ask: Would you shop at
taking notes that they can refer to after the listening has
Sembikiya? How about Intermarché? Write the votes on the
finished in order to be able to rewrite the sentences.
board. Then ask individual students to explain their answers.
Tell students to write down any key words they hear
(not complete sentences) and to abbreviate words 10 CHOOSE
(e.g., writing lg for large) that they will be able • Have students choose one of the following activities or you
to read later on. can assign them to students. Note: The second and third
options introduce new topics, so if you are short on time
you may want to stick with the first option, which continues
the theme students have been studying up to this point.

Grammar Modals: obligation, prohibition, • Modals of advice: Should(n’t) is used to give advice. Write
permission, advice this question on the board: What should you do on the night
before a big exam? Elicit suggestions from students.
• Explain that they are now going to read a short article about
11 As a class, answer question 1 by having students call out
different social media sites and apps that they use while social media profiles. Give them a minute to skim the article,
you write them on the board. As you point to each one on circling any words they don’t know. Have students ask each
the list, have students who have visited or used the site in other for help with unfamiliar vocabulary or consult their
the past raise their hands. Keep track of the votes. Which dictionaries. Have students read through the article and
sites are the most popular? For the most popular one, ask: complete their answers with a partner.
Why is this site the most popular? • Go over the answers as a class.
• For questions 2 and 3, have students work in small groups. At this point, have students complete Activities 1–4 on
For question 2, have students think of a photo they posted page 139 in the Grammar Reference section. You may also
online that generated a lot of hits. Students should ask their assign these activities as homework.
partners: Who or what was in the photo? Where was it taken?
Were you surprised that so many people liked it? For question Students are now going to read what two different
13
3, they should ask: What kinds of things do people post on students have to say about rules in their schools. Give
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social media to make their lives look interesting? Why do students time to read through the two statements and
people try and make their lives look “perfect?” circle the modals to complete the sentences.
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• Appoint two “reporters” for each group (one each for • Go over the answers as a class.
questions 2 and 3). Once the discussions have finished, have
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the reporters share one thing that their group discussed. Put students in pairs. They are going to write some
14
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sentences about the dress code at their school as well as
12 Language note In this lesson, students are reviewing how they dress outside of school.
modals in four categories: modals of obligation, prohibition, • Give students some sentence prompts to get them started.
permission, and advice.
c In my school, girls have to… / boys have to…
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• Modals of obligation: You can also call these modals
of necessity. They are used when it is necessary (or not You can't wear…at school.
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necessary) to do something. Write this question on the On the weekend, you can wear…
board: Before you go on a trip, what do you have to do? Elicit
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…school, but they shouldn’t be worn in the building.

answers from students (e.g., pack a suitcase or find your
passport). Explain that we can use the negative form (don’t • Go over the answers as a class. What do students think of
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have to) to indicate when something isn’t necessary: You these other rules?
can download your ticket on your phone, but you don’t have
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Give students time to read through the rules about visiting

15
to. You can also use a paper copy. Have to is more common
temples in Thailand. Have them write their answers and
in conversation and must is more common in written
then go over the answers as a class.
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notices. Note: The negative form (must not) is not used as a

• Optional Give different students a chance to think of a
modal of obligation / necessity (see modals of prohibition).
famous place and make rules like the ones for the temples in
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• Modals of prohibition: This is where we can use must not.

Thailand using the modals. Have groups share their places and
Both must not and can’t are used to talk about situations
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sentences.
when behavior isn’t allowed. Write this sentence on the
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board: You must not / can’t _____ during an exam. Elicit

different responses from students (e.g., talk, 16 Pronunciation Reduced have to and has to
look at your neighbor’s paper, text, arrive late). • Read through the information in the box with students.
• Modals of permission: Unlike the modals expressing Have them read the conversation and underline the
prohibition, these modals express permission or things you reduced forms.
are allowed to do. In statements, we use the modal can: You • Play the audio and have them check their guesses.
can park here (= You’re allowed to park your car here). Note
that students will often encounter these modals in question 17 Put students into pairs. Give them time to discuss the first
form: Can/Could I borrow your phone for a moment? I need to question. When both students have had a chance to speak,
make a call. (In this sentence, you can also use may, though clap your hands and have them move on to the second
it is less frequently used than can.) question.

GRAmmAR Modals: obligation, prohibition, 13 Look at the Grammar box. Choose the best words to
permission, advice complete the quotes about school uniforms.
11 Answer the questions about presenting yourself online. “We have a strict uniform policy at my school. Boys
(1) have to / can’t wear black pants, but girls (2) shouldn’t /
1 What social media sites and apps do you use? can choose a skirt or pants. Girls’ skirts (3) can’t / must touch
2 What kinds of photos of yourself do you put online? the top of the knees. You (4) can’t / don’t have to loosen your
3 How do people use social media to make their lives look tie at school during the day, and girls (5) have to / shouldn’t
more interesting than they are? Do you do this? let their socks fall down.” —Park, Korea
12 Read the short article about social media. Match the “We don’t have a uniform, so we (6) can’t / don’t have to
words in bold with the correct meanings below. One wear a tie or jacket. We (7) can / should wear what we want,
meaning matches with two words. although we (8) have to / shouldn’t come to school in beach
clothes or something like that. The rules aren’t specific, but
Rules for the perfect profile photo?
they say we (9) mustn’t / should look neat.” —Sofia, Italy
According to the rules, you (1) have to be at least thirteen
years old to open an account on most social media apps. 14 Work in pairs. Are there rules about how to dress at your
Although the rules say younger kids (2) can’t join, you school? What advice would you give a new student about
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(3) don’t have to prove your age, so a lot of them still join. what to wear?
This worries some experts. Research shows that the “perfect
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lives” kids see on social media can cause them to feel bad 15 Complete the rules with the correct words.
about their own lives. Parents (4) should explain that what
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people show online isn’t the whole picture. The Imperfect can can’t have to must should
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Tribe, a group of people that started on Instagram, agrees.
Dressing for the temples of Thailand
They say we (5) shouldn’t try to look perfect on social
Visitors to Thailand (1) should / can visit the amazing
media. In fact, members of the group (6) must show
themselves as real people online.
c temples. But there are some rules you (2) must / have to
can’t
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follow to be respectful. First, you (3) wear
a It would be a good idea to do this. 4 shoes in the temples. Second, you (4) must / have to
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b You are not allowed to do this. 2 wear clothes that cover your arms and knees. But there are
c It’s not necessary to do this. 3 no rules about covering your head. You (5) can
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d It’s necessary for you to do this. 1, 6 enter without a hat or headscarf.

e It would be a good idea NOT to do this. 5
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16 PROnUnCIATIOn Reduced have to and has to

modals
Look at the Pronunciation box. Then read and listen to
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Obligation: things You must be thirteen or older to the conversation. Underline the reduced forms. 38
that are necessary or sign up. You have to choose a
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not necessary to do password. When talking about obligation, people usually don’t
stress has to and have to when they are in the middle of
You don’t have to pay for the
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a sentence. They also usually connect the words. At the

service; it’s free. end of a sentence, or when an obligation is emphasized,
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Prohibition: things You can’t wear shoes here. You has to and have to are stressed.
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you are not allowed must not wear shorts.

to do A Does your soccer team have to wear a suit and tie on
game day?
Permission: things You can take off your hat. B We don’t have to, but we want to. We want to look our best.
that are OK to do or A But everyone has to wear the official uniform to play, right?
You don’t have to be quiet;
not necessary to do B Yes, everyone has to. It’s a rule.
you can talk.
Advice: things that You should arrive early to avoid 17 Work in pairs. Discuss the questions.
would be good to do the crowds. You shouldn’t buy
souvenirs there; they’re really 1 When in your life have you had to wear certain clothes for
expensive. a special event, job, or activity?
2 How should people dress for an important event like a
college interview?

6B Finding New Ways
Not so fast
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Lewis Pugh swims in Lake Imja, Mount Everest.
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VOCABULARY BUILDING  Complete the sentences so they are true for you. Share
Negative prefixes cyour ideas with a partner.
hi
1 I feel comfortable / uncomfortable when…
A prefix can be added to the beginning of a word to change
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2 For me, it would be possible / impossible to…

its meaning. Some prefixes give words the opposite meaning,
3 One advantage / disadvantage of the place I live is…
for example:
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4 I feel successful / unsuccessful when…

im- (imperfect = not perfect) 5 I’m usually able / unable to…
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dis- (disagree = not agree) 6 Something I would like to see appear / disappear is…
un- (unsuccessful = not successful) 7 For me, it’s perfect / imperfect that…
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in- (informal = not formal) 8 I agree / disagree with…

I feel successful when I get my
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 Work in pairs. Read the Vocabulary Building box. Then work done on time.
complete the words below with im-, dis-, in-, or un-. READING
Use a dictionary if necessary.
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 Work with a partner. Look at the photo and the caption.

Why being comfortable can be bad for your career
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Discuss the questions.

CEO Kathy Bloomgarden says that if you want to succeed,
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you need to be (1) un comfortable. She believes that 1 Where is this person? What is he doing?
it’s (2) impossible to grow unless you have challenges. 2 How do you think he feels?
She realized that speaking only one language was a 3 Would you ever try something like this? Why?
(3) dis advantage in business, so she learned Arabic
and Chinese.  Read the article. Answer the questions.
1 Why does Lewis Pugh swim?
Why being patient may not help you learn a To share his passion for the environment
new language
2 Where did he do a high-altitude swim?
Blogger Benny Lewis believes that the best way to Lake Imja, near Mount Everest
learn a language is to be (4) impatient. If you really
3 What style of swimming was successful for him for most
want to succeed, you must be (5) unable to wait. He
of his career? As fast as possible
says that if you just start talking with people, your fear will
4 What style of swimming was successful for the Lake Imja
(6) disappear. And talking to people is an
in expensive way to learn! swim? Slow and steady
(7)
5 What lesson did Pugh learn through failure?
To try new things
6B Finding New Ways
VOCABULARY BUILDING Negative prefixes READING
1 Warm up Write the words unsuccessful and imperfect 3 Tell students to look at the photo and read the caption.
on the board and remind students that they learned the Ask them if they know anything about Mount Everest.
words in the Vocabulary lesson. Underline the prefixes un- • Tell students to discuss the questions with a partner.
and im-. Ask students what they think the prefixes mean. • Culture note The Himalayan mountain range spans the
(Answer: not) countries of Pakistan, India, Nepal, Bhutan, and China. One
• Read the information in the Vocabulary Building box aloud. of the mountains in this range is Mount Everest. It runs
• Then tell students to complete the two profiles. Check along the border of China (Tibet) and Nepal, and at 8,848
answers as a class. meters (over 29,000 feet) is the world’s highest peak.
• Additional vocabulary Profile 1: A CEO (chief executive • Lake Imja, mentioned in the photo caption, is in Nepal and
officer) is the head of a company. was formed by melting ice.
Expansion Warm up Tell students to skim the article quickly to get a
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4
Put students in A/B pairs. Have Student A summarize sense of what it’s about. Ask a volunteer to tell the class.
profile 1 in his or her own words for Student B, using the • Next, tell students to read questions 1–5, and then to scan
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words with negative prefixes where possible. Student B the article to find the answers quickly. They don’t need to
should then do the same with profile 2.
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write their answers in complete sentences. Time this step.
• Finally, tell students to read the article. They should do so at
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2 Read the directions and the example sentence aloud for the a steady pace, and check their answers to 1–5.
class. Then give students a few minutes to complete the • At the end, tell students to take turns asking and answering
sentences. If time is short, tell students to write sentences the questions with a partner.
using the words with negative prefixes only. c • Additional vocabulary Before students read, it may be
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• Tell students to share their ideas with a partner. helpful to introduce these words.
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• Optional Another way of doing this activity:

If you raise awareness (line 9) about an issue or problem,
1 Put students in pairs or small groups. you do things to teach people about it. For example, you
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2 Tell each pair or group to take slips of paper and write… might raise awareness about the importance of recycling
plastic by posting information on social media, or by giving
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the numbers 1–8, each on a small slip of paper.

the symbol + on four small slips of paper. a talk or putting up a poster about it at school.
the symbol – on four small slips of paper.
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When a person drowns (line 20), he or she goes

3 They should shuffle the eight numbers and place them underwater and dies.
face down on the desk. They should then mix and shuffle
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the eight slips of paper with the + and – symbols, and

place them face down on the desk in a different pile.
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4 One person begins by turning over a number and a +

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or – and making a sentence. For example, if a student

turns over the number 2 and –, he or she should finish
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sentence 2 using the “negative” word impossible. If the

student makes a correct sentence, he or she gets a point.
The slips of paper then go back to their respective piles.
5 Give students fifteen minutes or so to play. At the end,
the person with the most points wins.

5 Warm up Read the information in the tip box. Then… Exam Skills Choosing the best synonym
1 project or write the sentences below on the board. Many reading comprehension activities ask test takers to
Explain that they show how one event (not studying) match a word from a passage with a synonym. If
makes another event (failing a test) happen. students are uncertain which answer choice is best,
encourage them to do the following:
Cause Effect (The result)
• Look at all of the answers given. Are there any that can
I didn’t study. → I failed the exam. be eliminated right away?
• Use context clues. Take this sentence from the reading,
2 point out that the two sentences above can be joined by
for example: After a dangerous swim…, Lewis reached
the word so: I didn’t study, so I failed the exam.
a conclusion: no more cold-water swimming. Students
3 ask students what other things might cause you to fail an
might be able to figure out the meaning of the word
exam (e.g., I didn’t do the homework; I didn’t go to class.),
by understanding that after the swim, Lewis decided
and write these under “cause.”
not to swim in cold water anymore.
• Look at the eight sentences about Lewis Pugh. Tell • After choosing an answer, try using it in the sentence
students to match the causes (sentences 1–4) with the in the passage to see if it makes sense.
effects (a–d).
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By doing this, students could probably work out that
• Have students read the article again to check their answers.
decision is closest in meaning to conclusion.
• Confirm the correct answers by calling on different
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students. Tell them to combine the two sentences into • Language note Students should be careful when using
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a single statement using so (e.g., Pugh was afraid, so he synonyms in speaking and writing because the words can’t
decided he wouldn’t swim in cold water ever again.). always be used interchangeably. For example, the synonyms
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conclusion and decision both collocate with the verb reach.
Exam Skills Understanding cause and effect However, only decision collocates with the verb make.
In a cause-effect relationship, one event (I didn’t study.)
makes another event (I failed the exam.) happen. On c Line 12: Lewis reached a conclusion… It’s also possible to say
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He reached a decision.
many standardized exams, test takers will be asked to
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read a passage and understand the connection between Line 16: He made the decision to swim… But you cannot say
these kinds of events. Sometimes, readers can use signal He made the conclusion.
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words in a text to help them:

CRITICAL THINKING Making inferences
• I didn’t study, and so / as a result / therefore I failed the
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exam. 7 and 8 Warm up

• Because / Since I didn’t study, I failed the exam. 1 Project or write this sentence on the board and tell
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Sometimes, though, the cause-effect relationship is students to read it:

not stated explicitly with signal words. In this case, The water in Lake Imja comes from melted ice.
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readers must infer how the events are related. When this 2 Ask students: Is the water in the lake hot, warm, or cold?
happens, students can ask questions as shown below to How do you know? Guide them to see that they were able
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help them make connections between events. to guess the answer (cold) from the information about
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________________ → __________________ melted ice. This is called an inference.

What happened first? What was the result? • Read the information in the Critical Thinking box aloud.
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(Cause) (Effect) • Then look at the word pairs in 1–5 and tell students that
they are all opposites.
6 Tell students to scan for and underline the ten words in the • Do the first one with the class. Ask students which word best
article. describes Lewis. Then tell them to underline the information
• Ask students which words are similar in meaning. For in the reading that helped them choose their answer. Remind
example, look at the first underlined word scary (line 11) them that they will have to make inferences.
with the class. What other underlined word is similar in • Go over answers to 1 with the class.
meaning? (frightening, line 21) • Tell students to do 2–5. Then check answers as a class.
• Tell students to match each word with its synonym. 9 Read the directions with the class and then have students
Treat this as exam practice. Do not allow students to use do the activity on their own. Tell them to think of at least
dictionaries. two words and to underline the information in the reading
that helped them choose their answers.
• Have students discuss their ideas with a partner. Then go
over ideas together as a class.
39 On his first attempt, he failed. Unable to breathe
W
hat are you really good at? What would you do 20 normally at the high altitude*, he almost drowned. The
if all of a sudden you failed at it? For “pioneer experience was frightening.
swimmer” and National Geographic Adventurer However, Pugh learned something. He usually swims
of the Year Lewis Pugh, swimming has been a way to as fast as possible, fighting against the water. After all,
5 share his passion for the environment with the world. don’t all athletes try to be the fastest? But that was a
He has swum in every ocean in the world and in some 25 disadvantage at high altitude. Members of his team
dangerous places where people thought swimming said that he must forget everything he knew about
would be impossible. swimming and swim slowly. Instead of struggling
He swims to raise awareness for issues like global against the water, he must stay relaxed and move easily
10 warming, but the swims often take place in extremely through it.
cold temperatures. After one scary and dangerous swim 30 Two days after his near-death experience, Pugh
at the North Pole, Lewis reached a conclusion: no more returned to the lake for another try. He remained calm
cold-water swimming. and slowly swam across it successfully. From his failure,
But in 2010, he heard about the snow disappearing he learned an important lesson: If at first you don’t
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15 from the Himalayas and wanted to tell the world about succeed, try something different—especially when you
it. He made the decision to swim two kilometers (1.2 35 think you already know everything.
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miles) across Lake Imja, a very cold lake near Mount
Everest at 5,300 meters (17,388 feet) above sea level. altitude how high something is above the level of the sea
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5 Read the Tip. Then read the article again and match the CRITICAL THInKInG Making inferences
causes with the effects.
c
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Inference helps readers understand a meaning that isn’t
Readings often present causes and effects—events that directly stated. For example, the article tells us that Pugh
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lead to other situations or results. Understanding cause did two very difficult swims. It doesn’t say directly that he’s
and effect can help you understand how the ideas in the a strong swimmer, but we can make the inference that he
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reading are connected. must be a strong swimmer or he could not do those

difficult swims.
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1 Pugh was afraid. b

2 Pugh wanted people to know about global
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7 Read the Critical Thinking box. Then choose the word

warming. a in each pair of opposites that best describes Pugh’s style
3 Pugh failed to swim across Lake Imja. d of swimming and personality. Use your dictionary
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4 Pugh changed his swimming style. c if necessary.

a He went swimming near Mount Everest.
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b He decided he wouldn’t swim in cold water ever again. 1 lazy hard-working

c He succeeded in swimming across Lake Imja. 2 confident shy
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d He changed his swimming style. 3 successful unsuccessful

4 afraid brave
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6 Match the pairs of synonyms from the article. 5 weak strong

1 fight d a scary 8 For each answer you gave in Activity 7, underline the
2 frightening a b decision information in the article that supports your answer.
3 calm e c attempt
4 try c d struggle 9 Make a list of other words to describe Pugh based on
5 conclusion b e relaxed what you know from the article. Use your dictionary if
necessary. Share your list with a partner and discuss
any differences.

6C Unexpected Art
GRAmmAR Zero conditional
1 What do you really enjoy doing for fun?
2 Can you imagine a job that would pay you to do something you love?
2 Look at the Grammar box. Then answer the questions below.
Zero conditional
The zero conditional with if and When you do what you love, you love what
when is used to talk about things you do.
that are generally or always true.
If you don’t risk failure, you can’t succeed.
The result clause can include
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main verbs and modals. When you make mistakes, you can learn a lot.
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1 In each sentence, what verb tense is used in the if or when clause?
2 What verb tense is used in the result clause of each sentence?
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3 Complete the article with these clauses. Write the correct letter.
a you travel to New York d people want to buy an artist’s work
c
b you aren’t stopped from painting e if you work hard
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on walls f art galleries can sell it
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c it doesn’t feel like work

When you love your job, (1) c . That’s definitely the case with street artist Lady
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Aiko. If (2) a , you may see her work on buildings—and in art galleries. Some
street artists have to work in secret, but when your work is as good as Lady Aiko’s,
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(3) b . In fact, you can get paid to paint on them. And if a street artist’s work
becomes popular, (4) f . When (5) d , the artist is doing something right.
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Lady Aiko is successful because of her bravery and persistence. When she started
out, most street artists were men, and people were surprised to see a woman street
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artist. Lady Aiko shows that (6) e , you can change people’s expectations.
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4 Look at the Grammar box. Cross out one incorrect word in each piece of
advice for artists below.
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Zero conditional to give advice

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The zero conditional with if and If you love street art, go to Rio de Janeiro.
when is used with the imperative to
When you go, visit the Selaron Steps.
give advice.
The zero conditional with if and If you visit the Selaron Steps, you should
when is also used with should + take a lot of photos.
infinitive without to to give advice.
• If you want to be an artist, should do it—just start painting.

• When you aren’t sure what to do, you should to just keep painting; don’t stop.
• If when you want to grow as an artist, you should look at other people’s work.
• When you are ready for people to see your work, if you can put your photos on
the Internet.
• When you feel like you’re failing, if try to learn from the experience.

6C Unexpected Art
Grammar Zero conditional • Warm up Put students into pairs. Tell them to look at the
two illustrations on pages 74–75. Ask: Who are the subjects
1 Warm up Working alone, ask students to quickly make a in the art? What can you tell about the artist (from looking at
list of things that they enjoy doing for fun. Their list can be the art)? Do you like this art style? Why or why not? Give them
as long as they like, but should contain at least five items. a few minutes to discuss.
Next, tell them that they are going to create a “dream job” • Tell students they are now going to read about the artist.
for themselves. They should choose one of their favorite Have them get into pairs. Student A should cover up the
activities (from their list) and complete this simple chart: two paragraphs and only leave clauses a–f visible.
Student B should cover up the clauses, leaving the two
Job title Job description Salary paragraphs visible. Student B should then start reading the
sentences in the paragraphs aloud. When he/she reaches a
• Put students into pairs and have them tell their partners blank, Student A should try and insert the correct answer.
about their dream jobs. If there is time, you can have some • Go over the answers as a class by having different
volunteers read a sentence at a time.
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students share their partner’s dream job with the class.
Expansion
2 Have students read the information in the grammar box
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and explain the meaning of the three example sentences. If you search online by “Lady Aiko,” you can see many
pieces of her art. Bring some examples in to show the
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Ask: Do you agree with the three statements? Have students
give examples to support their reasons. class. Have students vote on their favorite.
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• Language note The zero conditional is pretty
straightforward, so students shouldn’t struggle with it. 4 Go over the information in the box. Students should
One thing to mention, however, is that either the if/when then work alone, crossing out the one extra word in
clause or the result clause can come first with no change c each sentence.
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in meaning. • Go over the answers as a class. Read each sentence aloud
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• Have students answer the two questions. Go over the with students clapping in unison as you say the “extra”
answers as a class. word. (You can demonstrate with the first example. Read
the sentence and when you say should students should clap
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At this point, have students complete Activities 5–8 on their hands.)

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3 Culture note Aiko Nakagawa (or “Lady Aiko”) is a

Japanese street artist. Her beautiful and feminine artworks
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stand out in a field that is dominated by men. Aiko draws

her inspiration from 18th-century Japanese woodblock
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printing and often features girls and women at the center

of her street art. Although based in Brooklyn, you can also
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see her art in other major cities such as Rome and Shanghai.
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5 Culture note Jorge Selarón is a Chilean painter and 6 Pronunciation Conditional intonation
sculptor who traveled, lived, and worked in over 50 • Have students read the information in the box. Read the
countries. He moved to Rio de Janeiro in 1983 and started two sentences aloud while students listen.
fixing up the steps near his home in 1990 as a side project. • Play the audio and have students mark the upward and
At first his neighbors laughed at his use of colorful tiles, downward intonation. Note: This intonation pattern only
which he usually found at construction sites or in the applies to sentences where the if/when clause comes first.
trash. Later, they grew to love the steps. As they became
internationally famous, people began to donate tiles to 7 Play the audio again. Ask students to listen and repeat.
Selarón’s project. In total, there are 215 steps that contain
more than 2,000 tiles from more than 60 countries. Selarón 8 CHOOSE
continued to work on the steps until his death in 2013. • Option 1 can be presented as a role play. Have one student
(This information is for your knowledge only; you can share play the role of tourist while the other student is a local
it with students after the activity has been completed, if travel agent giving advice about what to see. The tourist
you like.) should talk about where they are from and what they are
• Warm up Ask students to turn to page 68 and look at the most interested in (e.g., architecture, history, art, nightlife).
Selaron Steps. Ask: Is there anything like this in your own city The tourist agent should then make recommendations (If
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or country? (For example, can they think of a local artist’s you’re interested in …. you should see …). Have students
projects or a really colorful, eye-catching place that is well practice their conversations and then if there is time,
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known?) Do you like the steps? Why or why not? perform them for the class.
• Have students read the text and circle or underline the • Put students into pairs for Option 2 and have them write
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correct forms of the verbs to complete it. out “how to” advice. This works well if you give students
specific topics, such as how to master English or how to take
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• Go over the answers as a class by having different
volunteers read a sentence at a time. the perfect selfie. After students have written four or five tips,
have different pairs share one or two ideas with the class.
Teaching Tip Timed reading
c • Put students into small groups for Option 3. They should
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first agree on a place that needs “fixing up” and then draw
Sometimes it’s good to give students a limited time
it on their poster. The idea of the poster is to promote the
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to read and see what they can pick up. Having a time
good qualities of the place and get people to visit. Students
pressure mimics what they will experience when taking
should come up with a tag line for their poster using the
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an exam so it helps them to prepare for that.

zero conditional.
• Tell students that they will have one minute to read
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as much as they can. When you clap your hands (after

a minute) they should close their books. Afterward,
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ask students some questions to see what they’ve

understood:
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Where are the steps? (in Rio de Janeiro, Brazil)

When did the artist begin working on them? (in 1990)
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What kind of artist was Selarón? (a painter)

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• Have students open their books and circle their

answers. Then go over the answers as a class.
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5 Choose the correct options to complete the article.
Escadaria Selarón
If you (1) go / will go to Rio de Janeiro, Brazil, you (2) visit /
should visit the Escadaria Selarón—the Selaron Steps. Artist
Jorge Selaron started work on the steps as a hobby in 1990,
but soon learned that if you (3) love / should love something,
it can become your life’s work. Before starting the steps,
Selaron was a struggling painter. But soon, the steps became
popular with both locals and tourists. When you first see
the steps, you immediately (4) notice / noticed a lot of green,
yellow, and blue—the colors of the Brazilian flag. According
to Selaron, originally from Chile, the steps are his gift to the
people of Brazil. When you (5) can look / look closely, you can
see hundreds of words and pictures in the tiles. Selaron said
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that each tile tells a story. If that’s true, then the stairs, made
with four thousand tiles, (6) had / have four thousand stories
to tell.
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6 PROnUnCIATIOn Conditional intonation Lady Aiko painted this image in New
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Read the information. Then listen and mark the upward and downward York City, US, in 2012. She did the
intonation on the sentences below. 40 painting on page 74 in Dubai, UAE, in
2016.
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In conditional sentences that begin with If or When, the intonation often rises on the
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if/when clause and falls on the main clause.
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If you’re interested in art, you should visit the Selaron Steps.

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When visitors come to town, we like to show them the sights.

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1 If you like street art, you should look for Lady Aiko’s work.
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2 When street artists become famous, they can make a lot of money.
3 If you work hard at something, your ability usually improves.
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4 When you fail, try to learn from it.

5 If an artist wants a bigger audience, they can put their artwork on the Internet.
6 When you find something you love doing, you should make time for it.
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7 Listen to the sentences in Activity 6 again. Then practice saying the sentences
with natural conditional intonation.
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When you visit our city, you

should see…
8 CHOOSE Choose one of the following activities.
• Tourists enjoy seeing the work of Lady Aiko in New York and Jorge Selaron in Rio
de Janeiro. Work in pairs. Think of things in your country that tourists enjoy
When you want to learn
seeing. Tell people to see them using zero conditional sentences. Then present
photography, you should start
your work to another pair.
by…
• Activity 4 gives tips for street artists. Think of something you know about—
learning a language, doing a sport, or taking photographs—and write tips for
doing it. Use zero conditional sentences.
When an area is ugly and dirty,
• Jorge Selaron used broken tiles to create beauty. Think of a place in your area people don’t go there. When you
that isn’t beautiful. Imagine how you could use recycled materials to make it make it beautiful,…
beautiful. Make a poster showing your ideas and explaining the improvement.
Use zero conditional sentences.

6D Teach Girls Bravery,
not Perfection
“ We have to show them that they

will be loved and accepted not
for being perfect but for being
courageous.
RESHMA SAUJANI ”
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Read about Reshma Saujani and get ready to watch her TED Talk. 6.0
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Contrast 3 Work in pairs. Discuss the questions before you watch
c the talk.
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A contrast is when a speaker shows that two ideas, facts, or
situations are different. Words such as but and however often 1 Is perfection always better or more useful than
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mark contrasts. A speaker may also change his or her tone to imperfection? Why?
mark contrast. 2 Is it more important to be perfect or to try new
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things? Why?
1 Read the Authentic Listening Skills box. Match the 3 Can always wanting to be perfect make a person not try
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contrasting ideas in the excerpts from the TED Talk. new things? Why? Has this ever happened to you?
1 “She tried, she came close, but d
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4 Watch Part 1 of the talk. Choose the correct options to

2 “She’ll think that her student spent the past twenty complete the sentences. 6.1
minutes just staring at the screen. But a
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3 “Girls are really good at coding, but c 1 Reshma started her career working in .
4 “We have to begin to undo the socialization of perfection, a government
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but b b banking
5 “This was my way to make a difference. The polls, c marketing
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however, e 2 She wanted to have a more active role in government

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a if she presses ‘undo’ a few times, she’ll see that her to .

student wrote code and then deleted it.” a make more money
b we’ve got to combine it with building a sisterhood* that b change things
lets girls know that they are not alone.” c raise money for others
c it’s not enough just to teach them to code.” 3 She tried for an elected job in government .
d she didn’t get it exactly right.” a and won
e told a very different story.” b but changed her mind
sisterhood a group of girls or women who work together and c and lost badly
help each other 4 She tells the story about running for government to
show that .
2 Listen to the excerpts and check your answers to a she was perfect
Activity 1. 41 b she was brave for the first time
c she was always brave

6D Teach Girls Bravery, Not Perfection
About the Speaker clips from the talk that show contrasting ideas with but and
however. You may want to also introduce the following phrases:
• Warm up came close (= almost did something, but didn’t succeed)
1 Point to the woman in the photo and tell students: This is socialization of perfection (= teaching people, especially
Reshma Saujani. We are going to listen to her talk. children, to be perfect in all that they do)
2 Ask a student to read the title (Teach Girls Bravery, Not make a difference (= have an effect in a good way on a
Perfection) aloud. Remind students that they learned person or a situation)
the adjective brave on page 73 in Activity 7. The noun is polls (= the voting results in an election)
bravery. told a different story (= showed something different)
3 Then project or write these sentences on the board and • Tell students to match the sentence stems. Check answers
tell students to circle their answers for each. (Some of as a class.
these words and phrases come up in the talk.)
A brave person ____. 2 Play the clips and tell students to listen and check their answers.
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• At the end, take answers from the class.
is / isn’t independent
takes risks (is daring; tries new things) / plays it safe (is
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always very careful)
WATCH
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is always perfect / is OK with making mistakes
4 Take ideas from the class. Then close by explaining: Circulate, helping as needed.
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When we teach people to be brave, we teach them to be • When students are done, ask a few volunteers to share their
independent, to take risks, and to be OK making mistakes. answers with the class.
5 Tell students to read Reshma’s quote on the top of the
c
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page. Ask them what they think she is saying. Take ideas 4 Warm up
from the class. 1 Tell students they are going to watch Part 1 of the talk,
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• Tell students they are going to read and hear some and summarize it for them: Reshma is going to talk about
information about Reshma. her experience in politics (government) in the US.
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• Play the About the Speaker section of the video. Tell 2 Project or summarize the culture note below for students.
students to listen and read along. Make sure they understand the underlined words, which
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• Do the vocabulary matching activity on the video that follows. come up in Part 1 of the talk. If you have access to the
Web, show students a photo of the Capitol Building in
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AUTHENTIC LISTENING SKILLS Contrast Washington, D.C., where members of Congress meet.
• Culture note In the US, Congress is the elected group
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1 Warm up of people who make national laws. In Congress, there are

1 Read the information in the Authentic Listening Skills two groups: the Senate and the House of Representatives.
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box. Also mention that another common phrase used People in the House of Representatives are often referred
to signal a contrast is on the other hand, and give an to as a congressmen or congresswomen. They run for office
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example of how it’s used: I speak two languages. My sister, every two years.
on the other hand, speaks only one.
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In the US, there are two main political parties: Democrats

2 Explain to students that in some of the talk, Reshma and Republicans. Most people in Congress belong to one
contrasts girls and boys. Project or write the sentences of these parties.
below on the board, and ask students to think of three ways • Tell students to preview sentences 1–4 and to try and
boys and girls are different in terms of things like behavior, choose the correct answers. (Some of the information they
hobbies, jobs, etc. Put students’ ideas on the board. Then tell read about in Reshma’s bio.)
students to work in pairs to say which they agree with. • Play Part 1 of the talk. Tell students to watch/listen once
Boys ________, but girls ________. through.
• Play Part 1 a second time. Remind students that when
Boys ________; however, girls ________.
Reshma speaks, they don’t have to understand everything.
Boys ________. Girls, on the other hand, ________. Their goal is to answer 1–4.
• Tell students to preview sentences 1–5 and a–e, and to ask • Play Part 1 a third time. Have students check their answers.
about anything they don’t understand. Explain that these are • Take answers from the class, repeating the parts of the talk
that clarify the answers. Turn on the subtitles if needed.

• Go around and help students by correcting or giving them
5 Warm up
1 Tell students they are going to watch Part 2 of the talk the English they need.
and summarize it for them: Reshma is going to talk about • When students are done, ask volunteers to share their
her organization Girls Who Code. In some of the talk, she is answers with the class.
going to contrast boys and girls.
7 Read the direction line aloud and go over the questions
2 Put the following T-chart on the board and tell students
with students. Then tell them to:
to copy it in their notebooks.
1 answer the questions by making some simple notes.
Girls Boys 2 assemble their answers into a short talk. Give them the
outline below to help them organize their ideas, though
they don’t have to use the sample sentences exactly. Tell
students that their talk should be one to two minutes
Teaching Tip Using a T-chart long, and that they can use photos, video, or music to
A T-chart is helpful to use when you wish to compare make their presentation more interesting.
or contrast two things. Students can use this organizer 3 practice the talk. When students give their presentations, they
to take notes on key details. Each time learners hear a can use notes, but they can’t just read what they’ve written.
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difference mentioned, they should write it in the chart.
Open by talking about the skill or activity you learned:
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3 Tell students to read questions 1–5 and to ask about Good morning/afternoon/evening, everyone. I’m going to talk to
anything they don’t understand. you today about ____. I’ve been ____ for <length of time>.
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• Play an extract from Part 2 of the talk: from the start (I am Describe the challenges you faced and the mistakes you
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not alone: so many women tell me…) to the part where made.
Reshma says: In other words, we’re raising our girls to be Close by giving your advice: If you want to learn to _____,
perfect and our boys to be brave. Tell students to watch/listen you should _____.
once through, and to take notes on anything they hear
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about girls and boys in their T-chart. Thanks for listening. Any questions?
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Exam Skills Taking notes while listening 8 Put students into small groups and have each person give
On many exams, students will be asked to listen to at his or her presentation. Listeners should take notes by
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least one short lecture and take notes on important answering the questions in Activity 7. Remind the speaker
details. To take successful notes, students should… to start the talk with a greeting (Good morning, everyone.),
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try and speak at a normal speed, and make eye contact.

• write only a few key words (nouns, verbs, adjectives)
• At the end, listeners should:
per point.
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• compare their answers (Did they all hear the same thing?),
• abbreviate longer words.
• offer additional advice they have for learning the activity,
• not worry about spelling.
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• ask the speaker any questions they have.

• Play the extract from Part 2 again if necessary. Teaching Tip
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• Tell students to compare their notes with a partner, and When a student is giving a presentation, those listening
then to answer question 1 together. Remind them that their should have an activity to complete (e.g., answering
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answers can be in note form. Check answers as a class. questions while listening). Doing this encourages them
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• Play the rest of Part 2 of the talk. Remind students that to pay attention and engage with the speaker.
when Reshma speaks, they don’t have to understand
everything. Their goal is to answer 2–5. CHALLENGE
• Play Part 2 a third time. Have students check their answers. • Put students into small groups and have them discuss the
• Take answers from the class, repeating the parts of the talk questions. Help groups as needed.
that clarify the answers. Turn on the subtitles if needed. • Call on groups to answer the questions aloud.
6 VOCABULARY IN CONTEXT Teaching Tip
• 6a Tell students that they are going to watch some clips Some younger students may not have the life experience
from the talk. They will see new words and should choose needed to answer some questions in the Challenge
the correct meaning for each. Then play the recording. activity. If you’re working with younger secondary school
• 6b After students watch, put them in pairs and give them students, it’s OK to skip these and to use only those that
a few minutes to discuss the questions, which use the new you feel are age-appropriate for your learners.
words they’ve just learned.
77a 77a Unit

Unit 2 Where
6 Dothe Best Is SAMPLE
YourHeart COPY, NOT FOR DISTRIBUTION
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5 Watch Part 2 of the talk. Answer the questions. 6.2 7 Think of something you have learned to do—speak a
language, play a musical instrument, play a sport, or
1 What does Reshma say that boys are rewarded for, but
girls are taught to avoid? risk and failure
c something else. Make notes.
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2 What does she feel that girls lack? • What was the skill or activity?
bravery • What challenges did you face? How did you have to be
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3 What do teachers often learn about girls who are brave to continue learning?
learning to code? • What kinds of mistakes did you make while learning it?
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they delete their work; they are afraid to make mistakes • What advice would you give to someone learning the
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4 According to Reshma, why do girls often not answer activity?

questions? They don’t want to be wrong.
5 According to Reshma, who should teach girls to be brave? 8 Work in small groups. Discuss your activity from Activity 7.
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everyone
CHALLENGE
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6 VOCABULARY In COnTEXT
Work in groups. Discuss the questions.
a Watch the clips from the TED Talk. Choose the correct
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meanings of the words. 6.3 1 Writing code is a process of trial and error and requires
perseverance. What other activities require trial and error
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b Work in pairs. Discuss the questions.

and perseverance?
1 Think of a time when you had to be courageous. What
2 Reshma says in her talk that a supportive network is
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happened?
an important part of learning. Have you ever had a
2 Have you ever run for a position, for example, captain
supportive network? Who was in it?
of a sports team? What was it? What would you like to
3 Can you think of a time when you did something—even
run for?
something small or simple—that felt brave? What did
3 What kind of things do you negotiate with your
you learn from it?
parents? With your teachers?
4 The journalist Arianna Huffington said, “Failure isn’t the
4 Have you ever seen a person’s supportive network in
opposite of success, it’s part of success.” Do you agree or
action? What was the reason?
disagree? Why?
5 Do you think everyone has the potential to do
5 In your country, where are girls and women
something good or brave? What do you have the
underrepresented and why?
potential to do?
6 Reshma talks about the ways that boys are socialized. Is
6 Is there anything that you have to struggle with to
this also harmful to society? Does it limit the opportunities
achieve? What?
for boys? If so, how?

6E Giving Advice
SPEAKInG Giving advice
1 Who do you usually ask for advice? Why?
2 Have you ever given advice? What about?
2 Read the question and advice. What word do you think is missing?
Q&A
English
SS Sam S: My friend is good at
English
but won’t speak in class or
use her because she’s afraid of making a mistake. She
wants her English to be perfect. What should I say to her?
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Speaking strategies
Ania P: If she wants to speak English , she should just start
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Giving advice AP English
speaking . Nobody notices mistakes.
If someone asks for advice, use
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these expressions: Sixtos R: She should learn to love mistakes. The only way to improve is to
SR
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When you don’t understand make mistakes, especially when you have a teacher there to correct you.
something in class, you should ask
Ryuji D: Why not start an English movie club? When you
your teacher for help. RD
If you need more math practice, try
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watch a movie, you naturally want to talk about it. You could have an
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“ English -only” rule for the club.
downloading a math app.
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Why don’t you… Igor m: I agree that she shouldn’t worry about mistakes. Just keep trying. If
IM English
The best time to give advice is you want to improve your , try speaking it often.
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when someone asks for it. If

someone hasn’t asked, but you want
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to give advice, be polite and use 3 Work in pairs. Discuss the questions.
these expressions:
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If the computer isn’t working, you 1 Which advice do you think is the most helpful?
might want to try re-starting it. 2 Can you think of other advice that would be useful for improving at English?
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3 Have you ever received any advice for speaking English that didn’t work for you?
I can see you don’t have a phone
signal. I got a signal near the 4 Read the Speaking strategies box. Work in small groups and take turns giving
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window, and that may work advice for the situations below.
for you.
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I’m not sure, but I think this 1 You can see that someone is trying to figure out where to put the coins in a
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door is locked after 6:00. You drink machine. You know the correct place to put them.
may/might need to use the 2 A friend asks you what kind of phone you think they should buy.
side entrance. 3 You notice that someone in a store is having problems carrying their items.
They probably don’t realize that the store has baskets they can use.

6E Giving Advice
Speaking Giving advice 4 Go over the expressions in the Speaking strategies box.
• Language note It’s important that students understand
1 Put students into pairs. Have them discuss the questions. how the use of should differs in giving advice. It can
Ask for some volunteers to tell the class their answers. sound bossy or rude to use should if you are giving
unsolicited advice or if you use it repeatedly throughout a
2 This fill-in activity is a little different: to complete the conversation. It’s perfectly fine to use it; just tell students
activity, tell students to use the same word for all eight not to overdo it and to use the other expressions in the
blanks. Give them some time to work on the activity. As chart when they are offering a piece of advice that hasn’t
each student figures out the answer, have him or her raise been asked for (because should can sometimes sound a
their hand and then whisper the answer to you so others bit like a command). Explain that expressions like you may/
can’t hear. Do this for at least the first six or seven students might want to or I’m not sure, but I think sound more like
so that everyone has a chance to keep working on the suggestions than commands. They are softer in tone.
problem. • Put students into small groups and have them take turns
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giving advice for the three situations.
3 Put the students into pairs to work on question 1. Tell them • Optional Students can get more practice giving advice
they are going to evaluate each piece of advice in Activity 2. with situations that are a little more complex. Here are
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If they were to receive this advice regarding how to speak some suggestions you can give to students working in
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English better, how helpful would it be? Ask them to rate small groups:
each one H (helpful) or U (unhelpful or not as helpful).
Your foreign friend is struggling to purchase a ticket at a
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• Come back together as a class and tally the results. Which
piece of advice has the most “helpful” votes? What made vending machine at the train station.
some of the other pieces of advice less helpful? Can they Your friend wants to quit smoking.
think of a piece of unhelpful advice they read or were told?
c Another friend wants advice on how to get in shape.
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(question 3). Remaining in pairs, they should share with
A classmate has found a wallet with a lot of money in it. She
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their partner at least one piece of poor advice.

wants to spend the money.
• For question 2, students are going to come up with other
Your friend wants to eat a healthy diet but doesn’t know how
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advice for improving one’s English. If they are struggling

to come up with ideas, give them this list to work on. Ask to cook.
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them: Which methods are most efficient? Which methods are

easiest to do? Expansion
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join an English conversation group After students have practiced giving advice, put them in
pairs to make a short conversation. In their dialog, one
learn one new word everyday person should be asking for advice and the other person
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make English-speaking friends giving it. Tell them that they can use one of the situations
read the news in English and underline new words they have already practiced or come up with their own
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scenario. Each conversation should contain at least two

read stories in English aloud
to three pieces of advice. If there is time, ask some pairs
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sing along to songs in English to perform their conversations for the class.
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study the dictionary

watch videos in English, listen and repeat

Writing An advice blog their answers. Does the blog contain all the elements that
were mentioned in the Writing strategy box?
5 To help students organize their thoughts about preparing
for exams, have them divide their ideas into before, during, 8 Tell students they are going to write a problem-solution
and after the exam. They should come up with at least two paragraph. As a first step, they should choose one of the
ideas for each category. Some possible answers: three problems to write about.
before the exam: get plenty of sleep the night before, set my
alarm clock, have a good breakfast the morning of the exam Study Tip Using a graphic organizer
during the exam: pay attention to the time; try not to panic; Using a graphic organizer (a kind of chart) can help
if I get "stuck," I move on and come back to that question later students to organize their thoughts before they write.
Draw the following model on the board with arrows
after the exam: do something fun and relaxing, don’t worry between the boxes showing how the information flows.
about the result Take the second example (about social media) and ask
• For question 3 have students work in pairs or small groups. students: What is the topic? Elicit the answers to this box
Each one should come up with one way of reducing worry as well as the “problem” and “why” boxes. Write the
or stress and write it on a slip of paper. Collect all the papers answers in on the board.
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and read each one aloud. If students have tried or would
be willing to try a particular stress reduction method, they
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should raise their hands. Tally the results to find the most Topic My social media habits
popular method. Problem Every day after school, I go home and spend a
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couple of hours online checking my social media.
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6 Warm up Books closed. Read the opening paragraph of Why is it a problem? It’s interfering with my schoolwork.
the blog. Ask students to get into pairs and come up with a I should be doing my homework, but I can’t stop checking
title for the blog entry. my Facebook page.
• Books open. Ask question 1 aloud. See if students can come
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Solution 1 Solution 2 Solution 3
up with a short and clear answer to the question.
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Exam Skills Finding key words Conclusion

When students have to read a passage, it can be
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helpful to scan the article for key words that help • Put students into small groups and have them think of
solutions to the problem. Have groups volunteer their ideas
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you understand the content quickly. For question 2,

tell students that there are six sections and each one and put them on the board. Pick the top three and fill in the
contains a tip for dealing with stress. Their job is to “solutions” boxes in the chart.
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locate one or two key words in each section that will • Work as a class to come up with a conclusion.
summarize what the tip is. (It’s OK if they go over the • Using this model, have students now draw their own
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two-word limit.) This is a timed activity so tell them not graphic organizer. They should pick one of the topics in
to read every word but to scan for the key ideas. They the book or come up with their own. If they are struggling,
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should circle the key words in their books. simply ask them to imagine that they are having one of the
issues, even if it isn’t true. They should fill in the first three
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Possible answers: 1st tip: do your best or don’t worry; 2nd:

eat well; 3rd: talk to another student; 4th: rest; boxes of their organizer (as was done in the model above).
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5th: activity; 6th: breathe • Put students into pairs and give them a minute each to tell
their partner their problem and ask for a solution. They should
• Go over the answers as a class. How similar are these ideas make a note of it and then one student in each pair should find
to the ones students came up with in Activity 5? a new partner and repeat the activity. Do this four or five times
so that students gather plenty of ideas for their writing.
7 WRITING SKILL Explaining problems and solutions
• Go over the information in the Writing strategy box. Tell
9 WRITING SKILL Essay structure
• Using their graphic organizer, have students write their
students they are going to apply these strategies to the
paragraphs (or you can assign it as homework).
blog in Activity 6.
• Put students into pairs and assign each pair a single
10 Have students exchange papers and check their partner’s
activity (e.g., to find the problem or to explain why it is a
work.
problem, etc.).
• Come together as a class and have different pairs report

WRITInG An advice blog
1 How do you prepare for exams?
2 How do you feel before or during exams? Do you often feel worried or stressed?
3 What do you do to reduce your worry or stress?
6 Read the advice blog. Answer the questions.
Dealing with exam stress If you feel stressed out, talk to another student about it. It
helps remind you that your feelings are normal.
It’s natural to feel stressed when you have an exam. In fact,
if you don’t feel at least a little stressed, you probably aren’t You may want to stay up late studying, but you should get
working hard enough. Stress can help make us study, but if plenty of rest. If you’re too tired, you won’t learn as well,
we have too much stress, it can make us sick and reduce our and you may get sick.
chances of success. I asked my friends how they deal with Exercise is one of the best ways to fight stress and clear
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exam stress. Here are their top six tips. your mind. When you’re planning your exam preparation,
you should include regular physical activity.
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No one is perfect. Do your best, but remember: It won’t
help you to have a lot of stress and worry about getting On exam day, remember to breathe. When you breathe
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100 percent every time. deeply, you feel more relaxed!
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When you’re preparing for an exam, eat well. Your brain If you follow these tips, you’ll improve your chances of exam
needs food! Eat plenty of fresh fruit and vegetables. success. Good luck!
1 What problem does the blog talk about? Exam stress c

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2 How many solutions does the blog give? Six
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3 Have you used any of these tips? If so, which ones? Answers will vary.
4 Which tip do you think is the most useful? Answers will vary.
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7 WRITInG SKILL Explaining problems and solutions

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Read the Writing strategy box. Does the blog in Activity 6 include all of the
information mentioned in the box? Writing strategy
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A problem-solution paragraph
8 Choose one of the problems. Ask your classmates for possible solutions.
usually begins with a sentence
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• You are often late meeting friends, arriving at school, etc. that introduces the topic. Then it
• You spend too much time on social media when you should be studying. answers these questions.
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• You have too many activities—sports, music, etc. You enjoy them all, but you’re • What is the problem?
too busy.
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• Why is it a problem?
9 WRITInG SKILL Essay structure • What is the solution / are the
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solutions?
Write a paragraph about the problem and possible solutions. Use this structure.
It will then often include a
1 Introduce the topic. 4 Offer 3–5 solutions. concluding sentence.
2 Say what the problem is. 5 Give a conclusion.
3 Say why it’s a problem.
10 Exchange papers with a partner. Check each other’s work. Does your partner
answer the questions in the Writing strategy box?

7 Tell Me What
You Eat
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• talk about the future of food.
• read about how farming changed
the world.
• learn about the impact of bees on our
food supply.
• watch a TED Talk about how to fix the
problem of wasted food.
• write about a favorite place to eat.

7 Tell Me What
You Eat
Unit Overview
About the Photo
This unit covers the things that people eat: both the foods and
drinks themselves, and how people grow and consume them. Pad Thai is a popular noodle dish from Thailand. To make
Students will learn concepts and language relating to food and it, noodles are stir fried together with ingredients such as
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drinks, both through their own experience and the experiences shrimp or chicken, scrambled eggs, fish sauce, garlic, chili
of people around the world, as well as talk about how our food pepper, tamarind (a spice), and sugar. The result is a delicious
meal that is a blend of sweet, spicy, sour, and salty flavors.
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consumption affects the world.
Though pad Thai is one of Thailand’s national dishes, many
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In this unit, students will cover a range of topics around the believe its origins can be traced to Chinese settlers who
theme including talking about foods from around the world, brought the tradition of stir frying noodles with them.
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ways that people might grow food in the future, bees—an
underrated part of humanity’s agricultural success—and what
we can do to help them, food traditions, ways we can stop
Warm Up
food waste, and planning a meal and describing a restaurant. c Call on a student to read the unit title aloud. Tell students that
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By exploring these topics, students will learn the language in this unit, they are going to be talking about food. Then go
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they need to talk about the foods and drinks they enjoy, and around the class and ask different students these questions: Tell
also explore what food means to them and people around the me, what do you usually eat for breakfast? lunch? dinner? a snack?
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world.
Expansion
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Unit Objectives To see how much food vocabulary students already know,
play this game:
Vocabulary
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• Foods, drinks, and flavors 1 Put students in pairs, and tell them to take one piece of
• Vocabulary Building Suffixes: Verb ‡ noun paper. Across the top, they should write these words, with
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space between each word.

Grammar fruit vegetables meat & seafood snacks drinks
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• Grammar 1 Predictions and arrangements 2 For each category, ask the students to call out an example,
• Grammar 2 First conditional
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for example, under fruit, you could write apple.

3 Tell students that in the game, they must work together
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Reading with their partner to write as many words as possible

• The Most Important Farmers in English under each category. They will have three
minutes, and they cannot use a dictionary.
TED Talk 4 When you say go, students can begin writing. When
• Tristram Stuart: The Global Food Waste Scandal three minutes are up, tell students to stop and count the
number of items they’ve written. Then go around the
Pronunciation room and ask each pair to say their number.
• Minimal pairs 5 The pair with the highest number should read their lists
aloud. Ask volunteers to stand under each category (fruit,
Speaking meat, etc.) at the board and write each word the pair says.
• Planning a meal: Making suggestions, describing food, and
making decisions
Resources
Writing
• Describing a place; A restaurant review
Unit 7 Tell Me What You Eat 80a
7A Food and Flavors from Around the World
VOCABULARY Foods, drinks, and flavors ________s are a ________. They’re ______.
Lemons are a fruit. They’re sour.
1 Warm up Tell students to look at the photo, and ask
a student to read the caption aloud. Then ask the class: 3 Tell students to work with their partner to think of one
Where is this dish from? What ingredients do you use to make more food or drink for each flavor in the chart. If students
it? Have you ever tried this dish? If yes, did you like it? If no, do are stuck for ideas, direct them to the foods they like and
you want to try it? dislike that you wrote on the board in Activity 1.
• Additional vocabulary • Take ideas from the class.
dish = a food prepared with different ingredients and Expansion

served as part of a meal, for example, a vegetarian dish. Project or write these questions on the board and tell
ingredients = all of the items used to prepare a given students to answer them with a partner: What food or
dish, for example, noodles, shrimp, eggs, garlic, and chili drink don’t you like? Why don’t you like it? Explain using the
pepper are some ingredients used to prepare pad Thai. flavors in the chart. Give the class an example to get them
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• Give students a few minutes to discuss the questions in started: I don’t like orange soda. It’s too sweet for me.
pairs. When students discuss food they like and don’t like,
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they can talk about a food item (e.g., watermelon), or a • Additional vocabulary To help students talk about why
they don’t like a certain food, you may need to introduce
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prepared dish (like the one in the photo on page 80).
• Ask the class: What are some of your favorite foods? Tell other language. Note that most of the adjectives below are
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students to call out their answers. Write these on the board. formed by adding -y to the noun.
Do the same with foods students don’t like. Students can Saying you don’t like the taste of something
refer back to these ideas in Activity 3.
c I don’t like / I can’t stand…
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____ is / are disgusting / gross.
2 Warm up
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1 Say the words in the chart with the class. Explaining why
2 Read the directions aloud, and then do the first item Flavor It’s / They’re too oily, smelly / stinky.
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with the class. Point out that chili powder is a spice I don’t like cheese. It’s too stinky!
(i.e., something used to give flavor/taste to other foods).
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Chili powder’s flavor (= how it tastes) is spicy. If something Texture It’s / They’re too chewy, mushy, slimy.
is spicy, it has a strong or hot taste. Mushrooms are gross. They’re too chewy.
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• Additional vocabulary Some spices commonly used to

prepare dishes around the world include basil, black pepper,
4 Read the directions and then have students match each
food with the best description. Check answers as a class.
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cilantro, cinnamon, cumin, garlic, ginger, paprika, mint,

mustard, saffron, and wasabi powder. 5 Go over the example on the page. The pronunciation of
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• Tell students to work in pairs to match the rest of the ceviche = sa vee chay – /səˈvitʃeɪ/.
items. Tell them to use their dictionary if they don’t know • Project or write this chart on the board, and tell students to
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certain words. To make the exercise more challenging, copy it in their notebooks.
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tell students to try to be the first to finish. (Note: Students

Example Idea 1 Idea 2
might not use one item, vegetable, in column two in the
chart. This is because a tomato is considered by many Food or drink food
people—including scientists—to be a fruit.) Where it’s from Peru
• Support To make chicken easier to match with a flavor, raw fish, onions, hot
specify a dish, for example, garlic chicken, fried chicken. Ingredients
pepper, lime juice
• Check answers as a class by calling on different students,
Flavor sweet and spicy
bearing in mind that sometimes different answers are
possible (e.g., coffee can be bitter if a person drinks it black, Answer ceviche
or sweet, if he/she adds sugar). Write these sentences on
• Tell students to work on their own, and to complete the
the board to help students explain their answers. They
chart with two different (but familiar) food or drink items.
should use the plural form with countable nouns.
• Put students in pairs. One person begins by describing his
________ is a ________. It’s _______. or her first item. The other should listen, and on a piece of
Chili powder is a spice. It’s spicy. paper, write the answer. Then students should switch roles
until all the items have been described.
81a Unit 7 Tell Me What You Eat SAMPLE COPY, NOT FOR DISTRIBUTION
7A Food and Flavors from Around
the World
VOCABULARY Foods, drinks, and flavors
1 What’s your favorite food? Would you like the food in the photo?
2 Is there any food you really don’t like? What is it?
2 Match each food or drink with a type and a flavor. Use your dictionary if necessary.
Foods / Drinks Types Flavors

chili powder fruit salty
lemon vegetable sweet
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coffee meat sour
Pad Thai is a popular dish
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from Thailand. it is made from strawberry spice bitter
noodles, shrimp or chicken, drink spicy
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potato chip
eggs, garlic, and chili pepper.
tomato dessert
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chocolate snack
chicken
c
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3 Think of at least one more food or drink for each of the five flavors. Make a list.
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4 Match each popular international food with the best description. Two foods
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do not have a description.

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1 b curry 5 a pasta
2 e french fry 6 d tea
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3 shrimp 7 c tomato
4 f ice cream 8 apple
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a Most people think of this food as Italian, but many experts think it probably
came from Chinese noodles originally.
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b This is a spicy food originally from India. The strong flavor comes from the hot
pepper and other spices that cooks use.
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c Many people think this red fruit is a vegetable because it is often used in salads
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or salty sauces. People in Mexico first grew and ate it more than 2,000 years ago.
d Like coffee, this drink is bitter. People often add sugar to make it sweet. People
in China were probably the first to drink it, but now it’s popular around the world.
e This salty food is similar to a potato chip. People eat it as a snack or with a meal.
No one is sure, but it may have come from Belgium. The British call them “chips.”
f This dessert often comes in sweet fruit flavors like strawberry. It’s very cold and
may have come from China, but it became very popular in Italy and the UK
about three hundred years ago.
5 Write descriptions like the ones in Activity 4 for a food or drink you know. Then
work in pairs. Guess your partner’s food.
This is a sweet and spicy dish. It comes from Peru. Ceviche?

It has fish, onions, hot pepper, and lime juice.

Unit 7 Tell Me What You Eat 81
LiSTEninG
6 Work in pairs. Look at the photo. Why do you think people want to grow vegetables
under the sea?
7 Listen to a conversation. Match each part of the conversation with the topic. There is
one extra topic. 42
Part 1 b a Food for the future

Part 2 a b The importance of smell
c Tasting what we see
8 Listen to the conversation again. Are the sentences true or false? 42
1 Kasia gives Marco something spicy to taste. F

2 Marco tastes more with his nose closed. F
3 The nose is more important than the mouth for tasting. T
4 In the future, meat might come from laboratories instead of farms. T
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5 Scientists are growing fruit under the sea. T
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9 PROnUnCiATiOn Minimal pairs
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a Sometimes, only one sound makes the difference between words, for example,
paper and pepper. Listen to the sentences. Which word do you hear? 43
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1 I need some paper / pepper for my project.
2 Can I taste / toast this bread?
3 I think green tea is better / bitter.
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4 I need more spice / space for my project.
5 Did you smell the soap / soup?
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b Work in pairs. Listen again. Then practice

saying the sentences with both words.
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Can your partner tell which word

you’re saying? 43
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Divers tend to an underwater

basil farm in italy.
82 Unit 7 Tell Me What You EatSAMPLE COPY, NOT FOR DISTRIBUTION

Listening
• C
ulture note A group called Nemo’s Garden has been
6 Have students look at the photo. Ask: Who is in the photo?
What is it showing? growing basil, lettuce, and strawberries underwater off the
• Ask: Why do you think people want to grow vegetables under coast of Italy. With an increase in the world’s population and an
the sea? What are some of the advantages to this? (Farmers upcoming shortage of land, scientists are exploring different
don’t have to worry about bad weather—strong winds, ways to feed everyone. In this case, the food is grown in
hot/cold temperatures—or pests.) What might be some underwater biospheres. Salt water evaporates, condenses on
of the difficulties? (It might be expensive and difficult to the roof of the biosphere, and then drips down onto the plants.
monitor.) Would it taste OK and be safe to eat? Pronunciation Minimal pairs
9
7 Warm up Explain to students that they will now hear a Study Tip
conversation between students as they talk about their
Minimal pairs are words that differ in meaning on the
science projects. Ask them if they know of any science
basis of a change in only one sound. When students
stories in the news recently. What have they read about?
work with minimal pairs, they are learning to distinguish
(Possible answers: robotics, space travel, driverless cars,
these subtle differences in sounds between words.
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global warming)
Students don’t need to practice all kinds of minimal
• Play the audio. Have students match each part of the
pairs; as their teacher, you are the expert in knowing
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conversation with a topic.
where they struggle the most and can direct them
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where to find additional practice online (a quick search
under “minimal pairs” brings up many options) or
8 Students are going to hear the audio again. Have them
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now read through the sentences and guess the answers. elsewhere. Students can engage in self-study with
Then play the audio and have them check their guesses. minimal pairs. They will know which pairs to study when
the two different sounds in the minimal pairs sound the
c same to their ears.
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Listening Strategy Summarizing
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Asking students to summarize after a listening is a good • 9a Read through the sentences (two for each item) while
way to see if they’ve understood the content. For this students just listen: I need some paper for my project. / I need
activity, students can work alone or in pairs. Since the
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some pepper for my project. Then practice saying each one

listening has two parts you can have some pairs work while students repeat in unison as well as individually.
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on Part 1 while others work on Part 2. Write or project Which sounds are challenging for students to distinguish?
these sentence stems on the board to help students • Play the audio. Have students circle their answers.
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get started with their summaries. The information in • 9b Put students into pairs and have them practice saying
parentheses shows the possible answers that students the different sentences. Can their partners tell which word
might come up with. they are saying?
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Expansion
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• Part 1
Put students into pairs. Have them create a short
People think (we only taste with our tongues).
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conversation using at least one of the sentences from the

Marco thinks (our noses) are more important. exercise. The sentence can be at the beginning, in the
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He shows this by (giving Kasia a sour lemon candy. When middle, or at the end of the conversation. For example:
she opens her nose, she tastes a lot more). Wow, cool project! What are you building?
• Part 2 It’s a skyscraper.
Scientists think that there will be (nearly 10 billion people on It’s really big!
Earth in 2050). Yeah. It’s going well, but I need more space for my project.
We’re going to need (more food). Ask volunteers to perform their conversations for the
We might not have (farm animals for food). class. When they get to the part of the conversation that
Some scientists are addressing this problem by (growing food uses the sentence (underlined above as an example)
under the sea). they should pause while the class tries to guess the
missing sentence. They should then do the conversation
• Go over the answers as a class. Were students able to
once with the sentence included. After they finish,
summarize the content? Ask: Which science project sounds
everyone can practice saying the sentence.
more interesting to you?

Grammar Predictions and arrangements
There are four different future forms being reviewed in this

10 experiment (= to try or test new methods), and crop (= a plant
grammar lesson: be going to, will, the present continuous that is grown in large amounts, often for food).
(as future), and may/might. As a first step, it’s good to remind • Optional Ask students what kinds of animals and crops
students of the forms. Ask them to read the sentences in the are raised in their country.
box and identify each future form: they should underline • Give students time to read the announcement and circle
the examples of will that they find, circle be going to, and their answers. Have them get into pairs and complete their
draw boxes around may/might. Ask them: What other kind of answers. Then go over the answers as a class.
future form is presented? (the present continuous) Expansion
• Language note Write or project these sentences on the
Put students into small groups and ask them: What can
board:
we do to feed a growing population? Give them time to
There will be nearly ten billion people on Earth in 2050. brainstorm some ideas and ask some of the groups to
There are going to be nearly ten billion people on Earth volunteer an idea or two. Next, write or project these
in 2050. possible answers to the question on the board:
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Explain that both will and be going to can be used to make develop stronger pesticides
general predictions about the future with no change in
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expand farmland by cutting down trees
meaning. Next, write these sentences on the board:
rely on small farms to produce more crops
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I’m giving my presentation tomorrow.
encourage people to eat fewer meat products
I’m going to give my presentation tomorrow.
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develop crops that require less water
Both of these sentences talk about definite future plans
or schedules. We can use be going to or the present educate people to throw away or waste less food
continuous with no change in meaning.
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• Tell students that they have to predict which one of these
• Remind students that 1) although the present continuous solutions is the best answer to the question of feeding a
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form is being used here, it is being used with a future growing world population. They can use be going to or will
meaning. 2) If you are talking about future plans that are to explain: In the future, we think farmers are going to educate
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less definite, it starts to sound more like a prediction, so you people to throw away or waste less food. It’s easier to change
wouldn’t use the present continuous in that case but would your habits than to find ways to grow more food.
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rather go with be going to or will (Someday I’m going to / I’ll • They should also come up with an explanation of why they
finish my novel. Someday I’m finishing my novel.) think one of the items isn’t a good solution: We don’t think
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• Finally, write this sentence on the board: farmers will develop stronger pesticides. Pesticides are poisonous
We may/might grow meat in laboratories. and they harm Earth. It is not a long-term solution.
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• Have the groups share their ideas with the class.

• Explain that the modals may and might are used to
indicate that there is a possibility something will happen Warm up
12 Go over the different uses of be going to
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in the future. It is less certain than the other future forms (for predictions) and the present continuous (for future
mentioned here.
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plans/schedules).
• Now students are prepared to answer the questions. Put • Go over the first item with the students. Then give them
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them into pairs and have them work on the questions time to complete items 2–4. Go over the answers as a class.
together. Circulate and help as necessary. Go over the
answers as a class. Put students into groups. Have them choose one of the
13
special occasions to plan. (They can also use one of their
own ideas.) To help them with their planning, give them
a chart to fill in:
event
11 Explain to students that they are going to read an venue and time
announcement about an upcoming academic discussion.
The topic is around the challenges facing us as we try to guest list
produce enough food for Earth’s growing population. food / entertainment
• First have students take a minute to skim the announcement • Students should then present their idea to the class: We’re
and circle any words that they are unsure of. Some possibilities going to celebrate the end of the school year. We’re having
are raise (animals, food) (= to breed animals or to grow food), a party in the gymnasium at 3 pm on Friday. We’re going to
invite everyone in our class!
83a Unit 7 Tell Me What You Eat
GRAmmAR Predictions and arrangements 11 Choose the correct options to complete the
announcement.
Predictions and arrangements
Science Day: Feeding a Growing Population
Talking about future arrangements
The science department (1) is holding / might hold a
I’m giving my presentation next Thursday. discussion next Monday from 3:00 to 4:00 about the future
I’m going to give my presentation tomorrow. of food, and all students are invited to attend. According
to science teacher Mr. Yamada, “Scientists think there
making predictions (2) will be / are being nearly ten billion people on Earth
We’re going to need more food. in 2050. As the population increases, we (3) might not /
will need more food. We (4) are going to / won’t be able to
There will be nearly ten billion people on Earth in 2050.
continue raising animals for food because it uses a lot
We won’t need as much land for farms. of energy.” According to Yamada, this is where the
We might “grow” meat in laboratories. science gets interesting. “To feed everyone in 2050,
We might not continue raising animals for food. (5) we might have to ‘grow’ / we’ll ‘grow’ meat in
laboratories.” Yamada also says that scientists are working
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We’re sure this will happen. on new ways to grow food. “Right now, researchers
We think this might / may happen, but we’re not sure. (6) will experiment / are experimenting with new ways
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of growing food, for example, growing crops in tunnels
under the ground,” he explains. “In 2050, underground
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10 Look at the Grammar box. Read the sentences from the farmers (7) won’t have to / aren’t having to worry so much
listening. Answer the questions. about the weather!”
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1 What time period do all the sentences talk about: the
12 Complete each sentence. Use one verb with going to and
present or the future? future
2 Which sentences use a present tense verb form? future
c one verb in the present continuous.
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arrangements
3 What is the shortened form of will not? won’t 1 My dad is buying (buy) a 3D food printer next
week because he thinks food printing is going to be
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4 Which is more definite: will or might? will

5 Which tense talks about a future arrangement? present continuous (be) the next big thing.
6 Do the other sentences predict the future or talk about
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2 We’re not going to have (have) dinner with our

definite plans? predict ’m eating
vegetarian friends next week, so I (eat)
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Check page 140 for more information and practice. vegetarian food this weekend to see what it’s like.
3 Layla is giving (give) a presentation tomorrow
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about how future farmers are going to grow (grow)

vegetables underwater.
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4 I ’m having (have) a big steak dinner tomorrow

night, and I ’m going to enjoy (enjoy) it, because there
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won’t be much real meat in the future!

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13 Work in groups. Look at the list of special occasions.

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Pick one and plan activities and a way to celebrate.

Share your plans with another group.
birthday college acceptance end of a sports season

good grades graduation wedding
It’s Marcos’s birthday. We’re going to have a party at the park

on Saturday. We’re going to eat at 1 p.m.

7B The Greatest Human Success Story
VOCABULARY BUiLDinG 4 Read the article again. Underline the information that
disagrees with each statement below.
Suffixes: Verb noun
1 The first farmers lived about five thousand years ago.
Adding -er, -ment, or -ance to some verbs creates nouns.
2 Plants can grow food on their own.
-er is added to mean “a person who does something”
3 Working on farms stopped humans from making
(work worker). -ment is added to mean “the result of
progress in other areas.
the verb” (enjoy enjoyment). -ance is added to mean
4 Bees sometimes cause problems because they eat plants.
“a specific instance of the verb happening”
5 Farmers dislike bees, so they try to kill them.
(perform performance).
• When a verb ends in a consonant, -er can be added (worker). 5 Match the farming vocabulary from the article with the
best definition.
• When a verb ends in b, d, f, l, m, n, p, or t, the final letter is
1 d agriculture g
usually doubled (runner). Exceptions: farmer, hunter 5 grow
2 a livestock c
6 harvest
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• When a verb ends in e, add -r to make -er words. 3 h community f
7 plant
4 b crop e
8 season
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1 Read the Vocabulary Building box. Then add a suffix
to items 1–4 to make a noun. Use your dictionary if a animals raised for meat
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necessary. b a food plant
c to collect food from plants
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People Other nouns d farming
e part of the year
1. travel – traveler 2. achieve – achievement
3. work – worker 4. disappear – disappearance cf to put a plant into the ground
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g to give a plant what it needs to develop
5. hunt – hunter 6. require – requirement h a group of people who live or work together or who have
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something in common
7. farm – farmer
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6 Do the following. Use your dictionary if necessary.

1 Name two types of livestock.
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READinG 2 Name two crops that grow in your country.

3 Put these words in the order that farmers do them:
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2 Read the first two paragraphs of the article. Find three harvest, plant, grow.
more nouns that are made from verbs. Write the verb 4 Name two or three places in your region or country
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and the noun in the table in Activity 1. where there are a lot of farms.
3 Read the tip. Then read the article and put letters for the 7 Work in pairs. Cover the article. Tell each other what you
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headings (a–e) next to the correct paragraph. have learned about:

at
• how agriculture changed the lives of humans.

Each paragraph of a text usually has a different main • why bees are important.
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idea. By identifying the main idea of each paragraph, we • why bees may be disappearing.
can better understand the whole text. Usually, focusing
on the nouns and verbs in a paragraph gives you a good 8 CHOOSE
idea of its main ideas.
Read the labels on the picture. Do one of the following.
a Staying in one place • Discuss in pairs. What foods have you eaten recently that
b The most important workers on the farm would be gone if bees disappeared?
c Once upon a time • Write a shopping list for a dinner party. All dishes must
d Protecting our farms use food that’s pollenated by bees.
e Our greatest achievement
f A long history together • Use the Internet to find more information about the
decreasing bee population. Write a list of things that
people can do to help.
84 Unit 7 Tell Me What You Eat

7B The Greatest Human Success Story
VOCABULARY BUILDING Suffixes Verb → 3 Ask a volunteer to tell the class what he or she thinks
noun the reading is about. (Possible answer: It’s mainly about
farming and how bees help humans grow food.)
1 Warm up • Read the information in the tip box and the directions
1 Write the words enjoy, perform, and work on the board. aloud. Tell students that the goal of this exercise is to
Nearby, write these suffixes identify the main idea of each paragraph.
-ance, -er, -ment. Exam Skills Identify main ideas in paragraphs
2 Point to the three words and tell students they are verbs. On some exams, students will be asked to match a
Tell students they can add the small word parts (-ance, heading with a paragraph in the passage. This exercise
-er, -ment) to make the noun forms. tests students’ ability to understand what each
3 Ask the class to tell you which suffix goes with which paragraph’s main idea is. To complete this exercise
verb. Write the ideas on the board. (Note that you can use successfully, students should do the following:
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both -er and -ance with perform.) Then tell students to • Read all of the headings first.
check answers by reading the Vocabulary Building box. • Read each paragraph in the passage and try to
4 Say the three words: worker, enjoyment, performance with
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understand the main idea. This is usually expressed
the class. near the start of the paragraph, though sometimes it’s
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• Look at the verbs in 1–4 in the chart. Tell students to add stated in the last sentence. In some cases, the main
the correct suffix to each to form the noun, and then to idea may be implied and not stated directly.
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write the full word on the line (e.g., 1. traveler). If students • Match the best heading with the paragraph. If students
are uncertain what the correct answer is, tell them to use are uncertain about an answer, tell them to skip it and
their dictionary.
c do others first.
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• Check answers by calling on students to say both forms.
Then say them aloud with the class. • Tell students to read the headings in a–f and to ask about
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anything they don’t understand.

READING • Language note Explain that Once upon a time is used to
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talk about something that happened a long time ago.

2 Warm up Tell students to look quickly at the first • Tell students to read the first paragraph, thinking about
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paragraph and to find and underline a noun that ends in what it is mainly about, and then to choose the best
-ance, -er, or -ment. When they locate the noun hunters, heading. Give them a minute to do this.
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tell them to write it on the second line in the chart next • Ask: What is paragraph 1 mainly about? (They should be able
to number 5. Then ask what the verb form is (hunt). Tell to express this in a sentence or two.) Take ideas from the
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students to write this word on the first line. class. Then ask them which answer is best (Answer: c).
• Tell students to look quickly at paragraph 2 and to complete • Tell students to read the rest of the article and to match b–f
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the rest of the chart with a noun that ends in either -ance, -er, with the correct paragraphs.
or -ment, and then to write its related verb form. • Check answers with the class.
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• Check answers as a class by calling on different students

to say each verb-noun pair. Then say the words aloud with 4 Warm up
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the class. 1 Read the directions. Tell students that all of the
sentences in 1–5 are incorrect. They need to scan the
3 Warm up text to find the correct information.
1 Tell students to read the title of the passage and to look 2 Ask a student to read sentence 1 aloud. Then ask: What
at the photo. Point out that the insects near the title are are you looking for in the reading? (Answer: when the first
called bees. Write the word on the board. farmers lived) Remember: One of the keys to scanning
• Language note Pollination is the act of bees and other successfully is to know what you are looking for.
insects carrying pollen (a kind of powder) from one 3 Tell students to scan the reading and find when
plant to another. This makes it possible for the plants to the first farmers lived and to underline the information.
produce seeds. (Answer: at least 10,000 years ago)
2 Next, tell students to skim the article to get a sense of • Have students do 2–5.
what it’s about. • Check answers as a class.

5 Tell students to cover the text. Then say to the class:
5 Warm up Tell students to scan for and underline the
words in the passage. Note: For grow, direct students to line How did agriculture change the lives of humans? Tell your
33 and the word growing. partner in your own words. Students should explain their
• Then tell students to look at 1–8. Are there any words they answer to a partner.
already know? If so, tell them to match those words with 6 Ask a student to tell the class in his or her own words
the correct definition in a–h. without looking at the text.
• For the unfamiliar words, tell students to find the ones • Read the remaining prompts aloud. Give students two
they’ve underlined in the reading, and to see if they can use minutes to reread parts of the passage, take notes, and
the context (i.e., the surrounding words and sentences) to think about how they are going to explain their answer.
help them figure out the meaning of the word. • Put students in A/B pairs, and tell them to cover the
• Treat this as an exam exercise and do not allow students to reading. Tell them that they will have one minute to explain
use their dictionaries. to their partner why bees are important and why they are
• When time is up, check answers together. disappearing. They can use their notes.
• When you say go, Student A should tell Student B his or her
6 Give students a few minutes to complete 1–4 on their own. answer.
• Put students in pairs and have them share their answers. • When a minute is up, call out: Stop! Write these questions
ng
• Check answers as a class by asking different students to on the board for Student A to answer: Did you…
volunteer their ideas. answer the questions correctly?
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speak clearly (not too fast or stopping a lot)?
7 Warm up
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make many mistakes?
1 Look at the prompts with students. Tell them the goal
• Tell students to change roles. When you say go, Student B
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of this exercise is to summarize in their own words what
should tell Student A his or her answer. After a minute, call
they have learned in the reading.
out Stop! Tell Student B to answer the questions above.
2 Look at prompt 1 (how agriculture changed the lives of
humans). Ask which paragraph they’d look at to find this
c • For additional practice, have students pair up with a new
hi
partner and give their answer again.
information. (Answer: Paragraph 5: We’ve been to the
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moon, but agriculture…).

3 Ask: How did agriculture change our lives? Tell students
8 CHOOSE Warm up
to underline the text in paragraph 5 that answers that 1 Project or write this sentence on the board: Without bees,
gr
question. Then direct students to this information we wouldn’t have <name of food>. Without this food,…
2 Tell students to look at the picture. Then model what
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(lines 33-37): By growing our food rather than finding it

or hunting for it… and created the modern world. students can say: Without bees, we wouldn’t have lemons.
Without lemons, the lemonade would be just sugar and
lG
4 Now tell students to explain the text in their own words

silently to themselves. (Give them a minute to do this.) water—too sweet!
Stress that they don’t have to say it exactly as it’s written. • Put students in pairs. Tell them to choose one of the
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They can use simpler language, for example, In the past, options and prepare a short talk on it.
we were hunters, but then we started to grow our food. This • Option 1 Tell students to make a list of what they’ve
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changed our lives. We had more time, and as a result…. eaten in the last 24 hours, and to note which items would
disappear without bees. To do this, students may have
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to think about what ingredients are in different foods,

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Exam Skills Paraphrasing and research whether a given ingredient relies on bee
On some exams, students will read or hear a text and pollination.
then will be asked to summarize it verbally. The goal is • Option 2 Tell students to write a shopping list for a
not to memorize or quote exactly what was said, but to dinner in which each item served uses a food that’s been
paraphrase the information in their own words. To do pollinated by bees. Students may want to research which
this, tell students to… food or dish ingredients rely on bee pollination.
• Option 3 Tell students to research two or three things
• read (or listen to) a text twice and then ask: What is this that people can do to protect bees. Encourage them to
about? Say the answer aloud to yourself in your own create a poster or slideshow that starts by summarizing
words. what the problem is and how it affects humans. Then tell
• underline (or write down) key words (nouns, verbs, them to list two or three solutions.
adjectives, numbers). • Have each pair get together with another and give their
• use other words (e.g., synonyms) and different short talk. At the end, listeners can ask questions, and
sentences to restate the original. should say one thing they learned from the presentation.

“Almost all the PB & J
No jelly or no salsa
fruits and nuts, peanut butter
and a lot of the no guacamole

(no avocados)
vegetable varieties Pasta salad
that we eat require Blackberry pie
Pasta is OK, but no
broccoli, olives, onions,
peppers, or tomatoes
some insect— No berries
Greek salad Fruit salad

usually bees— No tomatoes, cucumbers,
onions, or olives. Feta
Banana and pineapple
only. No strawberries,
cheese is OK, but too salty grapes, blueberries,
for pollination.” without the vegetables! or kiwi.
SAM DROEGE, BEE EXPERT Lemonade
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No lemons, so it’s
just sugar and water.
Too sweet!
ni
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kabobs
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Meat is OK, but no onions,
peppers, or tomatoes
c
hi
The most important Farmers
ap
gr
c grew, people built more and more houses to live in

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44 Before the first farms appeared, humans

were hunters, following animals and the seasons from and buildings to store food. Bees come in handy here,
place to place. Along with the meat they killed, they ate too. Experts think that containers made from beeswax
lG
fruit, vegetables, and nuts that they found as they traveled. started being used for storage at least 9,000 years ago.
5 And then, in different places all over the world, people 30 e We’ve been to the moon, but agriculture is
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began farming. This happened at least 10,000 years ago. probably the biggest human success story. You may
a One requirement of farming is that people stay in not think about it often, but almost everything you eat
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one place. Farmers need time to plant crops in the spring, every day is a product of farming. By growing our food
care for them through the summer, and harvest them in rather than finding it or hunting for it, we have allowed
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10 the fall. Livestock that are raised for meat need to stay 35 ourselves to think new thoughts and make new things.
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where there is a good supply of food and water. We have turned our villages into towns and our towns
b into great cities and created the modern world. Without
This required people to work together as a
bees, none of this would have been possible.
community: some farmed, some tended to the livestock,
some built houses or cooked. Farmers had to work hard d Recently, the number of bees has dropped. Why?
15 to keep everyone fed, but none of this would have been 40 Some insects eat plants, so farmers use chemicals to kill
possible without one creature: bees. These hardworking these insects. But this also can kill bees. We now know
insects transfer pollen from plant to plant. This causes that the disappearance of bees around the world is an
healthy plants to produce fruit and vegetables, both on increasing problem and these chemicals are one of the
farms and in nature. Without bees, most plants can’t make causes. If we keep losing bees, we may soon have difficulty
20 the things people eat—from apples to corn to tomatoes. 45 growing food. Some experts believe that if farmers continue
Eventually, people began keeping bees in order to help using chemicals, the bee population will continue to fall.
with crops as well as provide honey. Fortunately, farmers are beginning to understand the
f situation and are finding safer ways to fight the insects that
Experts believe that bees were domesticated
cause problems. Farming will continue to be our greatest
4,500 years ago in Egypt. This allowed for more crops and 50 success story only if we protect the bees.
25 bigger cities and towns to grow. As villages and towns
The countryside
near kars, Turkey
7C A Taste of Honey
GRAmmAR First conditional
First conditional
Use the first conditional to talk about possible future situations.
If we protect the bees, farming will continue to be our greatest success story.
If we continue to lose bees, we may soon have difficulty growing food.
If farmers continue using chemicals, the bee population might continue to fall.
Bees will return only when we stop using dangerous chemicals.
1 Look at the Grammar box and answer the questions.
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1 Are the actions in the result clauses possible or not? Yes, they are.
2 What tense is used for the if or when clause? present simple
3 What tense is used in the result clause? will/may/might future
ni
4 Which is more certain, if or when? when
ar
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2 Put the phrases in the best place to complete the text below.
The Balyolu—Turkey’s Honey Road
c
If you go walking in the countryside near the Turkish city of Kars,
hi
(1) d —or several. For centuries, the local people have raised bees for
the honey they make. And you’ll certainly have a chance to taste some if
ap
(2) a . If you taste carefully, (3) c as you move along the trail.
But watch out! If (4) b , you could ruin your trip with a stomachache!
gr
a you walk the Honey Road

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b you eat too much honey

c you may notice the changing flavors in the honey
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d you might meet a beekeeper*

beekeeper a person who takes care of bees and gathers their honey
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3 Choose the best words to complete the article.

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Saving food traditions for the future

The Honey Road was the idea of National Geographic Explorer Catherine Jaffee.
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Why is honey important to her? All over the world, young people are moving
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from rural areas to cities. If they (1) leave / will leave their villages, they
(2) didn’t / won’t continue to learn about their own local foods and food
traditions—like beekeeping. She believes that if we (3) don’t / will keep
traditions like beekeeping alive, (4) we / we may lose them forever—and lose
part of who we are. Thanks to efforts like this, (5) will / when future generations
look back, (6) they will / they thank us for keeping foods and traditions alive.
4 Choose if or when to complete the exchanges.

1 A Are you coming to Kars next month?
B Yes. When / If I get there, I’ll call you.
2 A It may rain tomorrow.
B When / If it rains, the bees won’t be active.
3 A We have one more hour to work on our project today.
B When / If we work quickly, we may finish it.
86 Unit 7 Tell Me What You Eat
7C A Taste of Honey
Grammar First conditional • Give students a brief summary of the Honey Road: The
Honey Road is a place in Turkey. Tourists go there to visit the
1 Warm up Remind students that the zero conditional is countryside and taste the delicious honey.
used for situations that are always true. Let’s say that you • Have students read the text and complete the sentences.
are allergic to milk. Write these sentences on the board: • Go over the answers as a class. Ask students to identify
When I drink milk, I get a stomachache. the clauses of cause (if clauses) and effect (will/may/might
clauses).
If I drink milk, I get a stomachache.
• The present tense is used in both clauses. This shows a 3 Warm up Honey has been produced in northeastern
cause-and-effect relationship that we know to be true from Turkey for hundreds of years. Until recently, it was a food
past experience; it always happens this way. tradition that was disappearing. Ask students: What are
• Language note We use the first conditional to talk about some food traditions in your country that are disappearing?
the possibility of situations happening. Tell students to Why are they disappearing?
• Have students read through the article about the Honey Road
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imagine their friend is going to visit Australia on vacation.
In that country, Vegemite is a popular food; many people and circle their answers. Go over the answers as a class.
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outside of Australia don’t really care for it. (It’s a salty brown
spread you put on toast.) You are going to tell your friend Teaching Tip Memorization
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about Vegemite. Write this sentence on the board: Memorization can help students focus on the natural
rhythm and structure of English. In this case it can also help
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If you try Vegemite, you probably won’t like it. them with grammar and getting the tenses correct in first
• Explain that this sentence, unlike the zero conditional, is conditional sentences. Have six students get into a group
talking about what might happen, not what is definitely and count off from one to six. Each student should take some
going to happen. In the if clause we use the simple present
c time to memorize one sentence from the article. (Note: The
hi
and in the result clause we use will or another modal form last two sentences are long, so you may want to split them
ap
showing uncertainty such as may, might, or could. You up between two students. If you do that, students should
are telling your friend that if they should happen to try count off from one to eight) After students have learned their
gr
Vegemite, then they probably won’t like it. (But they may sentences, ask each group to say the article from memory
not try it at all.) In this particular example, you will use if aloud with their books closed, one sentence at a time.
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but not when because you’re not completely sure that the
situation will occur.
Expansion
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• Have students look at the sentences in the Grammar box. Brainstorm a list of places in your city or country that are
Read through them together, and then ask students to suffering from depopulation or economic depression.
circle the verbs in the simple present and underline the
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Write the list on the board. Then brainstorm what some of

different forms of will. Have them answer the four questions the problems are in the area (e.g., no jobs, no schools, etc.).
and then go over the answers as a class. Note that in the
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Choose one of the places to talk about. Then write this

fourth sentence, when is used because the writer is certain on the board: If _____, more people will want to live there.
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that this result will definitely occur. Put students into pairs and give them time to fill in the
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At this point, have students complete Activities 7–10 on sentence with some ideas. After each pair has at least one
page 141 in the Grammar Reference section. You may also sentence, have them write their sentence(s) on the board.
assign these activities as homework. Vote on the top three solutions to the problem.
2 Culture Note Catherine Jaffee was a student when

she traveled to northeastern Turkey to study women in
4 Ask students to read the conversational exchanges and to
circle the correct answers. When you go over the answers,
rural areas. She found that the area was suffering from have different pairs of students stand up and read the
depopulation; with few schools and jobs available, many dialogs aloud. (Don’t tell them whether they are correct or
people were relocating to the cities. With the cooperation not because you will do that in Activity 5. Just give several
and support of local beekeepers, she helped organize a different pairs of students an opportunity to read aloud.)
honey-tasting tour of the area. Tourists explore the area on • Ask students to explain their answers: Why did you choose
foot (taking the “Honey Road”) and learn about the culture, if instead of when? (Note: Items 1 and 4 refer to scheduled
history, wildlife, and honey of the area. The local people situations and 2 and 3 refer to possible situations.)
make money from the tours, so everyone benefits.

5 Play the audio and have students listen and check their Expansion
answers. If you want to give students some more practice, give
them these three situations and have them work in small
6 Warm up Go over the first item together. Ask students groups to come up with conditional chains.
to read it silently and think of an answer to complete the
sentence. Then go around the room and call on different 1 Research has shown that it’s healthier to eat meals
volunteers to give their answers. more slowly. With the pressures of modern life,
• Give students time to complete the remaining sentences. however, people have little time to sit down and
Have them get together with a partner and take turns enjoy a nice, slow dinner. If we can return to eating
reading their sentences to each other. more slowly,…
• Come back together as a class and have each student tell 2 Families used to eat dinner together every night.
the class what one of his or her partner’s sentences was. More and more this is not the case. Everyone has busy
• Optional This exercise could be expanded and done as a schedules and is eating at different times. If we can eat
small group activity. First, add at least four sentences to the more meals together with our families,…
five that are already on the page. Some ideas: 3 In some cultures, street food is slowly disappearing as
cheaper restaurant chains are taking over. There are
If I finish my homework early, _________.
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many advantages to having street food. If we can keep
If I do well on my next exam, _________. street food,…
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If I don’t understand our homework assignment, _________.
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If I get bored this weekend, _________. • Groups can share some of their ideas with the class.
• Have students complete all nine or ten sentences (five in
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their books and four or five new ones that you give them) Teaching Tip Personalizing
with their own ideas. Then put them into groups of four to Studying academic topics and language is important,
six students. Each student should take turns reading one of
their sentence endings; for example, a student might say c but it can also be challenging for students. If you feel that
hi
at this point they are a bit fatigued, you can have them
aloud I’ll call my friend. Going around the group one at a make conditional chains based on their own personal
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time, each student must try and guess which sentence I’ll life experiences. This will allow them to still get practice
call my friend completes (it could complete the sentence with the target structure by using more familiar and less
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stem If I finish my homework early… or When I get home for complex language.
school today… or If I get bored this weekend…). The student
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who guesses the answer correctly wins a point. Keep

playing until all of the answers have been given. • Optional Put students into groups. Give them a sentence
stem to get them started (e.g., If I have some free time, …).
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The first student in each group should think of the ending

7 Warm up Have students look at the first item (If we protect
bees, …) and point out the chain of events below (protect to complete the sentence and say it aloud (e.g., If I have
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bees → no pollen problem, etc.). Tell them that they are some free time, I’ll go to the movies). After that, the next
going to make a “chain” or series of conditional sentences student has 20–30 seconds to come up with and say the
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that show cause and effect. Do the first one for them: If we next sentence in the chain (e.g., If I go to the movies, I’ll see
Wonder Woman). You should set the time period so that it
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protect bees, there will be no pollen problem. Tell them to

pick up the end of that sentence and use it to start the next puts some pressure on the students to think of an answer
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sentence: If there is no pollen problem,… quickly. Clap your hands to end each round. Students
• Give students time to write out or practice saying the should keep circling around their group, adding sentences
answers. Then go over the answers as a class. to the chain for as many rounds as they can. When one
• For the remaining two items put students into small groups student can’t come up with a conditional sentence in the
and have them make conditional chains for the sentences allotted time, that group is now out of the game. Keep
about growing vegetables underwater and leaving rural playing until you have only one group remaining as the
areas to live in cities. winner.
• Have each group share their conditional chains with the
class. 8 Choose one of the options for students to do. You may
also skip this activity if you feel students have had enough
practice with the target structure.

4 A I have an appointment with Mr. Sato tomorrow.
B When / If you see him, say hello for me.
5 Listen to the exchanges and check your answers to Activity 4. 45
6 Work in pairs. Write your own endings to the sentences. Use will, may, could, and might at
least once each.
1 If I get hungry before the end of school today, I .
2 When I have dinner tonight, I ’ll eat… .
3 If my friends and I have lunch together next week, we .
4 When I get home from school today, I .
5 If we go to a restaurant for my next birthday, we .
7 Work in groups. Discuss what you have learned in this unit by making “conditional chains.”
Talk about:
• If we protect bees,… • If people leave rural areas to live in cities,…
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• If we grow vegetables underwater,…
protect bees no pollen problem plants grow well plants make food people have
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enough food for the future
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A If we protect bees, there will be no pollen problem.
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B If there is no pollen problem, plants will grow well.
C If plants grow well, they’ll make food.
8 CHOOSE
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• Work in pairs. Pick one of the issues in Activity 7.

Discuss what people can do at each part of
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the chain to help the situation.

• Write a paragraph using one of the chains
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as a model.
• Work in groups. Think of a new issue to make
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a conditional chain for. Present your ideas

to the class.
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A beekeeper in Turkey collects

honey—one of the world’s most
ancient foods.
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7D The Global Food Waste Scandal
“ The best thing to do with food

is to eat and enjoy it, and to
stop wasting it.
TRISTRAM STUART ”
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Read about Tristram Stuart and get ready to watch his TED Talk. 7.0
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AUTHEnTiC LiSTEninG SkiLLS 2 Now, our agriculture cuts too many trees, uses too much
water , and pollutes the air.
Prediction a space b gas c water
c
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Sometimes you can use what you already know about a 3 Stuart found a package of biscuits (cookies) in the
topic to predict what a speaker might say. This can help you garbage behind a supermarket .
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understand more of what you hear. a supermarket b restaurant c house

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1 Read the Authentic Listening Skills box. Based on the 4 Watch Part 2 of the talk. Write the correct numbers to
title of the talk and the quote above, what do you think complete the pie chart. 7.2
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Tristram Stuart is likely to talk about? Check (√) the

topics you think he may discuss. Food use and waste
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✓ Hunger isn’t a big problem in rich countries. Lost before it

1/9 leaves the farm
Cooking is a useful skill.
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Eaten
Fast food often isn’t very tasty. 4 /9 2 /9
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✓ The biggest problem isn’t too little food, but too much. Lost because animals
aren’t efficient
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✓ We need to stop wasting food.

We can save money by eating less. 2 /9
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Thrown away
2 Listen to an extract from the talk and check your answers
to Activity 1. 46
5 Watch Part 3 of the talk. Answer the questions.
7.3
WATCH 1 Stuart shows a picture of thrown away packaged food.
Where was it thrown away? a supermarket
3 Watch Part 1 of the talk. Choose the correct option.
7.1 2 How many slices of bread did the factory throw away
each day? 13,000
1 People started trying to create a food surplus
12,000 years ago. 3 The farmer had to throw away the spinach crop
a 1,200 b 12,000 c 120,000 because something was growing with it. What was it?
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88 Unit 7 Tell Me What You Eat SAMPLE COPY, NOT FOR DISTRIBUTION
7D The Global Food Waste Scandal
About the Speaker • Play Part 1 of the talk. Tell students to watch/listen once
through. Then play Part 1 a second time. Remind students
• Warm up that when Stuart speaks, they don’t have to understand
1 Point to the man in the photo and tell students: This is everything. Their goal is to answer 1–3.
Tristram Stuart. We are going to listen to his talk. • Support Pause the talk periodically so students can write
2 Ask a student to read the title of the talk aloud. Then the correct answers in 1–3.
project or write this sentence on the board: Please eat all • Take answers from the class, repeating the parts of the talk
of your food. Don’t waste it. Ask students: If you waste your that clarify the answers. Turn on the subtitles if needed.
food, do you eat your food, or do you throw away the food?
(Write the verb throw away on the board and act it out
4 Warm
up Tell students they are going to watch Part 2 of
the talk and summarize it for them: In this part, Stuart will
for the class.)
explain how much food we waste and how much we use.
3 Explain that when we waste something, we use it in a
• Tell students to look at the pie chart. Tell them: The sections
bad way, for example, we throw away good food, or we
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in blue, green, and yellow are the food we waste.
spend too much money on something unimportant.
4 Tell students to read Stuart‘s quote on the top of the Point to the blue piece and say: We lose food before it
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page. Ask them what they think he is saying. Take ideas leaves the farm because sometimes food doesn’t grow, or it
from the class. goes bad.
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Point to the green piece and say: We also lose food
• Tell students they are going to read and hear some
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because animals aren’t efficient. This means we feed animals
information about Stuart.
a lot of food, but in return, we only get a little food from
• Play the About the Speaker part of the video. Tell students
them (when they become meat).
to listen and read along. Do the vocabulary matching
exercise on the video that follows. c Point to the yellow piece and say: This is food we throw
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away in bins (= garbage cans).
Point to the orange piece and say: This is the food we eat.
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AUTHENTIC LISTENING SKILLS Prediction

• Say: To talk about food waste, Stuart is going to use biscuits
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1 Read
the information in the Authentic Listening Skills box. (= cookies). At the start, he will have nine. Each time he talks
• Then tell students to reread the title of the talk and the about a way we waste food, he will subtract a biscuit. Write
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quote on the top of the page, and to check which of the the number you hear. At the end, he tells us how many biscuits
six topics Stuart will probably talk about. we have left. Write the number. This is the food we eat.
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• Play Part 2 of the talk. Remind students that when Stuart

2 Warm
up Before students watch and listen, you may want speaks, they don’t have to understand everything. Their goal is
to introduce the words enormous / gargantuan (= very big) to listen and write the numbers. They can also watch as Stuart
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and buffer (= something that protects you and keeps you subtracts the biscuits in his hand from the nine total.
safe). • Play Part 2 a second time. Have students check their
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• Play the extract and tell students to just listen once through. answers.
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• Play the extract again, and tell students to check their • Take answers from the class, repeating the parts of the talk
answers in Activity 1. Turn on the subtitles if necessary. that clarify the answers. Turn on the subtitles if needed.
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• Take answers from the class. Repeat parts of the extract that
clarify the answers. 5 Warm
up Tell students they are going to watch Part 3
of the talk and summarize it for them: In this part, Stuart
WATCH is going to show us some examples of food waste by talking
about packaged food, bread crusts (= the parts at the end of
3 Warm
up Tell students they are going to watch Part 1 a loaf of bread), and spinach.
of the talk. Summarize it for them, and give them this • Tell students to preview questions 1–3 and to ask about
background: In the past, Stuart was a farmer. He often went anything they don’t understand.
to the supermarket, and he got old loaves of bread for free • Play Part 3 of the talk. Tell students to watch once through.
because the market would throw them out. (Make sure Then play Part 3 a second time. Remind students that when
students understand the underlined words.) Stuart gave this Stuart speaks, they don’t have to understand everything.
bread to his pigs. Stuart will tell a story about this. Their goal is to answer 1–3 with a word or number.
• Tell students to preview sentences 1–3 and see if they can • Take answers from the class, repeating the parts of the talk
guess any of the answers. that clarify the answers. Turn on the subtitles if needed.

2 Give students a minute to answer the question and make
6 Warm
up Tell students they are going to watch Part 4 of
the talk and summarize it for them: In this part of the talk, some notes.
Stuart is going to explain how we can stop food waste. 3 Put students in A/B pairs. Tell students they will have
• Tell students to preview sentences 1–3 and to see if they one minute to explain their answer. When you say go,
can guess any of the answers. Play Part 4 of the talk. Tell Student A should tell Student B his or her answer.
students to watch/listen once through. 4 When a minute is up, call out: Stop! Student B should
• Play Part 4 a second time. Remind students that when then answer these questions about Student A:
Stuart speaks, they don’t have to understand everything. Did your partner…
Their goal is to answer 1–3. state his or her opinion and give two reasons?
• Support Pause the talk periodically so students can write speak clearly (not too fast or too slowly)?
the correct answers in 1–3. give his or her full answer in one minute?
• Take answers from the class, repeating the parts of the talk
that clarify the answers. Turn on the subtitles if needed. 5 Tell students to change roles. This time, it’s Student B’s
turn to talk.
7 VOCABULARY
IN CONTEXT
Speaking Strategy Stating and supporting an
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from the talk. They will see new words and should choose opinion
the correct meaning for each. Then play the recording. In previous units, students have had practice stating and
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• 7b After students watch, put them in pairs and give them a explaining their opinions. Since this kind of question
few minutes to complete and discuss the sentences, which type is very common on standardized exams, it’s worth
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use the new words they’ve just learned. reviewing the most typical ways of responding to it.
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• Go around and help students by correcting or giving them Stating your opinion: I think / In my opinion, …
the English they need. Giving and explaining your reasons: One reason is that…
• At the end, give feedback about the new language that Another reason is that….
came up, and correct any errors.
c
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I think the store will be successful. One reason is that the
CRITICAL THINKING Supporting evidence food is cheaper. If the food is safe, tastes good, and it’s
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8 Warm up Read the tip box. Explain that in the video, Stu- cheap, a lot of people will buy it. Another reason (the store
will be successful) is that…
art made statements like Supermarkets waste food. and then
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he used photos to support these statements. Point out that

• Optional Turn question 3 into a project in which students
it’s not enough just to give an opinion or to state your idea
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research food waste in their school.

about something; you need to support these statements
with examples, either verbally, with images, or both. 1 Tell students to think about these questions: What and
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• Language note When people use examples to support how much do people throw away? Where did you see it
an idea, they will often use phrases like for example or for happen? Encourage them to take photos or video.
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instance to introduce the evidence: A lot of supermarkets 2 Tell them to make a short presentation (like the TED
waste food. For instance, / For example, the supermarket speaker). In the first part, they can explain what happens
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pictured throws away bins of food every day. at their school and support their ideas with evidence: At
• Read sentence 1 aloud (Supermarkets waste food.). Then ask our school, there’s a lot of food waste. For example, we took
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students which example he showed (a–d) to support this this photo of a garbage can in the cafeteria…
3 In the second part of the presentation, they can list two
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statement. (Answer: c)
• Tell students to do 2–4 on their own, and then check or three solutions, that is, things people can do to reduce
answers as a class. Replay parts of the talk if necessary to food waste.
help students remember.
CHALLENGE
9 Put students in pairs and give them time to discuss the • Put students in pairs and give them a few minutes to
questions. explain which things on the list they would and wouldn’t
• Discuss the questions as a class. do and why.
• Optional Instead of answering questions 1 and 2 on the • Go around and help students by correcting or giving them
page, do the following: the English they need.
1 Project or write this question on the board and tell students • When students are done, ask volunteers to share their
to read it: A new store plans to sell only “ugly” fruit and answers with the class. Give feedback about new language
vegetables at a reduced price. Do you think this store will be that came up, and correct any errors.
successful or not? Explain your answer with two reasons.

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6 Watch Part 4 of the talk. Choose the correct option. 8 Match Stuart’s ideas with the examples that support them.
7.4
1 c Supermarkets waste food.
1 Stuart says we need to tell friends and neighbors /
c 2 a The sandwich industry wastes bread.
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corporations and governments to stop food waste. 3 d Cosmetic standards cause food waste.
2 He says we should store lettuce in the fridge / a vase 4 b
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We can store food in a better way.

of water.
a A photo of discarded bread crusts
3 Stuart fed “waste” food to / collected “waste food”
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b Photos of lettuce stored correctly and incorrectly

from 5,000 people.
c A photo of packaged foods on a shelf
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7 VOCABULARY in COnTEXT d Photos of piles of wasted parsnips, oranges, and bananas

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a Watch the clips from the talk. Choose the correct 9

meaning of the words or phrases. 7.5
1 Who do you think sets cosmetic standards for food?
b Complete the sentences with your own words.
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2 Are cosmetic standards for food important to you

Discuss your answers with a partner. personally? Why?
3 Do you see food waste at your school? What could be
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1 is a global challenge.
2 The people who live in my household are done to reduce it?
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.
3 The government should invest more money in CHALLENGE
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.
4 A resource I can help conserve (keep safe) is Which of the ideas from Stuart’s talk could you or
. would you try? Tell your partner and explain your
5 A problem that needs to be tackled in my community reasons.
is . • Eating sandwiches made with the ends of a loaf
of bread
• Eating safe, fresh food that the supermarket has
CRiTiCAL THinkinG Supporting evidence thrown away
• Eating fruit or vegetables that don’t look perfect
When people present an idea, they often give examples • Organizing campaigns to get companies or
to support their idea. This makes the idea more believable.
governments to reduce food waste
• Organizing an event to celebrate food

7E What’s It Like?
SPEAKING Planning a meal
 Look at the photo. Answer the questions.
Useful language 1 What foods can you see in the picture? noodles, vegetables/bok choy
2 Are there foods there that you wouldn’t eat? Why not?
Making suggestions 3 What foods would you choose for an informal party with your friends?
How about…
 Look at the Useful language box. Then listen to the conversation. What are
I think we should have… the people planning? Check the expressions from the Useful language box you
We could cook… hear. 47
Why don’t we (ask people to bring)…
Maybe we should…  Listen again. Make notes about the food they’re planning to eat. 47
What about… haloumi/cheese, peppers, corn, mushrooms, fish, bread, salad, chicken, burgers
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 Imagine you’re planning a meal for a party with your class. What foods and
Describing food drinks would you like to include? Make notes.
It’s a kind of…
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It’s popular in…  Work in small groups. Imagine you’re planning a meal for your class. Use your
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It’s really good with… notes from Activity 4. Make suggestions of foods and practice describing them.
Use expressions from the Useful language box.
It’s a little salty / fairly sweet / kind of
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sour / delicious.
Making decisions WRITING A restaurant review
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We’ll have plenty of pizza and  Answer the questions.
the salad.
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I’ll put that on the invitation. 1 What kinds of restaurants does your town or city have?
2 What is the most popular type of casual food in your area? Do you like this food?
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3 What restaurant would you go to with a visitor to your town or city? Why?
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All over the world, people love to eat

together and share food with friends.
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90 Unit 7 Tell Me What You Eat SAMPLE COPY, NOT FOR DISTRIBUTION
7E What’s It Like?
Speaking Planning a meal Teaching Tip Giving students a context
It can be challenging for students to come up with creative
1 Have students look at the photo and answer question 1. ideas without a context. In this case, you can help students
• For question 2, have students get into pairs to talk about what
by telling them a little bit about the type of party it is that
kinds they can’t or won’t eat and why.
they are planning. By giving some context it will make the
• For question 3, give the same pairs one or two minutes to
situation appear more realistic. This will make it easier for
draw up a list of foods that they would serve at their party.
students to generate vocabulary fitting to the situation.
Ask for volunteers to share with the class some of the items
on their list.
• Here are some different kinds of parties you can use for
2 Introduce
the language in the Useful language box, paying this activity. At this point students are working alone to
special attention to the “Making suggestions” category. Put brainstorm for their party.
students into pairs. Tell them that they should imagine they
Have a potluck meal in class: What time of day will it be? Who
are planning a party. Can they take the sentence stems
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will bring what?
under “Making suggestions” and write out full sentences?
Give them a couple of minutes to do this. Have a picnic in the park: Where will it be held and what will
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• Come back together and have students volunteer some of be served? What if it rains?
their sentences. At this point, write the following chart on Have an “awards” party: What kind of awards will be given
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the board. Ask students to classify the language for “Making out to students (e.g., best smile, funniest student, hardest
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suggestions” under the appropriate heading. (The answers worker)? What will be served?
are filled in here. The right-hand column of your chart on
the board should be empty when you begin so students 5 After students have written down some ideas, put them into
can do the exercise.)
c small groups according to party type (so all of the “potluck
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Followed by How about having a party on Thursday? people” will form one group while the “picnic people” will
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verb + ing What about asking your parents for help? form another, etc.). If you have a large class, you may need
to break students into more groups (ending up with more
Followed We could cook hamburgers and hot dogs.
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than one “picnic” group, for example). Each group should

by the base Why don’t we invite all of our friends? probably have no more than four or five students.
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form of verb • In their groups, students should come to an agreement as

Maybe we should hold it in the park.
to where and when their party will happen. They should
I think we should have enough food.
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also agree on a menu for the party. Circulate around the

• Note that What about… can also be followed by nouns: room to see if they are using the target language.
• Have groups share their party ideas with the class.
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What about the plates? Do we have enough?

• Tell students that they are going to hear some people
Writing A restaurant review
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talking about a party. For this first time, have students listen
and check off the expressions from the Useful language box
Have students get into pairs to answer the questions.
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that they hear. Go over the answers as a class.
• For question 1, give them a minute to make a list of the
• Play the audio again. This time assign individual students
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different kinds of restaurants in their city. How many

or pairs of students one of the expressions in the Useful
can they remember? Then, ask them to categorize the
language box. Tell them that when they hear their expression
restaurants into geographical locations: e.g., There are a lot
in the audio, they should write down the entire sentence.
of expensive dinner places downtown. On the East side, there
• Come back together as a class. Ask students to write their
are many cafes because the university is nearby.
sentences on the board. Correct them as necessary.
• For question 2, have the partners decide on one casual or
street food that is most popular. They should discuss until
3 Play the audio again. Have students take note of the food the they come to an agreement.
students in the conversation are planning to eat.
• For question 3, students should again come to an
• Call on volunteers to name foods until all of the foods have
agreement regarding which restaurant they would take a
been said.
visitor to in their city. They should also come up with three
reasons why their restaurant is a good choice.
4 Students
should imagine they are planning a party for their
class. Give them some time to make notes about what • Have different students share some of their answers with
foods and drinks they want to have. the class.

• Put students into small groups. Student A should give the
7 Go
over the questions in the Writing strategy box. Then ask
different volunteers to read aloud the information about name of their restaurant. Going around the circle, each of
the Brasserie Baron restaurant in Paris, one sentence at a the other students gets to ask that student one question
time. Give students a few moments to match the questions about their place. After that, Student B will be asked
to the review of the restaurant. Then go over the answers questions about their restaurant. Keep doing this until every
as a class. student has had a chance to “present” their restaurant.
• Practice some of the language students will need to write
their reviews. To answer What are the hours? you can teach 9 Students are now going to write their restaurant review. Tell
expressions like It’s open for dinner until 9 pm on weekdays them that they can go with their own restaurant or they can
and 11pm on the weekend. write about one of the other restaurants they heard about
• Brainstorm some more adjectives that are used to in their groups. They also can write about a completely
describe restaurants. Write the words on the board. Some different restaurant that hasn’t been mentioned yet.
possibilities: affordable, casual, charming, crowded, fancy, • Optional Write different questions on slips of paper and
popular, sophisticated, trendy, and upscale. hand each student one slip. Or, you can write questions
• Brainstorm some more adjectives to talk about the service. on the board and assign each student a question or let
Explain to students that many words in this category them pick it. These questions will elicit one more piece
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describe the speed of the service. Some words you could of information that students can add to their restaurant
write on the board: attentive, excellent, fast, friendly, slow, review. Some ideas for questions:
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and so-so. Do they take reservations?
• When students are writing about what kind of food the
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Are there any dishes you recommend?
restaurant has, teach them to place an adjective before the
Do they serve vegetarian dishes?
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type of cuisine that is served. For example, They serve many
spicy Mexican dishes or It’s famous for delicious Moroccan Do you have to wait a long time?
food. What’s the décor like?
• Students may not know how the food is prepared or
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When is the best time to go?
information about the chefs, but they probably will know
a little bit about what’s on the menu. Teach them some • Students can write their reviews in class, or you can assign
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target language around this: One of their signature dishes / them as homework.
specialties is seafood paella.
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• Finally put students into pairs. Have them cover up the 10 Have students exchange their papers and read their
partner’s review. Have all of the questions in the Writing
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questions in the Writing strategy box and take turns asking

each other about the information in the restaurant review. strategy box been covered?
• Optional Have each pair join another pair to form a group
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of four students. Students should be asked questions about

8 WRITING
SKILL Describing a place
• Before students get into groups, have each student think of their partner’s review. In this way, everyone gets practice
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a restaurant they know. They should look at the questions in introducing someone else’s restaurant.
the Writing strategy box and be prepared to answer some
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questions about it. (They won’t be writing their reviews yet,

but if they want to jot down some key words, that’s fine.)
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Give them a couple of minutes to think of a place and to

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think of the answers to the questions.

7 Read the Writing strategy box. Then match each question in the box with the Writing strategy
information in the review below.
A restaurant review should
answer these questions:
Brasserie Baron, Paris • What are the hours?
• Where is it located?
• Where is it located? Place Auguste Baron
• What kind of food do they have?
• What are the hours? Friday and Saturday, 7:30–11:00 p.m.
• What’s the atmosphere like?
What’s the Sunday and Monday, 7:30–10:30 p.m.
• What is the service like?
• atmosphere like? Relaxing, comfortable, welcoming.
• Is it expensive?
• What kind of food Brasserie Baron is a zero-waste restaurant. This means
do they have? • Do you recommend it?
that they often prepare their meals with “imperfect”
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fruit and vegetables and donate any remaining food.
The food is prepared by professional chefs who know
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how to prepare “tired” ingredients safely.
• Is it expensive? Not at all. A tasty meal costs about ten euros—
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What is the service very cheap for Paris.
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• like? Very good—super friendly.
• Do you recommend Yes. It’s a great night out.
it?
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8 WRiTinG SkiLL Describing a place
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Work in small groups. Think of two or three restaurants or eating areas.

Discuss where they’re located, when they’re open, what the atmosphere is
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like, and what kind of food they have.

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9 Choose one place from Activity 8 and write a description of it.

Answer the questions from the Writing strategy box.
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10 Exchange texts with a partner. Check each other’s work.

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Does it answer the questions from the Writing strategy box?

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8 Buyer’s Choice
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A woman shops for shoes

at a mall in Hefei, China.
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• talk about why we buy things and
how they get to us.
• read about a company that’s saving
the surf.
• learn about making new products
from old ones.
• watch a TED Talk about saving an
island paradise.
• persuade people to make a change.

8 Buyer’s Choice
Unit Overview
About the Photo
This unit covers the products that people buy and sell and
how they get to us. Students will learn concepts and language The woman in the photo is shopping at a shoe market in
relating to how products are made and sold, as well as talk Hefei, China, a city about 290 miles (468 kilometers) west of
about how products are created and how products, and the Shanghai. She has many options to choose from, and that’s
materials they’re made from, affect the world. no surprise. Today, China is the world’s leading footwear
manufacturer. According to one source, the country makes
In this unit, students will cover a range of topics around the over 60% of the shoes worn worldwide. In addition to
unit theme including a product’s lifecycle, a clothing company footwear, China also leads the way in making many of the
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with an ethical approach, a surf company that wants to help the world’s electronics, such as mobile phones, tablets, and
environment, people that use old items to create new products, laptops. The country does more than produce goods for
ways that consumers can change the world around them, and personal use, though. It’s also a leading manufacturer of
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persuading people to make a change in their city. By exploring solar panels, which it hopes will help reduce its country’s
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these topics, students will learn the language they need to (and the world’s) reliance on energy sources such as coal
describe their shopping habits and other practical language and oil.
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goals around the topic, but also be able to think and talk about
how shopping choices affect the world around them.
Warm Up
Unit Objectives c • Call on a student to read the unit title aloud. Explain
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that in this unit, the focus is on talking about shopping,
Vocabulary advertising, and recycling.
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• A product’s life • Tell students to look at the photo, and ask a student to read
• Vocabulary Building Compound nouns the caption aloud.
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• Ask: What does this store sell? (Introduce the word sell here
Grammar
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if students don’t already know it. Answer: women’s shoes,

• Grammar 1 Second conditional mostly heels and boots) Where were these (shoes) probably
• Grammar 2 Defining relative clauses made? (Answer: China) What other things does China make
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and sell to the world? (See ideas under About the Photo)
Reading What things does your country sell to the world?
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• Saving the Surf

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TED Talk
• Melati and Isabel Wijsen: Our Campaign to Ban Plastic Bags Resources
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in Bali • Classroom Presentation Tool

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Pronunciation
• Compound noun stress
Speaking
• How to persuade
Writing
• A persuasive blog post
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 8 Buyer’s Choice 92a

8A Why We Buy
VOCABULARY A product’s life 3 Warm up Tell students that they are going to read about a
company called Kuyichi. Explain that this company sells casual
1 Put students in pairs and give them a few minutes to clothes (like T-shirts, sweaters, and jeans) for men and women.
discuss the questions. Go around and help students by The company’s clothes are made from organic cotton. This
correcting or giving them the English they need. means that people grow the cotton without chemicals.
• Support Explain that question 3 is about having too • Culture note Kuyichi is a Dutch clothing company that
many options. The photo shows a lot of shoes, but in some sells casual apparel. Their clothing is made from sustainably
stores, you might have too many drink options or too many sourced, organic cotton. The company does this because
toothpaste options. To help students respond, write or the large-scale production of cotton causes “a lot of
project this sentence: _____ would be the most important pollution and poverty” around the world, especially in
to me (e.g., Price would be the most important …). poorer countries.
• When students are done, ask volunteers to share their • Tell students to read sentences 1–8 about the company
answers with the class. and to circle the correct word(s).
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• Additional vocabulary Sentence 7: A customer is a person
2 Warm up who buys things from a business or in a shop. Sentence 8:
If you give something (like old clothes) to charity, you give
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1 Tell students that the words in the box are verbs. The
exceptions are material and design, which are nouns the items to an organization that helps poor people.
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(though design can also be a verb). • Put students in pairs and tell them to take turns reading
2 Say the words in the box with the class. sentences 1–8 aloud to check answers.
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3 Tell students to work on their own and to circle the
words they know. (Note: Students have learned design, 4 Warm up In Activity 2, students learned the verbs produce
and advertise. In the questions in this activity, the nouns
grow, throw away in earlier units.)
c product and advertisement are used. Introduce and say the
hi
4 Next, tell students to work in pairs and go through the
words together. If a student doesn’t know the meaning of word pairs with the class: produce /pr ’dus/, product
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a word and his or her partner does, that person should try /‘prɑd kt/; advertise /‘ædv r,taɪz /, advertisement
to explain it. If neither student knows the word, have them /’ædv r’taɪzm nt/.
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use their dictionaries to look up the word. • Put students in pairs. Tell them to discuss the questions.
5 Read sentence 1 with the class. Another way to use • When students are done, give feedback about new
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material in a sentence is like this: language that came up, and correct any errors.
A: What material is your sweater?
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5 Go over the meanings of the question and choices with the

B: It’s cotton and wool. class by projecting or writing the following on the board
• Language note Clothes and shoes are made of different and asking the questions.
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natural and human-made materials. Natural materials When you buy something, it can affect…
include cotton and linen (which come from plants), leather
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(from animal skins), silk (from worms), and wool (from 1 your wallet (how much money you have): When you buy
something for yourself, do you usually spend a lot of money,
at
the hair of a sheep or similar animals). Two of the most

common human-made materials are polyester and nylon. or are you careful with money?
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• Have students complete 2–7 on their own. 2 the environment: What was the last thing you bought?
• Language note The verbs produce and manufacture are Was it in a bag or a box? Did you throw away or recycle
similar in meaning; both mean to make or build something. the bag or the box? How does this help or hurt the
Manufacture is more often used to talk about the large-scale environment?
production of something (e.g., cell phones, clothes). The 3 your self-esteem (how you feel about yourself): What was
verb throw away (used in sentence 3) is a phrasal verb that the last special thing you bought for yourself? Did it make
can be used as follows: you feel good? Why?
4 your community (where you live): Today, many people shop
Please throw away the bottles. Please throw the bottles away. online or at large stores. As a result, smaller neighborhood
Please throw them away. stores close. In your opinion, is this OK? Why?
• Check answers by calling on different students to read a
sentence aloud.
93a Unit 8 Buyer’s Choice SAMPLE COPY, NOT FOR DISTRIBUTION

8A Why We Buy
VOCABULARY A product’s life
1 What kinds of things do you buy for yourself? Clothes? Music? Books?
Other things?
2 Where do you like to shop? Online? In stores? At markets or shopping malls?
In department stores?
3 Look at the photo. What would you do if you had this many options?
How would you choose what to buy? What would be important to you
(price, color, style, etc.)?
 Complete the sentences with the correct words.
advertises design grows manufacture material
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pick produce recycle sell throw away
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1 The material is made from wool and cotton.
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2 The company advertises online and on TV.
3 He will recycle the bottles, not throw them away .
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4 The artist drew a good design for the new product.
5 Farmworkers pick the fruit after it grows .
Machines are used to manufacture the goods. Machines can produce
6
c
hi
faster than people can.
7 She is going to sell her goods at the market.
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 Choose the correct options to complete the sentences about a clothing

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company called Kuyichi.

1 Designs / Recycles really cool clothes.
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2 Pays a fair price for cotton from the people who grow / manufacture it.
3 Also uses cotton picked / recycled from old clothes.
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4 Uses factories in Tunisia, Turkey, China, India, and Macedonia to

sell / manufacture the clothes.
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5 Produces / Advertises with phrases such as “pure goods.”

6 Sells / Picks their clothes through their online store.
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7 Asks customers not to throw away / recycle old clothes.

8 Wants customers to throw away / recycle old clothes or give them to charity.
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 mY PERSPECTiVE
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Look at the information in Activity 3. Work in pairs. Discuss the questions.

1 Kuyichi’s advertisements say they are doing good in the world. Do you agree
that they are? Why?
2 Does doing good things for the world, like recycling, help sell products?
3 What advertisements have you seen recently? What did they say or show?
4 Did the ads make you want to buy something? Why?
 How do the choices you make when shopping affect these things?
• your wallet
• the environment
• your self-esteem
• your community
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 8 Buyer’s Choice 93

LiSTEninG
 Look at the infographic. Match the steps in the life of a shirt (1–6) with the labels below.
a 3 design and produce the shirt d 6 throw it away or recycle it
b 5 advertise and sell it e 2 manufacture the cotton material
c 1 grow and pick cotton f 4 deliver the shirt to stores
1 2
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6 3
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5 c 4
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 Listen to a fashion podcast about Kuyichi clothes. Number the topics in the order Pietro and
Agata talk about them. 48
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a 3 Cotton recycling e 6 Producing Kuyichi clothes

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b 5 The design of the clothes f 4 Reducing waste and pollution

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c 2 Cotton growers g 1 Advertisements

d 7 Where you can buy them
 Listen to the podcast again. Choose the correct option to complete each sentence. 48
1 Kuyichi is a company from the Netherlands / Japan.

2 Some of their advertisements say, “love fashion.” / “love the world.”
3 Some of their cotton growers are in Turkey / Brazil.
4 They use recycled materials to reduce price / waste.
5 Pietro wears Kuyichi clothes because they fit well / look good.
6 Kuyichi makes some of its clothes in China / Thailand.
7 Pietro says that buying online is the cheapest / easiest way.
8 Kuyichi wants / doesn’t want their clothes to go to charity.
94 Unit 8 Buyer’s Choice SAMPLE COPY, NOT FOR DISTRIBUTION

Listening
6 Warm up Books closed. The listening is about the Listening Strategy Plan for the listening activity
company Kuyichi, which students have just learned about.
Students learn best when they are actively engaged
Put students into pairs. Give them two minutes to work
with the content of a listening passage. You can help
and tell them to come up with as many sentences as they
them with this by setting up a plan for what to listen
can about Kuyichi. What do they remember about the
for. Look for certain content that reoccurs in a listening
company? After the time is up, call for volunteers to give
passage and set the purpose for students to listen for
you one sentence at a time.
this content. In this particular listening, many country
• Project the photos from Activity 6 on to a wall, covering up
names are mentioned, so you can build an introductory
the text above and below it. (If that’s not possible to do,
listening activity around that.
have students open their books and cover the text with
pieces of paper.) Keeping students in pairs, assign each pair a • Tell students that they are going to listen to a fashion
number from one to six. They should then look at the photo podcast about Kuyichi. Tell them that when they hear the
that corresponds to their number. Ask each pair to come up following place names mentioned, they should complete
with two or three sentences about their picture. Emphasize the sentences. (You can give them this chart or put the
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that it’s OK if they don’t know exactly what is happening in information on the board.)
the photo; they should just write about what they see. For
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example: There’s some kind of big machine in the photo. It’s the Netherlands Kuyichi _______________
outside in a field. OR There’s a woman shopping for clothes in a the Netherlands.
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store. She’s looking at a shirt. Maybe she’s buying it for a party. Turkey, Kyrgyzstan, China, Kuyichi _______________
• Ask some volunteers to share their sentences with the class.
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India from these places.
• Have students open their books. Working independently or in
Tunisia, India, Macedonia, Kuyichi _______________
pairs, ask them to match each descriptive phrase to a photo.
Turkey, China in these places.
Explain that the phrases are describing the steps that Kuyichi
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goes through when they manufacture one of their shirts as well • Play the audio. Have the students listen and complete the
as what happens once the shirt goes to market and is purchased. sentences. Then go over the answers as a class. Possible
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• Note: In both items a and b, tell students to focus on the answers:

second verb in each phrase: produce and sell. (In other Kuyichi is based in / is from the Netherlands.
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words, they won’t see the words design and advertise

depicted in the photos.) Kuyichi buys cotton from these places.
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• Optional Practice pronouncing the multisyllabic verbs Kuyichi works with factories in these places.
presented here: design, produce, advertise, manufacture, • Have students read through the items in Activity 7. Because
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deliver. Ask: In which one of these verbs does the stress fall on there are a lot of steps to listen for and they come close
the first syllable? (advertise) together in the audio, you may want to give them one or
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two answers just to get them started. Or you could give

7 Warm up Introduce the following country names to students them “1” and “7” and have them fill in the rest.
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by writing them on the board or projecting them on the wall: • Play the audio again. Have students fill in their answers.
the Netherlands, Turkey, Kyrgyzstan, China, India, Tunisia, and (Play it an additional time if necessary.) Then go over the
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Macedonia. Ask: Where in the world are these countries located? answers as a class.
What do you know about them? Possible answers:
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The Netherlands: northwestern Europe; famous for canals, 8 Ask students to read through the items and guess the
tulips, windmills, Van Gogh answers. After they have finished, play the audio so students
Turkey: Eastern Europe / Western Asia; famous for Hagia can check their guesses. Go over the answers as a class.
Sophia, Istanbul Expansion
Kyrgyzstan: central Asia; very mountainous; formerly part of Have students work in pairs and small groups to come
Soviet Union; famous for horse riding up with an ad for Kuyichi. Give each group one of the
China: Asia; famous for pandas and the Great Wall of China; company’s slogans: pure goods, love the world, or 100%
the most populous country in the world organic cotton. Each group then needs to incorporate the
slogan into a poster advertising the company. Have each
India: Asia; famous for Bollywood, art, and the Taj Mahal
group hang their poster on the wall so students can see
Tunisia: Northern Africa; home of ancient Carthage each other’s work.
Macedonia: Europe; formerly part of Yugoslavia; birthplace
of Alexander the Great
Grammar Second conditional
9 Language note The second conditional is formed by 1 1 Working alone have students match the sentence stems
using the simple past in the if clause and would + the above with the correct endings below. (If necessary, do a
base form of the verb in the result clause. These kinds of quick review of the first and second conditional again if you
conditionals are used to talk about situations that are unreal, feel the students need it.)
imaginary, or impossible. • After they’ve finished ask volunteers to tell you which kind
• It can be helpful to distinguish for students the difference of conditional sentence each one is (first or second). Which
between the first and second conditionals. First ask them ones are describing situations that are possible or real?
how to form the first conditional (if + simple present Which ones are describing situations that are unlikely or
followed by will + base form of the verb). Tell them that you imaginary?
are going to use two similar scenarios to explain when to
use these conditionals. 1 2 Warm up Hand out this text to students or you can project
• Scenario 1: Ask students to imagine they are studying their it on the wall: Many big cities use billboards for advertising.
grammar homework with a classmate. They are making Some people think the billboards are ugly—a kind of “visual
progress on the homework, but it is challenging. They pollution.” Do you agree or disagree? Are there any ways that
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have a friend named Sam who is very good at English billboards are helpful? Give students a moment to read and
grammar. You say to your classmate: If we need help with think about the questions. Then put them in small groups to
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our homework, we’ll call Sam. (Write this sentence on the discuss the questions. After their discussions, ask the class:
board.) You haven’t called Sam yet, but it is possible you Do you think billboards should be banned? Take a vote and
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will in the future if your homework assignment becomes tally the results on the board.
too overwhelming.
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• Tell students they are now going to read an article about
• Scenario 2: You are studying your grammar homework different cities around the world and their approach to
with a classmate. You don’t understand the assignment keeping or banning advertisements on billboards.
at all. You know that Sam is good at English grammar,
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but you don’t know how to reach him. You don’t have his Reading Strategy Scanning
telephone number so you can’t call or text him. You say to Scanning is reading a text quickly to locate specific
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your classmate: If I had Sam’s number, I’d call him. (Write this information within that text. It can help students with
sentence on the board.) Since you aren’t able to call him, reading comprehension.
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this conditional is describing an impossible situation.

For this reading, write the following six cities on the
• Ask students to read the two sentences in the grammar
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board: Chennai, Grenoble, London, New York, Sao Paulo,

chart and then circle their answers in the sentences
and Tehran. Tell students to scan the article quickly to
below. Remind them that the information in the if clause
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find out which cities are currently banning billboards.

is describing an imaginary situation, so they should keep
(Answers are: Sao Paulo, Chennai, and Grenoble. Tehran
that in mind when they are choosing their answers. After
did it temporarily, but we can assume that currently they
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students have finished, go over the answers as a class.

have advertising on billboards.)
• Read the note below sentences 1–5 aloud. If possible, show
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them a picture of Times Square in New York and point out the • Have students read through the article and circle their
billboards. (If you can’t do that, simply give them the definition
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answers. When they are finished, go over the answers as

for the word: a large outdoor board used for advertising). a class.
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Put students into pairs. Tell them that they are going to
1 0
1 3 Before students get into pairs, help them by giving them
unscramble the words to form sentences in the second the sentence stems to get them started. Give them time
conditional. There are six sentences in total. For three of to come up with two to four sentences for each item. Ask
them Student A will write down the answers; for the other volunteers to share some of their answers with the class.
three Student B will write down the answers.
• When you clap your hands, students should begin. To make 1 4 You can either assign groups to the pro or con side of the
it more fun, you can do this activity as a race, with the pair issue of banning billboards, or you can let each group
that finishes first the winners. (You will need to check all decide. Using their ideas from Activity 13, have each group
of their sentences to make sure that everything is spelled tell the class why they support or don’t support this idea.
correctly, in the proper order, and that no words are left out.)

GRAmmAR Second conditional 11 Match the sentence halves. Then say whether each
sentence is first conditional or second conditional.
 Read these sentences from the podcast. Choose the
If necessary, check the Grammar Reference to review
correct option to complete each sentence. Then read the
the first conditional.
information below.
1 If companies pay workers well, e
Second conditional
2 If companies don’t advertise, a
If more companies were like Kuyichi, the world would be a 3 If billboards were beautiful, c
better place. 4 If companies didn’t advertise, b
If they didn’t look good, I wouldn’t wear them. 5 If customers like an advertisement, d
1 There are / aren’t a lot of companies like Kuyichi. a people won’t know about their products.
2 The world is / isn’t a better place. b people wouldn’t know about their products.
3 Kuyichi’s clothes look / don’t look good. c people wouldn’t want to remove them.
4 The speaker does / doesn’t wear Kuyichi clothes. d they will buy a product.
5 The If clause of both sentences talks about e they will be happy.
the past / a situation that isn’t real.
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1 Choose the correct options to complete the article about
The second conditional is used to talk about situations advertisements in cities.
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that are imaginary, untrue, or very unlikely: The mayor of Sao Paulo, Brazil, wanted to make his city a
If advertising were stopped all over the world, companies better place, so he signed a law banning billboards. He
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would lose money. called outdoor advertisements a type of pollution. Other
If Times Square in New York didn’t have billboards, it would
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cities have now done the same thing. If you go to Chennai
be really boring. in India, (1) you’ll / you would notice a difference from
other big cities in India since a 2009 law ended outdoor
1 Put the words in the correct order to make sentences.
c advertising. And you won’t see any billboards if you
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1 sell anything / we wouldn’t / If we / advertise, / didn’t (2) will walk / walk down the streets of Grenoble, France,
either. Tehran, Iran, replaced 1,500 billboards with art for
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If we didn’t advertise, we wouldn’t sell anything. .

ten days. The change was popular, and many people
2 your old clothes, / If you didn’t / you could / throw away (3) will / would be happy if it happened again. But not every
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/ recycle them city is ready to stop advertising. If you (4) took / take the
If you didn’t throw away your old clothes, you could recycle them.
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. famous billboards away from New York’s Times Square,

3 grow cotton / They would / didn’t grow corn / if they you’d ruin one of the city’s most famous tourist attractions.
And would people visit Piccadilly Circus in London if its
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They would grow cotton if they didn’t grow corn. . famous advertisements (5) aren’t / weren’t there?
4 would sell / The store / if it were / more things / bigger
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The store would sell more things if it were bigger. .

1 Work in pairs. Discuss the questions. Take notes.
Remember to use the second conditional.
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5 a coat, / you could / If / make it / I designed

If I designed a coat, you could make it. 1 If you were able to change your town or city to make it a
.
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better place, how would you change it?

6 online / sold them / We could / for less if / 2 If your town had no advertising, how would it be
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sell our products / we different?

We could sell our products for less if we sold them online. . 3 How would people in your town feel if advertising
were stopped?
1 mY PERSPECTiVE
Work in small groups. Using the ideas you discussed in
Activity 13, prepare a presentation about why you think
billboards should or shouldn’t be allowed in your city.

8B Saving the Surf
VOCABULARY BUiLDinG 4 They collect materials from fishermen / the sea.
5 Their customers don’t care / love where the skateboards
Compound nouns come from.
Compound nouns can be: 6 The first skateboards appeared in Paris / Chile.
• two words joined to make one word, like billboard  Read the article again. Answer the questions.
• two words used together to name one thing, but not
joined, like tourist attraction 1 What did Kneppers and Stover find in the ocean?
The first word always tells us something about the second. 2 Who is Kevin Ahearn?
For example, a billboard is a type of board, not a type of bill. 3 Where does the name of their company come from?
4 Why do fishermen throw their old nets into the sea?
1 Read the Vocabulary Building box. Then match the 5 In which countries can you find a Bureo board in a shop?
words to make compound nouns. Use your dictionary  Read the tip. Then read the first paragraph of the article.
if necessary.
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Say what each pronoun refers to.
1 shopping c a pollution
air a In a text, pronouns such as this, that, these, those, they,
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2 b forests
3 sea e c bags them, he, she, and it refer to other things in the text. For
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4 rain b d program example, I have a new skateboard. It was made in Chile.
5 recycling d e life Understanding these connections across sentences will
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help you understand the text.
 PROnUnCiATiOn Compound noun stress
1 Line 2: they
Listen to the words. Notice the stress. Practice saying
c a their surfboards b Ben and Dave c the waves
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them with a partner. 49
2 Line 6: this
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 Complete the sentences with the compound nouns a surfing b the waves c trash
from Activity 1. 3 Line 8: its
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a the world b action c a friend

1 Many supermarkets make shoppers pay for plastic 4 Line 16: it
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shopping bags. a Santiago, Chile b Bureo c a skateboard

2 Plastic bags can end up in the ocean and hurt
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sea life .
3 Electric cars will help to reduce air pollution . CRiTiCAL THinKinG Identifying supporting
4 In most countries, selling new wood products that come information
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from rainforests is not allowed.

 Underline the supporting information in the sentences.
5 The Body Shop was one of the first stores to have a
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recycling program for customers to return empty bottles.

Writers can add specific information to make their
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text clearer and more interesting to read. Supporting

READinG information shows why certain facts are true or important.
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 Work in pairs. Look at the compound nouns from the 1 They often find lots of trash—plastic bags, bottles, and
article. What do you think they mean? What kind of boxes—and old fishnets.
company do you think the article is about? 2 They started a business in Chile, one of their favorite
surfing destinations.
fishnet skateboard fishing boat fishermen surfboard
3 They named their company Bureo, which means the
waves in a native Chilean language.
 Read the article. Choose the correct option to complete
each sentence.  Match the sentences in Activity 8 with a reason (a–c) why
the extra information was given.
1 Kneppers and Stover enjoy surfing / fishing.
2 They were unhappy about garbage / fishing boats in a Says why someone made a certain choice 2
the water. b Explains the meaning of an unfamiliar word 3
3 Their company produces fishnets / skateboards. c Gives specific examples of a more general word 1

8B Saving the Surf
VOCABULARY BUILDING Compound nouns Expansion
To give students additional practice, make a list of ten
1 Write the compound nouns classmate and department compound nouns, some that students learned in this lesson
store on the board and underline the two parts (i.e., class and others that they may know. Write them on the board.
and mate, department and store). Point out that these are
compound nouns, that is, two words used together to 1 Put students in small groups. Tell the group to take
express a single idea. twenty small slips of paper. They should divide up
• Read the information in the Vocabulary Building box aloud. each compound noun and write each part on a slip of
Provide more information if needed. paper (e.g., for shopping bag, they write shopping on
• Language note Compound nouns are two words used one slip, and bag on another).
together to express a single idea. A compound noun might 2 Once they’ve divided up all ten words, they should
be made up of two nouns (classmate, billboard), or other shuffle the slips. Then they should place the slips face
combinations such as adjective + noun (whiteboard) or verb down in four rows of five.
3 Assign one student to be scorekeeper.
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+ noun (search engine). Very often, the first word describes
the second. For example, a bill is a kind of advertisement, and 4 The first student to go should turn over two slips. If the
board is a large surface on which you can post information. two words form a possible compound noun, the student
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Thus, a billboard is a large surface which shows ads. takes both papers and gets a point. For extra points,
the student should try to do both of the following: say
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• Compound nouns may be written in different ways:
whether the noun is written as one word or two, and
Two words written as one: billboard, classmate, website
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then try to use the compound noun in a sentence.
Two words separated by a space: department store, tourist 5 The same player keeps turning over papers until he/
attraction she turns over two papers that don’t match (e.g., web
Two words hyphenated: self-discipline
c and bag). When papers don’t match, the student
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• Tell students to match the words in 1–5 with those in a–e should turn them back over. Then it’s the next
to form compound nouns. student’s turn.
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• Language note All of the compound nouns in this activity 6 At the end, the student with the most points is the
are separated by a space, though rain forest can also be winner.
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written as rainforest.
READING
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2 PRONUNCIATION Compound noun stress

• Tell students to listen to the five compound nouns. Which Tell students to read the title of the article and to look at the
4
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word—the first or second—is stressed (= said with greater photo and read the caption.
emphasis)? For example, do we say shopping bag or • Language note In the photo caption, the phrase be made
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shopping bag? (Answer: the first) (out) of is used. Explain the meaning with some examples:
• Tell students to practice saying the compound nouns with What is your coat made (out) of? It is made (out) of wool.
• Then tell students to work in pairs and to try and work out
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a partner.
the meaning of each compound noun in the box. (Remind
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3 Tell students to complete the sentences with the compound them of the general rule that the first word describes the
second. Thus, a fishnet is a net used to catch fish.) Give
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nouns.
students a few minutes to do this.
Expansion • Then ask: What kind of company does the article talk about?
Take ideas from the class and put them on the board. Then
Tell students to read sentences 1–5 again and to put a
tell students to skim the reading to check their ideas.
plus sign (+) if something is good for the environment,
and a negative sign (–) if it’s not. Then tell them to 5 Tell students to preview sentences 1–6.
explain their answers to a partner. Ask different students • Then tell students to read the article. They should do so at a
to share their answers. steady pace, but there’s no need to worry about unfamiliar
words or to read closely for every detail. Time students so
they have to move through the passage.
• When time is up, tell students to choose the best answers
for 1–6. If they don’t remember the answer, tell them to
scan the reading quickly to find it.

6 Tell students this is another scanning activity. The goal is to CRiTiCAL THINKING Identifying supporting
find specific answers to the questions. They don’t need to information
reread the entire article.
• First, tell students to read questions 1–5 and write in their 8 Read the information in the tip box.
notebooks any answers they remember. Then tell them • Then look at sentence 1. Ask: What extra information does
to scan to check their ideas and to answer any other the writer give to make his point clearer? Guide students to
questions. Time this step. see that adding the information between the dashes (plastic
• When time is up, read the questions and call on different bags, etc.) helps explain what kind of trash is in the water.
students to answer. • For sentences 2 and 3, ask: What extra information is given?
Also draw students’ attention to the word one (in sentence
Answers 2), and which (in sentence 3). Both words are pronouns.
1 plastic trash (Note: Students will learn more about relative pronouns like
2 Knepper’s and Stover’s business partner that, which, who on page 98.) Ask students what one and
3 It means the waves in a native Chilean language. which refer to. (Answers: Chile, Bureo)
4 because there is no other place to get rid of them
5 the US, Chile, Japan, and Switzerland 9 Have students complete the matching activity, and then
check answers as a class.
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7 Project or write these sentences on the board:
Expansion
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Ben and Dave are from the US, but Ben and Dave live in Chile.
If there is time, you can close out this lesson by doing
Ben and Dave are from the US, but Ben and Dave they live
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the following:
in Chile.
1 Project or draw the graphic organizer on the board.
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• Explain that they is a pronoun (= a word that is used in Students can use it to help them summarize the most
place of a noun or noun phrase that has already been used) important details from an article or story.
and point out which words they replaces.
• Project or write these sentences on the board: c
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I have a new skateboard. It was made in Chile.
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Ben and Dave sell skateboards. For them, it’s the perfect job.
• Ask: In sentence 1, what does “It” refer to? (Answer: new
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skateboard. Underline this phrase.) In sentence 2, what

does “them” refer to? (Answer: Ben and Dave. Underline this
eo
phrase.) Get students to see that in both sentences, the

answer comes before the pronoun. However, in sentence 2,
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point out that them refers to Ben and Dave, not skateboards
(the noun closest to them).
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Exam Skills Identifying referents

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A common reading comprehension exercise on

standardized exams asks students to match a pronoun or 2 Begin by writing the word Bureo in the center. This is
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a possessive word (its, his) with the word or phrase in the what the article is mainly about.
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text it refers to. For example, in these sentences: 3 Then brainstorm with the class the kind of Wh-
I have a new skateboard. It was made in Chile. The questions you might ask to help you remember
pronoun It refers to new skateboard. Usually, the word important details about the company. For example:
or phrase the pronoun is referring to comes before the Who (started Bureo?)
pronoun. Why (did they start the company?)
What (does the company do?)
• Tell students to do 1–4, and then check answers as a class. Where (is the company? can you buy their product?)
How (is the company doing? is it successful?)
Expansion Students can write these questions near the Wh-
For more practice, locate three or four more pronouns in word in the chart.
the passage. Then project the sentences on the board, or 4 Put students in pairs and tell them to take turns
direct students to them in the text. Tell students to work asking and answering the questions together.
with a partner to explain what each pronoun refers to. 5 As a follow-up, you can ask students to use the
information in their diagram to create a 30-second
97a Unit 8 Buyer’s Choice SAMPLE COPY, NOT FORadvertisement
DISTRIBUTION about Bureo.
Saving the Surf
50 Ben Kneppers and Dave Stover love the ocean. It’s easy to do, and there’s no easy way to get rid of
them—until now. Bureo has set up a fishnet recycling
And they love it most of all when they’re on their
surfboards. For them, there’s nothing better than a day 25 program that makes it easy to get rid of old nets. Instead
out on the waves. Unfortunately, when they go surfing, of throwing them out of the boat and into the water,
5 they often find lots of trash—plastic bags, bottles, and fishermen can leave their old nets at Bureo’s recycling
boxes—and also old fishnets. And of course this makes centers. This is almost as easy as throwing them into
them unhappy. But they know that if you just complain, the sea, and the local fishermen are happy to help clean
the world won’t change on its own, so 30 up the ocean. Bureo has a factory in
they decided to take action. Ben and WHO INVENTED Chile which turns the old nets into plastic
material to make skateboards. If Bureo
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Dave got together with a friend who
10
also loves the ocean and surfing—

SKATEBOARDS? wasn’t doing this work, tons of old fishnets
Kevin Ahearn. They started a business The first skateboards would end up in the water as pollution.
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in Chile, one of their favorite surfing appeared in the 1940s, 35 The company turns plastic garbage into
probably in Paris. A something people want to buy.
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destinations. They named their company
15 Bureo, which means the waves in a woman named Betty Bureo sells its boards over the Internet
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native Chilean language, and it designs, Magnuson reported seeing and also delivers them to shops in the
produces, and sells skateboards. French children riding US, Chile, Japan, and Switzerland. Skaters
them in 1944, when she everywhere love them not only because
What’s the connection between
c
40
was working there. They they’re great skateboards, but also
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skateboards and plastic garbage in the
20 ocean? Fishnets are made of plastic. made them by putting because they know that Bureo is cleaning
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When workers on fishing boats need wheels on the bottom of up the ocean, one old fishnet at a time.
to throw away old or damaged nets, old pieces of wood.
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they usually just drop them into the sea.

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One of Bureo’s skateboards on

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top of the kind of fishnet it is

made out of.

8C new Things from Old Ones
GRAmmAR Defining relative clauses
1 Read the extract from the article about Bureo. Answer the questions.
Defining relative clauses
They got together with a friend who also loves the ocean and surfing—Kevin
Ahearn. Bureo has set up a fishnet recycling program that makes it easy to get rid
of old nets. Bureo has a factory in Chile which turns the old nets into plastic material
to make skateboards.
1 In each sentence, what noun does the pronoun in bold refer to?
who: a friend that: a fishnet recycling which: a factory
program
2 What do the words after that, who, and which introduce?
• The pronouns that, who, and which introduce more information about
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the nouns that come before / after them.
• The information that comes after the relative pronouns that, who, and
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which is important / not important to the meaning of the sentence.
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Defining relative clauses explain which person or thing is being talked about.
If you remove a defining relative clause, the meaning of the sentence
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changes. Defining relative clauses are introduced by who for people, and
which or that for people or things.
c
A relative pronoun is not needed when it is the object of the relative clause:
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This is the chair that broke. This is the chair (that) I made.
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 Put the defining relative clauses in the correct places to complete the sentences.
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1 Artijulos is a home-furnishings store b in Madrid. These are things a —

for example, a vase— c .
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a that used to be other things b that specializes in “upcycled” products

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c that used to be a light bulb

2 Asher Jay is a designer b . She brings attention to global issues a ,
including environmental and human-rights issues.
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a that need solutions b who creates art and advertising

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3 Local First is an organization b to buy from businesses a in the same

area where they’re sold.
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a that make their products b that encourages consumers

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4 Arthur Huang is an engineer a . When his company designed and built a

store for Nike, he used materials b .
a who believes in using recycled products
b that were made from old bottles, cans, and DVDs
French artist Paulo Grangeon makes pandas out of recycled paper.

He shows the pandas at famous landmarks around the world.

8C New Things from Old Ones
Grammar Defining relative clauses • Finally point out the last note in the box about object
relative clauses. Write these two sentences on the board:
1 Language note Relative clauses are like adjectives: Bureo makes skateboards. People want to buy those
they modify nouns. Unlike adjectives, they differ because skateboards.
(obviously) they are clauses. They also follow the noun that
• Tell students that in this case (with an object of the
they are modifying. Defining relative clauses are used to
sentences), the relative pronoun that is optional. Students
identify or give essential information about the noun.
can choose to include it or not with no change in meaning:
• Warm up One way to introduce relative clauses to
Bureo makes skateboards (that) people want to buy those
students is to describe them as a way of combining
skateboards.
two sentences about the same subject/object into one
sentence. They serve to link two ideas; they are more
2 Culture note Asher Jay is an artist who uses her love
efficient and by using them students’ English will sound
of design to create projects that raise money for wildlife
smoother and more sophisticated (and less full of short,
conservation. She has traveled all over the world,
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choppy sentences).
from Colombia to Spain to East Africa. Local First is an
• Write these two sentences on the board:
organization that believes that people are important. As
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Kevin Ahearn is a friend of mine. He loves the ocean and friends and neighbors, we can create a strong and engaged
surfing. community by supporting our local businesses, events,
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• Then, by crossing out the period and the subject He and farms, etc. Arthur Huang is an engineer who believes we
can lessen our impact on the environment by reusing trash
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inserting the relative pronoun who you can demonstrate
how the two sentences come together to answer the and other material. For example, he has made a box out of
question: Who is Kevin Ahearn? recycled materials. The box can also be used as a backpack
Kevin Ahearn is a friend of mine. He who loves the ocean and c or stacked with other boxes to make a storage unit.
hi
• The first answer is given for the first item. Read through it
surfing.
together and make sure students understand the activity.
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• Now we can understand and identify Kevin Ahearn easily. Then give them some time to go through items 1–4. Go
Explain to students that in this sentence students can also over the answers as a class. Can students explain their
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use the relative pronoun that with no change in meaning: answers?

Kevin Ahearn is a friend of mine that loves the ocean and
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surfing. Expansion
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• Next write these two sentences on the board: Write these phrases on the board:
Bureo has a factory. The factory turns old nets into plastic. a famous store a well-known organization a popular singer
Ask students to work in pairs and come up with a
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• Again, demonstrate how the two sentences can be

combined: sentence using a relative clause for each one. For
example, they might write: Ikea is a famous store that sells
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Bureo has a factory. The factory which turns old nets into furniture. After they have written their sentences ask some
plastic.
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volunteers to share their ideas with the class.

• Tell them that the pronoun that can also be used here:
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Bureo has a factory that turns old nets into plastic. At this point, have students complete Activities 6–8 on
• Ask students: Which relative pronouns (who, that, or which)
are used in relative clauses to describe people? (who and that)
Which relative pronouns (who, that, or which) are used in
relative clauses to describe things? (which and that)
• Put students into pairs and have them answer the questions
in the Grammar box. Go over the answers as a class.

3 Culture note Erica Domesek is a designer who runs Teaching Tip Dividing up the work to save time
the (“P.S. I made this”) website. She has been called the Sometimes you won’t have time to complete all the
“queen” of the DIY (Do It Yourself) movement because she items in an activity. When this occurs, you can shorten
encourages and inspires people around the world to rely less the time required by splitting up the items in the activity
on store-bought merchandise and more on their own inner so that each student only does part of the items.
creativity and skill to make things they need in their lives.
• Warm up Give students a minute to think of all the items • There are twelve items in this activity. If you don’t have
they use or enjoy during the day that they feel they cannot time for each student to write a definition for all twelve
live without. Their list could include anything from cell words, you can assign numbers to the items and then have
phones to favorite foods to favorite music. After they have students count off from one to three or one to four or one
their lists, ask them: How many of the items on your list are to six. In this way, each student will have two, three, or four
store bought? How many are homemade? Then explain words to define in total.
that they are going to read about Erica Domesek, who • Once students have come up with definitions, put students
encourages people to make homemade objects and recycle into mixed groups so that they can share their answers.
or repurpose things that they have already. For example, if students have counted off from one to four,
• Before students start the activity, point to the website name have students form a group containing a “1,” a “2,” a “3” and
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(psimadethis.com) and model how to read it aloud (“p.s. I a “4.” Students can share their definitions with their group
made this”) while students repeat. members.
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• It might be easier for students to work in pairs to complete • Here are some possible answers:
this activity. Go over the answers as a class.
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cash: It’s money that you use to pay for things.
clothes / clothing store: It’s a store that sells clothing.
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Expansion
To get students using reduced relative clauses, bring customer: It’s a person who buys things.
in some abstract geometric drawings to class. (You can online store: It’s a store that sells things online (not in a
search online under “Roger Price droodles” for ideas.) c physical place).
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The drawings should be simple enough so that they second-hand store: It’s a store that sells used things.
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can be interpreted in a variety of ways. Give each pair

of students a picture. (You can have some pairs looking shopping mall: It’s a large building or area that has a lot of
stores.
gr
at the same drawing; this activity works best if you have

at least four or five different types so that you can do checkout: It’s the place where you pay for things (that you
eo
several rounds.) Tell the students to come up with a are buying).

sentence that describes or explains their drawing. For credit card: It’s a small plastic card that you can use to buy
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example, if their sentence is This picture shows two people things / that you can use instead of money.
who are climbing a steep mountain they can reduce
furniture store: It’s a store that sells furniture.
the clause to This picture shows two people climbing
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a mountain. (You will need to explain how both the salesperson: It’s a person who works in a store selling things.
relative pronoun and the verb be can be omitted in security guard: It’s a person who guards buildings, money, etc.
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these kinds of clauses.) After they have their sentences,

supermarket: It’s a place where you buy groceries.
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clap your hands and have students pass on their picture

to another pair. In this way, they should come up with • Note: Students may need to use the word where in the
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at least four or five sentences using reduced relative definitions for the words checkout and supermarket. You
clauses. After the last round, ask volunteers to share may need to help them with this or you could skip these
some of their ideas with the class. items altogether.
6 Option 1 Students should bring in photos of upcycled

4 Have students work alone to complete the sentences.
products (discarded things that have been repurposed
Then have them compare their answers with a partner. Go
somehow).
over the answers as a class, asking students to explain their
answers. Keep in mind that each item has more than one • Option 2 Students should write a description of three
possible answer. stores or other places (where they like to shop). Without
saying the names, they should talk about each place using
5 Relative clauses are often found in definitions. at least one relative clause while a partner tries to guess the
names of the stores.
• Option 3 Students should research another product like
Bureo skateboards that comes from recycled materials.

 Read the article. Cross out the relative pronouns where possible.
Shopping for clothes to upcycle
Every year, about ten billion kilograms of old clothes and material (1) that no one wants end up in the trash.
Erica Domesek, the fashion designer (2) who started the popular website psimadethis.com, wants to change
that. She shows people (3) who want to dress in an original, interesting way how to upcycle old clothes. You
can use old clothes (4) that you no longer wear or cheap clothes (5) which come from thrift stores*. If you’re
someone (6) who loves shopping, the thrift store option is a good one. You get the pleasure (7) that comes
from shopping without the pain of spending a lot of money. In one video, Erica shows how you can choose a
T-shirt in a color (8) that you really like and turn it into a fashionable scarf.
thrift store a store that sells second-hand clothes
 Complete each sentence with who, that, or which where necessary.

1 This is the shirt I made.
2 Shopping isn’t an activity that/which interests me.
3 I have a cousin who/that always gives me her old clothes.
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4 This is the old leather jacket I bought from my friend.
5 That’s the store we like because the clothes aren’t expensive.
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6 She’s the friend who/that went shopping with me last week.
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 Look at the list of words associated with stores and shopping. Use sentences with defining relative
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clauses to say what each thing is. Use your dictionary if necessary.
cash checkout
clothes store credit card
c
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customer furniture store
online store salesperson
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second-hand store security guard

shopping mall supermarket
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A customer is a person who buys something in a store.

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 CHOOSE
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• Use the Internet to find photos of upcycled products.

Write sentences that describe them. Use defining relative
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clauses. Share your ideas with the class.

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• Pick three places where you like to shop. Write definitions

for each using relative clauses. See if a partner can guess
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each place.
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• Find out about another product like Bureo skateboards

that comes from either recycled plastic or metal. Make a
poster explaining how the recycling process works.
This table was upcycled from an old tractor.

8D Our Campaign to Ban Plastic Bags in Bali
“ Go for it! Make that difference!

MELATI AND ISABEL WIJSEN ”
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Read about Melati and Isabel Wijsen and get ready to watch their TED Talk. 8.0
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AUTHEnTiC LiSTEninG SKiLLS WATCH
Content words  Work in pairs. Have you ever thought something going
c on at your school or home was wrong? Did you do
hi
When you listen to authentic speech, you may not
understand every word. However, the most important anything about it? What other things could you have
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words—usually nouns and verbs—are often stressed. done to change the situation?
Listen for the stressed words and use them to figure out the
Watch Part 1 of the talk. Complete the notes.
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 8.1
meaning of what someone is saying.
Two images of Bali: Island of gods and island of
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1 Read the Authentic Listening Skills box. Then listen (1) garbage
to part of the TED Talk. What do you notice about the
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Problem: most plastic bags aren’t (2) recycled and end

underlined words? Practice saying the sentences with
a partner. 51 up in the ocean
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Solution: say (3) no to plastic bags

In Bali, we generate 680 cubic meters of plastic garbage a
day. That’s about a fourteen-story building. And when it Melati and Isabel: (4) inspired by Mahatma Gandhi to
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comes to plastic bags, less than five percent gets recycled. go on a (5) hunger strike
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 Listen to another part of the talk. Complete it with the  Watch Part 2 of the talk. Choose the correct option to
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content words you hear. 52 complete each sentence. 8.2
We know that changes the image you may have of our 1 The governor of Bali agreed to meet / talk on the phone
(1) island . It changed ours, too, when we learned with the girls.
about it, when we learned that almost (2) all 2 The governor didn’t promise / promised to help them with
plastic bags in (3) Bali end up in our drains their campaign.
and then in our (4) rivers and then in our 3 Their campaign: for stores and restaurants / beaches to
(5) ocean . And those that don’t even make it to the become “bag-free” zones
ocean, they’re either (6) burned or littered. 4 They believe that kids / only governments have the power
to change the world.
5 They want to stop people in shops / at the airport and ask
about their plastic bags.

8D Our Campaign to Ban Plastic Bags in Bali
ABOUT THE SPEAKER • Then tell students to try to guess the answers to some of the
missing words, and then to compare ideas with a partner.
• Warm up • Play the second extract. Tell students to write the words they
1 Point to the photo and tell students: These are Melati and hear. You will most likely have to play the extract a second (or
Isabel. They are sisters from Bali, Indonesia. We are going third) time so that students can write what they hear.
to listen to their talk. Remind students that another TED • Check answers with the class. Then ask: What happens to
speaker (in Unit 2) talked about Bali. Ask students what most plastic bags in Bali?
they remember about the place. • Tell students to take turns practicing reading the extract
2 Ask a student to read the title of the talk aloud. Then aloud with feeling.
put these sentences on the board: Ten years ago, the
city banned smoking in all restaurants. You can’t smoke WATCH
in them anymore. Ask students what they think the verb
ban means. (Answer: to stop or prohibit something 3 Give students a few minutes to discuss the questions.
forever, usually by passing a law) • When students are done, ask volunteers to share their
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3 Then point again to the sisters in the photo and say: answers with the class.
These two TED speakers want to ban plastic bags. Why?
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4 Warm up Tell students they are going to watch Part 1
Can you guess?
of the talk. Summarize it for them: The sisters are going to
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• Tell students they are going to read and hear some information explain why they started their campaign to ban plastic bags
about the two sisters and their project to ban plastic bags. and how they did it. In other words, they are going to talk
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• Play the first section of the video labelled About the about the problem (write this word on the board), and then
Speaker. Tell students to listen and read along. explain their solution (write this word on the board).
• Do the vocabulary matching activity that follows.
c • Tell students to preview the notes and to see if they can
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• You may also want to remind students of the meanings of guess any of the answers.
these phrases: • Play Part 1 of the talk. Tell students to watch/listen once
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bye bye (= an informal way of saying goodbye) through. Play Part 1 a second time. Remind students that
make a difference (= have an effect in a good way on a when the sisters speak, they don’t have to understand
gr
person or a situation) everything. Their goal is to answer items 1–5.

• Support Pause the talk periodically so students can write
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AUTHENTIC LISTENING SKILLS Content words the correct answers in 1–5.

• Take answers from the class, repeating the parts of the talk
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1 Read the information in the Authentic Listening Skills box.

that clarify the answers. Turn on the subtitles if needed.
• Tell students to read the short text on the page. Introduce
• Project or write on the board: What was the problem? What
the word generate (= to make or produce something).
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was the sisters’ solution? Tell students to use the notes to

• Ask students what they notice about all of the underlined
answer the questions.
words. (Most are nouns, verbs, and numbers.)
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• Play the extract. When students listen, tell them that the 5 Warm up Tell students they are going to watch Part 2
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speaker is going to stress (= emphasize, say more loudly) of the talk and summarize it for them: The sisters started a
three different words. Tell students to circle them. hunger strike. They are going to explain what happened next.
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• Ask students which words the speaker stressed (Answer: They will also explain the results of their campaign.
day, fourteen, five). Guide students to see that the speaker • Tell students to preview sentences 1–5 and to ask about
does this to make a point—to stress how much plastic anything they don’t understand.
people use each day and how little they recycle. • Play Part 2 of the talk. Tell students to watch once through.
• Ask the class: How much plastic garbage does Bali produce— Then play Part 2 a second time. Remind students that when
a lot or a little? Do most people recycle plastic bags? the sisters speak, they don’t have to understand everything.
• Tell students to take turns reading the extract aloud. Their goal is to answer 1–5.
Encourage them to do this with feeling—the speaker is • Take answers from the class, repeating the parts of the talk
using important statistics to get her listeners’ attention. that clarify the answers. Turn on the subtitles if needed.
• Project or write these questions: 1) They started a hunger
2 Explain to students that the paragraph on the page is a strike. Then what happened? 2) The sisters put a sticker on the
continuation of what’s just been said in Activity 1. door of some stores. Why? 3) How old were the sisters when
• Tell students to read the paragraph and ask about anything they started the campaign? What do they believe about kids?
they don’t understand, e.g., the word drain (= the hole in • Tell students to answer the questions in their own words.
the sink that water goes into).
SAMPLE COPY, NOT FOR DISTRIBUTIONUnit 8 Buyer’s Choice 100a
6 VOCABULARY IN CONTEXT 2 Why is it important to make this change?
• 6a Tell students that they are going to watch some clips 3 If people make this change, how will it help your
from the talk. They will see new words and expressions, and community (or the world)? Explain how things are now,
they should choose the correct meaning for each. Then play and what will be different in the future.
the recording. 4 Describe your campaign. How will you tell others about
• 6b After students watch, put them in pairs and give them a it and get people involved (e.g., use social media, send
few minutes to complete and discuss the sentences, which emails to government officials, create an advertisement)?
use the new words and expressions they’ve just learned. 5 Who will help you (e.g., your parents, your city’s mayor, a
• At the end, give feedback about new language that came celebrity)?
up, and correct any errors.
8 Tell students to use their answers to questions 1–5 above to
CRITICAL THINKING Understanding a prepare a short talk in which they explain their ideas. Project
speaker’s authority or write these instructions on the board:
• Start by stating the problem, and explain why it’s a
7 Read the tip box and the direction line. Then ask the class problem. As part of this, use statistics and photos (like
which answer is best. the sisters did): We produce 680 cubic meters (24,014 cubic
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feet) of plastic garbage a day. That’s about a fourteen-story
CHALLENGE building. Photos and facts help to interest your listeners
• Put the problem/solution chart on the board. (Don’t list all
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and describe the problem clearly.
ideas under “solutions” for students to see. Give the first • State your solution(s) and explain why each is a good
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one. The others in italics are suggested ideas for you.) idea. So what can we do about this problem? One solution
is … We think this will help because … Another thing we
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The problem: A lot of Possible solutions
people… can do is…
• Describe your campaign. How will you tell others about
buy water in plastic Don’t buy bottled water. Use
bottles. a thermos.
c it and get people involved? Mention any people you will
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ask for help.
Bring your own bag(s) to a • Close your talk with a sentence to inspire people: Join us
go shopping and get new
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store. Find ways to reuse old and make a difference! You can change the world, so go
bags.
shopping bags in your home. for it!
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Sell or donate your used • Thank people for listening. Ask if there are any questions.
throw away old clothes or • The group should discuss their ideas and put together
items, or do a “clothes swap”
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shoes. their talk. So that the work is divided fairly, assign each
with a group of friends.
buy from companies that Don’t buy from these person in the group a role, for example:
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pay or treat their people companies. The group leader and notetaker leads the group’s
poorly. discussion, makes sure everyone is participating, and
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eat food that has been Buy organic food or food that takes notes on the group’s ideas.
grown with a lot of a local farmer has grown, or The researcher is responsible for researching facts and
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chemicals. start your own garden. photos to be used in the talk.

The secretary is responsible for putting together the
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Other:
slideshow for the final talk.
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• Introduce the idea of changing and improving the world by • Remind students that in the talk they watched, the
rethinking your shopping/spending/recycling habits, and speakers took turns talking. The group should decide who
read the information in the Challenge box aloud. will say what, and practice their talk.
• Then look at two or three problems in the chart, brainstorm • Have students give their talks to another group. When
some possible solutions with the class, and add them to the they listen, they should take notes on what the problem
chart. is and what solutions the speakers propose. At the end,
• Put students in groups of three. Then put these questions listeners can say what they think of the group’s ideas, and
on the board, and tell the groups to answer them. Circulate, add any others they have.
helping students as needed.
1 What change does your group want to make? Choose a
problem from the board or think of your own.

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 VOCABULARY in COnTEXT  Isabel and Melati tell us to “Go for it!” and to “Make
that difference.” What is the best reason why we should
meanings of the words and phrases. 8.3
c listen to them?
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a They have watched other people successfully make
b Complete the sentences so they are true for you.
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changes in the world.

1 Thinking of problems in the world, I’d like to do b They know that a lot of people believe that plastic bags
something about .
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are a serious problem.

2 An example of a person who walks his or her talk is c They’ve actually done what they’re telling us to do,
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. and they’ve succeeded.

3 An example of a person who has made a difference in
my life is .
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CHALLENGE
4 A time in my life when I went for it was
when I . Work in small groups. Isabel and Melati chose to
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5 A person who is a good example for others and tries to make a positive change in their area. What could you and
be the change they want in the world is . your friends do to make your world a better place? Think
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about the following:

• where you shop
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CRiTiCAL THinKinG Understanding a • the things you buy

speaker’s authority
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• how products are packaged

• what you do with things you no longer use
When you think about a speaker’s message, consider Take notes about your ideas.
their experience. When a speaker talks about things they
have actually done, their argument is stronger. They have  Work in the same group. Plan a campaign like the
more authority. one the Wijsen sisters started. Use your ideas from
CHALLENGE. Think about how you will start the
campaign, what you will do, who will help you, and
how you will get more support. Present your ideas
to the class.

8E Call to Action
SPEAKinG How to persuade
1 Some shopping areas have pedestrian zones—areas that are closed to cars.
Does your town or city have any pedestrian zones?
2 What are the benefits of having shopping areas with no cars?
3 What problems can be caused by closing roads?
 Listen to the presentation. Choose the correct options to complete the
paragraph. What is the speaker trying to persuade the audience to do? 53
We want to ban (1) cars / buses and trucks from Fourth Avenue. Downtown
(2) entertainment / shopping is an important part of the local economy. Research
shows that people enjoy (3) walking / eating outdoors but don’t like traffic or air
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pollution. A pleasant downtown area for (4) families / teenagers will mean a happier
town. Allowing cars to ruin the (5) shopping area / air is wrong—people have a right
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to (6) shop / feel safe.
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Speaking strategies
 Read the Speaking strategies box. Write the strategy that matches each quotation.
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How to persuade
morals Closing roads to traffic is the right thing to do. Allowing cars to spoil
Use logic:
our shopping area is wrong.
Research shows that… , Science has
proven that… , If… , then…
emotion
c
Think especially of families who have young children. They just want a
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Use emotion: nice place to go shopping.
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logic Research shows that people who shop downtown enjoy walking but
Think of… , How would you feel if… ,
My heart tells me that… don’t like the car and bus traffic.
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Use morals (right and wrong):  Read the situations. In each case, how would you persuade people in your town
… is the right thing to do, It’s wrong to make a change? Brainstorm ideas as a class.
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to…
• People throw away a lot of metal, paper, and plastic instead of recycling it.
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• The city wants to build a mall, but people think it will hurt local shops.
• A lot of old clothes end up in the trash. There should be a good way to
exchange, reuse, and upcycle clothes.
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 Work in small groups. Choose an idea from Activity 4.

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Make a presentation persuading your audience to make

a change. Use each of the three strategies in the box.
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People shop for flowers in a

shopping area in Barcelona, Spain.

8E Call to Action Expansion
Instead of this activity on upcycling, you may want to
Speaking How to persuade give students an opportunity to further explore the
topic of car-free zones. To do this, you are going to set
1 Warm up Define the word pedestrian for students and up a mini debate activity that allows them to use the
teach them the phrase car-free zone. Then show them a speaking strategy extensively. First, divide students into
photo of a car-free zone. Some options to choose from three groups, environmentalists, business owners, and
(and there are many): Fez, Morocco (the Central Market); local residents. Give each of them something like the
New York City, USA (Times Square); Buenos Aires, Argentina information below (orally or in writing) so that they know
(Calle Florida); Siena, Italy (Piazza del Campo); or Melbourne, what their position on the issue is for the role play.
Australia (Bourke Street). Ask them: What do you think of this Environmentalists: You are pushing the city to make the
place? Would you like to visit? Why or why not? downtown area a car-free zone. You strongly believe
• Put students into pairs to discuss the questions. After they that this will make life easier for pedestrians and local
have finished, ask students to write their pros and cons for residents, will encourage people to walk more, and will
closing city streets on the board. You should keep these up cut down on air pollution and traffic accidents.
Business owners: You are against the idea of a car-
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or record them somewhere because you may need them
later (if you do the Expansion activity suggested further on). free zone in your area. It will impact your businesses
negatively. Right now, many customers drive to shop
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2 Tell students to first read the paragraph and guess the downtown and a car ban will affect this. Also, you
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answers. Then play the audio and have them check their will not have an easy way to receive deliveries of
guesses. merchandise to your shops.
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Local residents: You are not sure what to think. On the
Listening Strategy Guessing meaning from context one hand, having no cars will make life quieter and
We hear and see language in particular contexts. cleaner and it will be safer for children. On the other
Students need to learn to make educated guesses c hand, what will you do when you need to drive in an
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about meaning based on the context they are seeing or emergency? How about the people who usually drive to
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hearing the language in. Once students start engaging in work… what will they do?
this kind of activity, it can be a real confidence booster as • After students understand their roles, put them in
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they start to see how much language they already know. groups of three. Each group should contain one
environmentalist, one business owner, and one
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local resident. Tell them to start their discussion by

3 Go over the expressions in the Speaking strategies box. introducing themselves and explaining their position
Explain that there are at least two main ways to persuade
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on the question briefly. Then tell them to take a few

another person: through logic (by using factual information minutes and debate the idea of making the downtown
that has already been proven) and through emotion area a car-free zone. They should try to persuade their
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(by using words that appeal to people’s feelings about partners. (Remember, when students are trying to
something). Take a class vote by asking students to raise persuade one another, they can also use the pros and
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their hands: Which way of persuading do you think is better, cons that they generated in Activity 1 on the topic of
logic… or emotion? Students can vote for one or the other
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closing streets to cars.)

or both. Tally the results on the board. • At the end of the discussion period, have each student
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• Give students a moment to match each quotation to one of write their group number (but not their name) on a
the strategies. Go over the answers as a class. scrap of paper and how they want to vote (“yes” or
“no” to closing streets to cars). Collect the papers and
4 Read through the different situations. Split students tally the votes. Which side won more of the votes
into small groups and give each group one of the three overall? Ask you students: Why did this happen?
situations. Students should then brainstorm ideas for how
to solve these problems. 5 If you didn’t do the Expansion idea above, continue on from
• Come back together as a class. Ask for volunteers to tell you Activity 4. Put students into groups and have them choose
some of their ideas for each of the three problems and write one of the ideas from Activity 4 (or another one of their
them on the board. own) and come up with reasons why they support the idea.
• Have them then make a brief presentation for the class,
trying to persuade their classmates of their idea. Tell them
to not only use the language of persuasion, but to also give
supporting reasons for why they think the way they do.
SAMPLE COPY, NOT FOR DISTRIBUTIONUnit 8 Buyer’s Choice 102a

Writing A persuasive blog post
6 Warm up Write several types of street performers on the 9 Warm up For this activity, students are going to
board (e.g., musicians, magicians, acrobats, mimes, dancers, brainstorm different improvements they would like to see
human statues). Ask students if they know what these in their neighborhoods or cities. To get them started, first
performers do. Can they think of an example of each one? have them think about what they like about where they live
Have they ever seen one? or work/study. Give them a minute or two to come up with
• Put students into pairs. Have them discuss the two ideas and then ask volunteers to share with the class. Next
questions. For question 1, have them make a list of the ask them: What’s “missing” in your neighborhood/city? What
different areas of the city and what kinds of performers they would you like to see that isn’t there now? You can suggest
have seen there. They should share their answers with the some ideas, such as art gallery, cafe, outdoor market, bus line,
class. For question 2, have students discuss the pros (they shopping mall, swimming pool, etc.
are fun to watch, they bring in business, they provide an • Put students into groups and have them come up with at
income for the people who are performing) and cons (they least three improvements.
can be loud, they take up space in busy areas, they ask
people for money) of having street performers. 1 0 WRITING SKILL Using persuasive language
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7 Have students cover the text below the blog post. Give Exam skills Giving examples
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them time to read through the blog, circling any words or To be a good writer, you need to explain your ideas
phrases that they don’t know. (They can ask you later for clearly to your readers. One way you can do this is by
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help.) providing examples to show what you mean. These
• As a class, ask students the six questions (that students
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“markers” signal to the reader that you are now going to
still have covered) and keep asking until you get sufficient give some “evidence” to support your main argument.
answers.
c • Write or project these sentences on the board. Underline

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Answers the target structures to show students how they are used.
1 The street performers
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Many cities are creating car-free zones. For example / For

2 Allow street performers instance, in Bogota, Colombia, some main streets are closed to
3 B y saying other cities have street performers, cars on the weekends.
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and that they would be good for the local

economy There are many different kinds of street performers, such as
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4 B y asking how you felt last time you heard a dancers and musicians, who perform in my city.
musician, and talking about the emotional • Give students time to write their blog posts or you can
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connection assign the writing work as homework. Make sure they

5 By saying it’s wrong to refuse citizens a living understand that they are to use the five writing strategies
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6 Answers will vary. in their blog.

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8 Students are now going to match parts of the blog in 1 1 Ask students to exchange papers. They should check their
Activity 7 with the points in the Writing strategy box. First, partner’s writing to make sure it contains all of the writing
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as a class, go over the strategies together. Make sure that strategies. Was their partner’s blog persuasive? Why or
students understand each one.
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why not?
• Put students into pairs. Have them work on matching. Go
over the answers as a class.
• Optional Another way to do this activity is to give each
pair of students ten strips of paper (five pieces of paper for
the five paragraphs in the blog and five pieces of paper for
the five strategies). Students should then match the pieces
of paper correctly (paragraphs and strategies).

WRiTinG A persuasive blog post
 Work in pairs. Answer the questions.
1 Do you have performers in the shopping areas of your town or city? What kinds?
2 Do you think performers should be allowed in busy shopping areas? Why?
 Read the blog post. Answer the questions.
Making music shouldn’t be a crime

When I went to Paris, I enjoyed the performers who played music, did tricks,
or painted pictures on the sidewalk. My town doesn’t allow street performers.
We should change that.
Writing strategy
The world’s great cities have street performers: Tokyo, Edinburgh, Barcelona,
Mexico City. If we allowed them here, people would come to watch them Persuading people to make
and would also shop. This would help the local economy. a change
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How did you feel the last time you saw a great street performer? They make a • Introduce your topic with a
connection with the audience, and they make visitors feel welcome. personal story.
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Some people earn their living this way. It’s wrong to stop people from doing • Mention successful examples of
honest work. It would be right to change the rules to allow street performers. the change you’re arguing for.
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• Ask readers to think of their own
If we allowed them, it would improve our quality of life and give entertainers
experience and describe the
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opportunities to perform. Please click on this link to join my campaign.
emotional side of your proposal.
• Explain what’s wrong and what
1 What did the blogger love about Paris?
c would be right.
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2 How does the blogger want to change the downtown shopping area? • End with a call to action that
3 How does the blogger use logic? explains exactly what you think
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4 How does the blogger use emotion? people should do.

5 How does the blogger use ideas of right and wrong?
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6 Does the blog persuade you? Why?

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 Read the Writing strategy box. Match the points with the blog in Activity 7.
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 Work in groups. What three new things would you like your area to have? Why? We should have an art gallery. If we had
one, then…
1 WRiTinG SKiLL Using persuasive language
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Choose one of your ideas from Activity 9 and write a blog post about it. Use
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the structure from the Writing strategy box.

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11 Exchange blog posts with a partner. Check each other’s work. Does it use the
ideas from the Writing strategy box? Does it persuade you about their ideas?
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9 All in a
Day’s Work
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• talk about jobs.
• read opinions about school and work.
• learn about the knowledge and skills
needed for life.
• watch a TED Talk about using things
carefully.
• write an email asking for information
about a class.

9 All in a
Day’s Work
Unit overview
About the photo
This unit covers a variety of aspects related to the world of work
and professional life. Students will learn concepts and language The women pictured are making fishnets in Vinh Hy, a village
relating to describing jobs, as well as talk about the skills in southeastern Vietnam. Many people in this community
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needed for a job, what is important when choosing a job, work in the fishing industry as net makers, fishermen, and fish
and what kinds of personalities fit certain professions. vendors (sellers). Vinh Hy is not only known for its seafood,
though. The village’s picturesque beaches, and its proximity
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In this unit, students will cover a range of topics around the to a popular national park, have begun to attract tourists
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unit theme including talking about different professions, what to the area in increasing numbers. To accommodate these
things are important to people when starting a career, how visitors, resorts have opened in the region in recent years,
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skills learned in school translate to professional life, how people and more locals now work in the hospitality industry as hotel
can use their jobs to change the world around them, and and restaurant staff and tour guides.
learning how to describe their own skills. By exploring these
topics, students will learn the language they need to describe c
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jobs and skills and other practical language goals around the
Warm up
• Tell students to look at the photo and read the caption.
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topic, but also be able to think and talk about what jobs mean
• Then tell students about Vinh Hy, explained in About the
in a global context.
Photo. You can read this information to the class or simplify
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and explain it. Tell students to take notes. Ask: What jobs do
Unit objectives many people in this village have? (fishermen, net makers, hotel
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Vocabulary and restaurant staff, tour guides, other jobs related to tourism)
• Jobs • Then ask: What jobs are common in your city? Students can
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• Vocabulary Building Dependent prepositions respond with the names of jobs. You can also introduce
this language to talk about the different industries people
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Grammar work in: Many people work in ____ (e.g., tech / banking /
• Grammar 1 Past perfect business / fashion / entertainment / manufacturing / tourism /
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• Grammar 2 Reported speech government / medicine / retail).

Language note All in a day’s work (the title of this unit) is used
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Reading to express the idea that something difficult or unpleasant is an

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• Does school prepare you for the world of work? expected part of a given job, as in this example:
TED Talk Assistant: Oh, Dr. Brown… what happened to your hand?
• Ellen MacArthur: The Surprising Thing I Learned Sailing Solo Dentist: I was cleaning a child’s teeth and he bit me.
Around the World Assistant: Are you OK?
Dentist: Yeah, it’s all in a day’s work. I’ll be fine.
Pronunciation If you introduce this expression to students, you could follow up
• Wh- question intonation by asking them to call out different jobs. Then ask them what
the best and worst part of each job is.
Speaking
• Talking about careers
Resources
Writing
• A formal email

Unit 9 All in a Day’s Work 104a
9A Work should be fun!
VOCABULARY Jobs Warm up
4 Say the jobs in the box with the class. Then put
the chart below on the board, and explain each category:
1 Warm up Tell students to read questions 1–3 and to think • People who work emergency service jobs help in a
about their answers. Point out that the title of the lesson is dangerous or life-threatening situation (e.g., when there
Work should be fun! is a fire or someone is hurt).
• Put students in pairs and give them a few minutes to • A person with “a desk job” works in an office and does
discuss 1–3. Circulate, helping as needed. most of their work while sitting.
• When students are done, ask volunteers to share their • In a trade job, a person usually does physical work.
answers with the class. There are skilled trade jobs (in which a person receives
specialized training, e.g., an electrician) and unskilled
2 Warm up Say the jobs in items 1–10 with the class. Then
trade jobs (in which a person needs no special training to
put students in pairs. Tell them to cover a–j and to guess
do the job, e.g., a hotel maid).
what each person does (e.g., a software engineer makes
• A person who works “in retail” typically works in a store.
apps and other computer programs).
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• Tell students to uncover a–j and to match each definition Emergency Office / desk Trade jobs Retail jobs
with the correct job. service jobs jobs
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• Check answers as a class by calling on different students to
complete this sentence, which you’ve written on the board:
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A(n) ____________ is someone who ____________. (A • Tell students to work with their partner to list the jobs
in the chart, and then to think of one more for each
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software engineer is someone who designs computer programs.)
category.
Expansion • Language notes A chief executive is often referred to as
Have students create flashcards. On each card (or slip
c CEO (= chief executive officer). The title is pronounced by
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saying each letter: C-E-O.
of paper), they should write a job on one side (e.g.,
• A salesperson might work in a store (e.g., as a clerk),
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architect) and the corresponding definition on the other

but a person with this job title might also work in an
(e.g., designs buildings) or the translation into students’
office “in sales” (e.g., I work in sales for a pharmaceutical
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native language. Have students mix up their cards and

company.).
then quiz each other.
• A cleaner (= someone who does cleaning work in a large
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building) is typically referred to as a janitor or custodian. In a

Study Skills Using flashcards to review vocabulary hotel, a woman who cleans rooms is often called a maid or
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Students may use flashcards to study and review vocabulary. housekeeper.

To use these effectively, encourage learners to create • Additional vocabulary Office/desk jobs (= customer
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three piles: (1) words they got immediately; (2) words service/call center representative, receptionist/secretary),
they remembered after a pause; (3) words they couldn’t trade jobs (= mechanic, electrician, plumber, painter), retail
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remember or got wrong in some way. Tell students to put jobs (= cashier, personal shopper)
the cards back together with pile one at the bottom, two • Go over answers with the class. Write down any additional
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in the middle, and three at the top. This ensures that they ideas.
review words they don’t know first.
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Expansion
3 Read the directions in Activity 3. Explain to students that To preview some of the language that comes up in
they’re being asked to rank the jobs based on worldwide Activity 5, ask students these questions. Make sure they
demand (i.e., those that are needed the most). understand the italicized words.
• Tell students to rank the jobs from 1 to 10. 1 Which jobs in Activities 2 and 4 are dangerous?
• Optional Instead of having students rank all ten jobs, you 2 Which are difficult?
could have them focus on the top five only. Another option 3 Which are well-paid?
would be to give students the answers for jobs 2, 5, and 9, 4 Which are low-paid?
and then have them fill in the other seven.
• Tell students to explain their answers to a partner. Why, for 5 Give students a few minutes to discuss the questions.
example, did they list a certain job as number 1? Why is it so Circulate, helping as needed.
important? (They might say something like People really need • When students are done, ask volunteers to share their
doctors.) Then tell pairs to check their answers on page 154. answers with the class.

105a Unit 9 All in a Day’s Work
9A Work should be fun!
VoCABULARY Jobs
1 mY PERSPECTiVE
Answer the questions.
1 Look at the photo. Would you like to have this job? Why?
2 Rank the aspects of a job from 1 (most important) to 5 (least important).
Making a lot of money Working close to home
Doing something you enjoy Doing something important
Being part of a team with your life
3 Do you agree with the title of the lesson? Why?
2 Match the jobs with the correct description. Use your dictionary if necessary.
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1 d software engineer a designs devices like smartphones
2 a electrical engineer b gives people legal advice
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3 c nurse c helps people who are sick, usually
4 j doctor with less training than a doctor
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5 f accountant d designs computer programs
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6 e high school teacher e helps teenagers learn
7 i chef f prepares and inspects financial
8 g architect information and money
9 h
c
dentist g designs buildings
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10 b lawyer h provides care for people’s teeth
i prepares and cooks food as a job
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j helps people who are sick, usually

with more training than a nurse
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3 Rank the jobs from Activity 2 from most to least needed. Each dot stands for
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one country that needs workers for the job. Check your answers on page 154.
1 software engineer••••••••••••••••••••••• high school teacher
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6 ••••••••
2 electrical engineer
••••••••••••••••••• 7 chef ••••••••
3 nurse •••••••••••••••••• 8 architect •••••••
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4 doctor •••••••••••••••• 9 dentist ••••••

5 accountant ••••••••••• 10 lawyer ••••
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4 Look at these jobs. Which category does each one belong to? Think of one
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more job for each category. Use your dictionary if necessary.

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chief executive cleaner construction worker factory worker

firefighter manager office worker paramedic
police officer salesperson store manager
police officer, firefighter, paramedic construction worker, factory
1 Emergency services jobs 3 Trades worker, cleaner
2 Office or desk jobs 4 Retail jobs salesperson, store manager
chief executive, manager, office worker
5 Work in pairs. Answer the questions. Use the phrases below.
Two women make fish nets
at the fishing village of
1 Which of the jobs in Activities 2 and 4 would you most and least like to do? Why?
Vinh Hy, Vietnam. 2 Are there other jobs not mentioned that you’re interested in? What are they?
I’d like to be a(n)… because it’s a(n) interesting / exciting / fun / well-paid job.
I wouldn't like to be a(n)… because it’s a dangerous / boring / difficult / low-paid job.

Unit 9 All in a Day’s Work 105
LiSTEninG
6 Listen to Tomas and Julia talking about photographer Anand Varma. Julia: adventure, fun
What’s important to Julia in a job? What’s important to Tomas? 54 Tomas: staying near family, safety, money
adventure J fun J money T safety T staying near family T
7 Listen again. Are the sentences true or false, or is the information not given? 54
1 Julia would like to travel for work. T

2 Tomas has traveled a lot. NG
3 Julia hasn’t decided exactly what job she wants yet. T
T/NG (Not given, but students may use context
4 Tomas says if you want to have a job like Anand Varma, you can do it. clues to say True)
5 Tomas would like to have a job like Anand Varma’s. F
6 Tomas says he’d like to be a doctor. F
7 For Julia, it’s important to have an interesting job. T
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8 Julia thinks Tomas should consider being a paramedic. F
9 Julia wants to make a lot of money. NG
10 Tomas wants a job that’s very exciting. F
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8 mY PERSPECTiVE
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Think of a job you liked in Activity 5. What qualities or skills would you need for
that job? Choose from the list below or think of your own ideas.
be brave be a hard worker

c be organized
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be strong good at cooking good communication
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Anand Varma is a science photographer

and national Geographic explorer.
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in this photograph, he’s at work in

California, in the US.
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Unit 9 All in a Day’s Work
Listening
6 Culture note Anand Varma is a natural history • Give students time to work on their lists. Call on volunteers
photographer who has been interested in the natural to share some of their ideas with the class.
world from a young age. He worked at an aquarium
store as a teenager and at that time also developed an
interest in photography. He studied biology in college Expansion
and then by chance later worked on a story for National • Write or project these sentences from the listening
Geographic magazine. His current work of photographing onto the board:
nature combines his interest in research, biology, and Julia wants a job that’s fun and different.
photography.
Tomas wants a job that’s safe.
• Warm up Tell students they are going to listen to two
people talking about what’s important to each of them in • Tell students that they are now going to talk about the
a job. Ask students: What’s important to you in a job? What kind of job that they want.
would you need for “the perfect job?” Put them into pairs • Hand out or write this information on the board:
and give them time to discuss with a partner. Have some I want a job that…
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volunteers share their answers with the class. Did any of them allows me to travel.
choose the words that are in Activity 6 (adventure, fun, etc.)?
makes my parents proud of me.
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• Play the audio. Have the students match the words to Julia
and Tomas. Go over the answers as a class. helps other people.
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pays a lot of money.
7 Tell students that they are going to listen to the audio again
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and write T if the statement is true, F if it’s false, and NG if doesn’t require me to work overtime.
the answer isn’t given. will relocate me.
• Before playing the audio, give students time to read
through all of the items so that they are familiar with the c • You should feel free to add to this list if you have
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content before they listen. additional ideas. (Note: relocate means to move to a
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• Play the audio. Have students write their answers. They new place, in this case for a new job opportunity.)
should compare their answers in pairs before you go over • Give students time, working alone, to choose the
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the answers as a class. one item on the list that is their highest priority when
looking for a job.
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8 Warm up Books closed. Put students into pairs and • Put students into groups of four. Each student (starting
give them a minute to make a list of the jobs from the with Student A) will have a chance to tell their group
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Vocabulary section that they remember. Come back which item they chose (e.g., A job that helps other
together as a class and compile a single list on the board. people is most important to me.).
(You can go around to different pairs and ask each to • The other students (Students B–D) then have one
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submit an item for the list.) minute to discuss different ideas with the aim of
• Put students back into pairs. Have them agree to work on choosing one job for Student A based on what his/her
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one of the jobs on the list. Tell them that they are going to priority is. While they are discussing, Student A must
remain silent.
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come up with five qualities or skills that are necessary to do

their job well. • Once the minute is up, the students must agree on
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• Write this sentence on the board: A (job title) needs to ___. Tell a single choice and tell Student A, who will then tell
students to come up with five different ways to complete the everyone whether he/she likes the suggestion or not.
sentence. They can choose one item from the list on page • The activity is finished when every student has
106 to get started (if they like), and then they should come received a suggestion for their “perfect job.”
up with four of their own ideas.

Grammar Past perfect
9 Language note The past perfect is formed with the past
form of the verb have (i.e., had) and the past participle. Teaching Tip Using timelines
The past perfect is used with the simple past to talk about Timelines are a helpful tool when you are trying to
events in the past. Used together, the clause using the past illustrate how English describes time and refers to
perfect indicates the event that happened first. events in time in relation to one another. A timeline
• To get students started, review some common past gives students a visual cue that will help them to
participle forms. Since students are unlikely to struggle with understand the material more easily. Timelines can:
the regular verb forms, here are some common irregular 1 simplify explanations of how tenses work.
verb forms with the past participle in boldfaced type. 2 give students a visual to show how tenses work.
Remind students that there is also an irregular verb list on 3 show the different aspects of verbs in time.
page 148. 4 use universal symbols that are easy to understand.
Here, students will be using timelines to show the
become / became / become know / knew / known
order of events that happened in the past.
begin / began / begun leave / left / left
choose / chose / chosen make / made / made
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come / came / come meet / met / met • Put students into pairs and give them a minute or two to study
cost / cost / cost pay / paid / paid
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the timeline at the bottom of the page. Have them ask any
drink / drank / drunk read / read / read questions about content that they don’t understand.
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eat / ate / eaten say / said / said • Culture notes The Cannes Film Festival, started in 1946, is
forget / forgot / forgotten see / saw / seen held annually in Cannes, France. It is an honor to show a film
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go / went / gone in the festival. Movies from around the world are shown.
• Next write these sentences on the board: • The Presidential Medal of Freedom is the highest award one
The movie started at 8:00. I arrived at the theater at 8:15.
ccan receive in the United States. It is given to people who
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have contributed significantly to the US or the world.
By the time I arrived, the movie had already started. • Go over the first item as a class. Then put students into pairs
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• Explain to students that both of these events happened in and have them make sentences with the simple past and
the past and that the first event to happen was the movie past perfect. Go over the answers as a class.
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starting.
• It’s important to mention that the following time 12 Students are now going to make timelines of their own
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expressions often occur with the past perfect: after, before, lives. To help them get started, give students some
by the time, just, already, and yet. categories they may use to help them come up with events
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• Have students read through the three sentences in the for their timelines. Some ideas:
Grammar box. Have them write a “1” over the event that • transitions (starting a new school, joining a club)
• school events (school trips, special classes, sporting
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happened first in each case. They should write a “2” over

the event that happened second. events)
• funny stories (times spent with family and friends)
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• Next have them choose the correct words to complete

sentences 1–3 below. Go over the answers as a class. • trips and vacations (family vacations, summer break)
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• accomplishments (learning something, hobbies, awards)

Ask students to look at the sentences in the Grammar box.
10 family events (birthdays, siblings being born)
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Which tense is used for the “1” events? Which tense is • Tell students how many events they should put on their
used for the “2” events? Make sure students understand timeline (five or six items is a good start). Students should start
this point. with the earliest event in their lives and move forward.
• Optional Students can ask family members for more
At this point, have students complete Activities 1–3 on ideas about what they should put on their timelines as
page 145 in the Grammar Reference section. You may homework.
13 Once students have completed their timelines, have them
11 Language note The verbs used in the timeline of Jacques get into pairs and make sentences about their partner’s
Cousteau’s life are in the present tense (even though the timeline using the simple past and past perfect.
events happened in the past). This is a particular use of
the present tense called the historical or narrative present, 14 Have students read their partner’s timeline and then
and it is often used when writing about historical events in recommend a future job that they think would be
chronological order (such as in a timeline). appropriate for the student.

GRAmmAR Past perfect 3 Cousteau give 20 years of his life to the ocean / receive
money from the National Geographic Society for his work
Past perfect (when) Cousteau had given 20 years of his life to the ocean

when he received money from the National Geographic Society for
a By the time he was a teenager, he’d decided he wanted to his work.
be a marine biologist. 4 Cousteau write the book / The Silent World / make the
film (before)
Cousteau had already written the book The
b He’d already had a job working in a fish store when he Silent World before he made the film.
started college.
5 Cousteau be a TV star / for more than 15 years / he
c He got a job as an assistant photographer, but he hadn’t
receive the Medal of Freedom (before) Cousteau had
worked as a photographer. been a TV star for more than 15 years before he received the Medal
of Freedom.
6 he die / share his love of the ocean / with millions of
9 Read the sentences in the Grammar box. Choose the people around the world (by the time) By the time he died,

correct words to complete the information below. Cousteau had shared his love of the ocean with millions of people
around the world.
1 According to a, Anand decided to become a marine 12 Make a timeline of your life. Include at least five
biologist before / when he was a teenager. experiences or things you have learned—when you
2 According to b, Anand worked in a fish store before / after
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began studying English, when you started playing
he went to college. a sport or musical instrument, when you discovered
3 According to c, Anand had / didn’t have experience something you love, and so on.
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working as a photographer before he became an
assistant photographer.
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13 Work in pairs. Make sentences with the simple past and
past perfect to describe each other’s timelines.
10 Which two verb tenses are used in each sentence?
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By the time you were eight years old,
11 Look at the timeline of Jacques-Yves Cousteau’s life. c you had discovered that you loved art.
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Then use the words and time expressions to make
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sentences with the simple past and past perfect. When you were three, you had
already started playing soccer.
1 be 21 / discover love of the ocean (by the time)
By the
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time he was 21, Cousteau had discovered his love of the ocean. 14 Work in pairs. With your partner, discuss one or two jobs
2 Cousteau / be in the navy for two years / travel around that would fit each other’s life experiences and interests.
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Cousteau
the world (when) had been in the navy for two
years when he traveled around the world.
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You’ve played soccer since you were three. Maybe

you could be a professional soccer player or a coach.
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TIMELINE OF JACQUES-YVES COUSTEAU’S LIFE

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1910 1932–33 1951 1966–82 1997

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born films around-the-world starts sailing on the appears in the educational TV series dies,
navy trip Calypso, an ocean The Undersea World of Jacques Cousteau age 87
research ship and The Cousteau Odyssey
1953
first book, The Silent
World, published
1930 1943 1956 1985

enters designs film of The Silent World wins an receives the US
French navy, modern award at the Cannes Film Festival Medal of Freedom
discovers love SCUBA diving from President
of the ocean system for 1952 Ronald Reagan
breathing receives money from the National
underwater Geographic Society for his research

9B What do you want to be when you grow up?
VoCABULARY BUiLDinG 2 Sophia thinks school developed her mind / study skills.
3 Daniela learned skills for her job at / after she left school.
Dependent prepositions 4 Paul believes that school sports develop job skills / the
Certain verbs are usually followed by a particular preposition. body, but not the mind.
These dependent prepositions are followed by a noun or 5 Danh says that you study a lot of subjects to prepare you
pronoun. for any possible career / discover what’s interesting.
6 Aslan says that paramedics and firefighters don’t learn
We asked for help. their jobs at / don’t usually finish school.
Sometimes an object can go between the verb and preposition.
6 Read the sentences. Who said each one?
I borrowed a pen from him.
1 History helped me develop critical thinking skills. Sophia
2 History is interesting, but not useful for my job. Lydia
1 Read the Vocabulary Building box. Complete the 3 The most important thing you learn about in school is
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sentences with the correct dependent preposition. yourself. Danh
4 I don’t remember what I learned in school. Aslan
about for from on on to with with
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5 School teaches you basic skills before you learn special
1 He applied for a job in a bank. skills for your job. Daniela
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2 I agree with the idea of leaving school early if
you want to start working. CRiTiCAL THinKinG Identifying tone
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3 They graduated from high school last year and
found work immediately. A writer’s style of writing may affect how you feel about
4 How much money you earn depends on
c the subject. A pleasant or “warm” tone can make you like
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how many hours you work. the writer. A negative or “cold” tone may make you want to
5 Elementary school provided me with a lot of disagree with them. A factual tone may consider more than
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practice developing my social skills. one point of view and convince you to agree with the writer.
6 She introduced me to her brother.
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7 You don't have to decide on a career in high 7 Read the Critical Thinking box. Then answer the questions.
school, or even in college.
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about 1 Which of the writers has a negative tone? How can you tell?
8 Did you forget our appointment?
2 Which of the writers has the warmest tone? Why?
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3 Which two writers have a factual tone? How do you know?

READinG 4 Which answer do you agree with the most?
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2 mY PERSPECTiVE 8 Read the responses below. Whose “No” answer is each

one addressing?
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Do you agree or disagree with this statement? Why?

1 I can see what you’re saying. But the jobs you mention
The main reason for going to school is to get a job.
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involve a lot of skills, not just one. In those jobs—and

in your job—you need to be able to look carefully at
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3 Read the Tip. Then read the title of the survey. What are situations and to solve problems, sometimes very quickly.
the three possible answers to the question in the title? Those are skills you practice in school. Aslan
2 I see what you mean. You learn facts at school, but that
Texts sometimes contain different points of view on a
isn’t the main reason for going. When you do schoolwork,
single topic. Understanding the different points of view
you develop study and research skills, and you also learn to
can help you form your own opinion about the topic.
work with people in an organization. Lydia
4 Read the title of the survey. Which two writers… 9 mY PERSPECTiVE
1 answer No? 2 answer Yes? 3 answer Maybe? Work in groups. Discuss the questions.
Lydia and Aslan Sophia, Danh, and Paul Daniela
5 Read the survey again. Choose the correct options. 1 Think about the things you do at school. How do you
think they prepare you for working life?
1 Lydia says that most of her school subjects were useful / 2 Which school subjects do you think will be the most and
useless for her job. least important for your future work?

9B
What do you want to be when you grow up?
VOCABULARY BUILDING Dependent READING
prepositions
2 Say the sentence aloud to the class. Then tell those who
1 Warm up agree to raise their hands. Ask a couple of volunteers to tell
you why. Tell those who disagree to raise their hands. Ask a
1 Project or write this sentence on the board: Maria talked
couple of volunteers to tell you why.
her teacher.
2 Then ask students: Is this sentence OK or is a word missing?
3 Read the tip in the box. Then tell students they are going to
(A word is missing.) Ask students if they know what word
read an article in which the people have different points of
it is (to), and add it to the sentence after talked.
view (opinions) about school.
3 Then underline the phrase talked to in the sentence.
• Tell students to read the title of the article, and ask them
4 Point out to students that many commonly used verbs
how you might answer this question. If students are
in English can be followed by prepositions (i.e., words
uncertain, just give them the answers: yes, no, maybe.
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like to, about, for, on, with). For example, you talk to your
teacher; you look at a website; you wait for a bus.
4 Tell students to read the title of the article again, and
• Read the information in the Vocabulary Building box.
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then to look at each person’s name and job in bold (e.g.,
It reinforces what you’ve already said in the warm up
Lydia, software engineer). Say: Think about each person’s
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about verb + preposition combinations, and it adds some
job. How do you think they will answer the question in the
information—i.e., that often, these combinations can
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title—yes, no, or maybe? Write your answer next to each
be followed by a noun or noun phrase: She’s talking to
name.
Manuel. I’m waiting for the bus.
• Then tell students to read the article and answer 1–3.
• Tell students to read sentence 1. Ask them which word in
the box they would use to complete it. (Answer: for) c • Support Point out these two things to students:
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In almost all cases, students will have to infer (guess) each
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person’s answer from what he or she says. The person will

Teaching Tip
not come right out and say yes, no, or maybe.
If students aren’t sure which preposition collocates
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with a given verb, tell them to look up the verb in their If students aren’t sure if the person is saying yes, no, or
dictionary. Most print and electronic dictionaries will maybe, tell them to skip that profile and read another
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give sample sentences in which the verb + preposition person’s. Tell students to try to answer the ones they are
combinations are highlighted. sure about first, and then go back to those they were
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unsure of.
• Check answers as a class. Ask students to explain what a
• Tell students to complete 2–7, and then check answers with
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person said that made them choose a given answer.

the class by having different students read a sentence aloud.
Tell students to preview sentences 1–6. Then tell them to
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Study Skills Using flashcards to review collocations look quickly at the specific profile and to circle the best
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Students can also use flashcards to study and review answer to complete the sentence.
collocations, like those in Activity 1. On each card, have
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them write part of the phrase on one side with a key word
deleted (e.g., apply ____ a job) and the missing word on
the other (e.g., for). Have students mix up their cards and
quiz each other, or use them to study on their own.

6 Warm up Reading Strategy Understanding tone
1 Read the directions. Tell students that they need to scan When students read certain kinds of texts, particularly
the passage (e.g., look through it quickly) to find whose opinion pieces, it will be important for them to
opinion is given in each sentence. understand how the author feels about the topic. Often,
2 Point out to students that sentences 1–5 paraphrase a writer will use a certain tone to convey his or her
(restate in different words) what people say in the feelings and will try to persuade readers to see things
reading. Go over with students what this means. from his or her point of view. Readers can usually infer
3 Ask a student to read sentence 1 aloud. Then ask: To help how the writer feels by the words and expressions used.
you find the answer, what key words in sentence 1 could
you scan for in the reading? (history, critical thinking skills) • Tell students to read and answer questions 1–3.
Tell students to underline these words. • Tell students to check their answers to 1–3 with a partner, and
4 Tell students to scan the reading to find where the words to discuss question 4. Note that the last question is asking:
are used. In sentence 1, history is stated explicitly in lines Whose opinion in the article do you agree with the most? Why?
5 and 13. Critical thinking skills is paraphrased.
5 Ask students who said sentence 1. (Sophia) Sentence 1 8 Ask students: In the reading, which two people answered “no”
says: History helped me develop my critical thinking skills. to the question in the title? (Lydia and Aslan)
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Sophia says: When we study history, we learn about people, • Then tell students to look at the statements in 1 and 2. Whose
politics, mistakes in the past… All of these things help us… no answer does opinion 1 respond to? How about opinion 2?
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learn to think clearly.
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• Have students do 2–5. Expansion
• Check answers as a class by calling on different students to Have students debate the question Does school prepare
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read a sentence and say whose opinion it is. you for the world of work? by doing the following:
1 Put students in A/B pairs. Student A should argue
c that school does prepare you for work and think of

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Exam Skills Understanding a paraphrased sentence two reasons why. (Students can use ideas from the
A paraphrased sentence has the same meaning as the reading and their own.) Student B should argue that
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original, but it uses different words. school does not prepare you for work and think of two
reasons why.
The original: Does school prepare you for the world of work?
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2 When students prepare their statements, remind

The paraphrase: Will your education help you get a job?
them to start off by stating their opinion and then
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When students are asked to do a matching activity like explain it with their two reasons. Tell students to
Activity 6 on an exam, they should read and make sure practice what they’re going to say.
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they understand the original sentence or question, and 3 Tell each pair to get together with another pair. Pair 1
underline key words or phrases in it. Then they should will be A and B; Pair 2 will be C and D. Project or write
quickly search the passage for similar words and phrases.
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these instructions:
• Student A: Give and explain your opinion.
• Student B: Argue against your partner’s opinions
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CRITICAL THINKING Identifying tone using your own ideas. To start, use this expression: I
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can see what you’re saying, but… You and Student A

Warm up Read the information in the Critical Thinking have two minutes total to debate.
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7
box. Then do the following. • Students C & D: You are the judges. Listen and take
notes on what Students A and B say. At the end
1 Project or write these sentences about two people’s jobs: decide: Whose argument was better? Why?
A: I work with some really creative and interesting people, 4 Tell students to change roles. Now Students C and D
and I’m learning so much from them. should explain and debate their opinions. Students
B: You’re lucky. My job is about as interesting as a bowl of A and B should be the judges.
plain rice.
2 Which person—A or B—feels positive about their job? 9 Put students in groups and give them a few minutes to dis-
(Person A) Which person is more negative? (Person B) How cuss the questions. Go around and help them by correcting
do you know—which words does each person use? (A uses or giving them the English they need.
the words creative, interesting people, learning so much. • At the end, ask volunteers to share their answers with the
B compares his job to a bowl of plain rice; in other words class. Also give feedback about new language that came
saying that his job is boring.) up, and correct any errors.

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Workers putting together
a car in modena, italy.
c
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55 An online survey* asked working people food. When I got my first job, my boss said it was the
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around the world if school had prepared them for 25 beginning of my education. —Daniela, chef
their jobs. Here’s what six of those people said. When you play soccer at school, you learn about
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the sport—the rules, how to move the ball, etc.—but

If you want to be a software designer and build an app, you also learn about working with a team. In most
5 you don’t need to know about history, literature, or jobs, you work with some kind of team. Playing
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biology. When I applied for my first job, I hadn’t learned 30 sports at school definitely gave me a lot of
any computer programming or project management teamwork skills. —Paul, manager
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skills. Learning facts about Ancient Rome and Ancient Most people don’t become biologists, so studying
China was interesting, but I haven’t used them in my
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biology may not be useful for your job, so in some

10 job. —Lydia, software engineer cases, school doesn’t prepare you very well. However,
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My grandmother once told me that at school she 35 school introduces you to a lot of ideas and subjects.
hadn’t learned what to think; she’d learned how to think. You probably need to study biology to discover if you
I agree with her. When we study history, we learn are interested in it or not. School helps you learn what
about people, politics, mistakes in the past, and the you like and don’t like, and then you can decide on
15 history of great ideas. All of these things help us to the right career. Until my math teacher told me
understand our place in the world and to learn to think 40 I could become an accountant, I didn’t know that
clearly. By the time I graduated from high school, job existed. —Danh, accountant
I had definitely learned to think. My grandmother Not at all—or at least not for me. Does a paramedic
was right! —Sophia, lawyer learn to drive an ambulance at school? I don’t think so.
20 It depends on the type of job you want. If you want to Does a firefighter learn to fight fires at school? Never.
be a teacher, then school is the perfect preparation. If 45 Sadly, for most jobs, you don’t need to know the things
you want to be a chef, school is a great start, but then you learn in school. I forgot about school when I started
you need something more—you need to learn all about working. —Aslan, construction worker
*Comments adapted from Debate.org.

Spanish racecar driver Carmen
Jordà gets ready for another day 9C She said it wasn’t just about
at work.
the money.
GRAmmAR Reported speech
1 Look at the photo and quote. When does Carmen say she started racing?
When does she say driving became her job? At 12 and 20.
2 Look at the Grammar box with reported speech from the reading.
Then answer the questions.
Direct speech Reported speech
Sophia’s grandmother: “At school, I My grandmother once told me that
didn’t learn what to think; I learned at school she hadn’t learned what to
how to think.” think; she’d learned how to think.
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The boss: “This job is the beginning of When I got my first job, my boss said
your education.” it was the beginning of my education.
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The math teacher: “You can become My math teacher told me I could
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an accountant.” become an accountant.
Lydia: “I haven’t used facts about Lydia said she hadn’t used facts about
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Ancient Rome and Ancient China in Ancient Rome and Ancient China in
my job.” her job.
c They become past tense.

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1 How do the verbs and modal verbs change from direct speech to reported speech?
2 How do the pronouns I and you change? They become he/she and I.
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3 Read Carmen Jorda’s direct speech about her work. Complete the
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reported speech.
1 My father took me to see my first Formula 1 Grand Prix at the age of eight.
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Carmen said her father took her to see her first Formula 1 Grand Prix at
the age of eight.
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2 At eleven I received my first go-kart.

She said she received her first go-kart when she was eleven.
“I entered my first
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3 I’ve been working hard for a long time to get this opportunity.
She said she had been working hard for a long time to get that opportunity.
go-kart race at the
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4 It has always been my dream. I train six days a week.

age of 12, but of She said it had always been her dream and that she
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trains
course I was still six days a week.
5 If one woman can do it, then many can achieve it!
going to school then, She said if one woman can do it, then many can achieve it.
and I continued 4 Complete the steps below.
with my studies and
1 Think about something that someone has said to you recently.
university until I was 2 Write it down in direct speech as accurately as you can. Don’t worry if you don’t
19. I started driving remember the exact words.
full-time at age 20.” This morning, my mother said, “You’ll be late for school if you don’t hurry!”
3 Write the reported speech.
This morning, my mother said I would be late for school if I didn’t hurry.
4 Work in groups. Share the reported speech you wrote down.

9C She said it wasn’t just about the money.
Grammar Reported speech 3 Give students time to read through the sentences about
Carmen Jordá. Then have them fill in their answers. If there
1 Culture note Spaniard Carmen Jordá, the daughter of a is not enough room for writing on the page, have them
former race car driver, has been racing since she was ten write the answers in their notebooks.
years old, entering her first competition when she was • Put students into pairs to compare their answers and then
twelve. She turned professional in 2010, and it is her dream go over the answers as a class.
to race F1 cars.
• Write on the board: Carmen said that… Tell students to 4 Give students some time to think of something that
work in pairs. They should look at the picture and the someone has said to them recently.
quotations at the bottom to complete the sentence. At this • Tell students to write down what was said to them. Remind
point, since they have not learned about reported speech them that they can paraphrase.
yet, they may make mistakes (and that’s OK). You want to • Students should then write what was said to them in
simply observe and see how much they know at this point. reported speech.
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• Put students in small groups and have them tell the group
2 Language note Reported speech is used to tell a third party the reported speech.
what another person said. This is done by using a reporting • Call on volunteers to share the reported speech with the
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verb like say or tell, followed by a clause in which the tense of class. Ask volunteers to say the direct speech.
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the verb often “back-shifts.” For example, if a person says I’m
going home the reported speech would be She said that she
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was going home (with the present continuous back-shifting to Expansion
the past continuous in reported speech). To give them more practice, put this chart on the board.
• Write or project these sentences on the board: Does school Tell them to think of things these four different people
prepare you for work? Yes. School introduced me to a lot of c have said to them recently and to write down the
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new ideas. Explain that when you report this sentence to a sentences in the “direct speech” column:
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third party, you need to change the verb and the pronoun
Direct speech Reported speech
in reported speech: He said (that) school had introduced him
mother
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to a lot of ideas. The verb shifts from simple past to past

perfect and the pronoun me changes to him. Explain that classmate
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the word that is optional in the clause. You can also show friend
them how to construct this sentence in reported speech
teacher
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with the verb tell, which requires an object: He told me

(that) school had introduced him to a lot of new ideas. • Next have them write their sentences in reported speech.
• Have students read the sentences in the Grammar box. They should share their sentences with a partner. To
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Ask them to underline the verb forms in the direct speech make this activity more challenging, you could eliminate
and reported speech columns. Next ask them to circle the the reported speech column from the chart entirely and
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pronouns that are used in both columns. What do they notice have students practice telling their partner their sentences
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about any changes between direct speech and reported without writing them down ahead of time.
speech? Lead a class discussion. Then have them answer the
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two questions below the chart. Go over the answers as a class. • Language note Reported speech can be used with the
At this point, have students complete Activities 4–6 on imperative (for commands, giving advice, etc.). This is done
page 145 in the Grammar Reference section. You may also by using the to infinitive: My mother told me to study hard.

110a
• Optional Set up a game of celebrity interviews. Put
5 Tell students that they are going to listen to an interview
with a soccer player. For the first listening, they are going to students into pairs and have one student play the part of
listen for the questions that the interviewer asks. Before you the interviewer and the other the celebrity. Together they
play the audio, have the students guess the missing words should decide which celebrity the second student is. Tell
in the questions. (If there isn’t enough space for students to them that the interviewer is going to conduct an interview
write their answers in their textbooks, tell them to put them asking the famous person five questions. Write these
in their notebooks.) Play the audio so that they can check questions on the board:
their guesses. Go over the answers as a class. 1 Where are you from?
• For the next listening, students should listen to the 2 What did you do to become famous?
student’s answers. Tell them that they don’t need to get 3 What are you doing now?
the answers written down word-for-word. They should 4 What have you accomplished in your career?
just focus on getting the key words that they hear. Play the 5 (one more question that the students come up with)
audio as students write down the key words. • Go over the questions with the class before they begin.
Point out that the celebrities should answer question 1 in
6 This activity features embedded or indirect questions, the simple present, question 2 in the simple past, question
which are very challenging to learn. Since they will come 3 in the present continuous, and question 4 in the present
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up in the Writing section on page 115, we suggest that you perfect. Brainstorm some possible answers with the class.
deal with them there (and skip over the items here). (It’s important to experiment with different verb forms so
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• Put students into pairs. Have them use their notes from students get plenty of practice back-shifting into reported
Activity 5 to reconstruct Elena’s answers to the interviewer’s
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speech.)
questions. • Have students conduct their interviews. After they are
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finished, have each pair get together with another pair. The
7 Tell students to ask each other the questions in Activity 5. interviewer in each pair should report back to the group
Make sure they change the questions to the third person.
what he/she learned from the celebrity using reported
Students should then answer with the reported speech
c speech (e.g., She said that she became famous through
hi
they made in Activity 6.
YouTube. She told me that she had gotten over 500,000
• Call on volunteers to ask and answer questions out loud for
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followers.). They will need to take the celebrity’s answers

the class.
and back-shift the verbs.
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• Students should be careful not to say the celebrity’s name.

8 Have students choose one of the activities to do. Note that
After listening to all of the sentences the other pair should
the third option requires them to do some preparation
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guess the identity of the famous person.

outside of the classroom (by asking adults for advice about
• Play the game again with the celebrity and interviewer
work life).
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switching roles and doing another interview.

• For Option 1, it might be helpful to provide a model or two,
such as Do you play any sports? What is your favorite class?
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• For Option 2, if students are having trouble finding

interviews, suggest a newspaper, sports, or entertainment
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site where they can find some.

• Option 3 also makes a good homework option. Suggest
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adults that students might ask, such as parents, aunts and

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uncles, older siblings, and grandparents.

5 Listen to part of an interview with a teen soccer player 7 Work in pairs. Take turns asking the questions from
who hopes to become a professional. Complete the Activity 5 and responding with your answers from
interviewer’s questions. 56 Activity 6.
Are you thinking about
1 becoming a professional soccer player? 8 CHooSE
2 What do you enjoy the most about soccer?
3 played soccer? How long have you Choose one of the following activities.
4 to soccer? Who introduced you • Work in pairs. Write down five questions to ask each
5 Will you go to college? other about school or after-school activities. Ask and
6 Do you think you can get a scholarship*?
answer the questions. Then use reported speech to
scholarship money to pay for education for students who explain your partner’s answers to another pair.
show special talent • Find an interview with an athlete or another celebrity
that you admire. Write about what they said using
6 In your notebook, write Elena’s answers to the questions reported speech.
from Activity 5 as reported speech. You don’t need to
• Ask some adults you know for advice about preparing for
remember her exact words.
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the world of work. Give a short presentation explaining
The interviewer asked… their answers. Use reported speech.
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1 if she was thinking of becoming a professional soccer
player.
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2 what she enjoyed the most about soccer.
3 when she started playing soccer.
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4 who introduced her to soccer.
5 if she would go to college. Two high school students fight for the ball during a
6 if she thought she could get a scholarship.
c soccer game. For some students, sports are a way to get
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into college. is there anything you think you could get a
Elena said…
scholarship for?
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9D The Surprising Thing i Learned Sailing Solo
Around the World
“ When you’re a child, anything and

everything is possible. The challenge,
so often, is hanging on to that as we
grow up.
DAME ELLEN MACARTHUR ”
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Read about Dame Ellen MacArthur and get ready to watch her TED Talk. 9.0
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AUTHEnTiC LiSTEninG SKiLLS 2 Which two of these things did Ellen do to reach her goal
of becoming a sailor?
Weak forms a saved to buy a boat c worked in a boat shop
Often, words such as prepositions (to, of, from), auxiliary verbs c b read books about sailing d took sailing classes
hi
(are, was), conjunctions (and, but), and articles (a, the) aren’t 3 Ellen’s school said that she wasn’t smart enough to do what?
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stressed. These unstressed words are called weak forms. The a be a vet b be a sailor c go to college
vowel sound in a weak form is the schwa sound, /ә /. 4 When she was 21, Ellen met someone who helped her do
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which two things?

1 Read the Authentic Listening Skills box. Listen to the a learn how to sail c get a job in a company
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sentences from the talk. Underline two weak forms in the b design a boat d sail around the world
first sentence and three weak forms in the second. 57
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4 Complete the experiences Ellen had when she sailed

1 When you're a child, anything and everything is possible. around the world. Then watch Part 2 of the talk and
2 The challenge, so often, is hanging on to that as we number them in the order she talks about them. 9.2
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grow up.
blown broke climbed finished hit saw took
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2 Work in pairs. Underline the words that could be weak

forms. Then listen and check. 2 Climbed to the top of the mast (the
at
58 a
1 I will never forget the excitement as we closed the coast. highest part of the sailboat)
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b 4 Saw sunsets and wildlife

2 I will never forget the feeling of adventure as I climbed
c 1 Almost hit an iceberg
on board the boat and stared into her tiny cabin for the
d 3 Were blown over by the wind
first time.
e 6 Took everything she needed for
three months
WATCH f 7 Broke a speed record
g 5 Finished in second position
3 Watch Part 1 of the talk. Choose the correct responses for
each question. 9.1 5 Ellen says the race was both tough and amazing. Which
experiences in Activity 4 do you think were mostly
1 Which three of these did Ellen experience when she first
tough? Which were mostly amazing?
went on a boat?
a challenge c excitement e danger
b adventure d freedom f relaxation

9D The Surprising Thing I Learned Sailing Solo
Around the World
About the Speaker 2 T ell students to read the two sentences and to underline
• Warm up the weak forms.
• Then look at the sentences with students. Ask: What is Ellen
1 Point to the woman in the photo and tell students: This is saying in sentence 1? What is she saying in sentence 2?
Ellen MacArthur. We are going to listen to her talk. • Language note Make sure that students understand the
2 Ask a student to read the title of the talk. Then tell phrases closed the coast (= came close to the coast) and
students to look up the word sailing in their dictionaries. climbed on board the boat (= got on to the boat). Also
Ask: Have you ever been sailing? If a student says yes, ask explain that feminine pronouns are used to talk about a
if he or she liked it. Ask other students: Would you like to boat or ship.
go sailing? • Play the extract. Then tell students to take turns reading
3 Explain that Ellen sailed solo (alone) around the world. each sentence aloud.
Ask: Do you think that was easy or hard?
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• Tell students they are going to read and hear some WATCH
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information about Ellen and her experience as a sailor.
• Play the first section of the video labelled About the
3 W arm up Tell students they are going to watch Part 1 of
the talk. Summarize it for them: In this part of the talk, Ellen
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Speaker. Tell students to listen and read along. Do the will explain how she became interested in sailing.
vocabulary matching activity on the video that follows.
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• Tell students to preview questions 1–4 and to ask about
AUTHENTIC LISTENING SKILLS Weak forms anything they don’t understand.
• Language note In question 3, the word vet is short for
1 Remind students that in Unit 8, they focused on c veterinarian (= an animal doctor).
hi
content words. These words are often stressed (said • Play Part 1 of the talk. Tell students to watch once through.
• Play Part 1 again. Remind students that when Ellen speaks,
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with more emphasis) in a sentence because they convey

meaning. they don’t have to understand everything. Their goal is to
answer 1–4.
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• Then read the information in the Authentic Listening Skills

box. Point out to students that very often smaller words, like • Take answers from the class, repeating the parts of the talk
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those listed in the box, are unstressed. that clarify the answers. Turn on the subtitles if needed.
4 Warm up Tell students they are going to watch Part 2
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Teaching Tip Weak forms of the talk. Summarize it for them: Ellen is going to
Weak forms (usually function words) are typically describe her experiences sailing around the world. These are
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unstressed. Although we may not always hear these words listed in a–g.
clearly, it is still possible to understand most of what a • Tell students to look at the verbs in the box and a–g and to
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speaker is saying because it is the content words (not ask about any words they don’t understand.
weak forms) that convey meaning. You can illustrate this • Then tell students to use the verbs in the box to complete
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by projecting or writing the following: Sofia wants ___ the list of experiences.
get ___ job. Then ask students: What does Sofia want? Tell • Check answers as a class. Tell students that when they listen
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them to guess based on the content words. Then ask: to the talk, they should number the experiences from 1 to 7,
What words are missing from the sentence? (Answer: to, a) in the order Ellen talks about them.
• Play Part 2 of the talk. Tell students to watch once through.
• Play Part 2 a second time. Tell students to put a–g in order
• Tell students to read the two sentences and to draw a from 1 to 7. Take answers from the class, repeating the parts
line through the “weak forms” (e.g., When you’re a child, of the talk that clarify the answers. Turn on the subtitles if
anything and everything is possible.) needed.
• Then look at the sentences with students. Ask: What is
Ellen saying in sentence 1? Can you guess without reading the 5 R ead the question in the direction line aloud and take
“weak forms”? What is she saying in sentence 2? answers from the class.
• Then play the extract, and tell students to listen to the • Language note Make sure that students understand
speaker. (Note: Ellen MacArthur is British.) Then tell students the words amazing (= something so great that you feel
to take turns reading each sentence aloud. surprised) and tough (= very difficult).

6 Warm up Tell students they are going to watch Part 3 of • Support Pause the talk periodically so students can write
the talk. Summarize it for them: Ellen will talk mostly about their answers.
how the world’s resources—things like oil, coal, clean water— • Take answers from the class, repeating the parts of the talk
are finite. that clarify the answers. Turn on the subtitles if needed.
• Explain to students that there is a mistake in each of the six
sentences. In this activity, they need to identify the mistake 8 Give students a few minutes to discuss the questions.
and correct it. Circulate, helping as needed.
• Tell them to read sentences 1–6 and to ask about anything • Ask volunteers to share their answers with the class.
they don’t understand.
• Language note Introduce these words: 9 Vocabulary in context
the global economy (= the way in which the world’s
from the talk. They will see new words and phrases and
economies are connected because of the buying and
they should choose the correct meaning for each. Then
selling of goods and natural resources that countries do
play the recording.
with each other)
• 9b After students watch, put them in pairs and give them a
great-grandfather (= your grandfather’s father)
few minutes to complete and discuss the sentences, which
coal mine (= a hole in the earth from which people—
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use the new words and phrases they’ve just learned.
miners—take coal. Coal is a type of black rock that people
• At the end, give feedback about new language that came
burn for fuel.)
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up, and correct any errors.
copper, tin, zinc, and silver (= different metals we get from
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the earth)
• Play Part 3 of the talk. Tell students to watch/listen once Circulate, helping as needed.
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through. • When students are done, ask volunteers to share their
• Play Part 3 a second time. Tell students to listen and make answers with the class.
corrections to sentences 1–6. Tell students that Ellen will
c • Optional Instead of having students discuss the questions,
hi
not state the answers directly. They will have to infer (guess) turn question 2 into a timed speaking or writing fluency
what she is saying. activity. When students answer, remind them that they
ap
• Support Pause the talk periodically so students can make should start off by stating what their dream job is, and then
changes to sentences 1–6. explain how they could use it to make the world a better
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• Play Part 3 a third time so students can check their answers. place with two examples. Put this language on the board to
• Take answers from the class, repeating the parts of the talk help get them started: Someday, I want to be a(n)… In this
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that clarify the answers. Turn on the subtitles if needed. job, I could make the world a better place in two important
ways. First…. Second…
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7 Warm up Tell students they are going to watch Part 4 of

the talk. Summarize it for them: In 2010, Ellen left her job as a CHALLENGE
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sailor, and she started the Ellen MacArthur Foundation. Its goal • Tell students to preview the questions and ask about
is a world that doesn’t produce any waste. anything they don’t understand.
• Read the directions. Remind students that not given means
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• Then play the extract, and tell students to listen and take
that Ellen does not mention it at all in her talk. notes.
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• Tell students to read sentences 1–6 and to ask about • Replay the extract as needed. Then have students compare
anything they don’t understand. their notes in pairs or small groups and discuss the
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• Language note Students need to understand these words questions.

from the talk to complete sentence 1: • Ask volunteers to share their answers with the class.
packaging (= the plastic used to cover items that are sold
in stores)
Answers
dissolve in water (= to break down and disappear in water)
1 traveled less, did less, used less
car engine (= the machine in a car that makes it go)
2 It’s a system that can’t work.
circuit board (= an important piece of equipment used in
3 to build an economy that would use things rather
computers and other machines)
than use them up
• Play Part 4 of the talk. Tell students to watch/listen once
through.
• Play Part 4 a second time. Tell students to write their
answers (T, F, or NG) next to the sentences.

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6 Watch Part 3 of the talk. Correct the sentences. 9.3 9 VoCABULARY in ConTExT
1 Ellen realized suddenly that the global economy is a Watch the clips from the talk. Choose the correct
different from the same as living on a boat.
c meaning of the words. 9.5
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2 She decided to continue the job of sailing around b Complete the sentences.
the world. stop
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1 When I’m older, I’ll have the freedom to .

3 She talked to chief executives, experts, scientists, and 2 My toughest class is .
economists to teach them. learn from 3 If I go to college, I might focus on
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.
4 Her great-grandfather owned a coal mine. worked in 4 I remember as a child feeling curious about
5 According to the World Coal Association, there is enough
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.
coal for 180 more years. 118 5 I had but I used it/them up.
6 Other valuable materials—copper, tin, zinc, silver—
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are not limited. finite 10 Work in pairs. Discuss the questions.

1 Ellen says her first trip was tough and amazing. What
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7 Watch Part 4 of the talk. Are these sentences true, false,

or not given? 9.4 tough things have you done? What amazing things have
you seen?
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1 Ellen thinks we can stop waste in food packaging, car 2 Ellen’s dream job was to be a sailor. Think about your
engines, electronic equipment, and food. T
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dream job. How could you use it to make the world a

2 Ellen thinks we should use energy efficient light bulbs. NG better place?
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3 When Ellen’s great-grandfather was born, there were 3 Have you had a moment when you “connected the dots”
25 cars in the world. T and started to think differently about something? What?
4 Ellen says that computers are dangerous for the world. F
5 Ellen says that her talk gives a plan for the future. T
6 Ellen thinks young people should lead the change. NG CHALLENGE
Listen to another extract from Ellen’s talk. Answer
8 mY PERSPECTiVE the questions. 59
In the quote at the top of the page, Ellen says that
1 When Ellen learned more about the world’s finite
anything is possible for children, and that the challenge
materials, what did she do?
is hanging on to that as we grow up. When you were
2 What did she realize about the world’s economy?
very young, what did you think it would be like to be
3 Ellen ends the talk by saying Now we have a plan.
older? Is your perspective different now? How?
What is Ellen’s plan?

9E What does a Ux designer do?
SPEAKinG Talking about careers
1 Look at the picture. Does this workplace look interesting or boring to you? Why?
2 Listen to part of a conversation between a student and a career counselor.

Choose the best words to complete each sentence. 60
1 The student enjoys / doesn’t enjoy using computers.

2 A UX designer helps make products that are beautiful to look at / easy to use.
3 A lot of UX designers work for schools / banks.
4 If you want to be a UX designer, you should study art / science.
Useful language 3 Listen again. Complete the phrases in the Useful language box. 60
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Talking about skills and interests 4 PRonUnCiATion Question intonation
I love (computer games).
good grades Listen again to the questions from the conversation. Notice how the
in (IT). I like
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I get it. intonation rises or falls at the end of the question. 61
interested in
I’ve always been (software).
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Art is one of my favorite subjects . 5 Work in pairs. Decide who is Student A and who is Student B. Turn to page
154. Take turns asking and answering questions about jobs.
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Asking about careers
What does (a UX designer) do ?
WRiTinG A formal email
Where do (UX designers) work ?
c
hi
What skills do (UX designers) 6 Read the email. Check (√ ) the information that the writer includes.
need ?
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Are (UX designers) well paid? / How ✓ the reason for writing
much do (UX designers) earn? information about the reader’s company
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✓ some information about the writer

a question about how much Mr. Danoff earns
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✓ questions about how to learn more about UX design

✓ a request for a reply
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in many workplaces, people work together instead of having their

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own offices. Would you like to work like this?

9E What does a UX designer do?
Speaking Talking about careers students into pairs. Have them decide who will be Student
A and who will be Student B. They should then turn to
1 Culture note “UX” stands for “user experience.” As a user page 154 to get the information about their jobs for the
of products, we all have different experiences with them. A UX role play. (If you have time, you could copy the information
designer wants us to have a good product experience, so on page 154 onto two different slips of paper, one for
he/she works at understanding our behavior in order to create a Student A and one for Student B. That way, the two
successful product design. (The products include anything students wouldn’t see each other’s information at all.)
from video games to apps to web pages.) The demand for UX • Give students this chart. They should complete the left-
designers is increasing as companies are recognizing their value. hand side of the chart with their own information:
• Warm up Put students into pairs. Give them these My job: My partner’s job:
questions to discuss with their partners: What is a web page ___________ ___________
that you visit frequently? What do you like about it? Ask some
Duties
volunteers to tell the class what they talked about.
• Have students look at the picture and tell you if they think it Places of work
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looks interesting or not. Necessary skills
• Optional Bring in some photos of interesting or quirky
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Personal qualities
office spaces. For each one, ask students: What do you see in
Pay
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the photos? Would you want to work here? Why or why not?
What might be a challenge of trying to work here? • Next, using the questions from the Useful language box,
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they should take turns asking and answering the questions
2 Tell students they are going to listen to a conversation and filling in the right-hand side of the chart.
between a student and a career counselor.
• Optional Before doing the activity on the page, hand out
c Writing A formal email
hi
or project these questions on the wall. Have students read
through the questions first, and then play the audio while 6 Walk through the different parts of a formal email with
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they listen for the answers. This preliminary listening will students.
help them to understand a bit more about UX design. • Greeting: Students should use Mr./Ms./Mrs. and the family
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name when addressing the recipient. There may be cases

There’s a new kind of job called UX designer. What does “UX” where the writer could use a more casual greeting (such as
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stand for? (user experience) What kind of product would the person’s first name or even Hi/Hello), but this would be
a UX designer design? (computer games) What is one skill done only if the writer knew the person quite well already.
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a UX designer needs to be successful? (team-working skills, They would’ve had to have communicated previously.
computer skills) Do UX designers make a lot of money? (at • Thanks: This is where you thank the recipient for whatever it
first, no; later you can have a comfortable income)
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is you are asking from them. If your note is the continuation

• Play the audio and have students choose the best words to of a correspondence, you could say something like:
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complete each sentence. Go over the answers as a class. Thank you for your prompt reply.
• Purpose: State why you are writing the email, by saying
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3 Point out the language in the Useful language box. Tell things like: I’m writing to ask about… or I’m writing in
students that they will hear the audio one last time in order
reference to… After you state your purpose, you should ask
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to complete the phrases in the box. Play the audio while

any questions that you might have. You may want to use
students fill in their answers. Go over the answers as a class.
at least one indirect question to sound more polite. (But if
you have several questions, don’t make them all indirect
4 Pronunciation Question intonation questions. That would be overkill.) There will be practice
• Play the audio again so that students can listen to the
intonation (rising-falling pattern) of the wh- questions. with indirect questions in Activity 7.
After the students have heard it once, you can model the • Closing: If it feels appropriate, you may want to thank the
questions or play the questions in the audio again, stopping person again and then ask for a reply in return. Finally, close
after each one so students can practice repeating. with an expression such as Best regards or Sincerely and your
• Make sure the students are not putting too much stress on name.
the wh- word in each question. (In English, these typically • Give students a few minutes to read through Ignacio’s
are not emphasized, unless we want to show surprise.) email to Mr. Danoff. Then have them read through the
checklist and check the information that the writer includes.
5 For this activity, students are going to take turns with Go over the answers as a class.
a partner asking each other about their jobs. First put
• Optional Instead of using the checklist, you could ask • Optional You can give students some other choices of
students comprehension questions (verbal or written). jobs. Especially if they are in their late teens/early twenties,
• How does Ignacio greet the recipient? Does it sound polite or you might want to give them some choices like these:
not? (He writes “Dear Mr. Danoff.” It sounds polite.) animal shelter worker (= a person who helps clean animal
Find two places in the email where Ignacio thanks Mr. cages, walks dogs),
Danoff. How does he say it? (Thank you very much for this production assistant for a movie (= a person who runs errands
opportunity. Many thanks again for agreeing to answer my on the set of a movie and helps with other minor tasks),
questions.) How does Ignacio state his purpose for writing? catering assistant (= a person who helps with setup and
(My school counselor, Ms. Wong, gave me your name…) serving food at parties),
What else do we learn about Ignacio in the email? (He’s in ferry worker (= a person who takes tickets and helps with
the tenth grade. He’s interested in art, IT, and the job of UX minor tasks on ferries)
designer.) • Have students write three direct questions about the job
What language does Ignacio use to ask for a return reply? (I that they are interested in. Remind them of the chart that
look forward to hearing from you.) was used in Activity 5: they can ask questions about duties,
the place of work, necessary skills, personal qualities, and
How does he close the email message? (Yours sincerely)
pay. Remember, the students’ questions at this point should
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• One way to do this activity is to put students into pairs. be in the form of direct questions. Some examples:
Have the questions on separate slips of paper and hand
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them out in order (from 1 to 6). Each pair should answer the What are the working hours? (production assistant) /
question on their slip and then when you clap your hands, Will I spend all my time on board? (ferry worker) /
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pass their question on to the next pair. In this way, all the Does the job require me to cook anything? (caterer)
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pairs can answer the questions in a timely fashion.
• Ask students: What do you think of this email? Is it well 9 Students will now take the direct questions they wrote and
written? Is anything left out? Lead a class discussion. rewrite them as indirect questions. For example:
c Could you tell me what the working hours are? /

hi
7 WRITING SKILL Indirect questions Do you know if I’ll spend all my time on board? /
• Have students scan the email again and underline I’d like to know if the job requires me to cook anything.
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how Ignacio answers the three questions. They will be • Circulate and help students with their questions as
underlining examples of embedded or indirect questions. necessary.
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You can also point out that Ignacio sometimes uses an

indirect question followed by a direct question.
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10 Students are now going to write an email similar to the one

• Next have them read about indirect questions in the in Activity 6. Remind them to include the different parts
Writing strategy box. As it says there, these kinds of (greeting, thanks, purpose, and closing).
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questions can be used when you want to sound more • They should also include their three indirect questions.
polite. For each of the three questions, have them add a direct
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• Language note Indirect questions are not as abrupt as question following each one, where possible. For example,
regular direct questions, so they are especially appropriate students could write something like this:
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when you are approaching a stranger (e.g., to ask for

Could you tell me what the working hours are? Does the job
directions) or writing to someone whom you don’t know
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often run past 10 pm? / Do you know if I’ll spend all my time
well or at all. Give students different prompts that they can
on board? Are there any duties on land? / I’d like to know if the
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use for indirect questions:

job requires me to cook anything. Do I need to help out in the
Can/Could you tell me… I’d like to know… Do you know… kitchen?
I’m not sure… Please tell me… • Give students time to write a formal email in class, or you
can assign it as homework.
8 Students are now going to choose a job from Activity 5
(personal trainer or writer). The job they choose is one that 11 Ask students to exchange papers. They should check
they will be writing an email of inquiry about. their partner’s writing to make sure it contains necessary
information and includes indirect questions.

Dear Mr. Danoff,
My school counselor, Ms. Wong, gave me your name and said that you could answer some of my questions about user
experience design. Thank you very much for this opportunity. I’m in the tenth grade at the Quarry Hill International School.
I’m very interested in both art and information technology, and I would like to learn more about being a user experience
designer.
I have a few questions.
1. I want to choose some classes related to UX design. Could you tell me what the most useful subjects are? I’m planning to
take classes in art, information technology, psychology, and design. Do you have other suggestions?
2. Do you know if I need a college degree to work in UX design? If so, could you recommend the best major?
3. I’d like to know if there’s a website or magazine that would teach me about the business. I would like to learn as much as I
can about what real UX designers do.
Many thanks again for agreeing to answer my questions. I look forward to hearing from you.
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Yours sincerely,
Ignacio Suarez
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7 WRiTinG SKiLL Indirect questions
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Read the Writing strategy box. Then read the email again. Underline how Writing strategy
Ignacio asks the questions below in the email. Does he use direct or indirect
questions?
c Indirect questions are more polite
hi
than direct questions.
1 What are the most useful classes?
Direct question: What do you like
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2 Do I need a college degree to work in UX design?

about your job?
3 Is there a website or magazine?
Indirect question: Could you tell me
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8 Choose a job from Activity 5. Write three direct questions about the job. what you like about your job?
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9 Now rewrite the direct questions from Activity 8 as indirect questions.

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1 Could you tell me ?

2 Do you know if ?
3 I’d like to know if .
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10 Write an email to introduce yourself and ask for information about the job. Use
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the email in Activity 6 as a model.

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11 Exchange emails with a partner. Check each other’s work. Does it include the
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necessary information and use indirect questions?

10 Remote Control
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• learn about how technology helps us explore
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the world around us—and ourselves.
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• hear about the history of communication
technology.
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• read about how artificial intelligence is
changing how we think about technology.
• watch a TED Talk about how to control c
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someone else’s arm with your brain.
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• express and support opinions.

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10 Remote Control
Unit overview
About the photo
This unit covers a variety of aspects related to technology.
Students will learn concepts and language relating to The Robot Series is a collection of images staged and taken
describing current technology and advances, as well as talk by photographer Thomas Jackson. In each picture in the
about how technology has changed over time, how technology series, the same robot is engaged in a human activity
can change people’s lives, and make suggestions and talk about (mowing the lawn, doing laundry, playing cards, hugging
the pros and cons of an issue. a tree). In a world in which people now regularly interact
with and talk to machines, it’s not hard to imagine a future
In this unit, students will cover a range of topics around in which robots, like the one in Jackson’s photos, do chores,
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the unit theme including talking about how people define play games, and appreciate nature.
technology, the history of communication technology, how
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Just how far off might a future populated by intelligent, self-
artificial intelligence is changing the way people think, how a aware machines be? According to some, it’s closer than we
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basic technology is changing people’s day-to-day lives, and the think. In the last few years, machines have sat and passed
possibilities of neuroscience. By exploring these topics, students college entrance exams (most recently in Japan) and won TV
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will learn the language they need to describe the technology games shows (like Jeopardy). And now, thanks to advances
in the world around them and other practical language goals in artificial intelligence (AI) and machine learning, more
around the topic, but also be able to think and talk about what
the future of technology may bring.
c sophisticated devices are on the way. Next generation smart
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machines are being built to “learn from experience” (unlike
conventional machines which are programmed to execute
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Unit objectives a limited number of operations). Tech giant Google is also

Vocabulary working on developing robots that will be able to download
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• Technology personality traits so that they will be able to adapt to unique

• Vocabulary Building Word forms situations. Though tomorrow’s machines won’t necessarily
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look like the one in The Robot Series, it’s very possible that
Grammar they will “think and behave” very much like a human.
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• Grammar 1 Passive voice

• Grammar 2 Passives with by + agent Warm up
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• Tell students to look at the photo and call on one to read

Reading the caption.
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• Playing Against Computers That Learn • Ask these questions and take ideas from the class: What job
is this robot doing? (mowing the lawn / cutting grass) What
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TED Talk other jobs do robots and machines do these days? (Some
ideas include: They’re used in warehouses and factories for
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• Greg Gage: How to Control Someone Else’s Arm with Your

Brain transporting goods and building things; increasingly they’re
also used in service and retail jobs.) Do you think it’s good or
Pronunciation bad for robots to do people’s jobs? Why?
• Passive voice stress
Expansion
Speaking If you have access to the Web, do a search for Thomas
• Talking about pros and cons; Looking at two sides in an Jackson’s The Robot Series and show the class the photos.
argument Ask: What is the robot doing in each image? Then ask: In the
future, do you think there will be “human-like” machines?
Writing
• A formal letter of suggestion Resources

Unit 10 Remote Control 116a
10A Inventions: Past, Present, Future
VOCABULARY Technology 3 In your opinion, who should control the internet: a group
of countries, a group of companies, no one? Why?
1 Put students in pairs and give them a few minutes to 4 You are going camping next week. What equipment /
discuss the questions. Circulate, helping as needed. tools should you bring? Explain your choices.
• When students are done, ask volunteers to share their 5 How do you change the ringtone on your phone?
answers with the class. Explain the process. (First you…)
6 Have you made progress in English this term? Why or
2 Warm up Tell students they are going to read three why not?
different facts about technology. 7 Scientists are doing research into the three areas below.
1 Tell them to look at the words in bold in the three Which project would you give money to? Why?
paragraphs, and say them aloud with the class. a space travel
2 Tell students to circle any of the words in bold they know b curing cancer
or are familiar with. c h elping people live to 120
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3 Project or print out the reading with the eight words • Tell students to complete each question with the correct
removed. Write the eight vocabulary items on the board. word in bold from Activity 2.
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Then tell students to write the correct word in each blank • Language note After students have completed the
(1–8), using each word only once. (Because some of the sentences, point out to them that progress (sentence 6)
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words in bold will be familiar to students, an exercise like collocates with make. Make progress means to improve. Also
this allows them to test their knowledge.)
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point out that research (sentence 7) collocates with do. Do
• Tell students to work on their own to read the information research means to investigate or study something closely.
and match each word in bold with the correct category (a–e). • Tell students to read the questions and to think about their
• Language note Remind students that, very often, words
c answers.
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that end in -ment, -tion, and -ology are nouns. • Put students in small groups.
• Culture note Jane Goodall is a British scientist and • Tell each group to write the numbers 1–7 on different slips
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researcher best known for her pioneering work studying of paper, and to mix up the papers and place them face
chimpanzees in Africa in the 1960s. At that time, many down on the desk. In each group, ask one person to be the
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people in the scientific community believed that animals scorekeeper.

like chimps (who are humans’ closest relative) did not • One person begins by turning over a slip of paper and
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possess intelligence. Goodall famously showed the answering the question that corresponds to the number.
opposite to be true when she recorded chimps making The speaker has one minute.
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tools from tree branches and using these to catch termites • At the end, the group members should answer these
(a kind of insect chimps eat). questions (which you’ve written on the board): Did the
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• Tell students to check answers with a partner, and then speaker answer the question fully in one minute? Did he or
check answers with the class. she speak clearly? If most of the people say yes to both
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questions (they can write their answer on a paper and give

Expansion it to the scorekeeper), the speaker gets a point.
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Put students in groups of three. Tell each person to take • That number then goes back into the pile and it’s another
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one bulleted fact and reread it. Then each person should person’s turn.
summarize it for the group in their own words, using the • Keep playing for fifteen minutes. At the end, the person
new vocabulary in bold. with the most points wins.
4 Tell students to rank the tools and then compare their ideas
3 Tell students to work with their partner to complete the with a partner.
sentences, and then to discuss question 1. • Say each choice (computer, phone, TV, etc.) aloud and have
• Optional Project or print out the questions below with the students raise their hands if they ranked it number 1. Which
underlined words removed. tool is the most important to students?
1 Name an important invention created in the last hundred • Ask students to call out other technologies they use often
years. Why is it important? (e.g., air conditioning, a FitBit or similar activity tracker, the
2 Name an important social development that has Wii, Xbox or a similar gaming system, GPS, car, bus, subway,
happened in the last twenty years. Why is it important? various kitchen appliances like a microwave oven, rice
cooker, refrigerator).
117a Unit 10 Remote Control SAMPLE COPY, NOT FOR DISTRIBUTION
10A Inventions: Past, Present, Future
VoCABULARY Technology
1 Look at the photo. What things do you see? Do you see any technologies that
you know? What else do you think a robot like this could do?
2 Do you think this could really happen?
2 Throughout history, technology has changed how people understand and
connect with the world. Read the facts about technology. Match the words in
bold with the best category.
• When we think of (1) technology, we usually picture modern (2) inventions
like smartphones, laptops, and tablets. But technology is anything we make or
use that helps us do something or (3) control the world we live in. Even simple
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office (4) equipment like pens, pencils, and erasers were once important new
(5) developments.
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• Scientists used to believe that only humans made and used (6) tools, but in the
1960s, researcher Jane Goodall watched chimps go through a careful (7) process
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of taking leaves off small branches so they could use the branches to catch insects.
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• (8) Research shows that nowadays, many people feel that (9) progress in
technology is too fast. They say we need to think more carefully about the
possible drawbacks.
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a Four nouns for things people use: 1, 2, 4, 6
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b Two nouns that mean change or improvement: 5, 9
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c One noun that means a series of actions or steps to do something: 7

d One verb that means to make someone or something do what you want: 3
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e One noun that means a careful study of something: 8

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3 Complete these sentences using these words. Then discuss the question from
item 1 with a partner.
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control developments equipment inventions process

progress research technology tools
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1 Do we simply use our technology , or does it control us?

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2 Recent developments have made computer equipment smaller

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and smaller.
3 People rely more and more on new inventions . But is this really
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progress ?
4 Research has found that these things aren’t just tools
that we use when we need them—many of us pay more attention to our
smartphone than to the people around us.
5 Trying to teach yourself not to look at your phone so often can be a difficult
process .
4 What technologies do you use? Rank the technologies from most useful (1) to
Robots are starting to do least useful (6). Compare your list with a partner. Are there other technologies
many jobs people do. Do you you use often?
think that is good or bad?
computer printer
phone tablet
TV camera
SAMPLE COPY, NOT FOR DISTRIBUTIONUnit 10 Remote Control 117

LISTEnInG
5 Answer the questions with a partner.
1 Do you use an electronic device every day? If so, what device?
2 What kinds of problems can using electronic devices cause?
3 How many different ways of communicating can you think of?
4 Which way of communicating do you use most often? Why?
6 Look at the timeline about the history of communication technology at the bottom of the page.
Match each type of communication below with a date on the timeline.
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telephone cell phone next big thing smoke bird smartphone text message
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7 Listen to the lecture and check your answers. 62
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8 Listen again. Answer the questions. 62
1 What message was often sent by smoke signal? “We are here.”
2
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Who used birds for communication? The Roman army and the Persians
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3 Who probably had the first mail service?The Romans
4 Where did scientists develop the telegraph?Russia, Germany, and England
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5 What was the message of the first phone call? “Mr. Watson, come here, I want to see you.”
6 Why wasn’t the cell phone useful until 1979? There was no network.
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7 When did email become popular? In the 1990s

8 What was the first text message? “Merry Christmas.”
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9 What does the speaker compare new technology to? Magic

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9 Work in pairs. Discuss this question: What do you think could be the next big thing in
communication technology?
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The Pony Express mail service in

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the United States linked the East

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and West Coasts of the country.
Important dates in the history

of communication technology
10,000 YEARS AGo 2,000 YEARS AGo 0–100 1400s 1830s 1876
smoke bird mail mail service in The first efficient telephone
1 2 service Europe grows telegraph lines 3
118 Unit 10 Remote Control SAMPLE COPY, NOT FOR DISTRIBUTION

Listening
5 Ask students question 1 in the list. Have volunteers tell you to students that this timeline shows the different ways
the names of devices they use. humans have communicated with each other throughout
• Put the following list of electronic devices on the board: history. Give them a few minutes to put the seven items
camera, DVD player, gaming system (PlayStation, etc.), laptop, pictured in Activity 6 into the gaps on the timeline.
memory card, printer, remote control, smartphone, and TV.
Tell students that these are commonly used electronic 7 Play the audio and have students check their guesses. Did
devices. Ask: Which two devices would you find hardest to they guess correctly?
live without? Give them some time to work alone. Then put
them into pairs so that they can discuss their ideas. Finally, 8 Give students time to read through the items to familiarize
ask for volunteers to tell you their two items and their themselves with the language.
rationale behind their choices. • Warm up Tell students to look at items 1, 5, and 8 in
• Keep students in pairs for question 2. Give each pair one item particular (which ask about typical or first messages). Put them
from the following list: gaming system, laptop, remote control, into pairs and have them guess what they think a typical
smartphone, and TV. Then ask them question 2: What kinds of smoke signal message would be. Also ask them to guess what
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problems can using this device cause? Give them a minute to they think the first telephone and text messages were.
come up with as many problems as they can for their device. • Play the audio a second time and give students time to fill
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For example, pairs who have remote control as their item in their answers. Then go over the answers as a class.
might say “it makes people lazy,” “people argue over it,” and • Optional Since there are a lot of items in this activity, you
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“it makes it too easy to change TV channels so you never end may want to assign each student three to five items to
up watching anything from start to finish.” After the minute is listen for and then share with the class.
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up, have different pairs report back to the class.
• Questions 3 and 4 are about “ways of communicating.” Listening Strategy Self-evaluation
Give students time to discuss with their partner. For
c It’s good for students to get into the practice of
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question 3, ask: Using technology, how many different ways evaluating how they did after finishing a listening
of communicating can you think of? After they have finished activity. Ask: How did you do? Was it easy or difficult?
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both questions, take a class survey and see which way What, if anything, was challenging? Ask students: What
students use to communicate most often (i.e., how they things make listening difficult in general (e.g., when the
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answered question 4). Is it phoning, texting, emailing, or via speaker talks quickly or has a thick accent, when there
some kind of app or social media platform?
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is too much unfamiliar vocabulary, when the topic is

unfamiliar, when you’re disinterested in the topic, etc.)?
6 Warm up Put students into pairs and ask them to look Brainstorm ideas for tackling these different challenges.
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over the items in Activity 6. Then give each pair one of these
items: telephone, smoke, bird, smartphone, text message. Ask:
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How do you use these items to communicate? What steps do 9 Put students into small groups and have them discuss the
you take? Give students a moment to outline the steps for question. How many ideas can they come up with? If they
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how to use each item: need more structure to be able to discuss the question, give
telephone: pick up the receiver, dial the number, and wait them a few ideas and ask them to tell you which one (from
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for the other person to pick up those listed below) they think is most likely to be developed
first and why:
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smoke: light a fire, put a wet blanket over it briefly to create

a puff of smoke (for a smoke signal) wearable health device: This clothing or accessory will
monitor your health and allow you to contact your doctor/
bird: attach a message to a bird, release it so it can fly to hospital as soon as something goes wrong.
another place and deliver the message
personal translation device: This portable device will
smartphone: touch the screen to “dial” the phone instantaneously translate any foreign language into your
text message: touch the screen to type your message and own language so you can communicate with anyone.
hit “send” virtual reality worlds: Computers will create three-
• Point out the timeline at the bottom of the page: “Important dimensional lifelike environments that humans will be
dates in the history of communication technology.” Explain able to interact with.

Grammar Passive voice
10 Language note There are several things that need to 11 Have students read the sentences and answer the
happen to transform active sentences with be into passive questions below. Then go over the answers as a class.
sentences. It’s helpful if students know these steps:
12 Students are going to complete the article with the passive
1 The object in the active sentence becomes the subject voice of the verbs. First, have them read through the
in the passive sentence. paragraph. They should then go back and fill in the verbs.
2 The subject in the active sentence goes to the end of the Go over the answers as a class.
passive sentence and is preceded by the word by. (This • To check for comprehension, have students write one question
step will not be focused on in this grammar presentation. about the RATAN-600 radio telescope. Put them in pairs and
Students will get practice with by + agent in the next have them take turns answering their partner’s question.
grammar lesson beginning on page 122.)
3 The verb form in the active sentence changes to the 13 PRONUNCIATION Passive voice stress
appropriate form of be + the past participle in the • Have students silently read through the five sentences and
passive sentence. look up when they are finished. Play the audio and have
them listen for the stress pattern and complete the rule.
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• Warm up To demonstrate how the passive is formed,
first write this active sentence on the board: Steve Jobs • Put them into pairs and have them practice saying the
started Apple in 1971. Ask students to identify the subject sentences aloud, paying attention to the stress.
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and object of the sentence. Circle the subject (Steve Jobs) 14 Have students choose one of the kinds of technology on
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and underline the object (Apple). Explain that this sentence the page or come up with an example of their own (like a
focuses on the subject (or agent or “doer”) of the sentence. favorite app, for example). Then have them write four to
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• Next, say that you now want to focus on the receiver (or five sentences about the technology and the different ways
object) of the sentence. To do this, first tell the students you it can be used. They don’t have to use the passive in all of
are going to switch the positions of the subject and object in
the sentence, so it now looks like this: Apple started Steve Jobs c their sentences, but they should use it at least twice.
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in 1971. (This is not grammatically correct; at this point you are 15 Students should get in small groups and read their
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merely showing the first step—that is, when the subject and paragraphs aloud.
object “switch positions.”) Secondly, delete the original subject
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(Steve Jobs). Finally, change the form of the verb in the active
sentence from started to the appropriate form of be + past Expansion
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participle: was started. Now the whole sentence reads: Apple If you want to give students some speaking practice
was started in 1971. (Note: Again, passives with by + agent are using the passive, try this simple game. Put students into
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the focus of the second grammar point of this unit. They are groups of four. They should place eight to ten personal
not explained in this lesson.) items (e.g., phones, ID cards, keys, lip balm, wallets, etc.)
• Write the following sentence on the board: Scientists
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on a desk. Students B, C, and D should close their eyes

develop new technology all the time and have students while Student A arranges the objects in a random way
transform it into the passive (you can tell them to drop the
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on the desktop. Once they’ve finished, you should count

word scientists from the passive sentence): New technology down, saying 3, 2, 1, open your eyes! The three students
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is developed all the time. Show how other verb forms are put who had their eyes closed should open their eyes. They
into the passive by writing these sentences on the board have ten seconds to silently study the items and their
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and asking students to transform them: arrangement on the desk, memorizing the position of
Scientists developed new technology last year. (was developed) the objects as best they can. After ten seconds, call out:
Scientists are developing new technology all the time. (is being Close your eyes! Student A will then shift one or two of
developed) the items slightly. When they have finished, Students
B–D should open their eyes again and try to guess what’s
Scientists have developed new technology this year. (has been changed, using the passive voice. For example, a student
developed) might say something like: The phone has been taken away
• Have students read the three sentences in their books and or The keys have been moved to the right. Whoever guesses
do the activity. Go over the answers as a class. correctly first gets a point and then you can play another
round with a different student arranging the objects.
page 147 in the Grammar Reference section. You may Some of the different things you can do with the objects on
also assign these activities as homework. the table are: take something away, move it up/down/to the
left/to the right, add something, put something on top of
something else, turn/rotate something, turn something over.
GRAmmAR Passive voice 13 PRonUnCIATIon Passive voice stress
10 Look at the sentences from the lecture. Underline the a Listen to the sentences. Underline the verb phrases.
verb in each sentence. Circle the object of the verb. Which part of the verb phrase is stressed: be, the past
participle, or both? 63
1 The first smoke message was sent about ten thousand
years ago. 1 An earlier message was received in the US in 1974.
2 The first telephone, as we know it today, was made in 1876. 2 The signal wasn’t produced on Earth. It came from space.
3 The first text message was sent in 1992. 3 Messages are sent from Earth into space every day.
4 Every time a cell phone call is made, or a TV or radio show
11 Look at the Grammar box. Answer the questions. is broadcast, a signal is sent into space.
Passive voice 5 Maybe this information is studied on another planet.
b Complete the rule.
Active sentences talk about what a subject does:
Usually, be and the past participle have equal stress, or
Alexander Graham Bell made the first phone call in 1876. is slightly stressed.
Passive sentences focus on the action or the object c Practice saying the sentences in Activity 13 with a
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of the action: partner.
The first phone call was made in 1876.
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14 Look at these examples of technology. Write a paragraph
1 The first / second sentence above says who did the about one of the technologies and the ways that it is
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action. used. Use the passive voice.
2 We make the passive with the verb be + base form /
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the past participle. a pen a smartphone a computer
A smartphone is used in many different ways. First,…

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12 Complete the article with the passive voice of the verbs. 15 Work in small groups. Read your paragraph. Think of other
ways to use the technologies your group wrote about.
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Use the simple present or simple past.

Messages from space?
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The RATAN-600 radio telescope in Russia (1) was turned on

(turn on) in 1974. It (2) was built (build) to receive radio A pen can be used to…
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signals from space. Most of the signals are just “space noise,”
but sometimes scientists hear radio signals with certain
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patterns that they think may be messages. In August of 2016, Text messages can be sent with…
a signal (3) was received (receive) that was very different
from the usual noise. When the signal (4) was shared
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(share) with experts around the world, they agreed that it was
very interesting. Was it a message that (5) was sent Art can be created with…
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(send) from another planet—a smoke signal saying We

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are here? No one knows for sure. Every possible message

(6) is studied (study) carefully, and the work continues.
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1962 1973 1992 2007 The future
First email 4 cell phone 5 text message 6 smart phone 7 next big thing

10B Can tech teach us?
VoCABULARY BUILDInG 5 Read the article. Underline phrases or sentences in the
Word forms article that support these ideas. Compare your answers
with a partner. Suggested answers underlined in text
Verb noun (thing) Person
(1) development developer 1 The game between Fan Hui and AlphaGo was important.
develop
2 Fan Hui respected AlphaGo as a player.
improve (2) improvement – 3 AlphaGo wasn’t programmed like other computers.
achieve achievement (3) achiever 4 AlphaGo learned to play Go in a way that is similar to the
way a person learns.
(4) equip equipment –
5 AlphaGo taught Fan and Lee some new things about Go.
disappoint (5) disappointment –
6 Read the article again. Choose the best option to
entertain entertainment (6) entertainer
complete each sentence.
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1 AlphaGo won because it b .
1 Complete the table with the other forms of the words.
a copied moves made by humans
Use your dictionary if necessary.
b made a surprising move
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2 Complete the article with words from Activity 1. c didn’t follow the rules
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2 AlphaGo c .
A short history of artificial intelligence
a was programmed to win
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Computer experts and software (1) developers
b can make about three million different moves
first began trying to create artificial intelligence (AI) in the
c learned to play by practicing
1950s. Their earliest (2) achievements included teaching
computers to play games and do math. They thought they c3 Fan and Lee a .
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could create a thinking computer within twenty years, but a learned from AlphaGo and became better players
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that turned out to be a (3) disappointment —the job b were very angry that AlphaGo won
was harder than expected. In the 1970s, work on AI slowed c regret playing against AlphaGo
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down, though computer games based on early research

became a popular type of (4) entertainment . But in the
CRITICAL THInKInG Counterarguments
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1980s, as computer technology (5) improved , AI

research started up again. Now, companies are beginning
Sometimes, when people give arguments for an idea, they
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to (6) equip everyday technology like cars and

don’t consider arguments against the idea. Thinking about
smartphones with simple AI that can answer questions and
possible arguments against an idea can help us to
follow spoken instructions. This means that many of us now
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understand it better.
have AI in our pocket. What will happen next?
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7 Read the Critical Thinking box. Can you think of

READInG arguments against the ideas below?
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3 Read the tip. Separate the text below into chunks with 1 AIs are beautiful because they can learn, “think,” and “feel.”
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slash marks (/). 2 If AIs get smarter than humans, we can learn from them.
3 Developments in technology are a form of progress and
Meaning usually comes from the interaction of groups of always improve human life.
words (chunks), not single words.
8 mY PERSPECTIVE
When Fan Hui lost a game of Go / in October 2015, / history was made.
Think of something that you have to do that an AI could
about a time who what when what happened also do. How might the AI do it differently? Could you
learn from this?
The game of Go / was invented in China more than 2,500
years ago and is one of the world’s oldest —and most 9 Work in pairs. Think of a problem in the world today and
complicated—board games. It is played with black and imagine three ways that an AI could help solve it. Make a
white pieces called stones on a board with a pattern of lines. poster explaining the technology that you imagine.
4 Read the first paragraph of the article. Separate the chunks.

10B Can tech teach us?
VOCABULARY BUILDING Word forms Exam Skills Chunking
Research shows that reading groups of words—instead
1 Tell students to look at the related word forms in the chart, of word by word—helps us read faster and understand
and do the first one with the class. more of what we read. One technique that teachers can
• Point out that the verb develop has two related noun forms: use to help build reading fluency is to have students
developer (e.g., a software developer—a person who makes break sentences into “chunks,” as is done in the sample
software). Ask students what the other noun form is. They sentence in the tip box. Note that there is no one correct
should be able to guess that it’s development based on the way to divide up a text, though some rules of thumb
other nouns listed in the chart. Students also learned this include adding breaks after noun, verb, adjective, and
word on the Vocabulary page. time phrases and clauses (roughly every three to six
• Remind students that they learned the suffixes -er and words), or where punctuation (such as periods, commas,
-ment in Unit 7, and tell them to write the correct noun or or dashes) appears in the text. Sometimes, it also helps
verb form on the lines. to read a text aloud to get a sense of where you might
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• Check answers by calling on different students to say the naturally pause between groups of words: e.g., The
verb and noun forms. Then say them aloud with the class. game of Go / was invented in China / versus The game of
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Go was / invented. In the second example, you wouldn’t
2 Look at the title of the short paragraph with the class. Ask divide the phrase was invented with a break.
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students to tell you anything they know about artificial
intelligence (AI).
• Look again at the paragraph below the tip box, and point
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• Culture note If students are unfamiliar with the concept of
out that the first break in the paragraph has been done.
AI, explain that an intelligent device (like a smartphone) is
• Read the paragraph aloud for the class at a normal speed
capable of doing things like understanding and answering
questions. Many machines today, even so-called smart c so that students get a sense of where the pauses might be.
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(Don’t emphasize these pauses in an unnatural way, though.)
devices, are programmed to execute a limited number
• Tell students to add breaks to the paragraph. Then tell them
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of operations. However, a new generation of machines is

to check their ideas with a partner.
being designed to “learn from experience.” These kinds of
• Tell students they are going to read the short paragraph
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“thinking machines” are able to do far more, as students will

again. When you say go, they should begin. When they’re
read about in the article on page 121.
done, they should look up. Make note of how long it takes
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• Tell students to read the paragraph and to write the correct

students to read the paragraph this time.
form of a word from the chart in Activity 1 in each blank.
• When everyone is done, ask the class: This time, was reading
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• Have students check answers in A/B pairs. Student A can

the paragraph different (easier, harder, faster)?
read aloud items 1–3, stopping with the job was harder
• Project or write these questions on the board and tell
than expected. Student B can pick it up from there and read
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students to answer them with a partner:

aloud items 4–6.
What is Go?
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READING Where was it invented?

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3 Warm up What kind of pieces do you play with?

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1 Tell students to cover Activity 3’s directions and the tip

box, and to look only at the paragraph just below the box.
4 Tell students to skim the article quickly to get a sense of
what it’s about.
2 Tell students to read the short paragraph. When you say
• Then tell them to separate the first paragraph into chunks.
go, they should begin. When they’re done, they should
Have them check their ideas with a partner.
look up. Make note of how long it takes students to read
• Finally, tell students to read the article. To ensure that they do
the paragraph.
so at a steady pace, time them (e.g., give them a maximum
3 When everyone is done, ask: What is the paragraph
of two minutes to read the 235-word passage). If you wish,
mainly about? (Answer: the game of Go)
repeat this step so that students practice moving their eyes
• Tell students to uncover the tip box and to read the quickly over the familiar material and reading faster.
information.
• Project or write the sentence with the slash marks in the 5 Tell students to scan for and underline information in the
tip box on the board. (When Fan Hui lost a game of Go…) text that supports each statement in 1–5.
Explain how this technique works and why it’s useful.

one with the class, e.g., Developments in technology aren’t
6 Tell students to read the directions for Activity 6 and to
complete sentences 1–3. always a form of progress and don’t always improve human
• Tell students to check their answers to Activities 5 and 6 life. For example, think about cars. This invention has improved
with a partner. our lives, but these machines also cause a lot of pollution
• Go over the answers together for both activities as a class. because they burn oil. Today, billions of people drive cars. This
is a big problem for our planet.
CRITICAL THINKING Counterarguments • When time is up, tell each pair to get together with another
one, and tell students to take turns sharing their opposing
7 Warm up viewpoints to sentences 1–3 with the group.
• As part of this activity, ask students: Which opinion do you
1 Call on a student to read the tip box aloud.
agree with? Why?
2 Then ask students these questions: 1) Why do you think
• Ask volunteers to share their answers with the class.
the author wrote the article on page 121 about AlphaGo—
what was the writer’s purpose? (Answer: To teach people
about AlphaGo—what it is and how it works, and to
8 Warm up Read the directions aloud, and brainstorm with
the class some things they have to do (e.g., clean their
explain how it’s helped players improve their game.)
room, write a research paper, study for an exam). Write
2) In general, is the article about AlphaGo mostly positive or
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these ideas on the board.
negative? How do you know—what did you notice in the
• Tell students to choose an idea from the board or think of
text? (Answer: The article is mostly positive. One of the
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their own. Then give them a few minutes to outline their
players describes AlphaGo as “beautiful,” and the article
ideas. Tell them to explain how they would approach the
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explains that it developed a “style of play” in which it
activity from start to finish, and how an intelligent machine
appears to think and feel like a real person. The passage
might do the same thing. Are their actions mostly similar or
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also quotes Fan and Lee saying that AlphaGo helped
different?
them improve their game and develop as players.)
• Put students in small groups and tell them to discuss their
• Call on a student to read the information in the tip box
c ideas. Ask the group to share the most interesting idea with
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aloud. the class.
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9 Put students in pairs and then read the directions aloud.

Reading Strategy Reading critically • Brainstorm some possible problems with the class and
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The article on page 121 is not an opinion piece trying put these on the board. The problems can be personal
to persuade readers to take one side in an argument in nature, for example: I have too much homework to do
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(that AlphaGo, or AI in general, is either a good or every night. I can’t speak English as well as I want to. Or the
bad thing). In many ways, the tone of the article is problems can be a community issue, for example: Traffic in
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straightforward and factual. Nevertheless, the author this city is terrible. The streets near school are dirty.
of the article had a purpose for writing, and with this • Tell students to choose a problem with their partner and
in mind, he made decisions about what information to
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to invent an intelligent machine that could help solve the

include in and leave out of the text, and how to present problem. In a poster or slideshow, they should explain what
this information. These choices will ultimately influence the machine does and how it will help. Encourage students
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readers’ perception of AlphaGo and AI. When we read to give their AI a name. In their poster or slideshow, tell
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critically, we are aware that even when a text appears to students to use the vocabulary and grammar they’ve
be an unbiased presentation of the facts, it may still be learned in this unit.
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just one take on the subject. With this in mind, students

can be encouraged to “play the devil’s advocate” when
they read certain texts—that is, to think about the Expansion
subject from the opposite viewpoint. Doing this can Have students work in groups of six (three pairs each)
help students consider the matter being discussed in a to present their AI. Give each pair three minutes max to
deeper, more meaningful way, and help them decide explain their idea. Those listening should imagine that
how they feel about it. they are entrepreneurs looking for “the next big thing.”
They should listen to the other two presentations, and
at the end, decide which one they would invest in and
• Put students in pairs and tell them to read sentences 1–3 explain why.
and to think of possible arguments against each statement.
They should explain each. To help students get started, do
Lee Sedol (right)
makes a move
against AlphaGo.
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Playing against computers

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THAT LEARN
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64 When Fan Hui lost a game of Go in October 15 playing. Through the process of sometimes losing and
2015, history was made: it was the first time a human sometimes winning, the AI developed its own style of
Go champion was beaten by an artificial intelligence play, and learned to “think”—some people even say
(AI)—a computer program that can think. And in March “feel”—like a real Go player.
5 2016, history was repeated when Lee Sedol—one of Are Fan and Lee disappointed about AlphaGo’s
the world’s top players—was defeated. As Fan watched 20 achievements? Is our technology becoming too smart?
AlphaGo make an important move against Lee, he Perhaps surprisingly, the two Go champions see it as
thought: “That wasn’t a human move.” Then he said, “So progress. After he was beaten by AlphaGo, Fan began
beautiful, so beautiful.” to play the game in a different way, and he improved.
10 Usually, game-playing electronic devices are He won more games against other humans. Lee, whose
programmed to predict the possible results of a move, 25 experience was similar, said, “I have improved already.
but they don’t learn new moves or improve. AlphaGo It has given me new ideas.” In this case, human and
is different. When it was built, the AI was given three machine are working together for the development and
million human Go moves to analyze. Then it began improvement of both.

10C Using Tech to Take Control
GRAmmAR Passives with by + agent
1 Read the data and the text. Then answer the questions.
Kenya data
Portion of the population who have
• a bank account: 40%
• access to clean drinking water: 63%
• a cell phone (adults): 82%
Mobile money: better than a bank

M-Pesa was started in 2007, in Kenya by Vodafone. The technology allows users
to keep electronic money in their cell phones. This money can be used to pay bills
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and buy things, or to get cash—all without having a bank account. And now, the
system is used by adults who don’t have a bank account in Tanzania, Afghanistan,
South Africa, India, Romania, and Albania.
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1 Which is used by more people in Kenya: a bank account or a cell phone? a cell phone
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2 How is M-Pesa used by people without a bank account? to pay bills, buy things, and get cash
3 What does the word by show? the agent; the person or thing that did the action
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Passives with by + agent
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In an active sentence, the agent (the person or thing that does the action) is
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usually the subject:
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The customer transfers the money.

In a passive sentence, use by to say who the agent is:
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The money is transferred by the customer.

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2 Rewrite the news headlines as full sentences in the passive voice.

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1 Emergency services rescue British climbers in Italian Alps

British climbers in the Italian Alps were rescued by emergency services.
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2 “Robot suit” helps disabled people walk

Disabled people are/were helped to walk by a “robot suit.”
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3 Doctor uses iPad to save man’s life

An iPad was used by a doctor to save a man’s life.
4 Laptop connects village in the Andes Mountains to outside world

The m-Pesa program is so successful A village in the Andes Mountains is/was connected to the outside world by laptop.
that there are now local versions in
other countries.
5 Farmers use iPods to scare birds
iPods were used by farmers to scare birds.

10C Using Tech to Take Control
Grammar Passives with by + agent 2 Go over the first item together with students. First ask them
to circle the subject (emergency services) and underline the
1 Do a quick review of how to form the passive, asking students object (British climbers) in the first sentence. Point out that
to tell you the rules. (The object in the active sentence when you have additional descriptive information about the
becomes the subject in the passive sentence, and the verb object (in this case, it’s in Italian Alps), it should stay together
form changes to a form of be + past participle.) For this lesson, with the object when it becomes the subject in the active
tell students they are also going to learn about what happens sentence. Thus we would write British climbers in the Italian
to the subject in an active sentence when you rewrite that Alps were rescued by emergency services.
sentence into the passive. Write the following sentence on • Give students time to rewrite the news headlines as full
the board and see if students can transform it from active to sentences, paying attention to insert determiners like a/an
passive voice: Computer experts created artificial intelligence. and the where appropriate. Circulate and help students as
(Artificial intelligence was created by computer experts.) necessary.
• Language note From the example on the board, students • Optional In sentence 1, the word the has been added before
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can see that we use by before the agent in the passive Italian Alps to make the sentence read properly. In sentence 2,
sentence. A question that may come up for students is When students will have to know to insert to before walk and a
do you include the agent in a passive sentence? The answer before robot suit when they write Disabled people are/were
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is when the information is new or important information. helped to walk by a robot suit. If you think this is too difficult,
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Sentences in which the agent is unknown, obvious, or simply give students the items as full sentences, rather than as
unimportant do not use the by + agent structure. newspaper headlines (which typically use a quirky abbreviated
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• Warm up Books closed. Write this on the board: What way of writing that leaves words out). If you give students full
percentage of people have … a bank account? / access to sentences, you can also use different tenses so that they get
clean drinking water? / a cell phone? Put them in pairs and
ask them to answer the questions about their own country. c practice with different forms of the passive voice (simple past,
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present perfect, etc.). Some examples:
Then ask them what they think the answers would be
Emergency services rescued British climbers in the Italian Alps.
ap
for Kenya, a country in east Africa. Finally, ask students to

open their books and read the data about Kenya. Are they A robot suit has helped disabled people to walk.
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surprised by any of the answers? A doctor uses an iPad to save a man’s life.
• Culture note M-pesa (M stands for “mobile” and pesa A laptop is connecting a village in the Andes Mountains to the
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means “money” in the Swahili language) is a mobile phone outside world.

money-transfer service. It allows users to load money onto
Farmers use iPods to scare birds.
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their phones and use that money to pay for things. It has
been extremely successful because people without bank
accounts can now deposit, withdraw, and transfer money
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easily. It also cuts down on crime because people are

carrying less cash with them.
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• Have students read the paragraph about M-Pesa. Do

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they think it’s a good idea? Have them answer the three
questions below and read the information in the Grammar
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box. Make sure they understand how to use by + the agent

in a passive sentence.

3 Have students count off from a–e. Assign each of them the • Reporter: We heard that a robot suit was developed
paragraph corresponding to their letter. Have them read the by your company. Can you tell us about it?
paragraph and then match it to the headline/sentence from • Company representative: Sure. The suit is worn by
Activity 2. Elicit the answers from the class. disabled people. It helps them to walk…
• Have volunteers read the different paragraphs aloud
• Ask for volunteers to perform their dialogs in front of
while everyone follows along. (You may want to split up
the class.
the sentences so that many different students are given
a chance to read.) After everyone has heard the different
stories, ask: Which one do you find most interesting? Which 5 This activity is giving students practice with when to use
one would you like to learn more about? Take a class vote to by + agent and when to omit it. Give students time to
see which story is most popular. read the sentences and cross out the agent when it isn’t
• Note: There are three sentences in these paragraphs that use necessary. Go over the answers as a class.
the passive voice. Tell students that there will be a race to find • You can also ask students to explain their answers. (For
them. When you say Go! have students start looking. As soon items 1, 2, and 4, the agent isn’t necessary because it is
as someone finds one of the sentences, yell Stop! and have obvious—we know who did the action already. For item 6,
everyone look up from their books. Do this two more times it is assumed that the agent is unknown so there is no need
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until all three sentences have been found. The answers are: to say by someone).
Two men were caught by bad weather high in the Alps near
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the French border with Italy. (paragraph b) 6 C
HOOSE
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For Option 1, students will be writing five sentences about
In Kenya, farmers’ plants are often eaten by wild animals.
their favorite piece of technology. First, brainstorm different
(paragraph d)
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kinds of technology and put them on the board. Next,
Children in the village of Arahuay, Peru, were given laptops by to help students get started, give them some verbs that
the government. (paragraph e) could be easily used in the passive when talking about
c technology. Some ideas: buy, create/invent, power, replace,
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4 Students are now going to rewrite the underlined sell, and use. You could show some examples:
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sentences from Activity 3 in the passive voice. Give them The iPad is used by millions of people, young and old.
some time to do this, while you circulate through the class
helping as necessary. Go over the answers as a class. It’s sold by Apple.
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It’s powered by electricity.

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Expansion Slower computers were replaced by the iPad.

Put students into pairs. Each pair is going to do a role • You can easily combine Options 1 and 2 by having students
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play, with one student playing the part of a reporter and compose their sentences alone and then read their
one playing the part of a person from one of the news sentences aloud to a partner who tries to guess the device
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stories. Some options for characters the students could being talked about.
play: • For Option 3, students will be required to use the future, so
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• Story “a”: a representative from the company that spend some time teaching this pattern: It will be sold by… /
invented the robot suit or a person who has used It will be powered by…, etc.
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the robot suit in a beneficial way

• Story “b”: one of the men who was caught in bad
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weather in the Alps

• Story “c”: the man who became ill while cycling or
the doctor who helped him
• Story “d”: a Kenyan farmer
• Story “e”: a government representative or one of
the students that uses a laptop to communicate
with the outside world
• Each pair should choose one of the stories and then
write a short dialog. They should use at least three
examples of the passive in their conversation. An
example from Story “a”:
3 Match each headline in Activity 2 with an article below. 5 Read the sentences. Cross out the agent when it isn’t
2 A Japanese company has invented a “robot suit.”
necessary.
a
Disabled people wear the device to help them walk. 1 The museum is cleaned every night by cleaners.
Strong pieces of plastic support the wearer’s legs, and 2 Homework is handed in each Friday by the students.
small motors make them move. 3 I was helped a lot by my friend Elliot.
b 1 Two men were caught by bad weather high in the 4 The book was published by a publisher last year.
Alps near the French border with Italy. One of the men 5 He was taught how to dive by his uncle.
hurt his shoulder, so they had to stop climbing. They sent 6 His car was stolen by someone.
a text message to a friend back home. The friend then 6 CHooSE
contacted Italian emergency services.
c 3 A US man with heart problems became ill while Choose one of the following activities.
cycling. He asked a passing man for help, not knowing • Write five sentences about your favorite piece of
the man was a doctor. The doctor used his iPad to get technology. Use the passive (with by, where possible).
information about the man’s medical history, and this • Work in pairs. Take turns thinking of a specific electronic
quick action saved the man’s life.
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device or other technology, tool, or piece of equipment—
d 5 In Kenya, farmers’ plants are often eaten by wild something you use. Use the passive (with by, where
animals. In the Kasigau region, some farmers recorded possible) to describe it while your partner guesses.
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scary sounds to put on an iPod. Electronic equipment • In a small group, brainstorm an idea for a new invention.
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senses when an animal is near and the iPod plays the Say what it will do, who will use it, and what benefits it
sound, which makes the animals run away. will have. Use the passive with by where possible.
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e 4 Children in the village of Arahuay, Peru, were given
laptops by the government. The kids use the computers
for their studies and to communicate with the outside
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world. The government hopes the free laptops will help
to educate the children.
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4 Look at the underlined sentences in Activity 3. Rewrite

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the sentences using the passive voice. How does the

passive change the focus of the sentence?
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a The device is worn by disabled people to help them walk.

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b A text message was sent by the men to a friend back home.

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c The man’s life was saved by quick action.

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d In the Kasigau region, scary sounds were recorded by some

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farmers on an iPod.
e The computers are used by the kids for their studies and to
communicate with the outside world.
Young children in the village of Arahuay, Peru, use

laptops in school to stay in touch with the outside world.

10D How to Control Someone Else’s Arm
with Your Brain
“ You know, when you lose your free

will, and someone else becomes your
agent, it does feel a bit strange.
GREG GAGE ”
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Read about Greg Gage and get ready to watch his TED Talk. 10.0
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Reduced forms 4 Watch Part 1 of the talk. Choose the correct words to
When some words combine with to, some sounds are lost c complete the sentences. 10.1
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in speech: 1 Neuroscience is / isn’t usually taught in schools.
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going to gonna 2 Twenty / Fifty percent of people have a neurological

want to wanna disorder at some time in their life.
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have to hafta 3 You have 80 billion neurons / electrical messages in

your brain.
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1 Listen to parts of the TED Talk where Greg Gage talks 4 When the woman squeezes her hand, we hear the
fast. You will hear each section twice. Work in pairs. sound of her arm / brain.
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Try to write down what you hear. Check your answers

below. 65 5 Watch Part 2 of the talk. Write true or false. Correct the
false sentences. 10.2
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1 I want to do some demonstrations. You guys want to

see some? 1 The green lines on the iPad show the electrical
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2 So now I’m going to move away, and we’re going to plug activity. false
it in to our human-to-human interface over here. 2 The signal from the woman’s brain travels through
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3 So now I’m going to hook you up over here so that you the electrodes to the man’s hand. false
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get the… It’s going to feel a little bit weird at first. 3 When the woman moves her arm the first time, the
man feels nothing. true
2 Read the extract. Underline the expressions with to 4 When the woman moves her arm again, the man’s
that you think will be reduced. Listen and check your arm moves. false
answers. 66
5 When the woman’s arm is moved by Greg, the man’s
So I just need to hook you up. So I’m going to find your arm doesn't move. false
ulnar nerve, which is probably right around here. You don’t
know what you’re signing up for when you come up. So
6 VoCABULARY In ConTEXT
now I’m going to move away, and we’re going to plug it in a Watch the clips from the talk. Choose the correct
to our human-to-human interface over here. meaning of the words and phrases. 10.3
3 Discuss in pairs. What do you think it would feel like to b Look at the quote. What do the words free will and
be controlled by a machine? agent mean?

10D
How to Control Someone Else’s Arm with
Your Brain
About the Speaker 2 Tell students to read the extract and to underline any of the
• Warm up to phrases that they see.
1 Point to the man in the photo and tell students: This • Then play the first extract. If the phrase is reduced, tell
is Greg Gage. We are going to listen to his talk. Greg is students to circle it.
a neuroscientist. Write this word on the board and its • Check answers with the class.
definition: a scientist who studies the brain, spinal cord,
and other parts of the nervous system. Make sure students
3 Give students a couple of minutes to discuss the question.
• Ask volunteers to share their answers with the class.
understand the meaning of brain and spinal cord. If you
can, show a photo; if not, tell students to look up the
words in their dictionary.
WATCH
2 Then explain that neuroscientists also study people with
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4 Warm up Tell students they are going to watch Part 1 of
brain and spinal cord disorders (illnesses and injuries). the talk. Summarize it for them: In this part of the talk, Greg
Write this word on the board with its definition. Give will talk about why studying neuroscience is important, and he
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students examples of these kinds of disorders, e.g., an will show a tool he made.
elderly person with a brain disease like Alzheimer’s who
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• Tell students to preview sentences 1–4 and see if they can
cannot remember things, or someone who injures his guess any of the answers.
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spinal cord and can’t walk. • Play Part 1 of the talk. Tell students to watch once through.
3 Ask a student to read the title of the talk aloud. Then tell • Play Part 1 again. Tell students to circle their answers.
students to look at the photo and ask: What is Greg doing
to the woman?
c • Support Pause the talk periodically so students can circle
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the correct answers in 1–4.
• Tell students they are going to read and hear some • Take answers from the class, repeating the parts of the talk
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information about Greg and the work he does. that clarify the answers. Turn on the subtitles if needed.
• Play the About the Speaker section of the video. Tell
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students to listen and read along. 5 Warm up Tell students they are going to watch Part 2 of
• Do the vocabulary matching activity on the video that the talk. Summarize it for them: In this part of the talk, one
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follows. person’s brain signals are going to move another person’s arm.
• Additional vocabulary The abbreviation DIY • Play Part 2 of the talk. Tell students to watch once through.
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(pronounced letter by letter) stands for Do It Yourself. It’s • Support Play this part of the talk once through with the
often used to talk about doing something challenging by audio turned off so that students can just focus on what’s
yourself, without the help of experts. happening on screen without having to listen. You can
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periodically ask the class what is happening—for example,

AUTHENTIC LISTENING SKILLS Reduced What is Greg putting on the man’s arm? What is the woman
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forms doing with her arm? What is happening to the man’s arm?
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• Tell students to preview sentences 1–5.

1 Read the information in the skills box. Say each full and • Play Part 2 a second time. Tell students to write true or false.
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reduced phrase with the class. Note that 1) people don’t • If necessary, play Part 2 a third time.
always reduce these phrases in spoken English, but it’s very • Take answers from the class, repeating the parts of the talk
common; 2) students don’t have to say the reduced forms, that clarify the answers. Turn on the subtitles if needed.
but it’s important for them to recognize them when they
listen; 3) reduced forms are not used in formal writing. 6 VOCABULARY IN CONTEXT
• Tell students to close their books. Explain that they are • 6a Tell students that they are going to watch some clips
going to hear three different clips of Greg speaking. Each from the talk. They will see new words and phrases, and
clip will be said twice. They should listen and write what they should choose the correct meaning for each. Then
they hear in their notebooks. play the recording.
• Language note In rapid speech, I’m going to is often • 6b Tell students to read the quote and say what they
reduced to I’m gonna or even more to Imun-uh. think the words mean. To help them, explain that in the
• Tell students to open their books and check their answers experiment, the woman was the agent; the man “lost” his
on the page. free will (to move his arm).

• 6c Put students in pairs and give them a few minutes to • Tell students they will have a set time—e.g., for three
complete and discuss the sentences, which use the new minutes tops—for their talk. As mentioned in earlier units,
words and phrases they’ve just learned. when students work on presentations, it is helpful to assign
• At the end, give feedback about new language that came them roles (team notetaker, photo researcher, secretary,
up, and correct any errors. etc.), and to remind them to decide who in the group will
say what during their talk.
CRITICAL THINKING Analyze how a message • When students listen to their classmates, tell them to take
is delivered notes on which tool or piece of equipment the group
would like to have for their school and what reasons are
7 Warm up Tell students: Greg wants more people—especially given.
high school and college students—to learn about neuroscience. • At the end, tell students to review their notes, and have the
After watching his talk and seeing the tool he made, will more class vote on the one idea they think would be most useful
people want to learn about neuroscience? Why or why not? for the school.
• Read the information in the tip box. Then tell students to read
the question in the direction line and choose the best answer.
• Ask a volunteer to tell the class his or her answer and explain it.
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8 Tell students to read the questions and take some notes on
how they would respond.
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9 Tell students to explain their ideas to a partner.
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CHALLENGE
• Have students work in groups of four to discuss the
questions and prepare a short presentation for the class.
Students can start by discussing ideas in the group. If
c
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possible, they can also ask other students who attend the
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same school for their thoughts. They can do this by talking

to people in person, online, or a combination of both.
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c Complete the sentences with your own words. 8 Read the questions. Take notes.
Then discuss with a partner.
1 How could this technology be used for good? Think of
1 The most complex thing I know about is
c three ways.
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2 Could it also be used for reasons that aren’t good?
2 My teacher sometimes asks for a volunteer to 3 If you could use the same equipment, what experiment
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would you like to try? What do you think the results

3 An activity I want to try out is would be?
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4 Is it important for new developments in communication

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technology to be available to everybody? Why?

CRITICAL THInKInG Analyze how a message 9 Work in pairs. Discuss your ideas from Activity 8.
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is delivered Try to think about how your partner delivers his or

her message.
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Speakers can deliver a message in many ways. These include:

providing background information or facts, demonstrating CHALLENGE
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an idea or technology, and comparing an idea or technology

to another one. When watching a TED Talk, pay attention to Greg’s talk shows one of the possibilities of neuroscience,
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how the message is being delivered. Think about why the which is science about the brain and nerves. Can you think
speaker chose a certain method. of other types of science you would like to learn more about
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in school? Is there technology you would like to have access

7 Greg thinks everyone should be able to use neuroscience to—for example, sound or video recording technology?
technology. How does he deliver this message? c Weather-science technology? Computer technology?
Something else? How could the technology be used in
a He explains that a lot of schools have bought his class? Make notes about your idea.
equipment and that students enjoy using it.
b He gives detailed facts about how an iPad is able to show In groups of four, discuss your ideas. Choose one type
information about the brain. of technology you would like to have for your school.
c He says that his equipment is inexpensive and Then present your idea to the class. Give reasons why this
demonstrates that it’s easy to use. technology would be helpful to learn about.
d He shows the audience that the man and woman aren’t
afraid of technology.
e He compares his equipment to more expensive
technology and says his is better.

10E Who’s in control?
SPEAKInG Talking about pros and cons
1 Companies are making cars that can drive themselves. Would you want to ride
in one of these cars? Why?
2 Listen to the conversation. What pros and cons of self-driving cars are
mentioned? 67 Pros: safer than traditional cars; drivers can make mistakes;
Useful language safer if driver falls asleep Cons: The computer could make a mistake; The car could take
3 What pros and cons of self-driving cars can you think of? you to the wrong place
Talking about pros and cons
Looking at two sides of an 4 Listen again and check (√) the expressions you hear. Then, in small groups,
argument: take turns talking about the pros and cons of the things below. 67
On the one hand… , but on the other
text messaging
hand…
ng
social media
Talking about pros
controlling someone else’s arm with your brain
ni
One good thing about (self-driving
cars) is that… artificial intelligence
ar
(Self-driving cars) are good smartphones
because…
Le
Talking about cons
1 Does communication technology improve communication or make people
One bad thing about (self-driving
cars) is that… c
communicate less?
hi
2 Does self-driving car technology make the world safer or more dangerous?
(Self-driving cars) can be a problem 3 Is technology good or bad for the environment?
ap
because…
gr
eo
Carmakers say self-driving cars are

lG
safer than traditional cars.

na
io
at
N

10E Who’s in control?
Speaking Talking about pros and cons • Students are going to discuss the pros and cons of different
kinds of technology. Put them into groups of five or six.
1 Warm up Ask students: What is a self-driving car? How do Two students will be arguing for the “pro” side and two
you think it works? Put students into pairs and give them for the “con” side. The remaining students will serve as the
time to discuss the questions. It’s OK if they don’t know the judge(s). They will be listening to each side and choosing
answers; this is merely a warm-up activity designed to get the most convincing arguments. You can assign these roles
them talking about the topic. or the students can decide for themselves.
• Language note The prefix self- is sometimes combined • Hand out or project onto the board one pro and con for
with the present participle (ing form). These adjectives each of the items below and tell your students that they
describe items (often machines) that engage in a process should add two more pros and cons to each:
automatically, with limited or no human intervention. Some text messaging
other examples of these kinds of adjectives: self-cleaning
PRO: It’s a fast way to communicate.
(oven), self-regulating (thermostat), self-propelled (rocket).
CON: When you’re typing fast, it’s easy to make mistakes.
• Put students into pairs. Ask them if they’d like to ride in a
ng
self-driving car or not. After students have discussed the social media
question for a minute or two, take a class vote. Are students PRO: You can make a lot of friends on social media.
ni
open to the idea of riding in a self-driving car? CON: You can have personal problems (e.g., cyber bullying)
ar
online.
2 Tell students that they are going to listen to two people artificial intelligence
Le
talking about the pros and cons of self-driving cars. Split half
the class into the “pro” group and the other half into the PRO: Robots can do boring jobs that humans don’t like to do.
“con” group. Each group should listen for the reasons that CON: Robots will put less skilled workers out of work.
fall under their group.
c • Each group should choose one item to talk about (e.g., text
hi
• Play the audio. Have students listen for key words and then messaging). Give a few minutes for the pairs to come up with
give them some time to construct their answers after the their pro or con statements. After each, they should give a
ap
audio is finished. You may want to play the audio a second sentence or two explaining their rationale or giving an example
time since the answers are close together. from personal experience, in order to convince the judges.
gr
• Go over the answers as a class and write them on the board. • To give the judges something to do during this stage, you
can have them help the pro/con pairs with their arguments.
eo
3 Put students into small groups. Give them two to three Then, when you start the game, they can go to a new group
minutes and tell them to come up with as many pros and and listen to and judge something that they haven’t heard.
lG
cons as they can. Call on volunteers to share some of their • After their arguments are in place, each pair should take
ideas with the class. Some possible answers: turns reading their statements for or against their item.
na
pros: Computers cannot become distracted like human After they have finished presenting, the judges should
drivers, most crashes are a result of human error, passengers choose a winning side and explain their choice.
io
in self-driving cars can use the time to do other activities

(like answer emails), disabled and elderly people can get
5 Put students into pairs to discuss the questions. You can
at
give them a couple of minutes to discuss each one, or you

around easily in self-driving cars
can assign a single question to each pair and give them a
N
cons: People will need to learn a new technology, self-

bit more time (three to four minutes) to spend on it.
driving cars could put people (like taxi drivers) out of work,
GPS devices are not always accurate, the technology is at
Teaching Tip Fluency practice
risk for hacking, self-driving would be expensive
One way students can improve oral fluency is by being
pushed to speak beyond their comfort level. This kind of
4 Introduce the language in the Useful language box, going
over the different ways of “looking at two sides of an practice is helpful because it:
argument,” “talking about pros,” and “talking about cons.” 1 pushes students to move beyond short utterances
• Explain to students that they are going to hear the and to use longer sentence structures.
conversation from Activity 2 again. They should listen for 2 will elicit the vocabulary that students need to
the phrases from the Useful language box that they hear. know (you can see if they can do it.
• Play the audio. Students should check off the language 3 encourages students to work on uninterrupted
that they hear from the Useful language box. Go over the speech, a hallmark of fluency.
answers as a class. 4 builds students’ confidence.

Writing A formal letter of suggestion
6 Tell students they are going to read a letter of suggestion. 8 WRITING SKILL Making a suggestion
Give students time to read the letter to the director of • Have students write their letters or you can assign the
a recreation center and to answer the questions below. writing as homework. Students should include language
This would be a good time to point out the language in from the Useful language box and first acknowledge the
the Useful language box and explain that when you are rule before explaining why they don’t agree with it.
giving an opinion that is in opposition to someone else’s, • Point out to students the following before they write:
it’s important to use polite language. Under “Explaining 1 They should write out their reasons for opposing the rule
differences in opinion,” you can point out that the language before they begin to write their letter. Since these ideas
first acknowledges the other person’s position (e.g., While I are the backbone of their letter, they want to make sure
understand that… and I can see that…) before presenting a that the arguments are clear.
differing perspective. Also, under the “Making a suggestion” 2 For each argument they present, they should back it up
heading, the language is a little more tentative or polite with a personal story or other kind of information that
(Can I suggest that rather than I suggest that). The writer is supports their point.
using modals to soften his/her opinion. 3 Because this is a formal-style letter, students should be
ng
• Go over the answers to questions 1–4 as a class. careful not to use overly casual or familiar language.
Answers
ni
9 Have students get into pairs and exchange papers. Give
1 The new “no-phones” rule. students three questions to consider while reading their
ar
2 She understands that loud conversations are partner's letter.
annoying and that using a phone when ordering and
Le
Was the language used appropriately polite? Were the
paying for food is rude.
arguments clear? Would they agree with the viewpoint
3 She doesn’t think that texting or checking apps on
presented by the writer?
silent phones bothers anyone.
c
hi
4 The “no-phone” rule should be replaced with a “use
technology politely” rule.
ap
Tell students that they are going to read about three

gr
7
different school rules that have been proposed. They are
eo
going to come up with the pros and cons for each rule.
• Put students into pairs or small groups. Give them four to
five minutes per rule to think of as many pros and cons as
lG
they can. They should appoint someone to write down the

key words of their ideas so that they’ll be able to talk about
na
them later. (Remind them that they can use the language
they just learned on the Speaking page for “Talking about
io
pros and cons.”)

• After the students have finished, elicit different ideas from
at
the pairs/groups. You may want to write some of the

N
ideas on the board so that students can refer to them in

Activity 8. You should end up with at least two to three pros
and cons for each statement.

127a Unit 10 Remote Control
WRITInG A formal letter of suggestion
6 Read the letter to the director of a recreation center. Answer the
questions below.
Dear Ms. Smith,
I’m writing about the new “no-phones” rule in the cafe area. While I
understand that loud telephone conversations are annoying, I don’t think
quietly sending and receiving texts or checking an app is a problem—
especially if phones are put on silent mode. Also, I can see that using a
phone while ordering or paying for food is rude to the staff, but when
people are sitting alone at a table, texting doesn’t bother anyone.
Can I suggest that you replace the “no-phones” rule with a set of “use
technology politely” rules? For example:
ng
• Think about the people around you.
• Put phones on silent.
ni
• Don’t use your phone when you’re in the food line.
• Don’t talk on your phone in the cafe area.
ar
• No selfies!
Le
These rules would stop the annoying behavior but would allow people who
aren’t bothering anyone to use their devices.
c
hi
Thank you for considering this suggestion.
ap
Yours sincerely,
Mika Thibeau
gr
eo
1 What rule is the writer of the letter unhappy about?

lG
2 In what ways does the writer agree with the rule?

3 In what ways does the writer disagree with the rule?
4 What does the writer think should happen? Useful language
na
7 Read the rules. What are the pros and cons of each rule? Making a suggestion
io
1 Students must not bring electronic devices to school. (Rule made by School Explaining differences in opinion:
While I understand that… ,
at
Principal Sonja Sanchez)

2 No music is allowed on the beach or in the park. (Rule made by Mayor Rudy Patak) I think / don’t think…
N
3 Headphones cannot be worn in the recreation center. (Rule made by Director I can see that… , but…
Julia Smith) Making a suggestion:
8 WRITInG SKILL Making a suggestion Can I suggest that…
It might be possible to…
Now choose one of statements in Activity 7 and write a formal letter with a
Supporting your argument:
suggestion about it. Use the language from the Useful language box. Follow
the structure of the model. Make sure to do the following: (These rules) would stop… , but
would allow…
• Say why you’re writing and explain the difference of opinion.
• Make a suggestion.
• Support your argument.
9 Exchange papers with a partner. Check each other’s work. Does it use the
language and follow the model correctly?

Unit 1 Grammar reference and practice
Simple present and present Affirmative Negative

CONTINUOUS I’m studying. I’m not studying.
You / We / They are studying. You / We / They aren’t
Simple Present studying.
The simple present is used to talk about permanent states and He / She is studying. He / She isn’t studying.
regular habits in the present and things that are always true. It isn’t raining.
It is raining.
I’m 13 years old. I live in Istanbul. I have two sisters.
My school day starts at 8:00. I play soccer every Saturday.
Question Short answer
Affirmative Negative Am I playing? Yes, I am.
I / You / We / They drink milk. I / You / We / They don’t No, I’m not.
ng
drink milk. Are you / we / they playing? Yes, you / we / they are.
He / She / It drinks milk. He / She / It doesn’t
No, you / we / they aren’t.
ni
drink milk.
Is he / she / it playing? Yes, he / she / it is.
ar
Question Short answer No, he / she / it isn’t.
Do you / we / they drink milk? Yes, I / we / they do.
Le
No, I / we / they don’t. Verb Patterns: Verb + -ing or Infinitive
Does he / she / it / drink Yes, he / she / it does.
milk? cWith to
hi
No, he / she / it doesn’t.
Verb + infinitive agree, decide, expect, hope,
ap
The third person singular is formed by adding -s to the verb. learn, need, offer, plan,
He lives in Rome. promise, seem, want, like
gr
When verbs end in -o, -s, -sh, -ch, -x, and -z, add -es. Verb + -ing can’t help, consider, enjoy,
She watches soccer every Saturday. finish, not mind, suggest, tell
eo
When verbs end in a consonant + -y, replace the -y with -i Verb + -ing OR to + infinitive begin, continue, hate, like,
and add -es. He studies English.
lG
love, prefer, start

Negatives and questions are formed with do / don’t / does /
doesn’t and the main verb.
na
Verb + infinitive
Present continuous After some verbs, the infinitive form of another verb is used.
io
I want to be more active.

The present continuous is used to talk about things that are
at
happening at the moment of speaking. The second verb is made negative by putting not before it:
I’m not playing soccer today because it’s raining. She tells her parents not to worry about her.
N
The present continuous is also used to talk about things that are Verb + -ing
happening around the time of speaking.
I’m reading a good book right now. After some verbs, the -ing form of another verb is used.
I enjoy being sociable.
When a verb has one syllable and ends in a consonant, -ing is
added: work working. Verb + -ing OR to + infinitive
When a verb has one syllable and ends in a vowel followed by After some verbs, either can be used with no change in meaning.
-b, -d, -f, -l, -m, -n, -p, or -t, the final letter is usually doubled. They like sharing / like to share information.
stop stopping, sit sitting, plan planning
Exceptions: failing, feeling, seeming, sleeping, waiting Questions
When a verb ends in -e, it is usually deleted when -ing is added. Form questions like this:
make making What do you want to do? What does he enjoy doing?
Does she need to talk to someone?
128 Unit 1 Grammar Reference SAMPLE COPY, NOT FOR DISTRIBUTION
1 Complete the exchanges. Use the notes to write simple 4 Choose the two options that can complete each sentence.
present questions and answers.
1 She to tell me a secret.
1 A you / live in Argentina? Do you live in Argentina? a didn’t mind b started c promised
B yes Yes, I do. 2 They talking to each other.
2 A he / play soccer? Does he play soccer? a enjoy b like c want
B no No, he doesn’t. 3 I to learn to talk about my feelings.
3 A they / know Beatriz? Do they know Beatriz? a can’t help b want c need
B yes Yes, they do. 4 We asking our mother for advice.
4 A we ready? Are we ready? a were b suggest c agree
B yes Yes, we are. 5 Can you to write about your experience?
5 A I / late? Am I late? a consider b begin c manage
B no No, you aren’t. 6 He to believe his brother is telling the truth.
ng
6 A you / like school? Do you like school? a seems b enjoys c wants
B yes Yes, I do.
ni
5 Put the words in the correct order to make sentences.
2 Complete the sentences using the present continuous
ar
1 sister / I / my / to / hope / talk / to
forms of the verbs. I hope to talk to my sister
.
Le
expect get have stay study take talk try 2 wants / to / my / explain / feelings / me / She
She wants me to explain my feelings .
1 I ’m studying for my final exams. 3 We / emotions / mind / don’t / about / talking
2 My brother is trying to find a part-time job. c We don’t mind talking about emotions .
hi
3 They ’re staying in a hotel. 4 hate / You / your / sharing / feelings
ap
4 We ‘re having a lot of fun! You hate sharing your feelings .

5 You ’re taking a German class, right? 5 know / would / He / to / it / like / about / more
She ’s expecting an email from her teacher. He would like to know more about it
gr
6 .
7 I think he ‘s talking to the new student. He’s very 6 My / still / get / easygoing / she / seems / to / good / is /
eo
outgoing. friend / grades / but

8 It’s pretty loud in here. I ‘m getting a headache. My friend is easygoing but she still seems to get good grades .
lG
3 Are the underlined present continuous verbs and 6 Complete the sentences with the verb in parentheses.
phrases used correctly? If not, re-write the sentences Use one gerund and one infinitive form.
na
using the simple present.

1 (read) I really enjoy reading . I want to read
1 I’m knowing his first name but not his last name. know a new book every week.
io
2 Are you owning a bicycle? Do you own 2 (meet) I suggest meeting some new people. You can
at
3 We’re staying with friends this week. correct expect to meet new people by joining a club.
4 They’re preferring soccer to basketball. prefer 3 (enjoy) They seem to enjoy painting. Even when
N
5 You’re learning the guitar very quickly. correct they’re in a bad mood, they can’t help enjoying it.
6 Is she learning Spanish? correct 4 (go) He agreed to go to the movies with us.
7 She’s thinking about the test. correct He didn’t consider going out for dinner
8 He’s thinking about the answer to the question. correct afterwards, though.
5 (wait) Do you mind waiting for Ella? We need
to wait about ten minutes.

Unit 1 Grammar Practice 129
Simple Past used to
The simple past is used: To talk about situations, habits, and routines in the past, use
• for completed actions and events in the past. used to + the base form.
We built the house last year. They used to live in Mexico.
• for actions and events in a story or series of events in the past. Form the negative using didn’t use to + the base form.
We bought the container on eBay, and the company delivered I didn’t use to go to work every day.
it to us. We worked on it for six months. Form questions with did / didn’t use to + the base form.
• for repeated past actions and past states. Did you use to live in an apartment?
I went to the office every day.
• for past actions or events over a long period of time.
I grew up in Tu Son, near Hanoi. Past continuous
ng
There are some spelling rules for regular verbs. The past continuous is used:
• for ongoing actions and ongoing events in the past.
ni
• verbs ending in -e: add -d: like liked
We were walking to school.
• verbs ending in -y: change -y to -i and add -ed: try tried
ar
• for continuing situations, actions, and activities in the
• do not change the -y to -i if the verb ends in vowel + -y:
past, especially when a single action or event happens
Le
play played
during them.
• verbs ending in consonant + vowel + consonant: double They were looking for an apartment when they discovered
the final consonant and add -ed: stop stopped
c a houseboat.
hi
• do not double the consonant if it is a -w or -x: fix fixed • for past situations that continued for a long period of time.
Some verbs are irregular in the affirmative form: In 2014, he was living in Abu Dhabi.
ap
build built, come came, find found, go went, The past continuous is formed with the past tense of be and the
gr
have had, take took, think thought present participle.

The simple past of be is I/he/she/it was and we/you/they were. search was/were searching, live was/were living,
eo
It was a beautiful traditional house. work was/were working

We were very happy there. They were searching for a place to live.
lG
We were living in a new house.

Time expressions are often used to say when things happened He was working downtown.
in the past.
na
this (morning / afternoon / evening), yesterday, last (Friday), There are some spelling rules for forming the present participle.
last (week / month / year), in (2000), (two) weeks ago, when I • verbs ending in a consonant: add -ing: think thinking
io
was (a child) • verbs ending in -e: change -e to -ing: take taking

at
Negative and questions • verbs ending in consonant + vowel + consonant: double

N
the final consonant and add -ing: hit hitting

Negatives in the simple past are formed with didn’t and the
base form. Negative sentences are formed with wasn’t / weren’t and the
They didn’t pay for the shipping container. present participle.
They weren’t looking for a house.
Questions in the simple past are formed with did / didn’t and I wasn’t living in Singapore.
the base form.
Did they move to the city? Yes, they did. Questions are formed with was / were and the present
Didn’t she buy an old house? No, she didn’t. participle.
Where did you live? Were your parents working in Jakarta?
Wasn’t she trying to find a new apartment?
Negatives are formed by adding not (n’t) to the past affirmative.
It wasn’t his house; it was hers.
They weren’t chairs; they were old boxes.

1 Choose the correct option to complete the sentences.
1 Did you see / saw Beata’s new house?
2 We weren’t / didn’t live in an apartment.
3 The company was recycled / recycled old shipping containers.
4 Where did you live when you were / was a child?
5 Why did your family move / moved to Prague?
6 Last year my brother find / found a really good apartment.
2 Complete the conversation with the simple past of
the verbs in parentheses.
A (1) Did you see (you see) the documentary on TV last 6 Write sentences in the past continuous.
ng
night about small houses? 1 My parents / live in Jakarta
B No, (2) I didn’t (not). (3) Was (be) it good? My parents were living in Jakarta.
A Yes, it (4) was (be). It (5) showed (show)
ni
2 We / stay in a hotel and look for a house
people around the world living in tiny spaces— We were staying in a hotel and looking for a house.
ar
houseboats, tiny apartments. They (6) interviewed 3 I / walk to school and think about my homework
(interview) a guy who (7) lived (live) in his van I was walking to school and thinking about my homework.
Le
at the beach. 4 They / not look for a new house
B Why? (8) Didn’t he have (he not have) a job? They weren’t looking for a new house.
A Yes, he (9) did (do). But he (10) wanted
(want) to save money. And he (11) went c 5 You / not try to sell your houseboat
hi
(go) You weren’t trying to sell you houseboat.
surfing every day, before or after work!
ap
7 Choose the correct option.

3 Put the words in the correct order to make questions.
Capitalize the first word of the sentences. 1 My dad was working in Dubai when he met / was
gr
meeting my mother.
1 you / did / the house / by yourself? / build
eo
2 I prepared / was preparing to move away for college when

Did you build the house by yourself?
I changed my plans.
2 free? / was / container / the shipping 3 When I was looking through some old photos, I found /
lG
Was the shipping container free?

was finding a photo of our old house.
3 a shipping container? / easy / was it / to find 4 While we stayed / were staying at my grandmother’s
na
Was it easy to find a shipping container?

house, my uncle visited every afternoon.
4 expensive? / the container / was
io
Was the container expensive? 8 Complete the conversation with the simple past or past
5 electricity supply? / to the / you connect / did / the house continuous of the verbs in parentheses.
at
Did you connect the house to the electricity supply? did your
A How (1) parents find (your parents find) your new
N
4 Complete the conversations with used or use. apartment?

B My dad (2) was driving (drive) to work when he
A Didn’t you (1) use to live in Argentina? (3) saw (see) a man putting up a “for rent” sign.
B No, I didn’t, but my grandparents (2) used to live He (4) stopped (stop) the car right away. The man
there. They lived in an apartment in Buenos Aires, and I (5) was driving (drive) away, but my dad (6) yelled
(3) used to visit every summer for a few weeks. (yell), “Hey, wait!”, and the man (7) stopped (stop).
A We didn’t (4) use to live in the suburbs, but A Was the man surprised?
now we do. B Yes, but then my dad (8) asked (ask) to see the
B Where did you (5) use to live? apartment. While he (9) was looking (look) around, he
A We (6) used to live in the country. (10) called (call) my mom and (11) told
5 Look at the photos. Answer the questions. (tell) her to come see it. She (12) loved (love) it,
too. So they (13) rented (rent) it!
1 What are these home furnishings now? a chair; a lamp
2 What did they use to be? a tire; a watering can

QUANTIFIERS phrasal verbs

Phrasal verbs are made up of a verb and a particle (a preposition
some and any or an adverb).
Use some and any with plural countable and uncountable nouns. Many phrasal verbs can’t be separated.
Countable nouns Uncountable nouns Can you wait for me?
Affirmative He took some They drank some tea. Can you wait me for?
vitamins. Will you look after my bag?
Negative She didn’t have any We didn’t take any fish oil. Will you look my bag after?
vitamins. His car broke down on the way to work.
Question Do you have any Did you take any Did her car break down yesterday?
ideas? medicine? Their car didn’t break down.
ng
Notice that down in the expressions above doesn’t refer to the
much, many, a lot of, a little, a few direction. Often, the particle doesn’t have its usual meaning.
ni
Countable nouns Some phrasal verbs can be separated by a noun or pronoun. A
ar
noun can be placed before or after the particle, but a pronoun
Use a lot of and a few in affirmative sentences with plural
must come between the verb and the particle.
Le
countable nouns.
A lot of doctors treat the whole person. Did you write down the information?
There are a few types of tea that are like medicine. Did you write the information down?
Use many and a lot of in negative sentences and questions.
c His friend picked him up at six o’clock.
hi
I don’t know many / a lot of natural medicines. His friend picked up him at six o’clock.
ap
Did your doctor give you many / a lot of pills?

Common phrasal verbs
Uncountable nouns
gr
Use a lot of and a little in affirmative sentences. Inseparable

belong to, come in, complain about, deal with, eat out, get
I have a lot of information about natural medicines.
eo
along (with someone), go in, grow up, hand in, lie down, look
There’s a little tea in the pot. after, look around, look into, sit down, speak about, take off (fly),
lG
Use much and a lot of in negative sentences and questions. wake up

There isn’t much / a lot of time.
Separable
Do you have much / a lot of work to do?
na
bring back, call back, carry out (do), fill in, find out, give up,
hang out, keep up, pass on, pick up, put on (clothes, music, a
How much? How many? movie), put off, take off (clothing), take out, take up, turn down,
io
Use How much to ask about the amount of uncountable nouns. turn on, work out, write down
at
How much information do you want?

Use How many to ask about the quantity of countable nouns.
N
How many doctors work here?
Indefinite pronouns and adverbs: some-, any-, no-, every-

Use words with some-, any-, no-, and every- to talk about people
and things when not sure who or what is being talked about.
People Things
Affirmative I can see someone. He’s holding something.
Let’s go somewhere quiet.
Negative I can’t see anyone. She doesn’t have anything.
There’s no one there. There’s nothing to do.
Question Do you see anyone? Did you take anything?

132 Unit 3 Grammar Reference
1 Write the number for each noun on the correct line. 6 Complete the text with the phrasal verbs.
a singular countable nouns: 5, 6 eat out lie down pick up put on take off turn down
b plural countable nouns: 1, 3
c uncountable nouns: 2, 4 1 When I eat out , I try to order healthy food.
Before there were doctors
1
2 I need to stop at the pharmacy to pick up some
Before modern 2science, people used natural materials like medicine.
3
plants to cure 4sickness. Older generations passed down 3 Are you feeling OK? Maybe you should lie down .
information about the best 5method for treating each 6illness. 4 Could you turn down the music? I have a headache.
5 I’m tired, so I just want to put on a movie and relax.
2 Choose the correct option. 6 You look hot. Would you like to take off your coat?
1 A Do you have (1) any / many information about going to
Rewrite four sentences in Activity 6 with the verbs
ng
7
the doctor for our school check-up?
separated. Two sentences have inseparable phrasal verbs.
B No, I don’t. I’m expecting to get a letter with (2) much /
ni
some instructions. I need to stop at the pharmacy to pick some medicine up.
2 A Did the doctor give you (3) some / many medicine? Could you turn the music down? I have a headache.
ar
B No, she didn’t give me (4) some / any.
I’m tired, so I just want to put a movie on and relax.
3 A How (5) much / many nurses work at your school?
Le
B There are a (6) little / few. Three or four, I think. You look hot. Would you like to take your coat off?
Complete the sentences with the words in the box.

c Put the words in order to make sentences. For separable
3 hi 8
phrasal verbs, write two answers.
a little any many much not any some
1 pain / deal / do / with / How / you
ap
1 I don’t have any aspirin. How do you deal with pain ?

2 Sorry, but do you have a little time to help me? 2 down / name / this / of / medicine / Write / the
gr
3 There are some flowers growing in the garden. Write down the name of this medicine. Write the name of this .
medicine down
eo
4 We have some milk, but not much . 3 carried / Who / out / research / the
5 How many plants did she write about? Who carried out the research? Who carried the research out ?
6 There is not any 4 He / headache / of / complained / a
lG
food in the fridge—it’s empty.

He complained of a headache .
4 Complete the questions with How much or How many.
na
9 Choose the correct particle to complete each sentence.

1 A How many doctors work in this hospital?
B About 30. 1 My dad looked around / after me when I was sick.
io
2 A How many days were you sick? 2 Everyone wants their kids to be healthy when they grow
at
B Three. up / over.
3 A How much schoolwork did you miss? 3 It’s cold. Would you like to put a sweater on / off?
N
B A lot! I missed two tests! 4 Who does this medicine belong for / to?
4 A How much money do you have? 5 I don’t feel well. Can I lie down / off?
B Sorry, I don’t have any. 6 The helicopter bringing the doctor just took up / off.
5 A How many brothers does she have?
1 0 Complete each exchange with a verb or particle.
B Two.
1 A May I speak with Dr. Chu, please?
5 Correct the mistakes. Cross out the incorrect word and
B He isn’t here now. I’ll ask him to call you back.
write the correct one on the line.
2 A I’m really tired every day. I don’t sleep well.
1 I’m not taking some medicine. any B What time do you wake up in the morning?
2 Hurry up. We don’t have many time. much A About 4:30.
3 Doctors earn much money. a lot of 3 A Excuse me. May I go in now?
4 Can you give me a few advice? some / any / a little B Yes, please do. The doctor is ready to see you.
5 I need a few information. some / a little 4 A Did you find out what the problem was?
6 How much days was your vacation? many B The doctor said it was a cold.

comparatives and superlatives Adverb Comparative Superlative

fast faster the fastest
Comparative adjectives
late later the latest
Comparative adjectives are followed by than to compare quickly more quickly the most quickly
two things.
My grandfather is older than my father. slowly more slowly the most slowly
Superlative adjectives follow the and compare one thing with Some adverbs have irregular comparative and superlative forms.
two or more similar things.
Adverb Comparative Superlative
Raul is the oldest of my cousins.
To form comparatives for most short adjectives, add -er. To form well better the best
superlatives for most short adjectives, add -est. badly worse the worst
ng
Adjective Comparative Superlative
old older the oldest comparative forms
ni
big bigger the biggest (not) as… as
ar
easy easier the easiest
To say how two things are similar or equal, use as + adjective + as.
Le
Spelling rules: Math is as difficult as science.
• for regular, short adjectives, add -er / -est. To say how one thing has less of a quality than another, use
short shorter the shortest
cnot as + adjective + as.
hi
• for short adjectives ending in -e, add -r / -st. The elementary school isn’t as big as the high school.
safe safer the safest
ap
• for short adjectives ending in -y, change the -y to -i and add too and (not) enough
-er / -est. noisy noisier the noisiest
Use too + adjective to say that the quality described is more than
gr
• for short adjectives ending in consonant-vowel-consonant,

you want or need.
double the final consonant and add -er / -est.
eo
I didn’t finish my homework. It was too difficult.

big bigger the biggest
To make it negative, put not in front of too.
lG
To form comparatives for most longer adjectives, use more. To I finished my homework. It wasn’t too difficult.
form superlatives for most longer adjectives, use the most.
Use adjective + enough to say that the quality described is the
na
Adjective Comparative Superlative right amount.

fun* more fun the most fun Were the teacher’s instructions clear enough?
io
We didn’t finish the project. The class wasn’t long enough.

important more important the most important
at
interesting more interesting the most interesting Expressions with too and enough often have a clause after them
that gives more information about the situation.
N
*Even though fun is a short adjective, we don’t say funner or The weather wasn’t good enough to use the kayak.
the funnest.
Some adjectives have irregular forms. so and such
Adjective Comparative Superlative Use so before an adjective to make the adjective stronger.
My outdoor-skills class was so exciting.
good better the best
bad worse the worst Use such before an adjective + noun to make the combination
stronger.
I had such a good science teacher last year.
Comparative adverbs
So and such can also have a clause after them which shows the
Comparative adverb + verb is used to compare two actions. result of the action in the first clause. This clause starts with that.
To form comparatives for most short adverbs, use -er. My outdoor-skills class was so exciting that I decided to stay
for another hour.

1 Write sentences with comparatives that give your opinion. B You should try flash cards. But you learn
the best by studying a little bit every day for
1 studying / watching TV (fun) several weeks.
I think studying is more fun than watching TV . 2 A The heavy rain caused a lot of traffic delays. Who
2 / Watching TV is more
languages / science (important) fun than studying
arrived at school the latest ?
I think languages are more important than science / . B I did. I think my bus driver drove the most slowly .
science is more important than languages
3 reading / writing (hard) 3 A I work the hardest in math, because it’s my most
I think reading is harder than writing / writing is harder .
than reading difficult subject.
4 information on the internet / information in books B Me, too. I always do the worst on math tests.
(interesting) information on the internet is more interesting I never get good grades.
I think than information in books / information in books . is
more interesting than information on the internet
5 speaking / listening (easy) 5 Write sentences with (not) as… as that are true for you.
speaking is
I think than speaking easier than listening / listening is easier . Answers will vary.
ng
1 playing sports / watching TV (relaxing)
6 studying late at night / studying early in the morning 2 taking a test / writing an essay (stressful)
(good) studying late at night is better than studying early
ni
3 school lunch / lunch at home (tasty)
I think in the morning / studying early in the morning is . 4 the weekend / weekdays (busy)
better than studying late at night
ar
2 Complete the sentences with the superlative form of the 5 walking / taking the bus (enjoyable)
6 speaking English / reading English (easy)
Le
adjectives in parentheses.
1 The hardest (hard) part of the school year is final exams. 6 Complete the rewritten sentences with the words in
2 For me, the worst parentheses.
3 The most
(bad) part of PE is running.
c
hi
(important) subject in elementary school 1 I don’t have the right amount of time to do my
important
these days is information technology. homework. (enough)
ap
4 Friday is the best (good) day of the week. I don’t have enough time to do my homework.
5 English isthe most popular(popular) foreign language. 2 The weather wasn’t dry enough to play outside. (too wet)
gr
6 In my school, the biggest (big) class has eighty The weather was too wet to play outside.
students in it. 3 There’s the right amount of space in the classroom for
eo
3 Put the words in the correct order to make sentences. two more desks. (enough)
There’s enough space in the classroom for two more desks .
lG
1 than at night / I study / in the morning / better 4 The exam wasn’t easy enough for me to complete in an
I study better in the morning than at night . hour. (too difficult)
na
2 more quickly than / Davina finished / I did / the science The exam was too difficult for me to complete in an hour .
exam 5 Was there the right number of textbooks for the whole
io
Davina finished the science exam more quickly than I did . class? (enough)
3 than the other / on the project / harder / groups / Our Were there enough textbooks for the whole class ?
at
group worked
Our group worked harder on the project than the other groups. 7 Complete the sentences with so or such.
N
4 his math test / than on / He did worse / on his science test 1 That was such an interesting lesson.
He did worse on his science test than on his math test . That lesson was so interesting.
5 learned French / faster than / They learned German / they 2 The test was so difficult.
They learned German faster than they learned French . It was such a difficult test.
6 more slowly / the teacher / I asked / to speak 3 The assignment was so long that I
I asked the teacher to speak more slowly . couldn’t finish it.
4 Complete the exchanges with the correct form of the It was such a long assignment that I
words in the box. couldn’t finish it.
4 It was such a good outdoor-skills course
bad fast good hard late slow that I wanted to do it again.
The outdoor-skills course was so good
1 A I have a test tomorrow. How can I learn a list of that I wanted to do it again.
vocabulary words the fastest ?

PRESENT PERFECT AND SIMPLE PAST Present perfect and simple past
When the present perfect is used, exactly when the action
Present perfect happened is not usually stated. When a speaker wants to say
The present perfect is used to talk about experiences or exactly when something happened, the simple past is used.
things that happened in the past without saying exactly when You’ve met my cousin. You met her last year at my party.
they happened.
The present perfect is used to talk about: PRESENT PERFECT WITH FOR, SINCE,
• actions in the past with a result in the present. ALREADY, JUST, AND YET
I’ve lost my keys and can’t get into my house.
• situations that started in the past and continue. Present perfect with for and since
We’ve always lived in this house.
ng
Use for to talk about how long something has gone on.
• experiences that happened at an unspecified time. I’ve known Layla for four years.
She’s traveled to Canada several times.
ni
Use since to talk about when something began.
The present perfect is formed with have / has + the past
He’s lived with his uncle since 2016.
ar
participle of a verb.
I’ve traveled to Asia.
Present perfect with just, already, and yet
Le
Add never to talk about experiences that haven’t happened.
I’ve never traveled to South America. With the present perfect, use:
Affirmative Negative
c • just to talk about something very recent. Just always goes
hi
before the participle.
I / You / We / They have I / You / We / They haven’t We’ve just heard a very funny joke.
ap
traveled a long way. traveled a long way. Have you just arrived?
He / She / It has traveled a He / She / It hasn’t traveled • already to talk about something that happened before
gr
long way. a long way. now, without saying when. Already can come before or after
the participle.
eo
Question Short answer They’re not here—they’ve left already.

They’ve already left.
lG
Have I / you / we / they Yes, I / you / we / they have. Has he gone to bed already?
traveled a long way? No, I / you / we / they Has he already gone to bed?
na
haven’t. • yet to talk about something that hasn’t happened but is

Has he / she / it traveled a Yes, he / she / it has. expected to happen.
io
long way? No, he / she / it hasn’t. I haven’t met your parents yet.
Has your cousin arrived yet?
at
ever, never, and always

N
Add ever before the participle to a question to mean in your

whole life.
Have you ever tried Indonesian food?
Use never to say not in my whole life.
I’ve never been to Peru.
Never is not usually used in questions.
Have you never been to China?
A Have you ever been to China?
B No, I’ve never been to China.
Use always to say that a situation has continued your whole life.
We’ve always lived in this house.

1 Complete the questions with the present perfect of the 4 Choose the correct word to complete each sentence.
verbs.
1 Have you been friends for / since a long time?
go kiss meet play see take 2 They’ve had the same teacher for / since three years.
3 So you’ve lived in Singapore for / since 2010?
1 Have you ever been to a big wedding? 4 Her grandmother has called every year on her birthday
2 Has Michaela taken the car? for / since Layla was born.
3 Has Erika seen your new house? 5 You’ve been my next-door neighbor for / since my
4 Has your brother played soccer with my whole life.
friend Jakob? 6 We’ve made each other laugh for / since the first time
5 Have your grandparents ever kissed you? we met.
6 Have I met your uncle before? 5 Complete the sentences with the present perfect of the
ng
2 Complete the answers below. Then match each answer to verbs in parentheses and for or since.
a question in Activity 1. 1 My cousin has lived (live) in Madrid for
ni
a 2 fifteen years.
ar
No, she hasn’t . Ricardo took it to go to work. 2 They ’ve known (know) Ed since he was a
b 5 baby.
Le
Yes, of course they have —every time I’ve visited 3 We ’ve been (be) friends since elementary
them! school.
4 You ’ve had (have) the same friends for
c 1
c
hi
Yes, I have . I have a lot of older cousins, so I’ve ten years.
been to five or six huge ones. 5 I haven’t seen (not see) you since last summer.
ap
d 6 6 I ’ve met (meet) him every Friday for

No, you haven’t . That was my older brother. three months.
gr
e 4 6 Complete the exchanges with the words given.

Yes, he has . They’ve played together a few
eo
times. 1 already / yet

f 3 A Have you already met your new neighbor?
lG
No, she hasn’t . I haven’t invited her over yet. B No, not yet .
2 just / yet
na
3 Underline the mistake in each sentence and write A I’ve just seen Rory.
the correct sentence. B Oh, really? I haven’t seen him yet .
io
1 Have you seen your cousins when you were in Dubai 3 already / just
last week? A I’ve had lunch already . You?
at
Did you see . B Yes, I’ve just eaten.

4 just / yet
N
2 I didn’t ever go to a wedding.

haven’t ever been / have never been . A I haven’t celebrated my fifteenth birthday
yet . Has your brother?
3 They never met my best friend. This is the first time.
haven’t . B Yes, he’s just celebrated it. His birthday was
4 Has he enjoyed the celebration last night? last week.
Did he enjoy .
5 We’ve missed an exciting celebration yesterday.
We missed .
6 My sister is only twelve, but she learned three
foreign languages.
she’s .

Modals: obligation, prohibition, should and shouldn’t

permission, advice Use should and shouldn’t + the base form to give advice.
You should hire a private tour guide at the museum. You’ll
must, have to learn more that way.
Use must and have to + the base form of a verb to say that You shouldn’t go on a group tour; it’s too noisy.
something is very important or is necessary—an obligation. Should is also used to ask for advice.
Must can be used when the speaker thinks something is Should I take my camera?
important. When shouldn’t is used in a question, it implies that a speaker
You must remember to call David. thinks the answer is already known.
Have to is often used when someone else has made a decision It looks like it’s going to rain. Shouldn’t you take an umbrella?
or rule.
ng
I have to hand in my homework by 3:00.
zero conditional
ni
Use have to to ask if something is necessary.
The zero conditional is used to talk about facts and things that
Do I have to buy a ticket?
are generally true.
ar
Questions with must are grammatical but can sound old- If / When you practice, you improve.
Le
fashioned or formal. If / When you don’t practice, you don’t improve.
Must I buy a ticket?
The zero conditional is formed using two simple present
must not and can’t
cclauses. One clause uses if or when.
hi
Use must not + the base form to express prohibition or to say If / When clause Main clause
ap
that it is very important not to do something. If / When + simple present simple present
You must not enter this part of the building. (It isn’t allowed.)
gr
You must not wear shoes in the temple. (It’s very important Either clause can come first.
that you don’t wear shoes.) You can’t succeed if / when you don’t try.
eo
If / When you don’t try, you can’t succeed.

Use can’t + the base form to express prohibition.
You can’t park here. (It isn’t allowed.) When the if / when clause is at the start of the sentence, it is
lG
separated from the main clause with a comma.

Must not sounds stronger and more formal than can’t. Must not
We can use if + simple present as an imperative to give advice
na
can sometimes be shortened to mustn’t, but this is not common

in American English. or instructions.
If you see a painting by Banksy, take a picture of it.
io
can and don’t have to Don’t forget to visit some art galleries when you go Buenos Aires.
at
Use have to to ask about what’s necessary or allowed.

N
Do I have to arrive at 8:00?

Use don’t have to + the base form to show:
• that something isn’t important or necessary.
You don’t have to wear shoes here. (But it’s OK if you want to
wear shoes.)
• that you can choose not to do something.
You don’t have to come to the meeting; it’s optional.
Use can + the base form to give permission.
You can use this computer to check your email. (It’s allowed.)
Use can to ask for permission.
Can I use my phone here? (Is it allowed?)

1 Choose the best options to complete the sentences. 5 Match the two halves of the sentences.
1 You don’t have to / can’t use your phone here. It’s 1 Artists like it c
against the rules. 2 It can hurt a
2 According to the rules, you shouldn’t / have to say how 3 You should ask permission e
old you are when you sign up for a social media account. 4 Artists sell their work b
3 Should / Can’t I wear a tie on Friday evening? 5 We learn a lot f
4 You must / mustn’t return the library book. 6 Tourists look out for street art d
5 We mustn’t / should wear shoes here. We have to take a if people say they don’t like one of your paintings.
them off. b if they become well known.
6 Have to / Can I wear these boots to school? c when people travel to see their work.
7 You can / shouldn’t wear that old T-shirt to school; it’s d when they visit big cities.
too dirty.
ng
e when you want to paint in a public space.
8 We don’t have to / have to dress up for the party; it’s f when we make mistakes.
casual.
ni
6 Make zero conditional sentences using the information.
2 Put the words in the correct order to make sentences.
ar
1 I have time / I paint
1 uniform / you / do / wear / a / to / have / ? When I have time, I paint .
Le
Do you have to wear a uniform?
2 it can be beautiful / something is imperfect
2 arrive / must / we / for / on time / class / . If something is imperfect, it can be beautiful .
We must arrive on time for class.
3 can’t / you / this / computer / use / . c 3 we learn from them / we make mistakes
hi
When we make mistakes, we learn from them .
You can’t use this computer.
4 we practice / we develop our skills
ap
4 can’t / midnight / after / they / phone / the / use / . If we practice, we develop our skills .
They can't use the phone after midnight.
5 you relax / you enjoy your work more
gr
5 to / this / for / have / pay / we / do / ? When you relax, you enjoy your work more .
Do we have to pay for this?
eo
6 we / wait / shouldn’t / Alex / for / ? 7 Use the words to write sentences with you + the simple
Shouldn’t we wait for Alex? present tense.
lG
3 Look at the signs. Complete the sentences with must, 1 If / want / learn about painting / take a class.
can’t, don’t have to, can, and should. If you want to learn about painting, take a class.
na
2 Try / see some street art / when / go to Paris.

1 2 3 4 5 6 Try to see some street art when you go to Paris.
io
50 STOP
3 If / need / finish something / accept imperfection.
If you need to finish something, accept imperfection.
at
1 You can ride a bicycle on this road. 4 Ask for help / aren’t sure what to do.
N
2 You don’t have to go exactly 50 kilometers per hour, Ask for help if you aren’t sure what to do.
but you mustn’t drive faster.
8 Complete the conversation with the verbs.
3 You can’t eat or drink here.
4 You should/must watch out for children. can find get go google know try
5 You can’t use your phone here.
6 You must stop. A When you (1) go to Warsaw next month,
(2) try to see some street art.
4 Correct the mistake in each sentence.
B Is there a lot of street art in Warsaw?
1 You haven’t to wear a tie. You don’t have to wear a tie. A If you (3) know where to look, you
2 I don’t must forget my jacket. I mustn’t forget my jacket. (4) can find it.
3 You not have to pay; it’s free. You don’t have to pay; it’s free. B So where should I look?
4 They don’t have to park there. It’s illegal. They can’t / mustn’t A When you (5) google “Warsaw street art,” you
5 You should to change your shirt. park there. It’s illegal. (6) get a list of art and artists.
You should change your shirt.

PREDICTIONS AND ARRANGEMENTS Do you think 3D food printing is going to be popular?

Do you think 3D food printing will be popular?
Predictions with will
Present continuous for future arrangements
The present continuous can be used to talk about plans for
I / You / He / She / It / They I / You / He / She / It / They the future.
will eat. won’t eat. We’re meeting after school today.
(won’t = will not)
In many cases, there is no difference between using the present
continuous and going to when talking about future plans.
Question Short answer
We’re going to give our presentation next Monday.
Will I / you / he / she / it / they Yes, I / you / he / she / it / they We’re giving our presentation next Monday.
eat? will.
ng
When talking about future plans, a future time expression is
No, I / you / he / she / it /
usually used with the present continuous.
they won’t.
ni
I’m working on my project next week. (= future)
Use will + the base form of a verb for predictions that you are I’m working on my project. (= now)
ar
certain about.
Le
We will need more food.
first conditional
Also use will + the base form for immediate decisions.
I’ll go to the store. The first conditional is used to talk about a possible or likely
cfuture. The if clause explains what must happen (the condition)
hi
Negative sentences are formed with won’t (will not) + the for the future result in the main clause.
base form.
ap
If you go to China, you’ll eat a lot of delicious food.

We won’t have a problem feeding everyone.
The if clause can be in two places:
gr
Questions are formed with will + subject + the base form. You might meet some farmers if you visit the countryside.
Will we grow food underwater? If you visit the countryside, you might meet some farmers.
eo
Predictions with might and may When the if clause is at the start of the sentence, it is separated
from the main clause with a comma.
lG
Use might / may + the base form to talk about possible future
Forming the first conditional:
events or situations. Might is less certain than will.
If + simple present, will / won’t + infinitive (without to)
na
We might discover new sources of food.

The population may not increase so quickly. If we don’t allow large signs on the street, businesses owners
will be angry.
io
Future with going to

at
may, might, could

Use (be) going to + the base form to talk about plans or predictions.
N
I’m going to be in cooking school next year. It’s going to be a lot May, might, and could can be used instead of will when possible
of work. events are less certain.
If you travel the world, you may discover foods you never
going to or will? knew about.
You might eat fish for breakfast if you go to Japan.
Going to is usually used when there is evidence for a prediction, If you travel in Brazil, it could be difficult to find vegetarian food.
especially when it is expected to happen soon.
I invited three friends for dinner, so we’re going to need When
more food!
For situations in the future, when is used to show that a speaker
Will is usually used for long-term predictions. is sure something is going to happen.
The world population will be about 10 billion in 2050. When you go to Korea, you might eat bulgogi. (You’re
I’ll get the phone. definitely going to Korea.)
In many cases, there is no difference between will and going to If you go to Korea, you might eat bulgogi. (There’s a possibility
for predictions. you’re going to Korea, but I’m not sure you’re going.)

1 Add will or ’ll to each sentence. 6 Write sentences using will or going to.
1 Food will be more expensive. 1 In the next 50 years / people live on Mars
2 We ’ll eat less meat. In the next 50 years, people will live on Mars .
3 Robots will work on farms. 2 By the year 2100 / most of our food come from factories
4 Some people will have food “printers” in their kitchen. By the year 2100 most of our food will come from factories .
5 Will people grow more vegetables at home? 3 People like healthy food / so fast food be less popular
People like healthy food so fast food is going to be less popular.
2 Put the words in order to make predictions and questions. 4 Farming is difficult / fewer people become farmers
Farming is difficult, so fewer people are going to become farmers
.
1 may / We / more / grow / in / food / laboratories
We may grow more food in laboratories . 7 Put will in the correct place in each sentence.
2 will / There / people / be / more / a lot
ng
There will be a lot more people . 1 If we have enough farms, we will be able to feed everyone.
will
3 there / Will / fish / enough / be 2 You have delicious honey if you visit Kars.
Will there be enough fish will
? 3 If they leave their villages, people forget their traditions.
ni
4 be / What / the / population / will 4 If I make a salad,will
you stay and have dinner with us?
Will
ar
What will the population be ? 5 Hannah teach us some recipes if we ask her?
5 eat / They / fast / won’t / food
Le
8 Choose the best word to complete each sentence.
They won’t eat fast food .
1 If the bees don’t transfer the pollen, fruit will / won’t grow.
Complete the sentences with going to.
c
3 hi 2 These plants don’t like water, so they might / might not
1 Look at the clouds. it ’s going to rain on our picnic! be healthy if you give it to them every day.
2 There’s too much food. We aren’t going to finish it. 3 If we don’t meet / meet any beekeepers, I’ll buy some honey.
ap
3 There are two pizzas for thirty people. Are we 4 If we act now, we may / may not be able to save the bees.
going to have enough food for everyone?
gr
9 Complete the sentences with the correct form of the

4 This restaurant is very unpopular, so it 's going to close. words in parentheses. Use will and the verbs.
5 The cost of raising animals is increasing. Is
eo
meat going to become more expensive? 1 If you choose (choose) the restaurant,
I ’ll make (make) the reservation.
lG
4 Complete the sentences with going to and the verbs 2 We ’ll see (see) each other tomorrow if we
in parentheses. don’t meet (not meet) tonight.
na
1 Is a vegetarian diet going to be (be) more 3 If they leave (leave) home at 7:00, they
’ll arrive (arrive) at the restaurant at 7:30.
popular in the future?
io
2 People are going to eat(eat) more plants that grow in the sea. 4 He ’ll bring (bring) some food with him if you
ask (ask) him to.
3 The typical home is going to have(have) a big vegetable
at
garden. 1 0 Read the sentences. Write conditional sentences with

N
4 Are restaurants going to serve (serve) more the words in parentheses.

local food?
5 I ’m not going (not change) my way of eating. 1 I want to try the new vegetarian restaurant. I might have
to change time. (will / if)
5 Match the situations below with the predictions or I’ll try the new vegetarian restaurant if I have time.
questions in Activity 4. 2 They want to buy some Turkish honey. They might find it
a 3 People are becoming more interested in in town. (may / if)
growing their own food. They may buy some Turkish honey if they find it in town.
b 4 When they eat out, people want to know 3 The bees might be happy. Happy bees make a lot honey.
where the food comes from. (if / might)
c 1 A lot of people avoid meat these days. If the bees are happy, they might make a lot of honey.
d 5 I know what I like to eat. 4 He will finish reading the book. He will know more about
e 2 The Japanese diet includes a lot of seaweed. bees. (when / will)
When he finishes reading the book, he’ll know more about bees.

second conditional defining relative clauses

The second conditional is used to talk about imaginary, unlikely, A defining relative clause gives information about the noun
or impossible situations. The if clause explains what would that comes directly before it and says exactly who or what the
cause the future result in the main clause. noun is. Defining relative clauses are formed with the relative
If I had more time for shopping, I’d be really happy. pronouns who, that, and which.
(= I don’t have time for shopping.) The shop that sells second-hand furniture is near here.
If I had more money, I’d buy some new clothes. The person who sold me this shirt made it.
(= I don’t have more money.) Advertisements which don’t tell the truth are terrible.
If I were taller, this shirt would fit.
The relative clause can define either the subject of the
(= I am a certain height, and I can’t change that.)
main clause (as in the examples above) or the object of the
Forming the second conditional: main clause.
ng
If + simple past, would + infinitive (without to) I know the person who made this shirt.
If I were you, I would buy the recycled cotton bag. I hate advertisements that don’t tell the truth.
ni
Notice that the main verb is in the simple past even though the In all of the above sentences, the relative pronoun has to be
included because in each case it is the subject of the relative
ar
sentence refers to the present or the future.
clause.
The if clause can appear in two places. When the if clause
Le
begins a sentence, separate it from the main clause with This is the shop sells beautiful upcycled lamps.
a comma. If the relative pronoun is the object of the verb in the relative
If you had a SellMyStuff account, you could sell some of clause, the relative pronoun can be left out.
your old things. c These are the new shoes that I told you about.
hi
You could sell some of your old things if you had a These are the new shoes I told you about.
ap
SellMyStuff account.
Use:
Would is generally used in the main clause, but to emphasize
• who to identify people.
gr
that something is a possibility, could or might can be used.

The guy who runs the restaurant grows his own vegetables.
If I bought this and didn’t like it, I could give it to you.
eo
If it weren’t too small, I might buy it. • which to identify things.

I couldn’t find a shop which sold the kind of clothes I like to buy.
The second conditional is different from the first conditional
lG
• that to identify people and things. Using it this way is less

because the first conditional is used to talk about a possible
formal than who or which.
or likely future rather than an imaginary, unlikely, or
na
The artist that made this lamp lives in Madrid. The work that
impossible one.
he does is really interesting.
io
Defining relative clauses can also be used to join two sentences

together.
at
This is a table. It used to be a traffic sign.

N
This is a table that used to be a traffic sign.
142 Unit 8 Grammar ReferenceSAMPLE COPY, NOT FOR DISTRIBUTION

1 Put will in the correct place in each sentence. 6 Choose the correct option.
will
1 You see happy workers if you visit the factory. 1 I want to buy a jacket who / that isn’t too expensive.
will
2 If they design cool clothes, people buy them. 2 Is this the shop which / who sells old computers?
will
3 If I give you this shirt, you wear it? 3 They’re the guys which / who design the skateboards.
Will
4 David wear his new jacket if he comes to the party? 4 The person which / that made this chair also designs clothes.
5 Do you know a store that / who sells good used clothes?
2 Put the words in the correct order to make sentences. 6 My friend which / who runs his own shop lives in Rio.
If we didn’t advertise, we wouldn’t sell anything.
1 sell anything / we wouldn’t / If we / advertise / didn’t 7 Match the sentence halves.
2 your old clothes, / If you didn’t / you could / throw
away / recycle them Ifyouyou didn’t throw away your old clothes,
could recycle them. 1 The shop e
3 grow soy / They would / didn’t grow corn / if they 2 I bought this shirt in a town a
They would grow soy if they didn’t grow corn.
ng
4 would sell / The store / if it were / more / bigger 3 She’s the person f
The store would sell more if it were bigger.
5 a coat, / you could / If / make it / I designed 4 Six is the time b
If I designed a coat, you could make it. 5 He designed the clothes d
ni
3 Choose the correct options to complete the sentences. 6 They’re the people c
ar
1 If I have time on Saturday, I would / will go shopping. a which isn’t far from Paris.
2 We’d buy our clothes at a recycled clothes store if our
Le
b that the shops close.
town had / has one. c who turn old clothes into handbags.
3 Will you waited / wait for me outside the store if I’m a few d that I wore last week.
minutes late?
c e which I love is over there.
hi
4 She wouldn’t buy from this company if they don’t / didn’t f who makes upcycled furniture.
pay their workers well.
ap
5 If the billboards weren’t here, this street would look / looks 8 Look at the table. Write sentences using relative pronouns.
much better.
gr
Person or thing What the person Important

4 Complete the sentences with the simple present, simple or thing is information
eo
past, and the will or would form of the verb. 1 Mr. Han college teacher teaches furniture
1 If I buy the blue jacket, I won’t buy (not buy) the red one. design
lG
2 Gregor will answer your questions if you have 2 Old to New store sells upcycled
(have) any. furniture
na
3 If you didn’t care (not care) about the workers, would 3 Di Garcia designer designed my shirt
you choose this shirt? 4 China Square shopping center has a weekend
io
4 How would you feel if you worked (work) in a Central in Singapore market for selling
dangerous clothing factory?
at
used things
5 What will you do (you / do) if you can’t find a shirt
5 The Sato family our neighbors own several
N
you like?
6 I wouldn’t (not choose) that color if I were you. clothing stores
choose
5 Write conditional sentences using if and the words in bold. 1 Mr. Han is a college teacher who teaches furniture design.
1 He loves designing clothes. That’s why he does it. wouldn’t 2 Old to New is a store that/which sells upcycled furniture.
He wouldn’t design clothes if he didn’t love it . 3 Di Garcia is the designer who designed my shirt.
/ If he didn’t love designing clothes, he wouldn’t do it
2 I don’t have any money. I can’t buy new clothes. had 4 China Square Central is a shopping center in Singapore that
If I had some money, I’d buy new clothes. / . has a weekend market for selling used things.
I’d buy new clothes if I had some money 5 The Sato family are our neighbors who own several
3 I don’t know if you have any money. I can pay for these clothing stores.
shoes.
don’t If you don’t have any money, I can pay for
these shoes. / I can pay for these shoes if you don’t have .
any money
4 It may rain tomorrow. We may not go shopping. won’t
If it rains tomorrow, we won’t go shopping. / .
We won’t go shopping if it rains tomorrow

Past perfect present continuous past continuous

“You’re going to They said I was going to graduate.
The past perfect is formed by had + the past participle.
graduate.”
She’d lived in Rio for ten years before she moved to Fortaleza.
simple past simple past / past perfect
The past perfect is used with the simple past to talk about “Her performance She said (that) her performance
completed actions that happened before a certain time in showed natural ability.” showed / had shown natural
the past. ability.
worked in Spain worked in Peru moved to the US present perfect past perfect
He’d worked in Spain and Peru before he moved “You’ve worked very He said (that) I’d worked very
to the US. hard.” hard.
These time expressions can be used with the past perfect: will / won’t would / wouldn’t
already, before, by the time, just, yet “You’ll be famous She said (that) I would be famous
ng
They had already started class when she arrived. one day.” one day.
He hadn’t studied computer science before he went to college. “You won’t forget your She said (that) I wouldn’t forget
ni
By the time she was twenty-two years old, she had written friends.” my friends.
can / can’t could
ar
three books.
I’d just moved to Madrid when I met Marco. “I can help you.” He said that he could help me.
Le
When you got your job, had you finished college yet? “I can’t do your work He said that he couldn’t do my
for you.” work for me.
I / You / He / She / It / They I / You / He / She / It / They hadn’t
c
said and told
hi
had arrived on schedule. arrived on schedule.
An object is always used with told.
ap
Yes/No questions Short answers “I’m your new teacher.” He told us / me / them / you
Had I / you / he / she / it / Yes, I / you / he / she / it / they had. (that) he was our new teacher.
gr
they arrived on schedule? He told (that) he was our new

No, I / you / he / she / it / they hadn’t.
teacher.
eo
Past perfect and simple past An object is never used with said.
lG
The past perfect is often used with the simple past to talk “I’m your new teacher.” He said (that) he was our new
about the actions or situations that happened before a more teacher.
na
recent action. He said us / me / them / you

I had been on the boat for less than two hours when we saw (that) he was our new teacher.
io
our first whale.

In reported speech, the words that refer to people, times, and
at
places need to be changed.

Reported speech
N
I he / she / it / you
To say what another person said, use reported speech. In we you / they
reported speech, the verb tense is moved backwards in time my his / her / its / your
and pronouns, possessive adjectives, and adverbs of time and our your / their
place are also changed. The most common reporting verb is said. now then
Sometimes that is used after said. today that day
tomorrow the next day
Tense changes in statements yesterday the day before / the previous day
Actual words Reported speech last night the night before / the previous night
here there
simple present simple past
“You’re a good writer.” He said (that) I was a good writer.
this room that room

1 Complete the article with the simple past or past perfect 4 Complete the reported speech.
of the verbs in parentheses.
1 “Your work is excellent.”
She said that my work was excellent.
An early love for the ocean
2 “I learned a lot from your presentation.”
Asha de Vos was born and grew up in Sri Lanka. As a He told me (that) he had learned a lot
baby, she loved the water and (1) had learned (learn) from my presentation.
to swim by the time she was three. And by the age of
3 “They’ve worked hard on their performance.”
six, she (2) had decided (decide) to become a marine
biologist when she grew up. She said that they had worked hard on their
performance.
A job on a potato farm 4 “We’ll be happy to help you.”
When she graduated from college in Scotland, Asha He told me (that) they would to help me.
be happy
5 “I want to go to college.”
ng
(3) took (take) a job working on a potato farm.
Although she had tried during her final year of school, She said that she wanted to go to college.
she (4)hadn’t been able(not be able) to find a job in
ni
marine biology, and now she (5) needed (need) 5 Write the direct speech.
money because she (6) had already (already decide)
ar
1 He said he would see me next week.
to travel to New Zealanddecided
to work on conservation “ I’ll see you next week. ”
Le
projects—which she eventually (7) did (do).
2 She said she was interested in languages.
Finding a career in marine biology “ I’m interested in languages. ”
3
After she (8) had worked (work) for six months in New
c
She said they’d started learning kung fu last year.
“ We / They started learning kung fu last year.
hi
Zealand, she (9) got (get) a job on a research ”
boat and traveled the world’s oceans, looking at whales. 4 He said you practiced every day.
ap
Eventually, she (10) went (go) back to school “ We practice every day. ”
and earned a PhD in marine biology. Now she’s building 5 She said she would get a job to pay for college.
gr
a marine conservation research and education center in “ I’ll get a job to pay for college. ”
Sri Lanka to share her love of the ocean with others.
eo
6 Read the conversation. Complete the reported

speech below.
2 Look at the article in Activity 1. Write questions using the
lG
verbs in parentheses. Use the past perfect or simple past. Davina I want to study art in college.
Ben Why do you want to do that?
1 When did you decide (you decide) to become a marine
na
Davina I really enjoyed my art class last semester.

biologist? Ben What did you like about it?
2 Had you tried/
Did you try (you try) to find a biology job before you
io
Davina It taught me to see. I’ve discovered a new side

finished college? of myself!
at
3 When did you realize (you realize) you were interested in Ben Will your parents let you study art?
whales? Davina I’m not sure, but it can’t hurt to ask them.
N
4 How long had you been (you be) in New Zealand before
you got the research job? Davina said (1) she wanted to study art in college.
5 What did you do after you got (you get) your PhD? Ben asked why she wanted to do that. She said she
(2) had really
enjoyed
her art class (3) the previous semester.
3 Look at the underlined verbs. Do they use the past
Ben asked what she had liked about it. Davina said it
perfect correctly? Correct the ones with mistakes. (4) had taught her to see. She (5) ’d discovered a new
1 When he called me, I hadn’t answered the phone. didn’t answer side of herself. Ben asked if her parents would let her study
2 She talked to the career counselor and had asked for art. Davina said that it (6) couldn’t hurt to ask them.
some advice. asked
3 They were expecting us because we had emailed and
told them were coming. correct
4 I texted you this morning. Had you gotten it? Did you get it?
5 When I went to her office, she had gone, so we didn’t talk. correct

THE PASSIVE VOICE PASSIVE WITH BY

Use the passive voice when the person who does the action is To say who or what does or did the action (the agent) in a
not important or is unknown. sentence in the passive voice, use by.
New technology is developed by scientists every day.
Active: Scientists develop new technology every day.
However, by is not usually used when the agent is:
Passive: New technology is developed every day. • obvious.
The passive voice focuses the attention on the object of the The first Apple iPhone was sold in 2007 (by Apple).
verb: new technology. • unknown.
My iPhone was stolen. (I don’t know who stole it.)
Simple present passive
The simple present passive is formed with the simple present
ng
form of be + the past participle of the verb. Use the simple
present passive for:
ni
• facts that are generally true.
A lot of electronic devices are made in China.
ar
• regular actions.
Le
Diving classes are held every Saturday.
• steps in a process.
The devices are designed in California. After they’re built in
China, they’re shipped all over the world.
c
hi
Affirmatives and negatives
ap
The equipment is / isn’t made in China.

gr
Smoke signals are / aren’t used today.

eo
Questions
Is the equipment made in China?
lG
Are smoke signals used today?
Simple past passive

na
The simple past passive is formed with the simple past form of
io
be + the past participle of the verb.

Use the simple past passive for:
at
• facts from history.

N
The pyramids were built 5,000 years ago.

• past processes or events.
After the battle, the town was left empty.
Affirmatives and negatives
The area was / wasn’t explored last year.
The caves were / weren’t discovered in 1850.
Questions
Was the area explored last year?
Were the caves discovered in 1850?

1 Choose the correct option (passive or active). 4 Write questions in the passive.
1 Technology is used / used for exploring the world. Simple present:
2 Explorers were made / made the first map of the area 1 how / the air / switch on
last year. How is the air switched on ?
3 I was given / gave this book last year. 2 where / the equipment / store
4 Were you used / Did you use a computer at school? Where is the equipment stored ?
5 The cave was discovered / discovered in 2007. 3 what / this machine / use for
6 He was found by / found an ancient city in the desert. What is this machine used for ?
2 Complete the article using the correct forms of the verbs. Simple past:
4 How many / maps / make
Genghis Khan (1162–1227) was the most powerful leader in How many maps were made ?
ng
the history of the world, but no one knows exactly where he 5 When / this photo / take
(1) was buried (bury) when he died. The facts of his death When was this photo taken ?
(2) are not known (not know) today either. But explorer
ni
6 Which / cave / explore
Albert Yu-Min Lin (3) hopes (hope) to find out more. Which cave was explored ?
ar
In the past, people looking for ancient sites (4) explored
(explore) on foot and often dug a lot of holes. But 5 Rewrite the paragraph. Put the verbs in bold in the
Le
now, small flying machines with cameras called drones passive and use by to show the agent.
(5) are used (use) to take pictures from high in the
Mobile health
air. These images (6) are studied (study) for signs
c In 2011, the Chinese government started the Wireless Heart
hi
of ancient buildings. If Lin’s team notices something,
Health project to help rural patients with heart problems.
they (7) don’t start (not start) digging right away.
A small wire connects patients to a smartphone with
ap
A technology called ground-penetrating radar

equipment that records information about their heart.
(8) is used (use) to “see” what’s underground
Then a doctor checks the information from the phone, any
gr
without digging.
advice or a change of medicine can be given if necessary.
eo
3 Read the article. For each sentence, write P (passive) or In 2011, the Wireless Heart Health project was started by the
A (active) and then choose the best word to complete Chinese government to help rural patients with heart problems.
Patients are connected by a small wire to a smartphone with
lG
the description.
equipment that records information about their heart. Then the
Using technology to explore the world information from the phone is checked by a doctor, and advice or
na
Every day, new places (1) are explored thanks to some a change of medicine can be given, if necessary.
amazing technology. Cave diver Alberto Nava (2) wears a 6 Read the article. Answer the questions.
io
device called a “rebreather.” When the diver breathes out,

the rebreather (3) cleans the air before it (4) is breathed 3D printing used by doctors to make tools and
at
again. Rebreathers (5) are used when divers want to stay medical equipment
under water for long periods of time and when they When Haiti was hit by a huge earthquake in 2010, the
N
want to be very quiet. A rebreather (6) doesn’t make people needed medical equipment right away. However,
any bubbles. sending things to Haiti is slow and was made almost
impossible by the earthquake. Dara Dotz, who was
1 P —the agent is obvious / unknown or unimportant working to help the people of Haiti, had an idea. A 3D
2 A —the focus of the sentence is on the subject / object printer could be used by doctors in Haiti to make some of
3 A —the subject / object is the focus of the sentence the necessary tools and equipment. Haiti; almost
4 P —the agent is obvious / unknown or unimportant
5 P —the agent is obvious / unknown or unimportant 1 What is the main focus of each sentence? impossible; a 3D
printer
6 A —the focus of the sentence is on the subject / object 2 Which agent isn’t necessary? by doctors
7 Rewrite the bold passive sentences from Activity 6 as
active
sentences. A huge earthquake hit Haiti; the
e arthquake made sending things to Haiti almost impossible;
Doctors could use a 3D printer

Irregular verbs
base form simple past Past participle base form Simple Past Past participle
be was/were been leave left left
become became become learn learned / learnt learned / learnt
begin began begun let let let
bring brought brought make made made
build built built meet met met
buy bought bought pay paid paid
choose chose chosen put put put
come came come read read read
cost cost cost run ran run
ng
do did done say said said
drink drank drunk see saw seen
ni
eat ate eaten sell sold sold
ar
fall fell fallen send sent sent
feel felt felt sit sat sat
Le
find found found sleep slept slept
fly flew flown speak spoke spoken
forget forgot forgotten
c
spend spent spent
hi
get got gotten swim swam swum
ap
give gave given take took taken

go went gone teach taught taught
gr
grow grew grown tell told told

have had had think thought thought
eo
hear heard heard understand understood understood

lG
hurt hurt hurt wake woke woken

keep kept kept wear wore worn
know knew known write wrote written
na
io
at
N
148 Irregular Verbs SAMPLE COPY, NOT FOR DISTRIBUTION

writing bank
Writing
Unit 1 Introducing yourself
Use the person’s Introduce yourself
name to greet them Dear Thanh, and say where you’re
in the salutation from.
(greeting). My name is Jayro. My friends call me Jay. I’m from Tabasco, Mexico.
I’m a student in ninth grade. Ask the person you
Talk about your My favorite subjects are art and music. I love drawing superhero comics, and are writing to about
interests. his or her interests.
I play the drums. I’m also really into soccer. I think I’m a great player, but my
friends don’t always agree! One thing that a lot of people don’t know about me is
End by saying you
that I speak three languages: Spanish, English, and Mayan, my family’s language.
ng
look forward to
hearing from the
What about you? Are you into sports? What are your favorite subjects?
person and then
ni
end with a closing I look forward to hearing from you.
ar
(Sincerely, Best
regards, Yours truly, Best regards,
Le
etc.) and your name.
Jayro
Unit 2 Describing a visit to a house or place c

hi
ap
What is the name of

the place? What is it? Shuri Castle is a beautiful castle in the city I’m from—Naha, Japan. I went there last
gr
year when my cousin was visiting from Tokyo because the castle is famous Where is it?
in our area. The oldest part is about seven hundred years old. It has many beautiful
eo
How old is it? buildings, gardens, and huge gates. That’s the reason I like it. It’s unlike any other Why is it special?
When was it built? place I’ve ever seen. A king used to live there, but now it is like a museum. Why do people
lG
When we were taking the tour, the tour guide showed us the inside of the castle like it?
What was the and told us about its history. It’s definitely the coolest house I’ve ever seen.
visit like? —Kana
na
io
Unit 3 An opinion essay

at
Opinion essays will State your own

N
state the argument Agree or disagree: Exercising every day is the best way to stay healthy opinion clearly at
in the title or in the the beginning of
first paragraph. While it’s true that doing a little exercise every day is good for you, I think eating the essay.
well is more important than exercise.
Acknowledging One reason I think this is that exercise can make people eat too much. Everyone Clearly state your
other ideas can knows someone who exercises and then eats a lot of junk food as a reward. opinions and
make your own This doesn’t improve their health. I believe that for the best health, everyone give reasons to
argument support them.
stronger.
should first make sure they have a healthy diet.
Second, in my opinion no one should smoke, because cigarettes are bad for you. Restate your
Use phrases like in They’re also bad for people around you. opinion at the end
my opinion and For me, exercise is the third most important thing. It isn’t necessary to go to the of the essay.
for me to show where
you are stating your
gym, but you should try to walk to school instead of going by car or bus.
opinion. Not smoking and getting exercise are important, but the best way to stay healthy
is to have a good diet.
SAMPLE COPY, NOT FOR DISTRIBUTION Writing Bank 149

writing bank
Unit 4 An inquiry email

Include the name Say how you know
of the school in the Dear City Summer School, about the company
salutation. If you I saw your ad for the two-week course in videomaking on vacationcourses.com. or program.
know the name of
I’m writing because I have a couple of questions.
the person who Say why you’re
will be reading the First, does each student make a video, or do students work in groups to writing.
letter, include his produce projects? Second, do students have to choose to make a story or a
or her name. documentary, or is it possible to do both?
Thanks in advance for any information you can give me. I look forward to End with a polite
Ask questions about and professional
the company or hearing from you.
closing, like Sincerely,
program. Make
ng
Yours sincerely, Cordially, or Best
sure that they show regards.
you’ve done Alfonso Alongi
ni
some research.
ar
Say thank you.
Le
Unit 5 Invitations and responses
c
hi
When you write an
invitation, give the Hey Sylvia,
ap
time, date, location, I’m having a birthday party on Saturday the 25th from 5:00 to 10:00 at my house.
and type of event.
We’re going to have pizza and cake and watch a movie and play some games.
gr
Remember to ask
the person to let you Can you make it? R.S.V.P.
eo
know if they Joanna

can come.
When you accept
lG
Hi Davina, an invitation, begin

When you say no to Thanks for inviting me to your graduation party. It sounds like a lot of fun. I’d love by saying thank
na
an invitation, begin you. If you have any

to come. What should I wear? Should I bring anything? Let me know A.S.A.P.!
by saying thank you. questions about the
Apologize that you Lena event, ask them. It
io
can’t make it and can be polite to offer

say why—without to bring something
at
giving too many Anders, (food or drinks, for

details if you don’t example).
N
Thank you for the invitation to your New Year’s party. I’m sorry, but I can’t make it.
want to. It can be
I’ve already made other plans that night. I’m going to be with my family.
polite to end by
saying you hope they Lucas
enjoy the event. P.S. I hope you have a great time! Let’s catch up soon!
150 Writing Bank SAMPLE COPY, NOT FOR DISTRIBUTION

writing bank
Unit 6 Explaining problems and solutions

Sometimes the title of
the article will tell you Dealing with exam stress If you feel stressed out, talk to another student
what the problem is. about it. It helps remind you that your feelings
It’s natural to feel stressed when you have an exam. are normal.
Look at the first In fact, if you don’t feel at least a little stressed, you
paragraph. The probably aren’t working hard enough. Stress can You may want to stay up late studying, but you
problem and why it help make us study, but if we have too much stress, it should get plenty of rest. If you’re too tired, you
is a problem should can make us sick and reduce our chances of success. won’t learn as well, and you may get sick.
be clearly stated.
I asked my friends how they deal with exam stress. Exercise is one of the best ways to fight stress
Here are their top six tips. and clear your mind. When you’re planning your
The first paragraph
should also say how exam preparation, you should include regular
ng
the essay addresses No one is perfect. Do your best but remember: physical activity.
the problem. It won’t help you to have a lot of stress and worry
ni
about getting 100 percent every time. On exam day, remember to breathe. When you
Look for each breathe deeply, you feel more relaxed!
ar
solution. Notice the
When you’re preparing for an exam, eat well.
supporting evidence Your brain needs food! Eat plenty of fresh fruit If you follow these tips, you’ll improve your chances
Le
the author uses. and vegetables. of exam success. Good luck!
Using supporting
evidence helps the
author explain how
c
The concluding sentence should say what the
hi
the solution can help author thinks will happen if you follow the
somebody. advice. It might also restate the problem.
ap
gr
Unit 7 A restaurant review

eo
Make sure to answer

these questions
Freegan Pony, Paris
lG
when describing a
restaurant.
• Place Auguste Baron
na
• Where is it located? • F riday and Saturday, 7:30–11:00 p.m.

io
Sunday and Monday, 7:30–10:30 p.m.

• What are the hours?
• Relaxing, comfortable, welcoming.
at
• What’s the • B rasserie Baron is a zero-waste restaurant. This means

N
atmosphere like? that they often prepare their meals with “imperfect”
fruit and vegetables and donate any remaining food.
• What kind of food do The food is prepared by professional chefs who know
they have?
how to prepare “tired” ingredients safely.
• Is it expensive? • ot at all. A tasty meal costs about ten euros—
N
very cheap for Paris.
• What is the • Very good—super friendly.
service like?
• Yes. It’s a great night out.
• Do you
recommend it?

writing bank
Unit 8 A persuasive essay

State your opinion Explain how what
in the title or at the Making music shouldn’t be a crime you’re arguing for
beginning of the When I went to Paris, I enjoyed the performers who played music, did tricks, could help people.
essay.
or painted pictures on the sidewalk. My town doesn’t allow street performers.
Ask readers to
We should change that.
Introduce your topic think of their
with a personal story. The world’s great cities have street performers: Tokyo, Edinburgh, own experience
It can help people Barcelona, Mexico City. If we allowed them here, people would come and describe the
relate to your story. to watch them and would also shop. This would help the local economy. emotional side of
Include an example your proposal.
of what you’re How did you feel the last time you saw a great street performer? They make a
arguing for. connection with the audience, and they make visitors feel welcome. Explain what’s wrong
ng
Some people earn their living this way. It’s wrong to stop people from doing and what would be
Clearly state what right.
honest work. It would be right to change the rules to allow street performers.
ni
you want to change.
If we allowed them, it would improve our quality of life and give entertainers End with a call to
ar
Mention successful opportunities to perform. Please click on this link to join my campaign. action that explains
examples of the exactly what you
Le
change you’re think people
arguing for. should do.
c
hi
ap
Unit 9 A formal email

gr
eo
Include a polite
greeting. Dear Mr. Danoff,
lG
Include the reason My school counselor, Ms. Wong, gave me your name and said that you could answer some of my
for writing. questions about user experience design. Thank you very much for this opportunity.
na
Say who you are. I’m in the tenth grade at the Quarry Hill International School. I’m very interested in both art and
This can help you information technology, and I would like to learn more about being a user experience designer.
io
expand on why
you’re writing. I have a few questions.
at
Say why you’re 1. I want to choose some classes related to UX design. Could you tell me what the most
useful subjects are? I’m planning to take classes in art, information technology, psychology,
N
writing. This can

include asking and design. Do you have other suggestions?
questions. 2. Do you know if I need a college degree to work in UX design? If so, could you recommend
the best major?
Use indirect
3. I’d like to know if there’s a website or magazine that would teach me about the business.
questions to be more
polite. I would like to learn as much as I can about what real UX designers do.
Request a reply if Many thanks again for agreeing to answer my questions. I look forward to hearing from you.
necessary.
End with a polite and Yours sincerely,

formal closing. Ignacio Suarez
152 Writing Bank SAMPLE COPY, NOT FOR DISTRIBUTION

writing bank
Unit 10 Suggesting a solution to a problem

Explain differences
in opinion. Dear Ms. Smith,
Make a suggestion. I’m writing about the new “no-phones” rule in the cafe area. While I understand that loud telephone
conversations are annoying, I don’t think quietly sending and receiving texts or checking an app is
Use specific a problem—especially if phones are put on silent mode. Also, I can see that using a phone while
examples
ordering or paying for food is rude to the staff, but when people are sitting alone at a table, texting
and ideas of how
your suggestion doesn’t bother anyone.
would work. Can I suggest that you replace the “no-phones” rule with a set of “use technology politely” rules?
For example:
Support your
ng
argument. • Think about the people around you.
• Put phones on silent.
ni
• Don’t use your phone when you’re in the food line.
ar
• Don’t talk on your phone in the cafe area.
• No selfies!
Le
These rules would stop the annoying behavior but would allow people who aren’t bothering anyone
to use their devices.
c
Thank you for considering this suggestion.
hi
ap
Yours sincerely,
gr
Mika Thibeau
eo
lG
na
io
at
N

Communication activities
Unit 9 Answers, Vocabulary Unit 9 Speaking, Activity 5

Activity 3 Student A
Job: personal trainer
1 software engineer 6 high school teacher Duties: help people exercise and improve their fitness
2 electrical engineer 7 chef Places of work: gym, health club
3 nurse 8 architect Necessary skills: good communication, organization,
4 doctor 9 dentist experience coaching
5 accountant 10 lawyer Personal qualities: lots of energy, high level of fitness
Pay: comfortable
Source: Business Insider
Student B
Job: writer
Duties: write and sell books and articles
ng
Places of work: office at home
Necessary skills: writing, good communication, ability to
ni
sell work
Personal qualities: able to work alone, able to finish work
ar
on time
Pay: very low to very high, depending on success
Le
c
hi
ap
gr
eo
lG
na
io
at
N

154 Communication Activities
word lists
Unit 1 construction (n)

crowded (adj)
/kənˈstrʌkʃən/
/ˈkraʊdɪd/
sick (adj)
sore (adj)
/sɪk/
/sɔr/
didn’t feel /ˈdɪdənt/ /fil/ /raɪt/ specialists (n) /ˈspɛʃəlɪsts/
active (adj) /ˈæktɪv/ right (phrase) stop (v) /stɑp/
afraid (adj) /əˈfreɪd/ direction (n) /dɪˈrɛkʃən/ take seriously (v) /teɪk/ /ˈsɪriəsli/
angry (adj) /ˈæŋɡri/ earthquake-resistant (n) /ˈɜrθkweɪk/ treatments (n) /ˈtritmənt/
anonymously (adv) /əˈnɑnəməsli/ /rɪˈzɪstənt/ understand (v) /ˌʌndərˈstænd/
artful (adj) /ˈɑrtfəl/ education (n) /ˌɪdʒəˈkeɪʃən/ unwell (adj) /ʌnˈwɛl/
be (v) /bi/ elegant (adj) /ˈələɡənt/ wrestler (n) /ˈrɛslər/
become (v) /biˈkʌm/ exploration (n) /ˌɛkspləˈreɪʃən/
bored (adj) /bɔrd/ footprint (n) /ˈfʊtprɪnt/
calm (adj)
cheerful (adj)
/kɑm/
/ˈtʃɪrfəl/
historic (adj)
I’ve got to tell
/hɪˈstɔrɪk/
/aɪv/ /ɡɑt/ /tu/ /tɛl//ju/ Unit 4
you (phrase)
confident (adj) /ˈkɑnfədənt/
lively (adj) /ˈlaɪvli/ 100 percent (n) /wʌn/ /ˈhʌndrɪd/
cool (adj) /kul/
ng
location (n) /loʊˈkeɪʃən/ /pərsent/
easygoing (adj) /ˈiziɡoʊɪŋ/
makes perfect sense /meɪks/ /ˈpɜrfekt/ applications (n) /ˌæpləˈkeɪʃənz/
excited (adj) /ɪkˈsaɪtɪd/
(phrase) (v) /sens/ art (n) /ɑrt/
ni
feel (v) /fil/
modern (adj) /ˈmɑdərn/ attend (v) /əˈtɛnd/
friendly (adj) /ˈfrendli/
old-fashioned (adj) /ˌoʊldˈfæʃənd/ blackboard (n) /blækbɔrd/
ar
frightened (adj) /ˈfraɪtənd/
residential (adj) /ˌrɛzəˈdɛnʃəl/ careful (adj) /ˈkɛrfəl/
funny (adj) /ˈfʌni/
rural (adj) /ˈrʊrəl/ careless (adj) /ˈkɛrləs/
Le
get (v) /ɡɛt/
shopping district (n) /ˈʃɑpɪŋ/ /dɪstrɪkt/ creative (n) /kriˈeɪtɪv/
happy (adj) /ˈhæpi/
suburban (adj) /səˈbɜrbən/ desk (n) /dɛsk/
hard-working (adj) /ˌhɑrdˈwɜrkɪŋ/
sustainable material (n) /səˈsteɪnəbəl/ develop (v) /dɪˈvɛləp/
helpful (adj) /ˈhɛlpfəl/
c /məˈtɪriəl/ drop out (v) /drɑp/ /aʊt/
hi
humanity (n) /hjuˈmænɪti/ traditional (adj) /trəˈdɪʃənəl/
image (n) /ˈɪmɪdʒ/ education (n) /ˌɛdʒəˈkeɪʃən/
transport (v) /ˈtrænspɔrt/ elementary school (n) /ˌɛləˈmɛntri/ /ˌskul/
ap
intelligent (adj) /ɪnˈtɛlədʒənt/ treat you well (v) /trit/ /ju/ /wɛl/
kind (adj) /kaɪnd/ exam (n) /ɪɡˈzæm/
urban (adj) /ˈɜrbən/ factor (n) /ˈfæktər/
language barriers (n) /ˈlæŋɡwɪdʒ/ /ˈwɔkəbl/
gr
walkable (adj) geography (n) /dʒiˈɑɡrəfi/

/ˈbæriərz/
lazy (adj) /ˈleɪzi/ go into (phrase) (v) /ɡoʊ/ /ˈɪntu/
eo
grades (n) /ɡreɪdz/

look (v)
loud (adj)
/lʊk/
/laʊd/ Unit 3 gratification (n) /ˌɡrætəfɪˈkeɪʃən/
mean (adj) /min/ hard-working (adj) /ˌhɑrdˈwɜrkɪŋ/
lG
nervous (adj) /ˈnɜrvəs/ block (v) /blɑk/ high school (n) /ˈhaɪ/ /ˌskul/
nice (adj) /naɪs/ calm (adj) /kɑm/ hopeful (adj) /ˈhoʊpfəl/
/ˈpɑpjələr/ hopeless (adj) /ˈhoʊpləs/
na
popular (adj) dumb dodo (n) /dʌm/ /ˈdoʊdoʊ/

proposal (n) /prəˈpoʊzəl/ eyeglasses (n) /ˈaɪˌɡlæsɪz/ in other words (phrase) /ɪn/ /ˈʌðər/ /wɜrd/
relaxed (adj) /rəˈlækst/ frightening (adj) /ˈfraɪtənɪŋ/ in trouble (phrase) /ɪn/ /ˈtrʌbəl/
io
seem (v) /sim/ happiness (n) /ˈhæpinəs/ make it to (phrase) (v) /meɪk/ /ɪt/ /tu/
serious (adj) /ˈsɪriəs/ health (n) /hɛθ/ math (n) /mæθ/
at
shy (adj) /ʃaɪ/ healthy (adj) /ˈhɛlθi/ notebook (n) /ˈnoʊtbʊk/

smart (adj) /smɑrt/ hit the books /hɪt/ /ðə/ /bʊks/ pen (n) /pɛn/
N
sociable (adj) /ˈsoʊʃəbəl/ (phrase) (v) principles (n) /ˈprɪnsəpəlz/

soulful (adj) /ˈsoʊlfəl/ hospital (n) /ˈhɑspɪtəl/ private school (n) /ˌpraɪvət/ /ˈskul/
struggling (v) /ˈstrʌɡəlɪŋ/ ignore (v) /ɪɡˈnɔr/ producing (v) /prəˈdusɪŋ/
talented (adj) /ˈtæləntɪd/ illnesses (n) /ˈɪlnəs/ public school (n) /ˌpʌblɪk/ /ˈskul/
upset (adj) /ʌpsɛt/ injuries (n) /ˈɪndʒəri/ science (n) /ˈsaɪəns/
virally (adv) /ˈvaɪrəli/ institution (n) /ˌɪnstɪˈtuʃən/ self-discipline (n) /ˌsɛlfˈdɪsəplɪn/
worried (adj) /ˈwʌrid/ medical (adj) /ˈmɛdɪkəl/ skills (n) /skɪl/
medicine (n) /ˈmɛdɪsən/ stress-free (adj) /strɛs/ /fri/
pain (n) /peɪn/ stressful (adj) /ˈstrɛsfəl/
Unit 2 painful (adj)
passed out (phrase) (v)
/ˈpeɪnfəl/
/pæsd/ /aʊts/
student (n)
study (v)
/ˈstudənt/
/ˈstʌdi/
patients (n) /ˈpeɪʃənts/ take (v) /teɪk/
accommodation (n) /əˌkɑməˈdeɪʃən/ teacher (n) /ˈtitʃər/
pseudonyms (n) /ˈsudənɪm/
ad designer (n) /æd/ /dɪˈzɑɪnər/ test (n) /tɛst/
quiet (adj) /ˈkwaɪət/
bamboo (n) /bæmˈbu/ thankful (adj) /ˈθæŋkfəl/
realize (v) /ˈriəlaɪz/
building material (n) /ˈbɪldɪŋ/ /məˈtɪriəl/ useful (adj) /ˈjusfəl/
scary (adj) /ˈskeəri/
business (n) /ˈbɪznəs/ useless (adj) /ˈjusləs/
SAMPLE COPY, NOT FOR DISTRIBUTION Word Lists 155

Word Lists
Unit 5 imperfection (adj)

imperfection (n)
/ˌɪmpərˈfɛkʃən/
/ˌɪmpərˈfɛkʃən/
pie (n)
potato chip (n)
/paɪ/
/pəˈteɪtoʊ ˌtʃɪp/
impossible (adj) /ɪmˈpɑsəbəl/ requirement (n) /rɪˈkwaɪrmənt/
aunt (n) /ænt/ leverage (v) /ˈlɛvərɪdʒ/ resources (n) /ˈrisɔrsɪz/
best friend (n) /bɛst/ patient (adj) /ˈpeɪʃənt/ salsa (n) /ˈsɔlsə/
bonds (n) /bɑndz/ perfect (adj) /ˈpɜrfɛkt/ salty (adj) /ˈsɔlti/
bow (v) /baʊ/ perfection (n) /pərˈfɛkʃən/ scandal (n) /ˈskændəl/
brother (n) /ˈbrʌðər/ perseverance (n) /ˌpɜrsəˈvɪrəns/ shrimp (n) /ʃrɪmp/
classmate (n) /ˈklæsmeɪt/ possible (adj) /ˈpɑsəbəl/ snack (n) /snæk/
contagious (adj) /kənˈteɪdʒəs/ semicolon (n) /ˈsɛmiˌkoʊlən/ sour (adj) /saʊr/
cousin (n) /ˈkʌzɪn/ socialization (n) /ˌsoʊʃəlɪˈzeɪʃən/ spice (n) /spaɪs/
family (n) /ˈfæmli/ socialize (v) /ˈsoʊʃəlaɪz/ spicy (adj) /ˈspaɪsi/
friend of a friend /frɛnd/ /əv/ /ə/ success (n) /səkˈsəs/ strawberry (n) /ˈstrɔˌbɛri/
(phrase) (n) /frɛnd/ support (v) /səˈpɔrt/ surpluses (n) /ˈsɜrpləsɪz/
friends (n) /frɛndz/ supportive network /səˈpɔrtɪv/ /ˈnɛtwərk/ sweet (adj) /swit/
ng
grandfather (n) /ˈɡrændfɑðər/ (adj)-(n) (collocation) tackle (v) /ˈtækəl/
grandmother (n) /ˈɡrændmʌðər/ (to) code (v) /tu/ /koʊd/ tea (n) /ti/
ni
historical (adj) /hɪstɔrɪkəl/ trial and error /ˌtraɪəl/ /ænd/ /ˈɛrər/ tomato (n) /təˈmeɪtoʊ/
hug (v) /hʌɡ/ (phrase) (n) traveler (n) /ˈtrævələr/
ar
international (adj) /ˌɪntərˈnæʃənəl/ unable (adj) /ʌnˈeɪbəl/ type (n) /taɪp/
kiss (v) /kɪs/ (un)comfortable (adj) /ˈkʌmfərtəbəl/ vegetable (n) /ˈvɛdʒtəbəl/
Le
laughter (n) /ˈlæftər/ unsuccessful (adj) /ˌʌnsəkˈsɛsfəl/ worker (n) /ˈwɜrkər/
neuroscientist (n) /nʊroʊˈsaɪəntɪst/
odd (adj) /ɑd/
Unit 7 Unit 8
origins (n) /ˈɔrədʒɪnz/
c
hi
partner (n) /ˈpɑrtnər/
personal (adj) /ˈpɜrsənəl/
achievement (n) /əˈtʃivmənt/ advertises (v) /ˈædvərtaɪzɪz/
ap
primitive (adj) /ˈprɪmətɪv/
appearance (n) /əˈpɪrəns/ air pollution (n) /ɛr/ /pəˈluʃən/
roots (n) /ruts/
apple (n) /ˈæpəl/ ban (n) /bæn/
say hello (phrase) (v) /seɪ/ /hɛloʊ/
gr
bear (v) /bɛr/ be the change /bi/ /ðə/ /tʃeɪndʒ/

shake hands /ʃeɪk/ /hændz/
bitter (adj) /ˈbɪtər/ (phrase) (v)
(phrase) (v)
chicken (n) /ˈtʃɪkɪn/
eo
silly (adj) /ˈsɪli/ campaign (n) /kæmˈpeɪn/

chili powder (n) /ˈtʃɪliˌpaʊdər/ design (v) /dɪˈzaɪn/
sister (n) /ˈsɪstər/
chocolate (n) /ˈtʃɔklət/ do something /du/ /ˈsʌmθɪŋ/
lG
social (adj) /ˈsoʊʃəl/

coffee (n) /ˈkɑfi/ about it (phrase) (v) /əˈbaʊt/ /ɪt/
stranger (n) /ˈstreɪndʒər/
cosmetic (adj) /kɑzˈmetɪk/ go for it (phrase) (v) /ɡoʊ/ /fɔr/ /ɪt/
uncle (n) /ˈʌŋkəl/
corporations (n) /ˌkɔrpəˈreɪʃən/ governor (n) /ˈɡʌvərnər/
na
vocalize (v) /ˈvoʊkəlaɪz/

curry (n) /ˈkʌri/ grows (v) /ɡroʊz/
wave (v) /weɪv/
disappearance (n) /ˌdɪsəˈpɪrəns/ hunger strike (n) /ˈhʌŋɡər ˌstraɪk/
weird (adj) /wɪrd/
io
discard (v) /dɪˈskɑrd/ inspired (v) /ɪnˈspaɪrd/

drink (n) /drɪŋk/ make that difference /meɪk/ /ðæt/
at
farmer (n) /ˈfɑrmər/

Unit 6 flavor (n) /ˈfleɪvər/
(phrase) (v)
manufacture (v)
/ˈdɪfərəns/
/ˌmænjəˈfæktʃər/
N
food (n) /fud/ material (n) /məˈtɪriəl/

able (adj) /ˈeɪbəl/ french fry (n) /ˌfrɛntʃ ˈfraɪ/ paradise (n) /ˈpærədaɪs/
accepting (v) /əkˈsɛpt/ fruit (n) /frut/ pick (v) /pɪk/
agree (v) /əˈɡri/ global (adj) /ˈɡloʊbəl/ produce (v) /prəˈdus/
appear (v) /əˈpɪr/ guacamole (n) /ˌɡwækəˈmoʊli/ rainforests (n) /ˈreɪnfɔrɪsts/
brave (adj) /breɪv/ household (n) /ˈhaʊshoʊld/ recycle (v) /ˌriˈsaɪkəl/
bravery (n) /ˈbreɪvəri/ hunter (n) /ˈhʌntər/ recycling program (n) /ˌriˈsaɪklɪŋ/
code (v) /koʊd/ ice cream (n) /ˈaɪs ˌkrim/ /ˈproʊɡræm/
courageous (adj) /kəˈreɪdʒəs/ invested (v) /ɪnˈvɛst/ sealife (n) /silaɪf/
(dis)advantage (n) /ˌdɪsədˈvæntɪdʒ/ kabob (n) /kəbɔb/ sell (v) /sɛl/
disagree (v) /ˌdɪsəˈɡri/ lemon (n) /ˈlɛmən/ shopping bags (n) /ˈʃɑpɪŋ ˌbæɡ/
disappear (v) /ˌdɪsəˈpɪr/ lemonade (n) /ˌlɛməˈneɪd/ throw away /θroʊ/ /əˈweɪ/
failed (v) /feɪld/ organisms (n) /ˈɔrɡənɪzəmz/ (phrase) (v)
impatient (adj) /ɪmˈpeɪʃənt/ pasta (n) /ˈpɑstə/ walk your talk /wɑk/ /jɔr/ /tɑk/
(phrase) (v)
156 Word Lists SAMPLE COPY, NOT FOR DISTRIBUTION

word lists
Unit 9 Unit 10

accountant (n) /əˈkaʊntənt/ achieve (v) /əˈtʃiv/
agree with (phrase) (v) /əˈɡri/ /wɪð/ achievement (n) /əˈtʃivmənt/
apply for (phrase) (v) /əˈplaɪ/ /fɔr/ achiever (n) /əˈtʃivər/
apprenticeship (n) /əˈprɛntɪsʃɪp/ control (v) /kənˈtroʊl/
architect (n) /ˈɑrkətɛkt/ develop (v) /dɪˈvɛləp/
be part of a team /bi/ /pɑrt/ /ʌv/ developer (n) /dɪˈvɛləpər/
(phrase) (v) /əɪ/ /tim/ development (n) /dɪˈvɛləpmənt/
broke the world /broʊk/ /ðə/ /wɛrld/ disappoint (v) /ˌdɪsəˈpɔɪnt/
record (phrase) (v) /rɛˈkərd/ disappointment (n) /ˌdɪsəˈpɔɪntmənt/
chef (n) /ʃɛf/ discharge (v) /dɪsˈtʃɑrdʒ/
(chief) executive (n) /ʧif/ /ɪɡˈzek.jə.t̬ɪv/ electrodes (n) /iˈlɛk.troʊdz/
construction worker (n) /kənˈstrʌkʃən/ entertain (v) /ɛntərˈteɪn/
ng
/ˈwɝkər/ entertainer (n) /ɛntərˈteɪnər/
curiosity (n) /ˌkjʊriˈɑsəti/ entertainment (n) /ɛntərˈteɪnmənt/
ni
decide on (phrase) (v) /dɪˈsaɪd/ /ɔn/ equip (v) /ɪˈkwɪp/
dentist (n) /ˈdɛntɪst/ equipment (n) /ɪˈkwɪpmənt/
ar
do something useful /du//ˈsʌmθɪŋ//ˈjusfəl/ improve (v) /ɪmˈpruv/
(phrase) (v) improvement (n) /ɪmˈpruvmənt/
Le
do something you /du/ /ˈsʌmθɪŋ/ /ju/ inventions (n) /ɪnˈvɛnʃənz/
enjoy (phrase) (v) /ɪnˈdʒɔɪ/ muscles (n) /ˈmʌsəlz/
doctor (n) /ˈdɑktər/ neurological disorder (n) /nʊrəlɑdʒɪkəl/
economy (n) /iˈkɑnəmi/
c
/dɪsɔrdər/
electrical engineer (n) /iˌlɛkˈtrɪkəl/ neurons (n) /ˈnʊrɑnz/
hi
/ˌɛndʒɪnɛr/ neuroscience (n) /njʊrosajəns/
factory worker (n) /ˈfæktəri/ /ˈwɝkər/ process (n) /ˈprɑsɛs/
ap
finite (adj) /ˈfaɪnaɪt/ progress (n) /ˈprɑɡrɛs/

firefighter (n) /ˈfɑɪərˌfatɪər/ research (n) /ˈrisərtʃ/
gr
focus on (v) /ˈfoʊkəs/ /ɔn/ signals (n) /ˈsɪɡnəl/

forget about /fərˈɡɛt/ /əˈbaʊt/ spinal cord (n) /ˌspaɪnəlˈkɔrd/
(phrase) (v)
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squeeze (v) /skwiz/

foundation (n) /faʊnˈdeɪʃən/ technology (n) /tɛkˈnɑlədʒi/
freedom (n) /ˈfridəm/ tools (n) /tulz/
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global (adj) /ˈɡloʊbəl/ try it out (v) /traɪ/ /ɪt/ /aʊt/

graduate from /ˈɡrædʒuaɪt/ /frɑm/ volunteer (n) /ˌvɑlənˈtɪr/
(phrase) (v) /wɪrd/
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weird (adj)
high school teacher (n) /ˈhaɪˌskul/ /ˈtitʃər/
interests (n) /ˈɪntrɛsts/
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introduce to /ˌɪntrəˈdus/ /tu/

(phrase) (v)
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lawyer (n) /ˈlɔɪər/

make money /meɪk/ /ˈmʌni/
N
(phrase) (v)
manager (n) /ˈmænədʒər/
materials (n) /məˈtriəlz/
nurse (n) /nɜrs/
officer worker (n) /ˈɔfɪs/ /ˈwɝkər/
paramedic (n) /ˌpærəˈmɛdɪk/
police officer (n) /pəˈlisˌɑfɪsər/
provide with /prəˈvaɪd/ /wɪð/
(phrase) (v)
salesperson (n) /ˈseɪlzˌpɜrsən/
software engineer (n) /ˈsɔftwɛr/ /ˌɛndʒɪnɛr/
store manager (n) /stɔr/ /ˈmænədʒər/
tough (adj) /tʌf/
use up (phrase) (v) /juz/ /ʌp/
work close to home /wɜrk/ /kloʊs
(phrase) (v) /tu/ /hoʊm/
SAMPLE COPY, NOT FOR DISTRIBUTION Word Lists 157

credits
4 (tl1) © Pascal Mannaerts, (tl2) © Tim Street-Porter/OTTO, (cl) Markus 63 David Alan Harvey/Magnum Photos, 64-65 © Bret Hartman/TED, 66-67
Kirchgessner/laif/Redux, (b11) The Washington Post/Getty Images, Rajesh Sachar/Pacific Press/LightRocket/Getty Images, 68-69 Giordano
(bl2) © Alexandre Ayer/Barcroft USA, 5 (tl1) © James Duncan Davidson/TED, Cipriani/Photolibrary/Getty Images, 70 picturepartners/Shutterstock.com,
(tl2) © Bret Hartman/TED, (cl) © Ryan Lash/TED, (bl1) © Asa Mathat/TED, 72-73 © Lewis Pugh, 74 PA Images/Alamy Stock Photo & © Mural by Lady
(bl2) © Bret Hartman/TED, 6 (tl1) Giordano Cipriani/Photolibrary/Getty AIKO, City Walk Dubai, 75 Frank Heuer/laif/Redux, 76-77 © Bret Hartman/TED,
Images, (tl2) Wok stir fry, as seen in The Photography of Modernist Cuisine, 78-79 Jianan Yu/Reuters, 80-81 © Wok stir fry, as seen in The Photography
courtesy of The Cooking Lab, copyright 2013, (cl) Stringer/Reuters, (bl1) of Modernist Cuisine, courtesy of The Cooking Lab, copyright 2013, 82-83
© Quang Tran, (bl2) © Thomas Jackson, 7 (tl1) © Bret Hartman/TED, (tl2) Olivier Morin/AFP/Getty Images, 85 Antagain/E+/Getty Images, 86 Brimo/
©Dafjones.com/TED, (c) © James Duncan Davidson/TED, (bl1) © Bret Alamy Stock Photo, 87 © Catherine Jaffee, 88-89 © Dafjones.com/TED,
Hartman/TED, (bl2) © Ryan Lash/TED, 8-9 © Pascal Mannaerts, 10-11 90-91 Edwin Koo/New York Times/Redux, 92-93 Stringer/Reuters, 94 (tl)
Richard Perry/The New York Times/Redux, 13 (t) Toru Hanai/Reuters, (bl) Debra Ferguson/Passage/Getty Images, (tr) Bloomberg/Getty Images, (c)
Kostenyukova Nataliya/Shutterstock.com, 14 XPACIFICA/National Geographic Jostaphot/E+/Getty Images, (cl1) Christophe Lehenaff/Photononstop/Getty
Creative, 15 Joel Sartore/National Geographic Creative, 16-17 © James Images, (cl2) Bloomberg/Getty Images, (cl3) Hero Images/Getty Images, (cl4)
Duncan Davidson/TED, 18-19 H. Mark Weidman Photography/Alamy Stock Driendl Group/DigitalVision/Getty Images, 97 © Bureo Inc, 98 FL Wong/EPN/
Photo, 20-21 © Tim Street-Porter/OTTO, 22 Gonzalo Azumendi/Getty Newscom & © Paulo Grangeon, 99 ZCHE/Smithers of Stamford (Supplied
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Images, 24-25 (spread) (br) NASA, 26 Ekaterina Pokrovsky/Shutterstock.com, by WENN)/Newscom, 100-101 © James Duncan Davidson/TED, 102-103
27 © Andy Stagg, 28-29 © Bret Hartman/TED, 30-31 Sean Pavone/Alamy Rob Whitaker/EyeEm/Getty Images, 104-105 © Quang Tran, 106 Anand
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Stock Photo, 32-33 Markus Kirchgessner/laif/Redux, 34-35 Ken Gillham/ Varma/National Geographic Creative, 109 © Luca Locatelli/INSTITUTE, 110
robertharding/Getty Images, 37 Jeff Riedel/Getty Images, 38 (tl) Mark Piotr Zajac/Alamy Stock Photo, 111 Gordon Chibroski/Portland Press Herald/
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Hannaford/Getty Images, (cl) Kaz Chiba/Photodisc/Getty Images, (bl) Getty Images, 112-113 © Bret Hartman/TED, 114-115 Kelvin Murray/Taxi/
Brian Gordon Green/National Geographic Creative, (bc) Monkey Business Getty Images, 116-117 © Thomas Jackson, 118-119 (spread) William Albert
Le
Images/Shutterstock.com, 39 (cl) Sabphoto/Shutterstock.com, (br) David Allard/National Geographic Creative, 118 (tl1) Adrio Communications Ltd/
Coleman/Alamy Stock Photo, 40-41 © Ryan Lash/TED, 42-43 Maremagnum/ Shutterstock.com, (tl2) Roman Vukolov/Shutterstock.com, (tl3) best4u/
Photodisc/Getty Images, 44-45 The Washington Post/Getty Images, Shutterstock.com, (tc) Zastolskiy Victor/Shutterstock.com, (tr1) Africa Studio/
46 © Cause Collective, 47 © 2014 UNRWA, Photo by Taghrid Mohammad,
c Shutterstock.com, (tr2) Scanrail1/Shutterstock.com, (tr3) blojfo/Shutterstock.
hi
48 Spencer Weiner/Los Angeles Times/Getty Images, 50 aldomurillo/ com, 121 Handout/Getty Images News/Getty Images, 122 Lafforgue Eric/
E+/Getty Images, 51 Erik Lesser/EPA/Redux, 52-53 © Asa Mathat/TED, Hemis/Alamy Stock Photo, 123 AP Images/Martin Mejia, 124-125 © Ryan
ap
54-55 Cem Ozdel/Anadolu Agency/Getty Images, 56-57 © Alexandre Lash/TED, 126 AP Images/Tony Avelar, 131 (tr1) Lorenzo Pesce/Contrasto/
Ayer/Barcroft USA, 58-59 Pedro Mera Xinhua News Agency/Newscom, Redux, (tr2) David Burton/Photolibrary/Getty Images.
61 The Washington Post/Getty Images, 62 The Asahi Shimbun/Getty Images,
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158 Credits SAMPLE COPY, NOT FOR DISTRIBUTION

Audio Script
Unit 1: Page 10, Listening (Track 2) Beata: OK, well, why not come along and watch sometime?
Anna: Hello. My name’s Anna. Juan: OK, sure.
Bruno: Hi, Anna. I’m Bruno. Beata: So what did you do this weekend?
Anna: Bernardo? Juan: I went on a hike. I’m really into hiking and camping.
Bruno: Close. It’s Bruno—B-R-U-N-O. Beata: Really? I can’t stand camping. I prefer sleeping in a bed! But hiking’s
Anna: Oh, OK. We have the same name in Polish. OK – I don’t mind going hiking once in a while. Do you have a favorite
Bruno: So you’re from Poland? place to go?
Anna: Yes, I’m from Krakow. What about you? Juan: I’m really into the Rincon Mountains. It’s beautiful up there. I usually
Bruno: I’m from Peru—from Lima. go with a few friends. You should come with us sometime.
Anna: Really? Cool. This is a great party. They’re playing really good music. Beata: Sure, I’d like that.
I like it! Juan: How about next Saturday? Then soccer on Sunday?
Bruno: Yeah, me too. … I’m really into music. Beata: That sounds great.
Anna: Me, too. Do you ever listen to the school radio station on the
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internet? They play really good music. Unit 2: Page 22, Listening (Track 8)
Bruno: No, I didn’t know about it. I’ll check it out. Host: A recent study found that Vienna, Austria is the world’s best city for
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Anna: So do you play an instrument? quality of life. Our Europe correspondent Becky Ross spoke with a couple of
Bruno: Yeah, I play the guitar… a little bit. What about you? teenagers who call Vienna home to get their views.
ar
Anna: No … . I’m into sports. I like soccer. I’m on the school team. Becky: Were you surprised that your city was chosen as the best in the
Bruno: That’s cool. I play soccer with my friends, but I’m not on a team. world?
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Anna: So what kind of music are you into? Boy: Not really, to be honest. We used to live in New York, but now we
Bruno: Hip hop, rock, electronic, a lot of stuff… Do you know DJ Spooky? live in Vienna. We moved here two years ago because of my mom’s job.
Anna: DJ Spooky? I’m not sure. New York is a great city, but it’s overcrowded and expensive. When we
Bruno: He’s really cool. He plays jazz, rock, reggae, hip hop … and even
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classical. He’s very creative. And I like him because he isn’t too serious—
first arrived in Vienna, we stayed in a hotel for two weeks and looked for
hi
an apartment. Now we live in a neighborhood called Leopoldstadt. It’s a
he’s cheerful and funny. quiet residential area very near the town center, in a kind of old-fashioned
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Anna: Sounds cool. I’m looking for some new music to listen to— apartment building – but I mean old fashioned in a good way – it’s
something different. Can you play some of his music for me? historic. There’s an amusement park nearby, too. Vienna a great city for
Bruno: Sure. I have some DJ Spooky right here on my phone … teenagers! New York was a lot more expensive. I can go out with my
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friends in Vienna, and it doesn’t cost too much.

Page 11, Pronunciation (Track 3) Becky: Why do you think Vienna was voted the best?
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DJ Spooky works all over the world. Works. Girl: Well, I love it here. It’s safe, we have great public transportation – the
He likes music. Likes. subway is twenty-four hours. We have good restaurants, movie theaters
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He wants to teach people about nature. Wants. and concerts, too. And the city never feels overcrowded. My parents
He writes music. Writes. used to live in a small apartment in the city center. My dad used to work
in a bank, but he changed jobs. We moved to the suburbs at that time.
DJ Spooky never sings. Sings.
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Now he works for a company near Vienna and we live in a house in a

He goes on stage. Goes. neighborhood called Hernals. The city is growing. I think it feels very
He plays music on a computer. Plays. lively – very young – and it’s a great place to be a teenager.
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He studies music from different countries. Studies. Becky: Thanks very much. And I have to say, I love it here – it’s lively,
Sometimes he dances. Dances. everywhere’s walkable and it even has great sushi! Back to you, Bob.
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He practices with other musicians. Practices.

Page 23, Pronunciation (Track 9)
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He uses pictures and videos in his shows. Uses.

Sometimes he watches other musicians. Watches. When we say the simple past of use, we say /juzd/, with a /z/ and /d/
sound:
Page 18, Speaking (Track 7) Some people in Chile used an old airplane as a house.
Juan: Hey, Beata! Did you have a good weekend? When we use used to to describe a habit or situation in the past, we say
Beata: It was pretty good Juan, thanks. /just/ with an /s/ and /t/ sound.
Juan: The weather was great! Did you get outside? Brenda Kelly’s house used to travel the world.
Beata: Yeah. I played soccer on Sunday afternoon with some friends. We
play every Sunday. Page 23, Pronunciation (Track 10)
Juan: That’s cool. Sounds like you’re really into it. 1 I used to live in a normal house, but now I live in a shipping container.
Beata: Yeah, I love it. The best thing about it is the exercise. It’s a great 2 Some people in Mexico used shipping containers to build a school.
way to stay in shape. You should come along sometime. Um … are you 3 One man in Canada used old bottles to build a house.
into sports? 4 People used to throw away old bottles, but now we recycle them.
Juan: Thanks for the invitation, but to be honest, I’m not that interested in 5 Some people in Brazil used shipping containers to make an art gallery.
playing team sports. I don’t mind watching, though. 6 Of course everything that’s made of wood used to be a tree.
SAMPLE COPY, NOT FOR DISTRIBUTION Audio Script 159

Page 24, Vocabulary Building (Track 11) us stay healthy. That’s why the doctor tells you to use sunscreen, or to
accommodate accommodation exercise or to eat less sugar.
construct construction Page 35, Grammar (Track 17)
direct direction
educate education Interviewer: I’m talking with Amy, who has been helping Grace Gobbo,
explore exploration who is doing research in Tanzania about plants—plants that people use
locate location for medicine. Hi, Amy.
transport transportation Amy: Hello.
Interviewer: How many plants in Tanzania can you use as medicine?
Page 27, Pronunciation (Track 13) Amy: The truth is that no one knows. There are 10,000 kinds of plants in
Tanzania and we’re still unlocking the secrets of many of them. That’s why
1 I didn’t find what I wanted. I was looking for the furniture store.
conservation is so important.
2 I saw you at the art competition. Did you put in a painting?
Interviewer: So you interviewed doctors, right? How many traditional
3 Are you hungry? We go in to eat at four.
doctors did you interview?
Page 28, Authentic Listening Skills (Track 14) Amy: Right, but I didn’t interview just any doctor—only doctors who
practice traditional medicine. In 2015 and 2016, I did more than 80
Elora: Why are doors so often rectangular? Why not round? How could you
interviews and wrote down the information.
make a door better? Well, its hinges battle with gravity, and gravity will
Interviewer: How much time did you spend on the project?
always win in the end, so why not have it pivot on the center where it can
Amy: It was a full time job. I travelled around Tanzania and worked many
stay balanced? And while you’re at it, why not doors shaped like teardrops?
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hours every day. When I was younger, I didn’t pay attention to traditional
Page 30, Speaking (Track 15) medicine, but when I was a botany student, I found plants did successfully
treat some illnesses. That’s when I started.
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Man 1: Have you heard of that guy David Glasheen who lives alone on Interviewer: How much information did you collect?
Restoration Island? Amy: A lot! I learned about many medicine plants that we didn’t know
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Man 2: No – what’s the story? about before. The trick now is getting more young people interested and
Man 1: Well, he was a millionaire businessman in the 1980s. passing along the information!
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Man 2: So he bought the island?
Man 1: No. He just rented a small part of it. The reason he went there Page 39, Grammar (Track 20)
was to get away from his money problems. He went because his business Teen 1: Hey, did you see this article on teen happiness?
failed, and he lost a lot of his money.
c Teen 2: No, what is it?
hi
Man 2: He went there alone? Teen 1: Some scientists looked into teenagers’ happiness. They
Man 1: No, at first his partner – her name was Denika – was living there interviewed 200,000 teenagers in almost 40 countries.
ap
with him. But she thought life was too hard, so she left. Teen 2: Did they find out what makes us happy?
Man 2: But David stayed? Teen 1: They say they did.. They say good health, exercise, good diet,
Man 1: Right. As he loved living a simple life in a tiny house, he didn’t
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enjoying school and having friendly classmates are important.

want to leave. Teen 2: OK … . So what makes you happy?
Man 2: Twenty years alone on a desert island? Teen 1: Me? I feel happy when I put my headphones on and listen to
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Man 1: Well, he set up a solar power system and an internet connection a some music.
few years ago. Teen 2: For me, it’s TV. I always feel happy when I turn it on… and tune
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Man 2: Ha, ha. No way! That’s definitely not for me! everything else out!
Man 1: He says it’s a fabulous place. He thinks he’s lucky to be there! Teen 1: Hmm. They say watching a lot of TV makes people unhappy.
Teen 2: Well, I sometimes watch TV with my friends. What about that?
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Unit 3: Page 34, Listening (Track 16) Teen 1: That’s probably OK. Happy teenagers hang out with their friends
Why do you go to the doctor? We know that doctors fix broken arms or a lot.
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legs, or put bandages on cuts, or give medicine when we are unwell or Teen 2: So what makes us unhappy?
in pain. But more and more, doctors and nurses say their job is looking Teen 1: School stress, according to the article. And that’s totally true.
at
after the health and happiness of the whole person, not just fixing health Teen 2: I’ll tell you what makes me unhappy.
problems. Teen 1: What’s that?
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Teen 2: Taking the rubbish out. And I take the rubbish out every day!
This isn’t a new idea. About eighty years ago, Paul Tournier, a Swiss Teen 1: Funny, the article doesn’t mention that …
doctor, began talking about looking after the health of the whole person,
including the body, the mind, and also the person’s life in their village, Page 40, Authentic Listening Skills (Track 21)
town, or city. He was interested in health and happiness, not just illness— Latif: It was a summer day in 1941. The circus had just arrived in the tiny
the whole person, not just their health problems. His work was very town of Brookfield, New York. Spectators flocked to see the wire-walkers, the
popular and his books were translated into many languages. tramp clowns—if they were lucky, the human cannonball. They also came
But even now, some doctors and nurses still think about illnesses, not to see the strongman, Johnny “Bull” Walker, a brawny bully who’d pin you
about people. The World Health Organization says that many doctors and for a dollar. You know, on that particular day, a voice rang out over the circus
hospitals still need to change—to think of health as connected with the P.A. system. They needed a doctor urgently, in the live animal tent.
environment, people’s jobs, and their family life. This is the key to making Page 42, Speaking (Track 22)
everyone healthier and happier.
Al: Smoking is terrible for your health. I think the government should ban
This is why we sometimes visit the doctor even when we’re healthy. it — stop it completely.
Doctors ask questions about food, exercise, happiness and so on. Do you Marta: Are you kidding, Al? I’m not sure about that. I think everyone
eat a lot of fruit and vegetables? Do you have much stress in your life? This should have a choice. You can choose not to smoke. And some people
is because eating well, exercising, and avoiding too much stress can help really enjoy smoking — it makes them happy.
160 Audio Script SAMPLE COPY, NOT FOR DISTRIBUTION

Al: Yes, but Marta if people around me smoke, I breathe the smoke, and it’s Page 54, Speaking (Track 30)
bad for me. That makes me unhappy. Is their happiness more important than Student 1: What are you doing for vacation?
mine? Also, smoking makes a lot of people sick, and that makes a lot of Student 2: I’m thinking about taking one of the summer school courses.
work for doctors. Student 1: Have you seen the listings?
Marta: You’re right that it makes people sick — that’s true. But everyone Student 2: Yeah. They look great. There’s such a good variety. I can’t
does dangerous things every day: driving, riding a bicycle. And a lot of decide which I want to do!
foods we eat are also bad. The government can’t control everything. Student 1: Which ones look the most interesting?
Al: Well, that’s true, but in my opinion, smoking is different. People drive to Student 2: Well, I’m not sure about computer skills. I had a class where we
get to work, or they bike to school, and people eat because it’s necessary. did that and it was boring. It’s too much like school!
But smoking has no real purpose. Student 1: Yeah, right. Too much screen time!
Student 2: The sports classes look more interesting.
UNIT 4: Page 46, Listening (Track 23) Student 1: I might go for indoor climbing.
Karina: Hey, Dave, how’s it going? Student 2: Do you think it’s fun enough for a two-week class – climbing
Dave: Oh, hey Karina. Great, thanks. How about you? the same wall over and over again?
Karina: Really well, thanks. I’ve just come from my favorite class. Student 1: Yeah, maybe think you’re right. So what do you like?
Dave: I thought you looked happy. What’s your favorite class? Student 2: Video-making is such a cool subject. I’m really interested in
Karina: Geography. We’re doing something really cool right now. that one. I make videos all the time on my phone, but I don’t know how to
Dave: Oh, yeah? edit them.
Student 1: It could be useful skill.
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Karina: Yeah! We’re connecting online and video-chatting with kids in
other countries. Student 2: You think so?
Dave: Really? What’s that about? Student 1: Sure. You could make videos and put them YouTube. You
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Karina: The idea is that we learn about other countries from the inside – might make a lot of money!
from people who live there. We all have different topics we need to find Student 2: I’ve never thought of that. That’s a better choice than indoor
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out about – sports, music, education, government. My topic is education. climbing!
Dave: That’s really cool. What countries are you talking to? Student 1: Yeah, that’s the best choice. We should both sign up. It will be
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Karina: Brazil, Poland, Japan, England, and Turkey. more fun if we do it together.
Dave: Wow, that’s awesome.
Karina: Yeah. We’re learning about their countries, and we’re also Unit 5: Page 58, Listening (Track 31)
teaching them about the U.S. Of course they think they know about it from
c Host: We asked students from around the world to tell us about their
hi
Hollywood movies. families and friends. This is what they said:
Dave: Yeah, I guess people all over the place watch American movies. 1
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Karina: But for most of them, this is the first time speaking to an Chen: My name is Chen. I’m from China. In my family, we never hug or
American. And it’s the same for us. We don’t usually meet kids from kiss. I’ve never hugged my dad. Hugging and kissing your family is kind of
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other countries. unusual in my country. Respect is more important – I show my parents and
Dave: Yeah, and I think learning from a person is more interesting than my grandparents respect by being polite and by doing as they wish. They
learning just from a book. So what have you learned? show me their love by taking care of me – they don’t need to say “I love you”
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Karina: Well, like I said, my topic is education. In Japan, students attend because they show it. They’ve always given me the things I need. It’s the
classes Monday to Friday, but most of them also go to school on Saturday same with my aunts and uncles. We have a lot of fun together, but we don’t
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morning to do sports, or sometimes to take examinations. touch each other. When I see my best friends, I usually just say hello. We
Dave: They have a short weekend, then… sometimes do a little bow just a friendly wave. Friends don’t hug and kiss.
Karina: Right. And in England, you start elementary school when you’re At school, we always greet our teachers by bowing. We show respect to any
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four years old. kind of teacher by bowing.

Dave: That’s young! 2
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Karina: I know. Schools are really different in other places. Luiza: My name is Luiza. In my country – Brazil – everybody kisses. When I
Dave: So what about Brazil? meet someone for the first time, we say hello with a kiss. When I say hello
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Karina: Well, our friends in Brazil go to a public school, but some of the or goodbye to my classmates, we kiss on the cheek – or when we are in a
older students also go to a private school on the weekend. A girl named hurry, we just make a kissing sound. With good friends, we give a kiss on
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Maria is going to a private school to learn more about math and science, the cheek when we say hello or goodbye. We like to hug our friends, too.
because she’s preparing for an exam to go to college. She’s a bit older than And of course we hug and kiss our friends and family – cousins, aunts and
we are – she’s in twelfth grade. uncles, grandparents … and my sister, too, of course. Men shake hands
Dave: So she goes to public school during the week and private school on and hug when they meet other men, but people my age don’t really
the weekend? shake hands. I’ve met people from other countries. They sometimes seem
Karina: Right. Just while she’s preparing for her exams. Everyone works surprised that we Brazilians hug and kiss so much! When she first arrived
the hardest before important exams. That’s the same everywhere! from Japan, my friend Yuki was uncomfortable with all the kissing and
Dave: Yeah, right. … It’s really such a cool project. hugging. But she’s learned to hug and kiss like a Brazilian now!
Karina: I think doing projects is the best way to learn. Learning doesn’t have 3
to be hard! It’s more fun when we can see how it relates to people around Hugh: I’m Hugh, from Manchester, in England. Probably the most
the world, too. common greeting in England is shaking hands – the first time you meet
Dave: Yeah, you’re right. someone. I shake hands and hug with my uncles and my male cousins
Karina: And you know, a lot of things are different in other places, but we’re when I see them – but of course I give my parents hugs and kisses. And
all teenagers. We live in different countries, but we have a lot in common. my grandparents, too. Sometimes I just wave when I see my friends. But
A lot of the things people were worried about: grades, making friends, the my best friends and I hug each other, too. And girls often greet each other
future… those were the same everywhere. with a kiss on the cheek. When I see my sister – well, we don’t hug or kiss.

We just say hello. I take tennis lessons, and every time we start a lesson, UNIT 7: Page 82, Listening (Track 42)
I shake everyone’s hand – all of my teammates – and also the coach’s. Marco: Hi Kasia. How’s your project going?
When I meet a stranger – a friend of a friend – we usually shake hands. Kasia: Hey, Marco… Project?
That’s normal. I definitely wouldn’t kiss a stranger the first time we met! Marco: For our food science course. We’re giving the presentations next
week, remember?
Page 64, Authentic Listening Skills (Track 34)
Kasia: Oh, yeah. It’s going really well so far.
Hi. I’m going to talk to you today about laughter, and I just want to Marco: Yeah, mine too. Want to see something really cool?
start by thinking about the first time I can ever remember noticing Kasia: Sure.
laughter. This is when I was a little girl. I would’ve been about six. Marco: OK, I’ll show you. Try this: Hold your nose closed and put a sour
And I came across my parents doing something unusual, where they lemon candy in your mouth. Here, take this one.
were laughing. They were laughing very, very hard. They were lying Kasia: Mmmm okay …
on the floor laughing. They were screaming with laughter. I did not Marco: Notice the flavor, and then open your nose.
know what they were laughing at, but I wanted in. I wanted to be Kasia: Wow! I can really taste it!
part of that, and I kind of sat around at the edge going, “Hoo hoo!” Marco: Right! When you open your nose, suddenly, you can taste it a
lot more! We usually think that our mouth is where we taste food, but
Page 66, Speaking (Track 35)
actually, the nose is far more important.
Student 1: How is the preparation for the graduation party going? Kasia: I’ve noticed that when I have a cold and my nose is blocked, the
Student 2: It’s going OK. Sara has ordered the food and drinks. only food I can taste is really spicy food.
Student 1: When will they be here? Marco: Right!
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Student 2: They should be delivered on Friday afternoon at four o’clock. Kasia: That’s really good. Your teacher is going to love it! You’ll get an
Student 1: Friday at four? That’s good. That gives us plenty of time to get A for sure!
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everything organized. Have you figured out the music yet?
Student 2: No, I haven’t done that yet. I need to talk to Mister Khan in Part 2
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the music department. He said we can use some of their speakers, but we Kasia: My project is about how we’re going feed everyone as the world’s
need to talk about when we can set it up. I can talk to him this afternoon. population grows. Scientists think there will be nearly 10 billion people on
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Student 1: What about the invitations? Have you sent those out yet? Earth in 2050. We’re going to need more food.
Student 2: Tomas has just done that. Marco: So what are we going to eat?
Student 1: When? Kasia: Well, we might not have farm animals for food, because keeping
Student 2: He sent them out about two hours ago, by email.
Student 1: Oh, OK, good. Has anyone bought the balloons yet? canimals uses a lot of energy. We might “grow” meat in laboratories.
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Marco: Really?
Student 2: Yes, Davina bought them last week. But we haven’t made any Kasia: Yeah. And some scientists in Italy are already growing some foods
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plans for decorating the room. under the sea.
Student 1: Right. We need to talk with Davina about that. Have you Marco: Under the sea?
scheduled a meeting with her? Kasia: Yes. They’ve grown strawberries in special glass boxes underwater.
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Student 2: No, not yet. Marco: So I guess we won’t need as much land for farms.
Student 1: Let’s try to meet with her tomorrow at lunchtime. I’ll write her Kasia: Right.
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a note. Marco: Wow. What a cool project. When are you presenting it?
Student 2: And what about games? I think we should have a couple of Kasia: I’m giving my presentation next Thursday.
games or contests – something fun.
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Student 1: Great idea. Let’s talk more about that. Page 82, Pronunciation (Track 43)
1
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Unit 6: Page 70, Listening (Track 36) Man: I need some pepper for my project.
I’m at Senbikiya, a fruit shop in Central Tokyo. But you shouldn’t come Woman: I’ll ask my mom for some.
here for your weekly grocery shopping. A pack of three melons costs 2
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four hundred dollars, and box of twelve strawberries is about eighty Man: Can I taste this bread?
Woman: Sure, no problem.
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dollars. How can fruit be so expensive? Because it’s perfect. In fact, you
should think of Senbikiya as a gift shop, not as a food shop. Gift-giving 3
Man: I don’t like black tea.
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is extremely important in Japan, and there is a long tradition of giving

perfect fruit. One reason for this is that Japan sees vegetables as a basic Woman: Yeah … . I think green tea is better.
need, but fruit as a luxury – you don’t have to have fruit in your diet. And 4
that makes it a perfect, and very popular, gift. Man: I need more space for my project.
Woman: Don’t you have enough?
Page 70, Listening (Track 37) 5
When French supermarket Intermarché started selling “ugly” fruit and Man: Did you smell the soap?
vegetables, they were very popular with customers. Most people agree Woman: Yes. It smells like lemon.
that you shouldn’t judge imperfect vegetables on their appearance, but
on their flavor. The fruit and vegetables – which cost about thirty percent Page 88, Authentic Listening Skills (Track 46)
less than “perfect” ones – are a huge success, and now grocery stores all The fact is, we have an enormous buffer in rich countries between ourselves
over the world are doing the same thing. In many places, farmers have and hunger. We’ve never had such gargantuan surpluses before. In many
to throw away a lot of fruit and vegetables because supermarkets reject ways, this is a great success story of human civilization, of the agricultural
anything with an imperfection. But the world is changing. Many people surpluses that we set out to achieve 12,000 years ago. It is a success story.
feel we must stop wasting good food just because it doesn’t look perfect – It has been a success story. But what we have to recognize now is that we
especially in a world where many people are hungry. People are thinking are reaching the ecological limits that our planet can bear, and when we
about the choices they make… and making different choices. chop down forests, as we are every day, to grow more and more food, when

we extract water from depleting water reserves, when we emit fossil fuel Agata: They sound great. If more companies were like Kuyichi, the world
emissions in the quest to grow more and more food, and then we throw would be a better place. Thanks, Pietro!
away so much of it, we have to think about what we can start saving. Pietro: Thank you, Agata.
Page 90, Speaking (Track 47) Page 102, Speaking (Track 53)
Woman: What kind of food should we have? We’re voting next week about the question of banning cars from Fourth
Man 1: How about a barbecue? Avenue between Sixth Street and Eighth Street. The plan that we suggest
Man 2: At least three vegetarians are coming to the party. If we have a is to make those two blocks of Fourth Avenue into a pedestrian zone.
barbecue, what will the vegetarians eat?
Our downtown shopping area is an important part of the local economy,
Woman: We could cook vegetables on the barbecue, too.
and also a leisure area for everyone who uses it—from teenagers to
Man 1: Or haloumi. The vegetarians might enjoy haloumi.
families with young kids and grandparents.
Man 2: Haloumi? What’s that?
Man 1: It’s a kind of cheese. It comes from Cyprus, and it’s popular in the Let me explain why I think we should close two blocks of Fourth Avenue
Arab World and in Greece. It’s really good with vegetables cooked on the to traffic.
barbecue – peppers, corn, mushrooms. Research shows that people who shop downtown enjoy walking, but
Man 2: What does it taste like? don’t like the car and bus traffic. They also don’t like the air pollution that
Man 1: It’s a little salty. comes from cars and buses in the area. If we closed some roads to cars,
Woman: That sounds great. But not everyone likes cheese. Why don’t we more shoppers would shop downtown.
have fish, too? Think especially of families who have young children. They just want a
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Man 2: Well, OK, but vegetarians don’t eat fish, either. nice place to go shopping. If we made a pleasant downtown space that
Woman: Yes, OK. So we’ll have plenty of bread and different types of families liked, our town would be a happier place.
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salad. Everyone eats salad – even the people who eat meat, right?
Closing roads to traffic is the right thing to do. Allowing cars to spoil our
Man 2: OK. And I think we should have some chicken.
shopping area is wrong. People who shop downtown have a right to feel
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Man 1: And burgers. What about drinks?
safe on the streets and to breathe clean air.
Woman: Why don’t we ask people to bring their own drinks?
For these reasons, I recommend closing two blocks of Fourth Avenue.
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Man 2: That’s a great idea. I’ll put that on the invitation. If we ask people to
bring their own, then everyone will be happy with the choices. Next week, please vote yes to the plan that will make a new downtown
Man 1: Right. What about plates, knives and forks? pedestrian zone. If we vote ‘yes,’ our town will be a better place to live and
shop. Thank you!
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Woman: Maybe we should get those. We can buy them at the supermarket. hi
Unit 8: Page 94, Listening (Track 48) Unit 9: Page 106, Listening (Track 54)
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Agata: Today’s show is all about fashion so don’t go anywhere! Julia: Look at this picture. That is such a cool job!
Here’s Pietro who’s going to tell us about a clothes company from the Tomas: That’s a job? What’s he doing?
Netherlands, Kuyichi. Julia: Well, he’s a science photographer and explorer, so … yeah, he’s
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Pietro: Hi, Agata. I love Kuyichi, first because you’ve got to love their doing his job. He’s taking photos of honeybees at a lab. His work might
clothes, but also because they want to do good in the world. If you look help us stop their populations from declining. I’d love to have a job like
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at their advertisements, you’ll see phrases like “pure goods” and “love the that – doing something interesting that can help make a difference. That
world.” And these aren’t just words in advertisements. They really try to do would be so cool.
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good in the world. Tomas: I know what you mean, but … not many people can have that
Agata: And how do they do that? kind of job. Most people need to work at a normal job – you know, a
Pietro: First, they pay a fair price for the cotton they use. They buy it construction worker or manager or something.
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directly from the people who grow it in Turkey, Kyrgyzstan, Europe, China, Julia: So how do you get a job like that?
and India. Tomas: Let’s see. I’ll Google him.
Agata: That’s good. What else do they do? OK, here he is. Let’s see … . [With the kind of hesitation you have when
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Pietro: They also use cotton material from old clothes. you’re reading something and then telling someone what it says.] It
Agata: Oh, so they recycle old material? says he was interested in science as a young boy. By the time he was a
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Pietro: Right. So that means less waste and less pollution. And that’s good teenager, he’d decided he wanted to be a scientist. And he’d already had a
for the world. job working in a fish store before he started university.
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Agata: Nice. Julia: Wow – so is it too late for me? I haven’t decided exactly what I want
Pietro: And for me one of the main things is this: They design really cool to do yet!
clothes. I like wearing them. If they didn’t look good, I wouldn’t wear them. Tomas: Well, it says he hadn’t worked as a photographer before he got a
Agata: And I have to say, the clothes do look good, Pietro! job as an assistant photographer. He learned that later – and now that’s a
Pietro: Heh, heh. Thanks, Agata. big part of his work. So it may not be too late for you.
Agata: Where do they make their clothes? Julia: Yeah … . I guess his job needs a lot of different skills, and he’s
Pietro: They work with factories in Tunisia, Turkey, China, India, and learned them by trying different things.
Macedonia to produce Kuyichi clothes. And like the cotton farmers, they pay Tomas: I don’t think I’d want to be away from my family so much.
their workers fairly. Julia: So what job would you like?
Agata: So where can we get Kuyichi clothes? Tomas: I’d like a job that pays well. I don’t care if it’s boring or not.
Pietro: They are in some stores, but the company also sells a lot of its clothes I wouldn’t mind going to college, but I don’t want to study for more than
online. That’s probably the easiest way. four years. So I don’t want to be a doctor or a lawyer – definitely not a vet.
Agata: OK, great. Is there anything else you’d like to tell us about Kuyichi? Too much work!
Pietro: Just one more thing. They ask customers not to throw away their Julia: I think work should be fun – it should be an adventure. I don’t care
old clothes. Instead, it wants them to recycle their old clothes or give them what I do so much, but I don’t want it to be boring. And I wouldn’t mind
to charity. helping people.

Man: Maybe you should consider a job as a first responder – paramedic, Student: What does a user experience designer do?
firefighter, police officer – I’m sure those are exciting jobs. Counselor: They help to design products – things like computer games –
Woman: Yeah, they probably are … . I don’t know. I think I want to do so that people enjoy using them. Someone might have a great idea for a
something … different. game, but if the game controls aren’t comfortable for the user, then the
Man: Not me. I want to do something safe. game won’t be fun.
Student: Wow, that’s pretty cool. Where do UX designers work?
Page 111, Grammar (Track 56) Counselor: A lot of UX jobs now are in app development, or anything
Interviewer: Thanks for agreeing to talk to me. As you know, on the online – banking, shopping, music services. Those apps need to work well
school website we have an article every week about a student who is for users.
doing something amazing. You’ve been very successful playing soccer for Student: I’ve always been interested in the way software works. What
both the school and the city league. Are you thinking about becoming a skills do UX designers need?
professional soccer player? Counselor: Good question. UX designers always work as part of a team –
Soccer player: Yes, I am. There are probably more opportunities for boys you need team working skills. Obviously computer skills are important, too.
who play soccer, but girls can be professional, too. A lot of UX engineers have a background in art and design – so you should
Interviewer: What do you enjoy the most about soccer? take art classes.
Soccer player: I really love being part of the team – working together. Student: Art is one of my favorite subjects. But I never thought I would
Interviewer: How long have you played soccer? use it for a job. Are UX designers well paid?
Soccer player: Probably since I was about three. Counselor: When you start out, probably not. A lot of people want to
Interviewer: Wow – long time. Who introduced you to soccer? be UX designers. But if you work hard and stay with it, you can have a
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Soccer player: My dad. He loves soccer. comfortable income. You won’t earn as much as a doctor or lawyer.
Interviewer: Will you go to college? Student: It sounds really interesting.
Counselor: Would you like to find out more about it? I think we can find
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Soccer player: Definitely. I’d like the experience of playing college soccer.
I think I could learn a lot. someone for you to write to, to find out more about it.
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Interviewer: Do you think you can get a scholarship? Student: That would be great!
Soccer player: I think there’s a chance.
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Interviewer: Great. Now, I wonder if I could ask you about …
1 Have you ever heard of the job of UX designer?
Page 113, Challenge (Track 59) 2 Is it a computing job?
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And the more I learned, the more I started to change my own life. I started 3 What does a user experience designer do?
traveling less, doing less, using less. It felt like actually doing less was what 4 Where do UX designers work?
hi
we had to do. But it sat uneasy with me. It didn’t feel right. It felt like we 5 Are UX designers well paid?
6 How much do (UX designers) earn?
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were buying ourselves time. We were eking things out a bit longer. Even
if everybody changed, it wouldn’t solve the problem. It wouldn’t fix the
system. It was vital in the transition, but what fascinated me was, in the Unit 10: Page 118, Listening (Track 62)
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transition to what? What could actually work? Scientists believe that the first form of communication across long
distances was probably smoke. Some experts believe the first smoke
It struck me that the system itself, the framework within which we live, is
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message was sent about ten thousand years ago. Aboriginal Australians
fundamentally flawed, and I realized ultimately that our operating system,
used smoke just to say, “We are here” to anyone around them. Aside
the way our economy functions, the way our economy’s been built, is a
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from sending a person to carry a message, the next form of long-distance

system in itself. At sea, I had to understand complex systems. I had to take
communication was probably the bird. Two thousand years ago, the
multiple inputs, I had to process them, and I had to understand the system
Roman army used birds to send messages, but they were probably used
to win. I had to make sense of it. And as I looked at our global economy,
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before that time, in ancient Persia. The Romans probably also had the first
I realized it too is that system, but it’s a system that effectively can’t run in
mail service, at least in Europe, which started before the year 100, and from
the long term.
the 1400s, mail services in Europe began to appear. In 1860 and 1861, mail
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Page 114, Speaking (Track 60) was carried by riders on horses nearly 3,000 kilometers across the United
States. Each horse and rider went between 8 and 40 kilometers, then
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Counselor: So, we’re here today to discuss some career options, so you
passed the mail to the next rider. But in 1861, this system was replaced by
can start thinking about what classes you want to take in the next few
the telegraph – a method of sending messages along an electric wire.
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years.
Student: Yes. Honestly, it feels too soon to me … . This technology was developed in the 1830s by scientists in Russia,
Counselor: Well, maybe. But on the other hand, if we think and talk a bit Germany, and England and allowed people to send messages over longer
about it now, it may make some of your decisions easier. Are there any distances than ever before.
jobs you’re interested in?
The next big invention was the telephone. The technology was developed
Student: Well, honestly, not really … . I mean, I love gaming – computer
by many people, including Italian inventor Antonio Meucci, but the first
games – but … .
telephone, as we know it today, was made in 1876. And the first phone
Counselor: OK, we can start with that. What about computers in general –
call? Inventor Alexander Graham Bell said to his assistant, “Mr. Watson,
how have your information technology classes been?
come here, I want to see you.” It was nearly a hundred years before
Student: Fine. I mean, I get good grades in information technology. I like
the modern cell phone was invented. Motorola, a Japanese company,
the class.
produced the first cell phone in 1973, but it wasn’t very useful at first,
Counselor: Oh, that’s good. Have you ever heard of the job of UX
because the first cell phone network wasn’t switched on until 1979.
designer?
Student: UX designer? Email was invented in the 1960s, but it didn’t become popular until the
Counselor: User experience designer. 1990s, when more and more people began using the internet.
Student: I don’t think so. Is it a technology job?
Counselor: Usually, yes. After the invention of email, the next important step in phone technology
was probably the text message. The first text message over a cell phone
network was sent in 1992. It said “Merry Christmas.” The text message Woman: Are they really safe? Don’t computers sometimes make mistakes?
is now one of the most popular forms of communication. The latest big Man: Of course they do. But I think there are two sides to that argument.
development in communication technology was in 2007, when Apple On the one hand, a computer driving a car might make a mistake. But on
launched the iPhone – the world’s first smartphone. the other hand, we know that people driving cars make mistakes all of the
time.
Every new technology seems like magic. The first telephone seemed
Woman: Yeah, that’s true. I guess one good thing about them is that
impossible to people at the time. The first smartphone was the same –
you’re safer if you accidentally fall asleep.
people were amazed. But now cell phones are used by school kids every
Man: You’re right. But that can be a problem if the car takes you to the
day. What will the next new technology be? Who knows – but it will be
wrong place!
amazing.
Woman: That’s true.
Woman: I’m not sure self-driving cars are a good idea.
Man: Yeah, I know what you mean.
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TED Script
Unit 1: Frank Warren: Half a million secrets was inspired by that secret to start his own website, a website called
Part 1 IFoundYourCamera. Matty invites people to mail him digital cameras
that they’ve found, memory sticks that have been lost with orphan
Hi, my name is Frank, and I collect secrets. It all started with a crazy
photos. And Matty takes the pictures off these cameras and posts them
idea in November of 2004. I printed up 3,000 self-addressed postcards,
on his website every week. And people come to visit to see if they can
just like this. They were blank on one side, and on the other side I listed
identify a picture they’ve lost or help somebody else get the photos
some simple instructions. I asked people to anonymously share an
back to them that they might be desperately searching for.
artful secret they’d never told anyone before. And I handed out these
postcards randomly on the streets of Washington, D.C., not knowing Matty has found this ingenious way to leverage the kindness of
what to expect. strangers. And it might seem like a simple idea, and it is, but the impact
it can have on people’s lives can be huge. Matty shared with me an
But soon the idea began spreading virally. People began to buy their own
emotional email he received from the mother in that picture. “That’s me,
postcards and make their own postcards. I started receiving secrets in my
my husband and son. The other pictures are of my very ill grandmother.
home mailbox, not just with postmarks from Washington, D.C., but from
Thank you for making your site. These pictures mean more to me than
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Texas, California, Vancouver, New Zealand, Iraq. Soon my crazy idea didn’t
you know. My son’s birth is on this camera and he turns four tomorrow.”
seem so crazy. PostSecret.com is the most visited advertisement-free blog
Every picture that you see there and thousands of others have been
in the world. And this is my postcard collection today. You can see my wife
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returned back to the person who lost it – sometimes crossing oceans,
struggling to stack a brick of postcards on a pyramid of over a half-million
sometimes going through language barriers.
secrets.
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Secrets can take many forms. They can be shocking or silly or soulful. They
What I’d like to do now is share with you a very special handful of secrets
can connect us with our deepest humanity or with people we’ll never
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from that collection, starting with this one. “I found these stamps as a
meet again.
child, and I have been waiting all my life to have someone to send them
to. I never did have someone.” Secrets can take many forms. They can be Unit 2: Elora Hardy: Magical houses, made of bamboo
shocking or silly or soulful. They can connect us to our deepest humanity
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or with people we’ll never meet.
When I was nine years old, my mom asked me what I would want my
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Part 2 house to look like, and I drew this fairy mushroom. And then she actually
“That Saturday when you wondered where I was, well, I was getting built it.
your ring. It’s in my pocket right now.” I had this postcard posted on the
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I don’t think I realized this was so unusual at the time, and maybe I still
PostSecret blog two years ago on Valentine’s Day. It was the very bottom, haven’t, because I’m still designing houses. This is a six-story bespoke home
the last secret in the long column. And it hadn’t been up for more than on the island of Bali. It’s built almost entirely from bamboo. The living room
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a couple hours before I received this exuberant email from the guy who overlooks the valley from the fourth floor. You enter the house by a bridge.
mailed me this postcard. It can get hot in the tropics, so we make big curving roofs to catch the
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And he said, “Frank, I’ve got to share with you this story that just played breezes. But some rooms have tall windows to keep the air conditioning
out in my life.” He said, “My knees are still shaking.” He said, “For three years, in and the bugs out. This room we left open. We made an air-conditioned,
my girlfriend and I, we’ve made it this Sunday morning ritual to visit the tented bed. And one client wanted a TV room in the corner of her living
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PostSecret blog together and read the secrets out loud. I read some to room. Boxing off an area with tall walls just didn’t feel right, so instead, we
her, she reads some to me.” He says, “It’s really brought us closer together made this giant woven pod.
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through the years. Now, we do have all the necessary luxuries, like bathrooms. This one is a
“And so when I discovered that you had posted my surprise proposal to my basket in the corner of the living room, and I’ve got tell you, some people
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girlfriend at the very bottom, I was beside myself. And I tried to act calm, actually hesitate to use it. We have not quite figured out our acoustic
insulation. So there are lots of things that we’re still working on, but one
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not to give anything away. And just like every Sunday, we started reading
the secrets out loud to each other.” He said, “But this time it seemed like it thing I have learned is that bamboo will treat you well if you use it right.
was taking her forever to get through each one.” But she finally did. She got
Part 2
to that bottom secret, his proposal to her. And he said, “She read it once
and then she read it again.” And she turned to him and said, “Is that our It’s actually a wild grass. It grows on otherwise unproductive land – deep
cat?” And when she saw him, he was down on one knee, he had the ring ravines, mountainsides. It lives off of rainwater, spring water, sunlight,
out. He popped the question, she said yes. It was a very happy ending. and of the 1,450 species of bamboo that grow across the world, we use
just seven of them.
So I emailed him back and I said, “Please share with me an image,
something, that I can share with the whole PostSecret community and let That’s my dad. He’s the one who got me building with bamboo, and he is
everyone know your fairy tale ending.” And he emailed me this picture. standing in a clump of Dendrocalamus asper niger that he planted just seven
years ago. Each year, it sends up a new generation of shoots. That shoot, we
Part 3 watched it grow a meter in three days just last week, so we’re talking about
sustainable timber in three years.
“I found your camera at Lollapalooza this summer. I finally got the
pictures developed and I’d love to give them to you.” This picture never Now, we harvest from hundreds of family-owned clumps. Betung, as we
got returned back to the people who lost it, but this secret has impacted call it, it’s really long, up to 18 meters of usable length. Try getting that truck
many lives, starting with a student up in Canada named Matty. Matty down the mountain. And it’s strong: it has the tensile strength of steel, the
166 TED Script SAMPLE COPY, NOT FOR DISTRIBUTION

compressive strength of concrete. Slam four tons straight down on a pole, Now, the strongman hadn’t told anyone, but he was actually a third-year
and it can take it. Because it’s hollow, it’s lightweight, light enough to be medical student. He toured with the circus during summers to pay tuition,
lifted by just a few men, or, apparently, one woman. but kept it a secret to protect his persona. He was supposed to be a brute,
a villain – not a nerdy do-gooder. His medical colleagues didn’t know
And when my father built Green School in Bali, he chose bamboo for all
his secret, either. As he put it, “If you were an athlete, you were a dumb
of the buildings on campus, because he saw it as a promise. It’s a promise
dodo.” So he didn’t tell them about the circus, or about how he wrestled
to the kids. It’s one sustainable material that they will not run out of. And
professionally on evenings and weekends. He used a pseudonym like Bull
when I first saw these structures under construction about six years ago,
Walker, or later, the Masked Marvel. He even kept it a secret that same year,
I just thought, this makes perfect sense. It is growing all around us. It’s
when he was crowned the Light Heavyweight Champion of the world.
strong. It’s elegant. It’s earthquake-resistant. Why hasn’t this happened
sooner, and what can we do with it next? Over the years, John J. Bonica lived these parallel lives. He was a wrestler;
he was a doctor. He was a heel; he was a hero. He inflicted pain, and he
Part 3
treated it.
Balinese culture fosters craftsmanship. It values the artisan. So combine
those with the adventurous outliers from new generations of locally trained Right around D-Day, Bonica showed up to Madigan Army Medical Center,
architects and designers and engineers, and always remember that you are near Tacoma. At 7,700 beds, it was one of the largest army hospitals
designing for curving, tapering, hollow poles. No two poles alike, no straight in America. Bonica was in charge of all pain control there. He was
lines, no two-by-fours here. The tried-and-true, well-crafted formulas and only 27. Treating so many patients, Bonica started noticing cases that
vocabulary of architecture do not apply here. We have had to invent our own contradicted everything he had learned. Pain was supposed to be a kind
rules. We ask the bamboo what it’s good at, what it wants to become, and of alarm bell – in a good way – a body’s way of signaling an injury, like a
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what it says is: respect it, design for its strengths, protect it from water, and to broken arm. But in some cases, like after a patient had a leg amputated,
make the most of its curves. that patient might still complain of pain in that nonexistent leg. But if the
injury had been treated, why would the alarm bell keep ringing? There
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So we design in real 3D, making scale structural models out of the same were other cases in which there was no evidence of an injury whatsoever,
material that we’ll later use to build the house. And bamboo model-making,
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and yet, still the patient hurt.
it’s an art, as well as some hardcore engineering.
Part 2
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So that’s the blueprint of the house.
Bonica tracked down all the specialists at his hospital – surgeons,
And we bring it to site, and with tiny rulers, we measure each pole, and neurologists, psychiatrists, others. And he tried to get their opinions on
consider each curve, and we choose a piece of bamboo from the pile to his patients. It took too long, so he started organizing group meetings
replicate that house on site.
c over lunch. It would be like a tag team of specialists going up against
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the patient’s pain. No one had ever focused on pain this way before.
When it comes down to the details, we consider everything. Why are doors
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so often rectangular? Why not round? How could you make a door better? After that, he hit the books. He read every medical textbook he could get
Well, its hinges battle with gravity, and gravity will always win in the end, his hands on, carefully noting every mention of the word “pain.” Out of
so why not have it pivot on the center where it can stay balanced? And the 14,000 pages he read, the word “pain” was on 17 and a half of them.
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while you’re at it, why not doors shaped like teardrops? Seventeen and a half. For the most basic, most common, most frustrating
part of being a patient.
And can the floor that you walk on, can it affect the way that you walk? Can
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it change the footprint that you’ll ultimately leave on the world? I remember So over the next eight years, Bonica would talk about it. He’d write about
being nine years old and feeling wonder, and possibility, and a little bit of it; he’d write those missing pages. He wrote what would later be known as
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idealism. And we’ve got a really long way to go, there’s a lot left to learn, but the Bible of Pain. In it he proposed new strategies, new treatments using
one thing I know is that with creativity and commitment, you can create nerve-block injections. He proposed a new institution, the Pain Clinic,
beauty and comfort and safety and even luxury out of a material that will based on those lunchtime meetings. But the most important thing about
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grow back. his book was that it was kind of an emotional alarm bell for medicine. A
desperate plea to doctors to take pain seriously in patients’ lives. He recast
Thank you.
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the very purpose of medicine. The goal wasn’t to make patients better; it
Unit 3: Latif Nasser: The amazing story of the man who gave us was to make patients feel better. He pushed his pain agenda for decades,
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modern pain relief before it finally took hold in the mid-’70s. Hundreds of pain clinics sprung
up all over the world.
Part 1
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It was a summer day in 1941. The circus had just arrived in the tiny town But as they did – a tragic twist. Bonica’s years of wrestling caught up
of Brookfield, New York. Spectators flocked to see the wire-walkers, the to him. He had been out of the ring for over 20 years, but those 1,500
tramp clowns – if they were lucky, the human cannonball. They also professional bouts had left a mark on his body. Still in his mid-50s,
came to see the strongman, Johnny “Bull” Walker, a brawny bully who’d he suffered severe osteoarthritis. Over the next 20 years he’d have 22
pin you for a dollar. You know, on that particular day, a voice rang out surgeries, including four spine operations, and hip replacement after hip
over the circus P.A. system. They needed a doctor urgently, in the live replacement. He could barely raise his arm, turn his neck. He needed
animal tent. Something had gone wrong with the lion tamer. The climax aluminum crutches to walk. His friends and former students became his
of his act had gone wrong, and his head was stuck inside the lion’s doctors. One recalled that he probably had more nerve-block injections
mouth. He was running out of air; the crowd watched in horror as he than anyone else on the planet.
struggled and then passed out. When the lion finally did relax its jaws, Bonica saw pain close up. He felt it. He lived it. And it made it impossible for
the lion tamer just slumped to the ground, motionless. When he came him to ignore in others. Out of that empathy, he spun a whole new field,
to a few minutes later, he saw a familiar figure hunched over him. It was played a major role in getting medicine to acknowledge pain in and of itself.
Bull Walker. The strongman had given the lion tamer mouth-to-mouth,
and saved his life. Thank you.
SAMPLE COPY, NOT FOR DISTRIBUTION TED Script 167

Unit 4: Joachim de Posada: Don’t eat the marshmallow! laughing. They were laughing very, very hard. They were lying on the
Part 1 floor laughing. They were screaming with laughter. I did not know what
they were laughing at, but I wanted in. I wanted to be part of that, and I
I’m here because I have a very important message: I think we have found
kind of sat around at the edge going, “Hoo hoo!” Now, incidentally, what
the most important factor for success. And it was found close to here,
they were laughing at was a song which people used to sing, which was
Stanford. Psychology professor took kids that were four years old and put
based around signs in toilets on trains telling you what you could and
them in a room all by themselves. And he would tell the child, a four-
could not do in toilets on trains. And the thing you have to remember
year-old kid, “Johnny, I am going to leave you here with a marshmallow
about the English is, of course, we do have an immensely sophisticated
for 15 minutes. If, after I come back, this marshmallow is here, you will
sense of humor.
get another one. So you will have two.” To tell a four-year-old kid to wait
15 minutes for something that they like, is equivalent to telling us, “We’ll At the time, though, I didn’t understand anything of that. I just cared about
bring you coffee in two hours.” Exact equivalent. the laughter, and actually, as a neuroscientist, I’ve come to care about it again.
And it is a really weird thing to do. What I’m going to do now is just play some
So what happened when the professor left the room? As soon as the door
examples of real human beings laughing, and I want you to think about the
closed... two out of three ate the marshmallow. Five seconds, 10 seconds,
sound people make and how odd that can be, and in fact how primitive
40 seconds, 50 seconds, two minutes, four minutes, eight minutes. Some
laughter is as a sound. It’s much more like an animal call than it is like speech.
lasted 14-and-a-half minutes. Couldn’t do it. Could not wait. What’s
So here we’ve got some laughter for you. The first one is pretty joyful.
interesting is that one out of three would look at the marshmallow and
go like this ... Would look at it. Put it back. They would walk around. They Now this next guy, I need him to breathe. There’s a point in there where I’m
would play with their skirts and pants. just, like, you’ve got to get some air in there, mate, because he just sounds
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like he’s breathing out.
Part 2
That child already, at four, understood the most important principle for This hasn’t been edited; this is him.
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success, which is the ability to delay gratification. Self-discipline: the most And finally we have – this is a human female laughing. And laughter can
important factor for success. 15 years later, 14 or 15 years later, follow-up
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take us to some pretty odd places in terms of making noises. She actually
study. What did they find? They went to look for these kids who were now says, “Oh my God, what is that?” in French. We’re all kind of with her. I have
18 and 19. And they found that 100 percent of the children that had not
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no idea.
eaten the marshmallow were successful. They had good grades. They were
doing wonderful. They were happy. They had their plans. They had good Part 2
relationships with the teachers, students. They were doing fine. Now, in terms of the science of laughter, there isn’t very much, but it
A great percentage of the kids that ate the marshmallow, they were in trouble. c does turn out that pretty much everything we think we know about
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laughter is wrong. So it’s not at all unusual, for example, to hear people
They did not make it to university. They had bad grades. Some of them
to say humans are the only animals that laugh. Nietzsche thought
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dropped out. A few were still there with bad grades. A few had good grades.
that humans are the only animals that laugh. In fact, you find laughter
I had a question in my mind: Would Hispanic kids react the same way throughout the mammals. It’s been well-described and well-observed in
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as the American kids? So I went to Colombia. And I reproduced the primates, but you also see it in rats, and wherever you find it – humans,
experiment. And it was very funny. I used four, five and six years old kids. primates, rats – you find it associated with things like tickling. That’s the
And let me show you what happened. same for humans. You find it associated with play, and all mammals play.
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And wherever you find it, it’s associated with interactions. So Robert
Part 3
Provine, who has done a lot of work on this, has pointed out that you
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So what happened in Colombia? Hispanic kids, two out of three ate the are 30 times more likely to laugh if you are with somebody else than
marshmallow; one out of three did not. This little girl was interesting; she if you’re on your own, and where you find most laughter is in social
ate the inside of the marshmallow. In other words, she wanted us to think interactions like conversation.
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that she had not eaten it, so she would get two. But she ate it. So we know
she’ll be successful. But we have to watch her. She should not go into So if you ask human beings, “When do you laugh?” they’ll talk about
banking, for example, or work at a cash register. But she will be successful. comedy and they’ll talk about humor and they’ll talk about jokes. If you look
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at when they laugh, they’re laughing with their friends. And when we laugh
And this applies for everything. Even in sales. The sales person that – the with people, we’re hardly ever actually laughing at jokes. You are laughing
at
customer says, “I want that.” And the person says, “Okay, here you are.” That to show people that you understand them, that you agree with them, that
person ate the marshmallow. If the sales person says, “Wait a second. Let you’re part of the same group as them. You’re laughing to show that you
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me ask you a few questions to see if this is a good choice.” Then you sell a like them. You might even love them. You’re doing all that at the same time
lot more. So this has applications in all walks of life. as talking to them, and in fact the laughter is doing a lot of that emotional
I end with – the Koreans did this. You know what? This is so good that work for you. Something that Robert Provine has pointed out, as you can
we want a marshmallow book for children. We did one for children. And see here, and in fact the reason why we were laughing when we heard
now it is all over Korea. They are teaching these kids exactly this principle. those funny laughs at the start, and why I was laughing when I found my
And we need to learn that principle here in the States, because we have parents laughing, is that it’s an enormously behaviorally contagious effect.
a big debt. We are eating more marshmallows than we are producing. You can catch laughter from somebody else, and you are more likely to
Thank you so much. catch laughter off somebody else if you know them. So it’s still modulated
by this social context. You have to put humor to one side and think about
Unit 5: Sophie Scott: Why we laugh the social meaning of laughter because that’s where its origins lie.
Part 1 Now, something I’ve got very interested in is different kinds of laughter,
Hi. I’m going to talk to you today about laughter, and I just want to and we have some neurobiological evidence about how human beings
start by thinking about the first time I can ever remember noticing vocalize that suggests there might be two kinds of laughs that we have. So
laughter. This is when I was a little girl. I would’ve been about six. And it seems possible that the neurobiology for helpless, involuntary laughter,
I came across my parents doing something unusual, where they were like my parents lying on the floor screaming about a silly song, might have

a different basis to it than some of that more polite social laughter that you for longer. So in fact, when you look at close relationships, laughter is a
encounter, which isn’t horrible laughter, but it’s behavior somebody is doing phenomenally useful index of how people are regulating their emotions
as part of their communicative act to you, part of their interaction with together. We’re not just emitting it at each other to show that we like
you; they are choosing to do this. In our evolution, we have developed two each other, we’re making ourselves feel better together.
different ways of vocalizing. Involuntary vocalizations are part of an older
Everybody underestimates how often they laugh, and you’re doing
system than the more voluntary vocalizations like the speech I’m doing now.
something, when you laugh with people, that’s actually letting you access a
So we might imagine that laughter might actually have two different roots.
really ancient evolutionary system that mammals have evolved to make and
So I’ve been looking at this in more detail. To do this, we’ve had to make maintain social bonds, and clearly to regulate emotions, to make ourselves
recordings of people laughing, and we’ve just had to do whatever it takes feel better. It’s not something specific to humans – it’s a really ancient
to make people laugh, and we got those same people to produce more behavior which really helps us regulate how we feel and makes us feel better.
posed, social laughter. So imagine your friend told a joke, and you’re
In other words, when it comes to laughter, you and me, baby, ain’t nothing
laughing because you like your friend, but not really because the joke’s
but mammals.
all that. So I’m going to play you a couple of those. I want you to tell me if
you think this laughter is real laughter, or if you think it’s posed. So is this Thank you.
involuntary laughter or more voluntary laughter?
Unit 6: Reshma Saujani: Teach girls bravery, not perfection
What does that sound like to you?
Part 1
Audience: Posed. For years, I had existed safely behind the scenes in politics as a
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Sophie Scott: Posed? Posed. How about this one? fundraiser, as an organizer, but in my heart, I always wanted to run.
The sitting congresswoman had been in my district since 1992. She
I’m the best. had never lost a race, and no one had really even run against her in
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Part 3 a Democratic primary. But in my mind, this was my way to make a
difference, to disrupt the status quo. The polls, however, told a very
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Not really. No, that was helpless laughter, and in fact, to record that, all
different story. My pollsters told me that I was crazy to run, that there
they had to do was record me watching one of my friends listening to
was no way that I could win.
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something I knew she wanted to laugh at, and I just started doing this.
On election day, the polls were right, and I only got 19 percent of the vote,
What you find is that people are good at telling the difference between real and the same papers that said I was a rising political star now said I wasted
and posed laughter. They seem to be different things to us. Interestingly,
you see something quite similar with chimpanzees. Chimpanzees laugh
c 1.3 million dollars on 6,321 votes. Don’t do the math. It was humiliating.
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differently if they’re being tickled than if they’re playing with each other, I tell you the story of how I ran for Congress because I was 33 years old and
and we might be seeing something like that here, involuntary laughter, it was the first time in my entire life that I had done something that was
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tickling laughter, being different from social laughter. They’re acoustically truly brave, where I didn’t worry about being perfect.
very different. The real laughs are longer. They’re higher in pitch. When you Part 2
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start laughing hard, you start squeezing air out from your lungs under much
And I’m not alone: so many women I talk to tell me that they gravitate
higher pressures than you could ever produce voluntarily. For example, I
towards careers and professions that they know they’re going to be great
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could never pitch my voice that high to sing. Also, you start to get these
in, that they know they’re going to be perfect in, and it’s no wonder why.
sort of contractions and weird whistling sounds, all of which mean that real
Most girls are taught to avoid risk and failure. We’re taught to smile pretty,
laughter is extremely easy, or feels extremely easy to spot.
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play it safe, get all A’s. Boys, on the other hand, are taught to play rough,
In contrast, posed laughter, we might think it sounds a bit fake. Actually, it’s swing high, crawl to the top of the monkey bars and then just jump off
not, it’s actually an important social cue. We use it a lot, we’re choosing to headfirst. And by the time they’re adults, whether they’re negotiating a
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laugh in a lot of situations, and it seems to be its own thing. So, for example, raise or even asking someone out on a date, they’re habituated to take risk
you find nasality in posed laughter, that kind of “ha ha ha ha ha” sound that after risk. They’re rewarded for it. It’s often said in Silicon Valley, no one even
you never get, you could not do, if you were laughing involuntarily. So they takes you seriously unless you’ve had two failed start-ups. In other words,
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do seem to be genuinely these two different sorts of things. we’re raising our girls to be perfect, and we’re raising our boys to be brave.
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I’m coming to see that actually there’s even more to laughter than it’s So in 2012, I started a company to teach girls to code, and what I found is
an important social emotion we should look at, because it turns out that by teaching them to code I had socialized them to be brave. Coding,
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people are phenomenally nuanced in terms of how we use laughter. it’s an endless process of trial and error, of trying to get the right command
There’s a really lovely set of studies coming out from Robert Levenson’s in the right place, with sometimes just a semicolon making the difference
lab in California, where he’s doing a longitudinal study with couples. He between success and failure. Code breaks and then it falls apart, and it often
gets married couples, men and women, into the lab, and he gives them takes many, many tries until that magical moment when what you’re trying
stressful conversations to have while he wires them up to a polygraph to build comes to life. It requires perseverance. It requires imperfection.
so he can see them becoming stressed. So you’ve got the two of them
We immediately see in our program our girls’ fear of not getting it right, of
in there, and he’ll say to the husband, “Tell me something that your
not being perfect. Every Girls Who Code teacher tells me the same story.
wife does that irritates you.” And what you see is immediately – just run
During the first week, when the girls are learning how to code, a student
that one through your head briefly, you and your partner – you can
will call her over and she’ll say, “I don’t know what code to write.” The
imagine everybody gets a bit more stressed as soon as that starts. You
teacher will look at her screen, and she’ll see a blank text editor. If she didn’t
can see physically, people become more stressed. What he finds is that
know any better, she’d think that her student spent the past 20 minutes
the couples who manage that feeling of stress with laughter, positive
just staring at the screen. But if she presses undo a few times, she’ll see
emotions like laughter, not only immediately become less stressed,
that her student wrote code and then deleted it. She tried, she came close,
they can see them physically feeling better, they’re dealing with this
but she didn’t get it exactly right. Instead of showing the progress that she
unpleasant situation better together, they are also the couples that report
made, she’d rather show nothing at all. Perfection or bust.
high levels of satisfaction in their relationship and they stay together

It turns out that our girls are really good at coding, but it’s not enough just Part 2
to teach them to code. So I want you to imagine that these nine biscuits that I found in the bin
My friend Lev Brie, who is a professor at the University of Columbia represent the global food supply, okay? We start out with nine. That’s
and teaches Intro to Java tells me about his office hours with computer what’s in fields around the world every single year. The first biscuit we’re
science students. When the guys are struggling with an assignment, going to lose before we even leave the farm. That’s a problem primarily
they’ll come in and they’ll say, “Professor, there’s something wrong with associated with developing world agriculture, whether it’s a lack of
my code.” The girls will come in and say, “Professor, there’s something infrastructure, refrigeration, pasteurization, grain stores, even basic fruit
wrong with me.” crates, which means that food goes to waste before it even leaves the
fields. The next three biscuits are the foods that we decide to feed to
We have to begin to undo the socialization of perfection, but we’ve got livestock, the maize, the wheat and the soya. Unfortunately, our beasts
to combine it with building a sisterhood that lets girls know that they are are inefficient animals, and they turn two-thirds of that into feces and
not alone. Because trying harder is not going to fix a broken system. I can’t heat, so we’ve lost those two, and we’ve only kept this one in meat and
tell you how many women tell me, “I’m afraid to raise my hand, I’m afraid dairy products. Two more we’re going to throw away directly into bins.
to ask a question, because I don’t want to be the only one who doesn’t This is what most of us think of when we think of food waste, what ends
understand, the only one who is struggling. When we teach girls to be up in the garbage, what ends up in supermarket bins, what ends up in
brave and we have a supportive network cheering them on, they will build restaurant bins. We’ve lost another two, and we’ve left ourselves with
incredible things, and I see this every day. just four biscuits to feed on. That is not a superlatively efficient use of
We have to socialize our girls to be comfortable with imperfection, and global resources, especially when you think of the billion hungry people
that exist already in the world.
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we’ve got to do it now. We cannot wait for them to learn how to be brave
like I did when I was 33 years old. We have to teach them to be brave in Part 3
schools and early in their careers, when it has the most potential to impact
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their lives and the lives of others, and we have to show them that they will Having gone through the data, I then needed to demonstrate where
be loved and accepted not for being perfect but for being courageous. that food ends up. Where does it end up? We’re used to seeing the
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And so I need each of you to tell every young woman you know—your stuff on our plates, but what about all the stuff that goes missing in
sister, your niece, your employee, your colleague—to be comfortable with between?
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imperfection, because when we teach girls to be imperfect, and we help Supermarkets are an easy place to start. This is the result of my hobby,
them leverage it, we will build a movement of young women who are which is unofficial bin inspections. Strange you might think, but if we
brave and who will build a better world for themselves and for each and could rely on corporations to tell us what they were doing in the back of
every one of us.
c their stores, we wouldn’t need to go sneaking around the back, opening
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Thank you. up bins and having a look at what’s inside. But this is what you can see
more or less on every street corner in Britain, in Europe, in North America.
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Unit 7: Tristram Stuart: The global food waste scandal It represents a colossal waste of food, but what I discovered whilst I was
writing my book was that this very evident abundance of waste was
Part 1
actually the tip of the iceberg. When you start going up the supply chain,
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One morning, when I was feeding my pigs, I noticed a particularly you find where the real food waste is happening on a gargantuan scale.
tasty-looking sun-dried tomato loaf that used to crop up from time to
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time. I grabbed hold of it, sat down, and ate my breakfast with my pigs. Can I have a show of hands if you have a loaf of sliced bread in your house?
That was the first act of what I later learned to call freeganism, really Who lives in a household where that crust – that slice at the first and last end
of each loaf – who lives in a household where it does get eaten? Okay, most
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an exhibition of the injustice of food waste, and the provision of the

solution to food waste, which is simply to sit down and eat food, rather people, not everyone, but most people, and this is, I’m glad to say, what I see
than throwing it away. That became, as it were, a way of confronting across the world, and yet has anyone seen a supermarket or sandwich shop
anywhere in the world that serves sandwiches with crusts on it? I certainly
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large businesses in the business of wasting food, and exposing, most

importantly, to the public, that when we’re talking about food being haven’t. So I kept on thinking, where do those crusts go? This is the answer,
thrown away, we’re not talking about rotten stuff, we’re not talking unfortunately: 13,000 slices of fresh bread coming out of this one single
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about stuff that’s beyond the pale. We’re talking about good, fresh food factory every single day, day-fresh bread. In the same year that I visited this
that is being wasted on a colossal scale. factory, I went to Pakistan, where people in 2008 were going hungry as a
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result of a squeeze on global food supplies. We contribute to that squeeze

The fact is, we have an enormous buffer in rich countries between by depositing food in bins here in Britain and elsewhere in the world. We
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ourselves and hunger. We’ve never had such gargantuan surpluses before. take food off the market shelves that hungry people depend on.
In many ways, this is a great success story of human civilization, of the
agricultural surpluses that we set out to achieve 12,000 years ago. It is a Go one step up, and you get to farmers, who throw away sometimes a
success story. It has been a success story. But what we have to recognize third or even more of their harvest because of cosmetic standards. This
now is that we are reaching the ecological limits that our planet can bear, farmer, for example, has invested 16,000 pounds in growing spinach,
and when we chop down forests, as we are every day, to grow more and not one leaf of which he harvested, because there was a little bit of
more food, when we extract water from depleting water reserves, when grass growing in amongst it. Potatoes that are cosmetically imperfect, all
we emit fossil fuel emissions in the quest to grow more and more food, and going for pigs. Parsnips that are too small for supermarket specifications,
then we throw away so much of it, we have to think about what we can tomatoes in Tenerife, oranges in Florida, bananas in Ecuador, where I
start saving. visited last year, all being discarded. This is one day’s waste from one
banana plantation in Ecuador. All being discarded, perfectly edible,
And yesterday, I went to one of the local supermarkets that I often visit because they’re the wrong shape or size.
to inspect, if you like, what they’re throwing away. I found quite a few
packets of biscuits amongst all the fruit and vegetables and everything Part 4
else that was in there. And I thought, well this could serve as a symbol for We, the people, do have the power to stop this tragic waste of resources
today. if we regard it as socially unacceptable to waste food on a colossal scale,

if we make noise about it, tell corporations about it, tell governments we goals. Yes, by the end of the tour, when we met our parents again, we both
want to see an end to food waste, we do have the power to bring about made a decision and said, “We’re going on a hunger strike!”
that change.
Melati: And you can probably imagine their faces. It took a lot of convinc-
Fish, 40 to 60 percent of European fish are discarded at sea, they don’t even ing, and not only to our parents but to our friends and to our teachers as
get landed. In our homes, we’ve lost touch with food. This is an experiment well. Isabel and I were serious about doing this. So we met with a nutri-
I did on three lettuces. Who keeps lettuces in their fridge? Most people. tionist, and we came up with a compromise of not eating from sunrise to
The one on the left was kept in a fridge for 10 days. The one in the middle, sunset every day until the governor of Bali would agree to meet with us to
on my kitchen table. Not much difference. The one on the right I treated talk about how to stop plastic bags on Bali.
like cut flowers. It’s a living organism, cut the slice off, stuck it in a vase of
Part 2
water, it was all right for another two weeks after this.
Isabel: Our “mogak makan,” as it is called in Bahasa Indonesia, started.
A silver lining: It has kicked off globally, the quest to tackle food waste. We used social media to support our goal and already on day two, police
Feeding the 5,000 is an event I first organized in 2009. We fed 5,000 started to come to our home and school. What were these two girls doing?
people all on food that otherwise would have been wasted. Since then, We knew we weren’t making the governor look his best by doing this food
it’s happened again in London, it’s happening internationally, and across strike – we could have gone to jail. But, hey, it worked. Twenty-four hours
the country. It’s a way of organizations coming together to celebrate later, we were picked up from school and escorted to the office of the
food, to say the best thing to do with food is to eat and enjoy it, and to governor.
stop wasting it. For the sake of the planet we live on, for the sake of our
Melati: And there he was – waiting for us to meet and speak, being all
children, for the sake of all the other organisms that share our planet with
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supportive and thankful for our willingness to care for the beauty and the
us, we are a terrestrial animal, and we depend on our land for food. At the
environment of Bali.
moment, we are trashing our land to grow food that no one eats. Stop
wasting food. Thank you very much. He signed a promise to help the people of Bali say no to plastic bags. And
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we are now friends, and on a regular basis, we remind him and his team of
Unit 8: Melati and Isabel Wijsen: Our campaign to ban plastic
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the promises he has made. And indeed, recently he stated and committed
bags in Bali that Bali will be plastic bag free by 2018.
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Part 1 Isabel: Also, at the International Airport of Bali, one of our supporters is
Melati Wijsen: Bali – island of gods. planning to start a plastic bag-free policy by 2016.
Isabel Wijsen: A green paradise. Melati: Stop handing out free plastic bags and bring in your own reusable
c bag is our next message to change that mindset of the public.
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Melati: Or ... a paradise lost. Bali: island of garbage.
Isabel: In Bali, we generate 680 cubic meters of plastic garbage a day. Isabel: Our short-term campaign, “One Island / One Voice,” is all about this.
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That’s about a 14-story building. And when it comes to plastic bags, less We check and recognize the shops and restaurants that have declared
than five percent gets recycled. themselves a plastic bag-free zone, and we put this sticker at their entrance
and publish their names on social media and some important magazines
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Melati: We know that changes the image you may have of our island. on Bali. And conversely, that highlights those who do not have the sticker.
It changed ours, too, when we learned about it, when we learned that
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almost all plastic bags in Bali end up in our drains and then in our rivers Melati: So, why are we actually telling you all of this? Well, partly, it is
and then in our ocean. And those that don’t even make it to the ocean, because we are proud of the results that, together with our team, we have
been able to reach. But also because along the way, we have learned that
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they’re either burned or littered.

kids can do things. We can make things happen. Isabel and I were only 10
Isabel: So we decided to do something about it. And we’ve been working and 12 years old when we started this. We never had a business plan, nor
for almost three years now to try to say no to plastic bags on our home a fixed strategy, nor any hidden agendas – just the idea in front of us and
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island. And we have had some significant successes. We started research- a group of friends working with us. All we wanted to do was stop those
ing, and let’s just say, the more we learned, there was nothing good about plastic bags from wrapping and suffocating our beautiful home. Kids have
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plastic bags. And you know what? We don’t even need them. a boundless energy and a motivation to be the change the world needs.
Melati: We were really inspired by the efforts to say no to plastic bags in
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Isabel: So to all the kids of this beautiful but challenging world: go for
many other places, from Hawaii to Rwanda and to several cities like Oak- it! Make that difference. We’re not telling you it’s going to be easy. We’re
land and Dublin.
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telling you it’s going to be worth it. Us kids may only be 25 percent of the
The volunteer team includes children from all over the island, from both world’s population, but we are 100 percent of the future.
international and local schools. And together with them, we started a Melati: We still have a lot of work to do, but know that we still not stop
multi-layered approach, based on an on- and off-line signature petition, until the first question asked when arriving at the Bali airports will be
educational and inspirational presentations at schools and we raise general
awareness at markets, festivals, beach clean-ups. And last but not least, we Both: “Welcome to Bali, do you have any plastic bags to declare?”
distribute alternative bags, bags like net bags, recycled newspaper bags Om shanti shanti shanti om.
or 100 percent organic material bags, all made by local initiatives on the Thank you.
island.
Unit 9: Dame Ellen MacArthur: The surprising thing I learned sailing
Melati: It’s not always easy. Sometimes it does get a little bit hard to walk solo around the world
your talk. Part 1
Isabel: But last year, we did exactly that. We went to India to give a talk, When you’re a child, anything and everything is possible. The challenge,
and our parents took us to visit the former private house of Mahatma so often, is hanging on to that as we grow up. And as a four-year-old, I
Gandhi. We learned about the power of hunger strikes he did to reach his had the opportunity to sail for the first time.

I will never forget the excitement as we closed the coast. I will never forget I remember sitting on his knee listening to his mining stories. He talked of
the feeling of adventure as I climbed on board the boat and stared into her the camaraderie underground, and the fact that the miners used to save
tiny cabin for the first time. But the most amazing feeling was the feeling the crusts of their sandwiches to give to the ponies they worked with
of freedom, the feeling that I felt when we hoisted her sails. As a four-year- underground. It was like it was yesterday. And on my journey of learning,
old child, it was the greatest sense of freedom that I could ever imagine. I I went to the World Coal Association website, and there in the middle of
made my mind up there and then that one day, somehow, I was going to the homepage, it said, “We have about 118 years of coal left.” And I thought
sail around the world. to myself, well, that’s well outside my lifetime, and a much greater figure
than the predictions for oil. But I did the math, and I realized that my great-
So I did what I could in my life to get closer to that dream. Age 10, it was
grandfather had been born exactly 118 years before that year, and I sat on
saving my school dinner money change. Every single day for eight years,
his knee until I was 11 years old, and I realized it’s nothing in time, nor in
I had mashed potato and baked beans, which cost 4p each, and gravy was
history. And it made me make a decision I never thought I would make:
free. Every day I would pile up the change on the top of my money box,
to leave the sport of solo sailing behind me and focus on the greatest
and when that pile reached a pound, I would drop it in and cross off one
challenge I’d ever come across: the future of our global economy.
of the 100 squares I’d drawn on a piece of paper. Finally, I bought a tiny
dinghy. I spent hours sitting on it in the garden dreaming of my goal. I read And I quickly realized it wasn’t just about energy. It was also materials. In
every book I could on sailing, and then eventually, having been told by my 2008, I picked up a scientific study looking at how many years we have
school I wasn’t clever enough to be a vet, left school age 17 to begin my of valuable materials to extract from the ground: copper, 61; tin, zinc, 40;
apprenticeship in sailing. silver, 29. These figures couldn’t be exact, but we knew those materials
were finite. We only have them once.
So imagine how it felt just four years later to be sitting in a boardroom in
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front of someone who I knew could make that dream come true. I felt like Part 4
my life depended on that moment, and incredibly, he said yes. And I could If we could build an economy that would use things rather than use
barely contain my excitement as I sat in that first design meeting designing
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them up, we could build a future that really could work in the long term.
a boat on which I was going to sail solo nonstop around the world. I was excited. This was something to work towards. We knew exactly
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Part 2 where we were headed. We just had to work out how to get there, and
it was exactly with this in mind that we created the Ellen MacArthur
From that first meeting to the finish line of the race, it was everything
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Foundation in September 2010.
I’d ever imagined. Just like in my dreams, there were amazing parts and
tough parts. We missed an iceberg by 20 feet. Nine times, I climbed to What if packaging was so nontoxic it could dissolve in water and we
the top of her 90-foot mast. We were blown on our side in the Southern could ultimately drink it? It would never become waste. What if engines
Ocean. But the sunsets, the wildlife, and the remoteness were absolutely
c were re-manufacturable, and we could recover the component materials
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breathtaking. After three months at sea, age just 24, I finished in second and significantly reduce energy demand? What if we could recover
position. I’d loved it, so much so that within six months I decided to components from circuit boards, reutilize them, and then fundamentally
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go around the world again, but this time not in a race: to try to be the recover the materials within them through a second stage? What if we
fastest person ever to sail solo nonstop around the world. could collect food waste, human waste? What if we could turn that into
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fertilizer, heat, energy, ultimately reconnecting nutrients systems and

It’s hard to explain, but you enter a different mode when you head out rebuilding natural capital?
there. Your boat is your entire world, and what you take with you when
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you leave is all you have. If I said to you all now, “Go off into Vancouver Is it actually possible? I believe yes. When you look at the lifetime of my great-
and find everything that you will need for your survival for the next three grandfather, anything’s possible. When he was born, there were only 25 cars
months,” that’s quite a task. That’s food, fuel, clothes, even toilet roll and in the world; they had only just been invented. When he was 14, we flew for
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toothpaste. That’s what we do, and when we leave we manage it down to the first time in history. Now there are 100,000 charter flights every single
the last drop of diesel and the last packet of food. No experience in my life day. When he was 45, we built the first computer. Many said it wouldn’t catch
on, but it did, and just 20 years later we turned it into a microchip of which
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could have given me a better understanding of the definition of the word

“finite.” What we have out there is all we have. There is no more. there will be thousands in this room here today. Ten years before he died, we
built the first mobile phone. It wasn’t that mobile, to be fair, but now it really
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And never in my life had I ever translated that definition of finite that I’d felt is, and as my great-grandfather left this Earth, the Internet arrived. Now we
on board to anything outside of sailing until I stepped off the boat at the can do anything, but more importantly, now we have a plan.
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finish line having broken that record.

Thank you.
Part 3
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Suddenly I connected the dots. Our global economy is no different. Unit 10: Greg Gage: How to control someone else’s arm with
It’s entirely dependent on finite materials we only have once in the your brain
history of humanity. And it was a bit like seeing something you weren’t Part 1
expecting under a stone and having two choices: I either put that stone Greg: The brain is an amazing and complex organ. And while many peo-
to one side and learn more about it, or I put that stone back and I carry ple are fascinated by the brain, they can’t really tell you that much about
on with my dream job of sailing around the world. the properties about how the brain works because we don’t teach neuro-
I chose the first. I put it to one side and I began a new journey of learning, science in schools.
speaking to chief executives, experts, scientists, economists to try and And one of the reasons why is that the equipment is so complex and so
understand just how our global economy works. And my curiosity took me expensive that it’s really only done at major universities and large insti-
to some extraordinary places. tutions. And so in order to be able to access the brain, you really need to
This photo was taken in the burner of a coal-fired power station. I was dedicate your life and spend six and a half years as a graduate student just
fascinated by coal, fundamental to our global energy needs, but also very to become a neuroscientist to get access to these tools.
close to my family. My great-grandfather was a coal miner, and he spent 50 And that’s a shame because one out of five of us, that’s 20 percent of the
years of his life underground. This is a photo of him, and when you see that entire world, will have a neurological disorder. And there are zero cures for
photo, you see someone from another era. these diseases. And so it seems that what we should be doing is reaching

back earlier in the education process and teaching students about neuro- Miguel: Miguel.
science so that in the future, they may be thinking about possibly becom-
Greg: Miguel, all right. You’re going to stand right here. So when you’re
ing a brain scientist.
moving your arm like this, your brain is sending a signal down to your
When I was a graduate student, my lab mate Tim Marzullo and myself, muscles right here. I want you to move your arm as well. So your brain is
decided that what if we took this complex equipment that we have for going to send a signal down to your muscles. And so it turns out that there
studying the brain and made it simple enough and affordable enough that is a nerve that’s right here that runs up here that innervates these three fin-
anyone that you know, an amateur or a high school student, could learn gers, and it’s close enough to the skin that we might be able to stimulate
and actually participate in the discovery of neuroscience. that so that what we can do is copy your brain signals going out to your
hand and inject it into your hand, so that your hand will move when your
And so we did just that. A few years ago, we started a company called
brain tells your hand to move. So in a sense, she will take away your free
Backyard Brains and we make DIY neuroscience equipment and I brought
will and you will no longer have any control over this hand. You with me?
some here tonight, and I want to do some demonstrations. You guys want
to see some? So I just need to hook you up. So I’m going to find your ulnar nerve, which
is probably right around here. You don’t know what you’re signing up for
So I need a volunteer. So right before – what is your name?
when you come up. So now I’m going to move away and we’re going to
Sam: Sam. plug it in to our human-to-human interface over here.
Greg: All right, Sam, I’m going to record from your brain. Have you had this Okay, so Sam, I want you to squeeze your hand again. Do it again. Perfect.
before? So now I’m going to hook you up over here so that you get the – It’s going
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to feel a little bit weird at first, this is going to feel like a – You know, when
Sam: No.
you lose your free will, and someone else becomes your agent, it does feel
Greg: I need you to stick out your arm for science, roll up your sleeve a bit, a bit strange.
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So what I’m going to do, I’m putting electrodes on your arm, and you’re
Now I want you to relax your hand. Sam, you’re with me? So you’re going
probably wondering, I just said I’m going to record from your brain, what
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to squeeze. I’m not going to turn it on yet, so go ahead and give it a
am I doing with your arm?
squeeze.
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Well, you have about 80 billion neurons inside your brain right now. They’re
So now, are you ready, Miguel?
sending electrical messages back and forth, and chemical messages. But
some of your neurons right here in your motor cortex are going to send Miguel: Ready as I’ll ever be.
messages down when you move your arm like this. They’re going to go
down across your corpus callosum, down onto your spinal cord to your
c Greg: I’ve turned it on, so go ahead and turn your hand. Do you feel that a
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little bit?
lower motor neuron out to your muscles here, and that electrical discharge
is going to be picked up by these electrodes right here and we’re going Miguel: Nope.
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to be able to listen to exactly what your brain is going to be doing. So I’m

Greg: Okay, do it again?
going to turn this on for a second.
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Miguel: A little bit.

Have you ever heard what your brain sounds like?
Greg: A little bit? So relax. So hit it again. Oh, perfect, perfect. So relax, do
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Sam: No.
it again.
Greg: Let’s try it out. So go ahead and squeeze your hand. So what you’re
All right, so right now, your brain is controlling your arm and it’s also con-
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listening to, so this is your motor units happening right here. Let’s take a
trolling his arm, so go ahead and just do it one more time. All right, so it’s
look at it as well. So I’m going to stand over here, and I’m going to open up
perfect.
our app here. So now I want you to squeeze.
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So now, what would happen if I took over my control of your hand? And
So right here, these are the motor units that are happening from her spinal
so, just relax your hand. What happens? Ah, nothing. Why not? Because the
cord out to her muscle right here, and as she’s doing it, you’re seeing the
brain has to do it. So you do it again. All right, that’s perfect.
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electrical activity that’s happening here. You can even click here and try to
see one of them. So keep doing it really hard. So now we’ve paused on one Thank you guys for being such a good sport. This is what’s happening
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motor action potential that’s happening right now inside of your brain. all across the world – electrophysiology! We’re going to bring on the
neuro-revolution.
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Part 2
Greg: Do you guys want to see some more? That’s interesting, but let’s get Thank you.
it better. I need one more volunteer. What is your name, sir?

Communicative Activities Teacher Notes
Unit 1 • Tell students to sit down in pairs. Ask them to tell their partner
how many people said yes and who is doing their activity.
Activity 1: Come and join me! • Ask the class who did the best job of making their activity
sound fun.
ACTIVITY Group or whole class: Speaking and listening
• To extend the activity, ask students to write their own cards
AIM To call friends and ask them to do an activity with one thing they are doing now that is fun and one other
thing they like doing. Then, repeat the activity.
Language
Simple present to talk about likes and dislikes, present
continuous to talk about things you are doing now
Activity 2: How well do you know me?
ACTIVITY Pair: Sentence completion
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PREPARATION Make copies of the cards and cut them up. With
groups of more than sixteen divide the class into two groups AIM To talk about how you feel and to guess what makes a
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and make two sets of cards. friend feel different emotions
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CLASS TIME 30 minutes Language
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PROCEDURE Adjective complements
• Give each student a card and ask them to look at it secretly. PREPARATION Make a copy of the handout for each student.
Tell them to ask you if they do not understand any of the
words on their card. Tell them to imagine they are doing the c CLASS TIME 30 minutes
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activity written on the card. PROCEDURE
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• Tell students they have to pretend to call each other and invite • Give each student a copy of the handout and ask them to
friends to join them in their activity. The objective is to get as complete the “You” column.
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many friends as possible doing their activity. If a friend says no,

they have to try to persuade them. Each person can only say • Do a model on the board for yourself.
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yes three times. • Put students into pairs and ask them to complete the last
• Write or project the conversation below on the board. Call on column for their partner, predicting what they might say.
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a volunteer and model the conversation. The student should • Tell students to ask and answer questions from the handout
agree if the activity is on their card next to the happy face. and see if they predicted any correctly.
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They should say no if the activity is not on their card. Ask for • As a follow up, ask them to repeat the activity with another
two more volunteers and ask them to model the conversation. student.
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Make sure they understand that the objective is to persuade • To finish the activity ask the class what the most common
friends to do their activity.
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answers are and share information.

A: What are you doing?
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B: I'm watching a movie / chatting with friends / watching a

football game / etc. What are you doing?
A: I’m going to the beach. Do you want to come with me?
B: Yes, I love the beach. OR No, thanks. I'm not really into the beach.
A: (If they say no) Oh, come on! It’s fun. / It is a really good movie! /
I’m cooking your favorite food! etc.
B: No, sorry. I can’t. OR OK. That sounds good. I’m coming now.
• Put students into pairs and ask them to practice accepting and
saying no to the invitations.
• Tell students to walk around and speak to as many people as
they can.

174 Communicative Activities Teacher Notes
Unit 2
Activity 3: I remember it well! Activity 4: Buy my house
ACTIVITY Pair or group: Writing a dialog ACTIVITY Group or whole class
AIM To create a dialog about the past AIM To describe and ask questions about a house
Language Language
Simple past, used to, past continuous Vocabulary for describing a house
PREPARATION Make a copy of the handout for each pair or PREPARATION Make a copy of the handout for each student.
group. Plan groups: you can do this activity in groups and switch
groups after five to eight minutes, repeating as many times as
CLASS TIME 45 minutes you want, or as a whole class.
PROCEDURE CLASS TIME 45 minutes
• Give each pair or group a handout and ask them to decide
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who will record. PROCEDURE
• Explain the situation: They are twenty years in the future and • Explain the situation to the students: they are all house owners
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meeting for the first time since school. They have to create a and want to sell their house and buy a new one.
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dialog about what it was like when they were younger. • Go through the questions and discuss what information they
• Ask students to read the first sentence and discuss what to can write. They do not need to write full sentences, just key
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write. Give a time limit of two to three minutes to complete vocabulary.
the sentence. • Model the activity with a student. It is important that students
• Tell students to fold the paper so they can’t see what they
c try to make enough money from selling their house to buy the
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have written and pass their papers to the next group. They new house they want.
must not look at the writing on the new paper they get. • After they have spoken to everyone, put students into groups
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• Tell them to read the next sentence and continue their original of three or four and ask them to tell each other which houses
they liked the most and why, and to say which house they
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dialog, but write on the new paper.

decided to buy.
• Ask them to repeat this until all the sentences have been
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completed. • Ask one person from each group to tell the class which houses
were most popular and why.
• Tell students to hand back their papers to the original groups.
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• Pairs or groups should take turns to read the stories to the rest
of the class and vote on the best / funniest / strangest dialog.
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Communicative Activities Teacher Notes 175
Unit 3
Activity 5: Health and Lifestyle App Activity 6: Let’s do something!
ACTIVITY Pair or group: Create and present an app that checks a ACTIVITY Group: Create an event for a group of people.
person’s health and lifestyle.
AIM To plan and describe an event for different groups of
AIM To ask and answer questions about health and lifestyle people
Language Language
Quantifiers: much and many, countable / uncountable nouns Phrases for giving an opinion, asking follow-up questions,
E.g., How much water did you drink today? How many pieces of explaining ideas
fruit did you eat? How many hours did you sleep? PREPARATION Make a copy of the handout for each group.
PREPARATION Make a copy of the handout for each student. CLASS TIME 45 minutes
CLASS TIME 45 minutes PROCEDURE
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PROCEDURE • Elicit different groups of people in the students’ town / city
• Put students into groups of three or four and tell them to read who sometimes get help from other people, e.g., retired
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the handout. They have four areas they have to think about (you people, children, homeless people. What problems do these
people have, and what might make them happier?
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could also give each group one area and then they create a class
app)—Activity, Mental Health, Diet, and Sleep and relaxation. • Put students into groups and ask them to read the handout. If
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Tell students to talk to each other and decide what information they want to choose Group D then ensure it is appropriate.
the app should collect for each area. For example, number of • Ask students to work through preparation steps 1–3 and
hours they sleep, what they eat, how often they exercise, etc. monitor to feed in vocabulary. Encourage students to use
c online dictionaries if they have access.
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• Tell students to create questions the app would ask the user. They
should also consider the information the app will give the user. • When students are ready to explain their ideas to a new
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• Students should decide on the design of the app and how group, demonstrate step 4 where students regroup and
the user will use it. For example, will it come up on the phone explain their ideas to each other to model the language. (See
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each day? What visuals will it have? (This could lead to a useful language box.)
poster presentation.) • Regroup the students and tell them to take turns explaining
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• Tell students to prepare to present their app to the class. their ideas and responding. Encourage them to ask questions
about each other’s ideas.
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• Tell groups to present to the class and ask the audience to

listen and think of questions. Allow time for questions after • When they finish this stage, bring the whole class together
each presentation. and ask students to tell the class what ideas they liked and
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• Ask the students to tell the class what they liked about each app. why.
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Unit 4
Activity 7: Dominoes Activity 8: What we think about
ACTIVITY Pair or group: Dominoes game education
AIM To compare things related to education ACTIVITY Pair or group: Card game—agree or disagree
Language AIM To give opinions about education

Comparative and superlative adjectives, comparative forms Language
PREPARATION Make a copy of the domino cards and the Vocabulary related to education
handout questions for each group.
PREPARATION Make a set of discussion cards and agree / disagree
CLASS TIME 30–45 minutes cards for each group of students. There are empty boxes if you
want to extend the activity. Students write their own statements
PROCEDURE about education in the boxes and use them to play the game.
• Go over the different forms for comparisons. Refer students to
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CLASS TIME 30–45 minutes
pages 47, 50, and 134 in the Student Book.
PROCEDURE
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• Explain to students that in this game, they are going to
compare things using the dominoes as cues. • Students work in groups of three or four. The aim of the game
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• Demonstrate the game and clarify the rule that they cannot is to predict other people’s opinion on statements about
education.
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play a card if the subject is the same.
• Demonstrate the activity—turn over a card and read it aloud.
English bad English important Give an agree and a disagree card to one student and tell them
c to guess if you agree or disagree with the statement on the
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English is worse than English because it is more important. card. They should put the card they choose face down on
the table. Tell the student if you agree or disagree and give a
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• Students take five or six cards each depending on how many

are playing. reason. If the student guessed correctly, they get a point. The
student then takes a turn to read out the next card and you
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• They toss a coin or similar object to decide who goes first and
have to guess their opinion. The goal is to get as many points
then play dominoes. To play a card they must make a correct
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as possible.
comparison using the subjects and adjective in between them.
They should place their domino next to the one they want • Students play the game in groups of three or four and one
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to make a comparison with and say a correct comparative person keeps score.
sentence. • After they finish the game they have to adapt eight
statements to make them true for their opinions, e.g., Private
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science good English bad schools are better than public schools. OR Private schools are not
always better than public schools.
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English is better than science because you don’t have to do

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experiments.
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• The first student to play all their cards is the winner. They can
repeat the game as many times as they want.
• Afterward, hand out one copy of the questions to each group
and ask them to share their real opinions. Tell them that, after
they are finished, they should be ready to report to the class
some of the comparisons their group shared.
• Ask one or two students from each group to ask another
group what they discussed for one of the questions, e.g., What
did you say for number 1?

Unit 5
Activity 9: Find someone who… Activity 10: In our country…
ACTIVITY Group or whole class: Question and answer to find ACTIVITY Pair or group: Create a video, short quiz, or fact sheet.
information
AIM To describe social etiquette and local traditions in your
AIM To find out information about people in your class and find country
similarities and differences between people
Language
Language Vocabulary to talk about people in your life, customs, and
Present perfect and simple past traditions
PREPARATION Make a copy of the handout for each student. PREPARATION Make a copy of the handout for each student.
Think about the technology you have available if you want
CLASS TIME 30–45 minutes students to make videos. You could also assign some of the
PROCEDURE work for homework if you want to use technology. Students can
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finish their videos or create online quizzes or info sheets after
• Tell students they have to find people who answer yes to the class.
activities on the handout. When they find someone who says
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yes, they should find out as much information as possible. CLASS TIME 45–60 minutes
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They can only repeat the same name once.
PROCEDURE
• Model the dialog with a student and make sure students are
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clear on the question forms they need to use, Have you…? • Ask students what they know about customs when meeting
Also, show them how to ask follow-up questions to get more people in other countries and how families and young people
might behave differently in social situations. Review useful
information when they get a yes reply.
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• Ask students to stand up and walk around to complete the
activity. • Refer students to the handout and read the introduction to
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the activity. Ask students what these videos, info sheets, and
• When they are finished put students into groups of four and
quizzes might include. Write some ideas on the board.
ask them to exchange information about what they found out
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from the follow-up questions. • Put students into groups and ask them to choose which
activity they want to do.
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• Ask students to find out if they have any experiences in

common in their groups and to ask questions to find out more • Ask them to discuss the content of the information they want
to include. You could tell one person from each group to take
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information. Refer them to the handout to help clarify the

activity. notes.
• Ask the class to work together and share information about • Students complete their information video, info sheet, or quiz.
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common experiences. • Students should then show other groups their product.
Ask students to ask questions about anything they don’t
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understand and to say what they like about the product.

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Unit 6 • Call on pairs to deliver their presentations to the class. In order
to encourage active listening, you may wish to allow the class
Activity 11: Best vs. Worst to ask one or two questions about each pair’s choice of rules.
• An alternative to the whole class presentation is to put two
ACTIVITY Pair: discussion; Whole class: speaking
pairs together (so students are in groups of four) with each
AIM To decide with a partner which school rules are the best pair presenting to just one other pair.
and worst, and to give a short presentation to the rest of the
class explaining your decisions Activity 12: Prefix Roulette!
Language ACTIVITY Group: vocabulary board game
Modal verbs: have to, must, must not, can’t, can, don’t have to, AIM To predict the negative prefixes for a range of high-
should, shouldn’t to discuss rules frequency words
Vocabulary: school rules Language
Preparation Make one copy of the worksheet for each pair of Negative prefixes: in-, dis-, im-, and un-
students in the class.
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Vocabulary: a range of high-frequency words including
Class time 30–60 minutes examples taken from the unit.
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PROCEDURE Preparation For each group, make one copy of the roulette
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• Divide the class into pairs. Give each pair a copy of the wheel and player counters plus one copy of the gamemaster’s
worksheet. score card and questions and answers (which only the
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gamemaster should see). The gamemaster will also need a
• Tell students that they have five minutes to discuss all the
stopwatch or a visible clock with a seconds hand.
rules first, without marking the worksheet.
• Then ask students to decide together what the six best rules
c Class time 30 minutes
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and the six worst rules are and to mark the best with check PROCEDURE
marks and cross out the worst.
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• Divide the class into groups of three to five.

• Once each pair has agreed on the rules, ask them to choose
• Ask each group to elect one member as the gamemaster—
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either the best or worst rules for their school and to copy
someone who they think has good organization skills and will
these six items onto a separate sheet of paper. They should
be able to keep the game running smoothly.
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agree upon and add two more rules of their own to the list. It
may be worth reiterating at this point that they are free to talk • Provide each group with a roulette wheel and counters. If using
the cut out counters on the worksheet, allow time for cutting out
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about bad rules if they wish to. Allow five to ten minutes for
this and tell students that by the end of this stage they should and for the students to put their initials on their counters.
both have identical lists copied down. • Explain to the class that the gamemaster will read out a base
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• Students now prepare a short presentation of approximately word, e.g., usual (this does not appear in the game). The
one to two minutes explaining to the rest of the class why gamemaster will then say: Please place your counters! The
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they chose the rules they did and what effect these would players will have ten seconds to place their counters on the
negative prefix that they think corresponds with the word.
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have on a school. Explain that each pair should prepare and

give their presentation together. It is not necessary for them • When the ten seconds have gone by, the gamemaster will say:
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to write their presentations out as text first, but they can make Time’s up! The gamemaster will then indicate the correct answers
some notes next to their lists using the prompts given on by saying, for example: Players 1 and 3, you are correct. Explain that
the worksheet. Try to encourage students to practice their this is better than the gamemaster reading out the correct answer
presentations first. because other groups may hear the answer.
• At this point you may wish to write some supporting language • After each word, the gamemaster records the scores with a mark
for the students on the board, such as: for each scoring player in their column on the table. Alternatively,
groups may wish to nominate one of the players to keep the
Ø We chose to talk about good / bad rules. score—someone they think is responsible and fair—in which
Ø Our rules were… case, a copy of the score cards will need to be given to this player.
Ø The rule we most liked / disliked was… because… • Gamemasters will need to have stopwatches (or a clock app
Ø We thought that this rule would benefit students on a phone) or be able to see a clock with a seconds hand.
because…
• There are three rounds of roulette. In each round there are ten
Ø This rule would cause problems because…
words. At the end of each round scores are added up and a
winner chosen.
SAMPLE COPY, NOT FOR DISTRIBUTION Communicative Activities Teacher Notes 179
Unit 7 • As a follow-up activity, students could design their own
perfect menu.
Activity 13: Design a menu!
ACTIVITY Pair: speaking; Individual: writing; Whole class:
Activity 14: That’s not going to
reporting back happen ‘round here!
AIM To choose a menu for a partner, trying to predict their taste ACTIVITY Individual: reading and writing; Pair: speaking; Whole
preferences, then reporting back to the class class: discussion
Language AIM To decide individually whether learners agree with given

predictions about their town / city / country, compare and
Making predictions; language to talk about food: I’ll try it! I’d like defend their opinions with a partner, and then vote on the
that! I’d love it! statements as a class
Vocabulary: Food vocabulary from Unit 7 Language
Preparation Make one copy of the worksheet for each Making predictions with will, won’t, going to, might, and might
student in the class. not
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Class time 20–40 minutes Vocabulary: Life in the future
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PROCEDURE Preparation Make one copy of the worksheet for each
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• Before you hand out the worksheets, explain to students that student in the class.
this is a game of prediction about food, so they must not
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comment on whether they would like or not like the different Class time 30–60 minutes
dishes on the worksheet at the beginning. PROCEDURE
• Recap with students that meals in restaurants are often made
c• Hand out one worksheet to each student.
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up of a starter, main course, and dessert. • Ask them to read through the predictions and to decide
• Explain that each student is going to choose a special menu for for each one whether they agree or disagree. They need to
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their partner from a new restaurant. The dishes are a mixture of complete the Stage 1 sentence by circling the appropriate
interesting combinations of the foods included in Unit 7. word and including a reason (or reasons). Allow ten to fifteen
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• Put the students into pairs with each student receiving a copy minutes for students to complete Stage 1.
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of the worksheet. • Once students have finished, put them into pairs and tell them
• Give the students five to ten minutes to read, choose, and to proceed with Stage 2. Here they look at the predictions
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complete the menu for their partner. Students put the name with their partner, reading out their reasons. Ask them to
of their partner on the menu that they are designing. Students circle either agree or disagree. If they listen to their partner
cannot look at each other’s menus. and change their mind about the prediction, they put a C (for
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• When each partner has finished, students show each other change) next to the Stage 2 sentence. Allow ten minutes.
• In Stage 3, the teacher, or a nominated student, reads out the
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their worksheets and rate each other’s choices using the check
boxes. Encourage them to look at the menus together so this predictions one by one and the whole class votes. Then each
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becomes a discussion activity. Allow five to ten minutes for student completes the Stage 3 sentences of their worksheet
them to look at both menus. with the majority decision. Allow ten minutes.
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• Each partner totals up their score and then prepares a short • After (or before) the class vote, the teacher may choose to
text, following the model at the bottom of the worksheet to invite one or two students to share their reasons for agreeing
share with the class. Allow five to ten minutes for the writing or disagreeing with the class and to allow any resulting class
and between ten and twenty minutes for students to share discussion for a minute or two.
with the class, depending upon the number of students. • Assure students prior to Stage 2 and Stage 3 that neither their
• At this point, you may wish to provide the following additional partner’s opinions nor the class majority vote mean that their
language on the board for anyone who needs it: individual opinions are right or wrong and that all opinions
expressed in the class should be respected.
_______ is gluten / lactose intolerant.
_______ can’t stand ________ because it’s too (salty /
sweet / sour / bitter / spicy).
______ loves _______ but wasn’t sure about the ______
combination.

Unit 8
Activity 15: That’s exactly what it Activity 16: Who? Where? When?
means! Why? What are your consumer
ACTIVITY Group: listening, speaking habits?
AIM: To identify the correct definitions of fifteen vocabulary ACTIVITY Individual: grammar, writing; Pair: speaking, writing;
items from possible false ones Whole class: reporting back
Language AIM To interview a partner about their shopping and recycling
Vocabulary: Words from Unit 8 on shopping and products habits; to contrast your own habits with theirs
Preparation Make one copy of the Player’s Answer Card for each Language
player in each group (which will be everyone except four students Relative clauses; second conditional
who will be the readers and the gamemaster) and cut these out.
Make a copy of the three Definition and Word Facts tables (A, B, Vocabulary: Shopping and recycling
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and C) for the readers (who will be reader A, B, and C respectively).
Preparation Make one copy of the worksheet for each
In each group, there needs to be a gamemaster as well who will
student in the class.
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need a copy of the Gamemaster’s Answers and Score Card.
Class time 30–60 minutes
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Class time 30 minutes
PROCEDURE
PROCEDURE
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• Hand out a copy of the worksheet to each student.
• Put students in groups of seven or more. In each group there
should be a gamemaster and three readers plus three or more • Give students five minutes to fill in the blanks individually. Tell
players. In groups of six, the gamemaster can also take on the
c them not to answer the questions though. The spaces on the
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role of one of the readers. worksheet are for another student’s responses, not their own.
• Correct the exercise as a class. The answers are as follows:
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• The gamemaster receives a copy of the Gamemaster Answer

Card and Score Card.
1 where 2 which 3 would 4 had 5 who 6 be
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• The readers (A, B, and C) receive a copy of the corresponding

7 were 8 when
Definition and Word Facts tables (A, B, and C).
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• The rest of the students in each group are players. Having • Tell students that they now have five minutes to think about
at least three players is recommended. Players need to be how they would answer the questions. They should still not
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numbered 1 to however many there are. write anything on the worksheet. If they wish to make notes
• Each player receives a Player’s Answer Card. on a separate piece of paper or in their notebooks, they can.
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• The readers and gamemaster should sit in front of the players • Put students in pairs and tell them to ask and answer the
and not let them see their cards, all of which have the answers questions with their partners. They should write their partner’s
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on them. responses under each question. Allow about five to ten

• Starting with the first word (production line), Reader A minutes for each pair to ask and answer the questions.
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reads out their definition, then Reader B, then Reader C. • Individually, students should write a short paragraph in the
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The definition that has a check is the correct one. The space provided on the worksheet comparing their answers
definitions that do not are meant to trick the players—but with their partner’s. Encourage them to use but and however
each reader must try to look like they are telling the truth. to contrast ideas. Allow five to ten minutes for this.
The fun for the readers is that they will know when they are • As students finish, invite them to read their paragraphs to you
not telling the truth. The teacher may wish to explain this to and ask them a follow-up question. If the whole class finishes,
the gamemasters and readers before the game starts. invite volunteers to read their paragraphs to the class, taking
• The gamemaster then asks the players to record the additional questions if they wish to. This final phase might last
definition / word fact that they think sounds true by circling anywhere from five minutes to 30 or more, depending upon
the corresponding letter on their answer sheets. When all the size of your class.
the players have circled a letter, the gamemaster tells them
which was the correct answer and awards points to the
corresponding players on the Score Card.
• Gameplay continues until players have voted on all the words,
and the player with the most points is the winner.

Unit 9
Activity 17: What am I? Activity 18: Testbuilder!
ACTIVITY Group: speaking ACTIVITY Pair: grammar study and review
AIM To describe a range of occupations and to guess your AIM To make a test for another pair on one of the two grammar
partners’ occupations from descriptions, while avoiding certain areas of Unit 9; to take a test designed by the other pair
key words
Language
Language Past perfect and/or reported speech
Vocabulary: Occupations
Preparation Make one copy of the worksheet for each pair of
Preparation Make one copy of the worksheet for each group students in the class.
of three to five students. Cut out each worksheet to make a set
of cards. Class time 30 minutes
PROCEDURE
Class time 30 minutes
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• Put the students into pairs.
PROCEDURE
• Give each pair a worksheet and ask them to look at and
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• Divide the class into groups of three to five students. answer the first four questions. These questions are designed
• Each group nominates a secretary to keep the score. to remind students about the different question formats that
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• Give each group a set of cards. The cards are placed face down they can use.
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in the center of the group. • Correct the questions. Answers are 1. in, 2. a, 3. T, 4. ✓
• Tell students to take turns picking up a card. Each card has • Direct students’ attention to pages 107, 110, and 144 of their
an occupation on the top of it. The player has to elicit this
c Student Books where there are grammar boxes for the past
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word from the rest of the group by describing the occupation perfect and for reported speech respectively.
without using the name of the occupation itself or any word • Explain that they need to choose one structure and make a
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derived from it. There are also three or four additional “taboo” test with eight questions that is designed to test another pair’s
words on the card that the player cannot use. These are words knowledge of the structure.
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that would make it too easy for the other players to guess.
• Students may need support while writing the tests. Circulate
• Whichever person in the group correctly guesses the
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and check their questions to make sure they work and are
occupation gets a point, as does the student who has elicited correct.
the word.
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• Tell students to write the answers to their own test on a

• The secretary records the points and the next player takes a separate piece of paper.
card.
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• When the tests are complete, tell each pair to swap with
• The game continues until all the cards are gone. another pair and complete the other pair’s test. The tests
• If nobody guesses the occupation in two minutes, that card is are then returned and the students who designed each test
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put aside without any points being awarded. correct the other pair’s answers to it, informing them of their
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• If a student doesn’t recognize a word, they simply put that total score out of eight. Allow up to twenty minutes for the
card on the bottom of the pile and pick another one from the building of tests and ten minutes for the completion and
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top. If they don’t recognize the next card, they miss their turn marking of the tests.
and the next student goes. • Designing a test may be a new activity for the students. It will
• The student with the most points at the end of the game is be challenging, so they may slip into their first languages. As
the winner. long as they are on task, you may wish to be flexible here.

Unit 10
Activity 19: Design your own Activity 20: Well, what do you know!
survey! ACTIVITY Individual: grammar review; Pair: speaking
ACTIVITY Individual: question writing; Pair: speaking AIM To correctly complete sentences using the passive voice
and to predict whether sentences about technological products
AIM To design and conduct your own survey
and companies are true or false
Language Language
Forming survey-style questions Passive voice
Vocabulary: Technology Vocabulary: Inventions and technology
Preparation Make one copy of the worksheet for each Preparation Make copies of cards A1, A2, and A3 for half the
student in the class. class and copies of B1, B2, and B3 for the other half. Cut the
cards out.
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Class time 30–45 minutes
PROCEDURE Class time 30 minutes
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• Hand out one worksheet to each student. PROCEDURE
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• Explain that they are going to write a survey for a partner on • Put the class into pairs. One partner is A and one is B.
technology. Tell them that their partner may not necessarily • Give the students in each pair cards A1 and B1 respectively.
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be the person sitting next to them.
• Tell them to try to complete the blanks in the sentences
• Allow students ten to fifteen minutes to write their questions. individually. They will be competing against each other and
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• Draw students’ attention to the ideas in the first column, but this is Round 1. At this point they do not touch the T/F letters.
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explain that these are optional. If they wish to write questions Allow them to use hard copies of dictionaries if available or
on other aspects of technology, they may. their student books with the passive voice grammar box in
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• To encourage a variety of question types and forms, some Unit 10.

useful stems to write on the board during this phase may be: • Hand out cards A2 and B2 respectively. Students read out
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Do you…? their sentences to each other and receive one point for each
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Have you…? correct answer. Encourage students to read their answers out
Which…? one by one to practice the sentences. Round 1 should take
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What…? approximately ten to fifteen minutes in total.

How often do you…? • Now tell students to predict whether each of their sentences
Have you ever…? is true or false by circling the T/F letters. Again, they are
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In your opinion, …? competing against each other so no collaboration at this point.

Can you…?
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• When students have made their predictions, hand out cards

Are you familiar with…?
A3 and B3. Students should correct each other΄s predictions.
• Pair up students as they finish and ask them to conduct their
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Again, students receive one point for each correct answer.

surveys. Allow ten to fifteen minutes for this.
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• Round 2 should take approximately ten to fifteen minutes in

• An alternative option here is to arrange with another teacher total.
for your students to interview another class.
• The winning student has the most points overall from both
• When the students have conducted their surveys, ask them to rounds.
write a short report or deliver a short presentation explaining
the five most interesting facts they discovered about their • An optional online version is to allow students to use the
partner. internet to help with both their predictions and to complete
the sentences on the A1 and B1 cards.
• After fifteen minutes online, hand out the answer cards and
students correct each other’s sentences and predictions as
above.

Communicative activities
Unit 1
Activity 1: Come and join me!
NOW… NOW… NOW… NOW…

watch a movie skateboard hike listen to music
:) skateboard :) hike :) play baseball :) chat with friends
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chat with friends play/make music play video games cook for friends
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:) watch movies :) go shopping :) listen to music :) play video games
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NOW… NOW…
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NOW… NOW…
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play baseball go to the beach go on a picnic watch sports game
:) cook for friends :) go on a picnic :) watch a sports game :) have pizza
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have pizza surf go bowling go to a concert
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:) surf :) go bowling :) go to a concert :) watch movies

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184 Communicative Activities
Activity 2: How well do you know me?
1 Think of things that make you feel different emotions and 2 Predict things for your partner and write them down in the
complete the “You” column. last column.
When do you… You Partner Name_________________

get really bored?
feel really happy?
get a little upset?
get nervous?
feel afraid?
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get excited?
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feel a little worried?
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get a little sad?
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get really frightened?
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3 Ask your partner questions to see if any of your predictions 4 Find out what makes other people in your class feel different
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were correct. emotions.

A: Do you feel really bored when ?
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B: Yes! You got that right!

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OR
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A: Do you feel really bored when ?

B: No, that’s not my answer.
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A: Oh, OK. When do you feel bored?

B: When I .
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SAMPLE COPY, NOT FOR DISTRIBUTIONCommunicative Activities 185

Unit 2
Activity 3: I remember it well!
Remember when we were kids and we all lived in…
FOLD
Do you remember on the weekends we used to…
FOLD
At school we used to…
FOLD
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And at school we loved…
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FOLD
But we didn’t use to…
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FOLD
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Do you remember the time in school when we were…
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FOLD
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Suddenly, the teacher came in and…

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FOLD
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After that we…

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FOLD
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Do you also remember all the fun things we did after school? We used to…
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FOLD
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Yeah! That was great. And we looked so different! Do you remember we used to wear / have…
FOLD
Oh yeah! I can’t believe how much we’ve changed. Well, it was great to see you! Let’s keep in touch!

Activity 4: Buy my house
You want to sell your house and buy a different house with the money you make. Complete the information
about your house below. You can be creative!
1 Where is it?
2 How many bedrooms does it have?
3 How many bathrooms does it have?
4 What other rooms does it have?
5 What materials is it made of?
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6 How big is it?
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7 When was it built?
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8 What cool things are near your house?
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9 Are there any interesting facts or things about your house?
10 How much do you want to sell it for?

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Now, ask other people in the class about the houses they have for sale. Ask questions to get more information if
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you can. If you think the house is expensive, ask them for a cheaper price.
Have you spoken to everyone? Can you afford the house you want to buy with the money you will make from
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your house sale? Choose the house you want to buy, but don’t tell anyone yet.
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Work in small groups and discuss which houses you liked the most and what house you want to buy. Tell your
friends why you want to buy it.
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Unit 3
Activity 5: Health and Lifestyle App
You are going to design an app to check the health and lifestyle of teenagers. Then you will present your ideas to your class.
1 Think about what information your app will have in each Activity Mental health
area. For example, in Activity it could collect information
about how much exercise the person does in total, what kind
of activity they do, how many hours they spend on different
activities, etc. Make a list of ideas for each area.
2 How will your app work? Discuss this in your groups.
Diet Sleep and relaxation
3 Write questions your app will ask the user to create their
profile and get daily information about the different areas. Z
Z Z
Use the example questions below to help you. Prepare to
explain why you are including these questions.
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Example questions Our questions
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For general information about habits to create a
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profile:
How many / much… do you (verb) each day / week /
month?
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What type of (exercise / food, etc.) do you (verb)…?
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How do you (relax)…?

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Do you….
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(Change these into the simple past to get specific

information about what the person did in one day /
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week / month etc.)

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4 What information will the app give the user? How often? What will the information look like? For example, graphs, tables,
diagrams, etc.
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5 What is the name of your app? What will it look like? Decide on the name and design in your groups.
6 Prepare to present your app to the class. You should explain:
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• the name and image of your app (and why you chose that name and created that design)
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• how the app works

• the questions it asks and why
• what information the app will give the user
• why you think people will use this app
7 Listen to the other presentations and think of at least one question to ask each group. Tell each group what you liked about
their app.

Activity 6: Let’s do something!
Read the descriptions of the groups of people (A–D). Your school
wants to do something to help these people. They have asked Useful language
you to design an event that will make this group happy. The best
Saying what you think:
idea will get money to make the activity happen! Follow the
steps below. I think… / I believe…
In my opinion,…
1 In groups discuss which group you want to help. You can also
Asking follow-up questions:
think about a different group of people in your town or city
that you want to help. Tell the teacher if you want to choose Why do you say that?
your own group and why you want to help them. Could you explain that a bit more?
2 Design your event. Include these points:
a Location (somewhere in your town / city)
Useful language
b Description of the event
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c Cost Acknowledging other ideas:
d How you think it will help your group feel happier While it’s true that… , I think…
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3 Each person must be ready to explain your ideas to another Giving your opinion:
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group. Make notes and practice explaining your ideas. I believe…
4 Work with a new group. Explain your ideas; then ask In my opinion, …
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questions about each other’s ideas. For me, …
5 Tell each other at least one thing you like about your ideas. Giving reasons for your opinion:
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6 As a class, share ideas and discuss what things you like about One reason I think this is…
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each group’s ideas. Which group should get money? … because…
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Group A Group C
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Older, retired people living alone in your town / city Teenagers from different countries who are studying
in your town / city for a year. They miss home and feel
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lonely.
Group B Group D
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Young children in your town / city who do not have Your choice! You can think of a group of people in
much money. They do not have many opportunities your community that need help.
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to do different activities or travel. Some do not live

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with their families.

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Unit 4
Activity 7: Dominoes
math interesting math easy science hard
science good English bad English important
language difficult language useful technology serious
technology interesting physical interesting physical easy

education education
art hard art good music bad
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music important geography difficult geography useful
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history serious history interesting computers useful
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computers important literature serious literature interesting
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What do you really think?
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Discuss these questions in your groups. Prepare to present your ideas to the class!
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1 What are the most important skills to learn in school?

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2 What subjects are the most difficult and why?

3 What two new subjects would you introduce to your school? Why?
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4 What two subjects would you stop having in your school? Why?
5 How will schools be different in the future?
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Activity 8: What we think about education
Private schools are Getting good grades Math and languages
We should not have to
better than public is the most important are the most important
study math and science.
schools. thing to do at school. subjects at school.
School subjects should
Teenagers are better Music and art are just We don’t do enough
be more practical and
at learning than young as important as science physical activity at
focused on work and
children. and math. school.
getting a job.
In the future, more
School now is more For me, explaining
schools will be online Project work is more
fun than it was for our something by speaking
and we will learn by effective than traditional
parents. It was more is easier than writing
watching videos and ways of learning.
serious then. about it.
doing online exams.
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Traveling and
Learning something
experiencing things We should learn more
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We should have longer new by doing it is easier
out of school is just as computer skills and less
summer vacations. than learning by reading
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educational as going to traditional subjects.
about it.
school.
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Your idea… Your idea… Your idea… Your idea…
Your idea… Your idea… c Your idea… Your idea…

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Your idea… Your idea… Your idea… Your idea…

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Agree Agree Agree Agree

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Agree Agree Agree Agree

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Disagree Disagree Disagree Disagree

Disagree Disagree Disagree Disagree
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Rewrite eight of the statements to show your opinions.

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Unit 5
Activity 9: Find someone who…
1 Find someone who… Name
has been to a birthday party in the last two months. ______________________________________________________
has had their photograph taken by a professional. ______________________________________________________
has stayed awake all night. ______________________________________________________
has been to a family party with more than 50 people. ______________________________________________________
has met someone from a different country at a party. ______________________________________________________
has celebrated a traditional festival in a different country. ______________________________________________________
has spoken in public at a party. ______________________________________________________
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has organized a party for someone they know. ______________________________________________________
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2 Work in groups and tell each other what you found out about the people in your class.
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3 What experience do you have in common with other people in your group? Ask questions to find out more information.
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A I think we have both been to a party with more than 50 people. What was the party for?
B It was my grandmother’s birthday.
A Really? How old was she?
4 Speak to the class. What are the most common experiences?
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Activity 10: In our country…

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The problem
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There are lots of quizzes, fact sheets, and videos online that give tips and information about social customs in different countries for
families and friends, business travelers, and people moving to a new country. There is nothing for teenagers. How can they know
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what to expect and how to behave?

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Your job
1 You are going to create either a one- to two-minute video, a short quiz, or a fact sheet about social customs so teenagers who are
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coming to visit or live in your country know:

• what it is like to be a teenager in your country. (Is it fun? Is it serious? Are they usually close to their family? Do they have a lot
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of freedom? etc.)
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• what typical things teenagers do in their free time.

• how to say hello and goodbye to people: other teenagers, adults, teachers, etc. (kiss, hug, shake hands, etc.)
• what to do if they are invited to a dinner. (Do they have to bring a gift, etc?)
2 Work with your group and discuss what you will include. Make some notes.
3 Create your video, quiz, or fact sheet.
4 Share it with other people in your class.
192 Communicative Activities SAMPLE COPY, NOT FOR DISTRIBUTION

Unit 6
Activity 11: Best vs. Worst
Here are some school rules. Discuss the rules with a partner. Decide what the six best rules are and mark them with a check (✓).
Decide what the six worst rules are and cross them out.
❒ Students have to eat ❒ Misbehaving students have to

everything served at lunch. stand in the corner.
❒ You can help your ❒ Students can’t be in groups of

classmates during exams. more than four at recess.
❒ You have to stand up when ❒ You can’t wear sandals to

a teacher enters class. school.
❒ You can’t dance anywhere ❒ You can only snack on fresh fruit
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in school. at break times.
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❒ Students don’t have to do ❒ Students have to cook their own
homework. lunches.
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❒ You can take a short nap ❒ Each student has to teach one
when you need to. class every term.
❒ You can’t whistle in the

c ❒ Students must wear a
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school building. uniform.
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❒ Students have to sit in ❒ You must not use your phone

a different place every day. except in emergencies.
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❒ Students can’t call anyone ❒ You have to spend recess outside

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their best friend. even when it’s cold.
❒ All students must attend ❒ You have to help younger

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self-defense classes. students with their work.

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Now write out either your favorite or least favorite rules. Call your list either The best school rules or The worst school rules. Together,
add two rules of your own to the list. Next prepare a short presentation to explain to the rest of the class which rules you chose. Say:
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• which rule you agreed upon the most quickly.

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• why the rules are fair or not fair.

• which rules are your own.
• how they will make the school better or worse.

Activity 12: Prefix Roulette!
In your group, one of you is the gamemaster and the rest are the players. Each player needs a counter which you can cut out and
add your initials to. The gamemaster will read out a base word, and you will have ten seconds to place your counter on the correct
negative prefix on the roulette wheel. The gamemaster will then indicate who guessed the correct answer and record the scores on
their table. The winner is the player who has the most points at the end of each round. There will be three rounds.
dis im
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in un
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Player Counters Gamemaster Questions
c Questions Answers
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Round 1
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perfect imperfect
Player
Player
1 1Player
Player
2 2Player
Player
3 3Player
Player
4 4 agree disagree
able unable
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formal informal
mature immature
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clear unclear
visible invisible
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easy uneasy
yer
Player
2 2Player
Player
3 3Player
Player
4 4 aware
trust
unaware
distrust
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Round 2
fair unfair
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possible impossible
correct incorrect
Gamemaster Score Card
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advantage disadvantage
Round 1 complete incomplete
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appear disappear
Player 1 Player 2 Player 3 Player 4 like dislike/unlike
realistic unrealistic
patient impatient
likely unlikely
Round 2 Round 3
Player 1 Player 2 Player 3 Player 4 successful unsuccessful
expected unexpected
practical impractical
reliable unreliable
polite impolite
Round 3
fortunately unfortunately
Player 1 Player 2 Player 3 Player 4 friendly unfriendly
appropriate inappropriate
wise unwise
honest dishonest

Unit 7
Activity 13: Design a menu!
It’s your classmate’s birthday and you are going to choose a special menu for him or her from a new and modern restaurant… but
how well do you know your classmate’s tastes? Look at the options in the boxes and pick two choices from each. Copy them into
your classmate’s menu below.
Desse
rt
-waterm s
e
-banana lon and grilled
and cof halloum
-iced te fe i kebab
ice a with s e ice cream
l e m on ju alt -blackb trawber
ries and
ith ea s err
a lad w nkle of s es -chili ch y pie honey
s ee
ters ocad
o
a spr
i
berri -pineap se with sweet
Star and av oil, and nd wild ple tomato
le a t -extra m jelly jam
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-app ges, olive cheese on toas ilky cap
puccino
a n e t a p l e -black c
-or th f and ap ie offee with ch
d wi ocolate
-sala ed onion smooth chips
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powder
t e
-roas and grap d potato Main Course
i r e
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-kiw ut-flavo oup -French fries with fried eggs, vegetable curry, and rice
p e a n m p s -grilled fish with roasted potatoes
- i
y shr es
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- s p ic v -noodle s with broccoli and garlic
r e e n oli -chicke n and noodle
- g pie with cinnamon
-futuristic kebab with meat grown in a laboratory
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-barbecued meat with bitter chocolate sauce
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-red pepper stuffed with lemon chicken
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!
t it
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t.
!
t it
tha
an
t!
’s special menu!
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ea
it.
’t w
like
lov
try
n’t
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on
Starters
I’d
I’d
I ca
I’ll
Id
1 ❒ ❒ ❒ ❒ ❒
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2 ❒ ❒ ❒ ❒ ❒
Main course
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1 ❒ ❒ ❒ ❒ ❒
2 ❒ ❒ ❒ ❒ ❒
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Desserts
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1 ❒ ❒ ❒ ❒ ❒
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2 ❒ ❒ ❒ ❒ ❒
Total Points Scored: ______ -1 o +1 +2 +3
When you have finished the menu, ask your partner to rate it using the check boxes to the right. Then calculate your score. Prepare a
short report to share your results with the class. For example:
I thought Henry would like the shrimp soup but I was wrong. He’s allergic to shrimp, so I lost a point there. I got the apple and avocado
salad right though—he loves avocados! For the main course, I chose the noodles and kebab for him. He doesn’t like noodles very much, but
he wanted to try the kebab, so I scored maximum points there. I know he likes pineapple, so I put the pineapple jelly on his menu. I thought
he liked black coffee, but I was wrong about that. In total I scored five points.

Activity 14: That’s not going to h
appen ‘round here!
First, decide whether you agree with each of the predictions about your local area and complete Stage 1 by circling agree or disagree
and giving a brief reason. There is space at the bottom of the worksheet if you want to write more.
Then, follow your teacher’s instructions for Stage 2 and Stage 3.
1 There are going to be more cars on the roads here in the future.
Stage 1 I agree/disagree because
.
Stage 2 I agree/disagree with my partner about this.
Stage 3 The class voted in favor/against the statement.
2 In ten years, there won’t be as many jobs in this area.
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Stage 1 I agree/disagree because
.
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3 There might be less small shops in the area as bigger stores and online shopping get more and more popular.
Stage 1 I agree/disagree because .
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4 There will be more crime on the streets of towns and cities in this area.
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5 People might not have as many vacations here in the future.

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6 There is going to be more English used on TV and in day-to-day conversations here in the future.
7 People here are going to be interested in learning different languages than English in the future.

Unit 8
Activity 15: That’s exactly what it means!
Definitions and Word Facts A
1 production line A production line is a line of finished products waiting to be sold.
2 advertisement The correct pronunciation of this word has the stress on the second syllable: advertisement.
3 online shopping The first thing bought online was a CD in 1994. ✓
4 throw away Throw away is when you recycle something instead of putting it in the trash.
5 manufacture This word is a combination of the phrase Manchester factories.
6 wallet If a woman has a wallet, it is automatically called a purse.
7 cotton Cotton comes from the Arabic word qutun. ✓
8 cash Cash only refers to money in the form of metal coins.
9 campaign Campaign means a series of actions meant to achieve a goal. ✓
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10 plastic PS is a plastic used to pack things in boxes or make plastic coffee cups. ✓
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11 bag The word bag came first from the Latin word bagus then from the French baque.
12 designer The “s” in designer is pronounced the same as the “s” in snake.
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13 environment Environment comes from the French environ meaning around and means the world around us. ✓
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14 shopping spree If you go on a shopping spree you spend a lot of money and buy a lot of things. ✓
15 charity Every charity needs to have a uniform and a symbol.
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Definitions and Word Facts B
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1 production line A production line is a series of stages that makes a product. ✓

2 advertisement The correct pronunciation of this word has the stress on the second syllable: advertisement.
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3 online shopping The first example of online shopping was in 2004 from Harrods in London.
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4 throw away Throw away means the same as throw up.

5 manufacture This word comes from the Latin manu which means hand, and factum which means made. ✓
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6 wallet Modern wallets became popular after the invention of credit cards in the 1950s.✓
7 cotton Cotton first came from sheep on the Cottony Islands (Scotland), which is famous for white wool.
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8 cash Cash only refers to money in the form of paper.

9 campaign Campaign comes from the French campagne and means to protect the countryside.
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10 plastic PET is a plastic used to make clothes.

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11 bag Bag can be a noun but also a verb meaning to put something in a bag. ✓
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12 designer The “g” in designer is pronounced.

13 environment When we talk about our natural environment we usually mean the other planets and stars, too.
14 shopping spree A shopping spree means that special products are given away free.
15 charity Charities have to give all their money to governments who decide how to spend it.
Definitions and Word Facts C

1 production line A production line is a line of workers waiting to start work.
2 advertisement This word can be said advertisement or advertisement. ✓
3 online shopping Ray Tomlinson, who invented email, first bought food for his dog online in 1974.
4 throw away Throw away sometimes has a similar meaning to throw out. ✓
5 manufacture This is an Old English word meaning men-of-action (or people that make things).
6 wallet Wallets are always made from leather.

7 cotton Cotton is in fact produced by the cotton spider not the cotton plant itself.
8 cash Cash can refer to metal or paper money. ✓
9 campaign To campaign for something means to sleep in tents close to where there is a problem.
10 plastic PVC is a plastic normally used to make water bottles.
11 bag The first recorded example of a bag was in one of Shakespeare’s plays in 1611.
12 designer The “g” in designer is completely silent (it is not pronounced). ✓
13 environment Stones are not part of the natural environment because they are not alive.
14 shopping spree A shopping spree is when you buy things with another person’s credit card.
15 charity If you work for a charity, you can still be paid. ✓
Player’s Answer Card

Player Number ___
1 production line A B C
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2 advertisement A B C
3 online shopping A B C
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4 throw away A B C
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5 manufacture A B C
6 wallet A B C
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7 cotton A B C
8 cash A B C
c
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9 campaign A B C
10 plastic A B C
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11 bag A B C
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12 designer A B C
13 environment A B C
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14 shopping spree A B C

15 charity A B C
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Gamemaster’s Answers and Score Card

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1 production line B Player 1 Player 2 Player 3 Player 4 Player 5 Player 6

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2 advertisement C
3 online shopping A
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4 throw away C
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5 manufacture B
6 wallet B
7 cotton A
8 cash C Player 7 Player 8 Player 9 Player 10 Player 11 Player 12
9 campaign A
10 plastic A
11 bag B
12 designer C
13 environment A
14 shopping spree A
15 charity C

Activity 16: Who? Where? When? 6 If you won a lot of money on a TV show to give to an
environmental cause, which would it _____? Why?
Why? What are your consumer
habits?
a Complete the questions below with words from the box.
which would be who had were when where

7 Would you ban plastic bags in your city if you _____ in
1 Is there a store _____ you really don’t like spending time? charge? Why?
Why?
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8 Tell me about a time _____ you did something to save on
water, electricity, or gas.
2 Tell me about the places in _____ you enjoy buying clothes
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and food the most. Why?
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c b Spend five minutes thinking about how you would answer
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these questions yourself. Don’t write anything on the worksheet,
but you can make notes on a separate piece of paper.
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3 If you were given $1000 to spend on clothes today, what

_____ you buy? Why? c Interview a partner and write their answers, in English, on this
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worksheet under each question.

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d Write a short paragraph comparing your answers with your

partner’s. Use words such as but and however to mark contrasts
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between things. For example: I would ban plastic bags if I could,

but Daniella wouldn’t. However, when she does get a bag, she uses
it for other things such as carrying her gym shoes to school.
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4 If you _____ to either grow all your own vegetables or make

all your own clothes, which would you choose? Why? Try to write about at least four of the questions from a.
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at
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5 Tell me about someone you know _____ recycles a lot. What

do they do?
e Share your answers with the class.

Unit 9
Activity 17: What am I?
software nurse doctor accountant
developer
_______________ _______________ _______________ _______________
programmer hospital sick numbers
computer doctor ill money
apps help hospital math
high chef architect dentist

school teacher
_______________ _______________ _______________ _______________
school cook design teeth
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classes kitchen building mouth
teach restaurant plans toothache
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… and no actions! … and no sounds!
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firefighter lawyer cleaner manager
_______________ _______________ _______________ _______________

fire law
c clean boss
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burning legal dirty tell
fire engine court bucket in charge
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… and no actions!
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paramedic factory reporter salesperson

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worker
_______________ _______________ _______________ _______________
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emergency manufacturing newspaper sell

ambulance building story door
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doctor inside write marketing

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construction professional electronic police

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worker soccer player engineer officer

_______________ _______________ _______________ _______________
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build goal electrical arrest

building stadium hardware blue light
builder ball computers crime
… and no famous … and no police
player’s names! car sounds!

Activity 18: Testbuilder!
Look at the following examples of question types and answer Our test on: ___________________________ By:
them. __________________ and ___________________
1
fill-in-the-blank question is one where you have to fill
1A
___ the blanks.
2 A multiple choice question is one where you ___

a have a number of answers to choose from.
b have no answers to choose from. 2
c can choose if you want to answer the question or go home.
true/false question is one where you circle or write the

3A
letters T/F. ___
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4 T here are also questions where you can put a üor an û if 3
the grammar is correct or incorrect. o
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Now, with a partner, look at the grammar boxes on page 107,
110, and 144 of your Student Book. Choose the past perfect or
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reported speech and write eight questions (fill-in-the-blank,
multiple choice, T/F, and ü/û) to test another pair on that
grammar topic. Put the answers to your questions on a separate 4
c
piece of paper! When you have finished writing your test, follow
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your teacher’s instructions.
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5
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6
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Unit 10
Activity 19: Design your own survey!
Design a survey to find out how your partner feels about and uses technology. Write your own questions. If you need ideas, there
are optional ideas in the boxes, but you do not have to use them.
Optional ideas Your questions Your partner _______________’s responses
A question about using 1
smartphones?
A question about the 2

apps that they use?
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A question about 3
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sending emails?
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A question about social 4
media?
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A question about digital 5

devices: laptops, PCs, or
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tablets?
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A question about their 6

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digital devices being

buggy or breaking?
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A question about 7
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using technology in an
emergency?
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A prediction or opinion 8
about robots?
A question about digital 9

devices they want in
the future?
A question about being 10

able to use different
programs, systems, or
write code?

Activity 20: Well, what do you know!
A1 Complete these sentences yourself. B1 Complete these sentences yourself.

1 The World Wide Web (WWW) __________ invented in 1 YouTube __________ invented in 2005. T/F
1989. T/F 2 The first cell phone was __________ in
2 The inventors of YouTube __________ employed by 1983. T/F
PayPal. T/F 3 The first smartphone was created __________ IBM in
3 Bill Gates and Steve Wozniak founded Microsoft 1992. T/F
__________ 1975. T/F 4 WhatsApp __________ owned by Google. T/F
4 Instagram is owned __________ Facebook. T/F 5 The word emoji is made __________ the Japanese words
5 Firefox is a web browser that can __________ used for e (picture) and moji (character). T/F
free. T/F 6 The company Nintendo was founded __________ 1889.
6 The __________ PlayStation was sold in the USA in 1994. T/F
T/F 7 Over 30 million WhatsApp messages __________ sent
7 The creator of ebay was __________ in France. T/F each day. T/F
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8 Disney was __________ by Pixar in 2006. T/F 8 The __________ Star Wars film was shot in 1977. T/F
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A2 Correct B’s sentences. B2 Correct A’s sentences.
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1 was 1 was
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2 made 2 were
3 by 3 in
4 is
c 4 by
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5 from 5 be
6 in 6 first
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7 are 7 born
8 first 8 bought
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A3 Score B’s predictions. B3 Score A’s predictions.

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1 T (By Jawad Karim, Chad Hurley, and Steve Chen) 1 T (by Tim Berners-Lee)
2 F (It was made in 1973 by Martin Cooper, a senior engineer 2 T
at Motorola) 3 F (Bill Gates and Paul Allen founded Microsoft in 1975.
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3 T (It was called the Simon Personal Communicator, but Steve Wozniak was a co-founder of Apple.)
only 50,000 were sold.) 4 T (Instagram was bought by Facebook for $1 billion.)
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4 F (It is owned by Facebook.) 5 T

5 T 6 F (It was sold in Japan in 1994.)
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6 T (It originally sold playing cards.) 7 T (Pierre Morad Omidyar USA/Iran was born in
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7 F (It is more like 30 billion and often more.) France.)

8 T (by George Lucas) 8 F (It is the other way around—Disney bought Pixar.)

Workbook Answer Key
Unit 1: Vocabulary Activity 2 1 to study; 2 to argue; 3 helping; 4 going; 5 to write; 6 to speak;
Activity 1 1 bald; 2 tall; 3 a beard; 4 curly; 5 blond; 6 glasses 7 seeing; 8 going
Activity 2 1f; 2c; 3e; 4a; 5d; 6b Activity 3 1 to read; 2 studying; 3 telling; 4 exercising; 5 laughing;
6 to get; 7 to come; 8 to look
Activity 3 1 friendly; 2 sociable; 3 confident; 4 talented; 5 easygoing;
6 nervous; 7 popular; 8 intelligent; 9 cheerful; 10 relaxed Activity 4 1 going; 2 correct; 3 correct; 4 to eat; 5 correct; 6 to talk;
7 correct; 8 spending
Activity 4 1 mean; 2 lazy; 3 serious; 4 shy; 5 nervous; 6 loud
Activity 5 1 Jean hates being late for class.; 2 He hopes to have a job
Activity 5 1 active; 2 smart; 3 kind; 4 funny; 5 hard-working; 6 mean
before he graduates.; 3 I need to stop at the store.; 4 Does he want to
Activity 6 Not logical: 1, 2, 4, 8; Logical: 3, 5, 6, 7 come with us?; 5 She loves reading about history.; 6 Emily avoids checking
Activity 7 1 is helpful; 2 are active; 3 are loud; 4 is lazy; 5 is talented; her email after dinner.; 7 He prefers eating a salad for lunch.
6 ’re/are funny; 7 is mean; 8 ’m/am easygoing Activity 6 1 going; 2 to call; 3 to ask / asking; 4 to take; 5 to laugh /
Activity 8 Positive personality traits: affectionate, generous, organized, laughing; 6 to eat / eating
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patient, polite; Negative personality traits: annoying, careless, impatient, Activity 7 1a; 2a; 3b; 4a; 5a; 6a; 7b
rude, selfish
Activity 8 1 helping / to help; 2 to visit; 3 to spend; 4 to study; 5 to waste;
Activity 9 1 Homer: lazy, careless, selfish; 2 Marge: kind, helpful, 6 using; 7 watching; 8 watching / to watch; 9 to watch; 10 to go
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affectionate, patient; 3 Bart: rude, smart, funny, annoying; 4 Lisa: talented,
intelligent, hard-working, polite, neat TED Talk
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Activity 1 1 2004; 2 3,000; 3 half-million; 4 two; 5 three; 6 four
Pronunciation / Listening
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Activity 2 1 make; 2 shares; 3 is collecting; 4 send; 5 takes; are shaking
Activity 10 1 goes; 2 acts; 3 enjoys; 4 watches; 5 misses; 6 sees; 7 calls; Activity 3 1e; 2c; 3f; 4b; 5a; 6d
8 laughs
Activity 4 True: 4, 5; False: 1, 2, 3, 6
Activity 11 1 friendly; 2 music; 3 shy; 4 sports; 5 fit; 6 writing; 7 cool;
8 reading
c Activity 5 1b; 2a; 3c; 4b; 5a; 6c
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Activity 12 1 Julie wants; 2 Anthony is; 3 Anthony paints; 4 Anthony Activity 6 1e; 2b; 3c; 4a; 5d
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thinks; 5 Julie likes; 6 Julie likes; 7 Anthony and/or Julie wants

Speaking
Activity 13 1 F; 2 T; 3 T; 4 T; 5 T
Activity 1 1 Are you into music?; 2 I’m not that interested in gaming.;
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Activity 14 1 The passage explains why we like some things. 3 I love to watch basketball.; 4 Do you have a favorite team?; 5 I’m really
Activity 15 1c; 2d; 3a; 4c; 5c; 6a, c into skating.; 6 Wow, that’s cool.; 7 I don’t mind hip-hop.; 8 I can’t stand
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pop music.
Grammar Activity 2 1 A: Are you into B: I love to, I’m really into; 2 A: Do you have a
Activity 16 This is taking place right now: 1, 2, 4, 6; This is a general truth:
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favorite B: I play, I love to; 3 A: Are you into B: I don’t mind, I can’t stand; 4 A:
3, 5 Do you have a favorite B: I’m really into, I love to; 5 A: Are you into B: I’m not
Activity 17 1 goes; 2 studies; 3 wants; 4 is; 5 does, mind, thinks; 6 hopes; that interested in, I’m really into
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7 practices; 8 creates
Activity 18 1b; 2d; 3b; 4c; 5b; 6c Writing
Activity 1 1g; 2c; 3e; 4a; 5h; 6f; 7b; 8d
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Activity 19 1 likes, listens; 2 plays; 3 are, write; 4 sing, is; 5 are going, are
going; 6 are practicing; 7 can’t, am/ ’m studying; 8 ‘m/am going Activity 2 1b; 2c; 3a; 4c; 5a; 6b
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Activity 20 1 Is; 2 Are; 3 Do; 4 Does; 5 Am; 6 Is; 7 Do; 8 Are Activity 3 1 Ana Cristina; 2 Mexico City; 3 grade 10; 4 history and English;
5 piano; 6 English; 7 music festivals; 8 favorite singer
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Vocabulary Building Activity 4 name; from; student; subjects; play; love or like; really; about;
Activity 1 1 Are you angry?; 2 She’s worried about the test.; 3 Do children into; hearing
get frightened easily?; 4 They’re nervous about the presentation.; 5 We’re
excited about our vacation.; 6 The students seemed bored by the lecture.; Review
7 I become upset when I watch the news on TV.; 8 He looks angry about Activity 1 popular; cool; confident; active; talented; intelligent; kind; helpful
something. Activity 2 1d; 2e; 3f; 4b; 5a; 6c
Activity 3 1 like; 2 go; 3 often see; 4 buys; 5 looking; 6 are drinking;
Reading
7 want; 8 forget
Activity 2 1b; 2c; 3a; 4b
Activity 4 1a; 2d; 3b; 4d; 5b; 6c; 7a
Activity 3 1 Japan; 2 Finland; 3 Canada; 4 South Korea
Activity 5 1 I would like to buy a new jacket.; 2 They usually like to
Activity 4 a 5; b 1; c 2; d 3; e 4 talk online. / They usually like talking online.; 3 She hates to shop for
clothes. / She hates shopping for clothes.; 4 Do you like to help your sister
Grammar learn English? / Do you like helping your sister learn English?; 5 What does
Activity 1 1 to play; 2 to travel; 3 talking; 4 exercising; 5 crying; 6 to see; he want to read before bed?; 6 I want to tell you about the end of the
7 to visit; 8 to speak movie.
204 Workbook Answer Key SAMPLE COPY, NOT FOR DISTRIBUTION

Unit 2: Vocabulary great sale.; 6 While they were saving money for a new house, they won the
Activity 1 1 wall; 2 apartment; 3 bedroom; 4 kitchen; 5 city; 6 quiet lottery.; 7 Jaime was reading a book when his mom called.; 8 I broke my
laptop while I was boarding the boat.
Activity 2 1 walls; 2 kitchen; 3 dining room; 4 living room; 5 bedroom;
6 bed; 7 bathrooms; 8 yard Activity 6 2 was studying; 3 were you living; 4 was living; 5 was working;
6 was staying; 7 was hoping; 8 were enjoying; 9 was hearing; 10 was,
Activity 3 1 decorations; 2 chairs; 3 a couch; 4 a light; 5 a refrigerator;
building; 11 was working; 12 was working
6 a door; 7 stairs; 8 a table; 9 a window
Activity 7 1a; 2a; 3b; 4b; 5a; 6b; 7b
Activity 4 1 window/windows; 2 refrigerator; 3 couch; 4 table;
5 decorations; 6 stairs or steps; 7 door; 8 lights Activity 8 1a; 2b; 3a; 4a; 5b; 6b; 7a; 8a
Activity 5 1i; 2f; 3a; 4k; 5c; 6h; 7j; 8e; 9g; 10d; 11b
TED Talk
Activity 6 1 lively; 2 crowded; 3 traditional; 4 shopping; 5 suburban;
6 modern Activity 1 1b; 2a; 3c; 4a; 5c
Activity 7 1c; 2b; 3a; 4b; 5a; 6c Activity 2 True: 1, 3, 6; False: 2, 4, 5
Activity 8 1 stove; 2 closet; 3 cabinet; 4 carpet; 5 floor; 6 ceiling; 7 sink; Activity 3 2, 5, 4, 1, 3
8 curtains; 9 toilet; 10 elevator Activity 4 1b; 2a; 3b; 4c; 5b; 6c
Activity 9 1 traditional; 2 floor; 3 carpets; 4 ceiling; 5 curtains; 6 cabinets; Activity 5 1d; 2e; 3a; 4b; 5c
7 driveway; 8 sinks; 9 toilet
Speaking
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Pronunciation/Listening Activity 1 1 because; 2 The reason; 3 so; 4 Since
Activity 10 1 /just/; 2 /jus/; 3 /juzd/; 4 /jus/; 5 /juzd/; 6 /just/ Activity 2 Stressed: 2, 4; Weak: 1, 3
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Activity 11 1 O; 2 F; 3 O; 4 F; 5 F; 6 O; 7 O; 8 F
Activity 12 Topics mentioned: 1, 4, 5, 7, 8 Writing
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Activity 13 1d; 2b; 3a; 4c; 5d; 6b Activity 1 1c; 2e; 3d; 4a; 5f; 6b
Activity 14 1b; 2a; 3b; 4b; 5c; 6a Activity 2 When Laura went there: 2; What she did there: 6; What it looks
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like: 4; Where it is: 1; How old it is: 3; Who lives there: 5
Grammar Activity 3 1 family; 2 years; 3 tower; 4 gates; 5 special; 6 designed; 7 saw;
Activity 15 Simple present: become, go, have, live, look, move, speak, 8 garden
work; Simple past: were, changed, flew, grew, made, saw, took, thought
c Activity 4 1 Barcelona; 2 month; 3 100; 4 castle; 5 large; 6 Gaudi;
hi
Activity 16 need; are working; saw; was; had; cost; was; was; had; got; 7 unusual
are going Activity 5 Sample paragraph: Sleeping at a lighthouse in Canada was
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Activity 17 1 moved, lived; 2 went, took; 3 worked, drove; 4 became, the best house I ever visited. At least that was my hope, but the reality was
spent; 5 decided, moved; 6 thought, did not want / didn’t want; 7 was; 8 different. I was on vacation with my cousin, Max, and we wanted to sleep
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changed, realized somewhere unusual. When we heard about the lighthouse, Max said, “We
Activity 19 1 used to; 2 used to; 3 used to; 4 use to; 5 used to; 6 didn’t must sleep there!” I agreed. The place looked amazing. It was very old, and
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use to; 7 did, use; 8 use to miles from town. There was no electricity so we lit candles and listened
to the sea. Suddenly, we heard a child crying … but we were alone in
the lighthouse! We were so scared we ran a mile back to town without
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Vocabulary Building
stopping!
Activity 1 1 invitation; 2 exploration; 3 investigation; 4 location;
5 transportation Review
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Reading Activity 1 1 stairs; 2 chairs; 3 refrigerator; 4 decorations; 5 table; 6 light

Activity 2 1b; 2c; 3a; 4c; 5b; 6c
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Activity 2 1g; 2 extra; 3 a; 4 d; 5 c; 6 e; 7 extra; 8b; 9f

Activity 3 True: 3, 5; False: 1; Not given: 2, 4, 6 Activity 3 1 did, move, moved; 2 Did, see, see; 3 take, took; 4 draw, drew;
at
5 read, enjoy; 6 use, changed

Activity 4 Paragraph 1: a; Paragraph 2: a; Paragraph 3: b; Paragraph 4: b
Activity 4 Simple past: grew, watched, danced, loved, bought, flew, left,
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Activity 5 1b; 2a; 3c; 4c

rode; Past continuous: was/were growing, was/were watching, was/were
dancing, was/were loving, was/were buying, was/were flying, was/were
Grammar
leaving, was/were riding
Activity 1 was planning; was not expecting; was running; was moving; Activity 5 1 wasn’t eating; 2 was taking, decided; 3 were sleeping,
was thinking; was working; was making sure stopped; 4 Weren’t, trying or going or shopping; 5 was looking, found;
Activity 2 2 was having breakfast with his uncle; 3 was taking the bus to 6 were riding, talked; 7 Were, bothering, studied
school; 4 was meeting with his study group; 5 was studying in the library;
6 was eating lunch with his friend David; 7 was attending his English class
Unit 3: Vocabulary
Activity 3 1 arrived; 2 was relaxing; 3 asked; 4 was listening; 5 cleaned;
6 heard; 7 saw Activity 1 1a; 2a; 3b; 4b; 5a; 6b; 7b
Activity 4 1 were walking; 2 noticed; 3 made; 4 asked; 5 was playing; Activity 2 1f; 2h; 3b; 4g; 5e; 6c; 7d; 8a
6 met; 7 forgot; 8 was watching Activity 3 Body part: chest, foot, mouth, shoulder, stomach; Illness:
Activity 5 1 I did the laundry while my mother was making dinner.; backache, flu, pain, seasickness, virus
2 I was making lunch when my phone rang.; 3 She fell down while she Activity 4 1 head; 2 shoulder; 3 arm; 4 elbow; 5 knee; 6 foot; 7 leg; 8 finger
was riding a/her bike.; 4 We were running down the street when the bus Activity 5 1 medicine; 2 pain; 3 happiness; 4 injuries; 5 broken; 6 viruses;
left the station.; 5 Claire was shopping for a new couch when she found a 7 illnesses; 8 healthy; 9 hospital
SAMPLE COPY, NOT FOR DISTRIBUTION Workbook Answer Key 205

Activity 6 1b; 2f; 3d; 4e; 5c; 6a TED Talk
Activity 7 1a; 2b; 3a; 4b; 5a; 6b; 7a; 8a; 9b; 10b Activity 1 1 lion tamer; 2 was a medical student; 3 doctors; 4 14,000,
Activity 8 1 brain; 2 heart, blood; 3 lungs; 4 accident, bone; 5 toe; 6 chin; 17.5; 5 understand pain; 6 pain clinics
7 wrist, ankles; 8 recover Activity 2 1 The circus arrives to Brookfield, New York. 2 There is an
Activity 9 accident; back; wrist; fingers; bones; lung; recovered announcement that it is looking for a doctor. 3 John gives the lion tamer
mouth-to-mouth. 4 John goes to Madigan Army Medical Center. 5 John
Pronunciation/Listening speaks to specialists and reads every medical textbook he can. 6 John
Activity 10 1b; 2c; 3a; 4b; 5a; 6c writes the Bible of Pain.
Activity 11 1c; 2b; 3a; 4b; 5a; 6b; 7c Activity 3 He used other names like Masked Marvel and Bull Walker.; He
Activity 12 c The mind-body connection is important in understanding worked at a circus.; He had two jobs while he was in the circus.; He wanted
health. to help patients feel better.
Activity 13 1b; 2d; 3c; 4b; 5b; 6a Activity 4 1 saved; 2 a secret; 3 of the world; 4 a doctor; 5 in charge; 6 No
one; 7 eight years; 8 goal
Activity 14 True: 1, 4, 7; False: 2, 3, 5, 6
Activity 5 1a; 2b; 3b; 4a; 5a; 6b
Grammar Speaking
Activity 15 Countable (in any order): arm, ear, eye, hand, hospital, Activity 1 Saying what you think: I believe..., I think..., In my opinion...;
injury, leg, patient; Uncountable (in any order): air, exercise, the flu, health, Disagreeing: Are you kidding?, I’m not sure about that., Really?, I don’t
medicine, skin, water
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agree., Sorry, but I don’t think so.; Asking follow-up questions: Could you
Activity 16 1a; 2b; 3a; 4b; 5b; 6a; 7b explain that a bit more?, Why do you say that?; Conceding a point: Well,
Activity 17 1 How much; 2 How many; 3 How much; 4 How many; that’s true..., You’re right that...
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5 How much; 6 how many; 7 how much; 8 how many Activity 4 1h; 2g; 3c; 4a; 5d; 6b; 7f; 8e
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Activity 18 Possible answers: 1 some; 2 a little; 3 many; 4 much; 5 some;
Writing
6 any; 7 not, any; 8 not, much
Activity 1 1 While it’s true that fast food is unhealthy, I think it’s very
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Activity 19 Possible answers: 1 a lot of; 2 how many; 3 how much;
4 a lot of; 5 much; 6 much; 7 how many; 8 much convenient. / While it's true that fast food is convenient, I think that it's
very unhealthy. 2 I believe that food labels should be easier to understand.
Vocabulary Building 3 In my opinion, smokers should not get any health care. / Smokers should
c not get any health care, in my opinion. 4 For me, junk food is sometimes
hi
Activity 1 1 happy, content; healthy, well; unwell, sick; illness, sickness;
acceptable. / For me, junk food is acceptable sometimes. / Junk food is
2 discover, find; mix, combine; entire, whole; think, believe; 3 angry, upset;
sometimes acceptable for me. 5 One reason I think this is that social media
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attempt, try; several, some; typical, normal

makes us feel jealous. / I think this is one reason that social makes us feel
Reading jealous. 6 We don’t exercise because gym membership is too expensive.
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Activity 2 1d; 2b; 3c; 4a; 5c Activity 2 While it’s true that; I think; One reason I think this is; because; I
believe; in my opinion; For me
Activity 3 1b; 2c; 3a; 4c; 5a
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Activity 3 True: 1, 3, 6; False 2, 4; Not given: 5

Activity 4 a4; b3; c2; d1; e2; f4
Review
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Grammar
Activity 1 1 knee; 2 throat; 3 happiness; 4 unwell; 5 virus;
Activity 1 Separable (in any order): bring back, carry out (do), keep up, 6 eyeglasses
pick up, put on (music), take off (clothing), write down; Inseparable
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Activity 2 1 knee; 2 elbow; 3 legs; 4 feet; 5 fingers; 6 back; 7 shoulders;

(in any order): belong to, deal with, eat out, go in, look around, sit down, 8 stomach
wake up
Activity 3 1 many; 2 How many; 3 A few; 4 a lot of; 5 many; 6 many;
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Activity 2 1 brought back; 2 filled out; 3 handed it in; 4 took her hat;
7 a lot of; 8 many
5 pass, on; 6 pick up; 7 turned, down
at
Activity 4 1 wrote down, many; 2 How many, turn in; 3 put, some/any,
Activity 3 1a; 2c; 3c; 4a; 5b; 6a; 7b, c; 8a
on; 4 bring, any/some, back; 5 How much, pick up; 6 A lot of / Some, spoke
Activity 4 1d; 2c; 3e; 4g; 5f; 6h; 7a; 8b
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about; 7 How many, sit down

Activity 5 1 Get on; 2 gets along with; 3 hang out; 4 looks after; 5 deal Activity 5 1 look around; 2 speak about; 3 wake up; 4 deal with; 5
with; 6 give up; 7 work out; 8 putting on complain of; 6 grow up
Activity 6 1 I picked my friend up from the train station. or I picked up
my friend from the train station. 2 Let’s hang out with Gina and Ruby on Unit 4: Vocabulary
Friday. 3 Rae deals with her pain by doing yoga. 4 Suneeta is looking after Activity 1 1 map; 2 dictionary; 3 homework; 4 university; 5 teacher;
her neighbor’s cat while he’s on vacation. 5 Please sit down. 6 My mom 6 library; 7 classroom
left a voicemail message for me, so I called her back. 7 He spoke about the Activity 2 1 class, lesson; 2 dictionary; 3 pass, fail; 4 school bus;
need to eat well and exercise. 5 homework; 6 library; 7 teaches, university
Activity 7 1 She put on her favorite earrings. / She put her favorite earrings Activity 3 1 be creative; 2 hard-working; 3 elementary school;
on. 2 I turned on the TV. / I turned the TV on. 3 I get along with my new 4 notebook; 5 develop skills; 6 an education; 7 online learning
roommate. 4 He gave up too easily. 5 I was hanging out with my brother Activity 4 1c; 2e; 3g; 4b; 5f; 6a; 7i; 8d; 9h
while he studied. / While he studied, I was hanging out with my brother. or
Activity 5 1 education, skills; 2 attend, elementary, high; 3 desks, board;
While I studied, he was hanging out with my brother. 6 She was looking
4 public, private; 5 size/sizes; 6 tests, grades
into buying a new car. 7 I worked out yesterday. / Yesterday I worked out. 8
Remember to take out the trash. / Remember to take the trash out. Activity 6 1 attend; 2 creative; 3 elementary; 4 classes; 5 desks;
6 students; 7 teacher; 8 online learning; 9 study; 10 education; 11 develop;
Activity 8 1a; 2a; 3b; 4a; 5b; 6a; 7a; 8a
12 public; 13 education
Activity 7 Science: biology, chemistry, physics; Math: algebra, geometry; Activity 2 1c; 2b; 3a; 4a; 5b; 6c
Social studies: geography, history; After-school activities: drama club, Activity 3 1c; 2d; 3e; 4a; 5b
orchestra, sports Activity 4 They knew how to wait.; They grew up to be successful.; They
Activity 8 1 biology; 2 ancient history; 3 sports team; 4 drama club; had good grades.
5 band; 6 social studies; 7 chemistry; 8 algebra; 9 orchestra Activity 5 1 100 percent; 2 were in trouble; 3 make it to; 4 In other words;
5 go into; 6 producing
Pronunciation/Listening
Activity 9 1 hopeful; 2 stressful; 3 thankful; 4 careless; 5 useful Speaking
Activity 10 1c; 2a; 3b; 4b; 5c; 6a Activity 1 1 look the most useful; 2 too boring; 3 think it’s useful enough;
Activity 11 c Distance learning 4 more interesting; 5 isn’t as useful as this; 6 looks more exciting; 7 isn’t it
Activity 12 1c; 2a; 3b; 4b; 5a; 6c expensive; 8 think it’s useful enough; 9 is the best choice
Activity 13 1 easier; 2 stressful; 3 less; 4 more; 5 best; 6 options
Writing
Grammar Activity 1 1a; 2b; 3b; 4a; 5a; 6b
Activity 14 1 bigger; 2 more comfortable; 3 brighter; 4 better; 5 more Activity 2 1 Dear Sound Studios,; 2 I saw your poster for the five-day
interesting; 6 newer; 7 cooler; 8 more expensive music production course when I was at the train station this morning.
Activity 15 1 better; 2 harder; 3&4 more regularly / more often; 5 more I’m writing because I’d like some more information.; 3 First, is the course
suitable for complete beginners? Second, is there a focus on sound editing,
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attentively; 6 more clearly; 7 earlier
or do you mainly cover mixing techniques?; 4 Thanks for any information
Activity 16 1 Our school is the best school in the whole city. 2 The
you can provide. I look forward to hearing from you.; 5 Yours sincerely,; 6
building is nicer and bigger than the other schools near here. 3 Our
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Dario Cafolla
teachers are better than teachers in other schools. 4 The library is the
quietest place in the school. 5 Our computer lab has the fastest computers. Activity 3 1 Sound Studios; 2 music production; 3 five days; 4 sound
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6 My class is smarter than the other classes. 7 We study harder than other editing; 5 Dario Cafolla; 6 formal
classes because we like learning. 8 We also have the best soccer team. Activity 4 you’re: your; First: Second; !: ?; informations: information; for:
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Activity 17 1 What is the oldest university in the world? 2 What country from; Your: Yours
has the largest number of students? 3 Where is the biggest school in
the world? 4 How large is the smallest school in the world? 5 Who is the Review
oldest high school graduate in the US? 6 Who is the youngest high school
c Activity 1 1b; 2c; 3b; 4d
hi
graduate in the US? 7 Where do students have the longest and shortest Activity 2 1 desks; 2 notebooks; 3 online learning; 4 public schools; 5
summer vacation? 8 Where do students receive the most homework? elementary school
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Activity 3
Vocabulary Building
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Activity 1 1 useful; 2 careful; 3 beautiful; 4 skillful; 5 careless Adjective Comparative Superlative

bad worse the worst
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Reading
Activity 2 1c; 2a, c; 3c; 4d; 5b old older the oldest
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Activity 3 1c; 2a; 3d; 4b useful more useful the most useful
Activity 4 Paragraph 1: c; Paragraph 2: a; Paragraph 3: b; Paragraph 4: d hard-working more hard-working the most hard-working
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interesting more interesting the most interesting

Grammar
Activity 1 1 so; 2 such; 3 so; 4 such; 5 so; 6 so; 7 such
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Activity 2 1 long enough; 2 as easy as; 3 as important as; 4 too long; 5 Adverb Comparative Superlative
big enough; 6 important enough; 7 so fun; 8 such an interesting fast faster the fastest
at
Activity 3 1b; 2c; 3c; 4b; 5c; 6a late later the latest
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Activity 4 1 so cold; 2 as old as; 3 correct; 4 fast enough; 5 correct; 6 too

hard harder the hardest
slow / so slow; 7 hot enough; 8 correct
Activity 5 1a; 2a; 3b; 4a; 5b; 6b; 7a; 8a well better the best
Activity 6 1 too/so; 2 such; 3 as old as; 4 isn’t as popular; 5 so; 6 enough; recently more recently the most recently
7 brave / strong / tough enough slowly more slowly the most slowly
Activity 7 1 The tea was cool enough to drink. 2 The peppers were too
hot. 3 We have enough vegetables to make a salad. 4 There were enough Activity 4 1 so fun; 2 isn’t as fun as; 3 best; 4 better; 5 more useful; 6 is as
people to play the game in class. 5 My interview at the school tomorrow is important as; 7 too hard; 8 important enough
so important. 6 Our teacher gave us such an easy assignment. 7 Josh is as
tall as his father. or His father is as tall as Josh. 8 I can run as fast as Leo can. Unit 5: Vocabulary
/ Leo can run as fast as I can. Activity 1 1 a family; 2 boy; 3 woman; 4 married; 5 daughter; 6 father;
Activity 8 1a; 2b; 3a; 4a; 5a; 6b; 7a 7 parents; 8 husband
Activity 2 1 single; 2 divorced; 3 parents; 4 children; 5 men; 6 women
TED Talk Activity 3 man/boy: brother, father, husband, son, uncle; woman/girl:
Activity 1 1 two out of three; 2 One out of three; 3 A great percentage; aunt, daughter, mother, sister, either: classmate, cousin, friend, stranger
4 two out of three; 5 one

Activity 4 1h; 2d; 3g; 4b; 5a; 6c; 7f; 8e TED Talk
Activity 5 1d; 2c; 3e; 4f; 5b; 6a Activity 1 1 little girl; 2 unusual; 3 screaming; 4 song; 5 was based; 6
Activity 6 1c; 2a; 3b; 4d; 5d; 6c; 7b; 8c; 9b sense of humor
Activity 7 1 shake; 2 wave, say hello; 3 partner; 4 strangers; 5 teammates; Activity 2 1a; 2b; 3c; 4c; 5a; 6b
6 best friend Activity 3 True: 2,4,5
Activity 8 1 stepfather; 2 brother; 3 stepbrother; 4 stepsister; 5 half-sister; Activity 4 1b; 2f; 3g; 4h; 5c; 6d; 7e; 8a
6 sister-in-law; 7 nephew Activity 5 1a; 2b; 3c; 4a; 5c
Activity 9 1 brother-in-law; 2-3 nieces/nephews; 4-5 mother-in-law/
father-in-law; 6 stepmother; 7-8 stepbrothers/stepsisters; 9-10 half- Speaking
brother/half-sister; 11 ex-wife; 12 stepfather Activity 1 1 are you busy next Saturday; I’m not sure; sure, I’d love to; 2
Are you around on Sunday; It depends; I’ll have to ask my parents first; 3 I
Pronunciation/Listening
can’t make it, but thank you for inviting me; 4 Are you doing anything on
Activity 10 1 /id/; 2 /d/; 3 /id/; 4 /t/; 5 /d/; 6 /t/; 7 /id/; 8 /d/ Tuesday night; I don’t think so; that sounds great; 5 I need to check my
Activity 11 Yes: 2,4,5,6; No: 1,3 schedule; Thanks for inviting me, but I’m afraid I’ve got something else on
Activity 12 1 celebration; 2 known; 3 accepted; 4 yet; 5 proud; 6 healthy; Activity 2 1 Are you around next Saturday? A; 2 I need to check my
7 emotional schedule. S; 3 Sure, I’d love to. Y; 4? It depends. S; 5 That sounds great! Y;
Activity 13 1a; 2c; 3b; 4a 6 Thanks for inviting me, but I’m afraid I’ve got something else on. N;
7 I’ll go ask my parents. S; 8 Are you doing anything on Tuesday night? A;
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Grammar 9 Sorry, I can’t make it. N; 10 Are you around on Sunday? A; 11 I (don’t)
Activity 14 1 have, had; 2 asked, has; 3 Have, haven’t; 4 known, have; think so. N; 12 I’m definitely not. N
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5 studied, had; 6 worked, Have
Activity 15 1 Celia has not / hasn’t seen her parents all day.; 2 Yuri and Writing
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Natasha have not / haven’t seen any really good movies.; 3 Our teacher Activity 1 1 A.S.A.P.; 2 R.S.V.P.; 3 P.S.
has not / hasn’t given us a lot of homework this weekend.; 4 My friends Activity 2 1 date; 2 begin; 3 offer; 4 say; 5 apologize; 6 make it; 7 enjoy
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have called. or My friends have already called. Activity 3 1 Jason; 2 surprise party; 3 Pablo; 4 Sunday the 18th; 5 10pm;
Activity 16 1 have taken; 2 have visited; 3 have been; 4 have seen; 6 tennis club; 7 Pablo’s success at the tennis finals; 8 Mike
5 have hiked; 6 have gone; 7 have kayaked; 8 have skied; 9 have taken;
10 have never traveled; 11 have not eaten; 12 have not been; 13 have not
c Activity 4 gives a greeting; says thank you for the invitation; apologizes;
hi
says no to the invitation; explains why he can’t go; hopes people enjoy the
gone; 14 have always looked block party
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Activity 17 1 Did or Have, ever read; 2 Didn’t tell or Haven’t, told;
3 Didn’t, see or Haven’t seen; 4 Did, do; 5 Have, rubbed; 6 Did, hear; Review
Have, heard; 7 Haven’t, ever noticed; 8 Didn’t, say Activity 1 1 grandmother; 2 stranger; 3 classmate; 4 sister; 5 aunt;
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6 uncle; 7 brother; 8 cousin

Vocabulary Building
Activity 2 1 aunt uncle; 2 cousins; 3 brothers sisters; 4 grandmother
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Activity 1 1 cultural; 2 traditional; 3 emotional; 4 musical; 5 natural grandfather; 5 strangers; 6 classmates; 7 teammates; 8 say hello
Reading Activity 3 1 documented; 2 have; 3 studied; 4 have spotted; 5 noticed;
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6 made; 7 have
Activity 2 tradition; aboriginal; ancestral; desert; grandfather; skills
Activity 4 1 I have just ridden my bike for fifteen minutes.; 2 She has
Activity 3 1c; 2b; 3a; 4a; 5c; 6a already planned the party. / She has planned the party already.; 3 He’s
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Activity 4 True: 1,6; Not given: 3,5; False: 4 just built a new house.; 4 She’s already graduated from high school. /
She’s graduated from high school already.; 5 How long have you lived in
Grammar
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Denmark?; 6 How long has she gone to school in London?

Activity 1 1 already; 2 since; 3 for; 4 already; 5 yet, already; 6 yet, yet; Activity 5 1 yet; 2 for; 3 already; 4 just; 5 since; 6 have traveled; 7 has felt
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7 for; 8 already
Activity 2 have you ever heard; has studied; has learned; has shared; has Unit 6: Vocabulary
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taught; has set; has focused

Activity 1 1 friendly; 2 nervous; 3 afraid; 4 worried; 5 relaxed; 6 shy
Activity 3 1f; 2g; 3d; 4b; 5a; 6c; 7e
Activity 2 1c; 2k; 3e; 4j; 5h; 6b; 7i; 8f; 9a; 10g; 11d
Activity 4 1 She has called three times already. / She has already called
Activity 3 Positive: accept, accepting, perfect, perfection, succeed,
three times.; 2 Have you studied for the test yet? / Have you studied yet for
success, successful; Negative: fail; failed; failure; imperfect; imperfection;
the test?; 3 I just got home from school.; 4 The students have never been
reject; unsuccessful
to another country.; 5 We have cousins that we haven’t even met!; 6 Jana
has studied English since 2017.; 7 Renato has been my best friend for five Activity 4 1g; 2c; 3f; 4b; 5d; 6a; 7e
years. / For five years Renato has been my best friend. Activity 5
Activity 6 1 I have / I’ve lived in Bangalore for three years.; 2 I have / I’ve Noun Verb Adjective
listened to that song two times already!; 3 She has not / hasn’t gone rock failure accept imperfect
climbing since last year.; 4 Alex has been my friend since she / he / I was
four years old.; 5 We’ve just gone to the beach.; 6 Nate has eaten breakfast imperfection fail perfect
already.; 7 They have / They’ve just finished taking the test.; 8 I have not / I perfection reject successful
haven’t talked to my new neighbor yet. success succeed unsuccessful
Activity 7 1a; 2b; 3a; 4a; 5a; 6a; 7b; 8a
Activity 8 1b; 2b; 3b; 4a; 5a; 6b; 7a

Activity 6 1 be; 2 has; 3 was; 4 have to, is; 5 ’s / is; 6 is; 7 has Activity 6 1 take; 2 when; 3 can; 4 don’t use
Activity 7 1c; 2a; 3b; 4c; 5b; 6a; 7a; 8c Activity 7 1 Go to the Miraflores neighborhood when you go to Lima.;
Activity 8 1 accept; 2 imperfect; 3 failure; 4 perfect; 5 reject; 6 Successful; 2 If you want to relax, turn off your phone.; 3 When I take the bus, I always
7 imperfections stand.; 4 When my father comes home, he watches the news.; 5 I make
Activity 9 1 successful; 2 failed; 3 imperfections; 4 successful; 5 perfect; coffee for my family when I get up.; 6 If you are hungry, you can make a
6 imperfect; 7 unsuccessful; 8 perfect sandwich.; 7 If you like ice cream, you should try this flavor.; 8 If you talk
during a test, you fail the test.
Activity 10 1 My father’s car is in perfect condition.; 2 The group rejected
Miguel’s idea.; 3 Minato made an unsuccessful attempt at skiing last
Ted Talks
winter. / Last winter Minato made an unsuccessful attempt at skiing.;
4 Is academic or economic success more important? / Is economic or Activity 1 1 but in my heart; 2 But in my mind; 3 however; 4 but I; 5 But I
academic success more important?; 5 They have to accept responsibility think; 6 but
for their actions.; 6 Kanna is a perfect example of a hard-working student. Activity 2 1 failure; 2 brave, perfect; 3 risk; 4 failed; 5 trial and error;
6 accepted; 7 socialize
Pronunciation/Listening Activity 3 ORDER: 2, 5, 4, 1, 3
Activity 11 Underline have to in 1, 3, 4 Activity 4 1 difficult; 2 delete; 3 my code; 4 me; 5 brave; 6 be comfortable
Activity 12 1a; 2c; 3d with
Activity 13 1d; 2a; 3b Activity 5 1 ran; 2 negotiate; 3 supportive network; 4 potential; 5
courageous; 6 struggling
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Activity 14 1a; 2c; 3b; 4c; 5b; 6a; 7c
Activity 15 1b; 2c; 3a; 4b
Speaking
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Grammar Activity 1 1 Why don’t you; 2 If; try; 3 I’m not sure, but I think; You might;
4 If; you might want to try; 5 that may work for you; 6 When; you should
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Activity 16 1c; 2e; 3b; 4a; 5d
Activity 2 1 How; video; Why; tutorials; 2 really; dinner; aren’t; try; 3
Activity 17 1 don’t have to; 2 shouldn’t; 3 must not; 4 don’t have to;
exactly; not; think; might; 4 useless; can’t; not; might; 5 so; so much; I; may;
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5 don’t have to; 6 can’t; 7 shouldn’t; 8 don’t have to
you; 6 What; don’t; try
Activity 18 Possible answers: 1 must; 2 can’t; 3 have to; 4 don’t have to;
Activity 3 1Y; 2N; 3Y; 4N; 5N; 6Y
5 can; 6 can’t; 7 must; 8 should; 9 shouldn’t; 10 have to
Activity 19 1 should; 2 can’t / must not; 3 don’t have to; 4 should; 5 can’t
c Writing
hi
/ must not; 6 have to / must / should; 7 can; 8 shouldn’t
Activity 1 1c; 2b; 3 d; 4e; 5f; 6a
Activity 20 1a,b; 2b; 3a,c; 4a; 5a; 6b,c; 7a; 8b
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Activity 2 True: 2,6,4 False: 1,3,5

Vocabulary Building Activity 3 1 a problem; 2 good news; 3 advice; 4 No problem; 5 costs
nothing; 6 too much; 7 for free; 8 too expensive; 9 don’t worry;
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Activity 1
10 wonderful
dis im in un
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Review
agree mature active finished
Activity 1 1 I’m shopping for the perfect gift for my girlfriend.; 2 He didn’t
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connect perfect correct kind study and failed the test.; 3 The actor was in two unsuccessful movies. The
honest proper direct lucky unsuccessful actor was in two movies.; 4 Today the weather is perfect. /
like successful The weather is perfect today.; 5 There is perfection in nature.; 6 The pie he
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made was a success.; 7 This product claims it will fix skin imperfections.;
Activity 2 1T; 2F; 3T; 4NG; 5NG; 6T; 7F
8 Don’t be afraid to fail.
Activity 3 1d; 2a; 3d; 4a; 5b; 6d; 7a
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Activity 2 1f; 2a; 3c; 4d; 5e; 6b

Activity 4 1c; 2d; 3a; 4b
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Grammar Unit 7: Vocabulary

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Activity 1 1 can succeed; 2 can use; 3 can learn; 4 can’t pass; 5 improves; Activity 1 1e; 2b; 3d; 4f; 5c; 6a
6 tastes; 7 learn; 8 can be Activity 2 1 breakfast; 2 milk; bananas; 3 soup; sandwich; lunch; 4 pizza;
Activity 2 1d; 2a; 3f; 4g; 5b; 6e; 7h; 8c dinner; 5 fish/rice; rice/fish; 6 cake; sugar
Activity 3 1 a painting party is; 2 they laugh about it with a friend; 3 If Activity 3 1 sour; 2 vegetable; 3 spice; 4 salty; 5 drink; 6 dessert; 7 meat
someone needs a break,; 4 they often share a photo of it online; 5 if the Activity 4 1 chili powder; 2 strawberries; 3 French fries; 4 Apples;
painting isn’t perfect 5≈vegetables; sweet; ice cream; 6 shrimp; 7 chocolate; bitter
Activity 4 1 If you use social media, be careful about what you post.; 2 If they Activity 5 1 potatoes; 2 spicy; 3 sweet; 4 flavor; 5 bitter; 6 dessert; 7 fruit;
don’t want the photo online, you shouldn’t post it.; 3 If you post comments, 8 pasta; 9 Shrimp
don’t write anything inappropriate or unkind.; 4 When you receive a friend Activity 6 1b; 2c; 3a; 4a; 5b; 6c
request from someone you don’t know, don’t accept it.; 5 If you want to keep Activity 7 ACROSS: 1 fast food; 5 unhealthy; 7 grilled; 8 boiled; 9 fried;
your information private, you can change the settings.; 6 And when you are DOWN: 1 frozen; 2 delicious; 3 terrible; 4 chili powder; 6 fresh
online too much, take a break for a day or two. Activity 8 1c; 2b; 3a; 4c; 5a; 6b; 7b; 8c; 9a; 10b
Activity 5 1 If you want to relax,; 2 When you’re in a movie theater,; 3 If
you like movies,; 4 When you’re at a film festival,; 5 If you watch a movie in Pronunciation
English,; 6 When you see a movie you like,; 7 When you see a movie you
Activity 9 1 waste; 2 rice; 3 Peas; 4 meat; 5 bake; 6 beef; 7 hurry; 8 cook
don’t like,

Listening Activity 2 Answers will vary.
Activity 10 1b; 2c; 3a; 4b; 5a; 6c Activity 3 Answers will vary.
Activity 11 3
Writing
Activity 12 1b; 2a; 3c; 4a; 5c; 6b; 7c
Activity 1 restaurant; dishes; flavors; small; loud; lots of; Prices;
Grammar recommend
Activity 13 1 will not eat / won’t eat; 2 will be; 3 will open; 4 ’ll call / will Activity 2 1f; 2h; 3a; 4b; 5d; 6c; 7e; 8g
call; 5 will arrive; 6 will burn; 7 will print; 8 won’t have / will not have Activity 3 1b; 2b; 3b; 4a; 5a; 6b; 7a
Activity 14 1 Will we have a big party for Sarah this year?; 2 Will we Activity 5 Sample answer: This graph shows the number of meals
invite all of her friends and family? / Will we invite all of her family and purchased at fast food and sitdown restaurants in the same town over a
friends?; 3 Will our parents help prepare the food?; 4 Will Ana help with the period of forty years.
decorations?; 5 Will we send the invitations by email?; 6 Will David bake a
In 1987, when the survey began, around 10,000 sitdown meals were being
cake?
sold in this particular town. Fast food meals were four times more popular.
Activity 16 1 will give; 2 will add; 3 will have; 4 isn’t going to be; 5 You’ll Ten years later, both fast food and sit down restaurants were selling
want; 6 is not going to cause; 7 are going to see; 8 will eat 20,000 more meals, respectively. Interestingly, in the following ten-period,
Activity 17 Possible answers: 1 is going to prepare; 2 will help; 3 will start; the trend remained the same. Both had increased at the same rate of
4 is going to begin; 5 will heat; 6 will stir; 7 will add; 8 is going to cook; 9 popularity with 20,000 more meals each.
will combine; 10 is going to serve
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However, in 2007, while fast food was at its peak with 80,000 meals
Vocabulary Building (30,000 ahead of sitdown), the trend was about to change significantly. In
ni
the final ten-year period, we see a sharp decline with fast food dropping
Activity 1 1 disappearance; 2 farmers; 3 development; 4 to only 30,000 by 2017. Conversely, by 2017, sit down meals had risen to
accomplishment; 5 planners
ar
70,000.
Activity 2 1d; 2c; 3c; 4d; 5b
This may be explained by greater awareness of healthy eating during this
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Activity 3 1b; 2a; 3e; 4c; 5d
period.
Activity 4 1c; 2a; 3f; 4g; 5d; 6e; 7h; 8b
Review
Grammar
c Activity 1 1 vegetables; 2 coffee; 3 tomatoes; 4 strawberries; 5 chicken; 6
hi
Activity 1 1 When; you’ll; 2 could; if; 3 If; they’ll; 4 may; if; 5 could; when; shrimp; 7 pasta; 8 chocolate
6 If; will; 7 could; if
Activity 2 1c; 2f; 3b; 4d; 5g; 6h; 7a; 8e
ap
Activity 2 1 If; ,; 2 if; 3 if; 4 If; ,; 5 If; ,; 6 if

Activity 3 1 It’s going to taste; 2 We’ll need; 3 is going to buy; 4 It’s going
Activity 3 1 When the apartment is dirty, Lara will clean it.; 2 He will do to take; 5 We’ll mix; 6 We’ll put; 7 That’s going to take; 8 we’ll divide; 9 we’ll
gr
yoga and meditation when he is upset.; 3 When you learn to swim, you’ll roll; 10 will cook
go to the pool more often.; 4 You’ll love this music when you listen to it!; 5
Activity 4 1 They will take the exam tomorrow. / Tomorrow they will take
eo
Khalid won’t come with me when I go to the movies on Saturday.; 6 When

the exam.; 2 When she goes to the library, she won’t return her books.; 3 If I
I go to Canada, I won’t visit Toronto.; 7 When you go to the meeting with
don’t drive to school tomorrow, I will take the bus.; 4 They’re going to play
your teacher, she’ll help you with your paper.; 8 When I get hungry on my
lG
music together tonight. / Tonight they’re going to play music together.; 5

flight, I’ll have a banana and some tea.
If he doesn’t follow the directions, his cake might taste bad.; 6 Marla won’t
Activity 4 1 If; 2 When/If; 3 When/If; 4 When; might; 5 will; 6 When; 7 take a math class next semester. / Next semester Marla won’t take a math
might; 8 When; 9 If
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class.; 7 We may need two extra chairs if Anderson and Lea come to the
Activity 5 1 eat; 2 I’ll go; 3 could; 4 won’t; 5 see; 6 if; 7 get; 8 might want meeting. / We may need two extra chairs if Lea and Anderson come to the
Activity 6 1 If; I’ll / I will; 2 don’t / do not; she’ll / she will; 3 When / If; meeting.
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wake; 4 When; might / may / could; 5 If; going; call; 6 don’t / do not; won’t Activity 5 1 you’ll; 2 I; 3 won’t; 4 see; 5 might; 6 learn; 7 may buy
see / will not see; 7 might / may / could; if
at
Activity 7 1a; 2a; 3b; 4a; 5b; 6a; 7b Unit 8: Vocabulary

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Activity 8 Answers will vary. Activity 1 1 department store; 2 shop online; 3 shopping mall; 4 price
tag; 5 shoppers; 6 save money
Ted Talk
Activity 2 1 market; 2 customer; 3 expensive; 4 cheap; 5 price; 6
Activity 1 1b; 2b; 3c; 4a; 5b shopping mall; 7 department store; 8 spend money
Activity 2 1 sit down and eat; 2 good, fresh; 3 cut down forests; 4 the Activity 3 1 spend; 2 price; save; 3 expensive; 4 customer; 5 online; 6
fields; 5 tell people; 6 one day department; 7 mall; 8 sale
Activity 3 1, 3, 5, 6, 7 Activity 4 1 manufacture; 2 material; 3 option; 4 advertise; 5 recycle; 6
Activity 4 1f; 2e; 3g; 4b; 5d; 6a; 7c throw away; 7 design
Activity 5 1 global; 2 households; 3 invested; 4 resources; 5 tackle Activity 5 1f; 2e; 3g; 4i; 5a; 6h; 7c; 8d; 9b
Activity 6 1 throw away; 2 sell; 3 growing; 4 pick; 5 designs; 6 options; 7
Speaking material; 8 recycle
Activity 1 1 Why don’t we; 2 How about; 3 It’s a kind of; 4 I think we Activity 7 1d; 2b; 3f; 4c; 5a; 6e
should have; 5 it’s a little salty; 6 sweet; 7 kind of sour; 8 It’s delicious; 9 it’s Activity 8 1 grown; 2 pick; 3 option; 4 design; 5 manufacture; 6 sell; 7
a really popular; 10 it’s really good for; 11 We could cook; 12 why don’t we recycle; 8 throwing; 9 advertise; 10 material
ask our classmates to bring
Activity 9 1 displays; 2 Antique; 3 delivered; 4 trade; 5 billboards; 6 afford

Pronunciation/Listening Activity 7 1 which / that; 2 who / that; 3 that / which; 4 who / that; 5 that
Activity 10 1 fish; 2 plastic; 3 skate; 4 recycling; 5 surf; 6 fishing; 7 self; / who; 6 which / that; 7 that / which
8 electric
Ted Talk
Activity 11 1b; 2c; 3d; 4b; 5b; 6d; 7a; 8d
Activity 12 1c; 2a; 3b; 4b; 5c; 6a; 7b Activity 1 1 International; supporters 2 Stop; free; reusable; next
message; 3 check; this sticker; not have
Grammar Activity 2 True: 1,4,6; False: 2,3,5
Activity 13 SECOND CONDITIONAL: 2,3,6,7 Activity 3 1 help reduce; 2 did well; 3 nothing; 4 give a talk; 5 teachers; 6
sunrise
Activity 14 1d; 2c; 3e; 4h; 5g; 6a; 7b; 8f
Activity 4 1,3,6,7
Activity 15 1 could buy; saved; would save; 2 taught; could make; 3
did not manufacture; would increase; 4 would be; bought; 5 would save; Activity 5 1b; 2c; 3d; 4e; 5a
shopped; 6 had; would probably spend; 7 carried; would find; 8 would eat;
served Speaking
Activity 16 1 If shoppers didn’t have so much choice, it wouldn’t be Activity 1 1 Science has proven that; L; 2 My heart tells me that; E; 3 If
overwhelming.; 2 If we didn’t order shoes and sweaters online, they we; then; L; 4 is the right thing to do.; M; 5 How would you feel if; E; 6 It’s
wouldn’t need to be shipped to our homes.; 3 If people didn’t feel better wrong to; M; 7 Think of; E; 8 Research shows that; L
after buying something new, they wouldn’t buy lots of unnecessary Activity 2 1 c; my heart tells me that; 2 d; research shows that; 3 Think of;
things.; 4 If personal shoppers were cheap, many people could (or could a; 4 It’s wrong to; b
ng
be able to) hire them.; 5 If stores didn’t aim to sell what they think people
want, they wouldn’t make much money.; 6 If designers weren’t so Writing
ni
creative, they wouldn’t / would not be able to come up with such amazing Activity 1 i; g; f; h; b; c; e; d; a
things.
Activity 2 ORDER: 7, 5, 1, 6, 3, 2, 4
ar
Vocabulary Building
Review
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Activity 1 1 TV shows; 2 video games; 3 billboards; 4 shopping mall; 5
Activity 1 1b; 2a; 3d; 4e; 5c
website; 6 Air pollution; 7 supermarket; 8 sea life
Activity 2 1 advertise; 2 manufactured; 3 recycle; 4 produces; 5 designed;
Reading
c 6 grew
hi
Activity 3 1 they wouldn’t buy phones so often; 2 If smartphone
Activity 2 1 teenager; 2 advertiser; 3 video game; 4 aware; 5 TV show; 6
makers didn’t feel so much pressure to make them better; 3 smartphones
website; 7 product; 8 awkward
ap
wouldn’t become outdated; 4 if the designers didn’t test a prototype; 5

Activity 3 Correct (C): 2,3; Incorrect (I): 1,4,5,6 We wouldn’t be able to buy new smartphones; 6 If the software weren’t
Activity 4 1b; 2a; 3a; 4d; 5b; 6b; 7c loaded onto the phone
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Activity 4 1b; 2d; 3a; 4f; 5e; 6c

Grammar
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Activity 1 1a; 2c; 3b; 4b; 5b; 6c; 7c Unit 9: Vocabulary
Activity 2 1 who / that; 2 that / which; 3 that / which; 4 that / which; 5
Activity 1 1h; 2l; 3c; 4k; 5j; 6e; 7a; 8i; 9b; 10g; 11d; 12f
lG
who / that; 6 who / that; 7 that / which

Activity 2 1 artists; 2 waiter; 3 receptionist; 4 guide; 5 farmers; 6
Activity 3 1c; 2g; 3f; 4h; 5a; 6d; 7b; 8e
businesspeople; 7 cooks
na
Activity 4 1 The chair that we bought on sale is so ugly. / The chair which
Activity 3 1b; 2e; 3h; 4g; 5a; 6f; 7d; 8c
we bought on sale is so ugly.; 2 He’s the teacher who gave me advice
about my career. / He’s the teacher that gave me advice about my career.; Activity 4 1b; 2a; 3c; 4b; 5c; 6a
io
3 Being a chemist is the job that I think I would like the most. / Being a Activity 5 1 lawyer; 2 doctor; 3 chief executive / manager / boss; 4 sales
chemist is the job which I think I would like the most.; 4 Beans are a food person; 5 chef / cook; 6 manager / boss; 7 construction worker; 8 cleaner
at
that has a lot of nutrition. / Beans are a food which has a lot of nutrition.; Activity 6 1d; 2c; 3a; 4b; 5d; 6b; 7c; 8a
5 My father is making a potato recipe that he found on the internet. / My
N
father is making a potato recipe which he found on the internet.; 6 The Pronunciation/Listening
book is about a man who sailed around the world on a small boat. / The Activity 7 Rising: 1,4,6; Falling: 2,3,5,7,8
book is about a man that sailed around the world on a small boat.
Activity 8 1c; 2a; 3b; 4c; 5b; 6a
Activity 5 CORRECT: 4,7; 1 food that has / food which has; 2 restaurant
Activity 9 1c; 2b; 3a; 4c; 5a; 6b; 7a
that has; 3 People who go / People that go; 4 job which pays / job that
pays; 5 woman who wanted / woman that wanted Activity 10 1b; 2b; 3b; 4c; 5d; 6b
Activity 6 1 She has a brother who goes to school in Bangkok.; 2
Grammar
Everyone laughed with the woman who told the funny joke. / Everyone
laughed with the funny woman who told the joke.; 3 The soup that she Activity 11 1 PP; 2 S; 3 P; 4 PP; 5 S; 6 P; 7 PP; 8 S
made for dinner was delicious.; 4 I see the girl that is our new neighbor.; 5 Activity 12 1. 2, 1; 2. 2, 1; 3. 2, 1; 4. 1, 2; 5. 2, 1; 6. 1, 2; 7. 2, 1; 8. 2, 1
An omnivore is an animal that will eat any type of food. / An animal that Activity 13 1 had helped; 2 had learned; 3 had cleaned off; had served; 4
will eat any type of food is an omnivore.; 6 They cleaned up the big tree had been; had prepared 5 had planned; had ordered
that fell down during the storm. / They cleaned up the tree that fell down Activity 14 1 texted; received; 2 given; went; 3 you ate; had finished;
during the big storm.; 7 Soda is a drink which is not healthy. / A drink 4 had prepared; worked; 5 we cooked; bought; 6 created; seen; 7 met;
which is not healthy is soda.; 8 She has an uncle who is a nurse. introduced

Vocabulary Building subjects is history / History is one of my favorite subjects. 7 What skills do
Activity 1 1b; 2a; 3e; 4c; 5d sales people need?
Activity 2 RISES: 1, 2, 7, 8; FALLS: 3, 4, 5, 6
Reading Activity 3 1e; 2a; 3b; 4d; 5c;
Activity 2 1c; 2b; 3c; 4b; 5a; 6a Activity 4 1 I love singing. 2 I like social media. 3 What does an online
Activity 3 1d; 2e; 3b; 4c; 5a reputation manager do?; 4 So, where do online reputation managers
Activity 4 1b; 2c; 3b; 4a work?; 5 So, what skills do these managers need?
Activity 5 Answers will vary.
Writing
Grammar Activity 1 1 Ms. Dixon; 2 Alvaro Costa; 3 a travel writer; 4 yes; 5 no; 6
Activity 1 1 was; 2 asked me; 3 I’d traveled; 4 said; 5 told me; 6 he’d been; formal
7 said; 8 asked me Activity 2 1a; 2b; 3a; 4b; 5a; 6b
Activity 2 1a; 2b; 3a; 4b; 5b; 6a; 7a; 8a Activity 3 Answers will vary.
Activity 3 1 would; 2 told me that; was traveling; 3 She; had visited;
4 the next day; 5 asked me; was writing; 6 told Mei to; their; 7 she’d gone; Review
8 had gone Activity 1 1 store manager; 2 paramedics; 3 cleaners; 4 dentist; 5
Activity 4 1 He told them they couldn’t eat the salad.; 2 He said he was Firefighters; 6 accountant
ng
going to buy some eggs.; 3 She said that she could tell our teacher I’d be Activity 2 1 electronics engineer; 2 chief executive; 3 police officer; 4
late for class.; 4 He told me he’s planning to travel to Asia.; 5 They told factory workers; 5 doctors; nurses; 6 firefighters
me they worked on that project.; 6 She said she watched the news the Activity 3 1 had graduated; 2 had completed; 3 had worked; 4 had
ni
previous night.; 7 They said they couldn’t eat dinner with their parents.; 8 earned or had completed; 5 had been; 6 had worked
He asked if I would help him.
ar
Activity 4 1 had enjoyed / ’d enjoyed; 2 grew; sold; 3 ’d found / had
Activity 5 found; 4 ate; 5 wanted; 6 ’d decided; had decided
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Direct speech Reported speech Activity 5 1a; 2b; 3a; 4b
simple present simple past
Unit 10: Vocabulary
present progressive past progressive
simple past simple past / past perfect c Activity 1 1 machine; 2 tablet; 3 camera; 4 video games; 5 printer; 6 texts;
hi
7 program; software
present perfect past perfect
Activity 2 1f; 2b; 3d; 4a; 5g; 6c; 7e
ap
will / won’t would / wouldn’t

Activity 3 1b; 2b; 3c; 4a; 5c; 6b
Activity 6 Correct: 2,3,4; Incorrect: 1 told me he; Activity 4 1c; 2a; 3b; 4a; 5a; 6a; 7b; 8c
gr
Activity 7 1 The reporter said it was 10pm on a cool Saturday in Los Activity 5 1 install; 2 energy; 3 explore; discover; 4 green technology;
5 produces; 6 engineered; 7 partner with
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Angeles.; 2 The reporter said the truck would be open for another several
hours.; 3 The reporter said Kogi BBQ had been popular since 2008.; 4 The Activity 6 1 invention; design; 2 spacecraft; explore; discovered 3 green
reporter said two friends had an idea to serve Korean barbecue together technology; energy; producing; electric; partnering with; engineer; install
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with Mexican tacos.

Activity 8 1 gave; lawyer; 2 was trained; doctor; 3 was going to help; Pronunciation
high school teacher; 4 told us; software engineers; 5 couldn’t; dentist; Activity 7 1 is stored; 2 were used; 3 was developed; 4 was made; 5 is
na
6 designed; electronics engineer; 7 could; accountant; 8 prepared and found; 6 are invented; 7 was driven; 8 was launched
cooked; chefs
io
Activity 9 1 Jian said he couldn’t print his paper from that computer.; 2 Listening
She said she’d lived in Copenhagen until she was in high school.; 3 She Activity 8 1d; 2f; 3c; 4a; 5e; 6b
at
said the previous day she walked from their (or our) school to the library. Activity 9 1c; 2b; 3a; 4e; 5d
or She said she walked from their (or our) school to the library the previous
N
Activity 10 3
day.; 4 My parents said they turned the lights on.; 5 He said he couldn’t
take the history exam that day.; 6 My sister said she was looking for extra Activity 11 1b; 2d; 3b; 4c; 5a; 6d
math exercises online. Activity 12 1 use; 2 are developed; 3 create; 4 are; 5 was reported; 6 use
Activity 13 1 were published; 2 were read; 3 were purchased; 4 are read;
Ted Talks 5 are bought; 6 were bought; 7 are priced; 8 are created
Activity 1 the; the; of; the; and; the; But; the; the; the Activity 14 Possible answers 1 A was; sent; B was sent; 2 A is earned;
Activity 2 ORDER: 3, 4, 1, 5, 6, 2 3 A are; received; B are received; 4 A are not responded to; B are not
Activity 3 TRUE: 1, 2, 5, 6; FALSE: 3, 4 responded; 5 A are linked; B are caused
Activity 4 1b; 2a; 3c; 4b; 5a; 6c Activity 15 1 62% of 16 to 24-year-olds in the UK prefer print books.; 2 In
the past, libraries chained books to the shelves in order to stop them from
Activity 5 1d; 2c; 3f; 4a; 5b; 6e being stolen.; 3 Bill Gates bought the most expensive book ever purchased,
Leonardo Da Vinci’s Codex Leicester, for $30.8 million. / Bill Gates bought
Speaking
Leonardo Da Vinci’s Codex Leicester, the most expensive book ever
Activity 1 1 How much do nurses earn? 2 What does an image purchased, for $30.8 million.; 4 Print books are preferred over digital books
consultant do? 3 I’ve always been interested in architecture. 4 Where do by 92% of U.S. college students.; 5 More books are read by people in Iceland
professional gamers work? 5 Are teachers paid well? 6 One of my favorite

than in any other country, per capita. / Per capita, more books are read by the sun is being used by energy companies to bring electricity to people
people in Iceland than in any other country.; 6 People buy nearly half of all in sub-Saharan Africa.; 3 Solar panels that turn to face the sun for as long
magazines on Friday, Saturday, and Sunday.; 7 The first electronic book was as possible each day were developed by Eden Full, a student at Princeton
patented in 1949, because a Spanish teacher wanted to reduce the number University.; 4 Text to Change is an innovative project used by young
of books her students had to carry. / In 1949, the first electronic book was people in Africa to share their thoughts about politics and advice for the
patented by a Spanish teacher because she wanted to reduce the number future.
of books her students had to carry. / The first electronic book was patented
in 1949 by a Spanish teacher because she wanted to reduce the number Ted Talks
of books her students had to carry. / The first electronic book was patented Activity 1 1 going to; 2 going to; going to; 3 want to; 4 going to; 5
by a Spanish teacher in 1949 because she wanted to reduce the number of going to
books her students had to carry.
Activity 2 TRUE: 1, 2, 5; FALSE: 3, 4, 6
Vocabulary Building Activity 3 1 graduate; 2 Backyard Brains; 3 Tim; 4 squeeze; 5 can
Activity 4 1b; 2a; 3c; 4b; 5c
Activity 1 1 development; 2 engineering; 3 production; 4 achievement;
5 developers Activity 5 1a; 2c; 3b; 4b; 5a
Reading Speaking
Activity 2 NOT MENTIONED: 2,4 Activity 1 1 One good thing about studying online; P; 2 One bad thing
about studying online; C; 3 Studying online is good; P; 4 On the one hand;
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Activity 3 a 1; b 3, 4; c 4; d 2; e 2
B; 5 but on the other hand; B; 6 Studying online can be a problem; C
Activity 4 1 were developed; 2 were designed; 3 be performed; 4 be
Activity 2 1d; 2a; 3b; 4c
pollinated
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Activity 5 1 wing; 2 RoboBee; 3 per second; 4 honey bee Writing
ar
Grammar Activity 1 While I understand that some people are noisy, I think most
people are not. 2 I can see that it’s annoying, but I think we can find a
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Activity 1 1 by; 2 were; 3 created / invented; 4 created by; 5 was; 6 solution. 3 Can I suggest that we try a different set of rules? 4 It might be
invented / created possible to do this another way.
Activity 2 1 be seen; 2 are thought; 3 found; 4 is used; 5 spent; 6 was Activity 2 1 the new “no laptops” rule in the library; 2 students to read
planned and built
c the books that are in our school library; 3 some students only check social
hi
Activity 3 1 was written; 2 was used; 3 was climbed; 4 was worn; 5 was media; 4 “serious study”; 5 No checking social media in the library!; 6 to use
made; 6 was prepared; 7 were fed their laptops to research and write papers
ap
Activity 4 1 was seen by; 2 was found by; 3 were sent by; 4 ’s owned by / Activity 3 1 writing; 2 can see; 3 but I think; 4 While; 5 I don’t think; 6
is owned by; 5 be paid by; 6 be made by; 7 were called by suggest; 7 would stop; 8 would allow; 9 considering
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Activity 5 UNNECESSARY AGENTS: 3 by people; 5 by scientists; 6 by the

company that made it Review
eo
Activity 6 1 The president is elected by the people. 2 Some of the money Activity 1 1 equipment; 2 developments; 3 progress; 4 invention; 5
was spent by the actor.; 3 The lost key was found by my brother.; 4 The research; 6 process
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/ A problem was solved by a team of students.; 5 Emergency services Activity 2 1e; 2c; 3a; 4b; 5f; 6d
were contacted by a woman.; 6 The children are given shirts to wear at
Activity 3 1 is predicted; 2 are spent; 3 are used; 4 are shared; 5 are
the competition.; 7 The / A project is given to the best candidate. 8 The
preferred; 6 is expected
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messages are sent to students when school is canceled.

Activity 4 1 was seen; 2 gave; 3 spent; 4 saw
Activity 7 1 Because of work done by engineers, in 2015 more than
91% of the world had better sources of water to drink.; 2 The power of
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Perspectives Teacher Resources

Student Book with Online Workbook 978-1-337-80807-1

Combo Split 4A 978-1-337-29744-8

SAMPLE COPY, NOT FOR DISTRIBUTION

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

SAMPLE COPY, NOT FOR DISTRIBUTION

Alamy Stock Photo

Locate your local office at international.cengage.com/region

Visit National Geographic Learning online at NGL.Cengage.com/ELT

SAMPLE COPY, NOT FOR DISTRIBUTION

1 Who are you? 8

2 Where the Heart Is 20

3 Health and Happiness 32

9 All in a Day’s Work 104

10 Remote Control 116

Grammar Reference 128

Irregular Verb List 148

Writing Bank 149

Word Lists 155

Audio Script 159

TED Script 166

Communicative Activities 174

Workbook Answer Key 204

spokesperson, the chairperson’s job being to make sure

encourages students to practice a variety of skills in the context

of specfic texts. The Challenge activities in Lesson D get students

doing with the activity.

the others. There are Optional and Expansion activities

A clear voice Y? Can you give three examples of Z?

SAMPLE COPY, NOT FOR DISTRIBUTION Introduction v

My Perspective activities get students reflecting

2 Match the words in bold with the correct definitions.

a (n) having no mistakes or problems

f (n) not being exactly right

IN thIs uNIt, YOu... 1 perfection a unsuccessful

he did things. 5 accept e reject

68 Unit 6 Do Your Best 69

PreInt_SB_77129_068-079_U06_AmE_CP.indd 68 11/13/17 10:57 AM PreInt_SB_77129_068-079_U06_AmE_CP.indd 69 11/13/17 10:57 AM

Students relate the content to Words are taught with collocations,

vi Introduction SAMPLE COPY, NOT FOR DISTRIBUTION

Engaging content teaches students about the world as well

Visitors to Thailand (1) visit the amazing

2 Customers like Intermarché’s fruit and vegetables because of the .

Look at the Pronunciation box. Then read and listen to

PreInt_SB_77129_068-079_U06_AmE_CP.indd 70 11/13/17 10:57 AM

SAMPLE COPY, NOT FOR DISTRIBUTION Introduction vii

Reading texts with a global perspective

a He went swimming near Mount Everest.

learn a language is to be (4) patient. If you really

72 Unit 6 Do Your Best Unit 6 Do Your Best 73

PreInt_SB_77129_068-079_U06_AmE_CP.indd 72 11/13/17 10:57 AM PreInt_SB_77129_068-079_U06_AmE_CP.indd 73 11/13/17 10:57 AM

Carefully chosen activity types The focus on critical thinking teaches

viii Introduction SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar 2 continues to develop students’ Well-scaffolded pronunciation activities help

on walls f art galleries can sell it

doing it. Use zero conditional sentences.

74 Unit 6 Do Your Best Unit 6 Do Your Best 75

PreInt_SB_77129_068-079_U06_AmE_CP.indd 74 11/13/17 10:57 AM PreInt_SB_77129_068-079_U06_AmE_CP.indd 75 11/13/17 10:57 AM

1 Who are you?

3 Health and Happiness