Professional Documents
Culture Documents
Life 2ed AME 1 Teachers Guide
Life 2ed AME 1 Teachers Guide
Life 2ed AME 1 Teachers Guide
com
■Updated video material featuring additional video support for
vocabulary learning
ng
■New, specially selected National Geographic photography stimulates
learners’ visual literacy skills
ni
■Now in all six levels, an extended critical thinking syllabus actively engages
ar
students in their language learning, encouraging them to develop their own
well-informed and reasoned opinions
ACCESS YOUR FREE LIFE WEB RESOURCES AT:
Le
■A refined grammar syllabus with increased scaffolding and an enhanced
NGL.Cengage.com/life reference section at the back of the Student Books
c
Username: resources
■New “My Life” speaking activities encourage learners to relate the global
hi
Password: life_teacher content to their own lives
ap
■New “Memory Booster” activities improve students’ ability to retain
new language
gr
■An improved Classroom Presentation Tool now includes the Workbook
pages, extra support, and extension activities
eo
T
■ he Student Web App includes video and audio for the Student Book and
Workbook, and additional interactive activities
lG
na
io
at
N
ON THE COVER
Life lG
eo
gr
Teacher’s Guide
SECOND EDITION
ap
hi
c
ni
ar
Le
ng
na
io
at
N
Mike Sayer
Life 1 Teacher’s Guide © 2019 National Geographic Learning, a Cengage Learning Company
2nd Edition ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be
Mike Sayer reproduced or distributed in any form or by any means, except as permitted by U.S.
Gabrielle Lambrick copyright law, without the prior written permission of the copyright owner.
Fiona Mauchline
Sarah Jane Lewis
“National Geographic”, “National Geographic Society” and the Yellow Border Design
are registered trademarks of the National Geographic Society ® Marcas Registradas
Vice President, Editorial Director:
John McHugh For product information and technology assistance, contact us at
Cengage Learning Customer & Sales Support, cengage.com/contact
Publisher: Andrew Robinson
For permission to use material from this text or product, submit all
Senior Development Editor: Derek Mackrell
requests online at cengage.com/permissions
Assistant Editor: Don Clyde Bhasy Further permissions questions can be emailed to
permissionrequest@cengage.com
ng
Director of Global Marketing: Ian Martin
Senior Product Marketing Manager:
ni
Caitlin Thomas ISBN: 978-1-337-90805-4
Media Researcher: Rebecca Ray,
ar
Leila Hishmeh National Geographic Learning
Senior IP Analyst: Alexandra Ricciardi 20 Channel Center Street
Le
IP Project Manager: Carissa Poweleit Boston, MA 02210
USA
Senior Director, Production:
Michael Burggren
c
National Geographic Learning, a Cengage Learning Company, has a mission to bring the
hi
Production Manager: Daisy Sosa
world to the classroom and the classroom to life. With our English language programs,
Content Project Manager: Beth McNally, students learn about their world by experiencing it. Through our partnerships with
ap
Tan Jin Hock National Geographic and TED Talks, they develop the language and skills they need to
Manufacturing Planner: be successful global citizens and leaders.
gr
CREDITS
DVD Videos: Unit 2 National Geographic; Unit 3 ITN/Getty Images; Unit 7 National Geographic; Unit 8 National Geographic; Unit 9 Redux; Unit 10 National Geographic; Unit 12
Kauri Multimedia
DVD Photos: Unit 1 © Dieter Hawlan/Shutterstock.com; © Alex Treadway/National Geographic Creative; © Cory Richards/National Geographic Creative; © James L. Stanfield/
National Geographic Creative; © Michael Melford/National Geographic Creative; © James P. Blair/National Geographic Creative; © Briam J. Skerry/National Geographic Creative;
© Jimmy Chin/National Geographic Creative; © James L. Stanfield/National Geographic Creative; © Chris Johns/National Geographic Creative; © Chris Johns/National Geographic
Creative; Unit 4 © XPacifica/National Geographic Creative; © XPacifica/National Geographic Creative; © Tino Soriano/National Geographic Creative; © Krista Rossow/National
Geographic Creative; © James A. Sugar/National Geographic Creative; © Mike Theiss/National Geographic Creative; © Gordon Esler/Getty Images; © Will Van Overbeek/National
Geographic Creative; Unit 11 © Compassionate Eye Foundation/Robert Daly/OJO Images/Getty Images; Peter Lopeman/Alamy Stock Photo; John Fryer/Alamy Stock Photo;
© Andrew Bret Wallis/Getty Images.
Contents
ng
Answer Key
ni
Teacher Development 182
ar
Workbook: Answer Key 188
Le
c
hi
ap
gr
eo
lG
na
io
at
N
iii
tienganhedu.com
Contents
Unit Grammar Vocabulary Real life Pronunciation
1
be: I + am, you + are the alphabet classroom language word stress
be: he/she/it + is countries and nationalities questions
my, your numbers 1–10
greetings
in the classroom
Hello
pages 9–20
ng
be: we/they + are days of the week personal information we’re, they’re
be: negative forms numbers 11–100 I’m, isn’t, aren’t
be: questions and short colors be: questions and
ni
answers car rental short answers
a/an plural nouns
Vacations
ar
plural nouns syllables
pages 21–32
Le
VIDEO: A vacation in Australia page 30 REVIEW page 32
3
his, her, its, our, their family special occasions possessive ’s
possessive ’s people
c giving and accepting gifts linking with in
irregular plural nouns months
hi intonation
special occasions
ap
Family and
friends
gr
pages 33–44
eo
4
prepositions of place places in a town buying snacks th /ð/
lG
Cities
pages 45–56
io
5
can/can’t abilities shopping can/can’t
N
6
like sports suggestions do you …?
like questions and short interests likes, doesn’t like
answers food intonation
he/she + like opinion adjectives
object pronouns
We love it!
pages 69–80
iv
tienganhedu.com
ng
a description of a place a description of photos is it always true? vacation photos text type: a form
a conversation about a vacation of a trip on vacation writing skill: capital
a conversation about a general knowledge letters
ni
vacation
a quiz about vacation
ar
spots
Le
a description of a family from a description of a family completing a chart my family text type: a greeting
Mexico from Scotland
c people and things card
a conversation about a family an article about
hi celebrations around the writing skill:
from Iraq important days world contractions
a description of good friends
ap
gr
eo
a description of Astana a description of places in thinking about your locations text type: a text
lG
a profile of Yves Rossy an article about robots who said it? my abilities text type: an email
N
an interview with a robot expert and people my things writing skill: but
people talk about their a blog post about my favorite piece of
interesting possessions gadgets technology
a description of a sport in South an article about a sport what does the writer sports text type: short
Africa a profile of a TV think? interests messages
an interview with a man about presenter food writing skill:
sports an article about street punctuation and
food sentence structure
v
tienganhedu.com
7
simple present I/you/we/ routines problems intonation in
you/they hobbies questions
prepositions of time weather sentence stress
simple present questions problems
I/you/we/you/they
Daily life simple present Wh-
questions
pages 81–92
8
simple present he/she/it job activities on the phone -s and -es verb
simple present questions education endings
he/she/it /s/ and /z/
frequency adverbs
Work and
ng
study
pages 93–104
ni
VIDEO: Small ships page 102 REVIEW page 104
ar
9
there is/are clothes requests there are
Le
there is/are negative and hotel rooms I’d like, We’d like
question forms travel
imperative forms hotels
Travel
c
hi
pages 105–116
ap
VIDEO: The people of the reindeer page 114 REVIEW page 116
10
be: was/were dates apologizing was/were weak
gr
Famous
lG
people
pages 117–128
na
11
irregular simple past verbs life events talking about the past -ed regular simple
io
True stories
N
pages 129–140
12
present continuous rooms in a house offers and invitations going and doing
present continuous times and places would you …?
questions and short
answers
present continuous for the
The weekend future
prepositions of place
pages 141–152
tense review
VIDEO: A day in the life of a lighthouse keeper page 150 REVIEW page 152
COMMUNICATION ACTIVITIES page 153 GRAMMAR SUMMARY page 158 AUDIOSCRIPTS page 182
vi
tienganhedu.com
an interview about a man’s job an article about jobs asking questions jobs text type: an email
an interview about an unusual on the London things we usually do writing skill:
school Underground spelling: double
an article about a job in a letters
wildlife park
ng
ni
ar
four people talk about travel an article about things in who is it for? things in my suitcase text type: travel
Le
a conversation about a trip to people’s suitcases hotels and tourist places advice
Cape Town an article about a trans- travel tips writing skill:
Siberian trip because
c
hi
ap
a profile of Ayrton Senna a quiz about “firsts” in making a timeline dates and events text type: an email
gr
continents
lG
na
old books and documents in an article about an the writer’s purpose did it happen? text type: a life story
io
Timbuktu unusual discovery last week and last year writing skill: when
an interview with a woman a story about an one day last week
at
three people talk about a short message about finding main ideas my photos text type: a thank
weekend activities next weekend next weekend you note
a description of a family in an article about helping a special weekend writing skill:
Indonesia people on weekends spelling: verb
endings
vii
tienganhedu.com
Introduction
National Geographic treatment of historical events brings them to life, and there
is often a human dimension and universal themes that keep
The National Geographic Society is a leading nonprofit
the events relevant to students and to our time.
organization that pushes the boundaries of exploration to
further our understanding of our planet and empowers History—or the re-telling of historical events—can also be
us all to generate solutions for a healthier and more influenced by a culture or nation’s perception of the events.
sustainable future. Since its beginning in 1888, the Society National Geographic’s non-judgmental and culture-neutral
has funded more than 12,500 exploration and research accounts allow students to look behind the superficial
projects. Life Second Edition uses National Geographic’s events and gain a deeper understanding of our ancestors.
content and principles to inspire people to learn English. For example, Unit 11 of Life 1 examines an old center of
A portion of the proceeds of this book helps to fund the learning in Mali and the discovery of an ancient body found
Society’s work. frozen in ice in Austria.
Animals
ng
National Geographic topics The animal kingdom is exceptionally generative in terms of
The topics are paramount and are the starting point for the interesting topics. Life Second Edition provides astonishing
ni
lessons. These topics have been selected for their intrinsic photos that give a unique insight into the hidden lives of
interest and ability to fascinate. The richness of the texts known and lesser-known animals, offering rare glimpses of
ar
means that students are so engaged in learning about the mammals, birds, bugs, and reptiles in their daily struggle
content, and expressing their own opinions, that language for survival. It also informs and surprises with accounts of
Le
learning has to take place in order for students to satisfy animals now extinct, species still evolving, and endangered
their curiosity and then react personally to what they have species that are literally fighting for their existence.
learned. This element of transfer from the topics to students’ For example, Unit 7 of Life 1 looks at elephants in an African
own realities and experiences converts the input into a
cwildlife park and Unit 8 discusses tiger conservation in
hi
vehicle for language practice and production that fits the Asia. In addition, Unit 9 features reindeer and their herders
recognized frameworks for language learning and can be in Scandinavia.
ap
People and places environment and climate change, or trust that they
are true and not driven by a political agenda. National
eo
of the world’s most beautiful places. These uplifting tales way. The articles are written by experts in their fields. It’s
of adventure and discovery are told through eyewitness often true that those who have the deepest understanding
accounts and first-class reportage. For example, Unit 3 of of issues are also able to express the ideas in the simplest
na
Life 1 focuses on people, places, and important days around way. Unit 7 of Life 1 introduces learners to vocabulary for
the world, and Unit 4 looks at cities and their famous weather and climate, and looks at how these things affect
io
breakthroughs, both historical and current. These stories We live in a world where images are used more than ever
are related by journalists or told by the scientists and to reinforce, and at times replace, the spoken and written
explorers themselves through interviews or first-person word. We use our visual literacy to look at and understand
accounts. Students see the impact of the discoveries on images every day of our lives. In particular, photographs
our lifestyles and cultures. Because much of the material tend to prompt emotive memories and help us to recall
comes from a huge archive that has been developed and information. For this reason, the use of photographs and
designed to appeal to the millions of individuals who pictures in the classroom is a highly effective learning tool.
make up National Geographic’s audience, it reflects the Not surprisingly then, the Life series makes maximum
broadest possible range of topics. For example, Unit 5 of use of the great photographs that are at the core of
Life 1 looks at robots and gadgets and how we use them in National Geographic content. The photographs in Life
our daily lives. Second Edition add impact and serve as an engaging starting
point for each unit. Then, in each lesson, photographs
History form an integral part of the written and recorded content
History can be a dry topic, especially if it’s overloaded and generate meaningful language practice in thoughtful
with facts and dates. However, the National Geographic and stimulating ways.
viii Introduction
tienganhedu.com
Introduction
There are photographs that: The videos are designed to form part of your lessons.
• tell a story by themselves. However, if there is insufficient time in class to watch
them all, you can ask students to watch the videos and
• draw the viewer in and engage them emotionally.
complete many of the exercises on the page in the Student
• support understanding of a text and make it memorable. Book at home. This can form a useful part of their self-
• provoke debate. study. Students can also watch the videos again in class.
• stimulate critical thinking by asking learners to examine This is useful for review and enables students to focus on
detail or think about what is NOT shown or question the parts of the video that particularly interest them.
photographer’s motives. For further variation with the videos, here are more ideas
• are accompanied by a memorable quotation or caption. you can use and develop:
• help learners to remember a lexical set. • Play the video with the sound down. Students predict
what the narrator or people are saying. Then play with
• help to teach functional language.
the sound up and compare.
• lend themselves to the practice of a specific grammar point.
• Play the sound only with no video. Students predict
ng
As a first exercise when handing out the new book to your where the video takes place and what is happening on the
students, you could ask them to flip through the book, select screen. Then play the video normally and compare.
their favorite photograph, and then explain to the class what
• Show the first part of the video, pause it, and then ask
ni
it is they like about it. You will find specific suggestions in the
students what they think happens next.
teacher’s notes for using the photographs featured within each
ar
unit, but two important things to note are: • Give students a copy of the video script and ask them
to imagine they are the director. What will they need to
Le
• Pictures of people or animals can capture a moment, so
film and show on the screen? Afterward, they present
ask students to speculate on the events that led up to this
their screenplay ideas to the class, then finally watch the
moment and those that followed it.
original.
• Pictures of places aim to capture their essence, so feed
c • Write a short text on the same topic as the one in the
hi
students the vocabulary they need to describe the details
video. However, don’t include the same amount of
that together convey this (the light, the colors, the
information and leave some facts out. Students read the
ap
the Student App, and the Life website, are connected to the
topic of the unit and are designed to be used in conjunction
with the video lesson pages. Typically, a video lesson is
io
Introduction ix
tienganhedu.com
Introduction
• Language practice activities that involve critical thinking Central to the approach to critical thinking in Life Second
require deeper processing of the new language on the Edition is the premise that students should be actively
part of the learner. engaged in their language learning. Students are frequently
In Life Second Edition you will see that there is a graded invited to ask questions and to develop their own well-
critical thinking syllabus that starts at Level 1 and runs informed and reasoned opinions. The overall combination of
through all later levels. The sections entitled “Critical text analysis (in the C lessons), a guided discovery approach
Thinking” always appear in the C lessons in each unit to language, and the way in which the book makes use of
and are associated with reading the longer texts. These images in the classroom effectively supports this aim.
lessons begin with reading comprehension activities that
test students’ understanding and ask them to apply their
understanding in a controlled practice activity. Once Life Second Edition methodology
learners have understood the text at a basic level, the
critical thinking section requires them to read the text Memorization
again more deeply to find out what the author is trying to An important role for teachers is to help learners commit
achieve and to analyze the writing approach. For example, new language to longer-term memory, not just their short-
ng
students may have to read between the lines, differentiate term or working memory. According to Gairns and Redman
between fact or opinion, evaluate the reliability of the (Working with Words, Cambridge University Press, 1986),
ni
information, assess the relevance of information, or 80% of what we forget is forgotten within the first twenty-
identify the techniques used by the author to persuade four hours of initial learning.
ar
the reader or consider evidence. Activities such as these So, what makes learning memorable? The impact of
work particularly well with the C lesson texts in Life the first encounter with new language is known to be a
Le
Second Edition because the texts used in these lessons are key factor. Life Second Edition scores strongly in this area
authentic. These authentic texts, which have been adapted because it fulfills what are called the “SUCCESS factors” in
to the level where necessary, tend to retain the author’s memorization (Simplicity, Unexpectedness, Concreteness,
voice or perspective, so students can work to understand
c Credibility, Emotion, and Stories) by engaging learners
hi
the real argument behind a text. Naturally, these kinds of with interesting, real-life stories, and powerful images.
reading skills are invaluable for students who are learning Life Second Edition also aims, through engaging speaking
ap
English for academic purposes or who would like to take activities that resonate with students’ own experiences, to
examinations such as IELTS. In addition, life in the twenty- make new language relatable. What is known is that these
gr
first century requires people to develop the ability to assess encounters with language need to be built on thorough
the validity of a text and the information they receive, consolidation, recycling, repetition, and testing. It is said
eo
so this critical thinking strand in Life Second Edition is that a new language item needs to be encountered or
important for all students. manipulated between five and fifteen times before it’s
successfully committed to longer-term memory. With this in
lG
grammar is presented, students are often expected to use a) more recycling of new vocabulary and grammar through
the target language in controlled practice activities. Then each unit and level of the series
they use the language in productive speaking and writing
io
using lower-order thinking to higher-order thinking; many c) progress tests and online end-of-year tests
of the lessons in Life Second Edition naturally follow this flow d) activities in the Review lessons at the end of each unit,
from exercises that involve basic checking and controlled marked “Memory Booster”
practice to those that are productive, creative, and more These Memory Booster activities are based on the following
intellectually engaging. This learning philosophy can also methodologically proven principles:
be seen at work in the way in which photos and videos are
• Relatability: learning is most effective when learners
used in the book. Students are encouraged to speculate and
apply new language to their own experience.
express their opinions on many of the photographs or in
the After You Watch sections of the video pages. Finally, on • A multi-sensory approach: learning is enhanced when
the writing pages of the units, students are asked to think more than one sense (hearing, seeing, etc.) is involved in
critically about how they organize their writing and the perception and retention. (Language is not an isolated
language they choose to use. They are also guided to think system in memory; it’s linked to the other senses.)
critically to establish criteria by which their writing can then • Repetition and variation: learners need to frequently
be judged. retrieve items from memory and apply them to different
situations or contexts.
x Introduction
tienganhedu.com
Introduction
• Guessing/Cognitive depth: making guesses at things you language. Each grammar box gives a cross-reference to two
are trying to retrieve aids deeper learning. pages of detailed explanations and additional exercises per
• Utility: language with a strong utility value, e.g., unit at the back of the Student Book. These are suitable for
a function such as stating preferences, is easier to use both in class and for self-study, according to the needs
remember. of the learner. They are also presented as video tutorials for
extra support in the Online Workbooks.
• No stress: it’s important that the learner does not feel
anxious or pressured by the act of remembering. The grammar summary box is followed by grammar practice
tasks. Depending on the level, the grammar practice exercises
• Peer teaching: this is an effective tool in memory
have a differing emphasis on form and use. In all levels,
consolidation (as in the adage, “I hear and I forget.
however, the practice exercises in the unit favor exercises that
I see and I remember. I do and I understand. I teach and
require students to think more deeply over those involving
I master.”)
mechanical production. Where appropriate, contrastive and
• Individuality: we all differ in what we find easy to comparative formats are used. The first practice exercise
remember, so cooperation with others helps the process. is usually linked to the topic of the lesson and is content
You probably already use revision and recycling in your rich. Subsequent exercises move into real-life contexts and
ng
teaching. Our hope is that these exercises will stimulate particularly to those that the learner can personalize. This
ideas for other fun and varied ways you can do this, which gives learners an invaluable opportunity to incorporate
ni
in turn may lead students to reflect on what learning and the structures in the context of their own experiences. The
memorization strategies work best for them as individuals. practice exercises are carefully designed to move from
ar
supported tasks through to more challenging activities. This
Treatment of grammar anchors the new language in existing frameworks and leads
Le
to a clearer understanding of the usage of this new or revised
Target grammar is presented in the first two lessons of each
language. Frequently, the tasks provide a real and engaging
unit in the context of reading or listening texts. These texts
reason to use the target structure, whether by devices such
are adapted for level as necessary from authentic sources
that use the target language in natural and appropriate
c as quizzes, games, and so on, or by genuine exchanges of
hi
information between students.
linguistic contexts. Such texts not only aid comprehension,
Each lesson ends with a “My Life” speaking task. This
ap
but present good models for the learner’s own language
production through a variety of voices and genres. In personalized and carefully scaffolded activity enables
general, reading texts have been used in the first lesson students to create their own output using the target
gr
and listening texts in the second. Where a presentation grammar as well as other target language in a meaningful
is via a listening text, written examples of the grammar context. Typical formats for this final task include exchanges
eo
structures are given on the page, for example in content of information or ideas, pairwork, personal narratives,
comprehension tasks, so that the student gets the visual discussion, and task-based activities (ranking, etc.). The
lG
support of following the target structures on the page. In emphasis from the learner’s perspective is on fluency within
both types of presentations, the primary focus is on the the grammatical framework of the task.
topic content before the learner’s attention is drawn to the
Treatment of vocabulary
na
Introduction xi
tienganhedu.com
Introduction
The specific sections dealing with new lexical input are: Assessment
1 Lexical sets Students and teachers can assess progress in the following
ways:
Some of the benefits associated with teaching words in
lexical sets are: • Each unit in the Student Book finishes with a Review
lesson where students do the exercises and complete a
• learning words in a set requires less effort
number of “can-do” statements linked to the objectives of
• retrieving related words from memory is easier the unit.
• seeing how knowledge can be organized can be helpful • There are end-of-year tests that follow the format of
to learners international exams on the Life website.
• it mirrors how such information is thought to be stored in • There is a Check! section at the end of each unit in the
the brain Workbook for students to check what they have learned
• the meaning of words can be made clearer by comparing (general knowledge as well as language).
and contrasting them to similar words in the set
Each unit usually has two or more lexical sets. The lexical Lessons in a Student Book unit
ng
sets also cover commonly confused words. There is Opener: a one-page introduction to the unit that gets
evidence to suggest that once students have learned one students interested in the topic
ni
or more of the words that belong to a group of commonly
A and B: double-page lessons that teach grammar and
confused words (e.g., job and work), it’s useful to compare
vocabulary through reading and listening texts
ar
and contrast these words directly to clarify the differences
(or similarities) in meaning. Life Second Edition focuses on C: a double-page lesson that focuses on reading
Le
these groups of words as and when they come up. comprehension and critical thinking
D: a one-page lesson that teaches functional/situational
2 Word focus
language
The word focus sections take high-frequency words and
c
E: a one-page lesson that teaches a writing skill and the
hi
give examples of the different meanings they can have
features of a text type
according to the contexts in which they appear, and the
ap
different words with which they collocate. At higher levels, F: a double-page video lesson
there is increased exposure to idioms and colloquial usage. Review: a one-page lesson of practice activities, memory
gr
The Workbook and CPT expand the range of phrases and booster activities, and “can-do” check statements
expressions generated by these key words and provide more
Components
eo
practice.
3 Word lists • Student Book
lG
Each level has a comprehensive word list that covers all • Workbook + downloadable audio
of the vocabulary either at the level or above the level of • Teacher’s Guide
the student. The rich headword entries include phonetics,
na
• Classroom DVD
definition, part of speech, examples, collocations, word
family, and word family collocates. These are available on • Classroom Audio MP3 CD
io
the Student App and on the Life website as PDFs. • Student Web App
• Student eBook
at
Learning skills
There is a comprehensive learning skills syllabus in the • Online Workbook
N
xii Introduction
tienganhedu.com
Lesson type
Unit opener
This single page introduces the unit topic and lists the unit contents.
ng
ni
ar
The unit lesson headers let students
see what they will be studying and
Le
stimulate their interest.
c
hi
The festival of colors—the Holi festival—in Kolkata, India
ap
Daily routines 2 103 Work in pairs. Listen to information about the introduce them to key vocabulary.
Holi festival. Circle the correct option.
84 Join the club
1 The Holi festival is in December / March.
eo
Columbia, Canada Listen and repeat the words for the four seasons.
Seasons of the year
90 The elephants of
Each unit opener lesson contains a
na
your country?
at
N
81
Introduction xiii
tienganhedu.com
Lessons A and B
Grammar and vocabulary
These double-page lessons focus on grammar and vocabulary, presented through listening and reading texts.
7a Section
?? Day andHead
night
a 5 b 3 2 Match the pictures (a–g) with the
sentences (1–7) in Exercise 1.
3 Work in pairs. Write seven true
or false sentences about your
routines. Read the sentences to
c 4 d 7 e 6 your partner. Find your partner’s
false sentences.
I get up at five o’clock. False.
Reading
ng
f 1 g 2 4 Work in pairs. Look at the photo
The primary focus is on the and the caption. Where is it? What
topic content before the kind of class is it? Shanghai
an exercise class
learner’s attention is drawn to
ni
5 Work in pairs. Read about Chen
the target grammar structures. Hong’s routine. Is it similar to
yours?
ar
106
Vocabulary routines
DAY
&
My name’s Chen Hong. I live
with my husband and parents
1 Listen and complete the
Le
105
in Shanghai. Every day, I get
sentences with times and places.
AND up at 5:30. I go to an exercise
class. My husband and parents
1 I get up at six o’clock .
2 I have breakfast at six thirty . NIGHT don’t go to the class. After the
class, I have breakfast with my
3 I start work at seven o’clock . friends. I start work at 8:30. At
c
Chen Hong’s day
4 I have lunch in a cafe . noon, I have lunch. I don’t work
5 I finish work at five forty-five . in the afternoon. In the evening, I make dinner. We eat
hi
home at eight o’clock. Then we watch TV. I go to bed at 10:30.
6 I have dinner at .
7 I go to bed at eleven thirty .
ap
gr
eo
own language production have have start work 9 Look at the expressions in the
at
2
work in an observatory in Chile. I 3 start work
at nine o’clock at night. I 4 finish work at 2:30 in the correct preposition.
and listening on these first morning and I go home and go to bed. At eight o’clock,
5 get up 1 They don’t work at night.
I and I 6 have breakfast with my wife
two spreads. and children. They 7
8 don't go
go to school at 8:30. They 2 I don’t go to school in the
to school on Saturdays and Sundays. afternoon.
3 They watch TV in the
evening.
4 We finish lunch at two
o’clock.
5 You work on Saturdays.
Speaking my
The grammar practice tasks within the unit are 11 Work in pairs. Find things you
both do at the same time. You can
linked to the presentation text and topic, and 8 Work in pairs. Write one affirmative and one use some of these verbs.
negative sentence with the bold verbs.
are thus content-rich in the same way. They 1 I work at home / in a store.
eat have get up go
start study finish
move from more supported exercises through I work at home. I don’t work in a store.
2 I go to bed at ten o’clock / at midnight.
to more challenging tasks. 3 You study English / Spanish.
I eat at noon.
I eat at 12:30.
4 My friends have a class at 7:30 / at 8:30.
5 I like burgers / fish. We don’t eat at the same time.
xiv Introduction
tienganhedu.com
ng
the information the learner will have arrived
5 110 Match the questions (1–4) with the at through completing the discovery tasks. A
c 3 d 7
answers (a–d). Listen and check. cross-reference is provided to more detailed
information and additional exercises at the back
ni
1 Do you climb every day? b
2 Do your friends sing? a of the book. These are suitable both for use in
3 Do you cook for your friends, too? c
class and self-study, according to the needs of
ar
4 Do you paint pictures of people? d
the learners.
a No, they don’t. They play the guitar and
the piano.
Le
e 4 f 8
b No, we don’t. We climb on Sundays.
c Yes, I do. They love my food!
d Yes, we do.
84
na
formats, including discussions, personal narratives, and 6 TV (you and your friends / watch)
Introduction xv
tienganhedu.com
Lesson C
Reading
This is a double-page reading lesson. The reading text is always on the right-hand page, and the activities are on the left.
ng
Now look at page 170.
ni
sunny 2 windy 4 8 Complete the questions with what, where,
2 113 Listen to people from four places.
who, why, or when.
ar
Write the numbers (1–4) next to the 1 Where do you go in summer?
weather words in Exercise 1. 2 What do you do in fall?
3 Who do you go cycling with?
Critical thinking activities require 3 Work in pairs. Describe the weather for
Le
4 Why do you like winter?
seasons in your country.
students to engage with the
reading texts at a deeper level Reading Speaking my
and show real understanding— 4 Read the article. Match the paragraphs
9 Work in pairs. What’s your favorite
c
not just reading comprehension. season? Ask and answer questions. Use
(1–4) with the photos (a–d).
these ideas.
This training—in evaluating
hi
5 Work in pairs. Underline the things • Why / like …? • Where / go?
texts, assessing the validity people do in each season. Do people do • What / do? • Who / go with?
and strength of arguments, the things in the article in your country? • When / do …?
ap
students learning English for 6 Which words tell you about the weather
academic purposes (EAP), in British Columbia? Find them in the
passage, and write them below. 114
where reflective learning is a 3
eo
F A L L
What do people do in fall? 2
N
W I N T E R
Where do people go in winter? 3
In winter, it’s cold, rainy, and
snowy, too. A lot of people stay
at home. They watch TV, read
books, and cook winter food.
Winter is my favorite season. I like
winter sports. I go to Whistler. It’s
in the mountains. I go skiing and
d 1
climbing.
S P R I N G
Why do people like spring? 4
In spring, it’s cloudy and rainy, but
it isn’t cold. Flowers open, birds
sing, and trees are green. People
go cycling and running. They meet
friends and they go for walks.
xvi Introduction
tienganhedu.com
Lesson D
Real life
This is a one-page functional lesson focusing on real-life skills.
7d
?? Section
What’s Head
the matter?
ng
ni
ar
The D lessons have clear “Real life”
Le
Vocabulary problems Real life problems functional aims.
1 115 Look at the pictures and listen. 4 116 Listen to the conversation. Write
Match the expressions you hear (1–5) D (Dad), P (Paul), or A (Anna).
with the pictures (a–e).
c
1 D is cold and thirsty.
a 4 bored b 1 cold c 5 hungry 2 P is cold and tired.
hi
3 A is bored.
The key expressions are made
5 Listen again. Complete the mom’s
116
memorable through an activation
ap
suggestions.
activity.
1 Why don’t you have some coffee ?
2 Why don’t you have a sandwich ?
gr
3 Work in pairs. Tell your partner the 117 Listen to and repeat the three
problems in Exercise 1. Take turns. sentences. Which words are stressed?
io
88
Introduction xvii
tienganhedu.com
Lesson E
Writing
This is a one-page writing lesson. All the text types that appear in international exams are covered here.
ng
2 married. T F
3 in a photography club. T F
ni
a Read Hans’s profile again. Write the
number of the paragraph (1–3).
ar
3 interests
1 professional information
2 family/friends 1 I’m an engineer. I work at PLT Engineering.
Le
A different writing skill is presented b Read the paragraphs of Jenna's profile 2 I’m married and I have three children. We
live in a small town near my company.
and practiced in every E lesson. (a–c). Put them in order (1–3).
3 I like photography. I’m in the PLT
a I live with three friends in the city. We photography club. In winter, we meet on
live in a small house on a busy street. 2 Sundays. We go out and take photos. In
c
summer, I go on vacation with my family. I
b I like sports and photography. I go to take a lot of photos of my children and the
sports events and take photos. 3
hi places we go to.
c I’m a student at City College. In the
summer, I work at PLT Engineering. 1
ap
xviii Introduction
tienganhedu.com
Lesson F
Video lesson
This is a double-page video lesson. A large, engaging introductory photograph is always on the left-hand page,
and the activities are on the right.
ng
ni
This section allows students
ar
to respond to the video as
a whole and take part in a
discussion or task that leads
Le
on from the context and
theme of the video.
c
hi
ap
gr
eo
lG
comprehension of the video 3 Elephants eat plants / animals. • What / favorite animals?
• Why / like them?
itself, both in terms of what While you watch • Where / live?
students see and what they 4 7 Watch the video. Check your • What / do?
answers from Exercise 3.
hear. The tasks also exploit the
language used in the video.
Introduction xix
tienganhedu.com
Review lesson
This is the one-page review lesson found at the end of every unit.
ng
Exercise 4. Take turns.
What do you do when
I read a book.
you’re bored?
ni
Every review lesson concludes with a I CAN
David and Yann are brothers. They have
ar
“Real life” activity that allows students to an internet company. From Monday to talk about the weather
consolidate the functional language from 1 Friday , they start work at seven talk about problems (adjectives)
the unit. o’clock. They finish work in the evening,
Le
and they have 2 dinner at a restaurant. Real life
They like the same 3 food . On
weekends, they don’t do the same thing. 6 Complete the sentences with the words.
David and his friends play 4
music in Then put the sentences in order (1–4) to
c
a band. Yann and his girlfriend go to the make a conversation.
5 movies .
hi I’m No What’s Why
2 Work in pairs. Write questions. Why don’t you eat this pizza? 3
ap
1 David and Yann / brothers? I'm hungry. 2
Memory Booster activities are specifically 4
2 they / work / in the same place? No , thanks—it’s cold.
designed to enable students to recall and 3 where / they / have dinner? What's the matter? 1
activate new words more easily. 4 they / like / the same food?
gr
5 Yann and his girlfriend / play music? 7 Work in pairs. Use these ideas to practice
similar conversations. Take turns to start.
3 ❯❯ MBWork in pairs. Take turns.
1 thirsty / cup of coffee
eo
92
at
xx Introduction
tienganhedu.com
ng
UNIT 4 UNIT 5 UNIT 6
CITIES MY THINGS WE LOVE IT!
ni
ar
Le
c
hi
ap
gr
STUDY
na
io
at
N
xxi
tienganhedu.com
Unit 1 Hello
Opener Extra activity
1 1 Give each student in your new class a card. Tell them to
• Ask students to look at the photo. Play the recording. fold the card in half, write their name on it, and place the
Students listen and read. card on the desk in front of them. Write your name on the
board. You can then greet students by saying Hi, Ana or
Hello, Rolf, and invite the students to respond. This activity
Background information
will help students learn each other’s names, and how they
Life 1 Second Edition introduces students to real people are written.
who work for National Geographic. David Doubilet is a You can then use these cards in a getting-to-know-you
well-known underwater photographer. In the photo, he is game. Collect the name cards and hand them out randomly.
with a large fish called a potato cod at the Great Barrier A student has to say Hi, Ana (reading the name on the
Reef off the coast of Australia. card), and Ana must reply Hello, I’m Ana in order to
ng
reclaim her name card.
2 1
• Play the recording again. Students listen and repeat. Please refer to page 182 for Teacher Development notes
ni
on teaching beginners.
3
ar
• Say Hello, I’m … and your name. Say this three or four
times to model the pronunciation and intonation.
Le
• Nominate individual students to introduce themselves
by saying Hello, I’m …
4
c
hi
• Ask pairs to practice saying Hello, I’m … to each other.
ap
9a
tienganhedu.com
Unit 1 Hello
ng
ni
ar
Le
c
hi
David Doubilet in the
ap
4 Work in pairs.
countries
N
9
tienganhedu.com
1a People
Listening
1 2 Listen and read.
1 2 3
D: Hello. I’m David. D: Hi! I’m David Doubilet. D: Hello. I’m David Doubilet.
M: Hi. I’m Mireya. M: Hello. M: I’m Mireya.
D: Mireya Mayor? D: Oh! You’re Mireya! D: Mireya?
M: Yes. M: Yes. I’m Mireya Mayor. M: Yes. M–I–R–E–Y–A.
D: Hi. Nice to meet you.
ng
N A T I O N A L G E O G R A P H I C P E O P L E
ni
ar
David Doubilet Mireya Mayor
Le
c
hi
ap
gr
eo
lG
na
io
at
N
10
tienganhedu.com
1a People
Lesson at a glance
• listening: introductions
• vocabulary: the alphabet
• grammar: be: I + am, you + are
• speaking: introductions
Listening
1 2
• Ask students to look at the two photos on the page.
Point to each photo and say the names of the people
(David Doubilet and Mireya Mayor).
• Play the recording. Students listen and read the
conversations.
ng
Extra activity
ni
Ask students to work in pairs to read out the conversations,
ar
taking turns to play the parts of David and Mireya.
Le
Background information
Mireya Mayor (born 1973) is an American scientist and
c
explorer, and a wildlife correspondent for the National
Geographic Channel.
hi
David Doubilet (born 1946) is a well known National
ap
Geographic underwater photographer.
gr
eo
lG
na
io
at
N
1a People 10a
tienganhedu.com
Vocabulary the alphabet 5
2 3 • Model the activity by spelling out one or two words for
the class to identify.
• Give students some information about the English
alphabet. Then play the recording. Ask students to • Ask pairs to take turns to spell and guess the words.
listen and repeat the alphabet. Monitor closely, and prompt or correct students if they
say letters or words incorrectly.
Background information 6 6
The English alphabet consists of 26 letters. Each has an • Pre-teach the word double. Write mm and ss on the
uppercase (or “capital”) and a lowercase form. Five of board. Say double m and double s.
these letters are vowels (a, e, i, o, u). They are shown in
yellow in Exercise 2. The remaining 21 are consonants.
• Tell students they are going to listen to four short
conversations. Play the recording. Ask students to listen
3 4 and write the names. Let students compare answers
before checking with the class.
• Start by reading out the letters that are already in the
chart and asking students to repeat them back to you.
Alternatively, draw the chart on the board, point to the
Background information
letters that are already in it, and ask students to read the
ng
These are all common spellings of names in the English-
letters out together. speaking world. Bryan can also be spelled Brian.
• Tell students that they are going to hear all the letters
ni
7
in the chart, and that they should write the missing
letters. Play the recording. Students listen and complete • Organize the class into pairs. Students take turns to
ar
the chart. Let students compare answers in pairs before spell their names and write their partner’s names.
checking with the class. • Ask students to walk around the class and spell their
Le
names to their other classmates.
Pronunciation notes
c
Point out some of the more unusual pronunciations: H (“aitch”), Grammar be: I + am, you + are
hi
Y (“why”) and W (“double U”). Q is pronounced /kjuː/. 8
Note that Z is pronounced /ziː/ in American English and • Read the grammar box to the class. Ask students to write
ap
/zed/ in British English. I or you in the blanks in Exercise 8. Let students compare
answers in pairs before checking with the class.
4
gr
5
• Tell students to look at the pictures and words. Refer students to page 158 for further information and
practice.
eo
the board or a book. Say the words for the objects and
ask students to repeat. Then point and ask students to
remember and say the words. Have students work in Speaking my
na
Audioscript 5
introduce themselves. Play the recording. Students
at
ng
D N W
K E S 7 Work in pairs.
ni
Student A: Spell your name.
G X Student B: Write the name.
ar
P Z
Grammar be: I + am, you
Le
T
+ are
V
c BE: I + AM, YOU + ARE
hi
4 5 Listen and repeat. I’m David.
ap
You’re Mireya.
gr
8 Write I or You.
lG
K: Hi!
c d S: Oh! You ’re Kim!
io
Speaking my
N
chair desk
9 Listen and read. Speak to other
7
students.
e f Hi, I’m Carlos.
Hello. I’m Sonia. Nice
to meet you, Carlos.
door window
Unit 1 Hello 11
tienganhedu.com
ng
Vocabulary countries and
nationalities
ni
3 Write the words in the chart. Listen
ar
9
and check.
Le
Egyptian Mexico
Spanish the United States
1
This is Jane. She’s from Buenos
c
hi
Aires. It’s in Argentina. Jane is
Country Nationality
ap
Argentinian.
1 Brazil Brazilian
2 Egypt Egyptian
gr
3 Italy Italian
4 Mexico Mexican
eo
5 Spain Spanish
6 the United Kingdom British
lG
Brazil Mexico
12
tienganhedu.com
Background information
1b People and places
The United States of America is generally called “the US”
or “the United States,” or just “the States” by Americans
Lesson at a glance themselves. They tend not to call it “the USA” or “America”
(two terms which are commonly used in Great Britain).
• reading: people and places
• vocabulary: countries and nationalities The United Kingdom (the UK) comprises Great Britain
and Northern Ireland. Great Britain (or Britain) is made
• pronunciation: word stress
up of three countries: England, Scotland, and Wales
• grammar: be: he/she/it + is
(nationalities: English, Scottish, and Welsh).
• vocabulary: numbers 1–10
• speaking: a quiz
Pronunciation word stress
Reading 4 10
1 8 • Tell students that they are going to listen to two words
and note where the word stress, or strong beat, falls.
• Ask students to look at the photos. Tell them they
Play the recording. Students listen and repeat. Make
are going to listen to the two short texts about Jane
sure they attempt to stress the words in the correct place.
and Lukas.
ng
• Optional step If your students need clarification, clap
• Play the recording. Students read and listen.
out the syllables of each word. For example, in the case
Please refer to page 182 for Teacher Development notes of Mexico, clap loudly once and then quietly twice to
ni
on reading and listening. represent the one strong and two weak syllables.
ar
2 Extra activity
Le
• Ask students to read at their own pace and copy the
If you have students from a variety of countries in your
required information into the chart. Let students
class, write the English name for each student’s country,
compare answers in pairs.
mark the stress, and ask students to listen and repeat.
• In feedback, write the chart on the board and ask
c Alternatively, read out these countries and ask students to
hi
students to come to the board to write in the answers. mark the stress: China, Germany, Japan, the United States.
ap
Background information
Pronunciation notes
Buenos Aires is the capital of Argentina.
gr
and check.
• Optional step Write the chart on the board. Add the
io
Extra activity
N
Please refer to page 158 for Grammar and Pronunciation five, two, seven, one, four, eight, six, three
notes on he's, she's, and it's.
10 13
6 • Play the recording. Pause the recording after each
• Ask students to write their information in the chart. country and ask students to say the corresponding
• Model this activity by drawing the chart on the board number. Listen carefully to ensure that students are
and completing the information about yourself. pronouncing the numbers correctly.
• Ask students to show their charts to their partners
ng
and make sentences in the first person using I. Model
ANSWERS
this activity by giving information about yourself. For See answers for Exercise 9.
ni
example, say: I’m Chris. I’m from California. It's in the US.
I’m American.
Audioscript
ar
13
7
Spain, Vietnam, Egypt, Brazil, the United States, Mexico,
Le
• Students tell the class about their partner, making
the United Kingdom, Italy
sentences in the third person with he or she. Again,
model the activity first with information about one of
the students in your class. For example, say: Ana is from
c Speaking my
hi
Madrid. It’s in Spain. She’s Spanish.
11 14
Please refer to page 182 for Teacher Development notes
ap
Vocabulary numbers 1–10 • Play the recording. Students listen and check their
8 answers.
eo
11
• Ask students to write the numbers in digits. Play the 12
recording. Students listen and repeat the numbers.
lG
Point out the unusual spelling and pronunciation of one • When students are ready, ask pairs to read out their
/wʌn/, two /tuː/, and eight /eɪt/.
sentences. The rest of the class must say True or False
io
3 4
Speaking my
ng
check.
Krishnan Marina Baseball is Russian.
ni
False. It’s American.
1 Tran is from Hanoi. It’s in
ar
QUIZ
Vietnam. She’s Vietnamese.
Le
2 Juan is from Santiago. It’s in TRUE OR
Chile. He’s Chilean. FALSE?
3 Krishnan is from Chicago. It’s
c a r o u n d t h e w o r l d
hi
in the United States. He’s
American. F F
ap
01 02
partner.
Baseball is Pasta is from
lG
City
io
Country
Nationality
at
03
N
04
and repeat.
Flamenco is
0 zero 4 four 8 eight from Italy.
1 one 5 five 9 nine
2 two 6 six 10 ten 12 Work in pairs. Write an around the world quiz.
3 three 7 seven Write four sentences. Test the class.
Unit 1 Hello 13
tienganhedu.com
1 Nelson is a teacher.
2 Ramon is Mexican.
3 Anne-Marie is from Canada.
4 Nina is Indian. Good morning.
ng
Listening 02:00
ni
3 Listen to Anne-Marie. Circle the
15 Good afternoon.
phone number (a or b). Hi.
ar
a 555 730 7121 b 555 760 7101
1
Hello . 07:00
Le
Good evening.
4 16 Listen to Nelson. Write.
1 work phone number 555 736 3100
c Good night.
hi
2 home phone number 555 340 2583
ap
MY, YOUR
2
Bye .
eo
... 1 A: Hello.
B: Good evening. / Good night. How are
N
6 Work in pairs. Ask and answer questions. Which greeting means “hello”? Which
Write your partner’s: greeting means “goodbye”?
home number
cell phone number Speaking my
14
tienganhedu.com
Pronunciation notes
1c Phone calls from New York
In spoken English, two identical numbers together are
often preceded by the word double (e.g., 66 = double six).
Lesson at a glance Three identical numbers are preceded by the word triple
(e.g., 333 = triple three).
• reading: phone calls from New York
• listening: phone numbers Note that English-speakers tend to read out telephone
numbers in groups of three or four digits, separated by a
• grammar: my, your
brief pause.
• vocabulary: greetings
• critical thinking: greetings
4 16
• speaking: greeting people
• Pre-teach the meaning of work and home. Encourage
students to guess the meaning from the context, by
Reading thinking about what different types of phone numbers
1 18 people have.
• Optional step Ask students to look at the map on • Tell students they are going to listen to a conversation
page 15. Ask them to say the names of the ten countries with Nelson. Play the recording. Students listen and
(new to students: Canada, Dominican Republic, India, write Nelson’s phone numbers. Play the recording more
ng
Jamaica, Germany). than once if necessary.
• Point out that the text is about the top ten places that • Let students compare their answers in pairs before
ni
people make phone calls to New York from. checking with the class.
• Ask students to read the article and underline the four
ar
countries the people talk about. Students can listen and Grammar my, your
read along to the recording if required. Let students
Le
5
compare answers in pairs before checking with the
• Read the grammar box to the class. Use a hand gesture
class.
toward a student to signify your, and a hand gesture
2
c toward yourself to signify my.
hi
• Ask students to read the article again and complete the • Ask students to write my or your in the correct places in
sentences with the correct names. Let students compare the conversation. Elicit the first answer to get students
ap
their answers in pairs before checking with the class. started. Let students compare their answers in pairs
before checking with the class.
gr
Vocabulary notes
Refer students to page 158 for further information and
student = someone who goes to a school or college practice.
eo
adjectives.
doctor = someone whose job is to treat people who are ill
teacher = someone whose job is to teach
na
Listening
io
3 15
• Lead in by asking students to read out the two phone
at
ng
Vocabulary greetings Extra activity
ni
7 17 Write different times of day on the board (e.g., 8 a.m.,
ar
• Ask students to look at the chart and complete it with 11 a.m., 2 p.m., 5 p.m., 8 p.m., midnight). Ask students
to stand up and walk round the class silently. Tell them
the missing expressions. In feedback, explain the
that when you say a time, they must stop and talk to
Le
meaning of the expressions by referring students to
the nearest student, imagining that it’s that time. Read
the images. Check students’ understanding by writing out a time at random, e.g., 2 p.m. Students meet and
different times on the board and eliciting from students greet the person nearest to them. When they finish their
which expression they would use.
c conversation, they walk round silently again until you read
hi
• Play the recording. Students listen and repeat. Model out another time.
and drill the expressions to practice pronunciation.
ap
Background information
In Australia, speakers tend to say Good day (abbreviated
to G’day) as an alternative to Hi. In different parts of the
US, you may hear people use Hey or Howdy rather than Hi.
People usually say Hi or Hello when they answer the phone.
P H O N E C A L L S F R O M N E W Y O R K :
T H E T O P T E N C O U N T R I E S
18
ng
ni
ar
Le
c
hi
ap
gr
2
the
eo
United
Kingdom
My name’s Nina. I’m a student.
lG
My family is in Canada.
Unit 1 Hello 15
tienganhedu.com
ng
bag classroom 4 21 Listen. Look at the classroom
language box.
ni
3 4
5 Listen again. Who says each
ar
21
expression? Write T (teacher) or
Le
S (student).
CLASSROOM LANGUAGE
c Good afternoon, everyone. T
hi
computer notebook Sit down, please. T
ap
I don’t understand. S
Can you spell it, please? S
lG
pen pencil
io
6 Pronunciation questions
7 8
at
16
tienganhedu.com
5 21
1d What’s this in English? • Play the recording again. Students write T (teacher) or
S (students) next to the expressions in the box according
to who says the expression in the recording. Let students
Lesson at a glance
compare answers in pairs before checking with the class.
• vocabulary: in the classroom
• real life: classroom language Please refer to page 158 for Grammar notes on the
• pronunciation: questions imperative form.
Pronunciation questions
Vocabulary in the classroom
6a 22
1 19
• Tell students that they are going to listen to just the
• Draw students’ attention to the photos. Ask students
questions from the Classroom Language box. Play the
to say the names of any of the objects that they already
recording. Students listen and repeat the questions (see
know.
Pronunciation notes).
• Play the recording. Students listen and write the word
• Play and pause after each question and get the class to
for each photo. Let students compare answers in pairs
repeat together. Then prompt some students to repeat
ng
before checking with the class.
individually.
2 20
Pronunciation notes
ni
• Play the recording. Students listen and repeat the words.
Note that when Can you …? is said at conversational
ar
Pronunciation notes speed the word Can is reduced to /kən/.
The strong stress in the questions is on the key words:
Le
Note the strong stress in the words of more than one
repeat and spell.
syllable: classroom, computer, notebook, pencil.
To make these questions sound polite, the voice should go
Note the weak stress sound /ə/ in the unstressed syllables
up when saying please.
of these words: computer /kəmˈpjuːtər/, pencil /ˈpensəl/,
c
hi
table /ˈteɪbəl/.
6b
3 • Tell students to look track 21 of the audioscript on
ap
• Write the questions on the board: What’s this in English? page 182. Ask students to work in pairs to practice
Can you spell it? Practice the questions with the class. mini-conversations 4, 6, and 7. Monitor closely and
gr
objects in the photos. Monitor the students closely and • Tell students to practice the conversations in pairs.
model the correct pronunciation if you hear errors. Monitor closely and correct errors of form and
na
pronunciation.
Extra activity
io
Extra activity
1e My ID
Tell students to write five similar sentences, all in lower
case, to give to their partner. Encourage them to use a
Lesson at a glance range of countries, languages, and nationalities from
those they have studied. When they have completed their
• writing: an identification card
sentences, ask them to exchange sentences with a partner
• writing skill: capital letters and circle the letters that should be capital.
ng
write the following prompts on the board:
Name:
Writing skill capital letters School/Company name:
ni
2a Country:
City:
ar
• Ask students to underline the capital letters on the card.
Language:
Let students compare their answers in pairs before
Nationality:
Le
checking with the class.
5
2b
• Students exchange their finished ID cards with a partner.
• Explain the categories and the use of the initial capital
c Encourage students to check their partner’s work
hi
letter (see Vocabulary note).
sensitively and make suggestions for improvement. In
• Ask students to complete the chart using the words feedback, ask for volunteers to draw their ID cards on the
ap
Extra activity
Vocabulary note
Use the ID cards for a mingle activity. Tell students to
eo
In English, a capital letter is always used at the beginning imagine that they are at a conference. Ask them to walk
of cities, countries, languages, people’s names, and around the class with their ID cards and meet other
lG
1e My ID
Writing an identification 3 Complete the ID cards with the
information. Use capital letters.
card
1
dublin
1 Look at the ID card. Circle the name of the sean booth
company and the name of the visitor.
ng
City: Dublin
Visitor
ni
Date Name VISITOR 7 /10 /2018
ar
02 / 08 / 2018 Carolyn Anderson
Le
2
american
2 Writing skill capital letters cathy
c
hi
a Underline on the ID card the capital letters
in the names of the company, place, and
ap
Nelson Pires
3
a city Boston bangkok
io
a nationality American
Brazilian
Bangkok !
a language English
Portuguese
Laura Davis (Director)
c Circle the letters that should be capital
letters. 619127039
1 santiago is in chile.
2 maya davis is a teacher. 4 Write your own ID card.
3 I’m chinese. 5 Work in pairs. Check your partner’s card.
4 I speak french. Check the capital letters.
Unit 1 Hello 17
tienganhedu.com
ng
ni
ar
Le
c
hi
ap
gr
eo
lG
na
io
at
N
18
tienganhedu.com
Videoscript 1
1f My top ten photos
Hi. My name’s Tom. I’m a photographer. This is my top
ten—my favorite National Geographic photos of people and
Before you watch places.
1 Number one is a photo by Alex Treadway. The woman is
• Pre-teach top ten. Explain that my top ten photos and my from Nepal in the Himalayas. She’s Nepalese.
favorite ten photos mean the same thing. Photo number two is in Nepal, too. This man is also from
• Ask pairs to look at the photo and complete the the Himalayas. This photo is by Cory Richards.
information about Tom using the words in the box. This is photo number three. It’s by James Stanfield. It’s in
Mongolia. It’s evening. The woman is happy.
Please refer to page 182 for Teacher Development notes on
pre-teaching key vocabulary. Number four is a photo by Michael Melford. This is Ina
Bouker. Ina is American. She’s from Alaska in the United
States. She’s a fisherwoman.
While you watch
Now, number five. This photo is by Jim Blair. He’s an
2 1 American photographer. This photo is in Dhaka in
• Tell students that they are going to watch a video in Bangladesh. It’s a photo of water buffalo in a river, and a
which Tom describes his ten favorite National Geographic man.
ng
photos (favorite = the person or thing that you like the Photo number six is fantastic. It’s by Brian Skerry. The
most out of a group of people or things). Ask students photo is in the ocean of New Zealand. It’s a photo of a
ni
to watch and check (✔) the correct column in the chart man and a whale.
to show what is in each photo that Tom describes. Photo 7 is by Jimmy Chin. This is Kate Rutherford. She’s
ar
• Play the video. Students watch and complete the chart. an American climber. This is Yosemite, in the United
States.
Do not go over the answers as a class. Students will first
Le
have to compare their answers in pairs in Exercise 3. And now, three photos from Africa. Photo number eight
is by James Stanfield. He’s also the photographer of
3 photo number three. This is a photo of a woman from
• Ask students to compare their answers to Exercise 2 in
c Mozambique.
hi
pairs before checking with the class. Encourage them This photo is of people from Namibia in Africa. It’s by
use full sentences. Chris Johns. He’s a National Geographic photographer. This
ap
Chris Johns, too. It’s a lion. It’s in South Africa. It’s the
evening. The lion is beautiful. This photo is fantastic.
eo
lG
na
io
at
N
ng
descriptions.
ANSWER
ni
Students’ own ideas
ar
Le
c
hi
ap
gr
eo
lG
na
io
at
N
ng
of people and
sentences true (T) or false (F)? Watch the
places.
video again and check.
ni
While you watch Photo 2 The man is from T F
ar
the Himalayas.
2 1Watch the video. Check (✓) the Photo 3 The woman is happy. T F
Le
correct columns. Photo 7 The climber is Jimmy T F
Chin.
c Photo 8 The woman is T F
hi
from Namibia.
ap
1 ✓
2 ✓ 6 1 Watch the video again. Work in
eo
4 ✓
5 ✓ ✓
After you watch
7 Complete the information about three of
na
6 ✓ ✓
7 ✓ the photos.
io
Unit 1 Hello 19
tienganhedu.com
ng
Student B: Write the numbers. Check.
2 Complete the sentences with my or your.
7 Work in pairs. Take turns.
ni
❯❯ MB
1 I’m Susana. What’s your name?
Student A: Write five words. Say the
ar
2 Hello. I’m your teacher.
letters of the words to your partner.
3 Hi. My name’s Samir.
Le
Student B: Write the words. Check.
4 What’s your phone number?
5 Open your books to page four. I CAN
count to ten
I’m . say the alphabet and spell words
gr
I CAN
Real life
eo
greet people
1 Sorry I’m late. d
What’s this in English? c
na
2
Vocabulary 3 This is a table. b
io
4 Write the names of the objects. 4 Can you repeat that, please? a
at
c It’s a computer.
d That’s OK. Sit down, please.
1 computer 2 bag
9 Work in pairs. Practice the exchanges in
Exercise 8.
I CAN
understand classroom instructions
3 phone 4 notebook
talk to my teacher and my classmates
about the lesson
20
tienganhedu.com
Unit 1 Review and memory 6 ❯❯ MB
booster • Ask pairs to dictate five numbers between 1 and 10
to each other. Tell students that they must write their
partner's numbers in words, not digits. For example,
Memory Booster activities Student A says 1, and Student B writes one.
Exercises 3, 6, and 7 are Memory Booster activities. For • Optional step Tell students to write an invented
more information about these activities and how they telephone number with ten digits and dictate the
benefit students, see page x. number to their partner, who writes the digits. Then
have them check what they have written against the
I can … check boxes original number.
ng
• Tell students to write five words. Encourage them to
Grammar use new words they learned in Unit 1.
1 • Now ask pairs to take turns to spell the words to each
ni
• Ask students to complete the sentences with the words other. Their partner writes the words and checks what
ar
in the box. Let them compare answers in pairs before he or she has written against the original.
checking with the class.
Le
EXAMPLE ANSWERS
2
Student A says I–N–D–I–A–N and Student B writes Indian.
• Ask students to complete the sentences with my or your.
Student A says V–I–S–I–T–O–R and Student B writes visitor.
Let them compare answers in pairs before checking
cStudent A says A–U–S–T–R–A–L–I–A and Student B writes
hi
with the class.
Australia.
3 ❯❯ MB
ap
Student A says W–I–N–D–O–W and Student B writes
window.
• Ask students to make true sentences about themselves.
Student A says R–E–P–E–A–T and Student B writes repeat.
gr
Vocabulary 8
lG
9
• Tell students to work in pairs and take turns to spell out
the words to each other. • Ask pairs to practice the exchanges in Exercise 8.
io
• Ask students to complete the countries and write the reply appropriately. Students then exchange roles and
corresponding nationality for each country. Let them
N
Unit 2 Vacations
Opener Vocabulary and pronunciation notes
1 23 In some languages, the words for sea and lake are the
• Tell students to keep their Student Books closed. same. Make sure students are clear that the sea has salt
Display the photo on page 21 with the caption covered. water, while lakes have fresh water.
Tell students to look at the photo. Ask: What can you see? Note that the “s” in island is silent: /ˈaɪlənd/.
Where is this place? Elicit ideas but do not comment at
this stage. 3
• Ask students to open their Student Books and circle • Ask students to complete the sentences with words from
the correct option (a or b). Play the recording. Students Exercise 2. Let them compare answers in pairs before
listen and check. In feedback, use the photograph on the checking with the class.
page to pre-teach the words river and bridge. 4
ng
• Ask students to work in pairs and write sentences
Background information
similar to those in Exercise 3. Monitor and help with
ni
Mai Chau is a district of the Hòa Bình Province in the ideas and spelling.
northwest region of Vietnam. It’s located about 135
• When students are ready, ask them to read their
ar
kilometers from the capital of Vietnam, Hanoi. Its
mountainous scenery and tribal culture make it popular sentences to the class.
Le
with visitors.
EXAMPLE ANSWERS
Please refer to page 160 for Grammar notes on the word in. London is a city. It’s in England.
Please refer to page 183 for Teacher Development notes on
c Baikal is a lake. It’s in Russia.
hi
using visuals. Bondi is a beach. It’s in Australia.
Mont Blanc is a mountain. It’s in France and Switzerland.
ap
2 24
• Find individual photos that represent the six words
Extra activity
gr
know or be able to guess. Then say each word clearly the name of a country. Ask each group to use the internet
and ask students to repeat the words. Finally, point to to find one example of each of the six places from Exercise 2
the pictures in turn to prompt students to say the words that are in or near that country.
lG
on their own.
• Ask students to look at the pictures and the words.
na
Audioscript 24
at
the sea
an island
N
a beach
a mountain
a city
a lake
21a
tienganhedu.com
Unit 2 Vacations
ng
ni
ar
Le
c
hi
ap
24 Where are you? 2 24 Look at these two places. Listen and repeat.
io
21
tienganhedu.com
2a My vacation
ng
03 JAN
by Laura 26
ni
Today is Thursday. I’m in Tunisia. It’s beautiful! It’s evening. I’m with my
friends Brad, Andy, and Jessica. We’re on a beach. We’re happy. Andy and
ar
Jessica are Canadian. They’re doctors. They’re on vacation, too.
Le
Vocabulary days of Grammar be: we/they + are
the week c
hi
BE: WE/THEY + ARE
ap
Reading in Egypt.
4 Laura is with Brad, Andy, and Jessica. They’re
3 Work in pairs. Look at the
on vacation.
photo. Circle the place.
a a city b a beach 7 Pronunciation we’re, they’re
4 Work in pairs. Read My vacation a 28 Listen and repeat the sentences from Exercise 6.
blog. Find:
b Work in pairs. Write sentences with We’re. Read
1 the day of the week your sentences to a new pair.
2 the name of the country
3 the names of the people
22
tienganhedu.com
4 26
2a My vacation • Ask students to read My vacation blog and find the three
details in pairs. Check answers as a class.
Lesson at a glance • The reading is recorded. Play the recording, and ask
• vocabulary: days of the week students to read while they listen. If your students are
• reading: a vacation blog complete beginners, play the recording more than once.
• grammar: be: we/they + are
Vocabulary note
• pronunciation: we’re, they’re
• grammar: be: negative forms friend = someone you know well and like, who is not in
• pronunciation: I’m, isn’t, aren’t your family
• speaking: vacation photos too = a word used after mentioning an additional person,
thing, or fact, to include them in what you are saying
ng
and the Sahara Desert. It has an active tourist industry.
you may need to do this activity as a class.
• Play the recording. Students listen and check. Point out
ni
that the words are all stressed on the first syllable. Grammar be: we/they + are
• Play the recording again. Students listen and repeat 5
ar
each day of the week after the recording. • Read the grammar box to the class. Ask students to
Le
underline we’re and they’re in the blog post. Check
Vocabulary and pronunciation notes answers as a class.
The stress on days of the week is always on the first Refer students to page 160 for further information and
syllable. The syllable day is pronounced /deɪ/.
c
practice.
hi
Note that the spelling and pronunciation of some of
these words is unusual, and that despite the spelling, the Please refer to page 160 for Grammar notes on we are
ap
following words all consist of two syllables: Tuesday and they are.
/ˈtuːzdeɪ/, Wednesday /ˈwenzdeɪ/, Thursday /ˈθɜ:rzdeɪ/.
6 27
gr
Model the activity: say Monday. Then nominate a • Play the recording. Students listen and check their answers.
student who says Tuesday. You then say: Saturday.
lG
Pronunciation note
the moon (Monday), the planet Saturn (Saturday), and
old Norse or Germanic gods (Tuesday = Tiw or Týr, the Note the pronunciation of we’re /wɪr/ and they’re /ðer/.
one-handed god of fighting; Wednesday = Wōden, the
lord of the gods; Thursday = Thor, the god of thunder; 7b
Friday = Freyja or Frigg, the goddess of love). • Model two or three sentences for the class first. For
example, say: We’re in Moscow; We’re from Russia;
Reading We’re Russian; We’re in class.
3 • Organize the class into pairs to write their sentences.
• Ask students to look at the photo and circle the place. Help with ideas, vocabulary, and spelling.
Check the answer as a class. • Ask students to read their sentences to a new pair.
EXAMPLE ANSWERS
We’re happy. / We’re in a city. / We’re students.
2a My vacation 22a
tienganhedu.com
Grammar be: negative forms Pronunciation I’m, isn’t, aren’t
8 11a 29
• Read the grammar box to the class. Discuss the question • Tell students that they are going to listen to some of the
and elicit the negative forms of am, is, and are. sentences from Exercise 10. Play the recording. Students
listen and repeat each sentence.
Refer students to page 160 for further information
and practice. Pronunciation notes
Please refer to page 160 for Grammar notes on the Note the pronunciation: I’m /aɪm/, isn’t /ˈɪzənt/, and aren’t
negative forms of be. /a:rnt/. Negative forms of be (unlike affirmative forms) are
usually stressed in sentences.
9
• Ask students to look again at the photo on page 22.
11b
Ask: Who are the people and where are they from? See if • Ask students to write true sentences using the prompts in
students can remember the information. the box and forms of be. Monitor students as they work,
helping with ideas and correcting any grammatical errors.
• Ask students to correct the false sentences using negative
and affirmative forms of be. Let students compare • Ask pairs to take turns reading out their sentences to
their partner.
ng
answers in pairs before checking with the class.
ni
I’m a student. I’m not a doctor.
2 The friends aren’t in a city. They’re on a beach.
I’m not in Egypt. I’m in a classroom.
ar
3 It isn’t morning. It’s evening.
You aren’t from Morocco.
4 They aren’t sad. They’re happy.
Le
We aren’t on a beach. We’re in a city.
5 Andy and Jessica aren’t from Tunisia. They’re from
Canada.
Extra activity
10
c
hi
• Tell students to look at the photo at the bottom of page Students work individually to write four sentences using
23. Ask: Where are they? Elicit ideas but do not comment. be (three true, one false). Encourage them to use both
ap
from the box. Explain the meaning of tent (a place to which sentence is false.
sleep that is made from cloth, poles, and ropes).
eo
Sahara Desert is to its south. phones or computers. Alternatively, they can describe
one of the photos in this unit.
io
Extra activity • Model the activity first by showing the class some photos
of your family and friends, perhaps on vacation. Describe
at
Write the following on the left side of the board: the photos using various affirmative and negative forms
Andy Jessica Laura’s friends of the word be (see Example answer below).
N
Then, on the right, write a number of different sentence • Organize the class into groups. Ask students to describe
endings: their photos to each other. Remind them to use both
French in a city from Canada in a tent a doctor affirmative and negative forms of be.
teachers in the Sahara Desert
• In feedback, invite a few students to tell the class about
Ask the class to give you as many sentences as they can their photos.
using an item from each side of the board, and the words
isn’t or aren’t. For example: Jessica isn’t French.
EXAMPLE ANSWER
At the end, ask students to invent their own sentences
about the people in the photo on page 22. You could ask This is a photo of my family. We’re on vacation in France.
students to use he, she, and they instead of the names. We’re not on a beach. We’re in a city. I’m not in the
photo—it’s my camera!
ng
We’re
about the photo on page 22. on a beach.
We aren’t
on vacation.
ni
1 It’s Wednesday. from Morocco.
ar
It isn’t Wednesday. It’s Thursday.
2 The friends are in a city.
Speaking
Le
my
3 It’s morning.
4 They’re sad. 12 Work in groups. Show a photo to your
5 Andy and Jessica are from Tunisia.
c group. Tell your group about your photo.
hi
Use affirmative and negative forms of be.
10 Look at the photo for Saturday. Write
ap
these words in the blog post. This is a photo of my friends, Carlos and
Enrique. They’re in Egypt. They aren’t
gr
by Laura
a beach. It’s the Sahara Desert. Andy and Jessica are on camels. Brad
isn’t not
at
3
on a camel. He’s in a tent. I’m 4 in this photo.
N
Unit 2 Vacations 23
tienganhedu.com
ng
16 sixteen
17 seventeen
ni
18 eighteen
ar
19 nineteen
2 4 Look at the numbers in Exercise 3 again. Listen.
Le
31 Write the numbers in 33
order. Listen, check, and Are the numbers the same or different?
repeat.
c
a “It’s thirteen degrees.” different
hi
eighty fifty forty 5 34 Write the numbers. Listen and check.
ap
eighty
6 Work in pairs. Look at the cities in Exercise 3. Talk
seventy about the temperatures. Use hot, warm, and cold.
na
forty
N
thirty
twenty
ten
zero
24
tienganhedu.com
3 32
2b Where are you? • Tell students they are going to listen to more
numbers. Point at the pictures and check that students
Lesson at a glance understand the words temperature /ˈtemprɪtʃə(r)/ and
• vocabulary: numbers 11–100 degrees /dɪˈɡriːz/. Ask What’s the temperature? and elicit
• reading and listening: on vacation one or two of the numbers in the pictures from the
• grammar: be: questions and short answers students.
• pronunciation: be: questions and short answers • Play the recording. Students listen and match the
• speaking: on vacation numbers they hear to the pictures. Let students compare
answers in pairs before checking with the class.
Vocabulary numbers 11–100 4 33
1 30 • Tell students that they are now going to listen to full
• Optional step Revise the numbers 1–10 by writing the sentences about the pictures (a–c) in Exercise 3.
digits on the board. Point to the digits randomly and • Play the recording. Students listen and say whether the
ask individual students to say the numbers out loud. numbers they hear in the sentences are the same as the
numbers in the pictures.
ng
• Ask students to look at the numbers in word form and
write the digits next to the words.
• Play the recording. Students listen and repeat the ANSWERS
ni
numbers (see Pronunciation notes). a different b different c same
ar
Audioscript 30 5 34
Le
• Write hot, cold, and warm on the board. Mime hot (wipe
eleven sixteen sweat from your brow), and then say and point to the
twelve seventeen word. Then mime cold (shake with teeth chattering),
thirteen eighteen
c and say and point to the word. Finally, mime warm
hi
(smile and maybe pretend to take off your sweater), and
fourteen nineteen say and point to the word. Say each word again and ask
ap
Pronunciation notes sentences. Play the recording. Students listen and check.
Point out the unusual spelling and pronunciation of
6
eo
• Ask students to write the numbers in the box in the • Drill the question that they should ask each other in this
correct order. Note that the numbers are ordered from activity: What’s the temperature in …?
io
the bottom of the thermometer upwards. Let students • In feedback, elicit students’ sentences. Gently correct
compare answers in pairs. any errors in the pronunciation of the numbers.
at
(see Vocabulary and Pronunciation notes). It’s twenty-three degrees in Cape Town. It’s warm.
It’s twenty-nine degrees in Casablanca. It’s hot.
Vocabulary and pronunciation notes It’s sixteen degrees in Chicago. It isn’t warm, but it isn’t
Note that the strong stress is on the first syllable of these very cold.
numbers: sixty, seventy, etc. It’s eleven degrees in Copenhagen. It’s cold.
In English, you can say one hundred or a hundred.
Vocabulary notes
Speaking my
Where = question word to ask “what place”
beautiful = good to look at
13
• Organize the class into Student A and Student B pairs. Ask
8 35 students to read the Exercise 1 instructions on the relevant
• Tell students that they are now going to listen to the Student Book pages (Student A: 153, Student B: 155).
ng
conversation between Lorna and Greg. Ask them to • Student A must first prepare to describe a vacation.
listen and circle the correct options in the conversation. Student B must prepare questions to ask. Circulate and
help students. If you have complete beginners, put
ni
• Let them compare answers in pairs before checking
with the class. students in AA and BB pairs to support each other.
ar
• At the end of the activity, discuss any new items of • Optional step Remind students to say Hi or Hello
vocabulary with the class (see Vocabulary notes). when they answer the phone. This could be a good
Le
opportunity to revise greetings. For example:
A: (answering phone) Hello?
Grammar be: questions and short B: Hello. I’m Sandra.
answers
c A: Hi, Sandra.
hi
9 • When students have prepared, check that they are clear
• Read the grammar box to the class. Point out that there about their roles. Then tell the student pairs to have
ap
are questions on the left-hand side and short answers for their telephone conversations.
those questions on the right-hand side. Ask students to • Ask students to change roles and read the Exercise 2
gr
read the questions in the conversation in Exercise 8. instructions. Student A prepares questions and Student
Refer students to page 160 for further information and B prepares to describe a vacation. They then practice
eo
get students started. Let students compare answers in B: Good morning, Eva. It’s Sujith.
pairs before checking with the class.
at
A: Hi, Sujith.
B: Hello. Where are you now, Eva? Are you in the US?
11
N
ng
Edit Call from Greg Online the conversation in Exercise 8. Read
the questions.
ni
10 Write the words in order.
ar
1 you / OK / are / ?
Le
Are you OK?
2 is / in France / Kara / ?
c Is Kara in France?
hi
3 in Sydney / you and Paul / are / ?
ap
2
beach / lake in Morocco! c Yes, it is. 5
at
Greg: That’s good. It’s 5 thirty-six / 13 Work in pairs. You are on vacation. Have a
sixteen degrees in Sydney telephone conversation with your friend.
today. Student A: Turn to page 153.
Lorna: Oh! That’s 6 hot / cold! Student B: Turn to page 155.
Unit 2 Vacations 25
tienganhedu.com
2c A vacation quiz
Vocabulary colors Grammar plural nouns
1 37 Look at the colors. Listen and repeat. NOUNS
Singular Plural
black blue brown an airport airports
a lake lakes
green orange pink a country countries
a beach beaches
red white yellow Now look at page 160.
2 Work in pairs. Find six colors in the 7 Look at the grammar box. Underline
ng
photos on page 27. seven plural nouns on page 27.
ni
Reading 8 Pronunciation plural nouns
ar
3 Read the quiz on page 27. Match the a 39 Listen and repeat these nouns.
Le
photos (a–d) with four of the sentences /s/ /z/ /ɪz/
(1–9). lakes cars beaches
4 Look at page 27 again. Listen.
38
c airports countries buses
hi
Write the words in the box in the correct b 40 Write the plural of these nouns.
ap
26
tienganhedu.com
Reading
2c A vacation quiz 3
• Ask students to read the quiz and match the photos
Lesson at a glance (a–d) with four of the sentences (1–9). Let students
• vocabulary: colors compare their answers in pairs before checking with
• reading: a quiz about vacation places the class.
• critical thinking: is it always true? 4 38
• grammar: a/an
• Play the recording. Then ask students to complete
• grammar: plural nouns
the quiz (sentences 1–9) with the words in the box.
• pronunciation: plural nouns
Let students compare their answers in pairs before
• speaking: general knowledge
checking with the class.
ng
buses in London always red? Tell students to put the
Book. Show each color and ask students to say the color. question number against Always true or Not always true.
Model and drill the correct pronunciation. Finally, point Repeat this for questions 2–9. Let students compare
ni
to each color in turn and ask individual students to say their answers in pairs before checking with the class.
the words on their own.
ar
• Ask students to look at the words in the Student Book Background information
and note that each word is in the color it represents.
Le
Lake Geneva is one of Europe’s largest lakes. About 60
Play the recording. Students listen and repeat the
percent of it is in Switzerland, and about 40 percent of it
words (see Pronunciation note). is in France.
black blue brown with Cuba. This has prevented Cuba from importing new
green orange pink American cars. That’s why the people in Cuba look after
the old ones.
gr
six of the colors. They are hot because of underground volcanic activity.
O’Hare Airport is located on the northwest side of
io
6
Extra activity • Read the grammar box with the class. Also, see the
Pronunciation notes on the next page.
Ask students to look around the classroom. Point to
different objects. Students must say: It’s black, It’s green, • Write nouns that you have recently taught on the board
etc. Then say the names of colors and ask students to and ask students to say whether a or an is used with
point to different objects that have these colors. You could each one. For example: (a) table, (an) ocean, (a) bag,
then ask students to work in pairs to repeat the activity (a) pencil, (an) exercise.
themselves.
• Ask students to write a or an in the blanks in Exercise 6.
Let them compare answers in pairs before checking
with the class.
Refer students to page 160 for further information and
practice.
Teacher's notes continue on page 27a.
ng
Refer students to page 160 for further information and words in the box. Encourage them to use a mixture of
practice. singular and plural nouns. Monitor and help with ideas
ni
and vocabulary. Check that students are using
Please refer to page 160 for Grammar notes on plural
a/an correctly with singular nouns, that they are
ar
nouns.
omitting a/an with when using plural nouns, and that
they are forming plural nouns correctly.
Le
Pronunciation plural nouns
8a 39 EXAMPLE ANSWERS
• Show students how to make the sounds /s/, /z/, and
/ɪz/. Point out that /s/ and /z/ are made in a similar
c The USA and Canada are countries in North America. (T)
hi
Sicily is an island in the Atlantic. (F—it is in the
way by placing the tongue against the roof of the mouth Mediterranean Sea)
and releasing air over the tongue and through the teeth,
ap
• Tell students they are going to listen to the words in • Organize the pairs into groups of four. Ask each pair to
the chart, focusing on the pronunciation of the plural read its sentences out to the other pair. The other pair
lG
endings. Play the recording. Students listen and repeat has to guess if the sentences are true or false.
the plural nouns. Make sure they are attempting the
correct pronunciation of the plural noun endings.
na
Pronunciation notes
io
c 5
ng
ni
ar
Le
c
hi
A Vacation 1 In London, buses are red .
ap
black
Quiz
2 In Hawaii, beaches are .
Cuba is an island .
gr
3
4 In Cuba, cars are old .
eo
6
Chicago red old
7 The Blue Mountains are in Australia .
China .
na
d 4
N
Unit 2 Vacations 27
tienganhedu.com
ng
mlopez@daymail.com.mx
Vocabulary car rental
ni
4 Car license plate number: UGM 96B /
UCF 97D
ar
1 41 Listen and match the words
(1–4) with the pictures (a–d). 6 Work in pairs. Look at track 42 of the
Le
audioscript on page 183. Practice the
1 a license plate number d
conversation.
2 an email address c
an address b c
hi
3 PERSONAL INFORMATION
4 keys a What’s your first name/last name?
ap
Here’s my ID card.
CA 90024 Here are your keys.
lG
c
To: jamesp@edu.au
7 Pronunciation syllables
io
at
the words.
2 Work in pairs. Take turns. vacation va – ca – tion = 3
Student A: Read an email address.
1 address 2 4 evening 2 7 seventeen 3
Student B: Say the number (1–4).
2 car 1 5 key 1 8 telephone 3
1 smith23@lifemail.com 3 email 2 6 number 2
2 barry@egg.com
3 smnrss@mail.com 8 Work in pairs. Look at track 42 of the
4 b.mark@mx.com audioscript on page 183. Practice the
conversation with new information.
3 Work in pairs. Ask your partner for
their address and email address. Good evening.
Hello, I’m Mr. Silva.
28
tienganhedu.com
• Play the recording again. Students listen and circle
2d Here are your keys the correct option. Let students compare answers in
pairs before checking with the class.
ng
with the class (See Vocabulary notes).
• Tell students they are going to listen to the words in the
Vocabulary notes box. Ask them to count the number of syllables they
ni
Note how we say these symbols in email addresses: hear. Play the recording. Then ask how many syllables
they heard for each word. Read out each word and
ar
@ = at . = dot .com = dot com
count the syllables on your fingers.
So: jamesp@edu.au = James P at E–D–U dot A–U
Le
• Tell students that you are going to play the recording
2 again. Tell them to underline the main stress in each
word. Play the recording. Let students compare answers
• Model how we say email addresses by sharing your (real
or invented) email address with the class, e.g., My email
c in pairs before checking with the class.
hi
address is “Helen Holwell 19X" at gmail dot com. That’s H–E– • Play the recording again. Students listen and repeat
L–E–N, H–O–L–W–E–double L, 1–9–X, at g mail dot com. each word. Drill the words to allow students to practice
ap
Audioscript 43
3
eo
email address?). Write the questions on the board and ask email number
the class to repeat each question after you.
Pronunciation notes
• Allow students time to practice saying their addresses
na
and email addresses before forming pairs. Tell them English is a stress-timed language—the difference
that they can use their real details or invented ones. between strongly- and weakly-stressed syllables is usually
io
Circulate and offer support as needed. distinct, and can be crucial for meaning (e.g., between
numbers like sixteen and sixty). Encourage students to
• Organize the class into new pairs to take turns asking
at
8
Real life personal information • Ask pairs to edit and act out out the car rental
4 42 conversation. Ask students to look at the track 42
• Ask students to look at the photo. Do they know what audioscript and think about the names, numbers, and
the place is? Elicit ideas before explaining that it is a addresses they can change. Then ask them to practice
place to rent cars. Tell students they are going to listen the new conversation. Encourage them to stress key
to a conversation about a car rental. words and syllables.
5 42
• Optional step Ask students to practice saying the
addresses and numbers in 1–4.
3b
Lesson at a glance • Ask students to rewrite the information using the
• writing: a form correct capitals. Let students compare their answers in
• writing skill: capital letters pairs before checking with the class.
4
Writing a form • Ask students to complete the registration form with the
1 information from Exercise 3b. Let them compare their
• Ask students to match the two images (1 and 2) with answers in pairs before checking with the class.
the correct options (a and b). Let them compare their
answers in pairs before checking with the class.
5
• Ask students to complete the online booking form with
• In feedback, ask follow-up questions to focus students
their own information. Monitor and offer support as
on the information in the images. For example: What is
needed.
Enya’s home phone number? What is Enya’s zip code?
ng
6
Background information • Ask pairs to exchange Student Books and check each
When writing US addresses, house numbers come before other’s forms for errors with capital letters.
ni
the street name, and street names and cities always start
Extra activity 1
ar
with capital letters. For example:
16 Hampton Road Organize the class into pairs. Students copy the empty form
Le
New York into their notebooks and then use the form to interview
Zip codes are composed of five numbers, e.g., 90209. They their partner. Encourage students to use complete
narrow down an address to its city or district. sentences and ask their partner to spell anything they
with either Mr., Mrs., or Ms. in front of it and read it out Finally, let the partners check each other’s information and
make corrections.
to the students.
gr
• Ask students if they are Mr., Mrs., or Ms. and clarify the
meaning of the titles (see Background information). Extra activity 2
eo
Students’ own answers them to download the form and complete it. They could
then email it to you or print it and give it to you for
checking.
na
Background information
On forms in English, men usually use the title Mr. It’s
io
2e Contact information
Writing a form 4 Complete the college registration form
with the information from Exercise 3b.
1 Match 1 and 2 with the options (a and b).
a a hotel online booking form 2 R E G I S T R AT I O N F O RM
b an internet profile 1 Title Mr.
1 First name Ryan
Enya Farrell Last name Judd
User name: enya123 Address 11 Hill View
City Seattle
Cell phone: 212-258-0609
ng
Home phone: 212-585-7815
Zip code 98141
Email address: enya@bt.com Contact number 206-416-9258
ni
Country: USA Email address ryan@judd.com
Contacts: 19
ar
2
5 Complete the online booking form with
Le
Title Ms. your own information.
First name Enya
c Title
hi
Last name Farrell
First name
ap
Country USA
Zip code
Email address enya@bt.com
Country
na
Email address
io
letters.
3 Writing skill capital letters
a Look at the information in form 2.
Underline the capital letters.
b Rewrite this information with the correct
capital letters.
1 11 hill view 11 Hill View
2 seattle Seattle
3 ryan judd Ryan Judd
4 mr. Mr.
Unit 2 Vacations 29
tienganhedu.com
2f A vacation in Australia
ng
ni
ar
Le
c
hi
ap
gr
eo
lG
na
io
at
N
30
tienganhedu.com
Key vocabulary
2f A vacation in Australia 3a
• Ask students to read the sentences and match the
Before you watch bold words (1–4) with the pictures (a–d). Let students
1 compare answers in pairs before checking with the class.
• Write Australia on the board and ask students to say 3b 44
words that are connected to the country. For example:
• Tell students that they are going to hear the bold words
kangaroo, hot, beaches, ocean, cricket, Sydney Opera House.
from Exercise 3a. Play the recording. Students listen and
• Ask students to look at the photo and answer the repeat the words.
questions.
The koala is a small marsupial that lives in trees and eats kangaroos the sun
eucalyptus leaves. They live only in eastern Australia.
the sky plane
2
Pronunciation note
ng
• Have students work in pairs. Ask them to look at the
map and count the number of states. Then tell them to kangaroo /ˌkæŋɡəˈruː/
answer questions 1–3. Check answers as a class.
ni
Please refer to page 183 for Teacher Development notes on
using phonetic script.
ar
ANSWERS
Students will count seven states on the map. However,
Le
note that in reality there are only six states because
Northern Territory is administered as a territory, not
a state (see Background information below).
1 No, it isn’t. 2 It’s a city 3 Yes, it is.
c
hi
ap
Background information
Australia has six states: New South Wales, Queensland,
gr
ng
Book to show how they should use short answers.
• Play the video again. Ask students to watch and order
how the things appear in the video (1–3). Let students
ni
ANSWERS
compare their answers in pairs before checking with the
class. 2 Yes, they are / No, they aren’t.
ar
3 Yes, they are / No, they aren’t.
4 Yes, it is / No, it isn’t.
Le
Extra activity
ng
answer the questions.
What animal is in a tree? a koala
ni
1
2 What animal is in the bag? a kangaroo
ar
3 What color is the lizard? brown/gray
Le
4 Is the person in the water a man or a
woman? a man
c
hi
7 Work in pairs. Write questions about
ap
a Read the sentences. Match the bold words 2 the beaches / nice / ?
(1–4) with the pictures (a–d). Are the beaches nice?
lG
2
3 The sky is blue. b Are the animals in South Australia amazing?
io
a b
Is South Australia a good place for a vacation?
N
c d Is South Australia
Yes, it is.
beautiful?
No, it isn’t.
Unit 2 Vacations 31
tienganhedu.com
ng
3 The lake is brown / blue.
‘m isn’t not we’re
ni
I CAN
GREG: I’m in the mountains. I 1 ’m say the days of the week
ar
with my friends. We’re in Canada. count from eleven to one hundred
Le
2
We’re on vacation. I’m 3 not say the colors of objects
happy—the hotel 4 isn’t nice.
aren’t isn’t they’re we
c Real life
hi
KARA: I’m in Brazil with my friends 7 Complete 1–4 with these words. Then
ap
Jorge and Ana. 5 They’re Brazilian. I’m match 1–4 with a–d.
gr
The water 8
isn’t cold—it’s warm! 1 Good afternoon. My name’s
Tanaka.
lG
c Thank you. 2
3 ❯❯ MB Work in pairs. Look at the words d Yes, it is. 4
and write the plurals. Take turns.
Student A: Say a word. 8 Work in pairs. Practice the exchanges in
Student B: Say the plural. Exercise 7.
32
tienganhedu.com
Unit 2 Review and memory Vocabulary
booster 4 ❯❯ MB
• Ask pairs to say the days of week in order. Tell them to
start with Monday and then take turns. They can then
Memory Booster activities
repeat the activity with the other student starting this
Exercises 3, 4, and 5 are Memory Booster activities. For time.
more information about these activities and how they
benefit students, see page x. 5 ❯❯ MB
• Organize the class into new pairs for variety. Tell
students to take turns to dictate and write numbers
I can … check boxes from 11 to 100.
As an alternative to asking students to simply check the • As students work, monitor and offer support with
I can boxes, you could ask them to give themselves a score
spelling and pronunciation.
from 1 to 4 for each language area (1 = not very confident;
4 = very confident). If students score 1 or 2 for a language 6
area, refer them to the Workbook and Grammar Summary
exercises for additional practice.
• Ask students to circle the correct color in each sentence.
Check answers as a class.
ng
Grammar Extra activity
ni
1 If you have confident students, you could do this activity
• Ask students to complete the two texts with the words as a pairwork dictation exercise. This will help with the
ar
in the boxes. Let them compare answers in pairs before formation of plural noun endings as well as the spelling of
checking with the class. the colors.
Le
Student A closes the Student Book and listens. Student B
• Ask students to match the photo with Greg or Kara,
reads out each sentence, choosing the correct option as
based on what they say in the texts.
they read. Student A writes the sentences.
description.
2 Real life
gr
4 Is this classroom cold? • Ask pairs to practice the four exchanges in Exercise 7.
5 Are we late for class? Monitor and prompt students to self-correct any errors
at
in form or pronunciation.
3 ❯❯ MB
N
ng
This family is from Mexico. Rosa is the mother. Lidia is Then to recap, ask students to say which words on the
the daughter. Pablo is the son. board describe you, and which do not.
ni
2 Please refer to page 183 for Teacher Development notes
on live listening.
ar
• Ask students to work in pairs to read the text in
Exercise 1 and complete the sentences with the names.
4
Le
Check answers as a class, and make sure students
understand boy (male child) and girl (female child). • Ask students to write true sentences about themselves
using the family words. Encourage them to write
3 both positive and negative sentences. Monitor to offer
• Ask students to write the words in the correct place.
c support and check spelling and grammar.
hi
Let students compare answers in pairs. • Organize the class into pairs and ask students to take
ap
• To check understanding of the key vocabulary, see the turns to read out the sentences about themselves.
extra activity and the Teacher Development notes.
gr
eo
lG
na
io
at
N
33a
tienganhedu.com
ng
ni
ar
Le
c
hi
ap
gr
45
Celebrations in different
months
father & mother = 1 parents
42 Chinese New Year 2 daughter
son & = children
in London
A video about street 4 Work in pairs. Write sentences about you with a
celebrations family word. Read your sentences to your partner.
I’m a son. I’m a daughter.
I’m not a father. I’m not a mother.
33
tienganhedu.com
3a
?? Section
FamiliesHead
47
ng
Sophia
ni
Vocabulary family Grammar his, her, its, our,
ar
1 Look at the family tree. Which sport is their
Le
this family famous for? tennis HIS, HER, ITS, OUR, THEIR
2 46 Listen and repeat the family words.
c He’s my father. His name’s William.
hi
She’s my mother. Her name’s Judy.
brother daughter father husband They’re my sons. Their names are Jamie
ap
3 Look at the family tree again. Write the We’re from a town in Scotland. Its name is
Dunblane.
eo
correct words.
Now look at page 162.
1 Andy and Jamie are brothers .
lG
4 Kim and Sophia are mother and 2 our and their = plural
at
daughter .
6 Write her or his.
N
34
tienganhedu.com
3
3a Families • Ask students to complete the sentences using the
correct family words. Tell them to look back at the
family tree for support. Let students compare answers
Lesson at a glance in pairs.
• vocabulary: family
• Read out the sentences. Ask students to shout out
• reading: a family from Scotland
the missing family word.
• grammar: his, her, its, our, their
• listening: a family from Iraq
• speaking: my family Reading
4 47
Vocabulary family • Ask students to read the text and write the names of
1 the people that the sentences are about. Let students
compare answers in pairs before checking with the
• Ask students to look at the family tree and the photos.
class.
Elicit answers to the question. If students know
anything about the Murrays, let them tell the class. • The reading text is recorded. You could play the
recording and ask students to read and listen.
ng
Background information
Extra activity
Andy Murray (born 1987) is a former number one men’s
ni
singles tennis player. He has won the US Open and Ask students to draw their own family tree similar to that
Wimbledon tennis competitions, two Olympic gold medals, of the Murrays. They could then write sentences about it
ar
and the Davis Cup. Andy and his wife Kim now have a or describe it to their partner.
second child, a daughter who was born in November 2017.
Le
Jamie Murray (born 1986) is a five-time Grand Slam Grammar his, her, its, our, their
doubles winner and a Davis Cup champion. He is Andy
Murray’s older brother.
5
Judy Murray (born 1959) is a famous tennis coach. She is
c • Read the grammar box to the class. Ask students to
hi
the mother of Andy and Jamie Murray. write singular or plural next to the pronouns.
The Murrays are from the town of Dunblane in Scotland. • Explain that her and his have a gender, but the plural
ap
brother mother 6
daughter sister • Ask students to write her or his to complete the
na
husband wife
at
Pronunciation notes
Note that the strong stress is on the first syllable of all the
N
3a Families 34a
tienganhedu.com
7
Speaking my
• Ask students to write our or their to complete the
sentences. Let them compare answers in pairs before 10
checking with the class. • Ask students to discuss photos of their families in pairs
or small groups. Students are likely to have some photos
on their phone. If not, ask them to imagine a photo and
Listening
make up questions and answers about it. Alternatively,
8 48 prepare students by telling them before the class to
• Tell students to look at the photo. Ask: What’s the bring a family photo.
celebration? Where are they? Who are they? Elicit ideas.
Pre-teach wedding (when people get married). Extra activity
• Revise numbers and colors by asking: How many people
Show another photo of a family scene to the class, and
are there? (9) What colors are there? (green, yellow, red,
have students ask and answer questions about it across the
blue, pink, black, brown, white, and purple)
room. Use photos of your own family, or photos from the
• Ask students to read the conversation and write the internet which you could pretend are of your family. Or
pronouns in the gaps. Let students compare answers use celebrity photos of weddings or family get-togethers.
in pairs.
ng
• Play the recording. Students listen and check.
• Ask students to read out the conversation in pairs.
ni
9
ar
• Ask students to look at the answers and complete the
questions using words from the box. Note that this
Le
exercise focuses on the differentiation between subject
and possessive pronouns. Let students work with a
partner if necessary.
• Check answers as a class.
c
hi
Extra activity
ap
ng
5 What’s his wife named?
8 48 Look at the photo and the
Heelan.
conversation. Write my, your, his, or her.
ni
6 Is he the husband?
Listen and check.
No. Husham is the husband.
ar
A: Is this a photo of 1 your family?
Le
B: Yes, it is. Speaking my
A: Who’s this?
10 Work in pairs. Show your family photos to
B: She’s 2 my sister. 3 Her
c your partner. Ask and answer questions.
hi
name’s Heelan. It’s her wedding.
A: OK. So is this 4 her husband?
ap
Who’s this?
B: Yes. 5 His name’s Husham.
gr
3b Friends Ana
Vocabulary people
1 Look at the photo of Ana. Complete the
information with four of the words.
eyes hair old short tall young
ng
2 Work in pairs. Put the words in order to
ni
make questions. Answer the questions.
ar
1 color / what / is / hair / your / ?
Le
2 eyes / are / what / your / color / ?
3 are / old / how / you / ?
Listening c
hi
Elisa Nuno
ap
36
tienganhedu.com
Listening
3b Friends 3 49
• Ask students to look at the photos and read out the
Lesson at a glance names. Tell them they are going to hear Ana talk about
• vocabulary: people her friends. Play the recording. Students listen and
• listening: good friends match the names with the information.
• grammar: possessive ‘s
• pronunciation: possessive ‘s Vocabulary notes
• speaking: people and their things best friend = a very close friend
both = a word used to show that you are saying the same
Vocabulary people thing about two people or things
1
• Ask students to look at Ana’s photo and make Audioscript 49
sentences about her. Elicit ideas and predictions, e.g.,
She’s Spanish, She’s a woman, She’s nice. Three important people in my life are Elisa, Nuno,
and Prem.
• Ask pairs to complete the paragraph with four words
ng
from the box. Check answers as a class and teach the Elisa’s my best friend. She’s twenty-three. Elisa’s eyes are
meanings of the new words. brown, and her hair is black. She’s tall. She’s nice.
ni
Nuno is my brother. He’s my friend, too. He’s twenty-five
Please refer to page 162 for Grammar notes on the verb years old. My eyes are brown, but Nuno’s eyes are green.
ar
form are. His hair is brown. He isn’t tall. We’re both short.
Prem is a friend in my English class. Prem’s eyes
Le
Please refer to page 183 for Teacher Development notes
on teaching new words. are brown. His hair is brown, too. He’s young—he’s
seventeen!
2
c
4 49
hi
• Ask students to put the words in the correct order to
make questions. Elicit the first question to get students • Before playing the track again, tell students to look at
the sentences and complete what they can.
ap
• Then ask students to use the questions to interview to help students hear and complete all the information.
a partner. Model the activity first by asking and Check answers as a class.
answering the questions with a student. • Ask students to turn to Student Book page 183 to read
lG
3 How old are you? about them. You could put the following prompts on
the board: Name? Hair color? Eye color? Tall or short?
at
3b Friends 36a
tienganhedu.com
Grammar possessive ‘s 10
6 • Ask students to read the sentences. Get them to
• Read the grammar box to the class (see also Grammar underline ’s in each sentence, and write P (for
notes on page 162). Ask students to replace the bold possessive) or C (for contraction of is) next to each.
words with his or her. Let students compare answers in pairs before checking
with the class.
Refer students to page 162 for further information and
practice.
Speaking my
Please refer to page 162 for Grammar notes on using the 11
possessives ’s and s’. • Start by asking students to look at the photos. Revise
the vocabulary by eliciting the names of the different
Pronunciation note items. Ensure students are using the correct word stress
The possessive ’s is pronounced /s/ after unvoiced sounds and pronunciation.
and /z/ after voiced sounds. • Optional step You could review the vocabulary while
also reviewing colors. Ask: What color is the dictionary?
7 (red), What color is the car? (yellow), etc.
ng
• Ask students to write sentences. Write the example • Have students ask and answer questions about the
sentence on the board. Circle the word is and the 's to objects and people in pairs. As students speak, monitor
show that students need to add is or are as well as the
ni
closely and prompt students to correct errors.
possessive ’s to the prompts. Let students compare
ar
answers in pairs before checking with the class.
ANSWERS
Le
It’s Anita’s bag.; It’s Jack’s computer.; It’s Lin’s car.; It’s Eric’s
ANSWERS
dictionary.; It’s Claude’s cell phone.; It’s Krishnan’s pencil.
2 Prem is Ana’s classmate.
3 Ana’s eyes are brown. 12
4 Prem’s school is The English Academy.
c• Organize the class into groups of three or four to ask
hi
5 Ana’s friends are Elisa and Prem. and answer questions about their own personal items.
ap
Tell students to take a few things out of their bags and
Please refer to page 162 for Grammar notes on the place them on the table in front of them. You may need
difference between the short form of is and the to pre-teach vocabulary if students produce unusual
gr
• Tell students that they are going to listen to the full to different items and ask What’s this? or What are these?
sentences from Exercise 7. Play the recording. Students and elicit answers (e.g., It's my bag./They're Atena's keys).
na
listen and repeat the sentences. • As students speak, monitor closely and prompt
students to correct their errors.
8b
io
small groups to make more sentences. In feedback, elicit Walk around the class and collect an item from each
student (nothing valuable!). Organize the class into two
N
ng
Ana is Nuno’s sister.
2 Prem / Ana / classmate
ni
Anita
3 Ana / eyes / brown
ar
4 Prem / school / The English Academy
Le
5 Ana / friends / Elisa and Prem
Jack
8 Pronunciation possessive ’s
c
hi
a Listen and repeat the sentences from
50
Exercise 7.
ap
a possessive 's
Eric
N
b contraction of is
10 Underline the 's in each sentence. Claude
Write P (possessive) or C (contraction).
1 What’s this? C
2 His car’s red. C
3 Jack’s books are here. P Krishnan
4 Susan and Charlie are my brother's
children. P 12 Work in groups. Ask and answer
5 This is my teacher’s book. P questions about your things.
3c Important days
Vocabulary months Grammar irregular plural
1 51Number the months in order (1–12). nouns
Then listen, check, and repeat. IRREGULAR PLURAL NOUNS
1 12 7 a child ➙ two children
January December July
4 9 3 a man ➙ three men
April September March
10 5 8 a woman ➙ four women
October May August
6 2 11 a person ➙ five people
June February November
Now look at page 162.
2 Work in pairs. Take turns.
Student A: Say a month. 7 Look at the grammar box. Underline the
ng
Student B: Say the number of days. irregular plural nouns in Important days.
ni
3 Work in pairs. Complete the sentences. 8 53Listen and repeat the words in the
ar
grammar box.
December January October
Le
9 54 Listen and complete the sentences.
1 New Year’s Day is in January .
2 Halloween is in October . children men people women
3 Christmas Day is in December . c
hi
1 There are many people in Kyle’s
ap
family.
Reading 2 Mark and Peter are children .
gr
4 Read Important days. Match the photos 3 Daniel and David are men .
(a and b) with the paragraphs (1–4). 4 Sofia and Camila are women .
eo
52 Listen and repeat the sentences. 10 Work in pairs. Choose three important
na
important day?
Critical thinking
N
38
tienganhedu.com
Background information
3c Important days
April, June, September, and November have 30 days.
February has 28 days, except in a leap year when it has an
Lesson at a glance extra day. The other months have 31 days.
• vocabulary: months The following rhyme is a well-known memory aid
• reading: important days (hath = “have” in old English):
• pronunciation: linking with in Thirty days hath September
• critical thinking: completing a chart
April, June, and November
• grammar: irregular plural nouns
February has twenty eight alone
• writing and speaking: celebrations around the world
All the rest have thirty-one
Except in Leap Year, that’s the time
Vocabulary months
When February’s days are twenty-nine.
1 51
• Ask pairs to look at the months in the box and try to
write them in the correct order. If your students are Extra activity
complete beginners, you may need to do this activity Here are other ways of helping students to remember the
ng
as a class. Then play the recording. Students listen and months:
check. 1 Write on the board lists of three months in sequence.
ni
• Play the recording again, asking students to repeat each Students must say (or write) the next month in the
month after the recording. Highlight the months with sequence (answers in parentheses):
ar
more unusual pronunciations (see Pronunciation notes a February, March, April … (May)
below). b March, May, July, … (September)
Le
c December, March, June, … (September)
Pronunciation notes 2 Say or write on the board different temperatures.
Note the more unusual pronunciation of these months:
c
Students must say a month with that typical
hi
January /ˈdʒænjueri/, February /ˈfeb(j)ueri/, July /dʒəˈlaɪ/, temperature:
August /ˈɔːgəst/. a 32°C b 0°C c 12°C d 19°C
ap
3
Ask students to categorize the months depending on how
many syllables they have. • Ask pairs to complete the sentences with the words in
eo
the box.
One syllable: March, May, June
• Add to the three important days in this exercise to
Two syllables: April, July, August
lG
2 4
io
• Ask pairs to take turns practicing saying months and • Optional step Ask students to look at the pictures on
the number of days in the months. Student Book page 39 and predict what two of the
at
• Optional step Give students two minutes to write down important days are.
next to each month the number of days it has. • Ask students to read the article and match the pictures
N
• Organize the class into pairs to practice saying the (a and b) with two of the important days described in
months and the number of days in each month. the text. Let students compare answers in pairs.
• As students are working in pairs, monitor and model • The reading text is recorded. You could play the
the correct pronunciation if you hear students struggling recording and ask students to read and listen.
with any months or numbers.
• Optional step To draw the activity to a close, go around
the class inviting each student to say the next month in
a continuous chain.
ng
best movie, director, actors, etc.
9 54
ni
Pronunciation linking with in
• Tell students that they are going to hear someone
5
ar
52 talk about his brothers and sisters. Play the recording
• Tell students they are going to listen to three sentences and ask students to complete the sentences with the
Le
that include the word in. Tell them to notice how the irregular plural nouns from the box. Check answers as
word in links to the previous word (see Pronunciation a class.
note below). Play the recording.
• Play the recording again for students to repeat each
c Writing and speaking my
hi
sentence, focusing on mimicking how the words are
linked. 10
ap
describes.
1 It’s in March. • Ask students to choose one of the paragraphs, and
eo
2 They’re in February. write down three key words from that paragraph.
words. Monitor and help with ideas, and check that the
sentences are grammatically correct.
Pronunciation note
• Have students read their three sentences to a partner.
na
example, It’s in March sounds like It sin March. It’s fun. People are happy. It’s in January or February.
N
a 1
ng
ni
ar
Important
Le
DAYS
c
hi
ap
gr
eo
b 3
lG
55
na
2 Thanksgiving is an American
celebration. Thanksgiving is for
families. It’s in November.
3d Congratulations!
Vocabulary special
occasions
1 56Look at the photo. Listen to
the conversation. Circle the special
occasion.
a new year a new baby a wedding
ng
a What’s her name? 3
b Congratulations! 1
ni
c Hello, Juba. 5
ar
d It’s Juba. 4
Le
e Thank you. We’re very happy. 2
Real life giving and accepting
Real life special gifts
occasions c
hi
5 Work in pairs. Match the special occasions
ap
3 a wedding
1 a new year
1 your friend’s birthday b
na
2 a birthday
2 a new baby a
SPECIAL OCCASIONS 3 your cousin’s wedding c
io
59
Happy Birthday! birthday
Which expressions in the box below do you
N
40
tienganhedu.com
Audioscript 58
3d Congratulations!
Congratulations!
Happy Birthday!
Lesson at a glance
Happy New Year!
• vocabulary: special occasions
• real life: special occasions I’m very happy for you.
• pronunciation: intonation How old are you?
• real life: giving and accepting gifts
Vocabulary and pronunciation notes
Vocabulary special occasions Congratulations! /kənˌɡrætjəˈleɪʃənz/ is used when somebody
has achieved something, like passing a test, having a baby,
1 56
getting married, or buying a new house.
• Ask students to look at the photo. Ask: What can you
Note the stress: Happy Birthday! Happy New Year!
see? (a baby) What’s the special occasion? (students’
own ideas). The intonation on these three phrases needs to be
exaggerated to sound positive. Encourage students to
• Tell students to look at the words in the box. Play the match the intonation in the recording.
ng
recording. Students listen to the conversation and circle
the special occasion. Check answers as a class. Please refer to page 183 for Teacher Development notes
on backchaining when drilling.
ni
2 56
• Ask students to read the parts of the conversation (a–e). 4b
ar
Then tell them to try and put the conversation in • Tell students to look at track 57 of the audioscript (page
order (1–5). 184). Ask pairs to practice the conversations. Monitor,
Le
• Have students compare answers in pairs. Then play the and encourage students to use expressive intonation.
recording for students to check their answers.
Real life giving and accepting gifts
Real life special occasions c
hi
5
3 57 • Ask pairs to match the special occasions with the gifts.
ap
• Tell students they are going to listen to three In feedback, elicit answers and reasons for the answers.
conversations. Play the recording. Students match the
6 59
gr
expressions in the Special Occasions box. Let students between two people: Celia and Elena. Play the recording.
compare answers in pairs before checking with the Ask students which expressions in the box they hear.
lG
card = a piece of thick paper folded in half, with a picture That’s very kind.
and a message on it (see the cards on page 41) Thank you very much.
at
7
dress = an outer piece of clothing for women that is
• Ask pairs to choose a special occasion and practice their
usually in one piece that covers the body and part of the
legs
own conversation, using the expressions for giving and
accepting gifts in Exercise 6. Encourage students to change
roles and repeat the exercise.
Pronunciation intonation
4a 58 Extra activity
• Tell students they are going to listen to the expressions in Divide the class into small groups. Ask students to take
the Special Occasions box. Play the recording. Students turns announcing different special occasions (e.g., It’s my
listen and repeat the expressions (see Vocabulary and birthday or It’s my wedding). The other students must
Pronunciation notes). offer their congratulations and continue the conversation.
• Some of the sounds in these phrases can be challenging
for students. You may wish to break the listen and
repeat process into smaller chunks.
3d Congratulations! 40a
tienganhedu.com
2
3e Best wishes • Ask students to read the messages on the greeting cards
and answer the questions (1–3). Let students compare
their answers in pairs before checking with the class.
Lesson at a glance
• writing: a greeting card
ANSWERS
• writing skill: contractions
a 1 a birthday b 1 a wedding
2 Katya and Bruno 2 Ingrid and Karl
Writing a greeting card 3 Harry 3 Diana
Writing skill contractions
1a Vocabulary notes
• Write I’m Australian on the board and ask: Where is the
contraction? (I’m) What’s the full form? (I am). Elicit these Best wishes is a typical way of signing a birthday card
answers to make sure students understand what a or a card celebrating other special occasions for friends.
contraction is and know what to do in the exercise. You can sign off using Love for a family member or close
friend. All the best and Best regards are less familiar
• Ask pairs to underline the contractions and write the ways of signing a card, e.g., for a card that you give to a
ng
words in full. Check answers as a class class. colleague or a neighbor.
Please refer to page 162 for Grammar notes on using Many happy returns (of the day) is still a common,
ni
though slightly old-fashioned, message to write or say on
contractions.
someone’s birthday. It literally means, “I hope you return to
ar
1b this day (your birthday) many happy times.” (i.e., “I hope
you live happily for a long time.”)
Le
• Ask students to underline four contractions in the
messages (1–3). Let them compare their answers in pairs 3
before checking as a class. • Read the words in the box to the class and elicit
• In feedback, point out that Mother's and Karl's are not
c combinations from them (e.g., Congratulations on your
hi
contractions—they are examples of possessive 's. birthday, Best wishes on your birthday, Love from).
• Ask students to write messages for two cards: one for
ap
1c
a new baby, and one for a birthday. Encourage them to
• Ask students to rewrite the messages using contractions use contractions where possible.
gr
compare their answers in pairs before checking with the • Tell students to check their work for the correct use of
class. capital letters and contractions.
lG
5
ANSWERS
• Let students compare their cards in pairs. Tell them
1 Karin’s birthday’s on Friday. She’s twenty-one. Her party’s to read carefully and check for the correct use of
na
on Saturday.
expressions, capital letters, and contractions.
2 Hi. I’m twenty-five today. Come to my party! It’s at my
io
house.
Extra activity
3 Hi. What’s Harry’s address? Is it number 5 or 7? Thanks.
at
Vocabulary note on the front together with the words HAPPY BIRTHDAY!
or CONGRATULATIONS! Then, inside, they write their
Remind students that names, cities, countries, languages,
message.
and nationalities always start with a capital letter.
Alternatively, find out if anyone in the class has a special
day coming up soon. Find out about the day. Then tell
students to write a card to the person in the class with a
special day.
3e Best wishes
Writing a greeting card 2 Work in pairs. Read the cards. Answer the
questions.
1 Writing skill contractions 1 What’s the occasion?
a Underline the contractions in these 2 Who’s the card from?
sentences. Write the words in full. 3 Who’s the card to?
1 I’m Australian. I am
2 She’s French. She is
To Harry
3 It isn’t my birthday. is not a
What is day!
4 What’s your name? Happy birth
5 It’s beautiful. It is
ng
est
6 Who’s this? Who is Love and b
m
7 They’re my cousins. They are wishes fro
ni
8 When’s the party? When is
Katya and
ar
b Underline four contractions in these Bruno
Le
messages.
1
Hi. I’m in Spain with my brother. It’s his
c
hi
birthday. Where are you?
ap
b
2
gr
1
at
ng
ni
ar
Le
c
hi
ap
gr
eo
lG
na
io
at
N
A dragon in a Chinese
New Year celebration
42
tienganhedu.com
Audioscript 60
3f Chinese New Year in London
excellent reunion dog
fireworks street dress up
Before you watch
1 Pronunciation note
• Optional step Write Chinese New Year on the board and
When introducing key words in the video section,
tell students to look at the photo and read the caption it’s important that students recognize how they are
on page 42. Ask your class what they know about this pronounced. This is because they will often be asked
celebration. Teach the meaning of dragon by pointing to to listen for them while watching the video.
the dragon and asking the class: What’s this?
• Ask students to work in pairs to complete the short
article with the words in the box.
• Explain the meaning of the words in the box, or of any
other words in the article students do not understand.
Use pictures to explain the word animal.
ng
Vocabulary note
animal = a living thing that eats, moves, and thinks, and
ni
that isn’t a person (e.g., cats and dogs)
ar
Key vocabulary
2a
Le
• Ask students to read the sentences and match the
bold words (1–6) with the pictures (a–f). Let students
compare answers in pairs before checking with the
c
hi
class.
2b 60
ap
• Tell students that they are going to hear the bold words
from Exercise 2a. Play the recording. Students listen and
gr
7
Videoscript 3 • Ask students to translate the sentences into their own
language. If you have students of different nationalities,
Narrator It’s Chinese New Year. This celebration is in organize the class into same nationality/language
London. Red and yellow dragons are in the streets. Gong groups to compare their sentences.
xi fa cai is the New Year greeting.
• There may be words in the videoscript which students
Boy It was really great and it was really exciting. Just are unfamiliar with. Reassure students that they do not
absolutely excellent. need to know every word in order to understand the
Man Well, it's the time when it's a new beginning. It’s main message of the video—in real-life communication
ng
also a family reunion and everybody just gets together in English, they need to become used to this.
and wishes everyone doing really well in the New Year.
ni
Girl Loads of people dress up and then ... lots of people Extra activity
dress up in red mostly, because red is the lucky color for Ask students to work individually to write five sentences
ar
Chinese. about New Year in their country. Invite students to share
Narrator In London, people celebrate British New Year their sentences with the class.
Le
in December, and then Chinese New Year. It’s traditional
to give presents. This New Year is the start of the year of
the dog.
Narrator Two hundred thousand people are in c
hi
Trafalgar Square, Leicester Square, and Chinatown. In the
ap
4 3
gr
5 3
• Ask students to complete the sentences from memory.
na
ng
2 Key vocabulary b Lots of people dress up in red.
c Absolutely excellent.
ni
a Read the sentences. Match the bold words
5
ar
(1–6) with the pictures (a–f). 3 Complete the sentences. Watch the
1 This work is excellent. video and check.
Le
2 We’re at a school reunion.
1 It’s Chinese New Year. This celebration
3 The dog is big.
is in London .
4 The fireworks are beautiful.
c 2 It’s traditional to give presents .
hi
5 There are houses on the street.
3 In the evening , people watch
ap
6 I dress up as Spider-Man.
fireworks.
a 6 b 1
gr
your partner.
na
c 2 d 4
There are fireworks in
io
the street.
at
ng
4 A: Your baby is beautiful! What’s What’s your ...’s name?
her name?
ni
B: It’s Elena. 6 Circle the correct option.
ar
2 Complete the sentences with the 1 My sister is tall and I’m short / old.
Le
possessive form. 2 What color are the baby’s eyes / hair?
3 My son is tall / young —five years old.
I CAN
talk about my family and friends
eo
Real life
1 This is Jin’s family .
na
(Jin / family)
8 Work in pairs. Put the words in order.
Sandra’s car Then match 1–3 with a–c.
io
2 This is .
(Sandra / car) 1 you / gift / a / here’s / for / . b
at
44
tienganhedu.com
Unit 3 Review and memory 7 ❯❯ MB
booster • Ask students to work in pairs to practice saying the
months in sequence.
ng
ANSWERS
Grammar 1 Here’s a gift for you. a He is eighteen.
ni
1 2 How old is he today? b Thank you very much.
3 That is very kind. c You are welcome.
• Ask students to complete the sentences with the words
ar
in the box. Let them compare their answers in pairs
9
before checking with the class.
Le
• Before practicing the conversations, ask students for the
2 words that can be contracted in Exercise 8.
• Ask students to complete the sentences with the • Ask students to work in pairs to practice the exchanges
prompts and the possessive 's form. Check answers as
c in Exercise 8. Remind them to use the contractions they
hi
a class. identified.
ap
3 ❯❯ MB
ANSWERS
• Ask pairs to talk about things in the classroom using Completed exchanges with contractions:
gr
possessive 's. Model the activity using the examples in 1 A: Here’s a gift for you.
the exercise.
eo
5 ❯❯ MB
• Ask pairs to use the words in Exercise 4 to ask and
at
6
• Ask students to circle the correct option. Check
answers as a class.
• Optional step Ask students to write three true sentences
about their family members using the italicized words.
Unit 4 Cities
Opener 4
1 • Ask students to work in pairs to talk about their city,
town, or village.
• Ask students to look at the photo and find the things
in the box. In feedback, use the photograph to elicit
and drill the words in the box. EXAMPLE ANSWER
A: Where are you from?
2 B: I’m from Glasgow. It’s a big city in Scotland. It’s not very
• Ask students to look at the photo and read the caption. beautiful or modern.
Ask: What can you see? Where is this place? Elicit the city A: Is it the capital?
and the country. B: No, it isn’t. Edinburgh is the capital.
• Optional step Revise plural nouns by eliciting the
plural forms of city (cities—the title of the lesson) and
ng
country (countries).
Extra activity
If you and your students are from different countries,
ni
ANSWERS describe your hometown to them and ask them to note
the key words they hear.
ar
the city—Astana
the country—Kazakhstan
Le
3 61
• Ask students to read sentences 1–3.
c
• Tell students they are going to listen to a short recording
hi
about Kazakhstan. Play the recording. Students listen
and circle true (T) or false (F) for each sentence.
ap
Background information
gr
45a
tienganhedu.com
Unit 4 Cities
ng
ni
ar
Le
c
hi
ap
Places in a town 2 Read the photo caption. Circle the name of the city
na
Yes, it is.
45
tienganhedu.com
4a In the city
Vocabulary places in a town 1 j 2 e
3 d 4 h 5 f 6 c
ng
ni
ar
Le
7 i 8 a 9 b 10 g
c
hi
ap
gr
eo
a bank
3 Work in pairs. Are the places in Exercise 1 in The museum isn’t
b Transport Museum very good. It’s
na
e parking lot
N
46
tienganhedu.com
Reading
4a In the city 4
• Ask students to look at the map on page 47 and find
Lesson at a glance four places on Pine Street. Let students compare
• vocabulary: places in a town answers in pairs before checking with the class.
• reading: describing places
• grammar: prepositions of place ANSWERS
• speaking: locations bank, Pine Cafe, Roxy Movie Theater, Central Market
ng
with the class.
2 62 • In feedback, point out the thumbs pointing up (good)
and down (bad), which serve as clues. Elicit the words
ni
• Play the recording again. Students listen and repeat
each place. that made the comments good or bad.
ar
• Optional step If your class is more confident, ask
Vocabulary and pronunciation notes students to close their Student Books. Read out each
Le
comment and ask them to give you the thumbs up sign
The stress on these words is mostly on the first syllable.
if the comment is positive, or the thumbs down sign if
The exceptions: museum, information
it’s negative. Then allow them to open their books to
Remind students that we use an in front of vowel sounds,
c
read and check.
hi
so an information center.
Note the pronunciation: cafe /kæˈfeɪ/ (an imported French
ap
3
gr
Extra activity
Ask students to think of (or find online) famous examples
na
Bush Street
Pine Street
ng
Maria: It’s on Bush Street. • Optional step Ask students to underline the questions
Lyle: It’s opposite a bank. used for asking for directions. Model the questions
and ask the class to listen and repeat.
ni
Refer students to page 164 for further information
12
ar
and practice.
• Elicit and write questions used for asking for directions
Please refer to page 164 for Grammar notes on using on the board: Excuse me? Where’s the …? Is the … near
Le
next to and near. here? Is the … on this street?
• Ask students to work in pairs. Tell them to ask and
7
• Get students started by asking them to look at the
c answer questions about places on the map.
hi
map. Ask them one or two questions: Where’s the park? 13
Where’s the market?
ap
• Ask students to continue working in pairs. Tell them to
• Then tell students to look at the map and read the ask and answer similar questions about places in their
three sentences on their own. Ask them to decide if the own town or city.
gr
Draw this simple street map on the board and ask students
8 to copy it:
lG
9 63 cafe
io
number of the conversation (1–4) next to each place. Let them to remember and write the real names of places to
students compare their answers in pairs before checking use in the activity. You could also use this as an opportunity
with the class. to teach two or three additional place names, e.g.,
pharmacy, supermarket, library.
6 Look at the grammar box. Underline the 10 63 Listen again. Work in pairs. Look at
prepositions in the four comment boxes. the map. Is the information correct?
ng
11 Work in pairs. Practice the conversations
1 The museum is on T F in track 63 of the audioscript on page 184.
ni
Pine Street.
2 The cafe is next to the T F 12 Work in pairs. Ask and answer questions
ar
movie theater. about places on the map.
Le
3 The market is opposite T F Excuse me?
Yes?
the movie theater.
8 Look at the map. Circle the correct option. c Where’s the market?
hi
1 The bank is next to / opposite the market.
ap
2 The movie theater is on / near Pine Street. 13 Work in pairs. Ask and answer questions
3 The parking lot is near / next to the museum. about four places in your town.
gr
eo
lG
This park is
i beautiful! It’s on
na
Bush Street.
eet
b Clay Str
io
Maria
at
M
N
Bush Street
e
d g
a $ P The market is
Pine Street nice. It’s new. It
j isn’t very big. It’s
h opposite a bank.
f Lyle
c
i
Unit 4 Cities 47
tienganhedu.com
4b Tourist information
Listening 3 Look at the grammar box. Write S
(singular) or P (plural).
1 Listen to two conversations.
64 1 this, that S 2 these, those P
Number the sentences in order.
1 2 Good morning. 4 65 Read the conversations. Write this,
3 Is this a map of New York? that, these, and those. Listen and check.
1 Hi.
Is this a train schedule?
6 It’s near Fifth Avenue ... here it is.
1
4 No. That’s the wrong map. This
is a map of New York.
5 Oh, OK. Where’s the
ng
Guggenheim Museum?
ni
2 3 And bus schedules?
1 No, it’s a bus schedule.
ar
Good afternoon. Where are the
schedules, please?
Le
5 OK, thanks.
2 Excuse me. Are these
4 Those are bus schedules, next to pens or pencils?
the door.
c
hi
2 Well, these are train schedules, here. They’re pencils.
The pens
ap
the maps.
those
lG
Which guidebook?
Those are maps of the city.
The book
next to you. No, it isn’t.
Now look at page 164. It’s in Spanish.
48
tienganhedu.com
Grammar this, that, these, those
4b Tourist information 3
• Read the grammar box to the class. It’s a good idea
Lesson at a glance to use realia to physically demonstrate the meaning
• listening: tourist information of these words (see the extra activity below).
• grammar: this, that, these, those • Ask students to write S (singular) or P (plural) to
• pronunciation: th /ð/ complete the rules. Check answers as a class.
• reading: famous towers
• grammar: question words Refer students to page 164 for further information
• speaking: famous places and practice.
ng
map and schedule. very near you on the desk in front of you. Touch it and say:
This … This is a pen. Then take a second pen and put it
• Play the recording. Students listen and number the further away on a different table, point to it, and say: That
ni
parts of the conversations in the order they hear them. … that is a pen.
Check answers as a class.
ar
Then add two or three pens to the one in front of you and
say: These … these are pens. Add more pens to the table
Background information
Le
further away from you and say: Those … Those are pens.
The Guggenheim Museum is an art museum located on Drill the sentences. Say the sentences and have students
Fifth Avenue in Manhattan, New York City. It houses repeat them chorally. Then point without saying anything
collections of impressionist, modern, and contemporary art
and is a popular tourist destination.
c to prompt students to produce the sentences themselves.
hi
4 65
2
ap
conversations.
lG
Extra activity
Ask students to change the details in the conversations so
na
ng
5b
Speaking my
ni
• Model the pronunciation of /ð/ in the words. Then ask
students to practice saying the words in pairs. Monitor
8
• Organize the class into Student A and Student B pairs.
ar
and correct any errors you hear.
Then give them time to read the information about the
Le
Extra activity places on their respective pages of the Student Book
(Student A: 153, Student B: 155). Have them take turns
Write the following sentences on the board and ask to ask and answer the four wh- questions from the
students to practice saying them.
1 There is the boat. 2 This one or that one?
c grammar box (page 49) about the places.
hi
ANSWERS
ap
Reading Student A:
6 67 It’s the Paranel Observatory.
gr
• Ask students to look at the two photos. Ask: What are It’s in the Atacama desert in Chile.
they? (towers) What are their names? Where are they? It’s open on Saturdays.
eo
(elicit ideas from students). It’s big. It’s in the James Bond movie Quantum of Solace.
• Ask students to read the text and choose the correct Student B:
lG
options in sentences 1–3. Let students compare their It’s the Taj Mahal.
answers in pairs before checking with the class.
It’s in Agra in India.
• In feedback, explain the meaning of symbol (something
na
ng
It’s in Tokyo, Japan. It’s in Paris, France.
It’s near Asakusa It’s next to the
ni
Station. Seine river.
ar
When is it open? When is it open?
Le
It’s open every day. It’s open every day.
A: Pine Street.
Reading 4 Q: Why is this place famous?
at
6 Read about The Skytree and The Eiffel A: It’s very old.
N
Unit 4 Cities 49
tienganhedu.com
4c Time zones
Vocabulary the time 6 Work in pairs. Look at the map. It’s noon
in London. What time is it in these places?
1 68Match the times with the clocks. 1 New York 7 a.m.
Listen, check, and repeat. 2 Rio de Janeiro 9 a.m.
3 Johannesburg 2 p.m.
1 eight twenty E
4 Jakarta 7 p.m.
2 eleven o’clock M 5 Sydney 10 p.m.
3 three fifty-five A 7 What time and day is it where you are now?
What time and day is it in New York now?
ng
4 nine thirty M
8 Word focus at
ni
2 Write M (morning), A (afternoon), or E a Underline three sentences with at in Time
ar
(evening) for the times in Exercise 1. zones on page 51.
Le
3 Work in pairs. Ask and answer questions. b 69 Complete the conversations with
these expressions. Listen and check.
English class?
your
What time is
the
school open?
c at five o’clock at home at school at work
hi
lunch?
1 A: Where are your children? Are
ap
Children go home
9 Work in pairs. Ask about different days
N
50
tienganhedu.com
Extra activity
4c Time zones
Create a listening task. Write pairs of similar times on the
board and read out one from each pair. Students must
Lesson at a glance listen and say which time you are saying. Try this list:
• vocabulary: the time 1 a 5:30 b 5:40
• critical thinking: thinking about your country 2 a 9:15 b 9:50
• reading: time zones 3 a 4:45 b 4:55
• word focus: at Follow up by asking students to write their own lists of
• speaking: days and times times, and have them do the activity with a partner.
ng
compare their answers in pairs before checking with the
• Play the recording. Students listen and check their class. Answers will probably vary.
answers. Play the recording again for students to repeat
ni
(see Vocabulary and Pronunciation notes). Reading
ar
5 70
Vocabulary and pronunciation notes
• Ask students to look at the map on page 51. Make sure
Le
O’clock /əˈklɒk/ is an eighteenth-century abbreviation for they are familiar with the concept of time zones. Ask
“of the clock.” students: In Sydney, it's 10 p.m. What time is it in Jakarta?
Revise the stress in numbers (for example, thirty but fifteen). (8 p.m.) What time is it in Johannesburg? (2 p.m.)
also the simplest way for students to learn to say the time.
Note, however, that native speakers regularly use more
complex forms in conversation: half past, quarter past, Background information
eo
quarter to, twenty to, etc. Point out also that the words noon
The International Date Line (IDL) runs along an imaginary
and midnight are also regularly used to refer to 12 in the
line from the North to the South Pole at 180° longitude.
lG
• Point out AM and PM on the clock faces. Explain that Extra activity
at
AM (or a.m.) starts at midnight (12:00 a.m.) and ends Ask students to close their books. Say: It’s 4 o’clock in the
just before noon (11:59 a.m). PM (or p.m.) starts at noon morning in Los Angeles. Where are the people? Find out
N
(12:00 p.m.) and ends just before midnight (11:59 p.m.). if students can remember and say the sentences from the
• Ask students to match morning, afternoon, and evening to text. Ask about other cities and times in the text.
the times. Check answers as a class.
3 Vocabulary notes
• Organize the class into pairs to ask and answer the shop = a place where you buy things
questions. In feedback, elicit some exchanges for the office = a place where people work at desks
class to hear. bed = what you sleep on
closed = the opposite of open
ng
Word focus at A: I’m in a cafe in town.
8a A: It’s Monday afternoon at three thirty. Where are you?
ni
• Ask students to underline three sentences with at in the B: I’m at work in my office.
article on page 51. Check answers as a class.
ar
8b 69
Le
• Ask students to complete the exchanges with the
expressions in the box. Let them compare answers in
pairs.
• Play the recording. Students listen and check their
c
hi
answers.
ap
T I M E ZONES
In London, it’s twelve noon. Shops and offices There are many different time zones in the
are open. People are at work. Children are world. Lima and New York are in the same
at school. In Perth, Australia, it’s eight o’clock time zone. Singapore and Perth are in the
in the evening. Schools are closed and same time zone. Perth and Sydney are in
children are at home. People are in cafes and different time zones. The International Date
restaurants. In Los Angeles, it’s four o’clock in Line is the end of one day and the beginning
the morning. People aren’t at work. They’re at of the next day. It’s only 80 kilometers from
home. They’re in bed. Russia to Alaska, but Sunday in Russia is
Saturday in Alaska.
ng
ni
ar
Le
London
c
hi
New York
ap
gr
Jakarta
eo
Sydney
na
io
at
N
Unit 4 Cities 51
tienganhedu.com
ng
a 8 b 4 C: 3 No, thanks.
2 A: Hi. Can I help you?
ni
C: 4
Can I have a bottle of water, please?
ar
A: Anything else?
C: Yes. A salad.
Le
A: OK. 5 Four dollars, please.
3 A: 6 Can I help you?
c
hi
C: A tea and a fruit juice, please.
A: 7 Anything else?
ap
BUYING SNACKS
eo
Large or small?
io
52
tienganhedu.com
Pronunciation linking with can
4d Two teas, please 3a 73
• Play the recording. Ask students to listen and note
Lesson at a glance the way the words Can and I are linked in continuous
• vocabulary: snacks
speech (see Pronunciation notes).
• real life: buying snacks • Play the recording again for students to repeat. In
• pronunciation: linking with can feedback, point out how and why the words link.
ng
types of snacks on the page before opening the Student
join with vowel sounds at the start of the next word in
Book. Elicit and drill the food and drink words. Then order to make it easier to say, i.e., Ca-ni.
ask students to match the words (1–8) with the photos
ni
in the Student Book (a–h). 3b
• Play the recording. Students listen and check their
ar
• Organize the class into pairs. Ask students to practice
answers. the conversations in Exercise 2. Encourage them to take
Le
• Play the recording again. Students listen and repeat the turns playing the different roles in each conversation.
words (see Pronunciation notes).
Extra activity
Pronunciation notes
c
Once students have practiced reading out the conversations
hi
Note that the stress is on the first syllable of all these two or three times, tell them to cover the conversations
words, except for banana /bəˈnænə/. and try to remember them.
ap
• Play the recording. Pause where necessary to give Ask students to find an online snacks menu in English
students time to write their answers. Let students and download it. Tell them to write a conversation
between a customer and waiter based on the menu.
io
ANSWERS
4e See you soon
2 The park is open on Saturdays and Sundays.
3 The town is old and beautiful.
Lesson at a glance 4 It’s famous in America and Europe.
• writing: a text message
• writing skill: and 3c
• Ask students to read the pairs of sentences and join
Writing a text message them together using the word and. Point out that in
these sentences, and is joining two sentences with
1 different subjects, and so both subjects need to be
• Pre-teach text message. Use your phone to do this— included in the new sentence.
show the class a recent text message (note that a text
• Let students compare their answers in pairs before
message is often shortened to a text, and that in some
checking with the class.
countries, a text is called an SMS).
• Ask students to read the text message and answer the ANSWERS
questions. Let them compare their answers in pairs
before checking with the class. 1 Our hotel is modern and the room is clean.
ng
2 The streets are clean and the houses are beautiful.
Background information 3 The airport is small and the plane is old.
ni
4 The park is next to our hotel and the market is near.
The photo shows a floating market in Thailand in
ar
Southeast Asia. Bangkok is the capital of Thailand.
4
2 • Ask students to choose a popular place they are familiar
Le
• Ask students to read the text message again and with and write a text message about it. Tell them to
underline the adjectives specified in 1–5. Let students write about three of the listed topics, using the text
message in Exercise 1 as a model. Tell them not to
compare answers in pairs before checking with the class.
c mention the name of the place in the message.
hi
Vocabulary notes 5
ap
Teach the adjectives by miming them. For example: • Ask students to check their text message carefully.
Great: Smile enthusiastically and give a thumbs up, and Circulate and help students correct any errors. Focus
gr
then groan and give a thumbs down. Ask which set of particularly on the use of adjectives and the word and.
actions matches with great.
6
eo
3a Extra activity
• Ask students to read the text again and circle and in two For homework, ask students to write a text message to
at
sentences. Check answers as a class. a friend or family member from a place that they have
visited recently.
N
3b
• Tell students they are going to join pairs of sentences
together using the word and. Ask them to look at the
example. Explain that we use and to join two adjectives,
nouns, or phrases. In this exercise, both sentences have
the same subject, so students do not need to repeat the
subject.
• Ask students to complete the remaining sentences. Let
them compare their answers in pairs before checking
with the class.
Chats (2)
Jen
available
ng
Hi Sandra. We’re in Bangkok. It’s great!
ni
Our hotel is big and new. It’s near the
market in our photo. The markets are
ar
famous here. Thai people are friendly
and Thai food is great.
Le
11.55
c
hi
c Work in pairs. Read the pairs of sentences.
2 Read the text message again. Underline: Write one new sentence.
ap
1 one adjective to describe Bangkok 1 Thai people are friendly. Thai food
gr
a Read the text message again. Circle and in 4 The airport is small. The plane is old.
io
Unit 4 Cities 53
tienganhedu.com
4f Where’s that?
ng
ni
ar
Le
c
hi
ap
gr
eo
lG
na
io
at
N
artwork
55.2a: reuse
of 55.2a
54
tienganhedu.com
Videoscript 4
4f Where’s that?
Narrator Three cities around the world. What are their
names?
Before you watch
1 City 1
• Ask students to look at the photo and write down Woman OK, so this is in Asia.
words that are related to the photo. Ask students to Man Ah, it’s at night. Look at the lights.
compare their word lists in pairs. Woman Yeah, they’re shops. It’s a shopping street.
• Ask students to look at the photo and answer the Man And the cars … and the people …
question.
Woman Yes, it’s big. It’s the capital.
ANSWER Woman And this is in the day.
near a beach
Man That’s beautiful. Where’s that?
A list of possible words connected to the photo: Woman It’s in the city. It’s a park with a lake.
orange, blue, red, yellow, black, white, person, snacks, Man Who’s that? Is that you next to the lake?
drink, food, pizza, van, street Woman No, it isn’t.
ng
City 2
Key vocabulary
ni
Woman And now this is in Europe. This museum is
2a
really famous: it’s the Prado.
ar
• Ask students to read the sentences and match the
bold words (1–3) with the pictures (a–c). Let students Man Oh, yes! Is it an art museum?
Woman Yeah, that’s right. It’s popular with tourists
Le
compare answers in pairs before checking with the
class. Remind them that they learned the word bridge in and local people, too.
Unit 2. Man Is that in the capital?
2b 74
c
Woman Yes, it is.
hi
• Tell students that they are going to hear the bold words Man And where’s that?
ap
from Exercise 2a. Play the recording. Students listen and Woman That’s the train station.
repeat the words. Man Where are the trains?
gr
• Ask students to discuss in pairs where they can find the Man It’s the symbol of the city.
listed places in their city or town. Elicit answers from Woman Yeah. This is about seven o’clock in the
N
Extra activity
ng
Ask students to practice reading the exchanges in pairs.
ni
ar
Le
c
hi
ap
gr
eo
lG
na
io
at
N
a Read the sentences (1–3). Match the bold 6 Work in pairs. What are the names of
words with the pictures (a–c). the three cities? Do you agree with your
1 Fifth Avenue is a big shopping street partner?
in New York City. 1 a Madrid b San Francisco c Tokyo
2 The name of the cafe is on the sign. 2 a Madrid b Hong Kong
3 The George Washington Bridge is in c Washington
ng
New York City. It’s on the Hudson 3 a Beijing b San Francisco c Rome
River.
ni
a 3 b 1 c 2 After you watch
ar
7 Look at the questions and answers from
Le
the video. Complete the questions.
b Listen and repeat the bold words. A: That’s beautiful. 1 Where ’s that?
74
cB: It’s in the city. It’s a park with a lake.
hi
3 Work in pairs. Say where these things are A: 2 Who ’s that? Is that you next to
ap
a bank ✓ a museum
✓ a bridge ✓ a park
eo
the garden.
✓ a garden ✓ a snack bar
a market ✓ a train station 8 Match the places with each city from the
na
theater center
2
at
Atocha Station
While you watch Fisherman’s Wharf 3
N
Shinjuku district 1
4 Watch the video. Check (✓) the
4
3
the Golden Gate Bridge
things in Exercise 3 that you see in the 1
the Imperial Palace
video. 2
the Prado Museum
Unit 4 Cities 55
tienganhedu.com
Pine Street
Student A: Choose a clock. Say the time.
Student B: Point to the clock.
Art 08:15
Museum Gray Street
8 Complete the menu with these words.
Roxy
Art Cafe
Theater salad fruit juice coffee sandwiches
ng
Cold drinks
1 Look at the map. Complete the paragraph
The Art Cafe
ni
water $1.00
with the words below. 2 fruit juice $1.50
ar
Snacks
next to near on opposite Hot drinks 3 salad $2.00
Le
tea $1.00 4 sandwiches $2.00
The Art Cafe is a new cafe. It’s 1 on Pine 1 coffee $1.50 cake $1.50
Street. It’s next to the Art Museum. It’s
2
and it’s 4 near Pine Street market. talk about places in a town
say the time
2 Complete the questions about the Art Cafe.
gr
No, thanks.
2 Are that / those apples? 1 Hello. Can I help you?
N
ng
clock and says the time. The other student points to the
Grammar clock. Take turns.
ni
1
• Ask students to look at the map and complete the EXAMPLE ANSWERS
ar
paragraph with prepositions of place. Let them compare A: It’s eight fifteen (in the morning).
answers in pairs before checking with the class. B: Clock 1.
Le
2 8
• Ask students to complete the questions with question
words. Let them compare answers in pairs before
c
• Ask students to complete the menu with the words in
the box. Point out the three categories: Cold drinks, Hot
hi
checking with the class.
drinks, and Snacks. Check answers as a class.
ap
3 ❯❯ MB
• Have students work in pairs to ask and answer the Real life
gr
Unit 5 My things
Opener Extra activity
1 Explain that the winged jetpack in the photo is Yves
• Ask students to look at the photo. Ask the question and Rossy's invention. Then write the following inventions and
elicit the answer. nationalities (in the order shown) on the board.
• Optional step Ask students to say what colors they can car American
see in the photo (blue, black, white, red, purple, yellow). plane British
radio German
2 75
bicycle Italian
• Tell students they are going to listen to someone talk
train French
about the photo. Ask them to read sentences 1–3.
Ask students to match the inventions and nationalities in
• Play the recording. Students listen and circle true (T) or pairs. Check answers as a class, and find out if students can
ng
false (F). Let students compare answers in pairs before name any of the inventors.
checking with the class. Answers:
ni
car German (Daimler and Benz)
Background information
plane American (Wright brothers)
ar
Yves Rossy was born in Neuchâtel in Switzerland in
radio Italian (Guglielmo Marconi)
1959. In 2006, he became the first person to fly using
Le
a jet-powered wing strapped to his back. He has been bicycle French (Michaux and Lallement)
nicknamed Airman, Jetman, and Rocketman. train British (Richard Trevithick)
3 75
c
hi
• Play the recording again. Ask students to listen and
answer the question.
ap
EXAMPLE ANSWERS
gr
4
lG
57a
tienganhedu.com
Unit 5 My things
ng
ni
ar
Le
c
hi
ap
62 Technology and me
3 75 Listen again. Work in pairs. Why is the photo
N
57
tienganhedu.com
ng
The woman on the left is
69-year-old Akiko Nabeshima.
ni
She’s in a supermarket in
ar
Japan. She’s with a robot.
The robot is from Keihanna
Le
Science City near Kyoto. This
robot can see and it can speak.
c It can move, but it can’t run. It
hi
can carry things—for example,
ap
in their lives.
eo
true sentence.
1 Work in pairs. Look at the photo. Find:
Robots can / can’t help people.
na
and can’t.
2 Read Robots and people. Underline:
at
58
tienganhedu.com
4
5a Robots and people • Read the example with the class. Then ask students to
write sentences with can and can’t for 2–5. Let students
compare their answers in pairs.
Lesson at a glance
• reading: robots and people
ANSWERS
• grammar: can/can’t
• pronunciation: can/can’t 2 Robots can speak. 4 People can’t fly.
• vocabulary: abilities 3 Robots can carry things. 5 I can speak English.
• listening: Tomo the robot
• grammar: can questions and short answers
• speaking: my abilities
Pronunciation can/can’t
5 77
• Tell students they are going to listen to the sentences
Reading from Exercise 4. Play the recording and ask students to
1 check their Exercise 4 answers.
• Tell students to look at the photo. Ask: What can you see? • Play the recording again. Students listen and repeat the
Where are the people? Elicit ideas.
ng
sentences.
• Ask students to find the things in the box in the photo—
say each word in turn and ask students to point to the Pronunciation notes
ni
relevant part of the photo. Note that can is usually reduced and weakly stressed in
ar
positive sentences. The strong stress is on the main verb:
ANSWERS Robots can /kən/ speak.
Le
There are two women, one at either side of the photo. Note that can’t is strongly stressed in negative sentences.
There’s a robot in the middle at the front. Its vowel sound is fully pronounced: Robots can’t /kænt/ run.
There’s a child (a young girl) next to the robot.
The robot has a shopping basket.
c Extra activity
hi
Ask students to draw their own personal robot on a piece
2 76
ap
Grammar can/can’t
3
na
• Read the grammar box with the class. Then ask students
to look at the sentence and circle the correct option.
io
practice.
N
ANSWERS
Audioscript 78 1 Yes, she can. 3 No, she can’t.
2 Yes, she can.
1 I can cook. 5 I can ride a bike.
ng
2 I can speak English 6 I can swim. Refer students to page 166 for further information and
3 I can play ping-pong. 7 I can sing. practice.
ni
4 I can drive a car. 8 I can play the piano. Please refer to page 166 for Grammar and Pronunciation
7 notes on using can in questions and short answers.
ar
• Ask students to work in pairs and take turns to read the
Extra activity
Le
sentences they checked in Exercise 6. For those they did
not check, ask them to change can to can't and then read Extend this writing activity into a speaking activity. Ask
the sentences. students to work in pairs and use the questions in Exercise
Extra activity
gr
depending on how you mime the activity. For example, • Demonstrate the activity by asking a few students Can
swim smoothly to elicit You can swim, and act as if you’re you questions. Once students have gained confidence
lG
drowning to elicit You can’t swim. Then ask students to answering these types of questions, ask for volunteers
work in groups and play the same mime game.
to ask other students their own Can you questions.
• Ask students to work in pairs and talk about their
na
• Ask students to look at the photo of Tomo. Ask: What Extra activity
is it? What can it do? Pre-teach the words kind (a type of
at
Vocabulary abilities
6 78 Listen. Check (✓) the sentences that are true for you.
I can cook. I can speak English. I can play ping-pong. I can drive a car.
ng
ni
I can ride a bike. I can swim. I can sing. I can play the piano.
ar
7 Work in pairs. Read the sentences in 9 79Listen again. What are the answers to
Le
Exercise 6 to your partner. Use can’t for the questions? Write ✓ (can) or ✗ (can’t).
sentences that aren’t true for you. 1 Can Tomo speak Japanese? ✓
I can ride a bike. I can’t drive a car. c 2 Can she play the piano? ✓
hi
3 Can she swim? ✗
ap
short answers
eo
I/you
speak Japanese?
Can he/she/it
swim?
we/you/they
na
I/you
Yes, can.
io
he/she/it
No, can’t.
we/you/they
at
Unit 5 My things 59
tienganhedu.com
5b Our things
Vocabulary possessions 2 Listen and check your answers from
80
Exercise 1. Repeat the words.
1 Look at the pictures. Match the words
(1–8) with the pictures (a–h). 3 Work in pairs. Test your partner. Take turns.
1 a camera 5 a motorcycle Student A: Point to an object.
2 a cat 6 photos Student B: Name the object.
3 glasses 7 a soccer ball
4 a guitar 8 a watch
Our
a
ng
ni
THINGS
ar
Le
c
hi
ap
gr
b 7 c 6 d 5
eo
lG
na
io
at
g 1
N
e 8 f 4
h 3
60
tienganhedu.com
Listening
5b Our things 4 81
• Tell students they are going to listen to four people talk
Lesson at a glance about some of the things on page 60. Ask them to look
• vocabulary: possessions at the photos. Play the recording. Students listen and
• listening: interesting things write each person’s possession. Let students compare
• grammar: have/has answers in pairs before checking with the class.
• pronunciation: have/has • Optional step Ask students to look at the audioscript
• grammar: be + adjective on page 185, and teach them any new words (see
• speaking: my things Vocabulary notes).
Vocabulary notes
Vocabulary possessions
1 interesting = if something is interesting, you want to know
about it
• Optional step Start by showing flashcards or images of
different = the opposite of same; not the same as another
the items on this page. Elicit the words from students.
person or thing
• Tell students to look at the photos. Ask them to match
ng
astronaut = someone who travels and works in space
the words (1–8) with the photos. Let students compare
same = the opposite of different; exactly like another
answers in pairs.
person or thing
ni
2 80 expensive = costs a lot of money
ar
• Play the recording. Students listen and check their game = an activity that you do for fun that has rules, and
answers to Exercise 1. that you can win or lose
Le
• Play the recording again. Students listen and repeat the
words (see Pronunciation note). In feedback, drill the
words for pronunciation.
c
hi
Pronunciation note
ap
3
• Organize the class into pairs. One student points to the
eo
Extra activity
Play a memory game. Students look at the photos for
na
ng
EXAMPLE ANSWERS Grammar be + adjective
ni
1 The guitar is interesting because it is very old.
10
2 The cat is interesting because its eyes are different
• Read the sentences in the grammar box to the class
ar
colors.
(also see Grammar notes on page 166). Ask students if
3 The watch is interesting because astronauts and pilots
the adjectives change when describing more than one
Le
use it.
thing.
4 The soccer ball is interesting because it’s from a game in
the 2014 World Cup.
Refer students to page 166 for further information and
c practice.
hi
Grammar have/has
Please refer to page 166 for Grammar notes on adjective
ap
7 forms.
• Read the grammar box to the class (also see Grammar
11
gr
practice.
Please refer to page 166 for Grammar notes on using has Speaking my
na
• Ask students to complete the sentences with has or possessions, pets, or family members. You could give
them preparation time to think of things to say first.
at
9 Pronunciation have/has
person 1 guitar person 2 cat
a 82 Listen and check your sentences
from Exercise 8. Listen again and repeat.
ng
b Work in pairs. Tell your partner about two
of your possessions.
ni
I have a camera. It isn’t new. It’s a Nikon.
ar
Le
watch soccer ball
person 3 person 4
Grammar be + adjective
5 81 Listen again. Complete the BE + ADJECTIVE
descriptions. c
hi
My cat is beautiful.
1 It has a date on it—1921. It’s very Your children are young.
ap
4 It’s from the 2014 World Cup. the same with singular and plural nouns?
It’s from a game between Portugal and Or are they different? same
na
Germany .
11 Write the words in order.
6 Work in pairs. Why are the possessions
io
Unit 5 My things 61
tienganhedu.com
5c Technology and me
Vocabulary technology Critical thinking who said
1 Look at the objects. Number the words it?
(1–6). 4 In the Intelligent travel blog:
a battery 4 a webcam 1 1 Who asks the questions?
a camera 6 an app 5 2 Who answers the questions?
a screen 2 headphones 3
Grammar adjective + noun
a laptop 1
a tablet ADJECTIVE + NOUN
1a This camera is old.
ng
1b It’s an old camera.
2
2a These headphones are great.
ni
2b They’re great headphones.
ar
Now look at page 166.
Le
5 Look at the words in bold in the grammar
3 box. Circle the adjectives and underline
4
c the nouns.
hi
6 Look at sentences 1b and 2b in the
ap
a cell phone
grammar box. Is the adjective before or
gr
2 Work in pairs. What do you use for each: I have a nice bag.
2 That’s a laptop. It’s fantastic.
io
Reading Speaking my
3 Read the Intelligent travel blog. Work in 8 Work in pairs. Talk about your favorite
pairs. Underline these adjectives. What do piece of technology.
they describe?
What’s your favorite My tablet.
new expensive good piece of technology?
old nice great
62
tienganhedu.com
Reading
5c Technology and me 3 83
• Optional step Ask students to look at the photo on
Lesson at a glance page 63 and say what they can see: a camera,
• vocabulary: technology a computer/laptop, a notebook, headphones, a cell phone,
• reading: travel technology a pencil, a passport, a suitcase, clothes, a wallet, etc.
• critical thinking: who said it? • Ask students to read the blogpost and underline the
• grammar: adjective + noun adjectives listed in the gray box. Have them identify
• speaking: my favorite piece of technology the gadget that each adjective describes. Let students
compare their answers in pairs before checking with
the class.
Vocabulary technology
• The reading text is recorded. You could play the
1 recording and ask students to read and listen.
• Use realia in your classroom to elicit from students the
• Explain the meaning of trip (a journey in which you go
words the already know.
somewhere and come back again, usually after a few
• Ask students to look at the images and number the days).
words (1–6). Let students compare answers in pairs
ng
before checking with the class. Check that students are
ANSWERS
clear on the meaning of all the words.
ni
new = camera; expensive = laptop; good = battery;
• Drill the words for pronunciation (see Teacher old = phone; nice = camera (the phone camera, not
Development on page 184).
ar
the one mentioned earlier in the reading);
great = headphones
Pronunciation note
Le
Note that the strong stress is on the first syllable of all Critical thinking who said it?
these words.
4
c
hi
Please refer to page 184 for Teacher Development notes on • Ask students to read the blogpost again and think
using repetition drills. about who asked and who answered the questions.
ap
that there are no right or wrong answers. Students talk EXAMPLE ANSWERS
about their own habits and preferences. In feedback,
eo
ANSWERS
You can do all the things with a cell phone—and with a
na
Extra activity
Ask students to talk about their cell phones in pairs. Have
at
them show each other their cell phones and discuss what
features and apps their phones have. Then have them say
N
ng
Refer students to page 166 for further information and Ask students to write a blog entry about the technology in
practice. their house or office. This task could be set for homework.
ni
Tell students to use the reading as a model. Completed
Please refer to page 166 for Grammar notes on the pieces of work could then be displayed on the classroom
ar
position and form of adjectives. wall for other students to read.
Le
7
• Ask students to read the pairs of sentences. Go over
the example in question 1. Point out that the answer
follows the pattern of the b sentences in the grammar
c
hi
box. Tell students to write one new sentence for each
pair of sentences. Let students compare their answers in
ap
ANSWERS
2 That’s a fantastic laptop.
eo
I N T E L L I G E N T T R AV E L blog
83
ng
many things in my bag. I have them with me on camera. I can talk to my family at
every trip. It isn’t a small bag! home, and they can see me.
ni
Which things are expensive? What about music?
ar
Well, I have a new camera. It can take hundreds My phone has an app for music,
Le
of photos. And my laptop is expensive, too. It has and I have great headphones. I
a good battery—I can work on planes and trains can listen to music all the time.
with no problems.
c
hi
ap
gr
eo
lG
na
io
at
N
Unit 5 My things 63
tienganhedu.com
ng
b €13.50 e $17.80 C Excuse me.
c €15.00 f $18.00 S Can I help you?
ni
C I’d like these sunglasses, please.
C How much is this alarm clock?
3 Pronunciation numbers
ar
C How much are these memory sticks?
S It’s/They’re $30.
Le
a 85 Listen and circle the correct price.
S That’s $19.50, please.
1 $13.00 $30.00 4 $16.00 $60.00 C Can I pay with dollars/cash/a credit
2 $14.00 $40.00 5 $17.00 $70.00
c card?
hi
3 $15.00 $50.00 6 $18.00 $80.00
7 Work in pairs. Look at track 86 of the
ap
b 85 Listen again and repeat the prices. audioscript on page 185. Practice the
gr
conversations.
Real life shopping
8 Work in pairs. Take turns to buy a product.
eo
a wallet a purse
an alarm clock 1 books
a tablet pens
64
tienganhedu.com
Pronunciation notes
5d How much is it?
Remind students that -teen number words (e.g., thirteen,
fourteen, fifteen) have strong stress on the last syllable.
Lesson at a glance This syllable has a long /iː/ sound.
• vocabulary: money and prices Number words like thirty, forty, fifty have strong stress on
• pronunciation: numbers the first syllable. The last syllable -ty has a shorter /i/ sound.
• real life: shopping
Real life shopping
Vocabulary money and prices 4 86
1 • Tell students they are going to listen to three
• Have students work in pairs. Ask them to match conversations about products. Ask students to look at
the countries with the symbols they use for their the four products and check that they know what they
money: $ (dollars), € (euros), or £ (pounds). are and how to say the words.
• Play the recording. Students listen and match the
Background information conversations with the products. Point out that there
is one extra product that is not in the recording. Check
ng
Australia, Canada, and the United States all use dollars
and cents. There are 100 cents in a dollar. However, note answers as a class.
that these are separate currencies: the Australian dollar
5 86
ni
(AUD), the Canadian dollar (CAD), and the US dollar (USD).
Belgium and Germany are part of the Eurozone. These are • Tell students they are going to listen to the
ar
European Union countries who have adopted the euro conversations again and circle the prices that they hear.
as their common currency. Other Eurozone countries are • Play the recording again. Students listen and circle
Le
Austria, Cyprus, Estonia, Finland, France, Greece, Ireland, the correct price. Let students compare their answers
Italy, Luxembourg, Malta, the Netherlands, Portugal,
in pairs before checking with the class. In feedback,
Slovakia, Slovenia, and Spain. There are 100 cents in a
write the answers on the board for clarity.
euro.
c
hi
The United Kingdom uses pounds and pence. There are 6
100 pence (or pennies) in one pound.
• Ask students to look at the expressions for shopping
ap
• Play the recording for students to hear how the prices permission and requesting something.
are said. Play the recording again for students to listen
7
lG
3a 85
ready, have students practice “buying” products from
• Revise the pronunciation of -teen and -ty number words their partners.
(see Pronunciation notes).
• Monitor students’ role-playing to ensure good
• Play the recording. Students listen and circle the price intonation when asking the questions.
they hear. Students are likely to find this challenging, so
play the recording again if necessary. Let them compare Please refer to page 184 for Teacher Development notes on
answers in pairs before checking with the class. preparing for role plays.
3b 85
• Play the recording again. Students listen and repeat
the prices.
ng
Mike (Who are they? What do they do?). 5
• Ask students to think of one positive and one negative
ni
Vocabulary notes thing about bicycles and motorcycles. Then ask students
ar
PC = personal computer—a large desk computer with a to write a sentence with but to express their ideas.
separate keyboard • After writing their sentences, ask students to work
Le
tablet = a single thin, flat, portable computer with an LCD in pairs and use their sentences (or the ideas in their
touchscreen display sentences) to write a reply to the email in Exercise 4.
laptop = a small, portable personal computer that opens • In feedback, ask students to check their writing for
like a book or folder—sometimes called a notebook
c correct spelling, capital letters, and the use of but. Then
hi
ask for volunteers to read out their email replies.
2
ap
• In feedback, discuss with the class which item they Thanks for your email! Both bicycles and motorcycles are
great. Bicycles are cheap, but they’re slow. Motorcycles are
eo
prefer.
fast, but they’re expensive. I hope this helps!
Arthur
Writing skill but
lG
3a
Extra activity
• Ask students to underline two sentences with but in
na
Mike’s reply. Let students compare their answers in For homework, ask students to write you an email to help
pairs before checking with the class. you decide what cell phone to buy. Choose two current
io
ANSWERS
1 This tablet is great, but it’s expensive.
2 The screen isn’t big, but it’s nice.
3 My car is old, but it’s fast.
4 My PC isn’t old, but it’s slow.
5 The dog is small, but it’s loud.
6 The book is old, but it’s interesting.
ng
Laptops have a touchscreen expensive 4 My PC isn’t old. It’s slow.
have a keyboard 5 The dog is small. It’s loud.
ni
fast 6 The book is old. It’s interesting.
ar
c Complete the sentences with and or but.
Le
1 The wallets are very expensive,
Computer Life Weekly but they’re nice.
2 My laptop is big, and it’s heavy.
Email mike@computerlifeweekly.com
c 3 Your car is small, but it’s fast.
hi
4 These cameras are old, but
ap
Eliza
bus bicycle can can’t
na
Tablets have good screens, but they’re I’m a student at college. The 1 bus
small. You can write on the screen. That’s to college is 2 cheap , but it’s
at
Unit 5 My things 65
tienganhedu.com
ng
ni
ar
Le
c
hi
ap
66
tienganhedu.com
ng
2a
ANSWERS
• Ask students to read the sentences and match the
Ashley—cell phone; Clare—a coffee machine
bold words (1–4) with the pictures (a–d). Let students
ni
compare answers in pairs before checking with the
5
ar
class. Remind them that they saw the word office in
Unit 4, and again in Unit 5. • Ask students to discuss in pairs what they remember
about the two gadgets. Elicit some ideas in feedback,
Le
2b 87 but don’t comment.
• Tell students that they are going to hear the bold words
from Exercise 2a. Play the recording. Students listen
c EXAMPLE ANSWERS
hi
and repeat the words. Ashley’s phone has a diary and a great camera.
Clare’s coffee machine is basic. It can make ten different
ap
types of coffee.
Audioscript 87
6 5
gr
kitchen
coffee machine • Ask students to watch the video again and circle the
eo
ng
And this phone has a great camera. I can take fantastic the class about his or her favorite gadget.
photos and I can send them to my friends or to the
computer in my office. The photos from this phone are Extra activity
ni
really, really good! Ask students to write a description of their favorite
ar
And I can talk to my phone. I can say: “Send this photo to gadget. You could set this task for homework.
John,” or “Send an email to my office,” or “Call home.”
Le
My phone is really important in my job and that’s why it’s
my favorite gadget.
Clare Hi. I’m Clare. I’m a doctor. My favorite gadget is
my coffee machine. It’s new. It’s really great.
c
hi
Some coffee machines are expensive, but my new machine
ap
is a basic machine and it isn’t expensive.
It’s in my kitchen next to my microwave. I have a lot of
gadgets in my kitchen. I can make a cup of coffee in two
gr
7 5
na
a Read the sentences. Match the bold words Clare’s favorite gadget:
(1–4) with the pictures (a–d). a is basic. c can make coffee
b is Italian. in two minutes.
1 My kitchen is very small. I can cook in
it, but I can’t eat in it. 7 5 Can you remember who says these
2 I can make great coffee with my new things? Write A (Ashley) or C (Clare).
coffee machine. Then watch the video again and check.
3 I can cook lots of different food in my 1 A is very busy.
ng
microwave oven. 2 C has a new gadget.
4 My office is in the center of town. 3 A can talk to the gadget.
ni
1 4
a b
After you watch
ar
Le
8 Complete the sentences with the words.
camera email friends office
c phone photos photos
hi
c 2 d 3 And this phone has a great 1 camera . I
ap
b 87 Listen and repeat the bold words. photo to John.” Or, “Send an 7 email to
my office.” Or, “Call home.”
na
Unit 5 My things 67
tienganhedu.com
ng
Student A: Choose a tag. Say the price.
Student B: Point to the price tag.
ni
$14.99 $50 $71.40 $13.30
ar
drive a car ✓ speak Spanish ✗
Le
ride a bicycle ✗ speak Japanese ✓ I CAN
play the piano ✓ write in French ✗ talk about possessions
Exercise 1.
Real life
gr
sentences with I have + noun and these S: 3 They’re $65. And those ones are $89.
N
adjectives. Say true or false to your partner. C: OK. I’d 4 like these ones, please.
beautiful expensive fantastic great S: 5 Here you are. 6 That’s $65.
interesting new nice old C: Can I 7 pay with a credit card?
S: Yes, of course.
I have a new car.
False. 8 Work in pairs. Practice the conversation in
Exercise 7. Change the object and the price.
I CAN I CAN
talk about abilities (can) buy things
talk about possessions and features (have)
describe objects (adjective + noun)
68
tienganhedu.com
Unit 5 Review and memory 3
booster • Ask students to complete the sentences with have or
has. Let them compare answers in pairs before checking
with the class.
Memory Booster activities
4
Exercises 2, 4, and 6 are Memory Booster activities. For
more information about these activities and how they • Ask students to tell their partners true or false sentences
benefit students, see page x. with I have + noun, and the adjectives listed. Their
partner must guess whether each sentence is true or
false. Point to the example to get students started.
I can … check boxes • In feedback, elicit a few sample sentences from
As an alternative to asking students to simply check the students, and ask the class to guess.
I can boxes, you could ask them to give themselves a score
from 1 to 4 for each language area (1 = not very confident; EXAMPLE ANSWERS
4 = very confident). If students score 1 or 2 for a language
area, refer them to the Workbook and Grammar Summary I have an old guitar. / I have an expensive new car.
exercises for additional practice. I have a beautiful cat. / I have a fantastic book.
ng
Grammar Vocabulary
5
ni
1
• Ask students to work in pairs to ask and answer • Ask students to circle the correct object (a–c). Let them
ar
questions about Lynn using can and the prompts below compare answers in pairs before checking with the class.
the photo. • In feedback, ask students to mime each of the words.
Le
6
ANSWERS
• Ask students to work in pairs. Student A reads out a price
Can Lynn/she drive a car? Yes, she can.
c and Student B points to the correct price tag. Tell them to
hi
Can she ride a bicycle? No, she can’t.
take turns reading out and guessing the tags.
Can she play the piano? Yes, she can.
ap
Can she write in French? No, she can’t. $14.99: fourteen (dollars) ninety-nine (cents)
$50: fifty dollars
eo
I can drive a car, but I can’t ride a bicycle. them compare answers in pairs before checking with the
I can speak Japanese, but I can’t speak Spanish. class.
at
ng
Have them check that what they have written matches.
options. Let students compare answers in pairs before
checking with the class. With stronger classes, introduce 50 and 500. For example:
ni
350 (three hundred fifty) and 3,500 (three thousand five
• In feedback, say the numbers in the box and get hundred).
students to repeat them (one hundred, one million, one
ar
thousand).
4
Le
Background information • Organize the class into groups of four or five to discuss
the questions.
The Kaizer Chiefs play soccer at Soccer City Stadium in
• In feedback, use this activity as an opportunity to
Soweto, Johannesburg. It’s South Africa’s most successful
c brainstorm and write on the board sports words.
hi
and most supported club.
Both soccer and rugby are popular in South Africa. The
Students are likely to be able to name a number of
ap
soccer World Cup was played in South Africa in 2010. Spain sports. Brainstorming like this allows students to share
beat Holland in the final. their personal knowledge.
gr
Extra activity
lG
3
• Give students a moment to read the numbers. Then
at
ANSWERS
13,000,000: thirteen million 20,000: twenty thousand
300: three hundred 70,000,000: seventy million
69a
tienganhedu.com
ng
ni
ar
Le
c
hi
ap
Soccer fans in
Soweto, South Africa
gr
A profile of a scientist
1 About 270 thousand / million people play soccer.
and a TV presenter
at
countries.
Street food in the 3 Work in pairs. Take turns to say the numbers.
Philippines
13,000,000 300 20,000 70,000,000
78 At the market
A video about people at 4 Work in groups. Answer the questions.
the market 1 Which sports are popular in your country?
2 What sports can you play?
69
tienganhedu.com
6a My sport
Vocabulary sports Reading
a 4 b 2
ng
c 1 d 5
ni
ar
Le
c MY SPORT
hi
e 3
ap
90
the photos (a–e). It’s not bad, but it’s not very good. The
at
70
tienganhedu.com
Reading
6a My sport 3
• Tell students to look at the photo and say what the sport
Lesson at a glance is. Then ask students to quickly read the text until they
• vocabulary: sports find the name of the sport.
• reading: my sport
• grammar: like 4 90
• listening: Do you like sports? • Ask students to read the text and answer the
• grammar: like questions and short answers questions. Let students compare answers in pairs
• pronunciation: do you …? before checking with the class. You may wish to
• speaking: a sports survey explain best (the irregular superlative of the adjective
good—good, better, best).
Vocabulary sports • The reading text is recorded. You could play the
recording and ask students to read and listen.
1
• Tell students to look at the photos (a–e) and read the
ANSWERS
names of the sports (1–5). Drill the names of the sports
ng
for pronunciation (see Pronunciation notes). 1 swimming, cycling, and running
2 swimming: about one kilometer; cycling: forty
• Ask students to match the words with the photos in
kilometers; running: ten kilometers
ni
pairs. Check answers as a class.
ar
Pronunciation notes Background information
Le
Note that the strong stress is on the first syllable of all There are many variations on the triathlon, but they
these nouns. usually include swimming, cycling, and running.
The -ing at the end of some of these words is a nasal • An Olympic distance triathlon consists of a 1.5 km swim,
sound which some students may find difficult to
c
a 40 km bike ride, and a 10 km run.
hi
pronounce: e.g., cycling /ˈsaɪklɪŋ/. • A full (or Ironman) distance triathlon consists of a 3.9 km
swim, a 181 km bike ride, and a 42.2 km marathon run.
ap
from Exercise 1.
• Play the recording. Tell students to listen and check.
eo
Extra activity
na
6a My sport 70a
tienganhedu.com
Grammar like Grammar like questions and short
5 answers
• Read the grammar box with the class. Ask students to 11
underline the sentence with like and don’t like in the text • Ask students to look at the grammar box. Ask the question
about Laura. Check answers as a class. and talk them through the way questions are formed.
Refer students to page 168 for further information and Note that does he/she like questions are taught in Unit 6b.
practice. Refer students to page 168 for further information and
Please refer to page 168 for Grammar notes on the practice.
affirmative and negative form of the simple present. Please refer to page 168 for Grammar notes on the
question and short answer forms of the simple present.
6
• Read the example sentence to the class and elicit what 12
the negative form of I like tennis is (I don’t like tennis). • Ask students to complete the like questions and short
• Ask students to write sentences with like or don’t like for answers. Let students compare answers in pairs before
2–5. Let students compare their answers in pairs. checking with the class.
ng
ANSWERS 13 93
2 I like swimming. • Ask students to write like questions using the prompts.
ni
Let students compare answers in pairs. Play the
3 I don’t like soccer.
recording. Students listen and check. In feedback, elicit
My friends like sports.
ar
4
answers to the questions.
5 I don’t like basketball.
Le
ANSWERS
7 91 1 Do people in your family like sports?
• Play the recording. Students listen and check their What sports do you like on TV?
c
2
sentences from Exercise 6. 3 Do you like basketball?
hi
• Play the recording again and ask students to listen and 4 Do you like swimming or cycling?
repeat (see Pronunciation note below).
ap
by a verb beginning with a consonant sound. from Exercise 9. Play the recording. Students listen
and repeat the questions. Point out that Do you is not
lG
14b
Listening
N
ng
1 I / tennis. these questions and short answers.
ni
I like tennis. 1 Do you like swimming?
2 I / swimming. Yes, I do .
ar
3 I / soccer. 2 Do they like cycling?
Le
4 My friends / sports. No, they don’t .
5 I / basketball.
13 93 Work in pairs. Write questions with
7 Listen and check your sentences
91 c like. Listen to two conversations and
hi
from Exercise 6. Listen again and repeat. check. What are the answers?
ap
Exercise 6 so that they are true for you. 2 what sports / you / on TV?
Say the sentences to your partner. 3 you / basketball?
eo
14 Pronunciation do you …?
Listening a Listen and repeat the questions.
na
94
sports. Check (✓) the questions you hear. questions in Exercise 13.
at
my
Do your friends like sports?
✓ What sports do you like? 15 Work as a class. Write three sports you
10 92Listen to the conversation again. like. Ask your classmates Do you like
Circle the answers to the questions. questions about these sports, and write
the names of the people who like the same
1 Q: Do you like sports? sports as you.
A: I love sports! / No, I don’t.
2 Q: What sports do you like? Bruno, do you like Yes, I do. I love
A: My favorite sports are running and tennis? tennis!
swimming / tennis and soccer.
6b My favorite things
Vocabulary interests 2 Work in pairs. Write your favorite TV
show, book, movie, and sport.
1 95 Match the words (1–6) with the TV show—The Voice
pictures (a–f). Listen and check.
3 Work in pairs. Ask and answer questions
comedies—movies
about the things in Exercise 2.
1 comedies 4 detective stories
2 fish 5 pop Do you like TV?
Yes, I do.
3 wildlife shows 6 scuba diving
What’s your
a 2 b 4 c 1 The Voice.
favorite TV show?
ng
Reading
ni
animals books movies
ar
4 Read the article about Dr. Hogan.
d 5 e 6 f 3 Underline three interests from Exercise 1.
Le
5 Read the article again. Are the sentences
2 He’s a fisherman. T F
3 He’s from Australia. T F
gr
96
io
72
tienganhedu.com
Background information
6b My favorite things
The Voice is a popular reality TV show in the United States.
It involves trying to find a member of the public with a
Lesson at a glance great singing voice. Each week contestants perform and
are judged by a panel of celebrity judges.
• vocabulary: interests
• reading: a profile
• grammar: he/she + like Reading
• pronunciation: likes, doesn’t like
4 96
• speaking: a puzzle
• Lead in by asking students to look at the photo of
Dr. Hogan. Ask: What can you see? Where is the man?
Vocabulary interests What’s his job? What does he like? Point out that Dr. is an
1 95 abbreviation of Doctor (a title that shows someone has
• Ask students to match the words (1–6) with the pictures been given the highest level degree by a university or
(a–f). Let them compare their answers in pairs. college).
• Play the recording. Students listen and check. • Ask students to read the article and underline three
interests. Let students compare answers in pairs before
ng
• In feedback, make sure students understand all the
checking with the class.
words (see Vocabulary and Pronunciation notes).
• The reading text is recorded. You could play the
ni
• Play the recording a second time. Students listen and
recording and ask students to read and listen.
repeat the sentences to practice pronunciation.
ar
5
Vocabulary and pronunciation notes
• Ask students to read the article again and circle true (T)
Le
It’s a good idea to teach the new words by using or false (F) for each sentence. Let students compare their
examples that students are familiar with. For example: answers in pairs before checking with the class.
detective stories—Sherlock Holmes, Agatha Christie;
comedies—Mr Bean ...
c
Extra activity
hi
Scuba /ˈskuːbə/ diving is swimming underwater with an
oxygen tank, mask, and flippers. Ask students to rewrite the false sentences in Exercise 5 so
ap
Monitor and help with ideas and vocabulary. If possible, that tend to flood, attracting huge numbers of wild
give the English language version of names they think of. animals. It is home to over 70 species of fish.
io
EXAMPLE ANSWERS
at
3
• Ask pairs to ask and answer questions about the things
in Exercise 2. Model the activity first by asking and
answering some questions around the class. Monitor
to make sure students are using the question form and
short answers correctly.
ng
chart, e.g. Does Barbara like animals? (Yes, she does.) Does
the extra words needed to form the question from the she like movies? (No, she doesn’t.)
prompts (Does and he or Dr. Hogan).
• Ask pairs to take turns asking and answering questions
ni
• Ask students to write the questions in pairs. Check to determine who their partner chose from the chart.
answers as a class.
ar
Model the example with a student.
• As students speak, monitor and note any errors of form
ANSWERS
Le
or pronunciation. At the end, write some of the errors
2 Does he like Botswana? on the board and ask students to correct them.
3 Does he like cold places?
4 Does he like coffee?
c Extra activity
hi
Write several different nouns on the board for practicing
8 Do you like questions. For example: tea, coffee, Chinese
ap
• Have students ask and answer the questions in Exercise food, horror movies, reality TV, basketball, soccer, pop
7 in pairs. Tell them to refer back to the article for music. Try to elicit further suggestions from the class.
gr
information to answer the questions. Divide the class into groups of four. Then split each group
into pairs. Allow pairs three minutes to ask Do you like
• Monitor students’ accuracy as they use the question and
eo
the class.
EXAMPLE ANSWERS
He likes big fish; He likes the Okavango Delta in Botswana;
He doesn’t like cold places; He likes water and swimming;
He likes scuba diving; He likes coffee; He likes wildlife
shows.
Now look at page 168. 11 Work in pairs. Look at the chart. Take
turns.
6 Look at the grammar box. What is the Student A: Choose a person.
ng
negative form of likes? doesn’t like Student B: Ask Does she like questions to
discover the person’s identity.
7 Work in pairs. Write questions about
ni
Dr. Hogan. Does she like music?
ar
No, she doesn’t.
1 like / fish?
Le
Does Dr. Hogan like fish? Does she like books?
Yes, she does.
2 like / Botswana?
3 like / cold places?
c Is it Teresa?
hi
4 like / coffee? Yes!
ap
✗ ✓ ✗ ✓
✓ ✗ ✓ ✗
ng
fruit cheese I me
c d
you you
ni
he him
she her
ar
it it
Le
we us
you you
eggs meat
they them
e f
c Now look at page 168.
hi
ap
3 Work in pairs. Talk about the food 2 The Philippines is a great country.
you like. I love it / them.
io
her / you.
N
4 Read the article. Match the person with 5 This is my favorite cafe. I love her / it.
the favorite food. 6 Your brother is nice. I like her / him.
1 Aimee soup with rice
2 Tala chicken Speaking my
3 Isko spring rolls
9 Work in pairs. Turn to page 157.
5 Match the meals with the correct times.
1 breakfast afternoon
2 dinner morning
3 lunch evening
74
tienganhedu.com
Reading
6c We love street food 4 99
• Optional step Ask students to look at the photo on
Lesson at a glance Student Book page 75. Ask: Where are they? (in a market,
• vocabulary: food on a street) What food can you see? (meat, kebabs) What
• reading: we love street food colors can you see? (red, green, blue, white, yellow,
• critical thinking: what does the writer think? orange, pink, brown, black). Elicit and teach the
• grammar: object pronouns meaning of street food (simple food that is made and
• speaking: food served on the street).
• Ask students to read the article and match each person
with their favorite food. Let students compare answers
Vocabulary food in pairs before checking with the class.
1
• The reading text is recorded. You could play the
• Ask students to match the words with the photos (a–f). recording and ask students to read and listen.
Go over the example and ask the class to name different
types of fruit to get students started. Let students Background information
compare answers in pairs. Note that students will check
ng
answers in Exercise 2 by listening to the recording. The Republic of the Philippines is a country in Southeast
Asia. It is in the western Pacific Ocean, and it consists of
2 98 7,641 islands. Manila is its capital, and Quezon City is its
ni
most populated city.
• Play the recording. Students listen and check their
ar
answers to Exercise 1. Lechon manok is chicken cooked on a rotisserie with
ginger, garlic, and lemongrass.
• Play the recording again. Students listen and repeat
Le
each word (see Vocabulary and Pronunciation notes).
5
Vocabulary and pronunciation notes • Ask students to match the meals with the correct time.
c
Let students compare answers in pairs before checking
hi
Note the strong stress and pronunciation of vegetables with the class. In feedback, ask what students have for
/ˈvɛdʒtəbəlz/. Also, note that the fourth letter in
each meal.
ap
veg(e)tables is not pronounced.
The words ending in -s or -es are plural nouns. The other Pronunciation note
words that do not end in -s or -es are uncountable nouns.
gr
Unit 4d. Also, encourage students to use complete These are some other words for meals: brunch (a late
sentences when asking and answering questions. For breakfast—a combination of breakfast and lunch); tea
example: Do you like eggs? No, I don’t, but I like cheese. (cake or sandwiches at around 3 or 4 p.m.); and supper
na
No, I don’t; It’s OK; Yes, I do; I love it; I really love it! Critical thinking what does the writer
think?
at
Extra activity 6
N
Ask students to work in pairs to think of other food • Ask students to read paragraph 1 again and underline
words. Start a list of new food words on the board. Invite the adjectives, like great and fantastic. Ask students what
students up to the board to add to the list. the writer thinks about street food.
• After eliciting some answers, point out that all of the
adjectives are positive. The writer therefore probably
really likes street food.
ng
I love it! = I love lechon manok chicken! write any errors that you heard on the board and ask
I have champorado for breakfast. … I have it every day. = students to correct them.
I have champorado every day.
ni
My favorite snacks are rice cakes. I love them. = I love rice Pronunciation notes
ar
cakes.
Note the position of the strong stress in the words
avocado /ˌævəˈkɑːdəʊ/ and lemonade /ˌleməˈneɪd/.
Le
Refer students to page 168 for further information and
Some students may also find the pronunciation of the
practice.
following words challenging: cereal /ˈsɪr.i.əl/, orange juice
/ˈɒrɪndʒ ˌdʒuːs/, pasta /ˈpɑːstə/, soup /suːp/, yogurt /ˈjəʊɡə(r)t/.
Please refer to page 168 for Grammar notes on object
c
hi
pronouns.
Please refer to page 185 for Teacher Development notes on
ap
8 giving instructions.
• Ask students to circle the correct object pronoun in each
gr
Extra activity
na
ng
ni
ar
Le
c
hi
ap
We love
street food
gr
eo
99
lG
fantastic cafes, and very good street food. “Bananas are my favorite fruit.
You can buy lots of great food from stalls The food stall near my school
io
on the street. People in the Philippines love has fantastic banana spring rolls.
at
6d
?? Section
Let’s play ping-pong
Head
ng
Match the words (1–4) with the four the conversations again. Check (✓) the
opinion adjectives (a–d). expressions you hear.
ni
1 sports a SUGGESTIONS
ar
2 Felicity Jones c ✓ Let’s watch soccer on TV.
3 fish b
Le
✓ Let’s go to the movie theater this
4 pizza d weekend.
✓ How about pizza?
a boring
c ✓ That’s a good idea.
hi
b horrible ✓ I love her.
ap
2 Are the adjectives in Exercise 1 positive (+) ✓ I don’t like sports very much.
eo
Positive + Negative -
lG
a burger
great horrible a movie
soccer
io
go to pasta tonight.
at
76
tienganhedu.com
Real life suggestions
6d Let’s play ping-pong 4 100
• Ask students to read the expressions in the language
Lesson at a glance box. Elicit the two different ways of making suggestions
• vocabulary: opinion adjectives (Let’s … ; How about …?).
• pronunciation: intonation • Play the recording again. Students listen and check (✓)
• real life: suggestions the expressions they hear.
• Play the recording again and ask students to note the
Vocabulary opinion adjectives intonation patterns. Get students to listen and repeat the
expressions in the box after you. Focus on broadening the
1 100
range of their intonation. Practicing this is important as it
• Check that students understand the four adjectives. Elicit helps to ensure that students’ suggestions sound natural
the words by miming them: boring—yawn and stare and polite.
blankly at a book; horrible—pretend to taste something
and look repulsed; fantastic/great—look at something and 5
react very positively. Point out that the words describe
• Ask students to look at the substitution chart and note
the object, not what the person is feeling.
ng
how we make suggestions using Let’s and How about.
• Tell students they are going to listen to three Point out that Let’s is followed by a base-form verb, and
conversations. Play the recording. Ask students to listen How about is followed by a noun (see Grammar notes on
ni
and match the words (1–4) with the opinion adjectives page 168).
(a–d) used to describe them. Check answers as a class.
ar
• Optional step Focus on the verb + noun collocations
before asking students to complete the chart. You could
Vocabulary notes
Le
call out a variety of nouns and ask students to give
Fantastic and great both mean very good. They are used examples of verbs they go with:
to describe things that give you a very positive feeling. (go to) the beach / the movie theater / the park
Boring and horrible have more specific meanings. Boring
c (have) lunch / breakfast / dinner / a coffee / a burger
hi
means uninteresting. Things that are horrible make you (invite) your brother / my friends / your family / Peter
feel disgusted, like horrible food or a horrible experience. (play) tennis / soccer / a game / music
ap
students to imitate the expressive intonation used in the the prompts in the chart. Encourage them to use
recording. (see Pronunciation note). the expressions from the language box and opinion
at
7
Notice the strong stress and wide intonation pattern used
• Ask students to think of activities they could do this
when expressing strong feelings:
weekend, such as play a sport or watch a movie.
She’s fantastic. It’s horrible.
Write ideas on the board and introduce any necessary
vocabulary to help students do the activity.
3b • Organize the class into groups, and ask students to take
turns suggesting activities. The other group members
• Ask students to list four well-known people or things.
respond using the expressions in the language box and
Tell students they should not list friends or family
opinion adjectives. Each group has to try to agree on one
members. Give them a minute or two to think of ideas.
weekend activity they could do together.
• Ask pairs to exchange lists and make sentences about
• As students speak, note any errors you hear with their
the people and things. Demonstrate the activity in front
use of the key expressions. At the end, write the errors
of the class. Point out that it’s polite to add I’m sorry in
on the board for students to correct.
front of a negative reply.
ANSWERS
6e Can we meet on Sunday?
1 We have tickets for the game tomorrow.
2 Yes, I love their music!
Lesson at a glance 3 No, my friend doesn’t like animals.
• writing: short messages 4 That television show is boring.
• writing skill: punctuation and sentence structure 5 Thanks for the book. I love it!
ng
2 3d
• Ask students to read the messages again and match • Ask pairs to write the words in the correct order and
ni
them to the replies. Let students compare their answers add the punctuation and capital letters. Check answers
in pairs before checking with the class. as a class.
ar
Please refer to page 168 for Grammar notes on the uses of ANSWERS
Le
can.
2 Do you like french fries?
3 This movie is great!
Vocabulary notes
ticket = a piece of paper that shows you have paid to see
c 4 Does your friend like pizza?
hi
5 I don’t like meat very much.
an event
6 His new car is fantastic!
ap
of course = used for saying “yes” in a definite and/or
polite way
until = happening up to a particular point in time and
4
gr
Do you + verb).
punctuation.
• Ask students to read their partner’s message carefully
3b and check the punctuation and capital letters. Then ask
• Ask students to read the sentences and rewrite them them to write and return a reply.
using the correct punctuation and capital letters. Let
students compare their answers in pairs before checking Extra activity
with the class. Note that there could be some variation Ask students to write messages on pieces of paper to pin
depending on degree of emotion, etc. on the notice board. Other students can then pin their
replies below the messages for everyone to read.
Alternatively, have students write real short messages or
emails to each other, or to you. However, be mindful that
students may not wish to share their contact details.
ng
2
ni
Can I invite my sister to your party?
b Work in pairs. Read the sentences and add
ar
the correct punctuation.
3
Do you like car racing? I have two
Le
1 we have tickets for the game tomorrow
tickets. 2 yes I love their music
3 no my friend doesn’t like animals
2 Match the messages in Exercise 1 with the c
hi
4 that television show is boring
replies (a–c). 5 thanks for the book I love it
ap
1
b 2 Can you come for lunch at 2 p.m. tomorrow?
Yes, of course you can.
lG
c 1
d Work in pairs. Write the words in order.
Sorry, I can’t. I’m at work until 3:30. Add the correct punctuation.
na
6f At the market
ng
ni
ar
Le
c
hi
ap
gr
eo
lG
na
io
at
N
78
tienganhedu.com
4
6f At the market • Organize the class into pairs, and ask each pair to think
about and write down things they can buy in a market.
Before you watch They should write as many things as they can in 30
seconds.
1
• Optional step Ask your class to say what foods they can
EXAMPLE ANSWERS
see in the photos (1–3).
meat, eggs, milk, cheese, fruit, vegetables, potatoes,
• Ask students to match the words with the photos. Let
tomatoes, fish
students compare answers in pairs before checking with
the class.
While you watch
Vocabulary note 5 6
The mini-stores in a market are called stalls. This word is • Tell students they are going to watch a video about
also used for the small temporary stores in streets, which a market. Tell students to watch the video and check
often appear together to form a market. how many of the things in their list from Exercise 4
are in the video. Play the video. Discuss answers with
2
ng
the class.
• Ask students to discuss in pairs which stalls from
Exercise 1 they like, and which stalls they do not like.
ni
Elicit example answers from students.
ar
Key vocabulary
Le
3a
• Ask students to read the sentences and match the
bold words (1–4) with the pictures (a–d). Let students
compare answers in pairs before checking with the
c
hi
class.
ap
3b 102
gr
• Tell students that they are going to hear the bold words
from Exercise 3a. Play the recording. Students listen and
repeat the words.
eo
Audioscript
lG
102
bones
na
camembert
tomatoes
io
peaches
at
ng
around the world. play with a new partner.
Tell us what you don’t like.
Szafranski Fish, actually. My wife likes it, but I don’t. Extra activity
ni
It has bones. I don’t like them. And I can’t cook it. No, I Ask students to write five sentences about a market in
ar
don’t like fish very much. their hometown.
Lewis Um, I can’t think. Maybe tomatoes. I don’t like
Le
them very much.
Mills Well, I’m a vegetarian. I don’t like meat. I like
vegetables, rice, pasta, bread ... but meat … no, I don’t like it.
c
hi
Vocabulary note
local = something that is near you, in your town or
ap
neighborhood
gr
6 6
• Ask students to read the sentences. Play the video
eo
7 6
na
8
• Ask pairs to write the name of the person who says each
N
ng
c a fruit and vegetable stall correct option.
ni
2 Work in pairs. Which stalls in Exercise 1 1 Richard Lewis loves English cheese /
do you like? Which stalls do you not like? French cheese / tomatoes.
ar
2 Jan Szafranski likes the cheese / fish /
Le
3 Key vocabulary
fruit and vegetable stall.
a Read the sentences. Match the bold words 3 Amy Mills doesn’t like fruit / meat /
(1–4) with the pictures (a–d).
c
hi
vegetables.
1 I don’t like fish very much—I don’t like
ap
4 I like bananas, but I don’t like peaches. 3 Jan can cook fish. T F
8 What can you remember? Who says these
na
local market.
2 My wife likes it, but I don’t. It has
N
ng
2 I don’t like vegetables. They’re great /
horrible.
ni
3 I love running. It’s boring / great.
ar
Jenna is a scuba diver. It’s her job.
She 1 likes it very much. But 6 ❯❯ MB Work in pairs. Make true sentences
Le
2 does she like
cold water? 3 Does she like with the adjectives in Exercise 5.
boats? And what are her interests?
I CAN
Jenna, you are a professional scuba diver.
c talk about sports
hi
Why?
talk about food
Well, I 4 like swimming, and I love
ap
5
(adjectives)
Yes. But I 6 don’t like cold water very much.
eo
He’s fantastic.
1 Read the interview with Jenna.
A: How about Emma Stone? I have her
her
new movie on DVD.
2 Jenna loves the ocean. it
B: 3 No, thanks / OK. Great. I like her a lot.
3 Jenna likes big boats. them
4 Jenna likes Tom Cruise. him 8 Work in pairs. Practice the conversation in
Exercise 7.
3 ❯❯ MB Work in pairs. Ask and answer
questions about the things in Exercise 2. I CAN
give my opinion
I CAN
make and respond to suggestions
talk about likes and dislikes
use object pronouns correctly
80
tienganhedu.com
UNIT 6 Review and memory Vocabulary
booster 4
• Ask students to cross out the item that doesn’t belong in
each group. Let them compare answers in pairs before
Memory Booster activities checking with the class.
Exercises 3 and 6 are Memory Booster activities. For more
information about these activities and how they benefit 5
students, see page x. • Ask students to circle the correct opinion adjective. Let
them compare answers in pairs before checking with
the class.
I can … check boxes
As an alternative to asking students to simply check the 6 ❯❯ MB
I can boxes, you could ask them to give themselves a score • Ask pairs to make true sentences with the opinion
from 1 to 4 for each language area (1 = not very confident; adjectives in Exercise 5. Encourage them to vary their
4 = very confident). If students score 1 or 2 for a language intonation to express emotion.
area, refer them to the Workbook and Grammar Summary
exercises for additional practice.
ANSWERS
ng
Students’ own ideas
Grammar
1
ni
Real life
• Optional step Ask students to read the article quickly
7
ar
without worrying about the gaps. Then ask them to
answer this question: What type of movies does Jenna like? • Ask students to read the conversation and circle the
Le
(action movies) correct option. Let them compare answers in pairs
before checking with the class.
• Ask students to complete the article with the correct
forms of like. Let them compare answers in pairs before
checking with the class.
c Background information
hi
Eddie Redmayne is a British actor who won an Oscar for
2 portraying physicist Stephen Hawking in The Theory of
ap
Everything.
• Ask students to replace the bold words in the sentences
with object pronouns. Let them compare answers in Emma Stone is an American actor. She is reportedly the
gr
pairs before checking with the class. highest-paid actress in the world. She won an Oscar for
her part in La La Land.
eo
3 ❯❯ MB
8
• Ask pairs to take turns to ask and answer like questions
lG
EXAMPLE ANSWERS
Does Jenna love the ocean? Yes, she does.
N
Background information
Tom Cruise, is a Hollywood movie star, famous for his roles
in action movies such as Top Gun and Mission Impossible.
ng
2 It’s the Holi festival—the festival of colors. a coat and gloves for “winter,” and you could pretend to
sunbathe for “summer.”
ni
2 103
• Give students a moment to read the sentences and
4
ar
options. • Organize the class into pairs or groups of four or five.
Have students talk about the months that are in each
Le
• Play the recording. Ask students to listen and circle
season. If you have a range of nationalities in your class,
the correct option. Check answers as a class.
mix students from different parts of the world.
Background information
c • Monitor students’ discussions, and note any
pronunciation errors that students make with the names
hi
The Holi festival is a Hindu festival which is celebrated in of the months or seasons. At the end, drill these words
India and in other countries with large Hindu populations.
ap
3 104
na
Audioscript 104
N
spring
summer
fall
winter
81a
tienganhedu.com
ng
ni
ar
Le
c
hi
ap
Columbia, Canada Listen and repeat the words for the four seasons.
Seasons of the year
90 The elephants of
Samburu
A video about elephants spring summer fall winter
in Kenya
4 Work in pairs. Which months are the seasons in
your country?
81
tienganhedu.com
7a Section
?? Day andHead
night
a 5 b 3 2 Match the pictures (a–g) with the
sentences (1–7) in Exercise 1.
3 Work in pairs. Write seven true
or false sentences about your
routines. Read the sentences to
c 4 d 7 e 6 your partner. Find your partner’s
false sentences.
I get up at five o’clock. False.
ng
Reading
f 1 g 2 4 Work in pairs. Look at the photo
ni
and the caption. Where is it? What
ar
kind of class is it?
Le
5 Work in pairs. Read about Chen
Hong’s routine. Is it similar to
c yours?
hi
106
Vocabulary routines
ap
DAY
&
My name’s Chen Hong. I live
with my husband and parents
1 Listen and complete the
105
gr
5 I finish work at five forty-five . in the afternoon. In the evening, I make dinner. We eat
home at eight o’clock. Then we watch TV. I go to bed at 10:30.
6 I have dinner at .
io
82
tienganhedu.com
Reading
7a Day and night 4
• Ask students to look at the photo and caption and
Lesson at a glance answer the questions in pairs. Check answers as a class.
• vocabulary: routines
• reading: a day in China ANSWERS
• grammar: simple present I/you/we/you/they It’s in Shanghai. It’s an exercise class.
• grammar: prepositions of time
• speaking: my partner and I
5 106
• Ask students to read the article and answer the
Vocabulary routines question in pairs. In feedback, get students to say how
their own routines are similar or different. For example:
1 105 I start work at 8:30 a.m., but I don’t get up at 5:30 a.m.
• Play the recording. Students listen and complete the • The reading text is recorded. You could play the
sentences with times and places. Let students compare recording and ask students to read and listen.
answers in pairs before checking with the class.
ng
2 ANSWERS
• Ask students to look at the pictures (a–g). Ask: What Students’ own answers
ni
can you see? Where is the man? What does he do? Find out
what students can already say.
ar
Background information
• Ask students to match the pictures (a–g) with the
Shanghai, on China’s eastern coast, is one of the most
Le
sentences (1–7) in Exercise 1. Let students compare
populous cities in the world. It is also a global financial
answers in pairs before checking with the class.
center.
3
c
hi
• Ask students to write seven true or false sentences
about their personal routines. Have them read their
ap
Extra activity
lG
ng
correct prepositions. Go over the example. Let students
Please refer to page 170 for Grammar notes on the
compare their answers in pairs before checking with
affirmative and negative forms of simple present verbs.
the class.
ni
7 107
ar
• Tell students to look at the picture. Use the image to Speaking my
pre-teach observatory /əbˈzə(r)vətɔ:ri/. 11
Le
• Ask students to read the text and complete it with the • Demonstrate the activity with a student by saying what
verbs in the correct form. Let students compare their you do at different times of the day, and then eliciting
answers in pairs.
c what they do. Try to find one thing in common.
hi
• Play the recording of the text. Students listen and check. • Ask student pairs to make sentences and find things
they do at the same time. Have them write sentences
8
ap
the same time, tell them that they can be more general
the example with the class. Let students compare their
by using in the morning/evening/night. As students talk,
answers in pairs before checking with the class.
eo
students to correct.
2 I go to bed at ten o’clock. I don’t go to bed at
midnight. Extra activity
na
Extra activity
Ask students to write five similar pairs of sentences that
are true about themselves. For example: I don’t work
at home. I work in an office. Ask students to share their
sentences with a partner or with the class.
ng
Now look at page 170.
finish get up go not / go
ni
have have start work 9 Look at the expressions in the
ar
grammar box. Underline similar
expressions of time in the texts
Le
A night in Chile Day and night and A night in Chile.
I’m Roberto. I’m married and I 1 have two children. I
10 Complete the sentences with the
2
c
work in an observatory in Chile. I 3 start work
at nine o’clock at night. I 4 finish work at 2:30 in the
hi
correct preposition.
morning and I go home and go to bed. At eight o’clock,
ap
I 5 get up and I 6 have breakfast with my wife 1 They don’t work at night.
and children. They 7 go to school at 8:30. They 2 I don’t go to school in the
gr
8 don't go
to school on Saturdays and Sundays. afternoon.
3 They watch TV in the
eo
evening.
4 We finish lunch at two
lG
o’clock.
5 You work on Saturdays.
na
Speaking
io
my
at
8 Work in pairs. Write one affirmative and one use some of these verbs.
negative sentence with the bold verbs.
eat have get up go
1 I work at home / in a store. start study finish
I work at home. I don’t work in a store.
2 I go to bed at ten o’clock / at midnight. I eat at noon.
3 You study English / Spanish. I eat at 12:30.
4 My friends have a class at 7:30 / at 8:30.
5 I like burgers / fish. We don’t eat at the same time.
ng
Paul painting 6
Saturdays 7
it’s interesting
ni
ar
5 Match the questions (1–4) with the
110
answers (a–d). Listen and check.
Le
c 3 d 7
1 Do you climb every day? b
2 Do your friends sing? a
c
hi
3 Do you cook for your friends, too? c
4 Do you paint pictures of people? d
ap
e 4 f 8 the piano.
b No, we don’t. We climb on Sundays.
eo
questions I/you/we/you/they
1 6
io
g h
SIMPLE PRESENT QUESTIONS
at
I/YOU/WE/YOU/THEY
Do I/you/we/you/they listen to music?
N
Yes, do.
I/you/we/you/they
No, don’t.
Now look at page 170.
2 Listen again and repeat the
108
words. 6 Work in pairs. Look at the grammar box.
3 Work in pairs. Add your own hobbies Then practice the questions and answers in
to the list in Exercise 1. Exercise 5.
84
tienganhedu.com
Listening
7b Join the club 4 109
• Ask students to look at the photo and the caption on
Lesson at a glance page 85. Ask: Where is he? What is he doing?
• vocabulary: hobbies • Tell students they are going to listen to four people
• listening: hobbies with friends (Andy, Tina, Naga, and Paul) talk about their hobbies.
• grammar: simple present questions I/you/we/you/they Give students a moment to look at the chart.
• pronunciation: intonation in questions • Play the recording. Students listen and complete the
• speaking: a survey chart. Play the recording a second time if necessary—it
can be challenging to listen and write notes at this level.
Vocabulary hobbies Please refer to page 185 for Teacher Development notes on
1 108 listening and writing.
• Optional step Start by showing flashcards of the
activities on this page. Elicit the words that students 5 110
already know. • Ask students to match the questions (1–4) with the
ng
• Ask students to look at the photos. Ask them to match answers (a–d). Point out that the questions and answers
the words (1–8) with the photos (a–h). Let students are taken from the conversations in Exercise 4. Play the
compare answers in pairs. recording for students to check their answers.
ni
• Play the recording. Students listen and check.
Grammar simple present questions
ar
2 108
I/you/we/you/they
• Play the recording again. Students listen and repeat the
Le
words. Drill the words for pronunciation. 6
• Read the grammar box with the class (also see
Pronunciation notes Grammar notes on page 170). Ask students pairs to
c
take turns practicing the questions and answers in
hi
The strong stress is on the first syllable of these words. Exercise 5.
Note the silent “b” in climbing: /ˈklaɪmɪŋ/. Note the nasal
ap
sound at the end of the words: /ɪŋ/. Students shouldn’t be Refer students to page 170 for further information and
saying /g/. practice.
gr
EXAMPLE ANSWERS
na
Extra activity
at
ng
Yes, I do. / No, I don't.
• As students speak, monitor closely and correct errors of
5 Do your parents listen to music? form and intonation.
ni
Yes, they do. / No, they don't.
6 Do your friends play ping-pong in the evening?
Speaking
ar
Yes, they do. / No, they don't. my
10
Le
Vocabulary notes • Ask student pairs to add four more questions to the
list in Exercise 8. Monitor and help with ideas and
You may need to point out verb + noun collocations which
vocabulary.
are new to students here: do exercise, take photos, listen
c • Ask students to mingle and ask and answer the
hi
to music, go walking. With hobbies ending with -ing, we
often (but not always) use the verb go: go shopping, go questions with their classmates. Set a five-minute time
ap
climbing, go dancing. limit. At the end, ask students to sit with their original
partner and use the names they recorded to form
8 111 sentences like these: Katya and Bruno enjoy shopping.
gr
5 Do you go climbing?
6 Do you and your friends watch TV?
ng
ni
ar
Le
c
hi
Climbing is a popular hobby.
ap
gr
3 you and your friends / do / go walking / ? b Work in pairs. Ask and answer the
4 do / of your friends / you /take photos / ? questions from Exercise 8.
io
ng
4 3 1 When eat?
cloudy rainy snowy
Now look at page 170.
ni
7 Look at the grammar box. Circle the
ar
Wh- question words in the article.
Le
sunny 2 windy 4 8 Complete the questions with what, where,
who, why, or when.
2 113 Listen to people from four places.
c
hi
Write the numbers (1–4) next to the 1 Where do you go in summer?
weather words in Exercise 1. 2 What do you do in fall?
ap
Reading Speaking my
lG
these ideas.
5 Work in pairs. Underline the things • Why / like …? • Where / go?
io
86
tienganhedu.com
ng
know. You can also revise the pronunciation of the
British Columbia (or BC) is a province in the west of
seasons.
Canada. Its capital is Victoria, but its largest city is
ni
• Play the recording. Students listen and repeat the words Vancouver. It’s famous for its natural beauty and the mild
(see Vocabulary and Pronunciation notes). climate along its coast.
ar
Whistler is a mountain and resort in the Rocky Mountains
Audioscript 112 near Vancouver.
Le
cloudy rainy snowy sunny windy
syllable. You could point out that they all derive from
nouns (snow, sun, wind, etc.). Adding the suffix -y is one
way of forming an adjective.
gr
2 113
eo
3
at
Extra activity
As revision, elicit and write the names of different
countries onto the board. Then ask students to say or
guess what the weather is like in those countries:
I think it’s hot and sunny in Brazil in summer.
I think it’s cold and snowy in Iceland in winter.
ng
they see in the four photos.
Extra activity 2
ni
Extra activity 2 Ask students to write a blog entry about one of the
ar
Check that students have remembered the verb + noun seasons in their country. Tell them to include information
collocations in the text by writing verbs on the board: about what people do, and what they personally do. This
could be done for homework.
Le
go, eat, change, watch, read, cook, stay, meet
Then ask students, with books closed, to say what nouns
they go with:
go to school / college / the beach
c
hi
go swimming / skiing / climbing / cycling / running
ap
eat outside, change color, watch TV, read books, cook
food, stay at home, meet friends
gr
question words.
N
8
• Ask students to complete the questions with what,
where, who, why, or when. Do the first question as a class
to get students started. Let students compare their
answers in pairs before checking with the class.
ng
People go to the beach. They cook
and eat outside. I go to Vancouver
ni
Island with my family. We go
ar
swimming in lakes and rivers.
Le
F A L L
c What do people do in fall? 2
hi
In fall, classes start. Children go
ap
W I N T E R
lG
S P R I N G
Why do people like spring? 4
In spring, it’s cloudy and rainy, but
it isn’t cold. Flowers open, birds
sing, and trees are green. People
go cycling and running. They meet
friends and they go for walks.
7d
?? Section
What’s Head
the matter?
ng
ni
ar
Vocabulary problems Real life problems
Le
1 115 Look at the pictures and listen. 4 Listen to the conversation. Write
116
Match the expressions you hear (1–5) D (Dad), P (Paul), or A (Anna).
with the pictures (a–e).
c
hi
1 D is cold and thirsty.
a 4 bored b 1 cold c 5 hungry 2 P is cold and tired.
ap
3 A is bored.
gr
d e
PROBLEMS
io
It’s cold/hot.
I don’t feel well.
N
I don’t understand.
Why don’t you have a cup of tea?
2 115 Listen again and repeat the
expressions from Exercise 1. 6 Pronunciation sentence stress
3 Work in pairs. Tell your partner the Listen to and repeat the three
117
problems in Exercise 1. Take turns. sentences. Which words are stressed?
I’m hungry! 7 Work in pairs. Look at the vocabulary in
Exercise 1 and the expressions for talking
I’m tired! about problems. Take turns to talk about
problems and make suggestions.
88
tienganhedu.com
5 116
7d What’s the matter? • Play the recording again. Students listen and complete
the suggestions. Let students compare their answers in
pairs before checking with the class. In feedback, point
Lesson at a glance
out the meaning, use, and form of What’s the matter?
• vocabulary: problems (see Vocabulary notes).
• real life: problems
• pronunciation: sentence stress
Vocabulary notes
What’s the matter? is a way of asking What’s the problem?
Vocabulary problems In English, we use Why don’t you …? to make suggestions
1 115 or give advice to someone.
• Optional step With books closed, mime some of the Note the form: Why + don’t + you + base form. Although
words (a–e) from the exercise. Ask: How do I feel? Elicit don’t is a negative word, it is used here to make a positive
words that students already know. suggestion.
ng
and match the expressions they hear (1–5) with the 6 117
pictures (a–e).
• Play the recording. Ask students to listen to and
ni
2 115 repeat the three sentences. Ask students which words
are stressed. Point out that don’t should be stressed
• Play the recording again. Students listen and repeat the
ar
in negative sentences, but not in Why don’t you
expressions from Exercise 1.
suggestions.
Le
Pronunciation notes
ANSWER
Note the more challenging pronunciation of some of
have, sandwich;
these words: thirsty /ˈθərsti/, hungry /ˈhʌŋgri/, tired /ˈtaɪərd/,
c don’t, feel;
hi
bored /bɔːrd/.
don’t, understand
ap
3
7
• Demonstrate the activity by asking the question around
• Organize the class into pairs. Tell students to look at
gr
• Ask students to work in pairs to take turns telling their them a few moments to prepare things to say.
partner the problems in Exercise 1.
• When students are ready, ask them to take turns to
lG
speaking task.
1 With weaker classes, ask students to work in pairs to
Real life problems
N
Writing a profile 4
• Once students have completed their notes, ask them
1 to write three paragraphs to produce their profile.
• Ask students to read Hans’s profile and circle true or Monitor, and offer support and guidance. Do not correct
false for the three sentences. Check answers as a class. errors at this stage. Have students check their own work
for errors in paragraph order, spelling, and punctuation.
Writing skills paragraphs
5
2a
• Ask students to read the profile again and match the • Ask students to exchange profiles with a partner.
ng
paragraphs (1–3) with the topics. Let students compare Tell them to read their partner’s profile carefully and
their answers in pairs before checking with the class. find things that they have in common. Have students
discuss what they have in common, and make a list. In
ni
2b feedback, elicit examples from students.
ar
• Ask students to read Jenna’s profile and number
Extra activity 1
the paragraphs (a–c) in the same order of the topics
Le
in Hans’s profile (1–3). Let students compare their Collect the profiles and put them on the walls of the
answers in pairs before checking with the class. classroom. Students circulate and read each other’s
profiles. Tell them to write a comment at the bottom of
Extra activity
c the profiles they read. Alternatively, ask students to find
one thing that they have in common with each profile
hi
Ask some questions to check that students understand the that they read.
content of Jenna’s profile. For example:
ap
2c
na
EXAMPLE ANSWER
N
ng
a Read Hans’s profile again. Write the
ni
number of the paragraph (1–3).
3
ar
interests
1 professional information
Le
2 family/friends 1 I’m an engineer. I work at PLT Engineering.
2 I’m married and I have three children. We
b Read the paragraphs of Jenna's profile
c live in a small town near my company.
hi
(a–c). Put them in order (1–3).
3 I like photography. I’m in the PLT
a I live with three friends in the city. We
ap
b I like sports and photography. I go to take a lot of photos of my children and the
sports events and take photos. 3 places we go to.
eo
a teacher engineering
my wife and children City College
at
animals photos
N
ng
ni
ar
Le
c
hi
ap
gr
eo
lG
na
io
at
N
90
tienganhedu.com
Vocabulary notes
7f The elephants of Samburu
jeep = a car that can drive over most types of land
lie down = to rest in a flat position on a bed or couch
Before you watch
1 3
• Ask students to look at the photo and the caption. Elicit • Tell students that they are going to watch a video about
the answer from students. elephants in Kenya. Have students work in pairs to
circle the options they think are correct before watching
ANSWER the video.
It lives in the Samburu National Reserve in Kenya.
While you watch
Background information
4 7
• Play the video. Ask students to watch and check their
The Samburu National Reserve is about 104 square
kilometers in size. It is small compared to other Kenyan answers from Exercise 3. Discuss the answers as a class.
wildlife parks, but it is home to a big population of
ng
animals. The Uaso Nyiro River cuts through the reserve
and attracts many animals like cheetahs, lions, elephants,
buffalo, hippos, and Nile crocodiles. There are also over
ni
350 different types of birds at the reserve.
ar
Key vocabulary
Le
2a
• Ask students to read the sentences and match the
bold words (1–5) with the pictures (a–e). Let students
compare answers in pairs before checking with the
c
hi
class.
ap
2b 118
• Tell students that they are going to hear the bold words
gr
Audioscript 118
lG
jeep bath
lie down trunk
na
hand
io
at
N
ng
The Samburu Reserve is a very good place for these Why do you like them?
elephants. Where do they live?
ni
The elephants greet their family members with their What do they do?
trunks … and by calling. My favorite animals are meerkats.
ar
At night, the elephants lie down to sleep. In the morning, I like them because they are small and funny.
Nick and Daniel get up early and start work again. They live in the southern parts of Africa.
Le
They live in big groups and stand on their back legs a lot!
5 7
• Tell students to read sentences (1–5).
• Play the video again. Ask students to watch and circle
c
hi
the correct option for each sentence. Let students
compare their answers in pairs before checking with the
ap
class.
gr
6 7
• Ask students to watch the video again and write
eo
EXAMPLE ANSWERS
na
1 They drink, have a bath, eat, greet each other, lie down,
and sleep.
2 They get up early, follow the elephants, and take
io
ng
4 I take a bath in the morning. 1 five things the elephants do every day.
5 The elephant has a long trunk.
ni
2 three things Nick and Daniel do every day.
ar
a 3 b 4 c 1
Le
After you watch
7 Complete the text with these verbs.
d 2 e 5 c
hi
drive follow get up start take walk work
ap
3 Work in pairs. The video is about many kilometers every day. Nick and Daniel
elephants in Kenya. Circle the option sometimes 7 follow the elephants from
na
ng
Exercise 4. Take turns.
What do you do when
ni
I read a book.
you’re bored?
ar
Le
I CAN
David and Yann are brothers. They have
an internet company. From Monday to talk about the weather
Friday , they start work at seven talk about problems (adjectives)
c
1 hi
o’clock. They finish work in the evening,
and they have 2 dinner at a restaurant. Real life
ap
David and his friends play 4 music in Then put the sentences in order (1–4) to
eo
2 Work in pairs. Write questions. Why don’t you eat this pizza? 3
na
92
tienganhedu.com
Unit 7 Review and memory Vocabulary
booster 4
• Ask students to first complete the adjectives, and then
write W (weather) or P (people) next to each word. Let
Memory Booster activities them compare answers in pairs before checking with
Exercises 3 and 5 are Memory Booster activities. For more the class.
information about these activities and how they benefit
students, see page x. 5 ❯❯ MB
• Ask pairs to ask and answer questions using the
I can … check boxes adjectives from Exercise 4.
As an alternative to asking students to simply check the
I can boxes, you could ask them to give themselves a score EXAMPLE ANSWERS
from 1 to 4 for each language area (1 = not very confident; What do you do when it’s sunny?
4 = very confident). If students score 1 or 2 for a language I go walking. / I go to the beach.
area, refer them to the Workbook and Grammar Summary
What do you do when you’re thirsty?
exercises for additional practice.
I drink water. / I buy a drink.
ng
What do you do when you’re tired?
Grammar I lie down. / I go to sleep.
What do you do when it’s snowy?
1
ni
I stay at home. / I go skiing!
• Ask students to complete the text with the words in the
ar
box. Let them compare answers in pairs before checking
with the class. Real life
Le
6
2 • Ask students to complete the sentences with the words
• Students write questions about David and Yann, the in the box. Then have them put the sentences in order
brothers in Exercise 1, using the prompts. Point out that
c (1–4) to make a conversation. Let students compare
hi
they will need to add the verb be or do. Let students answers in pairs before checking with the class.
compare answers in pairs before checking with the
ap
class. 7
gr
1
2 Do they work in the same place? moving on to the variations. When they are done, have
3 Where do they have dinner? them switch roles and repeat.
lG
ANSWERS
1 Yes, they are.
2 Yes, they do.
3 They have dinner at a restaurant.
4 Yes, they do.
5 No, they don’t.
ng
• Play the recording. Students listen and circle the correct
option. Let students compare answers in pairs before Extra activity
ni
checking with the class.
Write four or five of the jobs from the table in a list on
ar
the board, in random order. Elicit from students and add
Vocabulary note to the list some of the other jobs taught in previous units,
Le
ship = a very large boat that is used for carrying people or too. For example: student, climber, astronaut, professor,
things over long distances fisherman.
Organize the class into pairs. One student in each pair
3
c turns their back to the board. The students with their back
hi
to the board then ask their partner: What do you do?
• Ask students to look at the chart. Explain inside, outside,
The student facing the board must make sentences about
and hospital, and point out or drill the pronunciation
ap
one of the jobs in the list. Their partner guesses the job,
of the more challenging words (see Vocabulary and and the pair moves on to another job in the list. Students
Pronunciation notes). repeat this until they have guessed all the jobs. Write a
gr
• Before starting the task, check that students understand second set of job words on the board, and have students
all the job words by using mime. For example, mime an swap roles and repeat the activity.
eo
artist painting or a doctor using a stethoscope, and ask You could also turn this activity into a contest. Have
students to say which job you are miming. student pairs play against other pairs. The first pair to
guess all the words wins.
lG
EXAMPLE ANSWERS
io
93a
tienganhedu.com
ng
ni
ar
Le
c
hi
ap
A painter at work
gr
Underground
inside.
98 Helping big cats
N
Doctors outside.
Engineers in offices.
An article about a job
Painters work in schools.
with tigers Photographers in hospitals.
Teachers with people.
102 Small ships with children.
A video about some
unusual boats What do teachers do?
Teachers work with
children. They work
in schools.
93
tienganhedu.com
ng
Underground aren’t under
the ground.
5 Complete the sentences about Naveen and
ni
2 Read the article about Naveen and Ryan. Ryan with the correct form of the verbs.
ar
Find these things. 1 Naveen enjoys (enjoy) his job.
Le
1 one job train driver 2 Naveen doesn't answer (not / answer)
2 one train line Circle line people’s questions.
3 one station Baker Street 3 Ryan doesn't drive (not / drive)
c
hi
a train.
3 Read the article again. Work in pairs and 4 Ryan (check) people’s
checks
ap
120
great job!
na
It’s a
io
at
94
tienganhedu.com
Vocabulary notes
8a It’s a great job!
stop = to no longer do something; the opposite of start
check = to look at something to make sure that it is as it
Lesson at a glance should be
• reading: jobs on the London Underground ticket = a piece of paper that shows you have paid to
• grammar: simple present he/she/it travel on public transportation
• pronunciation: -s and -es verb endings sell = to give something to somebody for some money
• vocabulary: job activities
• speaking and writing: jobs
Grammar simple present he/she/it
4
Reading
• Read the grammar box to the class (see also Grammar
1 notes on page 172). Ask students to underline in the
• With students’ books closed, show students the photo article ten verbs in the third person singular (he/she/
on pages 94 and 95, but not the caption. Ask: What can it) simple present form. Let them compare answers in
you see? (people, a man with a guitar) Where are the pairs.
people? (underground, in a tunnel)
ng
• Check answers as a class. In feedback, highlight the
• Tell pairs to look at page 94, but to cover the text and negative form doesn’t. Also, explain that the verbs love
photo. Ask them to read sentences 1–3 and decide if and work in the first paragraph and buy in the last
ni
they are true (T) or false (F). paragraph are simple present verbs, but that they are
• Now tell students to read the caption to check their not third person singular simple present verbs.
ar
predictions. Elicit the correct facts in feedback.
Refer students to page 172 for further information and
Le
Vocabulary notes practice.
under = a preposition of place meaning below, or covered Please refer to page 172 for Grammar notes on affirmative
by something
c
and negative third person singular simple present forms.
hi
ground = the top surface of the Earth that we walk on
5
ap
2 120 • Go over the example with the class. Then ask students
• Ask students to read the article and find the three to complete the rest of the sentences. Let students
gr
things. Let students compare answers in pairs before compare their answers in pairs before checking with
checking with the class. the class.
eo
3
• Ask students to read the article again and answer the
na
ANSWERS
at
Background information
The London Underground, commonly called the Tube, is the
world’s oldest underground railway system. The first line
opened in 1863 with wooden carriages and steam trains.
The Circle Line forms a circle shape around the center of
London.
Baker Street is the street in London where the fictional
character Sherlock Holmes is supposed to have lived.
ng
/z/ sound should vibrate more in their heads than the
softer /s/ sound.
Extra activity
• Play the recording again for students to listen and
ni
repeat the sentences. Brainstorm other jobs students know and ask students to
ar
write sentences to define these jobs.
7b 123
Le
• Tell students to look at the verbs. The base form of each
verb is on the left, and the third person singular simple Speaking and writing my
present form with -s or -es is on the right. 9
• Play the recording. Students listen and check (✓) the
c • Demonstrate the activity. Ask Do you questions around
hi
verbs that take on an extra syllable (see Pronunciation the class first. Once students have gained confidence by
notes). Let students compare answers in pairs before answering your questions, ask individuals to ask and
ap
checking with the class. answer Do you questions across the class.
• Play the recording again. Students listen and repeat the • Ask students to prepare questions in their notebooks
gr
verbs. using the prompts in the Student Book. Then ask them
to mingle and ask and answer the questions with other
eo
students.
Audioscript 123
Please refer to page 186 for Teacher Development notes for
lG
answer answers the language learning activity, Find someone who ... .
drive drives
finish finishes
10
na
ng
7 Pronunciation -s and -es verb endings store clerk taxi driver waiter
ni
a 122 Listen and repeat the sentences 1 A receptionist answers questions.
ar
with these verbs. Is the s like this (S) or 2 A taxi driver drives people around.
these (Z)? 3 A photographer takes photos.
Le
1 enjoys Z 3 helps S 4 A store clerk sells things.
2 goes Z 4 works S 5 A waiter serves food and drink.
c 6 A doctor helps sick people.
hi
b 123 Look at the verbs. Listen. Check (✓)
Speaking and writing
ap
drive drives
✓ finish finishes Work as a class and ask questions. Write
eo
talks to people.
doesn’t work alone.
at
uses a computer.
N
8b At school
Vocabulary education 2 Write four sentences with the words in Exercise 1.
Work in pairs. Take turns to read your sentences to
1 Look at the photo. Match four your partner, but don’t say the word. Guess your
of the words with things and partner’s word.
people in the photo. The name of our school is Linford High.
board book classmate The name of our … is Linford High.
classroom college notebook School?
pen pencil school Yes.
student teacher university
ng
ni
1 board
ar
Le
c
hi
ap
2 teacher
gr
eo
lG
na
io
3 student
at
N
4 book
96
tienganhedu.com
2
8b At school • Go over the example provided with students. Then
elicit one or two example sentences from students to get
them started.
Lesson at a glance
• vocabulary: education • Ask students to write true sentences using the words
• listening: an unusual school from the box in Exercise 1. Ask students to read out
• grammar: simple present questions he/she/it their sentences to a partner, but say “beep” instead
• speaking: things we usually do of the word from the box. Their partner tries to guess
the word. Model one or two sentences to get students
started: Natasha is a "beep" at this school. (student)
Vocabulary education • As students read out sentences, monitor and make sure
1 students are using and saying the words correctly.
• Ask students to look at the photo. Ask: What can you
see? Elicit any vocabulary students already know. EXAMPLE ANSWERS
• Tell students to look at the words in the box and My [classmates] are Ivan, Anna, and Tony.
match four of them to things and people in the photo. Harvard and Princeton are American [universities].
Let students compare their answers in pairs before
ng
I write new words in my [notebook].
checking with the class.
ni
Background information Vocabulary and pronunciation notes
ar
Kakenya Ntaiya (born 1978) is well known in Kenya as The stress is on the first syllable of all these words except
a social activist who fights for the rights of women. She university.
Le
is the founder and president of the Kakenya Center for Note that in American English, school is used to describe
Excellence, a primary boarding school for girls in the the place where younger people go to study before
Maasai village of Enoosaen. The school was opened college. College or university is a place where people go
in 2009 and is for girls aged ten to fourteen years old.
Parents who send their daughters to the school must
c
for higher or further education courses, usually to get a
degree.
hi
agree not to subject that child to forced marriage.
In American English, the words college and university are
Kakenya’s personal story is inspiring. She came from a very
ap
often interchangeable.
poor Maasai background but persuaded a tribal elder to
help pay for her education in the US, where she completed
gr
8b At school 96a
tienganhedu.com
Listening • You could drill the sentences in feedback, focusing on the
weak pronunciation of Does she … ? (see Pronunciation
3
notes). This provides useful preparation for the speaking
• Ask students to look at the photo and caption on task in Exercise 9.
page 96. Tell them to find Kakenya Ntaiya in the photo.
Discuss with students the meaning of her own school. ANSWERS
2 Does she work at the school?
ANSWER
3 Does she work with girls?
Kakenya is in the top right of the photo. She’s the teacher.
4 What does she do?
5 Does she live in the United States?
4 124 6 Where does she live?
• Ask students to read the four questions. Tell students
to listen and number the questions in the correct order. 9
Play the recording. Let students compare answers in
• Have students ask and answer in pairs the questions in
pairs before checking with the class.
Exercise 8.
5 124 • As students speak, monitor closely and correct form
ng
and pronunciation errors.
• Play the recording again. Tell students to listen and
circle the correct answers to the questions in Exercise 4. • Optional step For stronger students, write prompts
on the board (study, work at, work with, do, live) and ask
ni
If necessary, play the recording one more time, or play
and pause to help students hear and complete all the students to form, ask, and answer the questions with
ar
information. Check answers as a class. their books closed.
Le
6 ANSWERS
• Ask students to talk about the school in pairs, and 2 Yes, she does. 5 No, she doesn’t.
to create sentences expressing their views. Open the 3 Yes, she does. 6 She lives in Kenya.
discussion up to the class and elicit ideas.
c 4 She’s the president of the school.
hi
EXAMPLE ANSWERS 10
ap
I think it’s unusual. The girls are young, but they live at the • Ask students to complete the questions with do or does.
school. Elicit the first answer to get students started. Let students
gr
It’s unusual in Kenya, but not in other countries. Girls compare answers in pairs before checking with the class.
usually go to elementary school in other countries.
eo
Speaking my
he/she/it
11
7
na
Refer students to page 172 for further information and • Students prepare and then ask each other Does
practice. questions about Paolo and Eva in order to complete the
N
ng
She’s the head teacher / president.
10 Work in pairs. Complete the questions with
1 Do the girls live at the school? does or do. Ask and answer the questions.
ni
Yes, they do. / No, they don’t.
1 Do boys study at Kakenya’s
ar
5 Listen again. Circle the correct
124 school?
Le
answers to the questions in Exercise 4. 2 Does your school have a cafe?
3 Do your classmates live near
6 Work in pairs. Is this school unusual?
Why or why not? c you?
hi
4 Does the museum open on
Saturdays?
ap
Speaking my
eo
Yes, does.
he/she/it
No, doesn’t.
io
What do?
does he/she live?
at
Where
‘s a teacher.
N
He/She
lives in Kenya.
Now look at page 172.
ng
3 d 4 b 6 Work in pairs. Look at the grammar box.
ni
Does the frequency adverb come before or
ar
after the verb in the sentence? before
Le
7 Work in pairs. Rewrite the sentences with
the adverb in the correct position.
2 Work in pairs. Do you think the sentences
are true (T) or false (F)? c 1 People kill tigers. (sometimes)
hi
2 Tigers live in forests. (often)
1 Tigers are wild animals. T F
ap
hot areas.
2 Tigers kill wild and domestic
at
98
tienganhedu.com
3 125
8c Helping big cats • Ask students to read the article on page 99 and check
their answers from Exercise 2. Let students compare
answers in pairs before checking with the class.
Lesson at a glance
• reading: a job with tigers
• The reading text is recorded. You could play the
• critical thinking: asking questions
recording and ask students to read and listen.
• grammar: frequency adverbs
• speaking: animals 4
• Ask students to read the article again and complete the
sentences (1–4). Let students compare their answers in
Reading pairs before checking with the class.
1
• Optional step With books closed, write wild animals Critical thinking asking questions
on the board. Elicit the meaning of wild (= a wild
5
animal or plant lives or grows on its own in nature
and is not looked after by humans). Spend one minute • Ask students to read the article again and write three
brainstorming the names of wild animals. Write them questions about tigers in pairs. Tell pairs to swap their
ng
on the board. As you write, model the pronunciation. questions with another pair and answer their questions.
Help students with vocabulary and ideas.
• Ask students to work in pairs to match the animals
ni
in the photos (1–4) with the words (a–d). Let students
compare their answers in pairs before checking with
EXAMPLE ANSWERS
ar
the class. What do tigers eat? They eat other animals.
Why do tigers need our help? Local people move into their
Le
Background information areas and sometimes kill the tigers.
Do tigers live in cold places? Yes, they do. Some tigers live
There are four types of big cats:
in the Himalayas!
Jaguars live in jungles and can be found all the way from
c
hi
the southern US to northern Argentina.
Lions live largely in sub-Saharan Africa. A few still live in Background information
ap
Asia. For example, one remaining population lives in the Throughout history, tigers have lived in some of the most
Gir Forest National Park in India. populous countries in the world (India, China, and much
gr
Leopards also live largely in sub-Saharan Africa. There are of Southeast Asia). Tigers prefer to live alone. They move
very small populations still living in India, Sri Lanka, China, around a lot, covering large areas of land in their travels.
Increasing human activity has caused tigers to lose much
eo
and Malaysia.
Tigers are the largest of the big cats. On land, the only of their habitat. This causes a lot of problems for tigers.
other carnivores (meat-eaters) bigger than tigers are
lG
polar bears and brown bears. Most tigers live in India and
Vocabulary notes
Southeast Asia. The Siberian tiger still survives in remote
parts of Russia and China. kill = to make a person or other living thing die
na
• Ask students to read the sentences. Explain the new information about a subject, situation, or event
words carefully. A wild animal or plant lives or grows team = a group of people working together
at
ng
Refer students to page 172 for further information and Extra activity
practice.
ni
Ask students to write a paragraph describing a few things
Please refer to page 172 for Grammar and Pronunciation that they never/sometimes/usually/often/always do. This
ar
notes on frequency adverbs. could be done for homework.
Le
7
• Ask students to rewrite the sentences with the adverb in
the correct position. Let students compare their answers
in pairs before checking with the class.
c
hi
ANSWERS
ap
4
5 My friends often go to the zoo.
6 I sometimes give money to charity.
lG
Speaking my
na
8
io
EXAMPLE ANSWERS
4 I never watch nature shows on TV.
5 I often go the the zoo with my family.
6 My parents often give money to charity.
ng
ni
ar
Le
A tiger in the forest at night
c in Sumatra, Indonesia
hi
ap
places in Asia—from
number of wild tigers very cold mountains
eo
Saksit Simcharoen
Helping tigers works at the Huai Kha
Tigers in Huai Kha Khaeng Wildlife Park
Saksit Simcharoen and his team measure and
Khaeng Wildlife Park in Thailand. The park
put a radio collar on a tiger.
in 1980 – 20; is a very good place for
in 2016 – 90 tigers. Saksit goes into
the forest every night.
He doesn’t see many tigers, but the park has 180
cameras. They take photos of the tigers, and Saksit
checks the cameras. About eight of the tigers in the
park have radio collars. Every month, Saksit writes a
report about the tigers in the area.
ng
to the person. Check (✓) the reasons.
c d
a
ni
3 Look at the expressions below. Who says
them: the caller (C) or the receptionist (R)?
ar
ON THE PHONE
Le
Good morning./Hello. PJ International. R
Can I help you? R
Yes, can I speak to Ed Smith, please? C c
hi
Yes, one moment, please. R
ap
2
Can I help you ?
C: Yes, 3
can I speak to
io
R: 4 I'm sorry .
on leave today in a meeting
She’s out of the office at the moment.
N
C: OK. Thank you. 5 I'll call 6 Work in pairs. Practice phone calls. Use
back later . Goodbye. the ideas in the photos.
R: Goodbye.
Can I speak to Paul?
5 Pronunciation /s/ and /z/
128 Listen to these words. Is the s like I'm sorry, he's with
this (S) or these (Z)? Listen again and a customer.
repeat the words.
please Z he’s Z yes S
Fridays Z works S thanks S
100
tienganhedu.com
Pronunciation /s/ and /z/
8d One moment, please 5 128
• Start by modeling the soft, unvoiced /s/ sound and the
Lesson at a glance voiced /z/ sound. Remind students that they studied
• real life: on the phone these two sounds in Unit 8a when looking at -s and -es
• pronunciation: /s/ and /z/ verb endings.
• Play the recording. Students listen and write what they
hear (S for the /s/ sound; Z for the /z/ sound). Check
Real life on the phone answers as a class.
1 126
• Play the recording again. Students listen and repeat the
• Draw a phone on the board and ask: What is it? words, focusing on the correct /s/ or /z/ sound.
Brainstorm words connected with phone and call and
write them on the board (see Teacher Development on Pronunciation notes
page 186). For example: a phone call, make a call, a caller,
call a person back, on the phone. Find out if any students The sounds /s/ and /z/ are both produced in the same way.
The tongue is pressed gently against the upper palate,
know what you typically say in English when you
allowing air through as the sound is made. The difference
answer the phone (Hello?).
ng
is that /z/ is voiced (the voice box vibrates as the sound is
• Read out the three names on the page so that students made) while /s/ is unvoiced.
are aware how the names are pronounced. Tell students The sound /z/ usually made after other voiced sounds
ni
they are going to listen to three different phone (vowels or voiced consonants such as /d/ or /g/).
conversations.
ar
The /s/ sound is usually made after unvoiced sounds (such
• Play the recording. Students listen and write the as /t/ or /k/).
Le
number of the conversation (1–3) next to the names Note that there are exceptions to these rules, such as
(a–c). Let students compare answers in pairs before the word this: the s is pronounced /s/ even though it is
checking with the class. preceded by a voiced vowel sound.
• Ask students whether the people who the callers
c
hi
want to speak to can take the call (only Mr. Watts in Extra activity
conversation 2 is free to speak with the caller).
ap
Write some tongue twisters on the board for students to
Please refer to page 186 for Teacher Development notes on try:
brainstorming.
Chris works on Fridays and Saturdays.
gr
is a repeat of conversations 1 and 3 from Exercise 1 Tell them to refer to the conversations from Exercise 1
(Track 126). Students check (✓) the reasons why for help (track 126 of the audioscript, page 187).
io
the caller can’t speak to the person in the two Please refer to page 186 for Teacher Development notes
conversations. on practicing dialogs.
at
3
N
4 127
• Ask students to complete conversation 3 from the
recording with the expressions from the language box.
Let students compare their answers in pairs before
playing the recording and checking as a class.
ng
• Ask students to write their email using the two emails on
(colleagues are people that you work with). However,
page 101 as models. Take the opportunity to circulate and
they should be able to work out where the word should
ni
look at their emails as they write. Note any errors you
be placed and what the meaning is by process of
see, and give feedback on them at the end of the activity.
elimination. Check answers as a class.
ar
Extra activity
Vocabulary notes
Le
Get students to brainstorm words and phrases for work
colleagues = people you work with
and college before writing. Ask: What do you usually do in
boss = person who manages others in a company your job or course? What do you do in the evening and on
Check that students understand job and work by asking:
c weekends?
hi
Which is a verb and which is a noun? (in the text, work is Elicit as many ideas as possible and write them on the
a verb) board (write reports, send emails, drink coffee, do
ap
creative writing.
• Ask students to read the email again and answer the
question. Ask students what clues helped them to
eo
8e My new job
Writing an email
1 Read Joshua’s email about his new job in a
call center. Complete the email with seven of
these words.
calls classmates colleagues job
jobs morning office work
Hi!
ng
I have a new 1 job ! It’s great!
I 2
work from Mondays to Fridays.
ni
The 3 office opens at 8 a.m. I usually
arrive at about 7:45 a.m. and I have coffee
ar
with my 4 colleagues . They’re great. We
Le
have a meeting every 5 morning and the
boss gives us our 6 jobs for the day. I
usually make about forty 7
calls
c
every
hi
day. I finish early on Fridays—let’s meet for
lunch. How about next week?
ap
a Read the email again. Underline the words often go out with my 4 classmates in
at
8f Small ships
ng
ni
ar
Le
c
hi
ap
gr
eo
lG
na
io
at
N
102
102a
tienganhedu.com
Videoscript 8
8f Small ships
This is Port Revel in France.
The ships here look like toys, but they are not.
Before you watch
They are mini ships.
1
Arthur de Graauw builds these ships. He uses them to
• Ask students to look at the photo, title, and caption on teach sailors from around the world.
page 102. Elicit answers from students. These ships are the same shape as real ships, but they are
only 1/25th the size.
Background information A 250 meter ship is only 10 meters long here.
Port Revel is located on a man-made lake that was Port Revel gets about 200 students a year. Some students
constructed to mimic real sailing conditions. The lake are ship captains, but most are ship pilots—another kind
is near Grenoble, France, and the wind in the area is of sailor. They want to learn to control big ships.
very mild. It is sheltered by a forest, which means that Port Revel has small waterways. They are the same as
uncontrolled wind effects on ships are reduced to a rivers and oceans in the real world.
minimum. At a scale of 1/25, the lake represents an area
of about 5 by 2 nautical miles. This is large enough for This is a mini Panama Canal.
several models to sail at the same time at normal speeds. The waterways here are difficult. This helps ship pilots
ng
Ship pilots from around the world train at Port Revel. Ship train better.
pilots are experienced sailors who work at busy waterways Brad Taipalus is a ship pilot from Canada. He thinks Port
ni
and harbors. They know these tricky waters well, and help Revel is a great place to practice. He says that he can do
navigate big ships through them. things here that he can’t do with real ships.
ar
Students come to Port Revel from many countries. These
Key vocabulary students are from Russia, Brazil, and Canada. They talk
Le
about their jobs and their ships.
2a Outside, ship pilots practice together.
• Ask students to read the sentences and match the
They pass each other in a narrow waterway.
bold words (1–4) with the pictures (a–d). Let students
c
Pilots also practice controlling the ship in large waves.
hi
compare answers in pairs before checking with the class.
Arthur de Graauw loves his job. When he builds a new
ap
2b 129 mini ship, he often asks the captain of the real ship what
he or she thinks.
• Tell students that they are going to hear the bold words
“When he comes back, we ask him, ‘Is it OK?’, and if he
gr
Audioscript 129 4 8
lG
EXAMPLE ANSWER
This is Port Revel in France. Ship pilots from around the
world train with mini ships that Arthur de Graauw builds.
ng
EXAMPLE ANSWERS
I build mini ships. I work at Port Revel in France. / I’m a
ni
ship pilot. I work at the Panama Canal.
I usually work on a computer. I measure real ships, and
ar
I design mini ships. / I usually sail big ships through narrow
waterways.
Le
I really love my job. It’s interesting, and Port Revel is
beautiful. / I like my job, but it’s difficult because the
waterways are narrow.
c
hi
ap
gr
eo
lG
na
io
at
N
ng
4 The waves at the beach are very big. 2 Port Revel trains ship pilots.
a 3 b 1 a usually
ni
b always
ar
3 The ship pilots practice
together.
Le
a never
b sometimes
c 4 d 2
c 4 Arthur de Graauw asks
hi
ship captains to test his mini ships.
ap
a never
b often
gr
6 Work in pairs.
eo
at Port Revel.
While you watch Ask and answer the questions below. Try
na
3 8 Watch the video. Check your to use frequency adverbs in your answers.
io
ng
6 ❯❯ MB Match the jobs (1–6) from Exercise 5
ni
with these places (a–f).
ar
a in a store 6 d in a hospital 3
b in an office 4 e in a car 2
Le
c in a cafe 5 f outside 1
I CAN
evenings, I meet other drivers at diners.
talk about jobs and job activities
lG
104
104a
tienganhedu.com
Unit 8 Review and memory 4 ❯❯ MB
booster • Ask students to work in pairs to take turns to ask and
answer the questions in Exercise 3. Encourage stronger
students to try and answer from memory.
Memory Booster activities
Exercises 4 and 6 are Memory Booster activities. For more ANSWERS
information about these activities and how they benefit
1 He drives a truck.
students, see page x.
2 He stops every four hours.
3 He meets other drivers.
I can … check boxes
As an alternative to asking students to simply check the Vocabulary
I can boxes, you could ask them to give themselves a score
from 1 to 4 for each language area (1 = not very confident;
5
4 = very confident). If students score 1 or 2 for a language • Ask students to read the sentences and write the jobs.
area, refer them to the Workbook and Grammar Summary Let students compare answers in pairs before checking
exercises for additional practice. with the class.
ng
• Optional step Ask students to mark the stressed
Grammar syllable in the job words.
1
ni
• Ask students to look at the photo and guess Joel’s job.
6 ❯❯ MB
ar
• Asks students to match the jobs in Exercise 5 (1–6) with
• Ask students to read about Joel and write six sentences
the places (a–f). Let students compare answers in pairs
about him with the bold words and the third person
Le
before checking with the class.
pronoun he. Let students compare answers in pairs
before checking with the class.
7
ANSWERS
c • Ask students to complete the words about education.
hi
Let them compare answers in pairs before checking
1 He lives in New Mexico. with the class.
ap
6 In the evenings, I sometimes meet other drivers at • Ask students to work in pairs to practice the
diners. conversation in Exercise 8. With weaker students, ask
them to simply read out the conversation as it is before
3 they change the bold words to create variations. Refer
• Ask students to write questions about Joel using the students back to page 100 of the Student Book to remind
prompts. Let students compare answers in pairs before them of the reasons why a person may not be able to
checking with the class. speak on the phone.
ANSWERS
1 What does he do?
2 How often does he stop?
3 Who does he meet?
Unit 9 Travel
Opener 4
1 • Write: Where? When? and How? on the board and elicit
questions about travel using the words. Once you have
• Optional step Ask students some questions about
elicited three or four examples, give students a minute
travel to introduce the topic. Ask: How do you go to
to think of other questions they could ask. (How do you
school? How do you travel to work? Where do you go on
travel? Where do you go? When do you travel? Where do you
weekends, and how do you travel there? Where do you go on
go on weekends? Where do you go in the summer?)
vacation, and how do you get there?
• Ask students to ask and answer where, when, and how
• Ask students to look at the photo and caption.
travel questions in pairs. In feedback, ask individuals
Ask: What can you see? Elicit ideas and vocabulary
what they found out about their partner. As students
(e.g., people, a man, a woman, a train, a train station,
speak, check that they are using the correct simple
windows, tickets, passports, passengers, a bag).
present forms.
ng
• Ask students where the people in the photo are. Elicit
the answer from students. EXAMPLE ANSWERS
ni
Where do you go on weekends?
ANSWER
Where do you go for vacation?
ar
They are at the Machu Picchu village train station in Peru.
Where do you go in the summer?
Le
When do you travel by train?
Background information When do you travel by plane?
Macchu Picchu is a fifteenth-century Inca ruin that is How do you usually travel?
high up in the mountains in Peru. This dramatic site
c
How do you travel to work?
hi
is 2,430 meters above sea level. Many international tourists
take the train to the nearby modern town before climbing
Extra activity
ap
3 130
na
ANSWERS
1 from Singapore to Bangkok; every week
N
105a
tienganhedu.com
Unit 9 Travel
ng
ni
ar
Le
c
hi
A passenger shows her passport and train ticket
ap
A trip across Siberia 3 130 Listen again. Work in pairs. Where do the
114 The people of the people go? When do they go?
reindeer 4 Work in pairs. Ask and answer questions about
A video about the Sami travel with where, when, and how.
people
I usually travel in July. Where do you go?
105
tienganhedu.com
9a Ready to go
Vocabulary clothes
1 131 Look at the photos. Listen and repeat the words.
a hat
a pair of boots
a T-shirt
a jacket
ng
a coat
a top
a skirt a pair of jeans
ni
ar
Le
a pair of shoes
a scarf
a shirt
c a pair of shorts
hi
a dress a pair of pants
a sweater
ap
132
2 Work in pairs. Look at your classmates.
Talk about their clothes. Guess their names. by Kate Renshaw
gr
black pants.
Ramon? I’m a travel writer. I usually travel
lG
• at college? • on vacation?
suitcases. In my sister’s suitcases,
N
I usually wear a dress for work. there are three jackets, lots of
sweaters, seven pairs of pants,
and lots of tops. There are books,
Reading and listening too. She never travels without
books. In my husband’s bag,
4 Read the article by Kate Renshaw. there’s a pair of boots and there
Underline the clothes. are three pairs of shoes! How
many pairs of shoes does one
5 Read the article again. Work in pairs.
man need?
What does Kate take with her? What does
her sister take?
106
tienganhedu.com
• Next, say what one or two students are wearing and ask
9a Ready to go the rest of the class to guess who you are describing.
Be careful to avoid the structure He/She is wearing …
(unless you specifically decide to introduce it) because
Lesson at a glance students haven’t covered the present continuous yet.
• vocabulary: clothes Instead, just use the words for clothes and colors (e.g., A
• reading and listening: things in people’s suitcases red T-shirt/A green dress). This lesson focuses purely on
• grammar: there is/are revising colors and introducing clothes vocabulary.
• pronunciation: there are • Organize the class into pairs. Tell them to take turns
• speaking: things in my suitcase describing clothes and guessing who they belong to.
Vocabulary clothes 3
• Demonstrate the activity by telling students what you
1 131 usually wear for work and on weekends.
• Write: clothes on the board and point to the items you • Ask students to talk about their clothes in pairs. Point
are wearing to try to elicit any words students already out that they should use the simple present as they
know. You can then use flashcards or project images to are talking about what they usually wear, rather than
ng
elicit and drill the rest of the words that are presented what they are wearing at the moment. Tell them to
on the page in Exercise 1. write sentences first if they wish before talking to their
ni
• Ask students to look at the photos and read the words. partner.
• Play the recording. Ask students to listen and repeat the
ar
words (see Vocabulary and Pronunciation notes below, Reading and listening
and the Teacher Development on page 186). 4 132
Le
• Ask students to look at the photo that is next to the
Audioscript 131 reading text. Ask: What can you see? What clothes can
of pants, a scarf, a pair of shorts, a sweater • Ask students to read the article quickly and underline
the clothes that are mentioned. You could play the
Vocabulary notes
gr
not only with shoes, boots, etc., but also with items of
clothing with two legs (pants, shorts, jeans, etc.). 5
A top is used as a general word to describe many things • Ask pairs to read the article again and find the answers
lG
worn on the top half of the body, including T-shirts, to the questions. Check answers as a class.
blouses or shirts, and sweaters. • Teach the meaning of any new vocabulary. Point out
na
A Sweater is a warm top made from wool or a similar the title of the lesson—Ready to go—and explain the
material. meaning of ready in the text.
With clothes, there are differences between British and
io
9a Ready to go 106a
tienganhedu.com
6 133 Pronunciation notes
• Tell students they are going to listen to Kate talk about
In natural spoken English, both there’s a and there are
her next trip. Ask them to read the list of items. are reduced. So, there’s a becomes /ðerzə/ and there are
• Drill the words for pronunciation to remind students becomes /ðerə/. There begins with the voiced /ð/ sound.
how to say them.
• Play the recording. Students listen and check (✓) the Please refer to page 186 for Teacher Development notes on
things that are in Kate’s suitcase. Let students compare choral substitute drilling.
answers in pairs before checking with the class.
9b
Extra activity • Ask students to take turns saying true or false sentences
about the photo in pairs. Model the activity by saying
Write the following on the board:
two or three sentences of your own. Include at least
A vacation in New York one false sentence. Students must say true or false, and
Tell students that they are about to fly to New York. correct the false sentences.
Organize students into groups of three. Tell them that
• As students speak, listen carefully, and correct errors.
they can only take four of the items from Exercise 6 with
them. Which items are in their suitcase? Discuss as a class.
EXAMPLE ANSWERS
ng
There four bags. (False! There are lots of bags.)
Grammar there is/are
There are five people. (False! There are six people.)
ni
7 There’s a cup. (True.)
• Read the grammar box with the students. Then
ar
ask students to circle the correct grammar rules
individually. Let students compare answers in pairs 10
Le
before checking with the class. • Ask students to complete the sentences with there's or
there are. Point out that they need to add extra details to
Refer students to page 174 for further information and some sentences to make them true for them.
practice.
c
hi
• Monitor while students work, and give support. Then
Please refer to page 174 for Grammar notes on using ask students to share their sentences with the class.
ap
there is/are.
8 Speaking my
gr
there are usually five or six tops, and there's a pair of shoes.
Extra activity There's also a camera, and there are some books. And of
Ask students to work in groups of three and take turns course, there's always some sunscreen and a sun hat!
making true sentences about what they have in their bags
or what they see in the classroom.
Extra activity
Organize the class into groups of four. Give each group
Pronunciation there are a very different travel destination. For example: Group
9a 134 A—the North Pole; Group B—Mount Everest; Group C—
Hawaii; Group D—the Amazon. Give them five minutes to
• Tell students they are going to listen to four sentences
write a list of things in their suitcase.
from Exercise 8. Tell them to listen and say whether the
word are is stressed (it isn’t). Play the recording. Then, give the rest of the class one minute to guess the
things in a particular group’s list. Students should say
• Play the recording again. Students listen and repeat the There’s a scarf, or There are warm boots, for example. The
sentences. group reports how many items the class guessed correctly.
ng
two shirts in my suitcase. with there are. Is the word are stressed?
There are
some T-shirts
ni
b Work in pairs. Take turns to say true or
(there’s = there is)
false sentences about the photo.
ar
Now look at page 174.
There are three children.
Le
False. There are two children.
c
hi
10 Complete the sentences with there’s or
ap
There's
2 There are thirty people in
lG
this class.
3 There are forty desks in
na
this room.
4 There's a book on my desk.
io
Speaking my
N
9b Places to stay
Vocabulary hotel rooms Listening
1 Look at the photos (1–9). Then listen
135 3 Work in pairs. Look at the photo
and repeat the words. Match the words and below. Who do you think stays in this
the photos. kind of hotel?
bathtub bed chair families business travelers
fridge desk lamp students young couples
shower couch TV
4 136 Listen to Sandra and Lucia plan
their trip to Cape Town. Do they want
ng
a cheap hotel or an expensive hotel?
They want a cheap hotel.
ni
5 136 Listen again. Read Lucia’s
ar
questions and circle the words
she uses.
Le
1 Are there any hotels near the
1 TV 2 bathtub 3 bed airport / beach?
c
hi
2 Is there a cheap hotel
in the city center / near the airport?
ap
108
tienganhedu.com
Listening
9b Places to stay 3
• Tell students to look at the photograph at the bottom of
Lesson at a glance pages 108 and 109. Ask them to work in pairs to discuss
• vocabulary: hotel rooms the question. Check that students understand couple
• listening: a trip to Cape Town (two people who are married or who have a romantic
• grammar: there is/are negative and question forms relationship). In feedback, elicit ideas and ask students
• speaking and writing: hotels to give reasons.
EXAMPLE ANSWERS
Vocabulary hotel rooms I think business travelers stay there because it looks
1 135 expensive.
• With books closed, use the IWB or flashcards to
introduce the topic of the lesson. You could project
Background information
pictures of hotel rooms and elicit the words for the
items in them. Or you could elicit and drill furniture The Cape Grace Hotel is the long, red-brown and white
words using a set of flashcards. building shown in the photograph which is located along
ng
the edge of the waterfront. It is well known in the area
• Tell students to look at the photos (1–9) and the words and is a five-star luxury hotel.
in the box. Play the recording. Students listen and
ni
repeat the words. They then match the words and the
photos. Play the recording again for students to check 4 136
ar
their answers. • Tell students they are going to listen to two people,
Sandra and Lucia, plan their trip to Cape Town. Tell
Le
Vocabulary and pronunciation notes students to listen and answer the question. Play the
recording. Let students compare their answers in before
TV is short for television and fridge is short for
checking with the class.
refrigerator. Note that mini-bar has become an
c
hi
internationally used term to refer to the small fridge 5 136
that is often found in hotel rooms.
• Tell students to read the questions before listening
ap
Note that the strong stress is on the first syllable of all the
again. Then play the recording again. Students listen
words. Note difficult pronunciations: bathtub /ˈbæθtʌb/,
and circle the correct words. Let students compare their
couch /kɑʊtʃ/, fridge /frɪdʒ/.
gr
e.g., rug, mirror, cushion, picture. It is famous for its beaches, Table Mountain, Robben Island
(where Nelson Mandela was imprisoned), and its other
2 historical areas.
na
• Ask students to discuss the questions in pairs. In The Victoria & Alfred Waterfront is a redeveloped harbor
near the center of the city. It has stores, hotels, and
feedback, elicit answers from students.
io
ng
walls, and have students circulate and read what their
Please refer to page 174 for Grammar notes on the use classmates have written.
of people.
ni
12
ar
8 • Organize the class into Student A and Student B pairs.
• Ask students to order the words to make questions and Ask students to turn to their respective pages (Student
Le
negative sentences. Go over the example answer to get A: 154, Student B: 156). Allow students time to read the
students started. Let students compare compare their information carefully. Explain the meaning of cost (the
answers in pairs before checking with the class. amount of money you have to pay to buy something)
the classroom to ask their partner. For example: Are there board and ask students to correct them.
any chairs? (Yes, there are.) Is there a TV? (No, there isn’t.)
• Finally, ask students to discuss which of the three hotels
io
my
9
N
Extra activity
• Organize the class into pairs. Ask students to exchange
In groups of four, ask students to describe their bedrooms,
the names of towns or places. If they are from or live in or ask them to imagine the perfect hotel room.
the same town, tell them to choose the names of other
towns that they know well.
• Give students two minutes to prepare questions about
their partner’s place using the prompts in the word box
to help them.
ng
the hotel / are / ?
6 Look at the grammar box. Then look at
these sentences. Circle the correct option.
Speaking and writing
ni
my
1 Use a / any after there isn’t and Is there.
ar
2 Use a / any after there aren’t and Are there. 9 Work in pairs. Tell your partner the name
Le
of your hometown or a place you know.
7 Complete the sentences and questions
Write questions about your partner’s place.
with a or any.
Use Is there a/an, or Are there any.
1 Are there any taxis? c
hi
airport
2 Is there a TV?
nice beach
ap
tourist attractions
9c Across a continent
Reading 6 Complete the questions with verbs from
Exercise 5. Work in pairs. Ask and answer the
1 Work in pairs. Look at the map and questions.
the photos on page 111. What things
do you think you can see or do on a 1 How often do you travel by train?
trip across Russia? 2 Do you usually buy tickets online?
3 How often do you visit different cities?
2 Read the article on page 111 and 4 Do you often take a bus to work?
check your ideas from Exercise 1.
3 Read the article again. Are the
Grammar imperative forms
sentences true (T) or false (F)? IMPERATIVE FORMS
ng
1 There’s a road from T F Buy your tickets before your trip.
Don’t wait until you get to Moscow.
ni
Moscow to Vladivostok.
(don’t = do not)
2 You can leave the train T F
ar
and visit the cities. Now look at page 174.
Le
3 There are eight towns T F
near Lake Baikal. 7 Look at the grammar box. Are the words in
bold nouns or verbs? verbs
4 The Trans-Siberian T F
c
hi
Highway ends in 8 Give tips to a traveler in Russia. Complete the
Novosibirsk.
ap
5 Match the verbs with the words. Then 9 Work in pairs. Write five tips for travelers in
N
check your answers in the article. your country. Think of reasons for the tips.
Don’t travel by bus.
1 buy a bus
2 take by train 10 Work in groups of four. Discuss your tips. Ask
follow-up questions.
3 travel cities
4 visit tickets Don’t travel by bus. Why?
110
tienganhedu.com
Background information
9c Across a continent
The Trans-Siberian Railway was built between 1891 and
1916, and is the third longest continuous rail journey in
Lesson at a glance the world.
• reading: a trans-Siberian trip The Trans-Siberian Highway stretches over 11,000
• critical thinking: who is it for? kilometers from St. Petersburg to Vladivostok.
• vocabulary: travel Moscow is the capital of Russia and has a population of
• grammar: imperative forms over 12 million. The city is well known for its architecture,
• writing and speaking: travel tips and many people immediately recognize St. Basil’s
Cathedral with its colorful domes (pictured in the photo
on page 111).
Reading Novosibirsk is the third biggest city in Russia and is located
in the southwestern part of Siberia.
1
Lake Baikal is the largest freshwater lake by volume in the
• Optional step Ask students to look at the photo at the world. It is also the world’s deepest lake.
top of page 111. Ask: Who is he? Where is he? What clothes
UNESCO stands for “United Nations Educational, Scientific
can you see? Elicit tourist/traveler, Russia, hats, jackets, and Cultural Organization.” Part of its work is the
ng
coats. preservation of places of natural or cultural importance.
• Ask students to look at the map, the photos, and the Word Heritage Sites are places that have a lot of historical
captions carefully. Tell students to discuss the question
ni
importance, and that are not allowed to be changed or
in pairs. In feedback, elicit ideas from students. damaged.
ar
• Optional step Extend the task by asking: Do you like
traveling by train? Do you like traveling by car? Why? What Vocabulary notes
Le
things can you do on a long train or car trip? Try to elicit
different adjectives: slow, fast, exciting, fun, interesting, almost = near to but slightly less than a particular amount
cheap, expensive. before = a preposition of time showing that something is
come back again). Then ask students to read the article Critical thinking who is it for?
quickly and find out if it mentions any of their ideas
from Exercise 1. Ask students if they can find the places 4
na
mentioned in the article on the map. • Ask pairs to discuss where they think the article is from,
• The reading text is recorded. You could play the and they think it is for.
io
recording and ask students to read and listen. • Elicit ideas and discuss with the class.
at
You can travel non-stop for seven days; you can look at This article may be from a travel section in a newspaper,
beautiful views; you can visit big cities like Novosibirsk and or from a travel magazine. This article is written for the
towns like Irkutsk or Ulan-Ude; you can take a train or bus independent traveler.
to Lake Baikal
Extra activity
3
Ask students to read the text and find two things about
• Ask students to read the article again and decide
traveling across Russia that they want to do and two
whether the sentences are true (T) or false (F). Let
things that they don’t. Have them discuss their ideas in
students compare their answers in pairs before checking pairs before opening the discussion to the class.
with the class.
ng
e.g., take the bus / train. helpful or interesting. Were there any they disagreed
with? Why?
ni
Extra activity Extra activity 1
ar
Ask students to tell you other words that collocate, or go Ask students to do this task in groups of four. Give them
with, take. Compare take the bus (travel by) with take a a sheet of paper and tell them to make a poster with tips
Le
photo, take your passport, take your family. on it. Have students put their posters up on the wall when
they are ready. Tell two students to stay with the poster,
Grammar imperative forms and have the other two students walk around and look at
8
• Ask students to complete the sentences with base form
verbs from the article to make tips. Ask students to try
na
Extra activity
N
137
ng
and by road
ni
ar
Russia is a very big country. It’s 9,000 kilometers
from Moscow to Vladivostok. You can travel by train
Le
and by road.
BY TRAIN: THE TRANS-SIBERIAN RAILWAY c or train to Lake Baikal. This is a UNESCO World Heritage
hi
site. Lake Baikal is 636 kilometers long. There are only
ap
Trains leave Moscow almost every day. Buy your four or five towns near it. The lake is a great place for
tickets before your trip—don’t wait until you get to sports activities.
Moscow. There are two kinds of trips:
gr
eat on the train. You can talk to other passengers. Do you like exciting trips? Then go by the Trans-Siberian
You can learn some words in Russian. You can look Highway. Some people drive cars and some people
lG
cities. In Novosibirsk—the main city in Siberia— continue your journey—there’s a boat from Vladivostok
there are interesting museums, art galleries, and to Japan every week.
io
Arctic Ocean
N
Moscow
Volga S I B E R I A
P a c i fi c O c e a n
Novosibirsk Irkutsk
Vladivostok
Ulan-
Ude
0 2000 km
9d At the hotel
3 Listen again. Match the requests
138
(1–4) with the responses (a–d).
1 I have a reservation for two nights. c
2 Can I have your name, please? And a
credit card? d
3 I’d like help with these bags. a
4 Can you tell me the Wi-Fi password? b
a That’s no problem.
b Certainly.
c Of course.
ng
d Here you are.
ni
REQUESTS
I have a reservation for two nights.
ar
I’d like help with these bags.
Le
Can I have your name, please?
Can you call a taxi, please?
Vocabulary hotels Certainly.
c Here you are.
hi
1 Complete the sentences with these words. Of course.
ap
That’s no problem.
cafe gift shop parking lot
pool restaurant Wi-Fi
gr
4 You can have a sandwich at the 5 Pronunciation I’d like, We’d like
cafe . a
na
pool
Use I’d like or We’d like.
at
112
tienganhedu.com
Pronunciation I’d like, We’d like
9d At the hotel 5a 139
• Tell students they are going to listen to requests from
Lesson at a glance the conversation in Exercise 3. Play the recording.
• vocabulary: hotels Students listen and repeat.
• real life: requests
• pronunciation: I’d like, We’d like Pronunciation notes
It’s often difficult for students to say I’d and We'd together
with like. They tend to approximate and drop the /d/
Vocabulary hotels sound, which creates a change in meaning or an error. Ask
1 students to practice saying I’d and We'd in isolation first
• Optional step Lead in by asking students the following before practicing the whole sentences.
questions: How often do you stay at hotels? What do you
5b
do when you are at a hotel? What do you like about hotels?
What do you dislike? What’s your favorite hotel? You could • Have students practice making and responding to
ask these questions in open class, or write them on requests in pairs. Model the activity first by acting out
the board and ask students to discuss them in pairs or one or two mini-dialogs with a student. Encourage
ng
groups. students to be creative and use variations of the ideas in
the box, e.g., I’d like to have dinner in the bar, please. / We’d
• Ask students to complete the sentences with the words
ni
like to have sandwiches in our room at 2 p.m. Also, remind
in the box. Elicit the first answer to get them started.
students of these useful expressions that they learned in
Let students compare their answers in pairs before
ar
previous units, that they can re-use in this activity: One
checking with the class. Explain the meaning of any
moment please. / I’m sorry.
new words.
Le
Vocabulary notes EXAMPLE ANSWERS
A: Hello. We’d like lunch in our room, please.
gift shop = a shop selling things that people can give as
c
B: Certainly.
hi
presents
Wi-Fi = internet via a wireless local area network A: Hello. We'd like the key for our room, please.
ap
B: Yes, of course.
Real life requests A: Excuse me. Can you call a taxi to the airport, please?
gr
B: That’s no problem.
2 138
• Optional step Ask students to look at the photo. Ask:
eo
Who are the people? What can you see? Elicit and teach Extra activity
and teach receptionist and guest.
lG
Let students compare their answers in pairs before conversation from track 138 of the audioscript (page 187).
checking with the class. • Ask students to close their books and try to practice
at
• Tell students that they are going to listen again and follow the conversation in the book, while the others
match the requests (1–4) with the responses (a–d). improvise. Then ask them to swap roles and repeat the
• Play the recording again. Let students compare their activity.
answers in pairs before checking with the class. Explain
the meaning of certainly (an expression used for Extra activity
agreement, similar to of course).
Ask students to write and practice their own similar hotel
4 conversation, extending it to include greetings, asking for
information, asking for help, and/or making requests.
• Ask students to look at the expressions in the box. Point
out that the first four are requests, and the last four are
responses to requests. Ask which of the questions is a
request for information (Can I have your name, please?).
Please refer to page 174 for Grammar notes on requests.
ANSWERS
9e A great place to visit
Lisbon is a great place to visit because there is a lot to see
and do!
Lesson at a glance Or take a taxi because they aren’t expensive.
• writing: travel advice And go to a Fado show because this Portuguese music is
• writing skill: because very beautiful.
ng
1 Go in spring because it’s very hot in summer.
2 Travel by bus because it’s cheap.
ANSWERS
3 Choose your hotel in advance because it’s a very popular
ni
1 Lisbon place.
2 There are flights from the United States every day.
ar
3 in cafes and restaurants
4
4 Portuguese cakes
Le
• Ask students to choose a city to write about. Encourage
5 beautiful buildings
them to choose a city they know well (either their home
6 travel around the city by tram / go sightseeing / go to city or a city they have visited).
a Fado show
c • Tell students to look at the questions in Exercise 1
hi
and use them to make notes about the place they
Background information have chosen. Monitor and help with ideas.
ap
2 6
• Ask students to read the advice again and underline • Give students time to read their work carefully to check
na
the four tips. Let students compare their answers in the spelling, punctuation, and use of verbs. Monitor
pairs before checking with the class. Point out that the and offer help and clarification.
io
Vocabulary note • Ask pairs to exchange their travel advice. Tell them to
read the advice and use because to introduce reasons for
N
ng
2 Read the advice again. Underline four tips paragraphs of advice for travelers to the
from Dani. place. Include at least one tip.
ni
6 Check your advice. Check the spelling,
ar
3 Writing skill because
punctuation, and verbs.
Le
a Work in pairs. Find three sentences with
the word because.
7 Work in pairs. Exchange advice. Is your
partner’s place a good place to travel to?
c
hi
POPULAR PLACES IN EUROPE: LISBON
ap
YOUR PHOTOS
gr
eo
ng
ni
ar
Le
c
hi
ap
gr
eo
lG
na
io
at
N
114
tienganhedu.com
Key vocabulary
9f The people of the reindeer 4a
• Ask students to read the sentences and match the
Before you watch bold words (1–3) with the pictures (a–c). Let students
1 compare answers in pairs before checking with the
• Ask students to look at the photo and caption on class.
Student Book page 114 and name the animals. 4b 140
• Tell students that they are going to hear the bold words
Vocabulary note
from Exercise 4a. Play the recording. Students listen and
The plural of reindeer is reindeer (you don’t add s). repeat the words.
2 Audioscript 140
• Ask students to look at the map and answer the
question. cut hard soft
ANSWER
ng
The map shows a part of northern Europe around the
Baltic Sea. This includes Norway, Sweden, Finland, and a
ni
part of Russia. The Arctic Circle cuts across the northern
third of these countries.
ar
3
Le
• Ask students to read the text about the Sami people and
answer the questions. Let students compare answers
in pairs before checking with the class. Ask if students
remember the meaning of tents (a shelter made of cloth c
hi
and poles), a word which students first saw in Unit 2a.
ap
ANSWERS
gr
Background information
The Sami people are an indigenous Finno-Ugric people
lG
Vocabulary note
io
beliefs, or stories
N
ng
7
• Ask students to work in pairs to discuss and answer the
ni
question. Then elicit the answers. Play the video again
ar
for students to check their answers.
• Optional step Ask students how they think the man
Le
feels, and why they think he feels that way.
ANSWERS
c
The snow is hard. After snowy weather, it is soft. Soft snow
hi
is good for the reindeer.
ap
8
• Ask students to complete the sentences in their own
gr
EXAMPLE ANSWERS
lG
9
• Have a class discussion. Find out what your students
at
Extra activity
Ask students to research and write five sentences about
the lives of another indigenous people. This could be done
for homework.
ng
questions. sentences true (T) or false (F)?
ni
1 The Sami people travel with T F
1 Where do they live?
their reindeer in winter.
ar
2 What does eallin mean?
2 When they travel, the Sami T F
The people of the reindeer
Le
people live in tents.
The Sami people live in Norway, Sweden, 3 Some young people wear T F
Finland, and Russia. They are the “people traditional clothes.
of the reindeer.” Traditional Sami people c
hi
4 The children travel with T F
move from place to place with their the reindeer.
ap
animals. When they travel, they live in 5 Hard snow is good for the T F
tents. Reindeer are very important to the reindeer.
gr
Sami people. In the Sami language, the 6 The Sami people have dogs. T F
eo
1 Cut the cake in two. c about the Sami people with your own
at
ng
❯❯ MB Work in pairs. Talk about what you
questions with Is there / Are there. wear every day.
ni
1 Is there a map? 7 Put the letters in order to make words for
ar
2 Is there a scarf? things in a hotel room.
3 Are there any books? 1 rihca chair
Le
4 Is there a hat? 2 mlpa lamp
5 Is there a camera? 3 rohswe shower
2 Work in pairs. Ask and answer the c 4 huocc couch
hi
questions in Exercise 1. Take turns. I CAN
ap
for ten seconds. Test your memory. talk about hotel rooms
Take turns.
eo
5 There’s money. T
password ? b
N
4 Work in pairs. Put the words in order to 4 Can you call a taxi? a
write tips.
a Yes, of course. What time do you want it?
1 early / the / buy / tickets b Here you are. It’s on this card.
2 night / travel / don’t / at c That’s no problem. What are your names?
3 cafes / try / local / the d Certainly, sir. Just one moment.
4 stay / hotel / this / don’t / in
9 Work in pairs. Practice the exchanges in
I CAN Exercise 8.
use there is and there are correctly
I CAN
give tips (imperative forms)
make and respond to requests
talk about traveling
116
tienganhedu.com
Unit 9 Review and memory Vocabulary
booster 5
• Ask students to cross out the clothing that doesn’t suit
the condition or place described in each question. Go
Memory Booster activities over the example to get students started. Check answers
Exercises 3 and 6 are Memory Booster activities. For more as a class.
information about these activities and how they benefit
students, see page x. 6 ❯❯ MB
• Ask students to discuss in pairs what they wear on
weekdays and on weekends. Encourage students to
I can … check boxes
describe a range of clothing items and also include
As an alternative to asking students to simply check the colors and adverbs of frequency.
I can boxes, you could ask them to give themselves a score
from 1 to 4 for each language area (1 = not very confident;
4 = very confident). If students score 1 or 2 for a language
EXAMPLE ANSWERS
area, refer them to the Workbook and Grammar Summary I always wear a shirt and black pants to work, but on the
exercises for additional practice. weekends, I usually wear jeans and a white or blue T-shirt.
On vacation, I wear a skirt or a dress, and sometimes a sun
ng
hat.
Grammar
1
ni
7
• Ask students to look at the photo and complete the • Ask students to put the letters in order to make words
ar
questions. Let them compare their answers in pairs for things in a hotel room. Let students compare
before checking with the class. answers in pairs before checking with the class.
Le
2 • Optional step Ask fast-finishing students to write down
• Ask pairs to take turns to ask and answer the questions other words for other things in a hotel room (e.g., desk,
in Exercise 1. Explain that they need to say: Yes, there is/
c closet, TV, bed, fridge, bathtub). Ask them to scramble
the letters of the words, exchange their list of scrambled
hi
are or No, there isn’t/aren’t depending on what they can
see in the photo on the page. words with a partner, and guess their partner’s words.
ap
3 Yes, there are. ask them to match the requests with the responses
(a–d). Let students compare their answers in pairs
lG
follow-up questions.
4
at
ng
write his job and nationality. Discuss as a class.
Malala Yousafzai is a Pakistani activist for female
education. After surviving an assassination attempt in
ANSWERS
ni
2012, she moved to Europe for medical treatment and to
Ayrton Senna was a Formula 1 racing driver from Brazil. campaign for women’s rights. She became the youngest
ar
ever Nobel Peace Prize winner in 2014.
Background information
Le
4
Ayrton Senna is widely regarded as one of the greatest
• Ask students to think of and write five important years
Formula 1 drivers of all time. He died in an accident while
in a list.
leading the 1994 San Marino Grand Prix for the Williams
c
hi
motor racing team. • Organize the class into pairs. If you have a range of
nationalities in your class, mix students from different
ap
correct students’ guesses. They will check their answers Extra activity
in Exercise 3.
Play Bingo with your class. Draw a 2x3 Bingo chart on the
na
board.
Background information
Ask students to copy the chart into their notebooks and
There are a number of ways to say years. With the years up
io
fill it in with six years from 1950 to 1970. Call out years
to 1999, the first two figures form a number and the last from this range in random order, and cross the years out
two figures form a number. For example: 1999 = nineteen
at
117a
tienganhedu.com
ng
ni
ar
Le
c
hi
ap
Ayrton Senna
in 1994
gr
and check.
Firsts in exploration
2 142 Listen and repeat the years. Match the years
na
117
tienganhedu.com
ng
3
an explorer. She was born in the United States on
I/He/She/It was
Russian. September 29th, 1955. She was the leader
ni
You/We/You/They were from Russia. of an expedition to the South Pole in 1993. All
ar
the people on the expedition were women.
Now look at page 176.
Le
4
He was from Norway and he was born on
July 16th, 1872. His parents were rich. His
c
hi
father was a sea captain.
ap
Explorers
gr
Roald Amundsen .
N
Ferdinand Magellan Yuri Gagarin Roald Amundsen • The first man in space was
1 3 Yuri Gagarin . The first woman in
space was Valentina Tereshkova . They
were both from Russia.
118
tienganhedu.com
Vocabulary notes
10a Famous firsts
successful = getting the result that you want
leader = someone in control of a group
Lesson at a glance space = the whole of the universe outside the Earth’s
• reading: firsts in exploration atmosphere
• grammar: be: was/were
• pronunciation: was/were weak forms
• vocabulary: dates
Grammar be: was/were
• speaking: dates and events 3
• Read the grammar box with the class (also see
Grammar notes on page 176).
Reading
• Optional step Pre-teach was born, mountaineer, and king.
1
• Ask students to read the texts (1–4) and underline the
• Ask students to look at the photos at the bottom of the
past forms of be. Let students compare answers in pairs.
page and discuss the question in pairs. Elicit answers
from students. • Then tell students to work in pairs to match the texts
with four people from the quiz. Check answers as a
ng
ANSWERS class.
The people are/were all explorers. They were firsts—the
ni
Refer students to page 176 for further information and
first people to explore different places.
practice.
ar
Please refer to page 176 for Grammar notes on the past
2 144
forms of be.
Le
• Explain that the text next to the photos is a quiz. Ask
students to read the quiz and complete the sentences
with the names of the explorers. Let students compare
answers in pairs.
c
hi
• Play the recording. Students listen to the recording and
check their answers.
ap
Background information
gr
ng
(a building where things are made using machines)
10
ni
Pronunciation was/were weak forms • Organize the class into pairs to practice saying the dates
and events from the chart in Exercise 7.
6a 145
ar
• Tell students they are going to hear three sentences • As students speak, monitor closely and correct errors in
form and pronunciation of dates and ordinal numbers.
Le
from Exercise 5. Play the recording. Ask them to pay
attention to the pronunciation of was/were. 11 148
• Explain the weak forms of was and were. Play the • Play the recording. Students listen and repeat the
recording again. Ask students to repeat the sentences.
c ordinal numbers.
hi
Pronunciation notes
ap
schwa sound: was = /wəz/, and were = /wə/. The “r” at the • Ask students to work in pairs to write and say three
end of were is often not pronounced.
important dates in their country. In feedback, ask
eo
ng
May 1st, 1986.
After their trips into space in 1961 and 1963, Gagarin
and Tereshkova 10 were famous all over the world.
ni
The first woman at
the North Pole.
ar
6 Pronunciation was/were weak forms
Le
11 148Say these ordinal
a 145 Listen and repeat three sentences from
numbers. Listen and check.
Exercise 5.
c 21st 22nd 23rd 24th
hi
b Work in pairs. Write three was/were sentences about 25th 26th 27th 28th
Valentina Tereshkova. Read them to your partner.
ap
Vocabulary dates
gr
Speaking my
7 Look at the chart below. Complete the dates
eo
2nd
November 3rd, 1957 Sputnik II into space
13 Work in pairs. Write three
at
ng
3 149 Listen to Joe and Aneta. Complete the
sentences with these words. 5 Work in pairs. What were you
ni
good at in school? Ask and
a writer animals Frankenstein meerkats answer questions.
ar
on TV reading
Were you good at
Le
1 Joe loves animals . English in school?
2 David Attenborough was on TV .
3 Joe’s favorite show was about
c
meerkats . Yes, I was.
hi
4 Aneta loves reading .
ap
120
tienganhedu.com
4 149
10b People I remember • Play the recording again. Students listen and circle
the correct answer to the interviewer’s questions. Let
students compare answers in pairs before checking with
Lesson at a glance
the class.
• listening: people we remember
• grammar: be: was/were negative and question forms
Background information
• vocabulary: describing people
• speaking: people in my past Sir David Attenborough (born 1926) is a well-known TV
presenter and naturalist from the UK. For many years, he
has presented wildlife documentaries. One of his most
Listening notable natural history documentary series is the Life
1 series.
• Optional step Model the activity by briefly describing Mary Wollstonecraft Shelley (1797–1851) was an English
your best friend from childhood. Explain the meaning novelist, best known for her novel Frankenstein (1818).
She was the wife of the Romantic poet and philosopher
of best friend (the one friend you like most or are closest
Percy Bysshe Shelley. Her father was the political
to). You could bring in a photo to show the class and philosopher William Godwin, and her mother was
encourage students to ask you questions about your
ng
philosopher and feminist Mary Wollstonecraft.
friend.
• Ask students to work in pairs. Have them take turns to 5
ni
say who their best friend was.
• Optional step Write school subjects on the board and
ar
elicit subject names: art, music, science, English, Spanish,
EXAMPLE ANSWER math, PE, IT, history, geography, etc.
Le
My best friend at school was a girl called Emma. She was • Ask two students to read out the exchange in speech
the same age as me and we were in the same class. I don’t bubbles. Then ask students to work in pairs and take
see her often now because she lives in Australia, but when
turns to ask and answer Were you good at …? questions
she comes back to visit, we have coffee together.
c about subjects. You could model the activity first with
hi
one or two students to get them started.
2
ap
ANSWERS
lG
3 149
io
ng
EXAMPLE ANSWERS
7 150
1 Scarlett Johansson / Jennifer Lawrence / Anne Hathaway
ni
• Optional step Ask students if they recognize the man in
2 Students' own friends / Conan O'Brien / Ellen DeGeneres
the photo at the bottom of the page. Ask: Who is the man?
ar
Is he famous? Where is he? What does he have? (Michael 3 Students’ own friends
Johnson, an athlete; yes; at a sports event; an American 4 Students’ own friends
Le
flag). Point out that the simple present tense is used to talk 5 Students’ own friends
about photos, even if they show a past event, because we
are describing the image we see in the present moment.
Vocabulary and pronunciation notes
• Ask students to complete the interview with the correct
c
hi
funny = something or someone that makes you laugh
forms of be. Go over the example answer to get students
started. Let students compare answers in pairs. Play the Note the strong stress: famous, popular, interesting
ap
Background information
Michael Duane Johnson (born 1967) is an American
eo
sprinter who held several world records during the 1990s. Speaking my
He won many medals during his career, including Olympic 11
lG
gold medals for both the 400-meter and the 200-meter • Lead in by asking students who was important to them
races in Atlanta in 1996.
when they were young and why. Then ask students to
write three names on three separate pieces of paper.
na
8
At this stage, you could revise useful key words: boss,
• Ask students to complete the questions with was or neighbor, uncle, grandmother, best friend, etc.
io
9 vocabulary.
N
ng
Now look at page 176.
below. Think of a person you both know
6 Work in pairs. Look at the grammar box. for each word.
ni
What are the negative and question forms 1 A famous actor Meryl Streep
ar
of was and were? 2 A funny person Mr. Bean
Le
3 A popular person who has lots of
7 Complete the interview with Olga
150
friends
with was, were, wasn’t, or weren’t. Listen
and check.
c 4 A nice person who helps other people
hi
5 An interesting person who has lots
I: Olga, who 1 was important to of ideas
ap
my
great athlete.
11 Work in groups. Who was important to
eo
I: 2
Was he an Olympic champion?
O: Yes, he 3
was . Four times. The you when you were young? Write three
lG
last time was in 2000. names. Think about the answers to these
I: 4 Were the 2000 Olympic Games questions.
na
Sydney.
12 Work in groups. Take turns. Read out
at
ng
in 1940. She lived in Chile for
2 Read the first paragraph of The first many years.
ni
Americans. Check your answers from 3 Malala Yousafzai was born in
ar
Exercise 1. Pakistan in 1997.
Le
3 Read the rest of the article. Underline:
1 one thing the Incas were famous for.
2 two things the Maya people were c
hi
famous for.
ap
North, Central, and South America. 117. Write the information about the six
2 The Inca roads were on the west people’s lives on a timeline.
io
122
tienganhedu.com
Background information
10c The first Americans
The Inca Empire began in the highlands of Peru in the
thirteenth century. At its height, it covered much of the
Lesson at a glance Andean region, including Peru and parts of Ecuador,
Bolivia, and Chile.
• reading: the first people in the American continents
• grammar: regular simple past verbs Tupac Amaru (1545–1572) was the last indigenous
monarch of the Inca people. He was killed by the Spanish
• critical thinking: making a timeline
in the central square of the city of Cuzco, in what is now
• speaking: who was he/she?
Peru. With his death, the Inca Empire came to an end.
The Mayan Civilization lasted 1,500 years and, at its height
Reading in the ninth century, stretched across southern Mexico and
1 much of what is now Central America. The Mayans resisted
Spanish conquest and retained their independence until
• Use a map to pre-teach North, South, and Central the end of the seventeenth century.
America. Ask students what they know about the
The Aztec Empire was centered on what is now Mexico
people who were in the Americas before Europeans
City. Tenochtitlan was the largest city in the Pre-Columbian
arrived. Pre-teach the word empire (a number of Americas, and its ruins are in the historic center of Mexico
countries ruled by one person or government).
ng
City. The Aztecs were war-like people who controlled
• Ask students to read and discuss the sentences in pairs, vast parts of Mesoamerica between the fourteenth and
and decide whether they are true (T) or false (F). In sixteenth centuries.
ni
feedback, ask students for their answers, but do not say Moctezuma II was the last Aztec ruler. He was killed
if they are correct or wrong. Students will check their by Hernan Cortez and his men during the conquest of
ar
answers in Exercise 2. Mesoamerica by the Spanish in 1520.
The Apache /əˈpætʃi:/, Navajo /ˈnɑ:vəhəʊ/, and Sioux /su:/
Le
Background information are Native Americans. Traditionally, they hunted buffalo
and lived nomadic lives in the southern Great Plains. This
North America is made up of Greenland, Canada, USA, included areas in what is now Arizona, New Mexico, Texas,
Mexico, and a number of Caribbean countries.
c
Colorado, and northern Mexico.
hi
Central America consists of seven countries: Belize, Costa Geronimo, the grandson of an Apache chief called Mako,
Rica, El Salvador, Guatemala, Honduras, Nicaragua, and carried out numerous raids against American and Mexican
ap
Panama. towns after his mother, wife, and children were killed by
South America is made up of twelve countries: Colombia, the Mexicans in 1858. He surrendered to US forces in 1886
gr
Bolivia, Argentina, Chile, Peru, Uruguay, Brazil, Paraguay, and died a prisoner of war.
Venezuela, Guyana, Suriname, and Ecuador.
eo
ng
6
• Read the grammar box with the class (also see 10
Grammar notes on page 176). Tell students to answer • Have students find new partners. Ask them to take turns
ni
the questions. Let them compare their answers in pairs to describe their famous people without using names.
ar
before checking with the class. Their partner must guess who the famous person is.
As students speak, monitor closely and note errors you
Le
ANSWERS could give feedback on at the end of the activity.
1 live, die 2 d • In feedback, ask for volunteers to describe one of their
famous people to the class. Have the class guess who
Refer students to page 176 for further information and
c that person is. Ask students to correct any errors in
hi
form or pronunciation they hear.
practice.
ap
7
• Ask pairs to look at the photos and complete the
eo
Background information
na
ng
ni
ar
Le
There are now twenty-three countries and
c
twenty-three nationalities in North, Central, and
hi
South America. In the past, there were different
groups of people in America. The Inca people
ap
areas.
The Inca Empire was famous for its roads.
na
ng
in the conversations.
ni
APOLOGIZING
ar
I’m (very) sorry. We weren’t at home.
I’m sorry I’m late. It’s OK.
Le
The train was late. That’s OK.
I was (very) busy. Don’t worry.
c
hi
c 3 d 5 4 Pronunciation sentence stress
ap
4 We weren’t at home.
b Work in pairs. Look at track 152 of the
na
124
tienganhedu.com
Pronunciation sentence stress
10d I’m sorry 4a 153
• Play the recording. Ask students to listen and repeat
Lesson at a glance sentences 1–4. Tell them to underline the word with the
• vocabulary: activities main stress in each sentence.
• real life: apologizing
• pronunciation: sentence stress Pronunciation notes
Note that even though each sentence mainly stresses one
word, the strong stress within that word is still found in
Vocabulary activities one syllable (e.g., sorry and very).
1 Was and were are usually unstressed (and reduced to /wəz/
• Optional step Ask students to look at the photos and /wə/) in affirmative sentences. Wasn’t and weren’t are
without looking at the words. Ask: What can you see? usually stressed in negative sentences.
Where are they? Elicit words that students already know.
• Ask students to look at the photos and match the 4b
words (1–6) with the photos (a–f). Let students compare • Organize the class into pairs to practice the three
answers in pairs before checking with the class. Explain
ng
conversations from Exercise 3. Tell them to pay
the meaning of busy (having a lot of things to do) and attention to getting the stress right when they practice.
not well (sick). • Optional step Ask students to first underline the words
ni
they should stress in the Track 152 audioscript on page 188.
Real life apologizing
ar
5
2 152
Le
• Ask students to practice their own conversations using
• Optional step Explain the meaning of apologize (to
the expressions for apologizing and the vocabulary
say that you are sorry). Ask students to read the three
from Exercise 1. With weaker classes, ask them to write
options (a–c). Ask: When do you say sorry in a cafe / a
classroom / an office? Elicit ideas.
c out their new conversations first before practicing. With
stronger classes, ask them to improvise.
hi
• Tell the students they are going to listen to three
• Monitor carefully and make sure students are using the
conversations in three different places. Play the
ap
for the expressions in the box. After the recording, in the class). Students seek out Anna and Gemma and
apologize to them. Then say: Alain and Gerard have a
ask students which expressions they heard. Play the
meeting, and you’re late. Students look for and apologize
na
nervous and upset because you keep thinking about a party, etc.
problem).
Please refer to page 187 for Teacher Development notes on
at
Note that the expressions in the box fall into three categories:
1 saying sorry: I’m (very) sorry; I’m sorry I’m late.
2 giving reasons: The train was late; I was (very) busy;
We weren’t at home.
3 accepting apologies: It’s OK; That’s OK; Don’t worry.
ng
with the class. (have them copy you in their emails).
ni
2 EXAMPLE ANSWERS
• Explain the meaning of attach (to send something with
ar
1 Dear Mr. Smith,
an email). Ask students to read the emails again and I’m very sorry I wasn’t at the meeting yesterday.
answer the questions. Let them compare their answers
Le
My train was late. Did I miss anything important?
in pairs before checking with the class. Best regards,
Anna
Writing skills expressions in emails
3a c Dear Anna,
hi
That’s OK. Don’t worry. It wasn't an important meeting.
• Ask students to read the emails in Exercise 1 again and But please talk to Peter about the information he
ap
Best wishes,
vary depending on culture and how familiar one is with Simon
the email recipient.
Hi Simon,
na
Background information Thanks. I’m much better now. How are you?
Love,
io
Mr. Jones, Ms. Smith), but so are first names when writing
to clients, superiors, and colleagues. Extra activity
N
We use Dear and Best regards in formal emails. Best wishes For homework, ask students to write an email to you
and All the best may be used in work emails, but they are in which they apologize for something (e.g., not doing
more informal. All the best is particularly informal. homework, being late, talking in class). Point out that
We use Hi with friends, and we use Love with family and the apology can be for something that happened, or for
close friends. something imagined.
Ms. is now the standard title for women in emails. Unlike
Miss and Mrs., it does not say whether the woman is
married or single. We use the title Mr. for men.
3c
• Ask students to complete the emails with expressions
from the chart in Exercise 3a. Let students compare their
answers in pairs before checking with the class.
10e Sorry!
Writing an email 3 Writing skill expressions in emails
1 Read the emails (1–3). Which two are a Look at the emails. Complete the chart
apologies (A)? Which one expresses with expressions for starting and ending
sympathy (S)? Write your answers on the emails.
emails below. Starting an email Ending an email
2 Read the emails again. Answer the Dear … (W) All the best (F)
questions. Hi (F) Love (F)
1 Where was Marc yesterday? at work Best wishes (F)
2 Who was sick last week? Victoria
ng
Best regards (W)
3 What information does Ms. Braun
need? prices
ni
b Work in pairs. Which expressions are
1 A best for: friends and family (F); work or
ar
Hi Jen,
business emails (W)?
Le
I’m very sorry about yesterday. I was
very busy at work. I had meetings all c Complete the emails with appropriate
day. See you tonight? expressions from Exercise 3a.
Love, c
hi
1 Dear Mr. Bruni,
Marc
ap
2 S next visit.
Dear Victoria,
eo
2 Best regards ,
I’m sorry you weren’t well last week.
Are you better now? Hope to see you Carlos Morales
lG
tomorrow!
Best wishes,
na
3 Hi Fran,
Simone
I was sick on Saturday. I’m sorry I wasn’t
io
ng
ni
ar
Le
c
hi
ap
gr
eo
lG
na
io
at
N
126
tienganhedu.com
Videoscript 10
10f The space race
“We choose to go to the moon in this decade …”
Before you watch In 1962, US President John F. Kennedy said those famous
words. Less than seven years later, the United States space
1 program sent a man to the moon.
• Ask students to discuss and answer the questions in
In the 1950s and 1960s, there was a race between the
pairs. Tell students that they will check their answers
United States and the Soviet Union. This race was called
later, when the watch the video. Ask students if they
the space race.
know anything else about the space race.
In October 1957, the Soviet Union sent Sputnik to space.
Key vocabulary This was the first man-made satellite.
2a On April 12th, 1961, the Russians sent the first man into
space. His name was Yuri Gagarin.
• Ask students to read the sentences and match the
bold words (1–4) with the pictures (a–d). Let students On May 5th, 1961, astronaut Alan Shepard became the
compare answers in pairs before checking with the first American in space. And in 1962, John Glenn flew
class. around Earth—in space—three times.
ng
Next, the Americans tried to put a man on the moon.
2b 154 This was called the Apollo program.
ni
• Tell students that they are going to hear the bold words The Apollo program was not easy. In 1967, there was a
from Exercise 2a. Play the recording. Students listen and fire on Apollo 1. These three astronauts died in the fire.
ar
repeat the words. But on July 20th, 1969, two astronauts from Apollo 11
walked on the moon. Neil Armstrong was the first man
Le
Audioscript 154 on the moon, and Buzz Aldrin was the second.
“One small step for man, one giant leap for mankind.”
satellite moon
Earth astronauts
c After the Apollo missions, the were many more successful
hi
space missions. There were also unsuccessful ones. Two
space shuttles were lost. Challenger in 1986 and Columbia
While you watch
ap
in 2003.
3 10
But today, the space program is still strong. NASA
• Play the video. Ask students to watch and check their
gr
ng
3 Alan Shepard was the first American in space.
4 Challenger and Columbia were space shuttles.
ni
ar
Le
c
hi
ap
gr
eo
lG
na
io
at
N
ng
the moon? 5 In 19 69 , Neil Armstrong walked on
a Buzz Aldrin the moon.
ni
b Neil Armstrong 5 10Work in pairs. What do you
ar
c Michael Collins remember? Watch the video and check
Le
your answers.
2 Key vocabulary
1 Who was the US president in 1962?
a Read the sentences. Match the bold words
c 2 Who was the first man in space?
hi
(1–4) with the pictures (a–d). 3 Who was Alan Shepard?
ap
3 The moon was big and bright last night. After you watch
4 Neil Armstrong and Buzz Aldrin were
eo
Shepard.
3 There was a fire on Apollo 1.
at
Russian.
c 2 d 3
5 Neil Armstrong and Buzz Aldrin
were on Apollo 11.
7 Work in groups. Write five important
events in the last ten years. Ask and
answer questions about the events.
• What happened?
b 154 Listen and repeat the bold words. • When was it?
• Where were you?
• Why was the event important?
ng
2 When I was a child, I wasn’t good /
interesting at math.
ni
3 That band is famous / nice here.
ar
Sam Sunderland 1 was the winner of the 7 ❯❯ MB Work in pairs. When were you last:
2017 Dakar Rally. He 2 was the winner
Le
of the motorcycle group, and the first British at home in traffic on a train
racer to win. Sam 3 was born in 1989. busy not well on the phone
His first win in a motorcycle race 4 was in c
hi
2010. The winners of the car group in 2017 I CAN
ap
5
were Stéphane Peterhansel and say dates
Jean-Paul Cottret from France. They describe people (adjectives)
gr
make questions.
8 Put the conversation in order.
1 was / the / who / Dakar Rally / first
na
1 Hello, Carolyn.
British winner / of the / ?
4 The boss was looking for you.
io
7 Yes, thanks.
group / were / ?
5 Oh! I’m sorry. I was sick.
N
3 ❯❯ MB Work in pairs. Take turns. 2 Hi. Where were you this morning?
Student A: Ask the questions in Exercise 2. 6 That’s OK. Are you better now?
Student B: Answer the questions.
9 Work in pairs. Practice the conversation in
4 ❯❯ MB Work in pairs. How many famous Exercise 8.
people can you name who: I CAN
1 lived in your city? 2 died last year? make and accept apologies
I CAN
talk about the past (was/were)
use lived and died correctly (simple past)
128
tienganhedu.com
Unit 10 Review and memory 4 ❯❯ MB
booster • Ask students to work in pairs to answer the questions.
Tell students to use complete sentences.
ng
Grammar Extra activity
1 Ask students to use the adjectives to write five true
ni
sentences about their family members and friends.
• Optional step Ask students to look at the photo. Ask:
ar
Who is this man? What’s his job? Is he famous? Encourage
7 ❯❯ MB
students to guess if they don’t know. Tell them to read
Le
the article to check their ideas. • Ask pairs to use the phrases in the box to talk about the
last time they did something or were in a place.
• Ask students to complete the article with was or were.
Let them compare answers in pairs before checking
with the class.
cEXAMPLE ANSWERS
hi
I was at home at seven o’clock this morning.
Vocabulary note I wasn’t well last weekend.
ap
2
Real life
eo
1 Who was the first British winner of the Dakar Rally? students can check their answers.
2 When was Sam Sunderland born?
3 Who were the winners of the car group in 2017? 9
io
and answer the questions in Exercise 2. Students must versions of the conversation by changing the time
answer the questions without looking at the article in expressions and the expressions for apologizing.
Exercise 1.
ANSWERS
1 Sam Sunderland was the first British winner of the
Dakar Rally.
2 He was born in 1989.
3 Stéphane Peterhansel and Jean-Paul Cottret from
France were the winners of the car group in 2017.
ng
about the place in the photo. Play the recording. Ask Ask students to describe their old books, and ask
students to listen and check their ideas and their answer follow-up questions if necessary to help students.
to the question in Exercise 1.
ni
• Optional step Tell the class about an old book you
have, but do not say its name. See if students can guess
Background information
ar
what the book is called.
Timbuktu is in the country of Mali. It is a city of 50,000
Le
people built near an oasis in the Sahara. Between the EXAMPLE ANSWER
twelfth and sixteenth centuries (its golden age), it was
an important trading city on the trans-Saharan caravan I have an old book at home. It's called To Kill a
routes. In the fifteenth century, an active book trade Mockingbird. It's my father's. It was from his school library.
between Timbuktu and other parts of the Islamic world
c He borrowed it, but he forgot to return it!
hi
meant that thousands of manuscripts were written there.
ap
gr
eo
lG
na
io
at
N
129a
tienganhedu.com
ng
ni
ar
Le
c
hi
ap
gr
A woman from New 155 Listen and check your answer from Exercise 1.
Orleans
at
129
tienganhedu.com
ng
They went for a walk
past forms next to the base forms.
and they saw a body
ni
1 be was/were in the ice. The body
2 come came was very old—it
ar
3 go went wasn’t the body of a
climber. There was a knife and some arrows
Le
4 have had
with the body. The police came and they took
5 see saw
the body to the University of Innsbruck in
6 take took
c Austria.
hi
Grammar irregular simple The police had many questions about the
ap
I/You
went for a walk.
He/She/It
saw a body.
lG
We/You/They
Now look at page 178.
Listening
na
Irregular simple past verbs end / don’t end 2 Ötzi was about 45 years old
N
130
tienganhedu.com
Grammar irregular simple past verbs
11a Ötzi the Iceman 3
• Optional step Before asking students to look at the
Lesson at a glance grammar box, briefly revise how regular simple past
• reading: a body in the ice verbs are formed. Give some examples that students
• grammar: irregular simple past verbs already know (lived, died, worked) and elicit that they all
• listening: the investigation of the discovery end with -ed. Tell students they are now going to look at
• pronunciation: -ed regular simple past verbs irregular forms.
• speaking: true or false? • Read the grammar box with the class (also see
Grammar notes on page 178). Ask students to circle
the correct option to complete the grammar rule. Check
Reading answers as a class.
1 156 Please refer to page 178 for Grammar notes on irregular
• Optional step Ask students to look at the title of the simple past verbs.
article, the map on page 130, and the photos on page
131, and say what they think the article is about (see 4
Teacher Development on page 187).
ng
• Ask students to complete the sentences with the
• Tell students to read questions 1–4. Explain the meaning irregular past forms in the box. Let students compare
of body (the physical structure of a person or animal, answers in pairs before checking with the class.
ni
including the head, arms, and legs), investigation (the
process of trying to find out how or why something Extra activity
ar
happened), and investigator (the person who does an
Find out what students know. Ask them to tell you any
investigation).
Le
other irregular past forms they have come across in their
• Ask students to read the article and answer the studies. They already know was and were. Some students
questions. Let students compare answers in pairs before will probably be able to tell you others. This is a good
checking with the class.
c opportunity to encourage peer teaching.
hi
• The reading text is recorded. You could play the
recording and ask students to read and listen. Listening
ap
5 157
ANSWERS • Ask students to read the sentences carefully and predict
gr
1 two German tourists who were on vacation in the the missing information before listening.
Austrian Alps • Tell students they are going to listen to information
eo
2 in the ice about the investigation of the body. Play the recording.
3 a knife and some arrows Students listen and complete the sentences. Let students
lG
4 Was it a man or a woman? Where was he or she from? compare answers in pairs before checking with the
How old was the body? class.
na
ng
My sister studied history in New York.
9a 158 I finished all my homework last night.
• Ask students to look at the list of base and past forms I lived on a boat when I was a child.
ni
and try to work out which of the past forms take on an I started my first job on April 1st, 2017.
extra syllable.
ar
• Play the recording. Students listen and check their 11
answers. Explain why the two past forms have an extra
Le
• Organize the class into pairs to retell the story using
syllable (see Pronunciation notes).
the verbs (1–8). If you have a weaker class, you could
Pronunciation notes also write the following nouns on the board to support
and gently correct them if you hear this error. them to write it down using their own words. Then
For verbs that end with a voiced consonant sound or a ask them to compare their version of the story with the
eo
vowel sound (which are always voiced), the -ed ending is original texts.
pronounced /d/ (e.g., killed and lived, because /l/ and /v/
are voiced consonants).
lG
Extra activity
For verbs that end with an unvoiced consonant sound, the
-ed ending is pronounced /t/ (e.g., walked and finished, Write on the board: Last weekend, I … Then elicit and
write on the board ten regular and irregular past forms
na
9b 159
• Tell students they are going to listen to and repeat the
regular simple past sentences from Exercise 8. Play the
recording. Students repeat the sentences. Make sure
students use the correct sound for each -ed verb ending.
ng
ni
ar
Le
c
7 Underline five regular simple past verbs in Exercises b Listen and repeat the
159
hi
5 and 6. What are the base forms of these verbs? regular simple past sentences
ap
Speaking
gr
that’s false!
with Meryl Streep.
9 Pronunciation -ed regular simple past verbs 11 Read the article and track 157
of the audioscript on page 188.
a 158 Listen to the base and simple past forms of
Work in pairs. Tell the story of
these verbs. Check (✓) the verbs that take on an
Ötzi with these verbs. Take turns
extra syllable.
with each sentence.
call called
1 went 5 started
finish finished
2 saw 6 called
kill killed
3 came 7 finished
✓ end ended
4 took 8 killed
✓ start started
ng
in a small house. My sister and I story” of her city. She talks
3
went to school in our village. to people about their
ni
When I was eighteen, I went to lives and their history.
She writes about the life
ar
California and 4 studied
mathematics at college. I 5 and the culture of New
Le
started work when I was Orleans—Mardi Gras, the
twenty-three. My first job was in story of jazz music, and
an office. I 6 met my husband at
c other things.
hi
work.
Listening
ap
160
3 Work in pairs. Read your New Orleans. Check (✓) the life events from
eo
132
tienganhedu.com
EXAMPLE ANSWERS
11b Life stories
We both studied French at school.
Hans and I both went to schools in big cities.
Lesson at a glance Marta met her best friend at school. I met my best friend
• vocabulary: life events at school, too.
• listening: a woman from New Orleans
• grammar: simple past negative and question forms
• pronunciation: did you …? Listening
• speaking: last week and last year 4
• Ask students to read the text about Caroline Gerdes and
answer the questions. Let students compare answers in
Vocabulary life events
pairs before checking with the class.
1
• Optional step Start by writing three years on the board ANSWERS
that are important in your life (e.g., year you were born,
1 New Orleans
started school, started work). Tell students to guess why
the years are important in your life. 2 the life and culture in New Orleans
ng
• Ask students to complete the paragraph with the life
events in the box. Elicit the first answer to get students 5 160
ni
started. Let students compare answers in pairs before • Optional step Ask students to look at the photo and
checking with the class. caption at the bottom of page 132. Ask: Where are they?
ar
• In feedback, elicit the base forms and write them on the What can you see? What is Mardi Gras? Elicit ideas.
Le
board (live, meet, start, study, be, go). Ask: Which ones are • Remind students of the six life events in the box in
regular? (live, start, study). Exercise 1.
• Tell students they are going to listen to an interview with
2
• Ask students to write true sentences about themselves c a woman called Dinah, who is also from New Orleans.
hi
Play the recording. Students listen and check (✓) the life
with the life events in Exercise 1. Model this by writing events they hear. Let students compare answers in pairs
ap
two true sentences about yourself on the board. Tell before checking with the class.
students they can change met my husband to met my wife/
fiance/best friend, etc.
gr
Background information
New Orleans is located in southeastern Louisiana, along
EXAMPLE ANSWERS
eo
I started work last year. Mardi Gras (‘‘Fat Tuesday’’ in French) is an annual carnival
I studied history when I was in college. event which takes place over a number of days. It's filled
na
3
at
ng
3. No, actually, I didn’t study art! • Organize the class into pairs to practice asking and
4. Music is part of the story of my city. answering the questions from Exercise 10.
ni
• As students speak, monitor closely, and correct errors
of form and intonation.
Grammar simple past negative
ar
and question forms
Speaking
Le
my
8
• Read the grammar box with the class (see also 12
Grammar notes on page 178). Ask students to complete • Organize the class into pairs to prepare questions about
the grammar rules by circling the correct option.
c last week or last year. Help with ideas and vocabulary.
hi
Refer students to page 178 for further information and 13
ap
practice.
• Tell students they are going to find out who did the
Please refer to page 178 for Grammar notes on simple past things in Exercise 12. Ask students to mingle and ask
gr
negative and question forms. and answer the questions they wrote. Set a five-minute
time limit. At the end, ask students to sit with their
eo
3 We didn’t meet at work. pairs. Ask a few students to read out their sentences for
the class to listen to and correct.
4 Joseph didn’t study history.
at
ng
a Listen and repeat the questions
161
negative and question forms from Exercise 10.
ni
SIMPLE PAST NEGATIVE and
b Work in pairs. Ask and answer the
ar
QUESTION FORMS
questions in Exercise 10.
I/You
Le
He/She/It didn’t study art. Did you study
We/You/They English in school? Yes, I did.
I/you
c
hi
Did he/she/it live there?
we/you/they No, I didn’t.
ap
I/you
Yes, did.
he/she/it
gr
No,
we/you/they
didn’t.
Speaking my
eo
Now look at page 178. 12 Work in pairs. Write questions about last
week or last year.
lG
verb after did in questions. Did you take a vacation last week/year?
2 We use the base / simple past form of the 3 pass your English exam
at
verb after didn’t. Did you pass your English exam last week/year?
N
4 go to a concert
9 Work in pairs. Put the words in order to
make a question or a negative sentence. Did you go to a concert last week/year?
1 didn’t / in school / English / study / 13 Who did the things in Exercise 12? Work
I/. as a class. Walk around. Ask and answer
I didn’t study English in school. questions, and write sentences.
2 go / college / you / did / to / ?
3 at work / meet / didn’t / we / . Did you visit a
4 history / study / didn’t / Joseph / . museum last Yes, I did. I went
year? with two friends.
5 Brazil / live / in / they / did / ?
6 start / Asha / work / did / last year / ?
Lidia visited a museum last year.
ng
1 Where did Neil Shea go?
2 Who did he go with? 8 Word focus get
ni
3 Why did he go to the tsingy?
a Look at the sentence from the article. Circle the
ar
4 What did they see?
sentence (1–4) with the same meaning of get.
Le
3 Read the last paragraph of the article
We got there after five days.
again. Put the events in order (1–4).
2 Neil Shea went to the hospital. 1
c Did you get my message?
hi
4 The nurse asked him a question. 2 I got a ticket for the plane to Cairo.
1 3 Can you get a bus from the airport?
ap
these words.
writer’s purpose
received arrived bought took
lG
took
at
received
SIMPLE PAST WH- QUESTIONS
What do? Speaking my
Where go?
When did
I/you/he/she/it
get there? 9 Work in pairs. Ask and answer Wh-
we/you/they
Why go? questions about a day from last week. Find
Who meet? one thing you both did.
Now look at page 178.
What
I had toast and
did you
5 Look at the grammar box. Then look at coffee.
have for
the questions in Exercise 2. Underline
breakfast?
the question words.
134
tienganhedu.com
Vocabulary notes
11c A problem in Madagascar
sharp = able to cut things, like a knife or scissors
guide = someone who knows the local area, and who
Lesson at a glance shows people where to go and gives them information
• Reading: an adventure story fall = to move quickly down toward the ground from a
• critical thinking: the writer's purpose standing position, usually by accident
• grammar: simple past Wh- questions
• word focus: get
Extra activity
• speaking: one day last week
Life 1 actively recycles language previously taught in the
course. Ask students about the words below. Elicit the
Reading meaning and see if students can remember the contexts
1 in which they saw the words earlier in the course.
• Optional step Start by reading out the adjectives in the amazing = in Unit 2f, describing animals; also in Unit 5a,
box to model and drill the pronunciation and strong describing robots
stress (see Pronunciation note). You could ask students dirty = in the Unit 4 opener, describing cities
to count the syllables in each word: beautiful (three), clean = in Unit 4e, describing hotel rooms
ng
dangerous (three), fantastic (three), interesting (three), clothes = in Unit 9a, vocabulary section
unusual (four). cut = in Unit 9f, when they saw a Sami man cutting bread
ni
• Ask students to work in pairs to think of things in
the photo that the adjectives describe. Elicit ideas in
ar
feedback.
Critical thinking the writer's purpose
4
Le
EXAMPLE ANSWERS • Ask students to read the article again and discuss in
pairs why the author wrote the article and who it was
The mountains and rocks: beautiful, dangerous, unusual
written for. In feedback, elicit ideas from students.
The lemur: interesting, unusual
c
hi
The plants: unusual, interesting
EXAMPLE ANSWERS
ap
2 162
lG
• Ask students to read the article and answer the Background information
questions in pairs. Check answers as a class.
The Republic of Madagascar is a large island country in
• The reading text is recorded. You could play the the Indian Ocean, off the southeastern coast of Africa. It
na
recording and ask students to read and listen. split from India about 90 million years ago and its animals
and plants have evolved in isolation. 22 million people live
3
io
again and put the events in order (1–4). Let them Lemurs are a type of primitive primate that evolved
compare their answers in pairs before checking with the successfully on the island of Madagascar in the absence of
N
ng
students compare their answers in pairs before checking • Ask students which word in the box can replace got in
with the class. each sentence. Let students compare their answers in
ni
pairs before checking with the class.
7
ar
• Ask students to ask and answer the questions in
Exercise 6 in pairs. Tell them to first scan the article to Speaking my
Le
find answers if necessary. In feedback, ask students to 9
ask and answer the questions across the class. • Tell students to choose a particular day from last week
and prepare Wh- questions to ask someone about that
ANSWERS
c day.
hi
1 He went in March. • Ask students to work in pairs and take turns to ask
ap
2 He fell on a rock and cut his leg. and answer the questions. As students speak, monitor
3 He talked to a nurse. closely and note errors you could give feedback on at
4 She said, “Why did you go to the tsingy? Madagascans the end of the activity.
gr
Word focus get Set up the speaking task by asking students to interview
you (the teacher) first. Students prepare and ask questions,
lG
A PROBLEM IN
Madagascar
ng
ni
ar
By Neil Shea
Le
162
We walked through the tsingy. The rocks cut our
Madagascar is a fantastic place. About
c
clothes and our shoes. It was very dangerous, but
hi
ninety percent of the animals and plants
we saw hundreds of animals and plants. We saw
there live only in Madagascar. There are
beautiful birds and unusual white lemurs with red
ap
sharp. The word tsingy means “you can’t The cut was very bad and very dirty. We were a
walk here” in the Malagasy language. long way from a town. After two days, I got to
lG
of the rainy season. I was with a scientist and Madagascans don’t go to the tsingy because it’s
a photographer. We wanted to find some new dangerous.” It’s true. The tsingy is dangerous, but
io
animals and plants. We traveled to the park with it’s also amazing.
at
11d
?? Section
Did you have a good time?
Head
Real life talking about 6 Work in pairs. Say one thing you did
ng
using each of the time expressions in
the past Exercise 5.
ni
1 Work in pairs. Look at the photo. What I had a nice meal on Friday.
can you see?
ar
2
Le
163 Listen to three conversations. Write TALKING ABOUT THE PAST
the number of the conversation (1–3). Did you have a good vacation last year?
The people …
c Did you have a good time in Sydney last week?
hi
Did you have a nice meal last night?
a had a meal. 3
Why not?
b were in Sydney. 1
ap
It was delicious.
3 163 Listen again and answer the
eo
5 163 Listen to the three conversations Hi. Did you have a good day
again. Check (✓) the expressions you hear. at the beach yesterday?
136
tienganhedu.com
Vocabulary time expressions
11d Did you have a good time? 5 163
• Ask students to listen to the three conversations again
Lesson at a glance and check (✓) the expressions they hear.
• real life: talking about the past • Optional step Drill the time expressions to allow
• pronunciation: didn’t students to practice the pronunciation (see Teacher
• vocabulary: time expressions Development on page 187).
Vocabulary notes
Real life talking about the past Note that with days of the week, you can say on Friday or last
1 Friday. With months, you can say in January or last January.
• Ask students to look at the photos in pairs and say what
they can see. In feedback, elicit answers and use the Please refer to page 187 for Teacher Development notes
photo to teach the word shark. on noticing stress.
EXAMPLE ANSWER 6
• Lead in to this task by asking students: What did you do
ng
I can see an island with a beach, and the sea. There are
trees on the island. The sea is blue, and it looks warm. on Friday / last night / last week? Elicit sentences and
There's a shark in the water. write some prompts on the board, if necessary.
ni
• Then divide the class into pairs to think of and
2 163 exchange simple past sentences using each of the time
ar
• Tell students they are going to listen to three different expressions in Exercise 5.
Le
conversations. Ask them to read the three options (a–c) EXAMPLE ANSWERS
before listening.
I played tennis on Friday.
• Play the recording. Students listen and write the
c
My brother and I went to a restaurant last night.
number of the conversation (1–3) next to each option.
I walked to work last week.
hi
Let students compare their answers in pairs before
Last weekend, I went to London.
checking with the class. Elicit that paid is the irregular
ap
answer the questions. Point out that question 1 relates to • Ask pairs to practice the conversations from track 163
conversation 1, question 2 to conversation 2, and so on. Let of the audioscript on page 189. Tell them to take turns
students compare their answers in pairs before checking to play different roles.
lG
Pronunciation didn’t • Organize the class into new pairs. Start by reading
the example conversation in speech bubbles. Then tell
4a 164
students to work in pairs to use the prompts to create
io
• Tell students they are going to listen to three sentences conversations of their own. Encourage them to add
from the conversations. Play the recording. Students details and ask follow-up questions.
at
ng
twenty years old. He has brown hair, a red shirt, and a white Elicit ideas for each category, e.g., a doll / a toy train; lived
T-shirt.) with my mom and dad / my sister was born in 1997; liked
school; finished school when I was eighteen.
ni
• Ask students to read about Tyler and match the topics
(1–3) to the paragraphs (A–C). Explain the meaning of 6
ar
toy (an object that a child can play with, especially a • Ask students to use their notes to write three paragraphs
small model of a real thing such as a car or an animal).
Le
about their childhood memories. As students write,
Let students compare their answers in pairs before monitor and be ready to help with ideas or vocabulary.
checking with the class. Check that students are using when correctly.
3
c 7
hi
• Ask students to read the text about Tyler again and • Ask students to check their own work carefully, and
answer the questions. Let students compare their
ap
to look for mistakes in spelling, punctuation, and verb
answers in pairs before checking with the class. forms.
• Teach the meaning of helicopter by asking a volunteer
gr
2 his brother, his parents, and his grandfather • In feedback, ask students to say what interesting or
3 a red helicopter surprising facts they found out about their partner.
na
4 No, he didn't.
Extra activity
Find a way of publishing or displaying the life stories
io
Writing skill when students write. They could pin them up on the classroom
4a notice board so that everybody can read them. You could
at
B of the text. Check answers as a class. could get students to post their life stories online on a
school or class website.
4b
• Ask students to find three more sentences that use When
(see Grammar notes on page 178). Let students compare
their answers in pairs before checking with the class.
ng
1 When was Tyler born?
2 Who did he live with?
ni
3 What was his favorite toy?
ar
4 Did he like school?
Le
4 Writing skill when
a Complete the sentence from the text.
c
hi
When I was seven, my favorite toy was a
ap
red helicopter.
gr
ng
ni
ar
Le
c
hi
ap
gr
eo
lG
na
io
at
N
Fireworks in the
night sky
138
tienganhedu.com
Videoscript 11.1
11f True stories?
Part 1
Amanda
Before you watch Well, when I was about ten or eleven years old, we had a
1 math test at school. I was really bad at math. So I hid in a
• Ask students to look at the photo and caption on closet in the classroom and I didn’t do the test.
Student Book page 138 and answer the question. …?
• In feedback, ask students if they know about Bonfire No. The teacher didn’t know I was in the closet. My
Night (or Guy Fawkes Night) in the UK. friends knew, but they didn’t say anything.
Rosa
ANSWER Oh, let me think … I went to hospital in an ice cream truck
There are fireworks in the night sky. I think this is a once. I was on my bicycle and I fell off. I cut my leg really
celebration. badly. I mean, there was a lot of blood! An ice cream truck
stopped to help me. There were no cell phones to call an
ambulance. So the ice cream truck took me to hospital.
Background information …?
ng
Bonfire Night (or Guy Fawkes Night) is held on November About five minutes. I ate an ice cream on the way.
5th every year in the UK. The photo is of people watching
Jack
ni
fireworks on Bonfire Night. On this day, there is usually a
bonfire (a big fire that people gather around), fireworks, OK. So once, I started a fire in my friend’s house. It was
in November and we had a box of fireworks. My friend’s
ar
food, and a parade.
On November 5th, 1605, a man named Guy Fawkes parents weren’t at home. We opened the box of fireworks
Le
was arrested for trying to kill the king. There was a and I lit one. Suddenly, the curtains were on fire.
celebration, and people continued to celebrate his arrest …?
every year. Today, the original significance of the festival is
My friend threw a bucket of water on the curtains.
downplayed. Bonfire Night is now simply a family event.
c
hi
Key vocabulary
ap
2a
• Ask students to read the sentences and match the
gr
2b 165
lG
• Tell students that they are going to hear the bold words
from Exercise 2a. Play the recording. Students listen and
repeat the words.
na
Audioscript 165
io
ambulance curtains
at
bucket test
N
Pronunciation note
Note the stress: ambulance, bucket, curtains.
3
• Ask students to work in pairs. Tell them to take turns
to say and write the base form of the simple past verbs.
Check answers as a class.
6 11.2
• Point out the title of the video, and explain that not all
ng
the stories are true. Ask students to guess which ones
are not.
ni
• Tell students they are going to watch Part 2 of the video.
Play the video and ask them to check their answers.
ar
ANSWERS
Le
Story 2 is true. Stories 1 and 3 are false.
Videoscript 11.2
c
hi
Part 2
ap
ng
4 I passed my English test!
you do? 3
2
ni
a 2 b 4 c How long was the ride?
ar
6 Work in pairs. Do you think
11.2
the stories are true or false? Watch
Le
Part 2 of the video and check.
a girl?
a girl
eo
her leg?
b 165 Listen and repeat the bold words.
She fell off her bike.
na
3 Work in pairs. What are the base forms of 3 What month was it in story 3?
these simple past verbs? November
io
ng
5
drove to a cafe together. I 6 paid for
lunch with the twenty dollars. Alex
ni
7
took a photo of our meal.
ar
5 ❯❯ MB Work in pairs. Write true sentences
Le
about you. Use the verbs from Exercise 4
Last month, I was with a group of people on a boat.
We 1 were (be) in Alaska. Justin Hofman, a scuba
and these time expressions:
diver, 2 was (be) in the water. He
c Last night/weekend/week/month/year
hi
3
had (have) a camera. He 4 took (take)
Read your sentences to each other. Did
pictures and 5 sent (send) them to us up on the
ap
I CAN
plants he 7 saw (see), and we 8 asked (ask) say when people did things
eo
2 Work in pairs. Read Carly’s answers. Write 6 Read the conversation between two
na
2 Yes, I had a great time. a nice meal / a good vacation last night?
at
140
tienganhedu.com
Unit 11 Review and memory Vocabulary
booster 4
• Ask students to complete the sentences with seven of
the simple past verbs from the box. Let them compare
Memory Booster activities answers in pairs before checking with the class.
Exercises 3 and 5 are Memory Booster activities. For more
information about these activities and how they benefit 5 ❯❯ MB
students, see page x. • Ask students to write true sentences about themselves
using the verbs from Exercise 4 and the time
expressions. Have them read their sentences to each
I can … check boxes
other to see if they did the same things.
As an alternative to asking students to simply check the
I can boxes, you could ask them to give themselves a score
EXAMPLE ANSWERS
from 1 to 4 for each language area (1 = not very confident;
4 = very confident). If students score 1 or 2 for a language I bought pasta for dinner last night.
area, refer them to the Workbook and Grammar Summary Last weekend, I cleaned my car.
exercises for additional practice. I cut my finger last week.
ng
Last month, I drove to the beach with my friends.
Grammar Last year, I fell down and cut my leg very badly.
1 I found ten dollars in the train last night.
ni
• Ask students to complete the text with the simple past I met my parents for dinner last week.
ar
form of the verbs in parentheses. Let them compare I paid a hundred dollars for a new phone last weekend.
answers in pairs before checking with the class. I sent a long email to my cousin last month.
Le
I took a photo of a bear in Alaska last year.
2
• Ask students to read Carly’s answers and write the
questions. Let them compare answers in pairs before
c Real life
hi
checking with the class. 6
• Ask students to circle the correct options to complete
ap
• Tell students to imagine they were on the boat in the students to change the script slightly and practice their
photo. Ask them to work in pairs and take turns to ask new conversations.
and answer questions from the prompts.
na
ANSWERS
io
EXAMPLE ANSWERS
1 We went to different places in Alaska.
2 We arrived on a Saturday afternoon in June.
3 We saw lots of beautiful animals and plants.
4 I went because I wanted to do something different.
ng
• When students are ready, ask them to share ideas
Students’ own answers.
with their partner and find out how similar or different
their weekends are.
ni
Background information
Extra activity
ar
Riyadh is the capital of Saudi Arabia. In Europe and North
America, the days off work are usually Saturday and Sunday, Broaden students’ vocabulary by eliciting other activities
Le
but in Saudi Arabia, the days off are Friday and Saturday. that people do on weekends. Students could use
expressions that were taught in earlier units (stay at home,
2 go shopping, play tennis, etc.), or they could come up with
c
their own ideas. Write these activities on the board as
• Give students a moment to read the activities. verb/noun collocations.
hi
• Ask students to decide whether people do these activities
at home (H), outside the home (O), or both (B). Let
ap
3 166
eo
141a
tienganhedu.com
ng
ni
ar
Le
c
hi
ap
gr
weekend
Helping people on 3 166 Listen to three friends. Circle the activities in
weekends Exercise 2 that they talk about.
4 Work in pairs. How often do you do the weekend
150 A day in the life of
activities in Exercise 2? Is your weekend similar or
a lighthouse keeper different to your partner’s?
A video about a man’s
I often play video games on weekends.
daily routine Me too.
141
tienganhedu.com
12a At home
Vocabulary rooms in a house Listening
1 Match the things (1–5) with the rooms. 5 Work in pairs. Look at the photos
(1–5) of a family at home in
bathroom bedroom dining room
Indonesia. Which rooms from
kitchen living room
Exercise 1 can you see?
1 a stove, a fridge kitchen 6 169Match the sentences (a–e)
2 a chair, a table dining room with the photos (1–5). Listen and
3 an armchair, a couch living room check.
4 a bed, a wardrobe bedroom
5 a bathtub, a shower, a They’re washing their
ng
a toilet bathroom motorcycles.
b She’s making lunch.
ni
2 Listen and check your answers from
167 c He’s playing a video game with
ar
Exercise 1. his son.
d He’s bathing his daughter.
Le
3 168 Listen and repeat the words for the rooms.
e They’re drinking coffee.
4 Work in pairs. Tell your partner one thing about
7
each room in your home.
c Listen again. Say who the
169
hi
sentences in Exercise 6 are about.
We don’t have a dining My kitchen is
ap
1 b
HOME LIFE
eo
lG
PHOTO PROJECT
na
io
3 e 4 c
142
tienganhedu.com
EXAMPLE ANSWERS
12a At home
I have a shower and a bathtub in my bathroom.
In my kitchen, there’s a stove, a fridge, and a table.
Lesson at a glance There’s a big window in my bedroom. I can see the garden.
• vocabulary: rooms in a house My living room is small. In it, there’s a couch, a small table,
• listening: a family in Indonesia a lamp, and a TV.
• grammar: present continuous I don’t use my dining room. It has lots of boxes in it!
• grammar: present continuous questions and short answers
• speaking: my photos
Extra activity
Have a class quiz to revise vocabulary and question words.
Vocabulary rooms in a house Divide the class into teams. Ask questions like: What do
1 you put food in? What do you put clothes in? Where do
• Optional step With books closed, draw a simple image you eat? Where do you shower? When do you use the
of a house on the board. Then draw a simple 2D plan dining room? The team that answers first gets a point.
showing different rooms. Say room and point to each room
to pre-teach the word. Find out if students already know Listening
ng
the names of any rooms in the house. You could then start 5
to elicit objects which may go in each room.
• Read the introduction to the Home Life Photo Project.
ni
• Ask students to match the rooms with the objects that are Ask: What is the photo project about? What day is it?
usually found in them. Remind students that they saw Explain the word project (a planned piece of work with a
ar
many of the words in the hotel room vocabulary section clear aim, usually done by a group or an organization).
of Unit 9b. Let students compare their answers in pairs.
Le
• Ask students to identify the rooms. Discuss as a class.
For each photo, ask: What are they doing? Does this room
Vocabulary note
look like the one in your house?
stove = a big piece of kitchen equipment used for cooking
c
hi
ANSWERS
2 167 1 kitchen 2 bathroom 3 dining room
ap
• Play the recording. Students listen and check their 4 living room 5 outside
answers from Exercise 1.
gr
• Play the recording. Students listen and repeat the words Sumatra is an island in western Indonesia. It is the sixth
for the rooms. largest island in the world. It has over 50 million people.
lG
1 kitchen 4 bedroom
Let students compare their answers in pairs.
2 dining room 5 bathroom
• Tell students they are going to listen to a conversation
io
3 living room about the photos. Play the recording. Students listen
and check their answers. In feedback, ask students
at
ng
• Ask students to complete the sentences describing the Ask them to look at the information and write questions
photos. Let students compare their answers in pairs using their respective prompts.
before checking with the class.
ni
• Ask students to ask and answer questions in pairs.
10 Monitor as students speak and note errors. Provide
ar
feedback on errors at the end of the activity.
• Ask pairs to write negative present continuous
• Optional step You could ask fast-finishing pairs to take
Le
sentences using the prompts. Go over the example with
the class. Monitor and check that students are using the turns to point out colors, items of clothing, and objects
negative form correctly. that they can see in the photo.
c ANSWERS
hi
ANSWERS
2 Amir isn’t smiling at the camera. Student A
ap
3 Ayu’s father and his friend aren’t standing. 1 Are the children watching TV? Yes, they are.
4 Amir’s brother isn’t watching TV. 2 Is the man sitting on a chair? Yes, he is.
gr
5 Ayu’s brother isn’t washing a car. 3 Are the people in the kitchen talking? No, they aren’t.
Student B
eo
his motorcycle.
Speaking my
11 14
io
• Read the grammar box with the class. Ask students to • Demonstrate the activity by showing some of your own
at
circle the correct question form (see Grammar notes on photos. Describe what the people in them are doing.
page 180). Check answers as a class. • Organize students into groups and tell them to take turns
N
ng
doing?
Is he/she/it
9 Complete the sentences about the photos. Yes, I am. No, I’m not.
ni
1 Ayu’s mother is cooking . (cook) Yes, you/we/you/they are.
ar
No, you/we/you/they aren’t.
2 Amir and his daughter are smiling .
Yes, she/he/it is. No, she/he/it isn’t.
Le
(smile)
3 Ayu’s father and his friend are drinking Now look at page 180.
(drink) coffee.
4 Amir’s brother is playing (play) a c
11 Look at the grammar box. Circle the
hi
video game with his son. correct question form (a–c).
ap
ng
1 Look at the information about three continuous for the future
ni
events. Complete the chart. PRESENT CONTINUOUS FOR THE FUTURE
ar
What? Where? When? What are you doing next weekend?
I’m going for a walk with my sister on
Le
a a sale a shop Saturday Saturday.
I’m going to a concert in the evening.
future (F)? F
eo
c a concert City Hall Sunday 4 170 Work in pairs. Use the present
continuous tense. Complete the
lG
144
tienganhedu.com
4 170
12b Next weekend • Tell the class to look at the second advertisement in
Exercise 1. Ask questions about the event: What is it?
Lesson at a glance (a talk); When is it? (Sunday, February 2nd); Where is it?
• reading: next weekend
(the Natural Science Museum); Who is giving the talk?
• grammar: present continuous for the future
(Helen Smith).
• pronunciation: going and doing • Lead in to Exercise 4 by asking students to read the
• speaking: next weekend conversation quickly without worrying about the
answers.
Reading • Then ask students to complete the conversation in pairs
by writing present continuous sentences with future
1 time expressions, using the prompts provided.
• Ask students to look at the images (a–c) at the top of
• Play the recording. Students listen and check their
the page. Ask: What are these? (ads/posters); Where
answers.
do you see images like these? (on a store window, on a
noticeboard, in a newspaper, on a flyer).
ANSWERS
• Tell students to read the information in the advertisements
ng
and complete the chart with words they can see in the 1 What are you doing next weekend?
images. Let students compare answers in pairs before 2 My brother is coming over tomorrow.
ni
checking with the class. 3 Is he staying the weekend?
4 We’re going out for dinner on Saturday evening.
ar
2 5 Helen Smith is giving a talk on Sunday afternoon.
• Ask students to read the messages and answer the
Le
question. In feedback, ask students what words in the 5
messages gave them the answer.
• Ask pairs to practice the conversation in Exercise 4.
Grammar present continuous c It may be easier for students to refer to the track 170
hi
audioscript on page 189 of the Student Book. Monitor
for the future closely as students practice, and note any errors in form
ap
practice.
at
ng
linking /w/ sound in going and doing.
partner.
7
ni
• Ask students to look at the chart and write true
sentences using the prompts. Go over the example to
ar
get students started. Let students compare answers in
Le
pairs before checking with the class.
ANSWERS
2 Aisha is making a cake on Saturday afternoon.
c
hi
3 Aisha isn’t playing tennis on Sunday afternoon.
4 Bernardo isn’t meeting friends on Saturday afternoon.
ap
morning.
lG
na
io
at
N
a 171 Listen to four sentences. Pay attention to 8 Make plans for next weekend. Write
the /w/ sound in going and doing. activities for these times.
b 171 Listen again and repeat the sentences.
Saturday
7 Work in pairs. Look at the information about
people’s activities for next weekend. Write true MORNING
sentences with these words. Use affirmative and
AFTERNOON
negative forms.
EVENING
1 Aisha / shopping / Sunday morning
Aisha isn’t going shopping on Sunday morning.
2 Aisha / a cake / Saturday afternoon Sunday
3 Aisha / tennis / Sunday afternoon
ng
MORNING
4 Bernardo / friends / Saturday afternoon
ni
5 Bernardo / TV / Sunday afternoon AFTERNOON
6 Che and Dan / walk / Saturday morning
ar
EVENING
7 Che and Dan / soccer / Sunday morning
Le
8 Che and Dan / Che’s parents / Sunday
morning
9 Work in pairs. Take turns to invite
Saturday Sunday
c your partner to do activities with you.
hi
a.m. go shopping play tennis
Aisha Do you want
ap
Saturday afternoon
in a cafe in Paris
ng
they describe the past, present, or future?
1 present 2 past 3 present 4 future
Critical thinking finding 6 Complete the answers with the correct
ni
main ideas forms of the verbs.
ar
3 Work in pairs. Circle the main idea of the 1 Sam goes (go) to work every
Le
article. day.
2 Last year, Ian moved (move) to a
a Tornadoes damage homes in Kansas.
b We can help people in our free time. c new house.
hi
3 Next week, we are helping (help) our
c Joel Connor is an unusual person. friend fix his car.
ap
Speaking my
4 Look at the grammar box. Read the
sentences and look at the photos. Write S 8 Work in groups. Plan a special weekend for
(small photo) or L (large photo). a person you all know. Then tell the class.
1 There are four people on the roof. L Next weekend, we are taking Esther
2 The house is behind the woman in the shopping. After that, …
green top. S
3 The green board is between two blue
boards. L
4 The blue board is under the woman’s
hand. L
146
tienganhedu.com
Vocabulary notes
12c A different kind of weekend
board = a long, thin, and flat piece of wood
builder = someone whose job it is to repair and build
Lesson at a glance houses
• reading: helping people on weekends tornado = a very strong wind that spins or goes quickly
• critical thinking: finding main ideas around in circles
• grammar: prepositions of place hit = to suddenly affect something in a bad way
• grammar: tense review community = the people who live in an area
• speaking: a special weekend
dream = something that you really want, or have always
wanted
Reading resistant = not harmed or affected by something
1
• Ask students to look at the photos on Student Book Extra activity
page 147. Ask: What can you see? Elicit ideas.
Ask students to find nouns that collocate with these verbs
• Ask students to discuss the questions in pairs. In from the article: build (a house/home); help (people); start
feedback, elicit ideas, but do not confirm or correct them.
ng
(a project); make (friends).
ni
1 They are building or repairing a house.
4
ar
2 Students’ own ideas
• Optional step Remind students that they first studied
prepositions of place in Unit 4a: on, next to, opposite, and
Le
2 172 near. Elicit and write these prepositions on the board
• Ask students to read the article and check their ideas and ask students to give an example sentences for each.
from Exercise 1. Let students compare their answers
in pairs before checking with the class. Explain the
c • Read the grammar box with the class. It’s a good idea
to use realia to physically demonstrate the meaning of
hi
meaning of the difficult words in the article (see these prepositions. For example, take two small boxes
Vocabulary notes).
ap
Background information Refer students to page 180 for further information and
na
ng
7 Extra activity
• Ask students to match the questions (1–3) with the Write the following on the board:
ni
answers (a–c). Then tell them to write P (past), PR It’s Mike’s 40th birthday next Tuesday.
(present), or F (future) next to the answers. Let students It’s Jo and Frank’s silver wedding anniversary next
ar
compare their answers in pairs before checking with the Saturday. (25 years)
class.
Le
It’s Helen’s bachelorette party this Friday. (a pre-wedding
party with friends)
Extra activity Jack’s coming back home from the Olympics with a gold
Write the following phrases on the board:
c medal tomorrow.
hi
at the moment right now Ask students to plan these celebrations in groups.
next Tuesday tomorrow
ap
ng
hit their town. After the tornado, the community
started a project to build new homes. The goal is to
ni
build a total of thirty homes.
Joel says, “I heard about the tornado and the
ar
new project. I knew some people in Greensburg. I
Le
wanted to help.” Joel is working with Jill and Scott
Eller to build their dream house. They’re making
the house tornado-resistant—that’s why it has an
unusual shape. c
hi
The Ellers’ house is now almost ready. Next
ap
why not?”
lG
na
io
at
N
3 on the table /
c Work in pairs. Make offers and invitations
with would you like.
4 on Tuesday morning / afternoon /
ng
to watch a movie a cup of coffee
5 in the morning / afternoon / to play soccer a seat
ni
6 in town / to join us for lunch a glass of water
7 at our house /
ar
8 at eight o’clock / 6 Work in new pairs. Take turns to make
Le
offers for each situation. How many offers
2 Work in pairs. Add one more time or can you make?
place to each expression in Exercise 1.
c Your partner is …
hi
Real life offers and • cold • thirsty
ap
Sunday? lunch
173
Look at the expressions below. Listen for
at
148
tienganhedu.com
Pronunciation would you …?
12d Would you like to come? 5a 174
• Tell students they are going to listen to four questions
Lesson at a glance with Would you like. Play the recording. Ask students to
• vocabulary: times and places listen for the /dʒ/ sound in would you.
• real life: offers and invitations
• pronunciation: would you …? Pronunciation notes
Note that in Would you like, would and you run together
in natural speech: /ˈwʊdʒə/. The you is also frequently
Vocabulary times and places reduced to a schwa sound. The main stress in the phrase is
1 on the word like. The noun or the verb that completes the
• Ask students to look at the expressions and underline offer or invitation is also stressed: Would you like a drink?
the prepositions. Tell them not to worry about / Would you like to come?
completing the gaps as they will do this in Exercise 2.
Check answers as a class. 5b 174
• Play the recording again. Ask students to listen and
2 repeat the questions. Tell them to focus on saying would
ng
• Elicit one or two examples to get students started. Ask you naturally with the /dʒ/ sound.
students to work in pairs to think of other examples to add
5c
ni
to each expression in Exercise 1. Check answers as a class.
• Ask students to practice in pairs making and
ar
EXAMPLE ANSWERS responding to offers and invitations with would you like
and the prompts in the box. As students speak, monitor
Le
1 Wednesday / Christmas / summer closely and correct errors of form and pronunciation.
2 afternoon / evening
3 the desk / the floor / the couch EXAMPLE ANSWERS
4 evening
c A: Would you like to watch a movie?
hi
5 evening / day(time) B: Sorry, I can’t make it.
ap
8 noon / midnight
A: Would you like a glass of water?
B: No, thanks. But I’d like a cup of tea!
eo
• Tell students they are going to listen to a conversation • Organize the class into new pairs. Ask students to take
between three people: Brad, Samira, and Kris. Ask them turns to make and respond to offers for each situation.
to read the questions before they listen.
na
• Ask students to look at the expressions used for offers • Monitor carefully. Make sure students are using the
N
and invitations in the language box. Play the recording expressions correctly, and that they are pronouncing
again. Tell students to listen for the expressions in the would you naturally.
box. As a class, decide which of the three questions in
the box are offers, and which are invitations. Extra activity
Suggest other situations:
Vocabulary notes
Your partner is lost / sick / angry / scared.
Using would makes an offer or invitation more polite.
I can’t make it. = I can’t come to an event.
ng
2 Gerry looks very funny in that hat—I’m buying him
• Ask students to read the note and the pairs of sentences another one on Tuesday!
ni
(a–c), and decide which pair of sentences completes the Yours,
note. Let students compare their answers in pairs before Ian
ar
checking with the class.
(Follow up question: Are you taking a photo of that hat,
Le
too? I’d like to see it!)
Writing skills spelling: verb endings
3a (A note to friends who cooked you a meal)
Dear Sue and Joe,
• Ask students to read the note again and underline the
two verbs. Then ask them to write the base form of the cThank you for the meal. It was a lovely evening and the
hi
verbs. Let students compare their answers in pairs to food was great. We ate so much! We’re having a barbecue
next week. Please come.
ap
students think of other verbs that change their spelling Simon and Harriet
this way? (come, make, etc.)
eo
endings.
Extra activity
3b
na
4
• Ask students to read the four situations and choose one.
Then tell students that they have to write a thank you
note for that situation. Elicit phrases students could use
in their thank you notes, and encourage students to use
different tense forms in their notes. Ask them to write
their note on a separate piece of paper, as this will help
in Exercise 6. Circulate and help students with ideas
and vocabulary.
Dear Lili,
Thank you for a fantastic weekend! We
ng
had a great time. On the way home,
something happened. … We’re using
ni
Dad’s car this week—he’s taking the train
to work. Speak to you soon.
ar
Best wishes,
Le
Bibia and Mark
home at midnight!
c We had a problem with the car! So I
gr
ng
ni
ar
Le
c
hi
ap
gr
eo
lG
na
io
at
N
150
102a
tienganhedu.com
3b 175
12f A day in the life of a • Tell students that they are going to hear the bold words
lighthouse keeper from Exercise 3a. Play the recording. Students listen and
repeat the words.
Before you watch
1 Audioscript 175
• Ask students to look at the photo on Student Book stew mate tools
page 150 and discuss the question. In feedback, ask
students to share their answers with the class, and Background information
discuss what else students know about lighthouses.
Mate /mɑːteɪ/ is a traditional drink in some countries in
South America, especially in Argentina, Paraguay, Uruguay,
ANSWER and Brazil. It contains mateine (a form of caffeine).
Lighthouses are found on the coast, near parts of the sea
that are dangerous for ships. 4
• Ask students to think about the daily routine of a
2 lighthouse keeper in pairs. In feedback, ask students to
ng
• Ask students to read and complete the text about the share their ideas with the class.
lighthouse in the photo with the words in the box. Let
ni
students compare answers in pairs before checking While you watch
with the class. 5 12
ar
• Tell students they are going to watch a video about
Key vocabulary
Le
the lighthouse and its keeper. Ask them to complete
3a the activities with the words in the box. Let students
• Ask students to read the sentences and match the compare answers in pairs before checking with the class.
bold words (1–3) with the pictures (a–c). Let students
c
• Note that this particular video does not include any
hi
compare answers in pairs before checking with the voiceover—it is purely visual.
class.
ap
gr
eo
lG
na
io
at
N
ng
other. In feedback, ask for volunteers to read out their I clean the lighthouse, and I check that everything is
commentary to the class while the video plays. working. I repair any equipment that’s broken. I also
ni
watch to make sure there are no boats or ships in trouble.
Yes, I do, but I can’t see my family and friends very often.
EXAMPLE ANSWER
ar
I don’t like that.
It’s a cold and cloudy day. This is Alejandro Blanco. He’s a I usually stay here for a month and then I go home for two
Le
lighthouse keeper. Every day, Alejandro cleans and repairs his weeks. I’m going home this weekend. After that, I come
equipment. He prepares meals, too. Here he is in the kitchen. back again.
He’s cutting some meat to cook for lunch. It looks delicious …
People don’t visit me very often. But sometimes, my
ng
There are about 95 3 people in the
12 Watch the video again. Number the
village and there is a tall 4 lighthouse . It activities in Exercise 5 in order (1–7).
ni
was built in 1881.
After you watch
ar
3 Key vocabulary 7 Work in pairs. Write the commentary for
Le
a Read the sentences. Match the bold words the video. Follow these steps:
(1–3) with the pictures (a–c).
c 1 Describe the weather.
hi
1 We often eat stew in winter. It's a cloudy day.
2 Mate is a popular South American 2 Introduce the lighthouse keeper. Give
ap
a b
4 Try reading your commentary while
the video plays. Take turns.
lG
lighthouse keeper?
N
ng
2 sleep 5 eat
3 take a shower 6 read
ni
5 Work in pairs. Tell your partner
ar
❯❯ MB
about the things you usually do on
Le
weekends. Do you do similar things?
I CAN
a 3 c 2
c
hi
talk about rooms in a house
talk about weekend activities
ap
d 1
b 4
Real life
gr
1
are standing (stand) at a bus stop. There’s sandwich? d
a bus. Its doors 2 are opening (open), 3 Do you want to meet on Sunday? a
io
but the people 3 aren't getting (not get) 4 Would you like to watch a movie
at
152
104a
tienganhedu.com
Unit 12 Review and memory Vocabulary
booster 4 ❯❯ MB
• Ask students to work in pairs to ask and answers
questions about rooms using the words in 1–6.
Memory Booster activities
Exercises 3, 4, and 5 are Memory Booster activities. For EXAMPLE ANSWERS
more information about these activities and how they
benefit students, see page x. 1 Where do people make meals? In the kitchen.
2 Where do people sleep? In the bedroom.
3 Where do people take a shower? In the bathroom.
I can … check boxes 4 Where do people watch TV? In the living room.
As an alternative to asking students to simply check the 5 Where do people eat? In the dining room.
I can boxes, you could ask them to give themselves a score 6 Where do people read? In the living room.
from 1 to 4 for each language area (1 = not very confident;
4 = very confident). If students score 1 or 2 for a language
area, refer them to the Workbook and Grammar Summary 5 ❯❯ MB
exercises for additional practice. • Ask pairs to make sentences about what they usually
do on weekends. Encourage them to ask each other
ng
Grammar follow-up questions and develop a conversation, and to
try and find things they both do.
1
ni
• Tell students to work individually to match the words
EXAMPLE ANSWERS
ar
(1–4) with the people (a–d) in the photo. Then ask them
to write sentences in pairs using the present continuous. A: On Friday night, I usually watch TV. Then on Saturday,
Le
I go shopping and have dinner with my wife. What do
Check answers as a class.
you usually do?
B: I usually go to bed early on Fridays. Then I play soccer
ANSWERS
c
on Saturday morning. What do you do on Sundays?
1 She’s making a phone call. A: Well, sometimes I read the news. Or I visit my parents.
hi
2 He’s wearing a brown jacket.
ap
• Ask students to complete the paragraph with the exchanges. Let them compare answers in pairs before
present continuous form of the verbs in parentheses. checking with the class.
Let them compare answers in pairs before checking
lG
3 ❯❯ MB
exchanges in Exercise 6. Encourage students to
• Ask students to form present continuous questions in change or add on to the responses, and to develop the
pairs using the prompts. Then have them take turns to
io
EXAMPLE ANSWERS
EXAMPLE ANSWERS
N
1 Look at the photo. You are on vacation in 1 Look at the information about photo A.
Oman. Look at the sentences (1–5) and Answer your partner’s questions.
choose from the options. Then have a
A
telephone conversation with Student B.
Answer his or her questions.
ng
ni
ar
Le
The Paranel Observatory
• Atacama desert in Chile.
c
• Open on Saturdays.
hi
• It’s big. It’s in the James Bond movie
ap
Quantum of Solace.
gr
ng
tea
4 Answer your partner’s do homework ✓ ✗
ni
on weekends? after school
questions.
have lunch at ✗
ar
✗
5 Ask your partner questions home? at school at work
Le
and complete the information meet friends ✓ ✗
for “Your partner.” after class? on Sundays
Do you watch
c
hi
videos online?
ap
Student A
Ask your partner about the
Seaview Mountain Sun
na
a restaurant? ✓ ✗ ✓
which of the three hotels
N
1 Your friend (Student A) is on vacation. 1 Look at photo A. Ask your partner the
Prepare questions with these words. questions in the grammar box on page 49.
Then have a telephone conversation with
A
Student A. Ask the questions.
1 where? Where are you?
2 hot? Is it hot?
3 OK? Are you OK?
4 beach beautiful? Is the beach beautiful?
5 hotel nice? Is the hotel nice?
2 Look at the photo. You are on vacation
ng
in New York. Look at the sentences (1–5)
and choose from the options. Then have
ni
a telephone conversation with Student A.
ar
Answer his or her questions.
Le
2 Look at the information about photo B.
c
Answer your partner’s questions.
hi
ap
B
gr
eo
lG
na
io
at
N
ng
for “You.” tea
do homework ✓ ✗
4 Ask your partner questions
ni
on weekends? after school
and complete the information
have lunch at ✗ ✗
ar
for “Your partner.” home? at school at work
Le
Do you watch meet friends ✓ ✗
videos online? after class? on Sundays
c
hi
5 Answer your partner’s
ap
questions.
6 Are you or your partner
gr
Student B
Look at the information about Seaview Mountain Sun
na
a swimming pool? ✓ ✗ ✗
buses to the city center? ✗ ✓ ✓
cost per night $145 $90 $110
ng
Is it a fruit / vegetable / snack?
ni
Is it a food / drink?
ar
Is it red / white / brown? Is it hot / cold? pasta soup yogurt
Le
UNIT 12a, Exercise 13, page 143
c
hi
Student A Student B
Look at the photo of Ayu’s family in the Look at the photo of Ayu’s family in the
ap
living room. Write questions. Then ask and living room. Write questions. Then ask and
gr
answer the questions with your partner. answer the questions with your partner.
1 children / watch TV? 1 boy / lie on the couch?
eo
ng
Grammar notes
Cities, countries, and nationalities are proper nouns so
they always start with a capital letter. Note that we use the imperative form when giving
classroom instructions (Sit, Do, Look). In English, the
ni
In English, most countries need no article (a, an, or
the). However, some countries use the because they are imperative looks the same as the base form. Students will
be taught the imperative form in Unit 9.
ar
described as a set of states, islands, kingdoms, etc. For
example: the United States (the US), the United Kingdom
Le
(the UK), the United Arab Emirates (the UAE).
There are three main endings for nationalities: -(i)an, -ish
and -ese. Ask students to find examples of these endings
in the chart. Some nationalities are irregular: France—
French, Switzerland—Swiss, the Netherlands—Dutch.
c
hi
ap
Note the pronunciation: he’s /hi:z/, she’s /ʃi:z/, and it’s /ɪts/.
N
158
tienganhedu.com
Exercises
1 Write I’m or You’re. 4 Write sentences with He’s, She’s, and It’s.
1 Hello. I’m 2 1 Jack / from London
Jack. He’s from London.
2 George / Canadian
He’s Canadian.
3 Katya / Russian
She’s Russian.
4 Chicago / in the United States
Hello. I’m It’s in the United States.
Hi. I’m your teacher. 5 Jessica / from Toronto
Susana. You’re in my She’s from Toronto.
ng
class. 6 Cairo / in Egypt
2 Write I’m or You’re. It’s in Egypt.
ni
1 george: I’m George. 5 Write am, are, and is.
ar
teresa: Hi, George.
1 Hi! I am Elena.
2 carola: Hi, George.
Le
2 Paul is a doctor.
george: Hello! You’re Carola!
3 He is from Hong Kong.
3 teresa: Hello.
otto: Hi! I’m Otto Hampel.
c4 It is in China.
hi
5 You are American.
3 Write He, She, or It.
ap
3 4
The teacher is Spanish.
4 is / Brazilian / he
io
He’s Brazilian.
at
5 in / New York / am / I
I’m in New York.
N
ng
the names we give to many things, including: people,
Grammar notes books, movies, organizations, countries, cities, states,
In spoken English, we are and they are are almost always roads, streets, etc.
ni
contracted to we’re and they’re. We only tend to use the
full form when we are emphasizing or contradicting, e.g.,
ar
Yes! We are French! For this reason, it’s important to teach
and encourage the use of the contracted forms.
Le
Negative forms of be
Grammar notes
c
hi
In spoken English, the negative forms of be are almost
ap
always contracted. We only tend to use the full forms
(am not, is not, and are not) when we are emphasizing
or contradicting.
gr
Grammar notes
io
160
tienganhedu.com
ng
question with yes and no.
ni
1 Simon / from Bolivia?
Is Simon from Bolivia?
ar
Yes, he is. No, he isn’t.
Le
2 you / on vacation?
Are you on vacation?
6 Write a or an.
classroom.
5 I’m from Japan. My friend is from 1 I’m a student.
na
ng
In English, possessive adjectives are the same for both
singular and plural nouns. We say their book and their Although students haven’t been taught has and have,
books, NOT theirs books. note that has can also (sometimes) be reduced to ’s (She’s
ni
Note the pronunciation: our /ˈaʊ(ə)r/ and their /ðer/. finished her homework = She has finished her homework).
ar
Using be when talking about age Irregular plurals
Le
Grammar and pronunciation notes Grammar notes
Point out that when we talk about someone’s age in While most plurals forms are regular, many are irregular.
English, we use the verb be, e.g., She’s twelve years old;
c For example: foot/feet, tooth/teeth, goose/geese, mouse/
hi
I’m twenty-seven; They are fifteen. mice. Nouns that end with the -f sound are also irregular:
shelf/shelves, wolf/wolves, knife/knives, life/lives. Some
ap
Grammar notes
Using contractions
Eyes are plural. Therefore, we use the verb are with eyes.
eo
We use the possessive ’s to show possession or ownership You may need to revise the rules of contractions with the
in English. You add ’s to the end of the noun which verb be. Remind students that in spoken English, be is
at
“possesses” the noun that follows, e.g., This is Alan’s pen often abbreviated after the subject pronoun (I’m, you’re,
(the pen belongs to Alan). she’s, he’s, it’s, we’re, they’re).
N
In this level, it's best to keep things simple by only With negatives, be and not are abbreviated to I’m not,
providing examples involving singular possessors. However, she/he/it isn’t, and you/we/they aren’t (she’s/he’s/it’s not
note that the position of the apostrophe changes for and you’re/we’re/they’re not are also possible, but less
singular and plural possessors: My sister’s car = a car that common).
belongs to one sister; My sisters’ car = a car that belongs to
Question words are also abbreviated with is (Who’s,
more than one sister.
What’s, etc.), but not usually with am or are (Where am I?
Who are they?).
162
tienganhedu.com
ng
Michael and David are Kim’s friends.
he her his it its she their they
5 Write is or ’s in the correct place.
ni
1 A: Robert’s address is 25 Smith Road. 1 Who this?
ar
B: What’s his phone number? Who is this?
Le
2 A: Dani and Harry are brothers. 2 My hair black.
B: What’s their last name? My hair is black.
3 Sonia is my friend. She ’s a teacher.
c 3 How old your best friend?
hi
4 A: What’s your name? How old is your best friend?
B: It ’s Paulo. 4 David friends are Oscar and Paul.
ap
he 5 Sandra tall.
6 We’re from an island. Its name is Sandra is tall.
eo
John and James are Elena’s sons. 5 James and Eliza are my children .
3 Lisa and Marga / John / daughters 6 Our teacher is a man .
Lisa and Marga are John’s daughters.
4 Lisa / Marga / sister
Lisa is Marga’s sister.
5 James / Harry / son
James is Harry’s son.
ng
These is the plural of this, and those is the plural of that.
Adjectives
ni
Inverting be in questions
Grammar notes
ar
Grammar notes Note that adjectives in English do not change according
to whether they are describing singular or plural nouns:
Le
Note that after question words, the verb be inverts (it
The houses are big, NOT The houses are bigs.
swaps position with the subject): What is it? NOT What
it is?
c
hi
ap
gr
eo
lG
na
io
at
N
164
tienganhedu.com
ng
These / Those
yes or no. 1
your keys? 2 buildings are old.
ni
1 Is the Science Museum next to the
bank?
ar
no
Le
2 Is the park on Oxford Street?
yes
3 Is the Science Museum opposite
c Are these / those
hi
the park? dictionaries? These / Those are
3 my children.
no
ap
4
4 Are the three people near the Science
gr
Museum?
yes
eo
5 6 those lions?
Paris.
yes
io
ng
Can is a modal auxiliary verb so it inverts with the subject
or asking for something. I want … is considered too direct
noun or pronoun when making questions:
and rude in English. Make sure students are pronouncing
He can swim. Can he swim?
I’d /aɪd/ and not saying I like.
ni
In questions, can is weakly stressed, but in short answers,
Salespeople tend to say It’s five dollars when asked how
both can and can’t are strongly stressed.
ar
much something is, but That’s five dollars when adding
everything together and asking for money at the end of
Le
Has and have the conversation.
Grammar notes
But
We use have and has to express possession. Note that
c
hi
have got and has got are also used to express possession, Grammar notes
especially in British English.
We use the conjunction or linking word but to join two
ap
We use has with the third person singular (he, she, it). clauses and show that there is a contrast between them.
A comma should be placed before but when it joins two
gr
Grammar notes
Note that when expressing possession, has and have are
lG
Adjective forms
io
Grammar notes
at
plural, e.g., his camera is big and his cameras are big, NOT
his cameras are bigs.
166
tienganhedu.com
ng
Can you play the piano? Your car popular
2 car / drive / can’t / I / a / . The museum red
ni
I can’t drive a car. The people tall
My sister young
3 friends / my / cook / can’t / .
ar
My friends can’t cook. The buildings are tall.
Le
4 baby / walk / your / can / ? The buildings are new / tall / red.
Can your baby walk? My camera is expensive / new / red.
5 can’t / robot / swim / this / .
c Your car is expensive / new / red.
hi
This robot can’t swim. The museum is new / popular.
6 speak / my / Spanish / can / brother/. The people are popular / tall / young.
ap
1 he / sing ✓
Can he sing?
6 Put the words in order to make sentences.
lG
ng
Unit 6b).
How about + noun (How about tennis?). Be aware that
Watch out for common errors such as I am like … and They How about …? can also be used with the -ing form of the
not like … as students get to grips with these forms.
ni
verb (How about playing tennis?), but that this slightly
more advanced form is not taught in this lesson.
ar
Simple present questions and short answers English tends to use have rather than eat with food when
talking about meals (Let’s have pizza; Let’s have lunch).
Le
Grammar notes
Here, students are introduced to the question and short Can
answer forms of the simple present for the first time.
When asking yes/no questions with plural nouns or with
c Grammar notes (p. 77, Exercises 1 and 2)
hi
the pronouns I, you, we, and they, we use the auxiliary The short messages in Exercises 1 and 2 make use of the
verb Do, followed by the subject noun or pronoun, and modal verb can. Note the functional uses of can:
ap
then the base form of the verb. For example: Do you like
Can you come for lunch? = an invitation
golf?
Can we meet at 8? = a suggestion
gr
Watch out for common errors such as You like golf? and Of course you can. = giving permission / agreeing to a
Yes, I like. as students learn these forms. request
Sorry, I can’t. = refusing an invitation
lG
Grammar notes
Here, students are introduced to the affirmative, negative, Grammar notes
io
and question forms of the simple present in the third We use capital letters at the start of a sentence.
person singular for the first time.
We use periods at the end of a sentence.
at
After he, she, and it, we add an s to the basic form of the
We use commas when there is a pause in the sentence
verb (like becomes likes). To make the negative, we use
(e.g., Yes, of course).
N
168
tienganhedu.com
ng
I like London. Nuno doesn’t like fish.
6 they / coffee
5 Four of these sentences have a missing
ni
They don’t like coffee.
word: does or doesn’t. Rewrite the four
ar
2 Write questions with the words. Then sentences with the missing word.
Le
write answers to the questions.
1 Nam likes New York. ✓
1 Formula 1 / they ✓
Do they like Formula 1?
c 2 Joanna like movies.
hi
Yes, they do. Joanna doesn’t like movies.
2 soccer / you ✗ 3 your teacher like music?
ap
3 Rewrite the sentences in the form given in the sentences with an object pronoun.
parentheses.
at
ng
verb. For example: Don’t go ... , Don’t do ... , Don’t eat ...
Watch out for common errors such as I am live and They In English, we use the following Wh- question words:
not have as students get to grips with these forms. What (to ask about things, activities, events, etc.)
ni
Note that the negative form don’t is strongly stressed in Where (to ask about places)
sentences. Do not is almost always shortened to don’t in
ar
Who (to ask about people)
spoken English.
Why (to ask for a reason)
Le
When (to ask about time)
Prepositions of time
We use the following order in -Wh questions:
Grammar notes
c Question word + auxiliary verb + I/you/we/they + verb
hi
We use the preposition at to say a specific time: at Where do you go?
5 o’clock, at noon, at midnight. We also use at in the Note that there are other question words: Which (to ask
ap
expression at night. about choice and alternatives), How (to ask about way,
We use in to describe different parts of the day: in the manner, or form), and Whose (to ask about possession).
These are not taught in this lesson.
gr
170
tienganhedu.com
ng
4 I don’t have classes on Fridays. Yes, they do.
(affirmative) 5 shopping (you / enjoy) ✓
ni
I have classes on Fridays. Do you enjoy shopping?
5 We finish class at eight o’clock. (negative)
ar
Yes, I do.
We don’t finish class at eight o’clock.
5 Write sentences and questions with the
Le
6 They go to bed at midnight. (negative)
words in parentheses.
They don’t go to bed at midnight.
2 Write sentences with these verbs. c 1 you / painting / ? (like)
hi
Do you like painting?
2 My friends / German / . (not speak)
ap
ng
Watch out for common errors such as He start and She Grammar and pronunciation notes
doesn’t starts as students get used to these forms.
English often has double letters in words. Unfortunately,
ni
the rules for double letters are fairly complex. At this
Third person singular simple present questions: does level, it’s best to treat the occurrence of double letters as
ar
something that simply needs to be noticed and learned on
Grammar notes a word by word basis.
Le
Double consonants often have an effect on the
In third person singular questions, the auxiliary verb do
pronunciation of the vowel sound that precedes them.
changes to does. The main verb takes the base form (go,
For example, diner (someone who is eating a meal at a
work, etc.), not the third person singular form. Note the
word order in questions:
c restaurant) is pronounced /ˈdaɪnər/, but dinner (the meal
we eat in the evening) is pronounced /ˈdɪnər/.
hi
Question word + auxiliary verb + subject + verb
Generally, when consonants are doubled, only one is
What does she do?
ap
172
tienganhedu.com
ng
2 Complete the paragraph with the correct with the words in parentheses.
form of these verbs.
ni
1 Carl doesn’t finish work at eight
o’clock. (nine o’clock?)
ar
buy get go have play
use watch work not work sell Does he finish work at nine o’clock?
Le
2 Jon doesn’t work in an office. (where?)
Alain Bofill 1 works in the city. He Where does Jon work?
2
uses a computer all day. He
c 3 Julia doesn’t goes to bed late. (early?)
hi
3
buys / sells and sells / buys
4
Does Julia go to bed early?
money—dollars, pounds, and euros. He 4 My brother doesn’t read novels. (what?)
ap
5
goes home on the subway. He What does your brother read?
6
gets home at nine o’clock in the
gr
8
watches TV. He doesn’t work on
9
Saturdays—he 10 plays golf with his 6 Put the words in order to make sentences.
lG
1 Your friend lives near a beach. (negative) My colleague often travels in her job.
at
Your friend doesn’t live near a beach. 3 homework / never / our / gives /
2 Ahmed doesn’t drive to work. teacher / us
N
ng
Grammar notes We say Here you are when we give something to
We use there isn’t a/an when talking about singular nouns. somebody.
ni
We use there aren’t any when talking about plural nouns. I’d/We’d like are polite ways of asking for something.
We use any with plural nouns in questions and negative I’d = I would.
ar
forms.
Note the inversion to make a question: Because
Le
There’s a train. Is there a train?
There are some trains. Are there any trains? Grammar notes
c
The word because usually goes in the middle of a sentence
People and joins two clauses. It is used to give reasons.
hi
ap
Grammar notes
People is the irregular plural form of the word person.
gr
174
tienganhedu.com
ng
2 Look at the picture. Write sentences with 4 Complete the conversation with the
the words. correct forms of there is/are.
ni
A: Let’s go to Loch Ness for the New Year.
ar
B: 1 Is there an airport near Loch Ness?
Le
A: Yes, 2 there is .
B: 3 Are there any flights from here?
c
A: 4 There are flights Mondays to
hi
Fridays, but 5 there aren’t any flights on
weekends.
ap
ng
Instead of just saying Yes I was, students may make the
Grammar notes mistake of saying, for example, Yes, I was happy or Yes, I
ni
Ordinal numbers are so-called because they tell us the happy.
order of events. They are also used to say dates.
ar
First, second, and third are the ordinal numbers for one, Regular past verbs
two, and three. After third, ordinal numbers are formed
Le
with number + -th. Also, we say twenty-first, twenty- Grammar notes
second, and twenty-third, NOT twenty-oneth, etc.
We form the regular past form by adding -d or -ed to the
We use last at the end of a sequence of things, e.g., The
verb.
last man on the moon. It means the final one, and it’s not
c If a verb ends with e, then only d needs to be added (lived,
hi
an ordinal number.
died, etc.). Otherwise, -ed is needed (watched, listened,
etc.).
ap
Saying ordinal numbers If a verb ends with a consonant + y (study, carry, etc.), the
y changes to i, and -ed is added (studied, carried). Note,
gr
Grammar and pronunciation notes however, that if it ends vowel + y, there is no change to
In ordinal numbers, th is pronounced /θ/ and is unvoiced. the y (stayed, played).
eo
Ordinal numbers are often preceded by the article the (He Watch out for common spelling errors: studyed, plaied,
was the first person in space). etc.
lG
Grammar notes
Note that in American English, the month goes first and
io
176
tienganhedu.com
ng
4 and Magellan / Drake / leaders / were / Athens?
expedition B: No, they weren’t . They were in
ni
Drake and Magellan were expedition leaders. Olympia.
ar
5 musician / a / John Lennon / was 5 Read the answers. Then write was or were
Le
questions.
John Lennon was a musician.
1 John Lennon wasn’t born in
2 Complete the paragraph with was or were. c Manchester.
hi
Was John Lennon born in Manchester?
Sally Ride 1 was the first American 2 Victoria wasn’t the first British queen.
ap
woman in space. She 2 was born Was Victoria the first British queen?
gr
in 1951. Her parents 3 were from 3 Sal’s sister wasn’t born in 2001.
California. Her first space flight 4 was Was Sal’s sister born in 2001?
eo
in 1983. She 5 was the writer of five 4 Nina’s grandparents weren’t from
books for children. They 6 were about Hong Kong.
lG
1 Joe’s favorite teacher was Mr. Lee. Were Teo’s parents born in Europe?
at
(question)
Was Joe’s favorite teacher Mr. Lee? 6 Write the simple past form of the verbs.
N
ng
This is the simple past negative form: Who (to ask about people)
subject + didn’t + verb in base form Note that there are other question words: Which (to ask
ni
about choice and alternatives), How (to ask about way,
Note that in the negative, the main verb in the simple past
manner, or form), and Whose (to ask about possession).
reverts to the base form. Watch out for errors such as They
ar
didn’t left and He not went.
This is the simple past question form: Using When with the simple past
Le
Did + subject + verb in base form
Grammar notes
Again, the main verb reverts to the base form. Watch out
When can mean at or during the time that. We use it with
c
for errors such as Did you walked? Went she home?
the simple past because it helps refer back to a specific
hi
Short answer forms use the auxiliary (e.g., Yes, I did / No,
time in the past. It is a linking word or conjunction that
I didn’t). Students are often tempted to use the main verb
joins two clauses. When a sentence starts with When,
ap
instead: Yes, I walked.
there is a comma between each clause.
Note that when the subject is the same in both clauses, we
gr
178
tienganhedu.com
ng
last night. (affirmative)
6 My father left (leave) school when Tony met his wife at work.
ni
he was fourteen.
5 Complete the interview with a travel writer.
ar
2 Write sentences about things that Q: 1 Did you travel (you / travel) a lot
Le
happened yesterday with the simple past
last year?
form of the verbs.
A: Yes, I 2 did . I went to
buy come drive make speak
c three continents.
hi
Q: Wow! 3 Did you go (you / go)
1 my friends / to my house to South America?
ap
ng
Present continuous question forms Grammar notes
The present participle is usually formed by adding -ing
Grammar notes
ni
to the base form of the main verb. However, note these
Present continuous questions forms are made by inverting exceptions:
ar
the subject and be: Verbs such as sit, run, and get become sitting, running, and
Question word + be + subject + verb in -ing form getting (the last consonant repeats in most verbs that end
Le
What is she doing? consonant + vowel + consonant).
Are they playing? Verbs that end with e, such as come and live, lose the e and
become coming and living.
c Verbs that end with -ie, such as lie and die, replace the -ie
hi
Present continuous for the future with -y and become lying and dying.
ap
Grammar notes
In English, we sometimes use the present continuous to
gr
180
tienganhedu.com
Exercises
1 Look at the picture of the classroom.
Complete the sentences with the correct
form of the verbs in parentheses.
1 The teacher is talking (talk) to Leon.
2 Leon is listening (listen) to the teacher.
3 Amy and Roy are writing (write).
4 Paula is reading (read).
5 The students at the back are watching
(watch) a video.
6 Olga is looking (look) out the window.
4 Rewrite the sentences in the form given in
2 Write the sentences in Exercise 1 in the parentheses.
ng
negative form.
1 They’re making lunch. (question)
ni
1 The teacher isn’t talking to Leon. Are they making lunch?
2 Leon isn’t listening to the teacher.
ar
2 He’s reading the newspaper. (negative)
3 Amy and Roy aren’t writing. He isn’t reading the newspaper.
Le
4 Paula isn’t reading. 3 We aren’t washing the car. (affirmative)
5 The students at the back aren’t watching a video. We’re washing the car.
6 Olga isn’t looking out the window.
c 4 You aren’t eating. (question)
hi
3 Write questions with these words. Write Are you eating?
ap
Are you listening to me? 5 Read the sentences. Do they refer to now
eo
Teachers at the beginner level need to think in terms of Reading and listening
visuals and mimes. It’s a good idea to build up a set of
flashcards or pictures that you can use to teach words or set Most reading texts in Life 1 are recorded. This gives you
up situations. Alternatively, use your interactive whiteboard the opportunity to allow students to listen and read at the
to show visuals. You don’t need to speak to explain words same time. It ensures that all students are reading at the
or to set up activities. Mime words or use a picture. Act out same speed, and it allows them to hear how words are
pronounced and see how they are written.
ng
or model an activity so that students can see what you want
them to do. Grade the language and limit your talking time.
Mike, Oxford Drilling from verbal prompts
ni
It’s important to make lessons varied at the the beginner If students find it difficult to say the three sentences
ar
level. Plan lessons that incorporate a bit of listening, a bit needed to do Exercise 7, give them controlled repetition
of reading, some basic grammar, some writing, and some work using prompts. For example, say:
Le
speaking. Activities should be short and you should try Kira is from Paris. (students repeat)
to vary interaction, too, so mix up the pairs and organize
Haruko. (students say: Haruko is from Tokyo.)
groupwork and mingles.
Ana. (students say: Ana is from Madrid.)
Irving, Berlin
c
hi
Then say:
In monolingual classrooms, many beginner-level students It’s in France. (students repeat)
ap
The problem with this is that the classroom can quickly And so on, until you feel students are confident.
become one in which English is rarely spoken. I have two
eo
are only going to speak English in the class. You could videos from National Geographic and other sources.
leave five minutes at the end of each class for students They get to hear speech delivered at a natural speed,
to ask questions in their L1 about new words or and are inevitably exposed to new vocabulary. This is
na
if you aren’t, you can still do it. I’m Russian, but I once The vocabulary section prepares students to watch the
told a beginner class that my name was Alice and that video in four important ways:
at
182
tienganhedu.com
ng
context for the reading or listening task, so students are 3 Ask English-speaking friends to talk about their lives
more engaged when reading and listening. and answer questions in your classroom or online.
ni
Realia Teaching new words
ar
Use realia in the classroom. Realia means real objects, like Use a variety of methods, both visual and verbal, to teach
photos, souvenirs, posters, brochures, books, belongings, the meaning of new words. Here are four techniques:
Le
and other everyday items. They can help bring new 1 Ask students to match words to pictures (this works well
language to life and add interest to the lesson. At the for tangible things, like hair and eyes in Exercise 1)
beginner level especially, realia can help to clarify the
c
2 Ask students to match words to synonyms or antonyms
meaning of new words immediately. It can also make new
(Hi and Hello are synonyms; the adjectives old/young
hi
language more personal and memorable.
and tall/short in Exercise 1 are antonyms)
ap
3 Ask students to rank or categorize words (order the
Using phonetic script numbers 1–10, or organize according to color, etc.)
It’s never too early to introduce phonetic script to your 4 Ask students to personalize the words (ask questions
gr
students. The Life series makes use of the International like Which words describe you?)
Phonetic Alphabet (IPA). Use the example of the word
eo
• The small vertical line ˈ is used to mark the strong stress Some long words are challenging. For example, the word
in a word. Congratulations has five syllables. The strong stress is
on the fourth syllable, but there is secondary stress on
• The symbol ə is used to show a weak, unstressed
na
the second. The first and last syllables are reduced to /ə/
“schwa” sound.
sounds. There are difficult consonant clusters (/ɡr/, /tʃ/, and
• The symbol ː is used to show a long vowel sound. /nz/), and the hard to say /ʃ/ sound. You can help students
io
Encourage students to learn and use phonetic script. Here by “backchaining” when drilling the pronunciation.
are some ideas: Backchaining involves breaking the word into smaller
at
1 When writing new words on the board, use phonetic portions, starting with the end portion, and building up to
script to note any difficult sounds in the word. the whole word from there. For example, write the word
N
183
tienganhedu.com
ng
students can say the time, but don’t correct at this stage. Repetition drills help students practice pronunciation and
Use it as an opportunity to find out what students know word stress. Students first repeat a word as a class. They
ni
before the lesson, and to let students hear the question then repeat the word individually after a model. Here are
What time is it? in context. some tips:
ar
1 After the class repeats a word chorally, choose a few
Giving feedback on errors students to pronounce the word individually. Correct
Le
errors firmly by modeling the pronunciation again.
When students are doing a speaking activity where the
emphasis is on fluency, it’s best not to interrupt students 2 Use fingers to show stress. Hold up a finger for each
syllable of a word. Point to each finger as you say each
while they are speaking by correcting them. Instead, listen
carefully, and note errors so that you can give feedback
c syllable. Point forcefully for the stressed syllable.
hi
at the end of the activity. This promotes fluency while 3 Write the phonetic script of challenging words on the
also addressing accuracy in a supportive way. Follow these board. Have students record it in their notebooks.
ap
steps:
1 While students are speaking in pairs or groups, listen
Preparing for role plays
gr
desk and return to it when you want to note things. way. Preparation maximizes the usefulness of role plays:
2 Listen for errors of form, meaning, and pronunciation 1 Beginners prefer starting with scripts. Ask students
to write and practice a script in pairs. When they are
lG
3 At the end of the activity, write on the board five or six Students can refer to the prompts as they speak.
short sentences by students with errors in them. Keep
them anonymous by changing them slightly, and ensure
io
184
tienganhedu.com
TEACHER DEVELOPMENTExercises
UNITS 6–7
1 Complete the exchanges with the simple present
Unit 6 Unit 7
or present continuous form of the verbs.
Personalizing 1 A: They
Listening and writing (have) really
Personalizing new language makes it more relatable, good seafood here. It’s what I usually
It can be challenging to listen and write things down at
useful, and memorable. Think of ways of getting students (eat) when I
the same time, particularly at this level. Here are some
to personalize topics and new language. Here are some tips: (come) here.
ideas: B: Oh, I’m vegetarian. I (not /
1 Prepare carefully. For Exercise 4 (page 84), give students
1 Encourage students to talk about their own experiences eat) seafood.
time to look at the chart and predict the type of
or opinions on a topic. 2 A: Oh, missing.
information no! It Tell them to copy (rain) again!
the chart into
2 Ask students to write and share their own sentences theirB: Yeah, I’m
notebooks. afraid
This gives it
them more space to(rain) write,a lot
about a topic. For example, get them to write a simple here the
which makes at this
tasktime
easieroftoyear.
do.
email or text message. 3 A:the
2 Break Youtask down into parts, (work) at the
and give university,
clear
3 Get students to use new language in meaningful right?
instructions. Ask students to listen for the missing
sentences based on their personal knowledge or information withoutyes.
B: Normally, writing.
But IAs soon as the recording
(not /
ends, tellwork)
them there
to write
at what they remember in the
ng
experiences. In this lesson, for example, ask them to write the moment. I
and say the population of their own town and country. chart.
(take) a year off. I (write) a
3 Get feedback
book,from students.
actually. I’m For example,
about halfway ask through.
them to
ni
check answers in pairs and tell you what they didn’t
Giving instructions 2 hear or aren’t
Complete thesure of.
sentences with the simple present or
ar
Instructing beginner-level students effectively can be 4 Be ready to
present play the recording
continuous form ofagain so they can check
the verbs.
a challenge in the English language classroom. This is answers and complete their charts. If necessary, play
Le
particularly true if you have a variety of nationalities and 1 pause
and I at the more (not / remember)
challenging parts, ormy first
after day
each
cannot use the students’ L1, or if you choose to avoid of school.
speaker.
L1 in the classroom. Here are three basic guidelines for 2 We (prefer) the blue hats to the
instructing effectively:
c red ones.
hi
1 Whenever possible, instruct by showing rather than 3 Kate isn’t sure about going to the conference,
telling. If students have to fill in a blank or write a but she (think) about it.
ap
sentence, show an example on the board instead of 4 They’re in the kitchen. They
telling them what to do. If students need to work in (have) lunch.
gr
example. Immediately after you have told or shown The word “culture” 1 comes from / is coming from
students what to do, ask one or two students to the Latin “colere," which 2 means / is meaning
io
demonstrate the task or give an example sentence. to cultivate and grow. Culture 3 is / is being the
This will show you whether your instructions were
characteristics, knowledge, and behavior of a
at
185
tienganhedu.com
ng
to find someone who answers yes. focus on difficult areas of form and phonology, especially
at the beginner level. Here are some steps you can follow:
3 Set a goal and a realistic time limit: For example, give
ni
the class five minutes to find one person who answers 1 Write some words on the board (e.g., there are two
yes to each question. sweaters, three jackets). Model a sentence. Say: There
ar
are two sweaters. Ask students to repeat as a class.
4 Make extra rules: For example, students must find a
different person for each question. 2 Point to a new word. Get the class to say a sentence
Le
with There are and the word. Have them repeat it until
5 Join in: By joining in, you can effectively monitor
you are happy with their pronunciation and stress.
how students are getting on, and you can model and
improve the way they are asking questions. 3 Repeat the process using other prompts.
1 Write a key topic word or heading on the board, or use Life 1 encourages interaction in pairs and groups. It’s
a visual or piece of realia to introduce the topic. important to vary these interactions. Here are some tips:
eo
2 Ask for words and phrases. Encourage collocations, not 1 Encourage students to speak to different people to
just one-word answers (e.g., make a call). keeps interactions dynamic. Use instructions like: Find a
partner you didn’t speak to in the last lesson, or Find a
lG
4 After brainstorming, check that students understand Students prefer familiar partners when discussing
all the words. Correct or improve any ideas that are not grammar or vocabulary, or when checking answers.
quite right, and add other words or phrases you want to 3 When doing a speaking activity, ask students to prepare
io
Practicing dialogs
N
186
tienganhedu.com
TEACHER DEVELOPMENTExercises
UNITS 10–11
1 Complete the exchanges with the simple present
Unit 10 Unit 11 continuous form of the verbs.
or present
ng
pointing over your shoulder to show “past.” visual clues
work)on the page,
there suchmoment.
at the as maps, Icharts, or data.
3 Encourage peer correction. Ask students to listen for (take)toalook
3 Tell students yearatoff.
theIlayout and design(write) a
of the text
specific mistakes their partner makes. Give them a sign book,
and predict whatactually.
type ofI’mtextabout halfway
it is (e.g., a webthrough.
page, a
ni
to use when they hear a mistake, like a raised finger. newspaper article, an advertisement, or a letter).
Their partner can self-correct when the finger is raised. 2 Complete
studentsthe sentences with the simple
on thepresent
title. or
ar
4 Ask to make predictions based
present
This couldcontinuous form
reveal not just theof thebut
topic verbs.
also the type
Le
Using examples to teach new words of text or the point of view of the writer. If the title is
1 I (not / remember) my first day
brief, you could ask students to expand it into a longer
In Exercise 10, students think of examples to test their of school.
sentence, e.g., Ötzi the Iceman was an explorer in
understanding of new words. Here are other ways: 2 We/ Ötzi the Iceman (prefer)
Austria the blue hats to the
is in a museum.
1 Ask students to match the words with magazine photos,
c red ones.
5 Write on the board the first line of the first paragraph,
hi
or the names of fictitious characters. 3 first
the Kateline
isn’t sure about
of every goingortoselected
paragraph, the conference,
words
2 Write descriptions on the board for students to match frombuttheshe
text. Ask students to(think)
use theseabout it.
to predict
ap
the words to. For example: Sue always buys gifts for her 4 content
the They’reofinthethetext.
kitchen. Theychallenging task,
For a more
friends (nice); Everyone knows Joe (famous). give (have)
them tenlunch.
words or short phrases, and ask them to
gr
predict
5 Benwhich five of those(not words appear in
/ realize) the text
what he and
which do not. (need) to do.
Practicing the conversations in the
eo
have them remember or improvise the dialogue. to cultivate and grow. Culture
your fingers. For example, when modelingisyesterday,
3
is / being thehold
characteristics,
up three knowledge,
fingers of your left hand and behavior
and tap of a to
on or point
at
187
tienganhedu.com
Unit 1 1c (page 8)
1a (pages 4 and 5) 1
1 morning 2 afternoon 3 evening 4 night
1 2
Bb Dd Ff Hh Jj Ll Nn Pp Rr Tt Vv Xx Zz 1 are you, And you 2 See you
3 3
2I 3J 4H 5K 6S 7Q 8W Boris: 3 Lisa: 1 Nasser: 2
4 4
2P 3N 4Y 5W Lisa — Mexico — Merida
ng
Nasser — Egypt — London
5a Boris — Germany — New York
2 chair 3 book 4 desk 5 window 6 board
ni
5
5b Lisa — 55 018 375
ar
1 listen 2 look 3 read 4 repeat 5 say 6 write Nasser — 203 903 7529
Boris — 707 839 116
Le
6
I’m 6
1 your 2 My 3 My 4 your 5 My
7
1 I’m 2 I’m 3 you’re 7
c
hi
2 Joana is from Madrid.
8 4 He’s from South Africa.
ap
1 1
2 Canada 3 Mexico 4 United Kingdom 5 Russia 1 pencil 2 computer 3 classroom 4 bag 5 notebook
6 pen 7 table 8 phone
lG
2a 2
1 What’s 2 late 3 understand 4 Open, page, repeat
na
3 1e (page 10)
a nine b three c eight d five e two f seven
at
1a
4
N
3 4
First name — Gabriela 2 No, it isn’t. 3 No, it isn’t. 4 Yes, it is. 5 No, it isn’t.
Last name — Santos
Nationality — Brazilian 5
Job — writer 2✓ 3? 4? 5✓ 6? 7✓ 8?
Learning skills / Check! (page 11) 6
2 Are John and Jane in Rome?
1 3 She’s on the beach.
classroom objects: board, book, chair, computer, pen, pencil 4 Paul and Meera are in Santiago.
nationalites: American, British, Egyptian, Japanese, South 5 Is your name Andy?
African, Spanish 6 You’re OK.
numbers: eight, five, four, nine, one, seven, six, ten, three, two 7 Is it cold in London today?
8 They’re tourists.
3
1 student 2 two 3 phone 4 six 5 American 6 photo 2c (page 16)
ng
1
Unit 2 1 black 2 orange 3 brown 4 red 5 blue 6 green
ni
7 white 8 yellow 9 pink
ar
2a (pages 12 and 13) 2
1a 2a 3 an 4a 5 an 6 an
Le
1
2 lake 3 city 4 island 5 beach 6 mountain 3
1 What’s this color in English?
2
c
2 Are you in a hotel?
hi
1 Saturday 2 Wednesday 3 Tuesday 4 Friday 3 Are they in Tokyo?
5 Thursday 6 Monday 7 Sunday 1b 2a 3c
ap
3 4
a6 b2 c5 1 in 2 cold 3 city 4 white 5 blue
gr
4 5
eo
2 They’re 3 They’re 4 We’re 5 We’re 6 They’re 1 buses 2 tents 3 cars 4 cities 5 offices 6 photos
5b 6
lG
2 They’re 3 They’re 4 We’re 5 They’re 6 We’re 1 friends 2 island 3 countries 4 Mountains 5 hotel
6 beaches
6
na
1
1 Wednesday 2 my 3 They’re 4 aren’t 5 vacation
1 a, d 2 b, e 3 c, f
at
1 Where; Chicago
1 2 What; 27 Front Street
2 twenty-four 3 forty-seven 4 sixty-three 5 seventy-six 3 Is; mross@gmail.com
6 eighty-one 4 What; LE61 DGM
2 3
Berlin — 33° C Address: 17 North Street
Paris — 30° C City: Dallas
Rio de Janeiro — 37° C State: Texas
Sydney — 18° C Email address: julia21@gmail.com
Toronto — 29° C Phone number: 214-555-8099
3 5
2 twenty-two 3 twenty-one 4 thirty-six 5 seventeen email — 2 hotel — 2 island — 2 lake — 1
6 thirty-one mountain — 2 number — 2 student — 2 teacher — 2
telephone — 3
2e (page 18) 6
1 What 2 Who 3 When 4 How 5 Where
1a
1 10 Downing Street, London — c 3b (pages 22 and 23)
2 221b Baker Street, London — d
3 350 Fifth Avenue, New York — a
4 1600 Pennsylvania Avenue, Washington — b 1
2 old 3 tall 4 young 5 hair 6 short
1b
President Hotel 2
338 Dane Street 2 Max is my brother’s friend.
Chicago, USA 3 Who’s Anne’s teacher?
60611 4 What’s Moira’s phone number?
5 Is this Jerry’s car?
1c 6 Are you Lisa’s best friend?
First name — David 7 What’s David’s last name?
Surname — Smith
ng
Address — 64 Mill Road 3
City — Toronto 2 Kate’s husband is Kenji.
Zip code — M5E 1W5 3 Stan’s hair is red.
ni
Country — Canada 4 Jane’s dad isn’t old.
5 Carola and Marin are Bill’s best friends.
ar
2 6 Rosa’s sister is tall.
Title — Mrs.
Le
First name — Diana 4
Last name — Black 2 It’s Eva’s bag.
Address — 26 Hill Street 3 They’re Ahmed’s pencils.
City — Los Angeles
c4 It’s Felipe’s computer.
hi
Zip Code — 90017 5 They’re Sun-hee’s pens.
Email address — d.black@gmail.com 6 It’s Isobel’s phone.
ap
1
1b 2c 3a 4d 7
eo
1 are you
5 2 is your husband
Five and seven are numbers. 3 are your parents
lG
1 twenty-nine
2 twenty-eight
Unit 3 3 father: sixty-five; mother: fifty-nine
io
4 seven
at
4 Kate’s mother
1
1 son 2 mother 3 sister 4 father 5 brother 6 daughter 10a
1 Where are your parents from?
2 2 What’s your mother’s name?
1 brother 2 sister 3 mother 4 father 3 What’s your phone number?
4 What’s your teacher’s last name?
3 5 Where’s your teacher from?
1 husband 2 daughter 3 sons 4 parents 6 Who’s your best friend?
4 3c (page 24)
2 brother, sister 3 husband, wife 4 mother, daughter
5 1
1 Her, Her 2 Our, Its 3 His 4 Their, Their, their 1 March 2 May 3 September 4 October
5 Her, her 6 His, His
2 3
1 April, June, September, November 1 artist 2 actress 3 athlete 4 singer
2 January, March, May, July, August, October, December
4
4 1 wedding 2 family 3 women 4 brothers 5 celebration
1 children — I 2 countries — R 3 families — R 4 men — I 6 person
5 people — I 6 women — I
5 Unit 4
1 British 2 countries 3 young 4 age 5 five 6 old
ng
6 Bye. See you on Friday!
10 information center
3d (page 25) 2
ni
1 bank 2 movie theater 3 park 4 parking lot
1
ar
1 a wedding 2 a new year 3 a new baby 4 a birthday 3a
1k 2k 3s 4s
Le
2
1 Happy Birthday! 2 Here’s a gift for you. 4
3 Congratulations! 4 Happy New Year! 1 Kent Street 2 Norfolk Street 3 Kent Street
c4 Norfolk Street
hi
4
1 c, a, b 2 b, c, a 5
ap
1 Express Cafe — b
3e (page 26) 2 bus station — d
3 market — c
gr
4 bank — a
1
6
eo
1✓ 2✓ 3✓ 4✗ 5✓ 6✗
2 The bus station is on Norfolk Street.
2 3 The bank is next to the information center.
lG
1 are not 2 he is 3 I am 4 is not 5 they are 6 we are 4 The market is opposite the museum.
7 what is 8 when is 9 who is 10 you are 5 The market is near Express Cafe.
na
3 7
1 What’s his address? 1 The movie theater is next to the bus station.
2 It isn’t their car. / It’s not their car. 2 The museum is on Kent Street.
io
To Sandra
Happy Birthday!
Best wishes from Laura and George 1
1 this, these 2 that, those
5
To Nicole and Jeff 2b
Congratulations on your new son! 1 The bank is open today.
Love, 2 This is a map of New York.
Alex 3 That’s the famous river.
4 They’re on vacation in Rome.
Learning skills / Check! (page 27) 3
2 guidebook 3 schedule 4 Excuse me 5 map
1 6 open 7 train
1 classmates 2 old 3 eyes 4 son 5 gift 6 men
4 2 No, thanks.
1 The Old Market 2 Main Street, Alston, UK 3 no 3 Can I have a coffee, please?
4 Large.
5 5 Can I help you?
6 Anything else?
1 What is this building?
7 OK. Seven dollars, please.
2 Where are we?
3 When is the market open?
4 Why is this building famous? 4e (page 34)
6 1
on a street 2 Our hotel is near the old city and the sea.
3 The Grand Bazaar is old and famous.
7 4 The coffee’s great and the food is delicious.
a Where is that? 5 The people are nice and friendly.
b When is it open? 6 The Topkapi Palace Museum is great and the Hagia Sophia
c Is it open today? Museum is beautiful.
ng
d Is it on the map?
e What’s the name of this street? 2
1b 2a 3f 4c 5d 6e
8
ni
1 It’s hot and sunny here.
1 What’s the name of this street? 2 The museum is closed on Sunday and Monday.
ar
2 Where is that? 3 The park and the station are on Cambridge Street.
3 Is it on the map? 4 The town is beautiful and its center is famous.
Le
4 Is it open today? 5 The coffee and the cakes are great.
5 When is it open? 6 The train station is old and beautiful.
4c (page 32) 3
c
1 Hello 2 in 3 near 4 and 5 is 6 here
hi
7 great 8 you
1
ap
2
2 1 here 2 this 3 name 4 near 5 open 6 time
eo
3 H Q A T P C O G T
1 Tuesdays
2 nine in the morning, eight in the evening I W M H L V P W N
io
4
1 in 2 at 3 at 4 in O R W J S K N P A
N
O Y I J D O S L R
5
1 Addis Ababa 2 London 3 6 p.m. I U O Q H E R E V
6 T I M E V L T A I
b traditional Ethiopian time c East Africa Time
2b 4
1 can 2 can’t 3 can’t 4 can 5 can 6 can’t 1 battery 2 camera 3 screen 4 webcam 5 headphones
6 tablet
3
1 play 2 drive 3 play 4 sing 5 cook 6 ride 5
7 swim 8 speak 2 These are gray glasses.
3 You have a white car.
4 4 My friend has a new tablet.
2 Can you drive a car? 5 My phone has great apps.
3 Can your father play ping-pong? 6 I have a small bag.
4 Can your sister sing?
5 Can your mother cook? 6
6 Can you ride a bike? 2 What’s the capital of France?
7 Can your brother swim? 3 Is that a map of the city?
8 Can your friends speak English? 4 This is a photo of my family.
5 I’m from the United States of America.
5
ng
1 I can’t 2 I can 3 he can’t 4 she can’t 5 she can 5d (page 41)
6 I can 7 he can’t 8 they can
ni
1
5b (pages 38 and 39) 2£ 3$ 4₩ 5¥
ar
1 2
Le
1 camera 2 cat 3 soccer ball 4 glasses 5 guitar 1 $30.00 2 $14.50 3 $16.60 4 $17.85
6 motorcycle 7 photos 8 watch
4
2
c
1 nineteen dollars 2 ninety-five dollars 3 yes
hi
1F 2T 3T 4F
5
3
ap
4
eo
5e (page 42)
1 have 2 has 3 have 4 has 5 have 6 has
lG
6 1a
Adjectives: beautiful, expensive, famous, fantastic, friendly, 1 but 2 but 3 and
good, great, interesting, new, nice, old, small, young 4 and 5 but 6 and
na
1a 2b 3a 4b 5b 2
phone, laptop, computer
5c (page 40)
3
1 1d 2b 3a 4c
c
4
2 Example answer:
1T 2T 3F 4T 5F Hi Pablo,
Laptops are cheap, but they are big and heavy. New phones
3 are small and light, but they are expensive.
1 has 2 big 3 small 4 isn’t 5 can’t 6 poor I hope this helps!
Mike
5
Unit 6 2 He likes reality shows.
3 He likes comedies.
4 He likes detective stories.
6a (pages 44 and 45) 5 He doesn’t like animals.
ng
6 He doesn’t like wildlife shows.
7 He doesn’t like action movies.
1 8 He doesn’t like sports.
1 tennis 2 basketball 3 swimming 4 running 5 cycling
ni
6
2
ar
2 Andrew’s friend doesn’t like jazz.
2 We don’t like soccer. 3 Does Emile like scuba diving?
3 We don’t like cycling.
Le
4 Emile doesn’t like novels.
4 We like tennis. 5 Frances doesn’t like pop music.
5 We don’t like basketball. 6 Does Frances like tennis?
6 We like swimming.
3 c8b
hi
1 a lot 2 very much
2 Do they like soccer? No, they don’t.
ap
3 Do they like cycling? No, they don’t. 8c
4 Do they like tennis? Yes, they do. 1 Andrew likes jazz a lot.
5 Do they like basketball? No, they don’t. 2 He doesn’t like pop music very much.
gr
6 Do they like swimming? Yes, they do. 3 I don’t like tea very much.
4 We like sports a lot.
6
eo
6 eighty-eight thousand
7 1
na
2 200 3 10,000 4 65,000,000 5 210,000,000 cheese, chocolate, eggs, fish, fruit, meat, pasta, rice, salad,
vegetables
8a
io
2 5
1 horrible 2 great 3 fantastic 4 boring
B I H T F U I F O J X
5
1 play 2 don’t like 3 like 4 watch 5 love 6 have L C H E E S E L O Y P
7 don’t like O E P N Q E P L Q Q E
6e (page 50) E Y A N A R O O D S K
E T P I W L W K I A A
1a
1 A: Is this movie good? T B A S K E T B A L L
2 B: I think it’s good.
3 B: Yes, I do. She’s fantastic. I O S A U G A F A A R
V I T R I G S L X D I
1b
2 No, I can’t come tonight. S S A M D S G L E E F
ng
3 Do you like tennis?
4 Yes, we love Italian food! D E T N R U N N I N G
5 Let’s go to the movie theater.
ni
6 That’s a great idea. I love pizza! V E G E T A B L E S W
ar
1c
2 Can you send me a message? Unit 7
Le
3 Do they like meat?
4 She doesn’t like fish very much.
5 Do your friends like pasta? 7a (pages 52 and 53)
6 They have English class at 5:30.
c
hi
1
2
2 lunch 3 dinner 4 work
ap
1 women 2 No—it’s bicycle. 3 a special day or They have lunch at one o’clock.
celebration 4 /təˈnaɪt/ 5 horrible 6 an adjective 5 They don’t finish work at five thirty.
They finish work at three thirty.
4
1 digital 7
2 It can be a verb or a noun. 1 at 2 on 3 at 4 at 5 in 6 on
3 A mouse is a small, furry animal. Its plural is mice.
4 /endʒɪˈnɪər/; engineer 7b (pages 54 and 55)
1
1 climbing 2 cooking 3 dancing 4 painting 5 shopping
6 singing
2 3a
Answers will vary: 1 feel 2 like 3 magazine 4 bed 5 tea 6 dictionary
1 cooking, painting, singing
2 shopping, dancing 7e (page 58)
3 climbing, painting, singing
3 1
1T 2T 3F a Pacific Technical College b married c teacher
d cycling e Saturdays f two children
4
1c 2e 3d 4b 5a 2
1 a, c 2 b, f 3 d, e
5
2 Do you live in Zanzibar? 3
3 Do you make videos? 1
4 Do you have a YouTube channel? c I’m a teacher.
a I work at Pacific Technical College.
ng
5 Do you like the culture of Zanzibar?
6 Do you enjoy the Zanzibar International Film Festival? 2
b I’m married.
6
ni
h I have two children—a boy and a girl.
1 Do you understand Kiswahili?
ar
2 Do your friends make videos? 3
3 Do we have an internet connection? e We meet on Saturdays.
d We go cycling in the mountains.
Le
4 Do your friends go to festivals?
5 Do they enjoy singing?
6 Do you listen to music? 4
Example answers:
7
c
1 I speak Japanese.
hi
1 Yes, I do. / No, I don’t. 2 Today is Tuesday.
2 Yes, they do. / No, they don’t. 3 This month is June.
ap
7c (page 56) 3
Across: 2 Indian 4 Holi 5 fall 6 winter 7 singing
lG
2 Unit 8
2 eat 3 watch 4 stay 5 read 6 cook 7 play 8 take
io
1
5
N
2 in 3 in 4 with 5 in 6 with 7 in 8 in
1 outside 2 beach 3 cycling/skiing 4 cycling/skiing
5 work 3
1T 2F 3F
7d (page 57)
4
1 1 works 2 doesn’t write 3 doesn’t like 4 gets up
1 I’m 2 Are you / Is it 3 I’m / It’s 4 Are you 5 doesn’t know
2 5
1 I don’t feel well 2 enjoys 3 doesn’t sell 4 doesn’t write 5 doesn’t watch
2 Why don’t you 6 walks
3 Are you OK
4 I’m thirsty 6a
5 I don’t like tea 1 works 2 gets up 3 start 4 watch
6 I don’t understand 5 finishes 6 goes
7 Here you are
7 7
1 doctor 2 waiter 3 photographer 4 taxi driver 2 the teacher 3 the board 4 a book 5 a classmate
5 receptionist 6 store clerk 6 a notebook 7 a pen
8a 8c (page 64)
1 Pauline checks papers.
2 Amelia doesn’t use a computer.
3 Lisa answers questions on the phone. 1
4 Kris doesn’t work alone. scientists in a “sleep laboratory”
5 Jamal doesn’t work in an office.
2
8b 1a 2c 3e 4b 5d
1 Pauline doesn’t check papers.
2 Amelia uses a computer. 3
3 Lisa doesn’t answer questions on the phone. 1 I usually sleep for eight hours.
4 Kris works alone. 2 Scientists often study people.
5 Jamal works in an office. 3 Police officers sometimes work for twelve hours.
ng
4 I never work at home.
8b (pages 62 and 63)
4
ni
2 Do you exercise every week?
1
ar
3 We meet every month.
1 teacher 2 board 3 student 4 pencil 5 book 6 pen 4 I call my mother every evening.
A classroom in a university 5 Does he work every night?
Le
2 8d (page 65)
1 2 3
1 c
hi
1 Can I help you 4 Can I help you
college 2 Can I speak to 5 can I speak to
ap
4a
eo
7 8 9 8e (page 66)
1a
na
classroom
1 boss 2 college 3 different 4 difficult 5 dinner
6 engineer 7 finish 8 meeting 9 summer 10 tourist
io
3 11 usually 12 weekend
2 Does Tarik live in the capital? The words finish and tourist don’t have double letters.
at
5 3
Example answer: 2 Is there a DVD player in the Club room?
Hi Craig, 3 Are there any magazines in the Executive room?
Yes, I’m in Italy. I have a new job, too. I work in a call center. 4 Is there a basket of fruit in the Superior room?
It’s boring, but it isn’t difficult. I start work at nine o’clock, 5 Are there any drinks in the Executive room?
and I finish work at six o’clock. Let’s talk later at eight o’clock.
Oscar 4
1 Yes, there is. 2 Yes, there is. 3 No, there aren’t.
Learning skills / Check! (page 67) 4 No, there isn’t. 5 No, there aren’t.
5
2
2 There aren’t any drinks in the Executive room.
1 breakfast 2 receptionist 3 cats 4 lunch 5 dinner 3 There isn’t a DVD player in the Superior room.
6 eight thirty 7 movie 8 bed 4 There isn’t a basket of fruit in the Executive room.
5 There aren’t any magazines in the Superior room.
Unit 9 6
ng
1 Are there any 2 there are 3 there’s 4 Is there
5 there isn’t 6 there’s 7 Is there 8 there is
9a (pages 68 and 69)
ni
9 there aren’t any
7a
ar
1
1 a hat 2 a scarf 3 a jacket 4 a sweater 5 a pair of jeans A: Let’s go to Key West for the New Year.
Le
A: Yes, there are. There are flights from Monday to Friday.
2 A: It’s popular in the winter—from December to February,
1 a T-shirt 2 a pair of boots 3 a shirt there are lots of flights.
4 a coat 5 a pair of pants 6 a pair of shoes A: And there’s a bus from the airport to the hotel.
c
hi
3 7b
pyramids — Mexico 1T 2T
ap
a castle — Edinburgh
stores — Tokyo 9c (page 72)
gr
beaches — Indonesia
old buildings — Russia 1
eo
4 1a 2b 3b 4b 5a
1 365 2 yes 3 Indonesia 2
lG
5 1T 2T 3F 4F 5F
1 There are 2 There is / There’s 3 There are 4 There are 3
na
5 There are
1b 2a 3d 4c 5e
8
4
io
3 There are two pairs of pants. 2 Can I take photos in the plane?
4 They’re old. 3 Can I take a bus to the airport?
N
3
1 Here you are. 2 Yes, of course. 3 That’s no problem.
9e (page 74) 3
2 4th 3 12th 4 18th 5 22nd 6 31st
1a 5
2 You can swim every day because the beach is next to the hotel.
b second c third d fourth e fifth f tenth g twenty-first
3 Stay in bed and breakfasts because they’re cheap.
4 Don’t go in the winter because it’s very cold.
5 There are a lot of hotels because it’s a popular place.
6
6 Don’t take a bus because they aren’t comfortable. 1 Marie Skłodowska Curie 4 Professor / Scientist
2 November 7th, 1867 5 woman winner of a Nobel Prize
1b 3 Poland 6 scientist, French
1d 2c 3a 4b 5e
7
2 1 October 2 scientist 3 Sweden 4 parents 5 engineer
6 brothers 7 rich
1b 2a 3c 4d
3 8
ng
1 was 2 were 3 was 4 were 5 was
Example answer:
Legoland is a great place for families. There are a lot of
attractions! Don’t go in August because there are a lot of
9
ni
people at that time. Wait for January or February. Don’t look 2 He was born in Scotland.
for hotels. Stay at the hotel in the park. The rooms are great, 3 He was an engineer and an inventor.
ar
and it’s near all the attractions! And don’t miss the children’s 4 He was the inventor of the television.
train because it’s great for young children! 5 His parents were from Scotland.
Le
6 His children were born in England.
Learning skills / check! (page 75) 11a
1 John Logie Baird was born in 1888.
1
c2 Sally Ride was born on May 26th, 1951.
hi
take a photo, take a suitcase 3 Alfred Nobel was born on October 21st, 1833.
travel by bus, travel to Africa 4 Mao Zedong was born in 1893.
ap
2 11b
1 years 2 dates
gr
Example answers:
go: to school, to work, home, to the beach, to bed, to class,
to Africa, into the forest, swimming, for walks, out 12a
eo
have: classes, a meeting, some water, breakfast, have lunch there was, there were
3 12b
lG
7 yes
4
1
io
5
clothes 2
N
3
Unit 10 1F 2T 3F 4T 5F 6F
6 2
1 Was your school big? Answers will vary:
2 Were you good at science? 1 Hi
3 Were the teachers friendly? 2 Best wishes / Best regards
4 Were the lessons interesting? 3 Dear
5 Was your best friend in your class? 4 Best regards
6 Were your classmates nice? 5 Hi
6 Love / Best wishes / All the best
7 7 Hi
2 No, I wasn’t. 8 All the best / Best wishes
3 No, they weren’t.
4 Yes, they were. 3
5 Yes, she was. 1d 2a 3b 4c
6 Yes, they were.
4
10c (page 80) Example answers:
1 Hi Ali,
ng
I’m very sorry, but I don’t know your new phone number.
1 Can you send it to me?
1 an Aztec leader
ni
All the best,
2 Mexico Jim
3 Moctezuma / Montezuma 2 Dear Ms. Brown,
ar
I’m very sorry, but I can’t come to the conference in June.
2 It’s a very busy time in the office.
Le
1F 2T 3T 4T Best regards,
Junko Tanaka
3 3 Dear Mr. Panjabi,
1 lived 2 died 3 was born 4 died 5 was born, lived
c
I apologize for the delay in my reply to your email. Here is
hi
the information.
4a Best regards,
Luisa Torres
ap
1 first 2 last 3 first 4 last 5 last 6 first 7 last Learning skills / Check! (page 83)
lG
a4 b5 c3 d2 e1 f6 4
1 Apache 2 Russia 3 Japanese 4 Portugal 5 South
io
2 6 Norway 7 Maya
b I was at home.
at
c I was in traffic. 5
d I was on the phone. history
N
e I wasn’t well.
f I was busy.
Unit 11
3
1 I was at home
2 I wasn’t well 11a (pages 84 and 85)
3 Don’t worry
4 I’m sorry I’m late 1
5 There was a lot of traffic
a4 b7 c1 d5 e3 f6 g8 h2
6 That’s OK
2
10e (page 82) 2 finished — R 3 went — I 4 found — I 5 called — R
6 took — I
1
1A 2A 3S 4A 3
1 I took a bus to town.
2 I went to work. 2
3 We had a bad evening. a4 b1 c3 d5 e2 f6
4 A man found a snail in his food.
Speaker: the waiter 3
4 1 Who did Borge Ousland travel with?
2 When did they go to the North Pole?
1 called 2 died 3 discovered 4 finished 5 lived 3 What did the polar bear eat?
6 started 7 studied 8 walked 4 Where did Mike Horn fall?
5 Why did Mike Horn fall?
5 6 Why did Borge Ousland start a fire?
1 lived 2 started 3 died 4 studied 5 walked
6 finished 4
1 Mike Horn 2 in 2006 3 their boat 4 into the sea
7 5 because the ice broke 6 to dry Horn’s clothes
2 were 3 studied 4 died 5 was 6 had 7 discovered
8 lived 5
ng
1 North 2 email 3 gifts 4 home
11b (pages 86 and 87)
11d (page 89)
ni
1
1 He went to Oxford University. 1
ar
2 He worked as an actor and a TV writer. conversation 1: a 1 b4 c2 d5 e3 f6
3 He made his first travel program in 1980. conversation 2: a 5 b1 c4 d3 e2 f6
Le
4 He started his diary in 1969. conversation 3: a 6 b1 c3 d5 e4 f2
5 Thirty years of his life are in the three books.
3
2
2 met 3 made 4 found 5 changed 6 went
a7
c b1 c6 d5 e8 f3 g4 h2
hi
7 wrote 8 followed 9 started 10 published
11 prepared 12 remembered 11e (page 90)
ap
3 2
gr
2 He didn’t make a movie in 1980. 1 When I was five, my brother was born.
He made a TV show in 1980. 2 When I was at school, I learned a lot of English.
3 He didn’t write Around the World in Eighty Days.
eo
He traveled to the South Pole in 1991. 5 When I was a child, my favorite food was pizza.
5 He didn’t go around the Pacific Ocean in two months.
He went around the Pacific Ocean in ten months. 3
na
ng
12a (pages 92 and 93) Saturday.
3
1
ni
1N 4N
1 bathroom 2 bedroom 3 kitchen 4 dining room 2 F (on Saturday evening) 5 F (tomorrow)
ar
5 living room 3 F (this weekend) 6 F (on Saturday)
2
Le
4
2 I eat lunch in the dining room. 1 working 2 taking the bus to Chicago
3 I cook in the kitchen. 3 going to a concert 4 meeting friends 5 coming back from
4 I sleep in my/the bedroom.
5 I shower in the bathroom.
c Chicago 6 going shopping 7 having
hi
5
3 1 tomorrow evening 2 tomorrow 3 next year
ap
1 The man is sitting on a chair. 2 Rosa is taking the bus to Chicago on Saturday morning.
2 The children are sitting on the floor. 3 She’s going to a concert on Saturday evening.
eo
8 3
1 What are you doing? 1 behind 2 under 3 on 4 between
2 I’m watching TV.
3 What are you watching? 4
4 Are you watching TV? 1 ’s meeting 2 went 3 read 4 ’re going 5 goes
5a
1 What are you doing?
2 What do you usually do on weekends?
3 What did you do last weekend?
4 What are you doing next weekend?
1
1 next 2 in 3 at 4 tomorrow 5 in 6 on 7 at 8 on
2
1 Would you 2 Do you 3 I can’t 4 Do you 5 I’d
6 Would you
ng
1
ni
1 Francesca, Dani
2 Dani, Francesca
ar
2a
Le
1 put 2 come
2b
1b 2c 3d 4a
c
hi
2c
ap
3
N
a 1, 2 b4 c3 d2 e 1, 2 f 3, 4 g4 h2
4
Example answer:
Dear Eve,
Thank you for sending the books. It was very kind of you!
They were really interesting. I read the first one last night and
the second one this morning! Thanks again. Speak to you soon.
Love,
Rachel
3
1 newspaper 2 window 3 builder 4 motorcycle