PTE Academic I testing realllife English skills

As educators we spend much of our time and energy preparing students for the rigors of study
or work in an English-speaking setting. We design our courses and choose our materials
carefully so that we can teach students how to communicate effectively in English. When it
comes to assessing English skills, we have realized that many high-stakes tests are simply a
means to an end in which students dedicate valuable time to passing the test without
developing a real ability to communicate in English.

There is an academic test of English, however, that matches our efforts in the classroom. PTE
Academic is recognized by institutions around the world and is approved by the UK Border
Agency and the Australian Department of Immigration and Citizenship (DIAC) for student visa
applications. It is endorsed by, and is the preferred English language test of GMAC®, the
Graduate Management Admissions Council.

Why are educators so excited about the test? This statelof-the-art test breaks many of the
barriers in testing, but the key concern to teachers is that it truly helps students to become
effective communicators in English.

"_P_TIE ff=_d:P_i:C_Lsf9_re _1aEa_ on the enaplirg I.arguage skills su_ch as fluency, grammar, vocabulary
a_n_d_,=p_r_o_nL!nLc_ia|i_?_n, g.I.yes us a. g.reat .topl _.to .assess the language aiiiities of inEoini;i--rfalA
a_P_PIP_C_a_n=t_S_ _tp_ e_P_SLu,_r= fhFy. Fan .i.n_tEract at the. levels expected-in -a small, experienced g;ori;-o-f
professionals on the Ashridge MBA program."
-Amy Armstrong, Director of Marketing, Ashridge Business School

Relevant tasks
Comprising of 20 different and often innovative items types, PTE Academic assesses the
communicative skills of listening, reading, speaking and writing in a number of ways. It
assesses a range of enabling skills such as grammar, oral fluency, pronunciation, spelling,
vocabulary and written discourse to create a detailed profile of test takers' strengths and
weaknesses.

Many of the 20 item types integrate these communicative and enabling skills to provide a real-
life measure of a test taker's ability to deal with academic English language in communication.

International English
PTE Academic reflects the international world in which we live. Measures have been taken to
ensure that the material in the test is representative of international academic English. Not only
are test development professionals based in several regions, including the United Kingdom,
Australia, and the United States, but test items are internationally cross-validated to ensure
that there is no regional bias.

Targeted preparation for test takers

A variety of dedicated test preparation materials are available for test takers. These include:

I Practice tests with sample answers

I A free PTE Academic Tutorial providing an overview of the test, instruction on each item
type that the test taker will encounter and tips on how to navigate through the test
I The Offr.ct.a/ Gut.c/e fo PTEAcac/em/.c providing detailed information on administration,
descriptions of all item types, analysis of sample answers, test-taking strategies and a
wealth of practice items on the accompanying CD-ROM

The skills that students acquire in preparing for PTE Academic will serve them greatly once they
arrive at their higher education institutions, or professional and government organizations.
``£==Ly_eL=V_flu_:te CandidatFS, PTE AFademic will give us an important tool for measuring their

?Pi_I.itv t.p stu„dy in an academic env.Ironment where English is-the primary language of
instruction."
-Randall Sawyer, Director of Admissions Cornell University, The Johnson School

For more information on PTE Academic, visit www.pearsonpte.com

Teacher's Resource Book with ActiveTeach
 English in Common 4
Teacher's Resource Book

Copyright © 2oi2 by Pearson Education, Inc.

All rights reserved.
No part of this publication may be reproduced, stored in a retrieval system, or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior permission of the publisher.

Pearson Education, io Bank Street, White Plains, NY io6o6

Staff credits: The editorial, design, production, and manufacturing people who make up
the Eng/f.sh /.n Common 4 team are Margaret Antonini, Allen Ascher, Rhea Banker.
Eleanor Kirby Barnes, Peter Benson, Metta Callahan, Tracey Cataldo, Aerin Csigay, Dave
Dickey, Chris Edmonds, Charlie Green, Mike Kemper, Jessica Miller Smith, Laurie Neaman,
Loretta Steeves, Leigh Stolle, and Katherine Sullivan.

This series is dedicated to Charlie Green. Without Charlie's knowledge of pedagogy,

strong work ethic, sense of humor, patience, perseverance, and creativity, Eng//.sh /.n
Common would never have existed.

Cover design: Tracey Cataldo

Cover photo: © qushe/shutterstock.com
Text design: Tracey Cataldo
Text composition: TSI Graphics
Text font: Metaplus

lsBN 13: 978-0-13-262895-2

lsBN 1o: o-13-262895-3

Library of Congress Cataloging-in-Publication Data

Bygrave, Jonathan
English in common. Book 1 / Jonathan Bygrave.
P. Cm.
ISBN 0-13-247003-9-lsBN O-13-262725-6-lsBN 0-13-262727-2-
lsBN o-13-262728-O-lsBN 0-13-262729-9-ISBN 0-13-262731-0
1. English language-Text'books for foreign speakers. 2. English language-Grammar.
3. English language-Spoken English.
PE1128.8865 2011
' 428.24T-dc23 f+I

i+i,.t r 2ollo24736 . .i`-Jf

.`/

lLLustra.ted b`y J. Luis Pardo, PabLo TorreciLla, and PabLo VeLarde.

Printed in the United States of America

3 4 5 6 7 8 910-V001-17161514
Introduction............................................................viii
Student Book Structure .................................................... ix
Tbaching Approaches ....................................................... x
The Complete Course Package ............................................... xii
How to Use Aofl.veifeach .................................................... xiii
Getting Started ........................................................... xiv
How to Use the Tbst Bank ................................................... xv
Series Consultants ......................................................... xvi
English in Common and International Standards ................................ xvi

Unit 1 .................................................................... 1

Unit 2 .................................................................... 13

Unit 3 ................................................................... 23

Unit 4 ................................................................... 33

Unit 5 ................................................................... 43

Unit 6 ................................................................... 53
Unit 7 ................................................................... 63

Unit 8 ................................................................... 73

Unit 9 ................................................................... 83

Unit 10 .................................................................. 93

Activity Worksheets ....................................................... log

ifeaching INotes .......................................................... 165

RE
 English i# Common .ls a
six-level course that helps
adult and young-adult
English {earngrs develop
effective communication
5kitls that correspond to
the Common European
Framework of Reference for
Languages (CEFR). Every
level of English iri Common
is correlated to a level of the
CEFR, and each lesson is
formulated around a specific
CAN D0 objective.

-!`-
A€tive Gran-

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from athco group

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verv i Fketotfo8chipe
apeaking Exchange aese tftye 8>
ifeiiiEZ]
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+*aprty gpert¥
:,r,::€a3#fi%".*£Itr8e# Pronunciation Bank
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•^ S`ithmeng S trDtto&
|Araaet!ag i 3 2 b 3 3}
Writing Bank
¥fllit 1 i }`6gg i3 Ej`et{.€s£` 2i

• Each Student Book contains an Acff.veBook,

which provides the Student Book in digital format.
Acfi.veBook also includes the complete Audio
" - ==-
Program and Extra Listening activities.
dr'=.^===jt;gi;=:~.--;i+-?-=-£^:f..:-
=-----*-::iS:i-::Fr."- • An optional online MyEnglishLab provides the
opportunity for extra practice anytime, anywhere.
• The Teacher's Resource Book contains teaching
notes, photocopiable extension activities, and
an Act.vercach, which provides a digital Student
Book enhanced by interactive whiteboard software.
AcfJ.ygret}cfi also includes the videos and video
activities, as well as the complete Test Bank.

a
 • auxiliary verbs
• simple present and present
continuous
• present perfect and simple past
• for and si.nce

• the passive voice

•§ . relative clauses

• simple past and past continuous

•

• talking about the future

• comparatives and superlatives
• future possibility

• question tags
• modal verbs of obligation and
prohibition
• factual conditional with /.f/when/
unless/ as soon as
.
• presentperfectand presentperfect . g
continuous
• verb patternswith -/.ngorinfinitive `* s]
• count and non-count nouns

• past perfect
`* . uses of like

• articles

• subject and object questions

•# . used to and would
• modals of ability, past and present
.
•
• unreal conditional
: . adverbs
• past unreal conditional

• make//ef/a//ow ` `
• reported speech: statements and
questions
• past obligation/permission '.:..:-a.--=rs1€±----i;:-.----i±--:i,:-Si'!,

• , w,.sh/,.,a",y
• review of past tenses
• phrasal verbs
+`-`

-_-_=-__=_ ---=_*

-
`1 `
=== -===i`?T`
===

i-__ff=_

H
 Listening tasks:
• identify questions and answers
• discern details
• identify key phrases
• match dialogs to photos

Listening tasks:
• understand the gist
• determine the order of topics
• discerh details
• confirm information

Listeningtasks:
• identify key information/problems
• recognize key words
• confirm a prediction
• understand key information in a telephone call

Listening tasks:
• identify incorrect information
• confirm information
• understand the gist
• recognize key expressions

Listeningtasks:
• understand/discern the gist
• identify the speaker
• determine important details
• recognize key expressions

Listeningtaske:
• discern details/the gist
• recognize key expressions
• identify setting
• identify key words

Listeningtasks:
• match speakers with pictures
• determine important details
• confirm information

Listening (asks:
• match speakers with subjects
• discern the gist
• recognize key expressions
• identify main idea

Listening tasks:
• determine important details
• discern the gist
• djstjnguish true and false information

Listening tasks:
• determine important details
• identify key words
• understand the gist
• discern details

HH
outside the classroom.

each input let

and grammar focus. The
pLlrpose for learning. They
what they are leaning. but
use it.

learners' interest by offering

topics that reflect students' I
that students will always
conterit of the lesson. Sti Opportunities
exchange ideas and opinions and en{ I the material i
personal level+ Activities have been d to be as realis
possible so learners can see how the e they are leaf
can be applied outside the

Developing active let

Effective learning also requii
Common encourages studer participants in
their own learning. By using
English in Common gu.ides
context and then use their
use and form.
reading texts
cultivate
 dent Book
unit of the Student Book follows a it structure that
es it easy to use. The units are structured follows:

mup
Acts as a springboard into the topic of ie unit and
engages students' interest
Introduces essential vocabulary relate to the unit

ut Lessons (Lessons 1-3} e~g~nratsuns¢f+#

OR&*|,^* tt« }r" bl

Offers thematically linked lessons

with interesting angles on the unit topic
Based on a Can Do objective and
grammar focus
Contains listening texts and a
substantial reading element for rich
input
Includes grammar, vocabulary,
pronunciation, and skitls work
Develops students' communicative
competence through How To boxes, in
line with the CEFR

Wrap Up {Lesson 4}
Offers review through a range of exert
and a realistic free communication activity
that consolidates the unit grammar and
vocabulary
Can be used to check prq enabling
teachers to identify areas
further practice
Provides a measurable goal Or
for speaking

Back of Student Book

• Reference-Summarizes and reinforcesthe unit
grammar and vocabulary
Speaking Exchange -concrete stimulus for
conversation activities
Writing Bank -mini-lessons for key writing skills
Pronunciation Bank -reference for the sounds of
American English
Audioscript -for all listening activities in the
Student Book
 Active Granilnar
He grew up in Miami.
He has released over nine albums.
When was he born?
Has he been in any movies?

1. Usethe to talk about an action or experience

at a specific time in the past.
2. Use the to talk about an action or experience
in the past when the time is not important or not known.

rs ae

Vocabulary I news media

2 Read the article and check (/) the correct adjectives in the chart.
:..+`.-,....i..l.I..,.+-l..i±-.i.l.i-.i._ +.+.?..+-+-=..+....i.+-+.l*.i.....T-.+`
€,# -..8iiso¢

Newspapers
Radio

TV

The Internet
Apps
-xsf35f5!j9ESssSfsEssREassffffssisss:3REas53f!as_
1. Give your I think / I don't think .
Opinion In my opinion . . .

2. Explain why because . .

I mean . . .

3. Ask for an What do you think?

Opinion Don't you think so?

4. AIgleel You're probably right

disagree I don't know.
I'm not so sure . . .

in a number
AotiveTbaeh
Acff.vereach contains a wide range of resou+ces for lesson planning and in-class
presentation. Everything you need is on one disc:
• Digital student Book for projection
• Interactive whiteboard tools to write, highlight, zoom in and out of each student
Book page
• Audio program with on-page, clickable MP3 files
• Video program with videos, video activity worksheets, transcripts, and Teaching
Notes
Extra Listening Activities with audio, activity worksheets, answer key, and
audioscripts (also
provided on the Student
Acft.veBook for students'
independent use)
Test Bank with editable
Progress Tests and a
placement Test with
guidelines
 You can also

Common

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I
*tor* qwT a. itf8 tr* rkca arerk chce
 help to focus learners' attention, review previously t
a new topic. Fun, movement, music, and visuals are importan
ideas for arm-up activities. None of the following
classic board games and competitive
etc. Popular TV quiz shows
liliar with them and can focus on content
a circle. To model, introduce yourself by I
± is Irene, and I like Indian food." OR "My
steps toward the middle, repeats your sentence
next student repeats both sentences.
sit or stand in a circle or U shape. Say, "My name i5 [your
[your name], and my name is John." Another student says,
and my name is Sara." Go around the class. At the end of the

ises can be more fun if you stand in a circle and a student throws t
Use a soft medium-size ball. Short question-and-answer exercises,
can be done like this. Start off by asking a question and throwing I
student has to answer the question. That student then asks the next
± ball to another student and so on.
I This is similar to musical chairs. Play some music and ask students to walk
When you stop the music, they stop and talk to the person standing
a good way to get learners moving around and talking to others.
who . . . Either photocopy a list of five ideas or write them on the
introduce any topic and is good for practicing questions. For example: "Find
likes Shakira." One student asks another, "Do you Like Shakira?" Students
questions. Ask them to find at least three people for each idea or to find a
for each idea. Clarify how to use negatives before the game, such as: "Find someone
esn't Like chocolate." In this case, the affirmative question is still used, "Do you like
but only a negative answer counts.
games have a pack of cards with you. Take out the cards as necessary
is or pairs. Have each student pick a card and form groups accordingly (odd
numbers, hearts and diamonds, etc.). Additionally, you can create your own
etc. You can Llse almost any structure such as synonyms,
to group students.
 CEFR Cambridge Exams TOEFL iBT TOEIC `

English in Common 1 A1\<`-`>*\\\\*\*\*\*r\\\*\`*:-.\`. Foundation for KET 110-28o

English in Common 2 KET 26-40 28o-4o0
English in Common 3 PET 40-54 400-540
81
English in Common 4 FCE 54-72 540-710
English in Common 5 FCE 72-92 710-800
English in Common 6 C1
CAE 92-100 8Oo+
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E Askstudenttofocusonthe photos. Elicit from

-S},REas. GRAMMAR auxiliary verbsVOCABULARYcollocations
the class what types of relationships the photos show.
asasasse,
g?
I RE.--`-vnso..<:.2fe-.-@€RE

'sng If necessary, ask questions about the photos to suggest

a ,_._ro.i3<\.
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gr§i CAN D0 write an informal email relationships. For example, ask: /n photo C, what are the
a >%as

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peopledol.ng?{study.lng)
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continuous
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ae
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RE,Ssts`\` `-.-"r+. ,.-•se#.se..i#RE..
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GRAMMAR present perfect and simple
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Unit Wrap Up ®EBEE®REifeEL wrfuffiRE RIffs
.±Lt:*\

Review reinforce lessons 1-3 Tell students to write their name in the center of a piece
I.. ae `,gse s..
x Communication describe your&a`
I.g
'v
REasRTREREiEN£•.§.:..#s:z¥..' RE
-ThREas*REREf5.
of paper. Then have them write the names of five people
®
sesese§s esas es es§seses esas seseses ese§sesas ese§ses es es es es eseses es eseses es§s es es es esesis
##nyasENREasRE3f8ggffig!gasB5asREffiRE
rs
# -es#:
`'''''1 they know around their name. The people who they are
sesessessesessessesssssssssssessssese§sessess§ jam

closest to should be written closest to their name, and

•the ones they are not so close to should be put further
away. In pairs, have students explain who the people are.
ffisEHffffiBRErfuEL ELrfuREeefrRErfuffiRE ES®REyITRT®ELE®
The Eng//.sh /.n Common Language Portfolio is
ffiB ln pairs, have students putthewordsand phrases
designed to:
in the box into the four groups. If there are any words
• help learners think about their objectives and
the students don't know, encourage them to explain the
reflect on how they learn best
meanings to each other. Check answers with the class.
• motivate learners by acknowledging their
Practice saying any words the students have pronunciation
Progress
• provide learners with a record of achievement that problems with.

they can show others.

It consists of three sections:
1. Personal Profile
2. SelFAssessment
3. Achievement Portfolio.
Download the Language Portfolio from your Acfi.vereach
disc (at the back of this Teacher's Resource Book), or Ask students to add more words to each group. Go around
have students download it from their Acft.veBook discs the room and monitor to Check correct spelling. Review
(at the back of their Student Books). Ask students to fill with the class and write students' words on the board.
outthe Personal Profile.
as Have students choose four people they knowand
tell a partner about those people. Direct students to first
identify the person's name and the type of relationship.
Then have students say more about the person, for
example, Julio is my teammate. We play soccer together.
Encourage them to say as much as they can about the
person. Walk around the room and help students with
vocabulary as needed. To review, have each student tell
the class about one person his or her partner talked about.

UNIT 1 RE

answers with a partner. Check answers with the class.
Grammar
SPTI®NAL WARM UP
Have students decide what a typical person from their
part of their country is like. To help them, write the
following areas on the board: /.ob, car, c/ofhes, hobo/.es,
pef5, re/afi.onshi.ps. Have students build up a Lifestyle
of the typical person and then share their descriptions
with their partners. To review, have students share their
typical person with the class.
VG€abulary
la Tell students to look at the sentences. Explain that
they will fill in the blanks with the correct prepositions
from the box. Have students compare their answers with a
partner. Check answers with the class.
fo Have students choose five of the questions in
Exercise ia to ask other students in the class. In pairs,
have them ask each other the questions and write down
the information.
Then ask students to exchange partners so they are
working with a new student. Have them ask the questions
again. Repeat the activity until students have asked the
questions to five other students. Ask them to report their
findings to the class.
fristening
a Explain that students wilHisten to three dialogs and
that each speaker will answer one of the questions from
Exercise ia. Tell students to focus on the chart. Explain
that they are to write the question numbers from Exercise
ia next to the dialog number in the first column. Then they
are to write a short answer (one or two words) to each
question in the second column. Play audio 1.o2. Have
students compare their answers in pairs.
Tell students to look at the third column in the chart.
Explain that they should add any other information they
E
hear. Play audio 1.o2 again. Have students compare their
OPTIONAL WARM UP
Tell the class about a hobby or sport that you enjoy.
Write 1. Wo, / don'f on the board and the number of
times you do the hobby or sport a week, for example,
2. Two or three fi.mes a week. In pairs, ask students
to think of questions they can ask you that practice
these two answers. Elicit questions and write correct
questions above each answer. Elicit or teach the
difference between the two questions. (1. is a yes/no
question and 2. is a wh-question.) Have students focus
on answer 1 and explain that it is a short answer and
uses the auxiliary verb from the question. Explain that
it is a negative answer and elicit or teach the negative
auxiLiaries used in first and third person for the present,
past, and present perfect.
3 Asktwo advanced studentsto read the dialog.Tell
students to read the Active Grammar box and match the
sentences from the dialog to the examples (1-4). To review,
check answers with the class and write the sentences on
the board.
Direct students to the Reference section on page 127. Give
them a few minutes to read the notes. Ask: What auxf./i.ary
verbs do we use to form tenses and to make que_stio_ns,
short answers, and negatives? .do, be, and haNe| What
auxiliary verb do we normally use with simple tf nse_s?.
¢don Wiat verb do we use with the continuous..foray? ube»
ivirat verb do we use to make perfect forms? uhaNe)
4 0ntheboard,write:A.. (wha£J 8: Blue.
Explain that speaker A is asking a question and speaker 8
is answering the question. Point to the answer a/ue. Ask
students to call out a question for this answer and write
it on the board. (Whaf's yourfavor/.fe co/or?) Then have
students write questions for the answers in Exercise 4.
Have them compare their questions with a partner. Have
pairs of students read their completed dialogs to the class.
 #ae Have students focus on the numbers in the box.
Read the numbers aloud. Then read them again and have
students repeat. Check that students know how to say
decimal points tool.nf) and that °/o means percent.

Explain that students are going to decide what the

ESEBffE®REfiEL E9EBREffiREREffELffEeeRE
Use the complete grammar charts and explanations on
the Reference page to present or reinforce the concepts.
(page 127)
ffiffB®ifeELfiELg
numbers in the box refer to, looking back at the articles
if necessary. Write 75.4 on the board. Elicit a sentence
from the class explaining what this number refers to in the
artiic\e, for ex:amp\e, On average, men in the developed
war/d //.ve fo age 75.4. Have students write sentences
on a separate sheet of paper. Encourage students not to
copy sentences directly from the articles but to write the
sentences in their own words.

5& Ask students to look at the chart. Explain that they

are to write four things that they think most of the class
doesn't know about them in column two, for example, My
parents are both high school teachers.

ire ln pairs, have students show their charts to their

partners. Tell them to think of questions to ask about the
answers in the chart, for example, Do you /t.ve w/.th your
parents.7 Go around the room and monitor conversations.
Encourage students to ask follow-up questions. Take note
of errors in question formation and the use of auxiliary
verbs. Write the errors on the board and encourage
students to self-correct.
ife©aediffREg
ire Write the two questions on the board. In groups,
tell students to talk about the sentences they wrote in
Exercise 7a. Monitor the conversations and encourage
students to refer to the article. Help with pronunciation if
students have trouble pronouncing the numbers from the
article.

®E»ffE®ENAEL wrfuRRE urES

®EBffE®REAEck REEffREREgEgsEur
Have students work in groups of three or four. Write
Dictate a series of numbers to students. Include
the following activities on the board: wafchf.ng rv,
percentages, decimals, hours/minutes, and numbers
working in the kitchen, doing the housework, going to
over a thousand. Ask students to write down the
the gym, doing yoga, going for a walk, talking about
numbers and then compare with their partners. Have
spor£5, di.efing. In groups, ask students to decide if a
students call out the numbers to you and write them
man or a woman is more likely to do each activity. Then
on the board. Then, in pairs, have students write a list
have students change groups to compare their answers
of their own numbers. Student A dictates the numbers
and to discuss why they think a man or a woman is
to Student 8, who writes them down. Student 8 checks
more likely to do each activity. Go around the room
the numbers with Student A. Repeat the activity with
monitoring students' work and making any corrections.
Student 8 dictating numbers and Student A writing
them down.

©ae Call on students to read the sentences aloud.

Explain that they are to decide if the sentences are true
or false. Elicit answers from the class and ask students to ffiEaeeeaeELfiREg
explain their answers.
ffiBae Focus students on the How To box. Have them scan
ife Assign half of the class as Student A and half as the expressions quickly and check the expressions that are
Student 8. Have Students A read Article A 6-n page 9 apdxp in the article. Check answers with the class.
find the answers to sentences 1-2. Have Students a read
Article 8 on page io and find the answers to sentences
3-5. In pairs, ask students to complete Exercise 6a.

UNIT 1 RE
 ire Ask students to look at the list of topics. Call on
students to read the topics aloud. Write the two examples
on the board and read them aloud. Explain that these
are generauizatlions. Ask.. Do all women have fewer car
accl.dents? ¢nob Do all men like to drl.ve? ¢nob Exp\alin that
generalizations are statements that may be true in most
situations but are not true all the time.

In pairs, direct students to make as many generalizations

as possible about these topics in five minutes. Go around
the room and encourage them to use language from the
How To box. Elicit generalizations from the class and write
them on the board.

OPTIORTAlj WARRE tFP

Give students one minute to write down as many words
as they can think of that are connected to a friend of
theirs. Then ask them to talk to their partners and
explain how these words are related to their friend.

Speaking
la Ask students to look at the quotations. Call on
students to read them aloud. If there are any words the
students don't know, encourage them to explain the
meanings to each other. Have them identify the quotes
they agree with. In pairs, ask students to explain why they
agree or disagree with the quotations.

b Write on the board: A red/ fr/.end /.s . . . Have students

complete the sentence with their own ideas. Ask each
student to read his or her sentence to the class. Then`
discuss which sentence is the best definition of a real friend.

VoeaBulary
2 Havestudentsfocuson the chart.Tellthem to cover
the right column. Rea-d the sentences in the left column.
Point out the phrases in bold. Elicit from the class what
they think these phrases mean. Have students uncover the
column on the right of the chart. Then ask them to match
the phrases in bold on the left with definitions on the
right. Have students check answers with a partner. Ask for
volunteers to explain the meanings with example sentences.

Listeniffig
3a Explain that students are going to listen to five
speakers talk about how they met their friends. Write on
the board.. Which speaker met his or her friend . . .? AIsk
students to look at items 1-5 and have volunteers read
each question aloud. Play audio 1.o3. Then have students
answer each question by writing the number of the
speaker in the blank. Check answers with the class.
 b Tell students to look at the sentences. Explain that
these are lines from the audio that they heard in Exercise
3a. Point out that some of the words have been left blank.
Ask students to[read the sentences. Play audio 1.o3 again.
Have students complete what each speaker says. Check
answers with the class.
4 Writeonthe board: Mheredoyougofomeefnew
friends? How did you meet your closest friend? Modct
the discussion with a more advanced student. Have the
student ask you the two questions. Answer the questions
with your own information. Elicit follow-up questions from
the class to get more information. In pairs, have students
ask and answer the two questions. Go around the room
and encourage students to ask follow-up questions. Have
volunteers tell the class what they learned about their
partner.
Reading ir
5 Elicit from the class whatthey knowaboutthe social
networking site Facebook. With a show of hands, ask
how many students in the class are members of a social
networking website. Ask for volunteers to explain why they
are or aren't a member.
6 Have students read the article and circle anywords
they don't understand. For any words that students don't
understand, try to elicit explanations from other members
of the class before you explain yourself.
Ask volunteers to read the questions aloud. Direct students
to read the article again and answer the questions. Then
ask them to compare their answers with a partner. Check
answers with the class.
7 Askvolunteersto read the questions aloud. In
pairs, have students discuss the questions. Go around the
room and offer to help students with vocabulary words if
needed.
G¥ftRErmaH:
OPTI0RIAH WARM #P
Write the following sentences on the board: 1. / am a
feather. 2. /'m wear/.ng _ (complete this sentence
with something you are wearing that day). In pairs, ask
students to discuss the difference between the two
sentences.
Elicit or explain that the first sentence describes
a general state and that the second sentence is
something which is true at that moment. Ask students
what the names of these two grammatical structures
are (simple present and present continuous). Then tell
them to write two similar sentences about themselves,
one using the simple present and one using the present
continuous. Have students read their sentences to their
partner. Check the sentences with the class.
8a Ask volunteers to read the sentences aloud. Have
students read the Active Grammar box. Explain that each
sentence is an example of one of the grammar rules. Have
students match the sentences to the rules in the Active
Grammar box. Tell them to check answers with a partner.
Explain that some verbs such as hale, want, and need are
not usually used in the continuous form and that these
verbs are known as stative verbs.
fo Write the two sentences on the board and read
the sentences aloud. In pairs, have students discuss the
difference between the two sentences. Check answers with
the class.
Direct students to the Reference section on page 127.
Ask;. What structure do we use for habits and routines,
things that are true or permanent, or describing a state
or sl.tuation? ¢stimp\e present) Do we use the present
continuous for describing things that are happening
now? ¢yes) Do we use the simple present for temporary
situations that are happening around now? qNo, we use
the present continuous.) Have students focus on the time
expressions used with the simple present and present
continuous. Refer students to the list of stative verbs not
usually used in the continuous form.
UNIT 1 E
 S ln pairs, askstudentsto completethesentences
using the verbs in the correct form of the simple p7asent or
present continuous.
E®a Write on the board: M/hal/you/#o.7 //.ob/
occwpafi.onJ, and ask students to make a question about
a job. (What do you do?) Write th`e full question on the
board. In pairs, have students make questions for items
2-io. Then ask them to check their answers in pairs.
Writing
i± DirectstudentstothewritingBankon pagel44.
Ask students to focus on the email. Point to the
highlighted greeting and the ending and ask: Who wrote
the email? (N\arK) Who recei.ved the emal.I? (Fernando) .
Read the information in the blue boxes aloud. Tell students
to look at Exercise 1. Have students read the email and
answer the questions. Tell students to check answers with
a partner.

Read items a-d in Exercise 2 on page 144 aloud. Explain

that these are descriptions of paragraphs 1-4 in the email.
Ask students to look at the email again. Point out the
numbers that identify each paragraph. Have them match
the descriptions to the paragraphs by writing the numbers
on the lines.

fa ln pairs, have students ask and answer the

questions in Exercise ioa and note the answers. Go around
Read the Useful Phrases box aloud. Instruct students to
the room and monitor the conversations. Take note of any
write an informal email introducing themselves to a new
mistakes that students make using the simple present and
classmate. Encourage them to use phrases from the box.
present continuous. After the activity, write the mistakes
on the board and elicit corrections from the class. To
review, have students say one interesting thing that they
learned about their partner.

®ESTE®ENAhi PRRESEREATI®RE
Use the complete grammar charts and explanations on
the Reference page to present or reinforce the concepts.
(page 127)

®PffE®ENAEL ExffRERE§E®RE
Organize students into pairs, A and 8. Have students
choose three time expressions used with the simple
present and three used with the present continuous
from Reference page 127. Ask students to write six
sentences about themselves. Have Students A read
their sentences to Students 8. Students 8 ask at least
one follow-up question to Students A to get more
information. Repeat the activity with Students 8 reading
their sentences and Students A asking questions.

¥i-:TI=

Lisife©ELimg
®ESTE®ENAh WARRE t}P
Write these words on the board: f/.ghf, argue, d/.scuss,
d/.sagree. Discuss the meaning of each word. Ask:
Which word is different from the others? uDiscuss, as it
does not necessarily imply a disagreement.)
1a Ask students to focus on the photos. Point to photo
A and ask:. What do you think is their relationship? HaNe
them explain their guess. Repeat with photo 8. Explain
that students are going to listen to three speakers talking
about someone they had an argument with. Play audio
1.o4. Ask them to match the speakers to the photos. In
pairs, have students compare their answers.
ire Read the four questions aloud. Explain that students
are going to hear the speakers from Exercise ia again.
Then tell them to answer the questions by writing notes in
the chart. Play audio 1.o4 again. Pause between each
speaker so that students have time to write in their answers.
£ Read the questionsaloud. In pairs, askstudentsto
discuss the questions. Go around the room and monitor
the conversations. Encourage them to ask and answer
follow-up questions to get more information.
E%©adiEffig
Sa Tell students to focus on the pictures. In pairs, ask
students to predict what they think the story is about.
Then have students work with a different partner. Ask
students to exchange their stories with their new partner.
To review, elicit guesses from various students.
ire Have students read quickly through the article
on page 15 and put the pictures in order. Tell them not
to worry about any words they don't understand at this
point. In pairs, ask students to compare their order of the
pictures. Check answers with the class.
4 Askstudentsto read the sentences aloud. Direct
them to read the article again and mark the sentences true
(r) or false (f). In pairs, have students check answers.
Then have them change the sentences to make them true,
according to the information in the article.
5 Explain to students thatthese are definitions of
verbs from the article. Point out that each of the seven
paragraphs in the article is numbered. Point to item 1 and
alsk:. In which paragraph can I find a verb that matches
th/.s defJ.nJ.£J.on? (paragraph 1) Ask students to find the
verbs and write them on the lines. Then have them check
answers with a partner.
® Have students closetheirbooks. In pairs, ask
students to take turns telling the Dassler brothers' story
in their own words. Go around the room and monitor the
activity. Encourage students to say as much as they can
remember about the story.
ffilf armREaff fl
®PTE®RIjfaErf WrfuRRE EFE
Write the following sentences on the board: 1. /
lived here since 2ooi. 2. I have seen him yesterday.
Tell students that the sentences are not correct. In
pairs, have students correct the sentences. Elicit the
corrections and write them on the board, underlining
the verbs. (1. I have lived here since 2ooi. 2. I saw him
yesterday.) Ask for the name of these structureT=T
(1. present perfect, 2. simple past)
PFa Ask students to look at the sentences. Point out the
underlined verbs and write them on the board. In pairs,
have students decide what tense the underlined verbs are.
UNIT 1 RE
 te Tell students to focus on the Active Grammar box.
Explain that students are to circle the correct choices to
complete the rules. Ask them to compare their answers
with a partner. Check answers with the class.
Have students focus on the form of the present perfect.
Alsk:. What auxiliary verb do we use with the present
perfect? uhave/has). What form of the verb follows the
verb have? (the past participle) Write have/has + past
participle on the board.
Direct students to the Reference section on page 127.
AIsk:. What structure do we use to describe an action
that started in the past and continues in the present?
(present perfect) What structure do we use for an actl.on
that happened in the past but has a result in the present?
(present perfect) What structure do we use for something
that happened at a specific time in the past? (stimphe past)
a Tellstudentstofocuson theverbs in the box.
Explain that they will use the verbs to complete the two
dialogs. Point out that students should use the present
perfect or the simple past and that they can use the verbs
more than once. Ask them to compare answers with a
partner. Check answers with the class.
®EBE¥®RErfuEL REKEREREgSE®RE
On the board write five things about yourself that
started in the past and still continue, for example,
I have lived in Korea for five years. One of the
sentences that you write on the board should not
be true. To find out which of the sentences is not
true, tell students to ask you questions about each one,
using the simple past. When they_think that they
have found the sentence that is not true, have them
tell you using the present perfect, for example, you
haven'£ . . . Encourage students to write five similar
sentences about themselves using the present perfect,
one of which is not true. Have them show the sentences
to their partners, who must ask questions with the
simple past to find out which one is not true.
ffiEpaREEELalf £
±®gfu Wrrfe on the board.. I have studied English for five
years. I have studied English since 2oo6. Underuine the
words /or and s/.nce. In pairs, have students discuss the
difference between for and s/.nce. Then ask them to read
the Active Grammar box and circle the correct choices to
complete the rules. Check answers with the class.

ire Have volunteers read items 1-5 aloud. In pairs,

ask students to complete the sentences with for or s/.nce.
Check answers with the class.

oFTI®RTAfi pRESEENErfuTE®RT
Use the complete grammar charts and explanations on
the Reference page to present or reinforce the concepts.
(page 127) ® Model the activity by writing item 1 in Exercise
lob on the board. Change the sentence so that it is true
for you. Elicit follow-up questions from the class. In
pr®ELThfficiafei®ffi pairs, have students read their sentences to a partner. Go
around the room and encourage students to ask follow-up
©a Ask students to look at the dialogs in Exercise 8 questions.
agalin. AIsk.. How is haNe pronounced in positl.ve sentences?
/n negaf/.ve sentences.7 Play audio 1.o5. Point out that have
often gets contracted in positive sentences if it follows a
pronoun. The contracted form is pronounced as /va/. Have
in full positive sentences al'so uses the schwa /hev/. This
contrasts with the pronunciation of have in short answers,
for example, yes, / have, which is /haev/, and in negative
sentences /haevent/.

fe ln pairs, ask students to practice reading the

dialogs. Instruct students to close their books and repeat
the dialogs. Go around the class correcting errors and ask
more confident pairs to perform the dialogs for the class.

®EBffE®RErfuE REx¥E&fi ELE§EREREEREffi
These audio tracks, activities, and audioscripts are
available on both the Acfi.veBook CD-ROM at the
back of each Student Book and on the Acfi.vereach
DVD at the back of this Teacher's Resource Book. The
audio can also be found on the Audio Program CD.
The audioscripts can also be found at the back of the
Workbook. These listening activities can be completed
in class or done as homework.
G®rmREELELi®&fai®EL
describe your friends and what you have in
common
®p¥E®RTAEf wAE&RE urp
Have students work in two teams, A and 8. Ask a
student from each team to come to the front of the class
and sit with their backs to the board. Write one of these
words or phrases from Exercise 1 on the board: fr/.end,
impression, in common, character, keep in touch, job,
hobbies.
Without saying the word or phrase, the other students
define the word so that the student from their team can
guess the word or phrase. The student who guesses the
word first wins a point for their team.
Repeat the activity with different students until all the
words and phrases have been guessed. The team with
the most points at the end wins.
© Askstudents to choose sixoftheirfriends. Have
them write their friends' names in the boxes around the
tree.
Tell students to focus on the questions. Ask them to write
notes about each of their friends, using the questions
as prompts. Tell students they do not have to write full
sentences.
ffFa |n pairs, have students describe their friends on the
tree and talk about how they met and what they have in
common.
fe Ask students to discuss which of their friends would
get along with their partner's friends and why. Have them
find five things that these friends have in common with
their partner's friends. Have students tell the class what
they found out.
®ESHE®REdfrEL RE¥FTREREffiE®RE
Tell students that they are going to plan a social
event, for example, a dinner party, for the friends that
would get along well from Exercise 7b. Ask students to
consider what kind of event would appeal to the group
of friends and to think about the following: Who would
you invite? What would they be doing? Where would it
be? Have them compare their ideas with their partner.
8 Askstudentstowrite a paragraph abouttheir
relationship with one of their friends from Exercise 6,
using the questions from Exercise 6 and their notes to help
them. They should think about how they met their friends
and how their relationship has developed. To review, ask
various students to read their paragraphs aloud to the
class. Encourage the students listening to ask follow-up
questions about the friends.
UNIT 1 RE
 RE®S©S ff®EF ELsfiELg tELe GEEng
The Common European Framework (CEF), a reference
document for language teaching professionals, was
produced by the Council of Europe as a means of ensuring
parity in terms of language teaching and language
qualifications across Europe. It has since increasingly
become an accepted standard for English learners
throughout the world. It can be downloaded as a PDF file
for free from www.coe.int from the section on Language
Policy. There is also a link to the site from the Eng/t.sh i.n
Common website: www.PearsonELT.com/Englishincommon.
The CEF recommends that language learners use a
Portfolio to document, reflect on, and demonstrate their
progress. E77g//.sh /.n Common has a Language Portfolio,
which can be downloaded from your Ac fr.vereach disc
(at the back of this Teacher's Resource Book) or from
the Act/.veBook disc (at the back of each Student Book).
Suggested tasks are provided at the beginning of every
unit on the Unit Overview page.
CREF RHREE%EENGHS
Lesson 1 CAN DO: make generalizations
CEF 81 descriptor: can identify the main conclusions in
clearly signalled argumentative texts. Can recognize the
line of argument in the treatment of the issue presented,
though not necessarily in detail. (CEF page 7o)
Lesson 2 CAN DO: write an informal email
CEF 81 descriptor: can write personal letters describing
experiences, feelings and events in some detail.
(CEF page 83)
Lesson 3 CAN DO: retell a simple narrative in your
own words
CEF 81 descriptor: can paraphrase short written passages
in a simple fashion, using the original text wording and
ordering. (CEF page 96)
-_-=E
fididiE#fi®REaE E%®ffi®REffee®ffi
Activity Worksheets and Teaching Notes-
Unit 1
Photocopiable worksheets for this unit can be found
on pages io5-llo and Teaching Notes can be found on
pages 166-167 of this Teacher's Resource Book. They
consist of games and other interactive activities for:
Vocabulary, Grammar, and Speaking.
Extra Listening Activity-Unit 1
This activity is designed to provide students with
additional opportunities to listen to and practice
comprehension of spoken English. The audio can be
accessed by clicking the footer button in both the
Student's Acfi.veBook (for independent student use) and in
the Teacher's Acfi.vereach (for classroom use). The audio
is also provided at the end of the Audio Program CD. An
activity worksheet can also be printed out from either the
ActiveBook or ActiveTeach.
Extra Listening unit 1 Audioscript
My best friend, Jim, and I have known each other since
the first day of kindergarten. How I met him was kind
of funny. It was the first day, and I was climbing on the
playground equipment. Suddenly I felt someone untying
my shoelaces. I looked down and it was this little kid, Jim.
He was just laughing and so I started laughing too. I like
Jim because he's a good guy, he's smart, and he makes me
laugh. He's also a real friend. I know he'll always help me
if I need him.
Another thing is, we have a lot in common. We can talk
about anything together, ahd we're both interested in the
same things-you know, like movies, good restaurants,
anything cultural that happens in New York City. We love to
see new movies and eat Thai food or Indian food. I guess
you could even say eating is our hobby.
And we have the same sense of humor. We laugh about
really silly things. For instance, we talked last night about
strange things that happened when we were in high
school We thought it all was a joke.
Jim's a little shy at first and sometimes people think he's
stuck up but he's not. He's really nice when you get to
know him-although he can be stubborn about things.
Even when he knows he's wrong about something, he'll
never admit it. /
I know we'll never lose touch. When we're old men, I
bet you we'll still be laughing about the day we met in
kindergarten.
Video
Email Code
Students watch teens explain "web-Lish"-abbreviations
and acronyms commonly used in text and email
messages. This video segment can be played on the
Teacher's Acfi.vereach disc and projected for classroom
viewing or the disc can be played on any DVD player.
Teaching notes and video scripts are also provided on the
ActiveTeach diisc.

Tlests
A Unit 1 Test is provided in the Test Bank as a Word file
on the Acfi.vereach disc. It includes discrete sections on:
Grammar, Vocabulary, Reading, and Writing. An Answer
Key is also provided. If you wish, this test can be easily
modified to suit the particular needs of your class.

UNIT 1 RE
tEELfi£ ®W®ff¥i©W

OPTI0NAlj WARM HP
Write medi.a on the board. Explain that there are
different forms of media, for example, rv, radio, and
Internet. In pairs, ask students to brainstorm words
related to the media. Review with the class and write
the words on the board.

1a Ask students to read the paragraph about changes

in the media. Tell them not to worry about any words they
don't understand at this time.

b Point out the words in bold in the paragraph. Ask:

What do these words have in common? Ehiitiit or exp\atin
that these are all forms of media and that they all provide
news and information to the public. Explain any words that
students don't understand, or encourage them to explain
®E*¥E®REAEL ELAREgFTAGE PORTFOLIO
words and expressions to each other.
(located in both the Acfi.veBook at the back of the
Student Book and in the Acfi.vereach at the back of this Point to photo A and ask: What types of ned/.a do yow see
Teacher's Resource Book) /.n th/.s photo.7 (newspapers) Tell students to identify the
types of media illustrated in the other photos.
Have students review any materials (written or
oral) that they created during this unit. Encourage
them to select material to add to the Achi.evemenf
Port/a/t.a section of their Language Portfolios. These
works will provide a physical representation of each
student's progress over the course of the term. Also
ask students to update any information in their 2 Askstudentsto read the questions.Then tell
Personal Profiles. students to discuss the questions in small groups. Have
volunteers share their answers with the class.

EXTEND THH WARM HP

Write on the board.. TV, the Internet, radio, newspapers.
In pairs, have students discuss the different media and
decide which is the best way to receive news and why.
Monitor the conversations and note any errors. Write
the errors on the board and encourage students to
self-correct.

UNIT 2 ERE

SEsffE®REffiEL wrfuff%RE REE#
On the board wr.ite.. TV show, search engine, movie,
M7ebst.fe, newspaper, rod,.a sfafi.on. Check that students
understand the words. In pairs, ask students to talk
about their favorite TV show, search engine, movie,
website, newspaper, and radio station. Go around the
room and encourage them to ask follow-up questions
to get more information. Have students explain their
partner's choices to the class.
RE®ffiELdifiREg
EL Havestudentsreadthewordsinthe box. In pairs,
have them decide on the order in which each form of
media was invented. Have students check page 137 for the
answers. As a class, discuss which forms of media have
been the most important. Encourage students to explain
their answers.
aeffi Explain that students are going to answer questions
about the popularity of media around the world. Ask
students to look at the photo of the television and remote
control. AIske. Which country watches the most TV?
Elicit guesses from the class. Have volunteers read the
remaining questions aloud. Then tell students to answer
the remaining questions.
ife Have students read the text quickly to find the
answers. Tell them not to worry about any words they
don't understand at this time. Elicit the correct answers
from the class. 9
asffi Tell students to read the article again. Instruct
them to underline any words they don't know as they
read. Encourage students to work out the meaning of the
words and expressions from the context. Give them the
opportunity to help each other with unknown language
before explaining words yourself.
-_____-::i
Have students read the statements. Tell students to mark
the sentences true (r), false (F), or no information (IV/)
if the answer is not in the text. Have them check their
answers with a partner and then review with the class.
ife Have students check any information in the article
that they already knew before reading it and mark with an
exclamation mark any information they found surprising.
Tell them to compare with a partner. Have volunteers tell
the class about their reactions to the information.
ffiHFfflkeREEELaeg
®P¥E®REAErfe gEErfuRERErfuE% WffiE%ERE REES
Write the following words on the board: Orson We//es
make Ci.I/.zen Kane. In pairs, have students make a
correct sentence using the words in this order. Tell
students to change the form of the verb if necessary.
(Orson Welles made Ci.fi.zen Kane.)
Now write the words on the board in the following
order.. Citizen Kane make Orson Welles. In pa.irs, haNe
students make a correct sentence using the words in
this order. Tell students to change the form of the verb
and add extra words if necessary. (C/.fi.zen Kane was
made by Orson Welles.) Ask students what the name of
this grammatical structure is. (the passive)
In pairs, encourage students to write more sentences
using the passive about famous movies, books, and
songs. Go around the room and check the sentences.
ffi Askstudents to read the sentences. Then have them
read the Active Grammar box and match the sentences to
the rules. To review, check answers with the class.
Direct students to the Reference section on page 128.
Give them time to read the notes. Ask: What happens fo
the object of an active sentence when it is changed into
a pass/.ve sentence.7 (It becomes the subject.) What f.s the
mal.n focus of a passl.ve sentence? (the person oT th.mg
affected bv the actiion) What preposl.tl.on do we use if we
want to include the person who did the action in a passive
sentence?(bv`
5 Have students completethe sentences in pairs.
Check answers with the class.
 C Tell students they are going to listen again and that
OPTIONAL PRESENTATION this time they should take notes about the four topics.
Use the complete grammar charts and explanations on
Play audio 1.o7 again. Have students compare answers
the Reference page to present or reinforce the concepts.
with a partner and then review with the class.
(page 128)

Speaking
8ab Wr.ite on the board.. The last present I was given was
_. Then complete the sentence, making it true for you,
for example, The last present I was given was a cookbook.
Ask students to complete the sentences, making them true
for them.

fo To model the activity, say the sentence you wrote

on the board. Then say two more sentences, adding more
information about the present. for example, /f`was g/.yen
to me by my mother. It was for my birthday. Encourage
students to ask you follow-up questions about the
present. Explain that they should say each sentence and
then tell their partner a little more about each experience.
In pairs, ask students to take turns saying their sentences
and giving more information. Go around the room and
encourage them to ask follow-up questions to get more
information.
Have students tell the class about one of their partner's
experiences. Ask if other students have had a similar
experience and have them tell the class about it.
Listening
OPTIONAlj WARM HP
Focus students on the photograph. Ask: What do yoq
think is happening in the photo? uphotographers are
taking pictures of two celebrities.) Ask: Do you th/.nk
the celebrities are enjoying this situation? Would you
en/.oy t.I? Elicit opinions from the class.
7a Explain that students are going to listen to just
the first part of an interview with a journalist. Read the
question and the three answer choices aloud. Play audio
1.o6. Have students listen and decide what the journalist is
talking about. Review the answer with the class.
b Explain that students are going to hear the rest of
the interview. Give them time to read the topics that the
journalist talks about. Play audio 1.o7. Ask students to
number the topics in the order that the journalist talks
about them. Review answers with the class.
Speaking
8a Ask students to read the headings. In pairs, have
them write the headings in the correct place in the How To
box. Elicit the answers from the class.
b Focus students on the chart. Tell them that they are
going to listen to five statements. Explain that students will
decide if they agree or disagree with each statement. Play
audio 1.o8. Have them listen and complete the chart. Refer
to Audioscript 1.o8 on page 153 if necessary.
C Model the speech balloons with a student. In
pairs, have students discuss their opinions about the
statements they heard in Exercise 8b. Encourage them to
use expressions from the How To box. Then call on a few
students to tell the class about their discussion.
OPHORTAL EXTERISI®FT
Divide the class into pairs. Tell students to write down
the names of five famous people who are often in the
public eye. Have them share the names they have
written with their partner. Student A has one minute to
talk about this famous person, using expressions from
the How To Box. Student a listens and can either agree
or disagree with Student A using expressions from the
How To Box. After one minute, students change roles. To
make sure students use all the expressions, tell them
to check the expressions each time they use them.
Continue until the students have discussed all the
famous people. Go around the room and help students
express their opinions, as needed.

UNIT 2 RERE
 fig Askstudentsto read thewords and expressions in
the How To box. Elicit other expressions we use to ask
about and explain a problem and offer a solution.

®gsFTE®RErfuife wrfuRT#EL# REffs

Direct students to cover Exercise ia and look only
at the photo. To check that students understand the
vocabulary used in the lesson, ask: What do you see +.n
the photo.7 ln pairs, ask students to describe the photo,
writing as many words as they can in five minutes. Then
have them call out words and write them on the board. 8BffEL Tell students to focus on the three illustrations. In
Check that students understand the meaning of pairs, ask them to decide what problems the people in the
the following words: game show, host, confesfanf, pictures are having. Check answers with the class. Point out
audience member, cameraman, microphone. that these illustrations match the dialogs in Exercise 3a.
Encourage them to explain to each other any new
Have students complete the dialogs. Refer them to the
vocabulary words before defining them yourself.
How To box in Exercise 2. Ask students to compare their
answers with a partner.

ELrfuffBife®ffirfuELg

®E*EE®RErfuEf wrfuRERE RERT

Check that students understand that a live TV show is a
performance that goes "on air" at the time of recording. ire Play audio 1.io. Direct students to listen andcheck
With books closed, brainstorm things that can go wrong their answers.
during a live rv show.
® ln pairs, have students practice the dialogs in
Ask if students have ever seen any of these problems
Exercise 3a. Then have students change roles to practice
while watching a live TV show. If so, encourage the
both A and a.
class to ask questions to get more information about
what happened.
ffiffS®fflksELrfuffig

ELffiEL Have students read the problems. Then have
volunteers read them aloud and check that students
understand them.
Play audio 1.og. Have students listen and write the number
of the speaker next to each problem. Then ask them to
compare their answers with a partner. Check answers with
the class.
ifeffi Have students look at the photo. Elicit from the class
what problem the person is having. (He spilled coffee on
his desk.) Then have students write three problems that
they are having at work or at school.
ire Working in pairs, have students roleplay their
problems from Exercise 4a using language from the How
To box on page 23. Students A should tell their problems
to Students 8. Students 8 should offer possible solutions.
Then have students change roles.

ife Play audio 1.og again. Tell students to take notes

about what was said about each problem. Then have them
compare their answers with a partner. Check answers with
the class.
Rea#frELg
Opffffi®RErfuEL wrfuEERE grES
Explain that students are going to read one of two
articles about a TV game show scandal. Check that
students understand that a scanda/ is something that
people think is bad or shocking. Ask if they have heard
of a scandal involving a famous person.
5a Divide the class into two groups, A and 8. Students A
look at the article on page 24 and Students 8 look at the
article on page 138.
Go over the questions and check that students understand
them. Then ask students to read their articles and answer
the questions. To review, have students who read the same
article compare answers.
ire Have students form pairs, A and 8. Students A tell
Students 8 about their article. Go around the room and
monitor the conversations. Encourage them to talk about
their stories in their own words rather than readirig from
the articles. Then have students change roles. Alternatively
have pairs take turns asking`each other the questions.
ffiffBffifeREREaeH
ffiffi Have students use the words in the box to complete
the sentences. Check answers with the class.
ire Tell students to complete the rules in the Active
Grammar box using the words from Exercise 6a. Check
answers with the class.
Explain to students that relative clauses give extra
information that is necessary to understand the noun.
Draw three houses on the board. WITite underneath the
p.ictures.. The house was sold. AIsk:. Do we know which
house was so/d.7 (no) Draw a tree in front of one of the
houses. Change the sentence so it reads: The howse wh/.ch
has the tree in front of it was sold. Alsk:. Do we know
wit.ch house was so/d.7 (yes) Ask students to identify the
relative pronoun in the sentence. (which) Tell them that
there is a full explanation in the Reference section on
page 128.
orIr Read the example sentence aloud. Askstudents to
add the pronouns who, wh/.ch, or where to the sentences.
Point out that students should not add a pronoun if it
can be omitted and that some items have more than one
answer. Check answers with the class.
ffiS Read the'example sentences aloud. Explain that
students are to make similar sentences with the pairs of
sentences. Point out that there may be more than one
possible answer for each pair of sentences. Check answers
with the class.
asESEEeeREifeEL RTREREffiREREffirfuEE®RE
Use the complete grammar charts and explanations on
the Reference page to present or reinforce the concepts.
(page 128)
ffiffseeaeELfiELg
ffiENesng Divide the class into two groups, A and 8. Group A
looks at page 137 and Group 8 looks at page 14o. Have
students work with a partner from their group and
complete the quiz questions with the correct relative
pronouns. Monitor carefully, correcting any errors.
ire Reorganize the class so that students from Group A
are working with students from Group 8. Tell students to
ask each other the questions from the quiz. Have students
note their partner's score. When they have finished asking
and answering the questions, check who the class quiz
champions are.
UNIT 2 RE

®PTE®REAEL WARM tip
Write the following questions on the board: 1. Do you
believe everything you read about in the news? Explain
why or why not. 2. Are some forms of media more
believable than others? Which ones?
ln small groups, have students discuss the questions.
To review, ask volunteers to tell the class about their
Opinions.
R©adiiH8
±a Check students' understan-ding of all the words in
the box and then ask them to work in pairs to complete
the headlines. Check answers with the class.
ire ln pairs, tell students to match the headlines from
Exercise ia to the pictures and describe what they think is
happening in each one.
%a Direct students to read quickly through the stories
and choose a headline from Exercise la for each one. Tell
them not to worry about any words they don't understand
at this time. Ask students to check their answers with a
partner. Then check answers with the class.
ire Point out that some of the stories in 2a cover
similar topics. For example, stories 8 and D both mention
restaurants. Read the example aloud. Ask them to write
the letters of the stories beside the topics. Have students
compare their answers with a partner.
3 Tell studentsto read the stories again slowly and
answer the questions. Check answers with the class.
Check if there are any words or expressions that students
don't understand in the stories.
4a Have students focus on the collocations in the
chart. Point out that the collocations are from the stories.
Direct students to read the stories again and circle the
collocations. Then ask them to match the collocations to
the correct definitions, writing the letters on the lines.
OPTIONAL VARljffTIORI
Before doing Exercise 4a, write the following verbs on
the board.. take, return, give, take, move, cause, get.
In pairs, give students one minute to list expressions
which use these verbs, for example, fake a nap. To
review, have volunteers call out expressions and write
them on the board.
b ln pairs, tell students to take turns retelling the
stories in their own words without looking back at the
stories. Monitor closely and encourage students to use the
phrases in Exercise 4a and their own words.
C Have students discuss the questions in pairs. Then,
have volunteers tell the class about their discussions.
OPTIONAlj EXTHRTSI®RT
Have students write their own strange newspaper story
and read it to the class. It could be a strange story they
have heard, or one which they have made up.
Pronunsiafefi®ffi
5a Play audio 1.11 while students read the verbs in the
chart. Discuss the pronunciation rules for -ed endings
with students: If the last sound in the verb is unvoiced,
we pronounce -ed as /t/. If the last sound in the verb is
voiced, we pronounce -ed as /d/.When the last sound in
the veho .is a /t/ or a / d / , we pronounce -ed as / rd / .
 b Play audio 1.11 again, pausing for students to repeat
the verbs in the chart. In pairs, tell students to take turns
practicing saying the verbs. Monitor carefully to check that
students are using the correct pronunciation.
e Read the sentence and two answerchoices aloud.
Ask students to circle the correct answer.
di Explain that students are going to hear six
sentences. Play audio 1.12. Then play audio 1.12 again,
pausing for students to write. Tell students to write the
sentences they hear. Then have them compare with
a partner. Encourage students to practice saying the
sentences in pairs.
®ffsffff®ENrfuEL RExffREREffiE®RE
Ask students to add more verbs to the chart in Exercise
5a. Then have students call out verbs, and write them
on the board.
ffi¥aeRErmaH:
®ff ffE®REAEE ffiEErfuRERErfuE% wrfuffiRE REF
Direct students to tell a partner what they can
remember about the story about Mrs. Bright (page 26).
AIsk.. When did Mrs. Bright lose her way? ENitiit a full
sentence answer and write on the board: Mrs. Brt.ghf
lost her way as she was driving around Calais. AIsk
students to underline the verbs in the sentence. (/osf,
was drivingn AIsk:. What grammatical structures are in
th/.s sentence.7 Distinguish the simple past and the past
continuous.
ffisa Ask students to look at the two sentences. Read the
question aloud. Elicit the answer.
ife Direct students to read the rules in the Active
Grammar Box. Tell them to find more examples of the past
continuous in the stories and underline them. Ask various
students to read the examples aloud.
Tell students that the past continuous is used in the
following cases: to describe something temporary and in
progress, to say that something happened in the middle
of a longer action, and to set the scene at the beginning of
a story.
Direct students to the Reference section on page 128 and
give them a few minutes to read through the notes. Ask:
Which tense is used for complete, finished actions in the
past? ¢stimple past) Which tense is used for the action
which I.nterrupts the past continuous? (stimp\e past)
Do we use the simple past for temporary actions and
situations? (no) Do we use the past continuous for longer
or permanent situations? (no)
Focus students' attention on the pronunciation of the weak
forms of was /wez/ and were /wa/. Ask them to practice
saying the sentences in the Reference section on page 128.
ffi Have students complete the sentences and then
compare them with a partner. Check answers with
the class.
® Askstudentsto focus on the picture. Elicit ideas
from volunteers about what is happening. Tell them to
write the first four sentences of the story. Go around
the room and check that students are using the past
continuous correctly. To review, have volunteers read their
stories to the class.
®ESESE®REifeEL ESREREseREREffiffiffiffenRE
Use the complete grammar charts and explanations on
the Reference page to present or reinforce the concepts.
(page 128)
REIffrifefrffig
ffiifeae Focus students on the events in the box. Read the
events aloud. Then ask students to read the questions
aloud. Instruct them to choose one of the events in the box
and write notes, using the questions as a guide. Explain
that they do not have to write full sentences.
ire Have students form groups, A and 8. Students A
ask Students 8 quest.tons about the.`T events. StudeT`ts
8 answer using the past continuous where appropriate.
Following the same procedu.re, Students A tell Students 8
about their events. Then have students exchange partners
and repeat their stories.
UNIT 2 RE
 E® Tellstudentstowrite ashort paragraph about
their events, using the notes they took in Exercise 9a as a
guide. Go around the room monitoring and helping them
self-correct where possible.

Have students exchange paragraphs with a partner they

have not talked to previously. Ask them to read their
partner's paragraph. Have students tell the class about
their partner's event.

®FTE®REfiEj EXTRA LESTRERERTca

These audio tracks, activities, and audioscripts are
available on both the Acff.veBook CD-ROM at the
back of each Student Book and on the Acff.vereach
DVD at the back of this Teacher's Resource Book. The
audio can also be found on the Audio Program CD.
The audioscripts can also be found at the back of the
Workbook. These listening activities can be completed
in class or done as homework.

i::i::_
ComrmELffifi®ati®EL Notes for ELsing ifeELae gRERT
debate the value of news stories The Common European Framework (CEF), a reference
document for language teaching professionals, was

OP¥E®ENAL WAE&RE EFP produced by the Council of Europe as a means of ensuring

Write the headline: ra/ki.ng Mouse Created by
5c/.enfi.sis on the board. Ask students what words they
think are missing from the headline that would turn it
into a complete sentence. Add the correct words to the
sentence on the board: A fa/k/.ng mouse ±44g± created
by sc/.enf/.sf5. Elicit what type of words the added words
are, and explain that newspaper headlines often don't
use articles (the, a, or an), or the verb fo be in passives.
Then ask students to find other headlines in Exercise 5
that are missing these words. Elicit answers from
the class.
4 Dividetheclassintogroups-A, B,andc.GroupA
looks at the information on page 137, Group 8 looks at
page 139, and Group C looks at page 141. Give students
time to read the information with a partner from the same
group. Check that students understand their roles and,
if there are any words they don't understand. Encourage
them to explain words to each other and help other
students, if necessary.
5 Directstudentsto remain in the same groups from
Exercise 1. Ask them to focus on the headlines.
To review language for_ giving opinions and agreeing/
disagreeing, refer stude`nts back to the How To box on
page 22. Give them time to read through the box again.
Allow students ten minutes to discuss which stories
should go on the front page. Go around the room and
encourage students to use the expressions from the How
To box. Monitor discussions and note errors and examples
of correct use of language. Then write the errors on the
board and encourage students to self-correct. Write the
correct language students have used on the board.
® ln groups, askstudentsto compare their front pages
and discuss how similar or different they are.
parity in terms of language teaching and language
qualifications across Europe. It has since increasingly
become an accepted standard for English learners
throughout the world. It can be downloaded as a PDF file
for free from www.coe.int from the section on Language
Policy. There is also a Link to the site from the E77g/i.sh r.n
Commonwebsite:www.PearsonELT.com/Englishincommon.
The CEF recommends that language learners use a .
Portfolio to document, reflect on, and demonstrate their
progress. Eng/i.sh i.n Common has a Language Portfolio,
which can be downloaded from your Acfi.vereach disc
(at the back of this Teacher's Resource Book) or from
the Act/.veBook disc (at the back of each Student Book).
Suggested tasks are provided at the beginning of every
unit on the Unit Overview page.
CHH RREEF:HRRErs GHS
Lesson 1 CAN DO: give opinions and agree/disagree
CEF 81 descriptor: can generally follow the main points
in an informal discussion with friends provided speech
is clearly articulated in standard dialect. Can give or
seek personal views and opinions in discussing topics of
interest. (CEF page 77)
Lesson 2 CAN DO: deal with problems
CEF 81 descriptor: can explain why something is a
problem, discuss what to do next, compare and contrast
alternatives. (CEF Page 79)
Lesson 3 CAN DO: describe an important event from
your life
CEF 81 descriptor: can write accounts of experiences,
describing feelings and reactions in simple connected text.
Can write a description of an event, a recent trip-real or
imagined. (CEF page 62)

®PHE®REAH E¥TERESE®RE
For homework, have students write a story for one of
the headlines of their front page. In the next class, ask
students to exchange stories with a partner and read
each other's stories. Alternatively, have students stick
their stories on a large piece of paper and create their
own newspaper front pages which can be displayed on
the classroom walls.

UNIT 2 RE
ifedidifi#fr®ffi&E E%©ffi®REff@©ffi;
Activity Worksheets and 'keaching Notes-
Unit 2
Photocopiable worksheets for this unit can be found
on pages 111-116 and Teaching Notes can be found~on
pages 168-169 of this Teacher's Resource Book. They
consist of games and other interactive activities for:
Vocabulary, Grammar, and Speaking.
Extra Listening Activity-Unit 2
This activity is designed to provide students with
Video
News Radio is Here to Stay
Students watch an ABC News segment about a popular
New York local news radio station. This video segment can
be played on the Teacher's Acfi.vereach disc and projected
for classroom viewing or the disc can be played on any
DVD player. Teaching notes and video scripts are also
provided on the Acfi.vereach disc.
Tfests
A Unit 2 Test is provided in the Test Bank as a Word file
on the Acfi.vereach disc. It includes discrete sections on:
\

Grammar, Vocabulary, Reading, and Writing. An Answer

additional opportunities to listen to and practice
Key is also provided. If you wish, this test can be easily
comprehension of spoken English. The audio can be
modified to suit the particular needs of your class.
accessed by clicking the footer button in both the
Student's Act/.veBook (for independent student use) and in
the Teacher's Acft.vereach (for classroom use). The audio
is also provided at the end of the Audio Program CD. An
activity worksheet can also be printed out from either the
ActiveBook or ActiveTeach.

Extra Listening Unit 2 Audioscript

A: What's the matter? You look worried.
8: My boss is choosing other people's stories for
the column.
A: The column?
8: My column-the part of the news section that I write.
It's about everyday things that happen to people. It's
the most popular column in the section.
A: Oh' right.
8: Donna is giving Trish the best assignments.
A: Trish?
8: You know . . . she's the woman who started working at
the paper six months after me. I told you she's always
coming into the area where I work and trying to find
out what l'm writing. Anyway, I was writing a story
about a street musician who's about 9o years old when
Donna called me into her office. She showed me a
story that Trish submitted. I started to read it . . .
A: Wait. Who's Donna?
8: Donna is my boss. She's the person whose idea it was
to start my column.
A: Maybe you need to take a break.
8: No, I don't think that's a very good idea. That would be
just what Trish wants. Should I talk to Donna?
A: Whynot?
8: No, wait, that's probably not a good idea either. Maybe
I should talk to Trish.
A: Really? I don't think so.
8: You're right. Maybe I should just quit my job and move
to the Bahamas.
Well, l'm not sure about that.
You're a big help.
I guess not. But at least l'm a good listener, right?

®ESTE®REAE hiAENgff AEEE PORTFOLIO
(located in both the Acfi.veBook at the back of the
Student Book and in the Acfi.vereach at the back of this
Teacher's Resource Book)
Have students review any materials (written or oral)
that they created during this unit. Encourage them to
select material to add to the Achf.evemenf Port/a//.a
section of their Language Portfolios. These works will
provide a physical representation of each student's
progress over the course of the term. Also ask students
to update any information in their Persona/ Proff./es.
opTIORTAh WARRE gyp
Give students five minutes to work in pairs and write
questions that they would like to ask you about your
home. Go around the room and check the questions,
correcting when necessary. Have students take
turns asking you questions. Answer, giving as much
information as you like. Encourage students to ask
follow-up questions if they want to find out more.
1a Direct students to look at the photos and then at
the chart below. Check that they understand the words
and expressions in the chart. If there is any vocabulary
students don't understand, encourage them to ask each
other. They can also consult their dictionaries or ask you.
Elicit sample sentences to make sure that students can
use the vocabulary in context and are using the correct
pronunciation. Encourage students to correct each other
before doing so yourself. In small groups, take turns
describing the houses in the pictures. Read the language
box aloud.
B Have students work in pairs and describe the home
where they live. Tell them to use the words and phrases in
the chart. Encourage them to ask follow-up questions to
find out more. Monitor and assist where necessary. Direct
pairs to change partners so that they work with a new
student. Then ask them to repeat their descriptions. Then
ask students to tell you something about their first and
second partner's house or apartment.
REXTERTB THEE WAE%RE EFEB
Ask students to look at the homes in the photos. In
pairs, have them discuss the photos and rank the
homes in order from 1-4, with 1 being the place they
would most like to live, and 4 being the place they
would least like to live. Then ask students to tell the
rest of the class their order, explaining why they have
decided on it.
UNIT 3 RE

RE®&diEELg
fi Focus studentson photosA-D. Have students
describe the houses in the photos and discuss the
question. Review with the class.
gB Write youwhome-Myhome.com on the board. In
pairs, have students discuss what they think the purpose
of this website is. Explain that there are organizations
that offer house-swapping vacations in which a'famiLy can
exchange their home with other family in another country
for a vacation. The advantage for the families is saving
on the cost of accommodations. Ask them to quickly read
the property descriptions and match them to the photos.
Tell students not to worry about any words they don't
understand at this stage. Have them check their answers
with a partner. Review with the class.
®pffE®RErfuEL wAREdffiffE®RE
ln pairs A and a, ask Students A to read about Property 1
and Students a to read about Property 2. Then have the
pairs discuss the property information and match the
descriptions to the photos.
aeae Direct students to read the property descriptions
more carefully and answer the questions. Check answers
with the class. Have students tell you the part of the
description which gave them each answer.
Ask students if there are any words or phrases that they
don't understand. Encourage them to answer each others'
questions before explaining yourself.
ife Have students discuss in pairs which of the two
properties they would prefer to live in for a month and
why. Review responses with the class.
ELES%®ffiEEL g .
ffias Give students time to read the items. Play audio 1.13.
Direct students to Listen and write I for the Miller family
and 2 for the Costa family. Check answers with the class.
fe Tell students to read the excerpts from the dialogs.
Have students predict which verb forms are used in the
dialogs. Play audio 1.13 again and ask students to circle
the correct verb forms. Check answers with the class.
ffilfifermREalf
®PHE®REAEL WAff&RE "ES .
Write the following sentence halves on the board:
1. Lm_goinglQ have the soup.
2. For the appet.izer I th.Ink I:J± visit America one day.
3. !m3etha John at six on saturday.
Ask students to match the sentence halves. (1. visit
America one day. 2. have the soup. 3. john at six
on Saturday.) Then have students make their own
sentences, using the underlined forms. Then ask them
to compare their sentences with their partners.
5 Have students read theActive Grammarbox.Ask
them to find examples of each structure for talking about
the future in Exercise 4b. Check answers with the class.
Direct students to the Reference section on page 129. Give
them time to read through the notes. Ask: M/hat sfrucfure
do we use if we want to talk about intentions or plans
in the future? (be go.ing toD What structure do we use fo.r
fixed arrangements for the future? (present Fondn.uou.s)
What structure do we use for decisions made at the time
of speaking? (w.urD What structures do we use for mpking`
deheralpredictl.onsaboutthefuture?(w.iuorpe_?.o.in?to).
Have students look at the contracted forms of wf.// and wi.//
nor ('11 and won't).
g Have students complete the paragraphs with the
words and phrases from the box. Check answers with
the class.

®RTffE®REfiErd EHEERE ffiRERETAffE®RE

Use the complete grammar charts and explanations on
the Reference page to present or reinforce the concepts.
(page 129)
asffip©ffiifefiffig
ffigife Ask students to write four questions to ask other
students about their plans using the topics in the box. Go
around the room monitoring students' work, helping where
necessary.
®Effff®REAE£ RE¥ffREREffiE®RE
Ask students to think of a problem that they (or
someone they know) had while on vacation. Ask them
to work in groups of three or four and take turns telling
each other the problem. Encourage students listening
to ask follow-up questions about the problem. Ask the
groups to share some of the problems with the class.
Ask students which they think was the worst problem.

REff±thfiELg
gas Refer students to the Writing Bank on page 145.
Tell them that sometimes there is more than one possible
answer to each question. Check answers with the class.

ife ln pairs, have students take turns asking and

answering questions about future plans. Read the example
aloud. Encourage students to ask follow-up questions.
Monitor and take note of errors. At the end of the activity, ife Direct students to write a Letter of complaint from
review errors with the class. David or Paula to yowhome-Myhome.com, using the
pictures in Exercise 8a as cues. When students have
finished writing, have them give the letter to a partner
ELfrffBife©ffE#RE8 to read. If there is time, ask students to write a reply to
their partner's Letter. Direct students back to the Writing
gRae Direct students to look at the pictures of the Costa
Bank on page 145 for a quick review of the format for a
and Miller families during their home exchange. Be sure
formal letter.
students understand that pictures A and a show the Costa
family and pictures C and D show the Miller family. Ask Have students read their partner's reply and determine if it
them what they think the problems were. Elicit feedback is a good response. Review with the class.
from various students and write their predictions on
the board.

ire Play audio 1.14 and have students checktheir

predictions on the board.

S Play audio 1.14 again. Askstudentsto take

notes about the problems and write them in the chart.
Review with the class. In pairs, have students take turns
describing what happened, using the pictures as cues.

lilli
®RT#E®REAEL WffiRRE EFES
Ask students to think of their favorite city. This can
be either in their own country or in a foreign country
they have visited. Have them write notes about this
city for a few minutes. Monitor and help students with
vocabulary as necessary. Ask students to describe
this city to a partner and say why this is their favorite
city. Encourage students to ask each other follow-up
questions. Then elicit from the pairs the names of cities
that students have chosen and write them on the board.
With the class, ask students to choose the top five cities
from the ones on the board.
w®eeffiifeELEaffIr
fla Ask students to look at the photos of famous cities
around the world and name them.
ire Direct students to look at the adjectives used to
describe cities in the box. Have them find pairs of words
that mean the opposite. If students have problems with
the vocabulary, encourage them to use a dictionary before
asking you. Read the speech balloon aloud.
® In pairs, ask students to use the adjectives to
describe cities or towns that they are familiar with. Have
pairs compare their answers with another pair. Read the
speech balloon aloud. Then review with the class.
Hi§£©ELimg
aa Tell students they are going to hear two people
discussing a trip. Play audio 1.15. Ask students to write
the name of the city they are talking about. Have them
compare their answers with a partner. Check answers with
the class.
b Have students read the sentences. Play audio 1.15
again and ask them to circle the correct word in each
sentence. Have students compare their answers with a
partner. Check answers with the class.
Readifig
3a Ask students to work in pairs and write a list of
what makes a city good or bad to live in. Then ask pairs to
compare their lists. Read the written example aloud. Elicit
which cities they think are the best in the world.
b Have students read the article. Ask: Does the art/.c/e
mention any of the cities on the lists ih the previous
exerc/.se.7Tell them to underline any words or phrases
that they don't understand while reading. Check any
vocabulary in the article that students don't understand
and write it on the board. Encourage students to answer
each others' questions, or explain the words yourself.
4a Have students look at the questions. Then ask them
to read the article again and answer the questions. Review
answers with the class.
B Ask students to discuss the questions in small
groups. Then review the answers with the class. Find out
who in the class has been to any of the cities mentioned.
Ask them to tell the class about the city and if they found
the information in the survey to be correct.
GraEELffELaff SEB©aEEfiffig
8a Read the written example aloud. Then write your
OPTE®ENfiEL WARRE HP own top five movies on the board. Encourage students to
Write the following fill-in sentences on the board: ask you follow-up questions about your favorite movies
1. _ istallerthan . 2. isthetallestin and why you chose those particular ones. Point out
the c/ass. Invite a student to fill in the blanks on the board categories and have students choose one category they
with names of students in the class. Then ask students to are interested in. Give students a few minutes to think of
discuss the endings of the adjectives and when to use them. their own top five choices for that category.

ts Divide students into small groups. Have them tell the

5 Askstudents to lookattheActive Grammar box. other students why they chose this category and explain
Have them match the rules to the sentences and compare how they chose their favorites. Read the speech balloon
their answers in pairs. Check answers with the class. aloud.

Encourage students to use comparatives and superlatives

from the Active Grammar box. Have the students listening
ask follow-up questions.
Direct students to the Reference section on page 129 and
Review with the class and check to see if any of the
give them time to read through it and ask questions.
students chose the same things in their top fives.
6 Have students focus on theTravel Blog.Askthem to
fill in the blanks with comparatives or superlatives of the
words in parentheses. Check answers with the class and
write the answers on the board.

7 Tellstudentstothinkaboutthe citiestheyhave been

to, either in their own country or in other countries. Ask
them to write sentences about the cities, using the words
from Exercise ib on page 35 and the comparatives and
superlatives from the Active Grammar box. Have students
compare their sentences with other students. Encourage
them to ask follow-up questions about the cities. Review
with the class and discuss which is the nicest city and why.

®EBHE®REAEL PRESERITfflTE®RT
Use the complete grammar charts and explanations on
the Reference page to present or reinforce the concepts.
(page 129)

®EBHE®REAEL RE%HRERT§H®RT
Divide students into pairs-A and 8. Tell students to
think of two cities in their country and write five or
six sentences comparing them. Students A read their
sentences to their partners but only read the name of
one of the cities, for example, Madrt.d f.s much a/der
than . After listening to all of the sentences,
Students 8 must guess the city that was not mentioned.
Then have students switch roles. In a monolingual
class, review with the class and ask students to tell you
more about the cities in their country. In a multilingual
class, have students tell each other more about the
cities in their countries.

UNIT 3 RE

®ESffE®REAEE wrfuRRE EFES
Ask students to write down the names of all the
electrical appliances that they have in their homes.
Have them compare their lists with a partner. Encourage
students to call out the appliances on their lists and
write them on the board. Practice any words students
have difficulty pronouncing.
w®®aeifeREE&ffgr
E Tellstudentsto covercolumn Bofthe chart. In pairs,
ask students to think of words to connect to the words in
column A to complete each compound noun. Have them
compare their compound nouns with another pair. Ask
for examples and write the correct compound nouns on
the board.
Have students uncover column 8 and complete the
exercise. Check answers with the class and make sure
students understand what each compound noun is.
EBff®ELREELgfia#fi®m
fiBa Write a/arm c/ock on the board and ask students
where the stress is. (a larm' Clock) Have students practice
saying this compound noun with a partner, concentrating
on the stress. Explain that in most compound nouns the
first word is stressed; if the first word is an -/.ng word, it is
always stressed, for example, wash/.ng mach/.ne.
Play audio 1.16. Ask students to listen to the words in
Exercise 1 and mark the stress on the compound nouns.
Have them compare their answers with a partner.
___-:--__:--:-==i_-
fo Play audio 1.16 again, pausing to give students time
to repeat the words.
R©adiiEL8
3 Askstudentsto read quicklythrough the article and
circle the best title. Tell them not to worry if there are any
words they don't understand at this time. Have students
check their answers with a partn`er. Go over answers with
the class.
4a Direct students to read the article more carefully and
answer the questions. Ask them to compare their answers
with a partner. Then check answers with the class.
fa Tell students to read the article again and mark
the sentences true (I) or false (F). Check answers with
the class.
Ask students if there are any words or phrases in the text
that they don't understand. Encourage them to answer each
others' questions or to use a dictionary before asking you.
GFamma¥
GPTI0RTAL WARRE HP
Write the following on the board:
1. Astronauts/travel to Mars. 2. Scientists/find a cure
for AIDS. 3. Ivly country/win the viorld Cup. 4. Spanish/
become the most important language in the world.
5. I/speak English perfectly.
Ask students to talk to a partner and decide how likely
it is that these things will occur in the next ten years. Go
around the class, taking note of how students express
future possibility. Write some of the students' ideas on
the board.
5 Tell students to complete the Active Grammar box
using the underlined words from the article on page 38.
niITect students to the Reference section on page 129 and
gce them time to read it. Have them focus on the use of
"-11 before the adverb in affirmative sentences and the
rae of won'f after the adverb in negative sentences. Draw
smdents' attention to the use of the infinitive without fo
editer may| might| could.

6 Askstudents to circle the correct choices in the

sentences and then compare their answers with a partner.
Check answers with the class.

R®¥i®w
I Wr.ite ontheboard.. Computers __ __ getfasterin
the next 2o years. Ask students to complete the sentence i
using an expression of future possibility. Elicit answers
from various students.

Have students complete the sentences with a partner.

Tell them that there is more than one possible answer for
each sentence. Ask some students to read their sentences
aloud, and have them explain their choices.

SEsffE®REAhi ESRE§ERETATE®RT
Use the complete grammar charts and explanations on
the Reference page to present or reinforce the concepts.
(page 129)

LEffiife®ffiEELg

8ife Ask students to look at the chart. Play audio 1.17 and
have them complete the chart. Play audio 1.17 again and
have students check their answers.

ire Working in groups, ask students to discuss the

questions. Then review answers with the class.

ffiffS©aeELfiREg ®EsffE®REAErd RE¥ffff%rfu H£Eg#ffRERE#REee#

These audio tracks, activities, and audioscripts are
ffiB Reviewthe HowTo box. Askstudentsto workin
available on both the Acfi.veBook CD-ROM at the
pairs, A and 8. Have Students A look at the role cards on back of each Student Book and on the Acfi.vereach
page 4o and Students 8 look at the role cards on page 14o. DVD at the back of this Teacher's Resource Book. The
Give students time to read their roles and to prepare their
audio can also be found on the Audio Program CD.
dialogs. If possible, to make the role play more realistic,
The audioscripts can also be found at the back of the
set up the chairs so that students are sitting back to back
Workbook. These listening activities can be completed
with their partners. Then ask students to roleplay the
in class or done as homework.
telephone conversations using expressions from the How
To box. Monitor the conversations for errors. Write errors
on the board and ask students to correct them.

UNIT 3 RE
ffi:ffiPeffiffiREREfiffiBffiiferfueeffi
describe your dream house
®RT¥EaeRErfuEL ENffiffSSRE "E¥
ln groups of three or four, have students discuss if they
have ever entered or won a contest. Ask what type of
contests students have entered and what prizes they
have won, if any.
ffis ln pairs, askstudentsto describethe homes in the
photos and discuss which one they prefer. Have them
describe which features of each home they like or don't
like. Have students compare the homes and tell which
ones they like better and why.
ffiffiEL Have students read the advertisement for the
contest and answer the questions.. What can you wi.n.7
{a Free dream home) What do you have to do to enter the
confesf.7 (describe your dream home) Check answers with
the class.
ife Tell students to look at the chart. Ask students to
prepare what they want to say by completing the chart
with notes about their dream home.
ffiB Have students describe their dream home to a
partner. Ask several students to describe their dream
home to the class.
di Conduct the contest. Divide the class into speakers
and judges. Give the speakers a limited time (three or
four minutes) to make a speech describing their dream
home and neighborhood. Ask the judges to listen and ask
questions to find out more information. Monitor and take
note of errors. When all the speakers have spoken, have
the judges vote for one speaker as the winner. Then have
the speakers change roles. Repeat the activity. Write down
any errors you heard while students were talking. Discuss
the errors with the class and write the corrections on
the board.
REaeife®ffi ff®ff ffiffisrfuffig ifeELae gREffi
The Common European Framework (CEF), a reference
document for language teaching professionals, was
produced by the Council of Europe as a means of ensuring
parity in terms of language teaching and language
qualifications across Europe. It has since increasingly
become an accepted standard for English learners
throughout the world. It can be downloaded as a PDF file
for free from www.coe.int from the section on Language
Policy. There is also a Link to the site from the Eng//.sh /.n
Common website: www.PearsonELT.com/Englishincommon.
The CEF recommends that language learners use a
Portfolio to document, reflect on, and demonstrate their
progress. Eng/i.sh t.n Common has a Language Portfolio,
which can be downloaded from your Acfi.vereach disc
(at the back of this Teacher's Resource Book) or from
the Acff.veBook disc (at the back of each Student Book).
Suggested tasks are provided at the beginning of every
unit on the Unit Overview page.
8RERT RERERTRERERERE8RES
Lesson 1 CAN DO: write a letter of complaint
CEF Bi descriptor: can convey information and ideas on
abstract as well as concrete topics, check information and
ask about or explain problems with reasonable precision.
(CEF page 83) `
Lesson 2 CAN DO: compare cities
CEF Bi descriptor: can work out how to communicate the
main point(s) he/she wants to get across, exploiting any
resources available and limiting the message to what he/
she can recall or find the means to express. (CEF page 64)
Lesson 3 CAN DO: make a formal phone call
CEF 81 descriptor: can find out and pass on
straightforward factual information. Can obtain more
detailed information. (CEF page 81)
Additi®ELaE Resources
Activity Worksheets and Teaching Notes-
Unit 3
Thiotocopiable worksheets for this unit can be found on
se'ges 117-122 and Teaching Notes can be found on
peges 17o-171 of this Teacher's Resource Book. They
consist of games and other interactive activities for:
`ilDcabulary, Grammar, and Speaking.
Erda Listening Activity-Unit 3
This activity is designed to provide students with
additional opportunities to listen to and practice
comprehension of spoken English. The audio can be
accessed by clicking the footer button in both the
Student's Acfi.veBook (for independent student use) and in
the Teacher's Acff.vereach (for classroom use). The audio
is also provided at the end of the Audio Program CD. An
activity worksheet can also be printed out from either the
ActiveBook or ActiveTeach.
Extra Listening unit 3 Audioscript
1.
A: We'll never find an apartment.
8: Yes, we wiLL! Don't give up. We'Ll find something. Let's
try the duplex next. Two stories, large, sunny with two
bedrooms, one bathroom . . .
A: One bathroom? Forget that. Next.
4.
A: I can't believe it. The best one! lt's so charming! The
bedrooms are enormous and so clean! Except for the
carpeted floors, it's almost perfect!
8: And it's the cheapest!
A: The first thing we're going to do this weekend is
remove the carpets. I want hardwood floors. Then we're
going to buy a new sofa.
8: Let's go shopping right now!
Video
The Quality of Life
Students watch residents talk about Radburn, New
Jersey, a town designed in 1929 to offer residents a better
quality of life. This video segment can be played on the
Teacher's Acfi.vereach disc and projected for classroom
viewing or the disc can be played on any DVD player.
Teaching notes and video scripts are also provided on the
Activedeach diisc.
Pests
A Unit 3 Test is provided in the Test Bank as a Word file
on the Acfi.vereach disc. It includes discrete sections on:
Grammar, Vocabulary, Reading, and Writing. An Answer
Key is also provided. If you wish, this test can be easily
modified to suit the particular needs of your class.

2.
8: Next is a townhouse.
A: The whole townhouse is for rent?
8: Uh, no, just the top floor. Spacious apartment with two
bedrooms, two bathrooms, a living room, kitchen, and
dining room with charming old-fashioned details.
A: But it's more expensive than our one bathroom. OK,
we'll look.

3.
A: Wow, that was the worst apartment yet. It was
unbelievably small
8: That was an attic, not a top floor.
A: Yeah, and there were definitely "old-fashioned" details.
The washing machine and the air conditioner were both
older than my grandfather. Finding an apartment may
not be as easy as I thought.
8: Don't give up! We'll find something. What's next?
A: A three bedroom-apartment. It has two new bathrooms.
Modern, spacious. Large dining roorTl area is great for
dinner parties. Quiet neighborhood. A ten-minute walk
from downtown. Close to subway and bus. Balcony
overlooking yard.
B.. Sz>»rjbs gredrJ lgT's gf 2,

UNIT 3 RE