LEARNING OBJECTIVES

Unit COMMUNICATION
COMMUNICATION GOALS
GOALS VOCABULARY
VOCABULARY GRAMMAR
GRAMMAR CONVERSATION
CONVERSATION STRATEGIES
STRATEGIES LISTENING
LISTENING // PRONUNCIATION
PRONUNCIATION READING
READING WRITING
WRITING // SOFT
SOFT SKILLS
SKILLS BOOSTER
BOOSTER

1
●
● Introduce people who ●
● Manners and etiquette ●
● Modals must, may, and might ●
● Express enthusiasm for a happy discovery Listening Skills Texts Task
may have something in ●
● Tag questions: Use and form ●
● Express pleasure to discover a connection with ● Listen for main ideas
● ● A questionnaire about
● ● Write a formal and an
●

common “What a coincidence!” ● Listen to summarize

● formality informal e-mail message
Make small talk GRAMMAR EXPANDER telling someone about your
●
● ●
● Acknowledge a minor error ● An illustrated conversation
●
Expressing possibility with maybe country
Becoming
●
●
●
● Develop cultural awareness ●
● Politely introduce a correction to someone’s ● A questionnaire about your
●
● Drawing conclusions with probably and most likely
●
●
● Discuss gender and culture assumption with “Actually, ...” culture WRITING HANDBOOK
Culturally Literate ● Modals: common errors
●
●
● Ask about proper address ● Letters asking for advice
● ●
●Formal e-mail etiquette
● Can and be able to: present and past
●
●
● Talk about the weather to begin a conversation ● A graph about paid and
●
page 1 ● Be able to: present perfect
●
with someone you don’t know Pronunciation unpaid work SOFT SKILLS BOOSTER
● Tag questions: short answers (expansion)
● ●
● Use question tags to encourage someone to ●
● Rising intonation of tag ●
● [to come]
make small talk questions Skills / Strategies
● Understand from context
●
●
● Answer a “Do you mind …?” question with ● Falling intonation of tag
●
● Activate language from a
●
“Absolutely not” to indicate agreement questions
text

2
●
● Ask for and offer to do ●
● Services ●
● The causatives have and get ●
● Introduce a request for a favor with “I’m sorry to Listening Skills Texts Task
favors ●
● Service businesses ●
● Passive causatives bother you” ● Listen to infer
● ● A questionnaire about
● ● Write recommendations for
●

●
● Arrange to get something ●
● Politely turn down a request or favor ● Listen to summarize
● solving problems businesses and services
done GRAMMAR EXPANDER ●
● Express gratitude for an offer to help with “I’d ● An illustrated conversation
●
WRITING HANDBOOK
● The causative make to indicate obligation
Getting Help
●
●
● Recommend service appreciate that” ● A section of an employee
●
● Let to indicate permission
●
●Supporting an opinion with
providers ●
●
● Check if something’s possible with “I’m wondering training manual
● The passive causative: by phrases (review)
personal examples
page 13
●
● Persuade someone to use ●
if ...”
your services ●
● Politely insist Pronunciation Skills / Strategies SOFT SKILLS BOOSTER
● Identify main idea
●
● Make a tentative promise with “Let me see what I
●
● Emphatic stress to ●
●
● [to come]
express enthusiasm ● Understand from context
●
can do”

3
●
● Recommend a good book ●
● Genres of books ●
● Noun clauses that function as direct objects ●
● Express strong surprise by beginning a question Listening Skills Texts Task
●
● Talk about a newspaper or ●
● Ways to describe a book ●
● Noun clauses: Embedded questions with “You mean ...? ● Listen for main ideas
● ● A self-test
● ● Write a review of something
●

magazine article ●
● Some formats for reading ●
● Introduce statements of common belief ● Listen to take notes
● ● An illustrated conversation
● you’ve read
GRAMMAR EXPANDER
●
● Describe tastes in leisure ●
● Say “I actually don’t know” to admit that perhaps ● Paraphrase
● ● A questionnaire about
●
WRITING HANDBOOK
● Verbs followed by noun clauses (expansion)
What We Read
●
reading you should reading tastes ● Summarizing
●
● Adjective complements
●
●
● Discuss formats of ●
● Use actually to express a surprising fact ● An article about the formats
●
educational materials ● Embedded questions with whether
●
Say “Duh” to admit you should have thought of Pronunciation of educational materials SOFT SKILLS BOOSTER
page 25 ●
●
● Embedded questions: usage and common errors ● Sentence stress in short ● [to come]
●
something earlier ● ●

● Embedded questions: punctuation

● ●
● Acknowledge someone’s good idea with “Why answers with so and not Skills / Strategies
● Understand main idea
●
didn’t I think of that?”
● Understand details
●

4
●
● Explain why you can’t come ●
● Medical procedures ●
● The past perfect ●
● Agree to do what someone suggests with “Will do” Listening Skills Texts Task
to work or class ●
● Symptoms and conditions ●
● Wish to express regrets and desires ●
● State your willingness to help with “Don’t hesitate ● Listen for main ideas
● ● A questionnaire about
● ● Write a comparison of two
●

●
● Express wishes and regrets ●
● Types of medications to ask” ● Listen for details
● medical procedures approaches to health care
GRAMMAR EXPANDER
●
● Recommend treatments ●
● Express remorse for an error with “I could kick ● An illustrated conversation
●
WRITING HANDBOOK
Verb usage: present and past (overview)
Taking Care of
●
●
and medications myself” ● An article about alternative
●
● Wish versus hope
●
●
●Comparisons and
●
● Compare approaches to ●
● Reassure someone who regrets a mistake options for health care
Yourself health care ●
● Encourage someone to look on the bright side
contrasts

with “It’s not the end of the world” Pronunciation Skills / Strategies SOFT SKILLS BOOSTER
● Find supporting details
page 37 ●
● Intonation of lists ●
●
● [to come]
● Apply real-world knowledge
●

5
●
● Warn of a dangerous ●
● Emergency supplies ●
● Indirect speech: Imperatives ●
● Introduce shocking information with “You won’t Listening Skills Texts Task
situation ●
● Disasters ●
● Indirect speech: Say and tell—tense changes believe ...” ● Listen to infer
● ● An emergency checklist
● ● Write about how to prepare
●

●
● Start a conversation about ●
● Natural disasters ●
● Ask someone to wait ● Listen for details
● ● An illustrated conversation
● for an emergency
a disaster in the news GRAMMAR EXPANDER
●
● Emergency readiness and ●
● Express shock with “Oh, wow!” ● Listen for main ideas
● ● An article about deadly
●
WRITING HANDBOOK
● Direct speech: punctuation rules
Coping with
●
●
● Discuss epidemics supplies ●
● Express disbelief with “No way!” ● Listen for instructions outbreaks
● Indirect speech: optional tense changes
●
● ●
●Organizing detail
●
● Prepare for an emergency Begin a conversation about something
Disasters and ● Paraphrase statements by order of
●
● ●
Skills / Strategies
●
● Express extreme dismay with “What a horror!” ● Understand from context
importance
Emergencies
●
●
● Ask for confirmation of someone’s shocking Pronunciation ● Confirm facts
● SOFT SKILLS BOOSTER
information with “You’re kidding” ●
● Direct and indirect ●
● [to come]
page 49 ●
● Ask to see something with “Let me have a look” speech: rhythm
●
● Say “Here you go” to indicate you’re handing
something to someone

IV © 2021 Pearson Education, Inc. All rights reserved. SAMPLE UNIT NOT FOR DISTRIBUTION OR CIRCULATION. V
 Unit
Unit COMMUNICATION
COMMUNICATION GOALS
GOALS VOCABULARY
VOCABULARY GRAMMAR
GRAMMAR Unit CONVERSATION
CONVERSATION
COMMUNICATION GOALS STRATEGIES
STRATEGIES
VOCABULARY LISTENING
LISTENING
GRAMMAR
LISTENING // PRONUNCIATION
PRONUNCIATION READING
/ PRONUNCIATION READING
READING WRITING
WRITING // SOFT
WRITINGSOFT SKILLS
SKILLS
/ SOFT BOOSTER
BOOSTER
SKILLS CONVERSATION STRATE
BOOSTER

6 6
●
● Express
Make anresolutions
excuse forfor ●
● Making
Classes resolutions
of foods ●
● The futureyes
Negative as seen from the past: Was / Were going to
/ no questions ● ● Start
Offer afood
Express resolutions
● newforattopic of●conversation
the table with “Please
Making asking
help a
resolutions ● Listening
Listening Skills
Skills
The future TextsWas / Were going to
Texts
as seen from the past: TaskTask ● Start a new topic

creating
decliningafood
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● Employment qualifications
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Listen would
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forto infer
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Classes
● ● aptitude test
foods survey ● Write
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● Write aboutoffood
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in your
●
● Examine
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changes in eating ● Reasons for adopting ● Perfect modals
● ● Encourage
Politely
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actions someone’s
an offereffort with
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with you but
“Thanks, luck” ● ● Listen
Perfect modalscontent ● ●An
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illustrated conversation
conversation country ● Encourage some
GRAMMAR EXPANDER WRITING HANDBOOK
●
● habits and
Discuss tastes
factors that a diet ● ● I’ll pass
● Express
Discuss factors thaton . . .”
empathy that someone didn’t reach a ● An
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● ● article
article about
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GRAMMAR ● Dividing
WRITINGan essay into topics
NegativeEXPANDER
yes / no questions: short answers GRAMMAR EXPANDER ● HANDBOOK
Plans
Eatingand Plans and
●
promote success
Discuss diet choices goal with someone
Reassure
promote●success “I’m sorry”who has apologized with “No about diet choices ● Connecting Ideas: goal with “I’m sor
Well Describing foods that promote success
● ● ● A questionnaire
● Expressing the future: review
● ● Expressing the future: review
●
● Prepare
Describefor a job interview
favorite dishes
● Use to / used to: form and use, common errors ● worries”,
● Encourage
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Choices
page 61 in detail
● The future with will and be going to: review
●
● Be used to and get used to Choices ● Say "No way!" to express surprise about
● Introduce a statement of regret with “I should
● The future with will and be going to: review
● Reduction of have in
● Skills
Skills / Strategies
/ Strategies
subordinating conjunctions
● [to come]
● ● Introduce a state
● Should have and ought to have ● Should have and ought to●have ● Understand from context
●
● Repeated actions in the past: would + base form, someone's
have ...” point of view perfect modals
Pronunciation ●
Understand from context SOFT SKILLS BOOSTER have ...”
page 61 ● Wish
● + theerrors
common past perfect page 61 ● Suggest someone isn’t to blame with “You
● ● Sound
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the past perfect ●● Activate language from a
● Communication: Ask
● for
● Suggest someon
couldn’t have known that” used to text clarification or repetition
couldn’t have kno
● Summarize
● Say “Maybe so” to gently acknowledge someone’s
●
●
when you’re not sure you “Maybe so” to
● Say

regret about an action understand regret about an a

7
● Agree to consider a suggestion with “I’ll give that ● Agree to conside
● Discuss reasons for getting ● Kinds of cars and ● Unfinished or continuing actions: the present perfect ●
● Express emphatic concern with “No way!” Listening Skills Texts Task
a new car small trucks continuous ● some
Express thought”
frustration with “I’ve had it,” “That settles ● Listen for details ● Dangerous driving habits survey ● Write a letter or email,some thought”
giving

7 7
●
●
● Describe an
Exchange accident
holiday ●
●
● Dangerous
Types driving habits
of holidays ●
●
● The past continuous
Adjective clauses with relative pronouns who and that ● Exchange● it,” or “Enough
Exchange
● holiday is enough.”
holiday greetings
● Types of holidays ● Listening
AdjectiveSkills ● Texts
Anpronouns
clauses with relative illustratedwho
conversation
and that Task advice to a new driver.● Exchange holida

greetings
Rent a car Majorto
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celebrate and AdjectiveEXPANDER
clauses: Subject and object relative Introduce
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● Ways you “You
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object about
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relative holidays
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●
WRITING HANDBOOK Say “I wonder if I
● ●
●
● ●
● ●
GRAMMAR
parts are celebrated in your question that mig
Driving Around ●
● Ask about
Discuss local
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traditions
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● Present perfect continuous: questions
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when someone
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● Listen to compare and ● ●A An illustrated
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●
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●
● Describing the purpose of ● Compare ● Respond
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GRAMMAR
● Spelling EXPANDER
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Holidays
page 73 and ●
● Describe wedding customs ● an event phrasal verbs
Separable
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The past continuous: errors
expansion Holidays and ● Ask
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● ●● “Are
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customs of someone
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Adjective clauses: common errors
about aggressive drivers WRITING HANDBOOK
furthermore, and ● Acknowledge the
therefore.
● Driving behavior an accident
really helpful” really helpful”
Traditions ● Reflexive
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pronouns: review Traditions ● ● Express relief
● Reassure with expressions
someone that it’s OKlike:
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Pronunciation
● Reflexive pronouns
Skills
Skills / Strategies
/ Strategies
● Descriptive details
●
SOFT SKILLS BOOSTER● Reassure someon
● Reciprocal pronouns: each other and one another
●
goodness!”, “What a relief!”, etc. Stress in phrasal
● Pronunciation
Reciprocal verbs each
pronouns: ● Understand
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CriticalBOOSTER
thinking: Expand
local customs local customs
page 73 ● Adjective clauses: whom
● page 73 ●● Thought clauses:
● Adjective groups whom ● Relate to personal
● ● on someone’s argument to
● [to come]

experience show support

8 8
Return someone’s
new kindsproperty Talking about property Whose andconditional:
which / Possessive
Review pronouns thought Listening Skills Texts TaskTask
● ● ● ● Respectfully get the attention of an adult you
●
● Describe of ●
● Adjectives for describing ●
● The unreal and expansion ● Describe●●newChange
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● Write about the with “Now that I th
●
● The past unreal conditional ●● Listen
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main conditional
idea ● A survey about new
● ●

● Describeagood
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ideas ● Express personal gratitude with “That’s so nice of
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Imagine ●●a different change of heart about a ● ●Listen
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main idea ● An illustrated conversation
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●
●
GRAMMAR EXPANDER
EXPANDER
●
details
character traits
outcome Archeology GRAMMAR you”
outcome decision with “I guess not”
● Archeology ● GRAMMAR
Listen EXPANDER
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● An illustrated people honesty
disadvantages, and decision with “I g
●
●
● Possessive nouns: review and expansion ● Summarize
●
● ●
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Real and unreal conditionals: review ● Acknowledge someone’s gratitude with historical impact of an
Doing the Right
Innovations Talk about honestyand ● Real and unreal conditionals: review
●
●
Describe inventors Innovations Introduce
Describe●●inventors a new possibility or idea with “So what
and A
● research study onahonesty WRITING HANDBOOK ● Introduce a new p
●
●
●
● Pronouns: summary
● ● ●
An article about famous
their inventions ● Unless in conditional sentences
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page 85
●
● Consider the impact of
● Expressing ethics and obligation: expansion
● The unreal conditional: variety of forms
●
page 85
●
● Say “Uh-oh.” to indicate there’s a problem
Consider the
●
● Introduce
impact ofan interesting fact with a question ● The unreal conditional: varietySkills of
/ Strategies
forms WRITING HANDBOOK
ideas ● Introduce an inte
● should, ought to, had better ● Summarize
historical inventions Offer to collaborate
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page 85 ● have to, must, be supposed to me have aalook”
● Introduce
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Draw from context
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● probable cause with “Apparently, …” ●
Blending in questions
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Make supporting
personal details
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Self-management: Take
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● [to come]

spoken English responding

9 9
Comment and on a piecepolitely
of art Forms of visualissues
arts The passive voice: present
objectand past Use “Not to
really” to soften a negative personalto Listening
to aresponse Verbs Skills Texts TaskTask
● ● ● ●
●
● Agree disagree ●
● Controversial ●
● Verbs followed by an + an infinitive ● Agree and Buy
●
● time
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followed Texts
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● Write about the pros question with “Me
●
● Ask views ●
● Stating position on an ●
● Non-count represent abstract ideas ● Ask about political views ● Stating a position on an ● ●
● Understand point of ● A survey
Non-count nouns that represent
● about
abstract ideascontroversial
●

objects ● Materials and handcrafted

issue
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● Reveal a personal view with “To be honest, ...”
issue ● Listen to draw
view ● An illustrated conversation
issues and cons of a suggested ● Reveal a persona
●
● Debate different sides of GRAMMAR EXPANDER
EXPANDER ● ●
Debate different sides of WRITING HANDBOOK
GRAMMAR requested information
Describe
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● gallery catalogue solution to a global or● local
●
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●
●
Discussing Global to disagree” or “I’m●not sure I agree” A
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page 97 enjoy the arts ● and Local Issues
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● Count and non-count nouns: review and expansion ● Say “Oh” to indicate that you now understand
think so?” Pronunciation
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●
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●● Begin a statement of strong opinion with “In my ● Active listening: Summarize
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page 97 page 97 ● Introduce an offer to help with “Let me . . .”
view, ...” Pronunciation Skills / Strategies
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person’s statements
view, ...”
●● Respond willingly to “Would you mind” or “I hope
● Emphatic stress
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● Understand information from
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●
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●● Soften a refusal with “Actually, as a general rule, ● Critical thinking
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...” ...”

10
● Troubleshoot problems with ● Frustrations with a device ● The infinitive of purpose ●● Say
Ask if“Isomeone
hope youisdon’t mind”towhen
available refusing
talk with “Got to
a Listening Skills Texts Task ● Say “I hope you d

devices ● Solutions to problems with ● Comparisons with as . . . as answer

minute?”a question ● Listen to confirm content ● A survey about frustrations ● Write two or three answer a questio

10 10
●
●
● Compare
Ask about software
a locationand
on a ●
● devices for warnings
Adjectives ●
● Prepositions of geographical place on, in, of, to ●
● Ask for a description of the issue with “What’s
●● Recommend
Ask about a location on a enthusiastically
● Adjectives for warnings ● ● Listen for supporting
Listening Skills with
Texts devices
Prepositions of geographical place on, in, of, to Task paragraphs about ● the
Recommend enth
services GRAMMAR EXPANDER wrong?” upsides and downsides of
map ●
●
● Computerdirections
Compass systems, ●
● Warnings with had better map ●● Express disappointment ● Compass directions ●●details
Listen forwith
● Warnings had better ●An
details
●
● A illustrated conversation
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● a description of●your
Express disappoi
Describe your Internet use software, and services
● Expressing purpose with in order to and for ● Make a suggestion with “Have you tried . . .?” using the Internet
Technology ● A questionnaire about Internet use country
●
●
● Warn about possible ●
● Adjective forms ● Comparatives and superlatives: review
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●● Endpossible
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Adjective forms ●
● Listen to classify ●● An illustrated conversation ● End a request info
● Discuss the
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dangers●●●in Begin a course of●action with “Suppose we . . .”
the outdoors GRAMMAR EXPANDER ● An article about the downsides of
●
● Some geographical a conversation with
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geographical ●● An article about different WRITING
WRITING HANDBOOK ● Begin a conversa
HANDBOOK
the Internet a destination ● Comparisonand
● Suggestions withadvice
adverbswith could, should, ought to, ● Suggestions and advice with could, should, ought to,
The Natural World theenvironments
Internet
●
page 109 ●
● Recommend
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features
and had better The Natural World ● Recommend a destination
know with “Excuse me”features
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● Organizing ideas
● Organizing
● by spatial know with “Excus
Dangers in the outdoors of natural
● beauty
Express shock with “Are you serious?”
● Dangers in the outdoors ● Express shock wit
●
● ●
Pronunciation Skills / Strategies relations
SOFT SKILLS BOOSTER
●
● Describe a country’s Describe●●a Show
country’s Skills / Strategies
page 109 ●
● Geographical features page 109
●
appreciation ●forGeographical
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“Thanks for ● Stress in as . . . as ● Understand main idea ● Show appreciatio
geography geographythe heads-up!” Pronunciation ●● Classify ● Teamwork:
SOFT SKILLS Give constructive
BOOSTER
phrases ● Understand from context
feedback the heads-up!”
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● ●● Understand details ● [to come]
●

●● Understand from context

Reference Charts page 123 Reference Charts Reference Charts ....................................................................................................................... page 123
Grammar Expander page 126 Grammar Expander Grammar Expander .................................................................................................................. page 126
Writing Handbook page 145 Writing Handbook Writing Handbook ...................................................................................................................... page 145
143
Soft Skills Booster page 155 Soft Skills Booster Soft Skills Booster ....................................................................................................................... page 155
153
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