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S E V E N T H E D I T I O N
TEACHER’S GUIDE
GRAMMAR LEARNING
IN CONTEXT 3
GRAMMAR IN CONTEXT
GRAMMAR
Grammar in Context brings grammar alive through engaging readings that contextualize
grammar for more meaningful practice. National Geographic photography and stories
deliver real-world content to improve grammar awareness and retention. Students
learn more, remember more, and use language more effectively when they learn
grammar in context.
IN CONTEXT 3
NEW IN GRAMMAR IN CONTEXT, 7TH EDITION:
| Updated readings present target grammar in context and prepare students

for practice and personalization.
| New Grammar in Use notes highlight real-world uses of grammar to help students

communicate confidently.
| New listening comprehension activities encourage students to listen for meaning

through natural spoken English.
| New Fun with Grammar activities keep the classroom lively and give students

another chance to practice the grammar.
| From Grammar to Writing gives editing advice and provides New Writing Tips to

connect the grammar to the unit writing task.
TEACHER’S GUIDE
CEFR correlation
A1 A2 B1 B2 C1 C2
TEACHER’S GUIDE
LEARNING
Bringing the world to the classroom

and the classroom to life
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GRAMMAR
IN CONTEXT 3
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GRAMMAR
IN CONTEXT 3
TEACHER’S GUIDE
LEARNING
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Print Number: 01 Print Year: 2019

GRAMMAR
IN CONTEXT 3
CONTENTS
Features of Grammar in Context, Seventh Edition Teacher’s Guide ...........................................iv
.
Ten Tips for Customizing to Fit your Program .................................................................................. v
.
Suggestions for Teaching a Unit ..........................................................................................................vi
.
Unit 1...............................................................................................................................................................1
Unit 2.............................................................................................................................................................11
Unit 3.............................................................................................................................................................24
Unit 4.............................................................................................................................................................33
Unit 5.............................................................................................................................................................44
Unit 6.............................................................................................................................................................54
Unit 7.............................................................................................................................................................62
Unit 8.............................................................................................................................................................74
Unit 9.............................................................................................................................................................86
Unit 10 ..........................................................................................................................................................97
.
Unit 11 .......................................................................................................................................................108
.
Audio Scripts for Exercises .................................................................................................................117
.
iii

FEATURES OF GRAMMAR IN CONTEXT, SEVENTH EDITION
TEACHER’S GUIDE
Grammar in Context, Seventh Edition, contains a rich NEW Listening comprehension activities that allow
variety of material, making it easy to customize to students to focus on comprehending a listening input
any program’s needs. This Teacher’s Guide will help before listening again for details about the grammar.
you take full advantage of the National Geographic
images and content in the Student Book. It includes an UPDATED Grammar chart presentation ideas that
abundance of ideas to make planning your syllabus and offer a variety of ways to present and check students’
preparing units easier than ever before. It also reinforces understanding of the grammar points. Included in these
an active inductive approach to instruction that will presentation ideas are suggestions for presenting the
encourage your students to discover answers and rules information in the Grammar in Use boxes, which are
for themselves. Here’s what the Grammar in Context , new to Grammar in Context, Seventh Edition. This feature
Seventh Edition Teacher’s Guide offers you: provided added, real-life usage information, particularly
for interpersonal communication.
Suggestions for teaching a unit (see page vi).
NEW Fun with Grammar boxes with game-like
Ten tips for customizing the content to fit your program activities that get students to practice the grammar
(see page v). in an interactive and fun way.
UPDATED About the Quote sections for each unit Clearly identifiable “Fast Track” icons that highlight
opener. They provide teachers with helpful information essential readings, charts, and exercises for courses
about the author and the context of the quote, which that don’t have the time to present and practice the
they can convey to students to deepen any discussion full range of readings, grammar charts, and exercises
about the unit’s opening photo, quote, or theme. available in Grammar in Context, Seventh Edition.
Teaching these essential items gives students a basic
UPDATED Context Notes for the unit openers and understanding of and practice with the most important
each reading within the units. These provide teachers grammar in each unit.
with information that they can read to students or
share at various opportune moments to build students’ Suggested times for every part of the unit that provide a
background knowledge, answer their questions, or even useful framework for unit planning.
challenge their assumptions.
Answers for every student book activity, as well as
NEW Think About It questions for each reading that answers for suggested presentation or comprehension
complement the comprehension questions and check questions.
get students to personalize and think critically about
the topic.
iv

TEN TIPS FOR CUSTOMIZING TO FIT YOUR PROGRAM
1. Work within your curriculum. 6. Be selective with About You exercises and Fun with
Let your curriculum guide you on what to cover from Grammar activities.
this rich, comprehensive series. The exercises that These exercises are communicative. If your students
follow each grammar chart only practice the grammar attend another class for speech and conversation, you
presented within that chart, so there’s no fear of students may decide to skip these, or use them every once in
needing to use grammar from a skipped chart to awhile.
complete other grammar exercises.
7. Use the Skill Practice ideas if there is time.
2. Do the Review section at the start of each unit. The Skill Practice ideas allow you to extend the grammar
One way to find out how much practice your practice through listening, speaking, reading, and
students need is to have them complete the Review writing. Use them to provide more targeted support to
at the beginning of the unit. You can use the results your students as time permits.
to decide which grammar points from the unit to focus
on in your lessons.
8. Assign exercises for extra credit.
Students can go beyond the basic curriculum and do
3. Assign the readings as homework. more of the exercises at home for extra credit.
All the readings are important in introducing the
grammar in context and should not be skipped. To save
9. Let students check answers at home.
class time, however, the readings can be done at home.
The readings illustrate the grammar in a stimulating Give students the relevant sections of the answer key from
context and are leveled so that classroom instruction on the companion site (ELTNGL.com/grammarincontextseries)
how to read should not be necessary. so that they can check their answers at home. Set aside
time at the beginning of the next class or once a week to
go over any questions students’ have about their work.
4. Set time limits for each fill-in-the-blank exercise.
Set a maximum time limit for each exercise. Suggested
10. Use this Teacher’s Guide.
times are given in this Teacher’s Guide. Students can
complete any unfinished exercises at home, and you can Each level of the student book has an accompanying
review answers in the next class. Teacher’s Guide, which offers comprehensive
teaching suggestions on how to present and teach
each grammar point.
5. Assign audio-based exercises for lab time.
Save exercises that contain audio tracks (indicated
with a listening icon ) to do during computer lab time,
or assign them as homework.

SUGGESTIONS FOR TEACHING A UNIT
1. How to use the unit opener photo and quote Use the Classroom Presentation Tool to display the
Use the photo, caption, and quotation to interest charts in the classroom.
students in the topic. Provide background information
on the photo and person who is quoted (included in the 4. How to approach the exercises in general
Context Note and About the Quote section for each unit
Have students read the direction line. Complete the first
opener). Use the discussion questions provided on the
item with the class. Have students complete the rest of
Classroom Presentation Tool to increase students’ interest
the exercise individually. Remind them to review the
in the unit theme and get them thinking critically. Tell
grammar chart if necessary. Then have them check their
students the grammar they will study in the unit and
answers in pairs or small groups, before reviewing as a
elicit any prior knowledge.
class. You can also use the Classroom Presentation Tool
to do the exercises and display the answers.
2. How to approach the reading
Use the Skill Practice ideas in this Teacher’s Guide to
Use photos, captions, graphs, titles, and other special extend the practice of the grammar point, with a focus
text features to guide students to predict main ideas in on Reading, Writing, Listening, or Speaking.
the reading. Set up a short discussion about the topic of
the reading to activate students’ prior knowledge. Ask
5. How to approach the summary
for a few volunteers to share their answers with the class.
Pre-teach any key vocabulary you think your students do Use the variety of presentation approaches in this
not know (there are some suggestions in the Teacher’s Teacher’s Guide to review the grammar charts from the
Guide). Play the audio and have students listen and read unit. These suggestions include, but are not limited to,
along silently. Encourage students to read for key ideas having students: write additional example sentences;
and details. Do the Comprehension exercise to check return to readings to find examples of different uses
students’ basic understanding of the reading. If you have of the grammar; play games or engage in interactive
time, have students answer the Think About It questions activities in which they need the grammar.
in pairs or small groups before sharing ideas as a class.
For additional listening comprehension, have students 6. How to approach the editing
close their books and listen to the audio again. Ask them Write the (unedited) sentences from the Editing Advice
a few additional comprehension questions about key on the board. Ask students (individually, in pairs, or
aspects of the reading (included in the Teacher’s Guide, as a class) to correct each one, and provide a rule or
along with suggested answers). Use the Context Note explanation for each correction. Then have them read
in the Teacher’s Guide to provide further insight on the the Editing Advice in the book to compare their answers.
topic or to add interest. Go over any questions they have. Then have them
complete the Editing Practice. For any items they have
3. How to teach the grammar charts difficulty with or questions about, have them review the
Use the variety of presentation approaches in this relevant grammar chart(s).
Teacher’s Guide to:
• guide students to discover rules and explanations for 7. How to handle the writing task

themselves; Go over the Writing Tip and then read the prompts.
• offer extra examples/activities to elicit background Discuss important steps in the writing process as they

knowledge or check comprehension of the grammar are relevant (i.e., brainstorming, outlining, drafting,
point; revising, proofreading), as well as important elements
of paragraph/essay structure and flow. Have students
• have students review examples, explanations, notes,
complete the writing task in class or at home, and collect

and corresponding Grammar in Use boxes; and
their writing for assessment as needed.
• clarify any vocabulary students may not understand.

vi

UNIT
1 LANGUAGE
GRAMMAR CHARTS
donated parts of to artists and writers. He developed
1.1 The Present of Be (page 5)
the idea of a language-game, a philosophical
1.2 The Simple Present (pages 7–8) concept in which a word or sentence has meaning
1.3 The Present Continuous (page 13) only through the “rules” of the “game,” factors that
1.4 The Present Continuous vs. The Simple Present—Action include the context in and intonation with which

and Nonaction Verbs (page 16) language is uttered. In other words, in a language-
1.5 The Future—Form (pages 19–20) game, the meaning of language is directly linked
1.6 Will, Be Going To, or Present Continuous for Future to its use. This was likely his most influential work,

(page 22) although he didn’t believe that his ideas were truly
1.7 The Simple Past (pages 25–26) understood at the time and doubted that they
would be fully grasped by future generations.
UNIT OPENER
Have students look at the photo and read the caption.
R E AD I N G 1 1.1
Ask: What is this a photo of? (a bookstore) Have students
describe what they see (e.g., many bookshelves, a floor
that reflects the rest of the store, curved walls). Have
The Amazing Timothy Doner page 4
them read the quotation. Ask: Do you agree with the Time: 10–20 min.
quote? Why or why not? For more discussion questions, 1. Have students look at the photo and read the title.
open the activity on the Classroom Presentation Tool. Who is the man? (Timothy Doner) Why do you think he
is amazing?
2. Have students look briefly at the reading. Ask: What is the
CONTEXT NOTE
reading about? How do you know? Have students make
According to Ethnologue.com, there are over 7,000
predictions and then skim the first and last sentences of
languages in the world today. However, 40% of
each paragraph to find the article’s main idea.
these languages are endangered. The top ten most
3. Pre-teach any essential vocabulary words your
spoken languages are English, Mandarin Chinese,
students may not know, such as average, equally,
Hindi, Spanish, French, Arabic, Bengali, Russian,
memorize, and linguistics.
Portuguese, and Indonesian. Philosopher and
linguist Noam Chomsky considered language to be 4. Ask: What are some reasons to study many languages?
finite. The number of letters and sounds is limited, Have students discuss in small groups. When they
and they are arranged into finite sequences. And yet are finished, have each group share their ideas with
it is the seemingly infinite nature of human language the class.
that sets it apart from animal communication. While
we often think of language as something spoken or COMPREHENSION page 5
Time: 10–15 min.
written, sign language is another human system of
communication used by millions of people. Answers: 1. T; 2. F; 3. F
ABOUT THE QUOTE

THINK ABOUT IT page 5
Ludwig Wittgenstein was an Austrian philosopher.
Time: 5–10 min.
Born into a wealthy family in 1889, he inherited a
Answers: 1. Answers will vary. 2. When you learn a
great deal of wealth from his father, which he
person’s language, you also learn something about their
culture and customs. For example, in some languages, the
Unit 1 Language 1
001-010_GIC3_TE_40352_U01_ptg01.indd 1 11/21/19 10:48 AM

word “no” is not used as frequently as in English. Words or 2. To activate students’ prior knowledge of be, have
phrases like “not yet” or “maybe” are more common. It is students identify uses and provide example
considered too strong or even rude to say “no.” sentences (e.g., use: state the weather; example: It
is sunny today.). List on the board: a description, a
classification or grouping, a location, weather, reaction
CONTEXT NOTE
to weather, place of origin, age, physical states, time,
To be considered multilingual, a person has to
there. Ask students in pairs to think of an example
speak at least three or four languages. The term
with be for each category.
polyglot is used for people who speak several
3. Have students uncover and look at the chart. Review
languages with high proficiency. Less than 1%
the examples and explanations and provide or elicit
of the world’s population fall into this category.
further examples.
There are more bilingual (people who speak two
languages proficiently) than monolingual (people 4. Direct students’ attention to the Note. Point out that
who speak only one language) people in the world contractions are used in conversational English but
today. Being proficient in other languages does not avoided in formal and academic writing.
necessarily mean a person speaks “like a native.” 5. Have students cover the chart again. Write on the
It is common to have an accent that reflects one’s board: a) The house’s white. b) Mary’s three years
first language and identity. Being proficient also old. c) We am hungry. d) It has 3:00. Ask: Are these
does not mean that the speaker knows every word sentences correct? Why or why not? (a. no—incorrect
in a language, but that they are able to navigate contraction, b. yes for conversational English, c.
the language and perform tasks with reasonable no—incorrect verb form, d. no—incorrect verb) Ask
fluency. volunteers to come to the board and rewrite the
incorrect sentences (a. The house is white. c. We are
Online search terms: language maps; world’s hungry. d. It is 3:00.).
most-spoken languages infographic; about Timothy
Doner; image of the same sentence in many
languages; videos of polyglots speaking SKILL PRACTICE: WRITING
Divide students into pairs to write questions and
answers with be. Provide cues such as what, when,
French, 15 years old, 8:00, easy/difficult, where, it’s
SKILL PRACTICE: LISTENING
in. If needed, provide this model: Q: What is your
For more listening practice, have students listen to the
French teacher’s name? A: Her name is Dr. Miller. After
audio again. Ask a few comprehension questions, such
students are finished, ask several pairs to share their
as: How many languages does Timothy Doner speak?
questions and answers with the class.
(twenty) How can people see and hear Timothy on the
Internet? (videos and video chats) Where can Timothy
practice Russian? (at a video store in New York) How do EXERCISE 1 page 6 1.2
songs help him learn a language? (He memorizes the Time: 10–15 min.
lyrics.) Why does he learn new languages? (to connect Answers: 1. ’s your native language; 2. language is; 3. Are
with other people, to feel good, to feel like a different you from; 4. I’m not; 5. I’m; 6. Where’s; 7. It’s; 8. is it in; 9. Is
person) Repeat the audio if necessary. French; 10. it isn’t; 11. There are; 12. are
EXERCISE 2 page 6
1.1 The Present of Be page 5 Time: 5–10 min.

Answers: 1. are there; 2. are; 3. is; 4. is; 5. Is it; 6. isn’t; 7. ’re;
Time: 10–15 min. 8. are; 9. There are; 10. it’s; 11. is; 12. ’s; 13. Is Cameroon;
1. Have students close their books or cover grammar 14. are; 15. ’s; 16. ’m; 17. ’m; 18. Are you; 19. am
chart 1.1. Write on the board: The verb Be. Ask
volunteers to conjugate be and write the forms on
the board.

1.2 The Simple Present pages 7–8 SKILL PRACTICE: WRITING
Time: 10–15 min. Bring in a few lists of four or five jumbled sentences
1. Have students look at the Form section of grammar in the simple present with adverbs. Be sure the
chart 1.2. Elicit or say the reasons that verbs in English sentences vary in length and include questions
change form. (to agree with the subject and show and statements. Have students close their books
tense or time) Write several pairs of base/-s form verbs and work in pairs to unscramble the sentences.
on the board (e.g., speak/speaks, go/goes, do/does, When they are finished, ask volunteers to write the
say/says). Ask: What does the -s form show? (that the sentences on the board.
subject is singular and the verb is in present tense)
2. Review the examples and explanations. Remind EXERCISE 3 pages 8–9
students of synonymous terms they may hear such as: Time: 10–15 min.
the to form (infinitive), first-person (base form), third- Answers: 1. Does he live; 2. doesn’t speak/does not
person singular (-s form). speak; 3. Does he speak, does; 4. Does he memorize;
3. Draw students’ attention to the sentence patterns 5. uses, does; 6. Does he take; 7. has, Does, does; 8. have,
and Note. Ask: Where does the subject go in a question? Does; 9. does he feel; 10. isn’t/is not, isn’t he; 11. doesn’t
(between the auxiliary and main verbs) What is the challenge/does not challenge; 12. feels, Does he, does;
-s form of have? (has) Do the words goes and does 13. Do they speak; 14. isn’t/is not; 15. Does he study,
have the same pronunciation? (no) Drill these with the doesn’t/does not; 16. does he practice; 17. speak
students.
4. Before students look at the Grammar in Use box on EXERCISE 4 pages 9–10
page 7, write the following on the board and ask Time: 10–15 min.
students to correct the mistakes: Answers: 1. Do you speak; 2. say; 3. speak; 4. has;
a. What means polyglot? 5. speak; 6. has; 7. Do you know; 8. don’t/do not;
b. How much costs the language course? 9. speaks; 10. call; 11. do you use; 12. use; 13. write;
c. How you spell your name? 14. Do you want to see; 15. do; 16. does Chinese have,
d. How long it takes to become proficient in a 17. doesn’t have/does not have; 18. has; 19. represents;

language? 20. seems; 21. takes; 22. looks; 23. looks
(Answers: a. What does polyglot mean? b. How much

does the language course cost? c. How do you spell ABOUT YOU page 10
your name? d. How long does it take to become Time: 10–15 min.
proficient in a language?) Answers will vary.

5. Have students look at the Use section. Elicit uses of
the simple present (to state facts, general truths, EXERCISE 5 pages 10–12
habits, customs, regular activities, and repeated Time: 10–15 min.
actions) and additional examples of each use. Answers: 1. ’s; 2. are you from; 3. do you spell; 4. Do you
6. Write the two example sentences from the first speak; 5. is; 6. speak; 7. is; 8. don’t know/do not know;
Note on the board. Without looking at their books, 9. Does Vietnamese use; 10. does; 11. Do you see; 12. do;
have students determine the rule for the position 13. looks; 14. Is it; 15. does “tonal” mean; 16. means;
of adverbs of frequency in sentences. Then have 17. are; 18. means; 19. has; 20. has; 21. doesn’t have/
students read the two Notes. does not have; 22. speaks; 23. do you spell; 24. speak;
25. don’t know/do not know; 26. want to learn; 27. takes;
7. Ask students which frequency adverbs have similar
28. do you say
meanings, and which they think are most common in
conversation, and then have them check their ideas
ABOUT YOU page 12
by reading the Grammar in Use box on page 8.
Time: 10–15 min.
Answers will vary.
Unit 1 Language 3

EXERCISE 7 page 14 1.3
1.3 The Present Continuous

Time: 5–10 min.
page 13 Answers: 1. Are those people talking; 2. ‘re using;
Time: 5–10 min. 3. Are they spelling; 4. ’re using; 5. I’m beginning;
1. Write on the board a few verbs in the present and 6. are you studying
the present continuous tenses. Ask: Which verbs are
in present continuous? How do you know? (Present EXERCISE 8 page 15
Time: 5–10 min.
continuous verbs contain a present form of be +
present participle (base form + -ing).) Answers: 1. ’m taking; 2. ’re getting; 3. ’s learning;
4. ’s wearing; 5. ’m knitting
2. Elicit or say the differences in use of the two tenses
(simple present: to state facts, general truths, habits,
ABOUT YOU page 15
customs, regular activities, and repeated actions;
Time: 10–15 min.
present continuous: for an action happening now,
Answers will vary.
to describe what we see in a picture or video, for an
ongoing action over a longer period of time, and to
ABOUT YOU page 15
describe a trend).
Time: 5–10 min.
3. Review the example sentences and explanations
Answers will vary.
in both sections of grammar chart 1.3. Write these
uses of present continuous on the board and elicit
example sentences: to describe a trend (Everyone is SKILL PRACTICE: SPEAKING
reading J. K. Rowling’s new book.); to describe a video/ Have students talk about themselves. Have them tell
picture (He’s practicing Russian with a neighbor.); long partners where they are living and how they learn
ongoing action (He’s going to NYU now.). a new language. When they are finished, ask a few
4. Draw students’ attention to the use of the present volunteers to share their information with the class.
continuous with live to convey a temporary situation,
and with certain nonaction verbs (e.g., is sitting or is
standing).
5. Have students look at paragraphs 2 and 3 of the
1.4 The Present Continuous vs.

reading The Amazing Timothy Doner. Ask: What kind The Simple Present—Action
of information do the paragraphs give? (Paragraph
2 describes actions in videos people are watching.
and Nonaction Verbs page 16
Paragraph 3 states facts about Timothy, some of his Time: 5–10 min.
routines, and ways that he learns.) Can you change the 1. Have students cover grammar chart 1.4. Elicit which is
tenses and keep the same meaning? correct: I see the pencil or I am seeing the pencil. (I see the
6. It might be interesting to explain that the word tense pencil.) Explain that some verbs, like see, are nonaction
in English is related to an Old French word for time. verbs, and so do not have a continuous form.
While some languages, such as Chinese, do not have 2. Write the following sentences on the board: a. Jim
tenses, others may have two or many. English is the looks tired. b. Jim looks at the car. c. Jim is looking at
latter type and uses verbs to show different kinds of the painting. Ask students to match each meaning to
action in time. Elicit from students how their native the correct sentence. (glances quickly: b; appears: a;
languages show ongoing actions. Have students studying, observing, watching: c) Note that in the
discuss why a language does or doesn’t have tenses continuous tense, Jim is actively observing (the
and explore how this might be connected to the painting), even though he might be standing in one
culture. place. Explain that some verbs, like look, are both action
and nonaction verbs.
EXERCISE 6 page 13 1.3 3. Have students uncover the chart. Review the examples
Time: 5–10 min. and explanations. Direct students’ attention to the
Answers: 1. T; 2. F; 3. F Notes. Emphasize the importance of understanding
these points for becoming proficient in English.
4

4. Read aloud the examples from the Grammar in Use 2. Have students look quickly at the reading. Ask: What is
box and tell students that these sentences are correct. the reading about? What is Silesian? How do you know?
Ask: In this case, is see being used as an action or Have students use the title, photo, and information
nonaction verb? (an action verb) Go over the note. from the reading to make predictions.
3. Pre-teach any vocabulary words your students may not
SKILL PRACTICE: LISTENING AND WRITING know, such as linguists, survive, evolve, and endangered.
4. Activate students’ prior knowledge about dying
Tell students a short story that includes verbs
languages. Ask: Are any languages in your country
in the simple present and present continuous.
endangered? What will happen to them? What
Include mistakes with nonaction verbs such as see,
happens if a language dies? Have students discuss the
look, disagree, hope, have. Ask students to write the
questions in pairs or small groups. If possible, put
errors they hear and then compare with a partner.
students of different cultures together.
Make corrections to the short story as a class.
5. Ask a few volunteers to share their answers with the
class.
EXERCISE 9 page 17
Time: 10–15 min. COMPREHENSION page 19
Answers: 1. are you looking; 2. is he speaking; 3. don’t Time: 10–15 min.
recognize/do not recognize; 4. Do you understand; Answers:1. F; 2. T; 3. T
5. ’m watching/am watching; 6. ’m listening/am listening;
7. hear; 8. sounds; 9. knows; 10. looks; 11. ’s he talking/ THINK ABOUT IT page 19
is he talking; 12. are they talking; 13. ’s talking/is talking; Time: 5–10 min.
14. ’re introducing/are introducing; 15. look; 16. takes; Answers will vary.
17. loves; 18. ’s having/is having; 19. ’s laughing/is
laughing; 20. joking; 21. think; 22. doesn’t like/does not
CONTEXT NOTE
like; 23. ’s he planning/is he planning/does he plan;
Some causes of language endangerment are
24. ’s thinking/is thinking; 25. think
marginalization and repression of a cultural group,
urbanization moving people into contexts where
SKILL PRACTICE: SPEAKING they must use the more common language of the
Have students divide into pairs and talk about region, intermarriage where both spouses decide
people they know who are very talented or who on one language to be spoken and children don’t
have a special skill. Have them use the exercise as a learn the other, and also dangers to a people group,
model. such as war, genocide, natural disasters, disease, and
famine. UNESCO gives various classifications defining
the risk of extinction to a language. These range
ABOUT YOU page 17 from vulnerable, when younger generations speak
Time: 5–10 min.
the language but only in certain contexts; definitely
Answers will vary. endangered, when children no longer learn this
language as a native tongue; severely endangered,
R E AD I N G 2 1.4
when it is spoken only by older generations, though
Texas Silesian: Will it Survive? perhaps understood by younger ones; critically

endangered, when it is spoken only partially and
page 18
occasionally by older generations only; and extinct,
Time: 10–15 min. with no living speakers.
1. Have students look at the photo and read the caption.
Online search terms: endangered languages
Ask: What is this a picture of? (the entrance to a farm
list; talking dictionaries; cultures with threatened
in Panna Maria, Texas, which is the oldest Polish
languages; Enduring Voices Project videos
settlement in the U.S.) Have students identify Texas on
the U.S. map.
Unit 1 Language 5

5. Direct students’ attention to the Note and the types of
SKILL PRACTICE: LISTENING contractions possible with will. Say some contracted
For more listening practice, have students listen question words with will and have the students
to the audio again. Ask a few comprehension identify the question words (e.g., where’ll, why’ll,
questions, such as: Is English the official language of how’ll).
the United States? (No—there is no offical language.) 6. Go over the Pronunciation Note and Grammar In
Which language is Texas Silesian a dialect of? (Polish) Use box. Have students practice saying “gonna,” with
Which two languages has it been influenced by? different subjects (I’m gonna go, She’s gonna go, etc.)
(German and English) How long have people been emphasizing that this is not a written form and still
speaking it in Texas? (over 160 years) Is it commonly requires the verb be.
spoken among younger generations? (no) What is the
purpose of the Enduring Voices Project? (to preserve EXERCISE 10 page 20 1.5
dying languages and their related cultures by Time: 10–15 min.
recording living speakers and sharing the recordings Answers: 1. ’m going to change; 2. are you going to study;
online) Repeat the audio if necessary. 3. ’m going to get; 4. ’s going to prepare; 5. go; 6. ’m going
to be; 7. ’ll be; 8. will it be; 9. practice; 10. ’ll be; 11. ’m
going to room; 12. ’m going to speak; 13. will improve;
14. ’re going to learn; 15. teach; 16. ’m going to start
1.5 The Future—Form pages 19–20
Time: 10–15 min. EXERCISE 11 page 21
1. Ask: What is the question in the title of the reading Time: 5–10 min.
asking about? (the future of Texas Silesian) Elicit or say Answers: 1. will teach; 2. die; 3. will be able to hear;
that we know the question is about the future by the 4. will learn; 5. will have; 6. will make; 7. will continue;
form of the verb. Begin by having students skim the 8. visit; 9. will hear
reading to locate future tense verbs. Elicit examples
and write them on the board (e.g., will probably say, is EXERCISE 12 page 21
no doubt going to be difficult, won’t go away). Time: 10–15 min.
2. Demonstrate how to form the future. Point out the Answers: 1. ‘re going to have/are going to have; 2. ’re
parts of the form (the auxiliaries will and be going to going to switch/are going to switch; 3. are you going to
with a main verb). Write on the board two future verbs do; 4. ’s going to have/is going to have; 5. ’re not going
from the reading and underline the auxiliary once to live/are not going to live; 6. aren’t going to be/are not
and the main verb twice (e.g., will probably say, is no going to be; 7. ’s going to lose/is going to lose; 8. ‘s going
doubt going to be difficult). to have/is going to have
3. Write verb pairs on the board such as: be going to +
survive, will + memorize, be going to + eat, will + go. ABOUT YOU page 22
Conjugate the verbs in the future (am/is/are going Time: 5–10 min.
to survive; will memorize; am/is/are going to eat; will Answers will vary.
go). Ask: What changes in future forms: the main verb,
will, be, or going to? (be) What form of the main verb is
used in the future? (the base form) 1.6 Will, Be Going To, or Present

4. Review the example sentences and explanations in Continuous for Future page 22
grammar chart 1.5. Draw students’ attention to the
Time: 5–10 min.
future in the negative. Demonstrate how to form the
negative future with contractions (will/be + not: won’t, 1. Have students cover grammar chart 1.6.
isn’t/aren’t going to). Point out negative short answers. Write these sentences on the board. Have students
Say: In conversational English, you may answer with will match them with uses of the future: promise, previous
+ main verb to stress your answer (No, I will not.), but plan, reassurance, prediction, definite plan, refuse to.
normally contractions are used (It won’t disappear. No, a. Don’t worry. I’ll help you. (reassurance/offer to help)
we aren’t.). b. He’s applying this spring. (definite plan)

c. Yes, I’ll wash the dishes. (promise) 2. Have students skim the reading. Ask: Why is Washoe
d. We’re going to open a bookstore in Atlanta. unusual? Why do you think so?

(previous plan) 3. Pre-teach any vocabulary words your students may
e. My Dad’s mad. He won’t help me. (refuse to) not know, such as adopt, avoid, deaf, and catalog.
f. Many people will get sick. (prediction) 4. Ask: How did Washoe learn sign language? How many
2. Review the examples and explanations in the signs did she learn? Elicit the answers and discuss as
grammar chart. Draw attention to the use of won’t for a class.
refuse to (won’t support me). Elicit additional examples
for each use. COMPREHENSION page 25
3. Have students work in small groups. Have them develop Time: 10–15 min.
examples of each use of the future: (1) stating a definite Answers: 1. F; 2. F; 3. T
plan; (2) making a prediction; (3) stating a pre-existing
plan; (4) using will for promises, requests for help, offers THINK ABOUT IT page 25
to help, comments of reassurance; (5) using won’t for Time: 5–10 min.
refuse to. When the groups are finished, have each Answers will vary.
group share some of their examples with the class. Help
students analyze incorrect choices and correct the errors.
CONTEXT NOTE
Could Washoe really communicate? The topic is
EXERCISE 13 page 23
controversial. More recent research has indicated that
Time: 10–15 min.
chimps may only be giving back what is given to them.
Answers: 1. ’ll go; 2. ’m going to get/am going to get;
One observer noted that Washoe, for example, never
3. are you going to research; 4. ’m just going to google/
asked questions. After the discovery that chimps may
am just going to google/’ll just google/will just google;
not be communicating, different teaching methods
5. are you going to write; 6. ’m going to look/am going to
were developed, including the use of lexigrams
look; 7. ’ll go/will go; 8. won’t bother/will not bother; 9. ’ll
(symbols that stand for words), as well as the creation
just get/will just get; 10. ’ll check/will check; 11. will you
of environments where animals can observe and then
help; 12. will; 13. won’t do/will not do; 14. ’m not going
experiment with language, similar to children learning
to do/am not going to do/won’t do/will not do; 15. ’ll do/
their native language. While some scientists doubt
will do; 16. ’ll buy/will buy; 17. ’ll be/will be
that primates truly have the ability to communicate
spontaneously in a language, others believe that they
SKILL PRACTICE: WRITING show clear signs of basic language capabilities.
Have students write their plans for tomorrow and
Online search terms: videos Washoe and Loulis
the next week. Tell them to include predictions and
using sign language; methods of teaching language
won’t for refuse to, if logical, as well. Divide the class
to primates; New York Times article: “Washoe, a
into pairs or small groups. Have students exchange
Chimp of Many Words, Dies at 42”
papers and provide feedback.
R E AD I N G 3 1.6 SKILL PRACTICE: LISTENING
An Unusual Orphan page 24 For extra listening practice, have students listen
to the audio again. Ask a few comprehension
Time: 5–10 min. questions, such as: Where was Washoe born? (West
1. Have students look at the photo, caption, and title. Africa) How did Washoe learn sign language? (The
Ask: Who is in the picture? (Washoe and Loulis) What Gardners, who adopted her, taught her.) What
kind of animal are they? (chimpanzees, or chimps) Make happened at the University of Oklahoma? (Washoe
sure students know the meaning of the word orphan, met other chimps and “talked” to them through sign
and have them use the title and photo to predict the language.) How is Loulis related to Washoe? (Washoe
topic of the story (a chimpanzee, Washoe, who grew adopted him.) Repeat the audio if necessary.
up without parents, but does something interesting).
Unit 1 Language 7

SKILL PRACTICE: READING AND SPEAKING Time: 10–15 min.
Direct students’ attention to the last two sentences Answers: 1. a. was, b. was, c. wasn’t; 2. a. liked, b. didn’t
in paragraph 3: She called them “black cats” or “black like, c. didn’t she like; 3. a. Did she have, b. did, c. had,
bugs.” Eventually she started to interact and “talk” d. died; 4. a. taught, b. taught; 5. a. did she live, b. lived;
to them [the other chimps]. Point out the different 6. a. didn’t speak, b. didn’t they speak
uses of quotation marks. In the former sentence, the
marks indicate Washoe’s exact words. In the second EXERCISE 15 pages 26–27
statement, however, the marks indicate that talk is Time: 10–15 min.
being used in an unusual way. Ask: Is the author saying Answers: 1. didn’t live; 2. took; 3. didn’t start/did not
that Washoe did not “talk” as we understand talking? start; 4. didn’t feel/did not feel, didn’t she feel; 5. did they
Have students discuss in groups what they think “talk” give; 6. did she teach Loulis/did she teach him; 7. wasn’t/
could mean. Are chimps truly capable of speaking? was not; 8. did Washoe die/did she die
EXERCISE 16 pages 27–28
1.7 The Simple Past pages 25–26 Time: 10–15 min.

Answers: 1. Did you like; 2. did; 3. wasn’t/was not;
Time: 10–15 min. 4. were; 5. saw/watched; 6. learned; 7. did she die;
1. Draw a timeline on the board. Label it “The Life of 8. Was she; 9. did they begin; 10. was; 11. Did you learn;
Washoe.” Make five vertical marks on the timeline. 12. wanted; 13. gave; 14. wasn’t/was not; 15. want;
Label the marks left to right: 1965; U.S.; Oklahoma; 16. Did they give; 17. did; 18. chose; 19. gave; 20. ran;
Loulis; and 2007. Ask: What happened to Washoe? Elicit 21. told; 22. was; 23. did she sign; 24. gave
key events and write them under the appropriate
label using past forms of the main verbs (e.g., was ABOUT YOU page 29
born in West Africa under 1965). Ask students to tell Time: 5–10 min.
you the base form of the verbs and write them next Answers will vary.
to the past tense. (be/was, adopt/adopted, understand/
understood, etc.) FUN WITH GRAMMAR page 29
2. Have students look at the Form section of grammar Time: 10–15 min.
chart 1.7. Elicit the form of the simple past of regular Answers will vary.
verbs (add -d/-ed to the base form). Remind students
that the past of irregular verbs occurs in different
SUMMARY OF UNIT 1
ways: the spelling may change internally (begin/
began) or the words can be different altogether (go/ Time: 20–30 min.
went). Then review the examples and explanations.
3. Remind students that question formation is the THE SIMPLE PRESENT
same in the simple present and the simple past. Have List uses on the board and have students make a complete
students work in small groups to write simple past sentence for each one: fact, general truth, habits, customs;
questions. Provide cues such as: born/West Africa, go/ place of origin; time clause or if clause with the future;
United States, learn/ASL, meet/other chimps, adopt/baby, nonaction verbs (e.g., I speak three languages./People
die/2007. When they are finished, ask volunteers from are kind./You get up at 6:00 every morning./We are from
each group to share some of their questions with the Australia./If many people do not speak a language, it will
class. Provide feedback, and have the class answer the die./He sees the catalog on the table.).
questions. If necessary, have students review:
4. Have students look at the Use section of grammar 1.1 The Present of Be (page 5)
chart 1.7. Review the example sentences, explanation,
1.2 The Simple Present (pages 7–8)
and the Note.
1.4 The Present Continuous vs. The Simple Present—Action

and Nonaction Verbs (page 16)

you study Korean? What did you say in Korean? Where did
SKILL PRACTICE: SPEAKING you meet the Korean family?).
Write on the board a list of nonaction verbs (e.g.,
If necessary, have students review:
hope, feel, agree, have, and like). Divide the class into
1.7 The Simple Past (pages 25–26)
groups. Set a time limit and have groups write as
many sentences as they can using those verbs—
affirmative, negative, as well as questions. At the end
REVIEW
of the time limit, have groups share their sentences.
Award one point for each correct sentence. Correct Time: 15 min.
errors as a class.
Answers: 1. are you reading; 2. seem; 3. ’s/is; 4. are
disappearing; 5. became; 6. died; 7. Does that mean;
THE PRESENT CONTINUOUS 8. didn’t speak/did not speak; 9. learned; 10. died;
Provide a list of cues from the reading An Unusual Orphan. 11. speak; 12. Did; record; 13. died; 14. started; 15. ’s/is;
Write on the board: live/United States, stay/Gardners’ 16. have; 17. ’ll speak/will speak/’m going to speak/am
home, learn/sign language, not be like/other chimps, teach/ going to speak; 18. ’re/are; 19. ’ll have/will have/’re going
Loulis. Tell students to imagine that Washoe is alive now. to have/are going to have; 20. want; 21. don’t want/do
Have students make statements about Washoe using the not want; 22. need; 23. send
present continuous. Warn students that one cue cannot
be used in the present continuous.
FROM GRAMMAR TO WRITING
1.2 The Simple Present (pages 7–8)
PART 1 EDITING ADVICE
1.3 The Present Continuous (page 13)
Time: 10–15 min.
1.4 The Present Continuous vs. The Simple Present—Action

and Nonaction Verbs (page 16) PART 2 EDITING PRACTICE
Time: 10–15 min.
THE FUTURE
Have students talk about their friends’ plans for the Answers: 1. were born; 2. C; 3. didn’t speak/did not
future and include predictions. Write prompts on the speak; 4. C; 5. C; 6. heard; 7. C; 8. C; 9. started to lose;
board such as: get a degree, finish college, get a job, stay in 10. I think; 11. is dying; 12. C; 13. C; 14. didn’t try/did
this country, go back to his or her country, save money, get not try; 15. became; 16. C; 17. do you want to study;
a pet, buy a computer (e.g., Mali’s going to get a business 18. don’t you study; 19. doesn’t understand/does not
degree./Roberto’s going to get a job after college./Kofi will understand; 20. C; 21. What does schlep mean? 22. C;
succeed.). 23. C; 24. has; 25. C; 26. speaks; 27. C; 28. have; 29. I’m
going/I am going
1.5 The Future—Form (pages 19–20) WRITING TIP
1.6 Will, Be Going To, or Present Continuous for Future Time: 5–10 min.

(page 22) Read the tip. Have pairs brainstorm a list of benefits for
each writing prompt in Part 3 and then decide which
THE SIMPLE PAST benefit is the most important, organizing them in
Have students retell the events of a past experience sequence accordingly.
about language or communication that happened
to themselves or others. Have small groups share the PART 3 WRITE
experience in small groups (e.g., I studied a little bit of Time: 30–40 min.
Korean in school, but I didn’t learn to speak it very well. One 1. Have students read the two writing topics on page
time I met a Korean family, and I tried to speak to them. 33. For each topic, elicit appropriate tenses for
They didn’t understand everything I tried to say, but they responses. (1: simple present and future, 2: simple
liked that I knew some words in their language.). Encourage present and past) As needed, review the present of be
students to ask follow-up questions (e.g., How long did
Unit 1 Language 9

and each tense with its uses: the simple present, the
present continuous, the future, the simple past, and SKILL PRACTICE: WRITING
the present continuous versus the simple past with 1. Have students write a paragraph on a topic
nonaction and action verbs. related to this unit (e.g., dog language, a dead
2. Have students brainstorm ideas for both topics. language, another animal who has learned
Remind students to think of general ideas and specific to “talk”). To save class time, have students
supporting details. Elicit ways to organize ideas for research their topic at home and take notes.
their responses, such as Venn diagrams, concept Then have them write their reports in class.
maps, timelines, or clusters. Ask several students to share theirs with
3. If necessary, provide examples of topic sentences and the class. Collect all paragraphs and provide
write them on the board (e.g., It is important to keep encouragement and feedback.
records of dying languages for ___ reasons./There are 2. Have students think about a friend and
many benefits to being bilingual. OR There are two main describe him or her in writing in the past,
benefits to being bilingual.). Elicit or remind students of present, and future. Provide cues such as
ways to conclude their writing (e.g., by summarizing the following and write them on the board:
or giving results) and provide an example if needed favorite foods, music, hobbies, goals, right-
(e.g., Why do we need to keep records of endangered handed/left-handed, good driver/bad driver,
languages? There are many reasons, but in my opinion sports, interesting experience, languages, family.
the two most important are ___ and ___.). Tell them to include adverbs of frequency
4. Tell students to choose one topic and tell a partner (e.g., always, sometimes, never, hardly ever),
about it. Then have them write their assignments. nonaction and action verbs, and promises and
predictions. When students have finished, ask
PART 4 EDIT volunteers to read what they wrote about their
Time: 15–20 min. friends.
3. Have students research an endangered
language and make a poster or a digital
infographic about it. Have them share what
they learned with the class, using the simple
past to talk about the history of the language,
the simple present to talk about facts, the
present continuous to talk about trends, and
the future to talk about predictions.
10

UNIT
2 RISK
GRAMMAR CHARTS
expected to be complete in 2019. It will be the
2.1 The Present Perfect—Form (pages 37–38)
longest double-suspension bridge in the world.
2.2 The Past Participle (page 38)
2.3 Placement of Adverbs (page 39) ABOUT THE QUOTE
2.4 The Present Perfect—Overview of Uses (page 41) Mark Zuckerberg is an entrepreneur and
2.5 The Present Perfect with Indefinite Past Time— philanthropist, best known for co-founding and

Overview (page 43) leading Facebook, which he and some others
2.6 The Present Perfect with Ever and Never (page 45) started out of a dorm room at Harvard University.
This website revolutionized the landscape of social
2.7 The Present Perfect with Yet and Already (page 48)
media around the world. Despite legal controversies
2.8 The Present Perfect with Lately, Recently, and Just (page 51)
and criticism of the effects of Facebook on human
2.9 The Present Perfect with No Time Mentioned (page 53) relationships and its role in the spread of fake news
2.10 The Present Perfect with Repetition from Past to Present and threats to privacy, Zuckerberg continues to be

(page 55) an influential figure. He has made several charitable
2.11 The Present Perfect with Continuation from Past to donations, notably $100 million to public schools in

Present (page 58) Newark, New Jersey. In 2010 he signed The Giving

2.12 The Present Perfect Continuous (page 62) Pledge, a campaign developed by billionaires Bill
2.13 The Present Perfect, the Present Perfect Continuous, and Gates and Warren Buffett, promising to donate

the Simple Past (page 65) half of his wealth to charity. He and his wife,
pediatrician Priscilla Chan, have started foundations
UNIT OPENER and committed to funding medical research and
Have students look at the photo and read the caption. “advancing human potential and promoting equality.”
Ask: What do you see in this photo? (People working on
a very high bridge; a city and another bridge in the
background.) Have students read the quotation. Ask: R E AD I N G 1 2.1
Do you agree with the quote? Why or why not? For more
discussion questions, open the activity on the Classroom Risky Behavior: Guppies,
Presentation Tool.
Like Humans, Take Risks
CONTEXT NOTE to Impress page 36

According to the National Safety Council, one of Time: 10–20 min.
the riskiest jobs in the world is in construction. 1. Have students look at the photo and describe what
People who work in this industry are more likely to they see (small, colorful fish swimming).
be injured on the job. However, according to the
2. Have students look briefly at the reading. Have
U.S. Bureau of Labor Statistics, this is also one of the
them look at the title of the reading. Ask: What is the
fastest growing occupations, with an 11 percent
reading about? How do you know? Have students make
growth rate expected between 2018 and 2028.
predictions.
In Wuhan, the capital and biggest city of Hubei
3. Pre-teach any essential vocabulary words/phrases
province in China, construction of the eleventh
your students may not know, such as roots, two
bridge across the Yangtze River is under way and
separate camps, and scenario.
Unit 2 Risk 11

4. Ask: What motivates extreme risk takers? Have students
discuss in pairs. Then ask for volunteers to share their SKILL PRACTICE: LISTENING
ideas with the class. For extra listening practice, have students listen to
the audio again. Ask a few comprehension questions,
COMPREHENSION page 37 such as: Are some people more likely to take risks than
Time: 10–15 min. others? (yes) Why do some guppies break away from
Answers: 1. F; 2. F; 3. T the group? (to investigate predators) What is one
reward of this behavior? (A risk-taking fish might
THINK ABOUT IT page 37 be more attractive to the opposite sex.) Are there
Time: 5–10 min. similarities between animal and human behavior when
Answers will vary. it comes to risks? (yes) Repeat the audio if needed.
CONTEXT NOTE
There are various motivations for taking risks. 2.1 The Present Perfect—Form

Some people take risks to gain knowledge,
pages 37–38
others do it for excitement, others perhaps do
it for recognition or independence, and others Time: 10–15 min.
hope their risks will help other people. In the 1. Have students look at the first part of grammar
same way, there are various types of risk takers in chart 2.1. Elicit the form of the present perfect tense
every society. For example, eating puffer fish is a (have/has (+ not) plus a past participle).
popular activity in Japan, and they are considered 2. Have students cover the chart. Write this sentence on
a delicacy, even though they are highly the board: I have learned three languages. Have students
poisonous. Even when prepared by a skilled identify the present perfect form. (have learned) Ask:
and licensed chef, people die each year from Which is the participle? (learned) Write the following
the experience. Other people get a thrill from sentence on the board and repeat the procedure for
doing extreme sports, and certain athletes are has: She has not won a spelling contest.
known for their “daredevil” acts such as tightrope 3. Have students uncover the chart. To help students
walking, motorcycle jumps, racing at extreme understand present perfect with there, draw
speeds in vehicles powered by rockets, escaping students’ attention to the example sentence
from a locked crate underwater, or hanging from complements. Have a volunteer write new example
a flying plane. Inventors and entrepreneurs like sentences on the board. Ask: What is the rule for
Richard Branson and Elon Musk often take huge using there in the present perfect? (Use there have
risks, not knowing what, if any, rewards will with plural complements; use there has for singular
come from their investments. There are also less complements.) Correct the sentences as a class if
glamorous risk takers, such as soldiers and police necessary.
officers who put themselves in danger for others, 4. Direct students’ attention to the Notes. Point out
as well as migrants and refugees who seek a that contractions with has are used in informal
better life, sometimes fleeing one danger to face English.
another extreme risk.
5. Have students turn to the second part of grammar
Online search terms: types of risk takers; videos of chart 2.1, but cover the second two columns of the
daredevils; Nik Wallenda tightrope walk video; risk chart. Ask them to change the word order to make a
taking animals; healthy risk taking behavior yes/no question for each statement before comparing
their ideas with the second column. Do the same for
wh- questions, suggesting the wh- question word if
needed.
12

EXERCISE 1 page 38 5. Have students work in groups. Ask each group to
Time: 10–15 min. quickly list ten verbs on a piece of paper and then
Answers: write the past form and past participle for each verb as
Base Form Simple Past Past Participle Same (S) or quickly as they can. When all groups are finished, have
Form Different (D) groups exchange lists and check each other’s work.
be was/were been D
begin began begun D EXERCISE 2 page 39
demonstrate demonstrated demonstrated S Time: 5–10 min
establish established established S Answers: 1. have read/’ve read; 2. has done/’s done;
find found found S 3. have begun/have started; 4. have made/’ve made;
look looked looked S 5. has been/’s been; 6. has observed/’s observed;
notice noticed noticed S 7. have/’ve, heard; 8. has started/’s started/has begun/’s
see saw seen D begun
study studied studied S
sink sank sunk D
swim swam swum D 2.3 Placement of Adverbs page 39

Time: 5–10 min.
1. Review grammar chart 2.3 as a class. Ask: What can
2.2 The Past Participle page 38 you observe about the general location of adverbs
in sentences in the present perfect tense? (They go
Time: 5–10 min.
between the auxiliary have/has and the past
1. Have students identify three forms of ten or twelve
participle.)
verbs: base, simple past, past participle. Have them
2. Direct students’ attention to the Notes. Review the
cover grammar chart 2.2. Draw a three-column chart
examples. Ask: Where does ever go in a question in
on the board. Write the base forms in the left column.
the present perfect? (between the subject and past
Then elicit the past forms and write (or have a student
participle)
write) these in the middle column. Finally, elicit the
past participles and write (or have a student write)
these in the right column.
Time: 10–15 min.
2. Ask students to say what they observe about the
Answers: 1. ’ve never thought; 2. ’ve always tried;
rules for forming past forms and past participles (With
3. ’ve never jumped; 4. ’ve never climbed; 5. have never
regular verbs, the past form and the past participle are
occurred; 6. ’ve taken; 7. haven’t; 8. have I done;
the same, and end in -d or -ed. With irregular verbs,
9. ’ve always thought; 10. ’ve given
the past participle may or may not be the same and
can be formed in several ways.).
EXERCISE 4 page 40
3. Have students look at grammar chart 2.2. Review the
Time: 10–15 min.
groups of verbs and explanations. Ask: Which regular
Answers: 1. have you been; 2. Have you ever thought;
verb has -d added in the past form? (receive) Which 3. ’ve taken; 4. ’ve had to; 5. has already improved; 6. has
have -ed added? (work, look) Point out that irregular always been; 7. haven’t always understood; 8. have said;
past participles like these do not conform to rules and 9. have usually been; 10. ’ve had to; 11. ’ve learned;
must be learned individually. 12. ’ve even learned; 13. ’ve gained; 14. has gotten;
4. Have students look at the alphabetical list of irregular 15. ’ve already made; 16. has involved
verbs in Appendix C. Ask students to identify any
patterns they can for sets of irregular verbs.
Unit 2 Risk 13

EXERCISE 5 page 41
SKILL PRACTICE: SPEAKING Time: 5–10 min.
Ask students about risk taking in their native Answers: 1. has been; 2. ’s become/has become;
countries. Point out that some risks are unique to 3. ’s walked/has walked; 4. ’s never had/has never had
certain countries (e.g., female pearl divers in Korea).
Have students name examples of unique risks in R E AD I N G 2 2.3
their countries. Then draw students’ attention to a
universal type of risk taking (starting a business). Ask: Climbing Mount Everest pages 42–43
What risks do people take when they do this in your Time: 10–15 min.
country? Elicit examples from students and discuss
the similarities and differences among countries with
Ask: Where are these people? (Mount Everest) What are
the class. Have students work in pairs to discuss their
they doing? (climbing the mountain)
own experiences as a risk taker learning to live in a
2. Have students look quickly at the reading. Ask: What
new country. Tell them to use the present perfect,
is the reading about? What does it say about climbing
contractions, and adverbs. When they are finished, ask
Mount Everest? How do you know? Have students
for volunteers to tell the class about their experiences.
use the title, the photo, and the caption to make
predictions about the reading.
3. Pre-teach any vocabulary words your students may
2.4 The Present Perfect— not know, such as symbol, equipment, conditions, and

accumulate.
Overview of Uses page 41 4. Activate students’ prior knowledge about Mount
Time: 5–10 min. Everest. Ask: How high is Mount Everest? (8,848
1. Have students cover grammar chart 2.4. Write these meters or 29,029 feet high) What other mountain
sentences on the board: Jeff has been a travel agent is higher? (none) What mountain range is it part of?
since 2010. He has traveled to Europe many times. Have (the Himalayas) What risks do climbers take? (altitude
you ever gone to Europe? Ask students what they can sickness, avalanches, severe wind and weather) Have
tell about the use of the present perfect tense in each students discuss the questions in pairs. Ask a few
sentence. Tell students the present perfect is used to volunteers to share their answers with the class.
talk about experience. Remind students that it is used
for actions that began in the past and continue to, or COMPREHENSION page 43
are still important in, the present. Time: 10–15 min.
2. As an optional way to help students understand the Answers: 1. F; 2. F; 3. T
present perfect, bring in a photograph of motion
studies, such as Muybridge’s study of a horse. Point THINK ABOUT IT page 43
to the pictures of continuous movement. Say: The Time: 5–10 min.
camera filmed the horse’s movement on a racetrack Answers will vary.
from the start to the finish. The present perfect is like
the camera. Ask students for their ideas on how the CONTEXT NOTE
present perfect behaves like a camera. Elicit or explain
As a symbol in Western culture, climbing Mount
that the present perfect is used to show actions
Everest has traditionally represented human
and events going through time from the past to the
endurance, nature’s great challenges, and taking
present. Ask: Which use of the present perfect could
dangerous risks. Reaching the summit has
the horse’s movements show? (repeats: because the
symbolized a rare achievement: succeeding against
movements of the horse’s body repeat from start to
all odds. However, today, reaching the summit is no
finish, and can repeat again)
longer a rare achievement. The meaning of Mount
3. Have students review the chart. Go over any
Everest as a symbol may be changing. Ask students if
questions they have.
Mount Everest is a symbol in their culture and what
14

it means. Elicit other natural symbols in students’ Time: 10–15 min.
cultures and their meanings. Have students say Answers: 1. F; 2. T; 3. F
whether the meanings are changing, and why.
EXERCISE 7 pages 44–45 2.4
Online search terms: map Mount Everest; photos
Time: 10–15 min.
Everest climbers; about Sir George Mallory’s climb;
expedition journals Mount Everest; list of things to Answers: 1. ’ve thought; 2. ’ve heard; 3. have died;
take on on expedition 4. Have you ever had; 5. have just started; 6. have never
been; 7. have just started; 8. Have you ever heard;
9. haven’t; 10. haven’t finished; 11. haven’t had
SKILL PRACTICE: LISTENING EXERCISE 8 page 45

For extra listening practice, have students listen to Time: 10–15 min.
the audio again. Ask a few comprehension questions Answers: 1. ’ve just seen; 2. Have you ever heard of;
such as: Where is Mount Everest? (between China 3. never have; 4. ’ve already bought/have already bought;
and Nepal) How many people reached the top in 5. ’ve never been/have never been; 6. haven’t seen/have
2012? (500) How many climbers now use expedition not seen
companies to climb Everest? (90%) How has technology
helped Everest climbers? (Weather conditions at the SKILL PRACTICE: SPEAKING
top can be predicted more accurately.) What are After students complete Exercise 8, have them work
some problems caused by expeditions climbing Mount in pairs to invent a similar conversation of four or
Everest? (Crowds make the climb dangerous; people five lines. Students should use appropriate present
leave garbage.) Repeat the audio if necessary. perfect verbs and adverbs. Have pairs perform their
conversations for the class.
2.5 The Present Perfect with

Indefinite Past Time—
2.6 The Present Perfect with Ever
Overview page 43

and Never page 45
Time: 10–15 min.
Time: 5–10 min.
1. Have students look at the reading Climbing Mount
Everest and underline the present perfect tense verbs. 1. Have students cover grammar chart 2.6. Write two
Ask: Can you say exactly when the actions took place? (no) example questions on the board with their answers:
2. Have students look at grammar chart 2.5. Review the Have you ever studied another language?/Yes, I have.
Has Sophie ever driven the new car?/Yes, she drove it
example sentences and explanations.
yesterday.
3. Have students look back at the reading and underline
Remind students that ever is used in present perfect
each instance of ever, always, and recently. Ask: Is
sentences to show indefinite time. Ask: Are the answers
recently being used to show indefinite time? (No, it is
in indefinite time? (The first is, but the second is not.)
showing that more people have started climbing since
2. Have students review the grammar chart. Point out
1963.) Elicit the use of each adverb in its sentence
(ever: to show indefinite time; always: to connect past the use of never (for negative answers). Go over the
to present; recently: to show recent past actions). examples and explanations.
4. Have students work in small groups. Have them 3. Have students work in small groups. Write one list
of subjects and one list of verbs with complements
write and then ask each other questions with ever,
on the board, and have students choose from each
always, recently, and yet. When they are finished, have
list to ask and answer questions with ever and never.
volunteers from each group share their questions
(e.g., subjects: you, anyone in your family, any of your
with the class.
friends, your mom or dad, your best friend; verbs and
Unit 2 Risk 15

complements: live abroad, try an extreme sport, eat a. Yet shows greater expectation of something

something unusual, climb mountains or rocks, go on a happening than already. (F)
rollercoaster, see a dangerous animal) When the groups b. “I have eaten already breakfast.” is a correct

are finished, have a few volunteers share anything sentence. (F)
interesting they learned with the class. c. You cannot use the simple past to answer a

question in the present perfect. (F)
EXERCISE 9 pages 46–47 d. You can use “Not yet” as a short answer. (T)

Time: 10–15 min. e. I’ve taken the test already. = I took the test

Answers: 1. a. Have you ever done, b. have, c. went, already. (T)
d. ’ve never done; 2. a. Have you ever flown, b. never have, When students are finished, compare answers as a

c. haven’t/have not; 3. a. Have you ever played, b. have, class, and discuss any incorrect answers.
c. ran, d. ’ve heard/have heard; 4. a. Have you ever lent,
b. Have, c. lent, d. paid; 5. a. Have you ever climbed, EXERCISE 10 page 49
b. never have, c. Have, d. climbed, e. ’ve never heard of/ Time: 10–15 min.
have never heard of; 6. a. Have you ever made, b. have, Answers: 1. a. Has, b. yet, c. came, d. hasn’t had, e. yet;
c. ’ve made/have made; 7. a. Have you ever risked, b. have, 2. a. finished, b. yet, c. already; 3. a. seen, b. yet/already,
c. started, d. ’ve lost/have lost/lost; 8. a. Have you ever c. yet, d. already, e. made; 4. a. thought, b. yet, c. already,
saved, b. haven’t/have not, c. has, d. ran; 9. a. Have you d. went; 5. a. ’ve/have, b. already
ever had, b. went, c. fell, d. broke; 10. a. Have you ever
run, b. ran EXERCISE 11 page 50
Time: 10–15 min.
ABOUT YOU page 48 Answers: 1. looked; 2. yet; 3. haven’t; 4. yet; 5. already;
Time: 10–15 min.
6. Both are correct. 7. I did; 8. Both are correct. 9. never
Answers will vary. have; 10. Have you ever tried; 11. haven’t; 12. Have;
13. have; 14. Have you; 15. haven’t; 16. yet
2.7 The Present Perfect with Yet

and Already page 48 2.8 The Present Perfect with Lately,

Time: 5–10 min. Recently, and Just page 51
1. Have students cover grammar chart 2.7. Write on the Time: 5–10 min.
board: Have you gone bungee jumping? Have you gone 1. Write on the board: lately, recently, and just. Ask:
bungee jumping yet? Have you gone bungee jumping What kind of information do these words give? (time)
already? Ask: How are these questions different? (With yet Have students skim the chart. Elicit predictions
and already, the questioner is expecting you to go about the uses of lately, recently, and just with the
bungee jumping. Without yet or already, the questioner present perfect. Ask: Which word indicates an action
is asking a general question about what you have done.) that happened very near the present? (just) Can
2. Have students look at the grammar chart. Review the all three words be placed at the end of a sentence?
example sentences and explanations. (No, only lately and recently can go at the end of a
3. Have students cover the Note. Write the example sentence.)
sentences on the board, or read them aloud. Ask: Which 2. Review the example sentences and explanations.
sentence has a greater expectation that something has 3. Draw students’ attention to the Notes. Stress that
happened? (the question with already) Read the Note. lately cannot be used with the simple past to refer to a
4. Draw students’ attention to the Grammar in Use box. single event; recently is used for this situation.
Explain that many people use the simple past with yet 4. After students have finished the examples and
and already in informal conversations. explanations on just, write on the board: I just have
5. Have students work in pairs to answer questions $10. She just went to the store. Elicit or say that in the
about yet and already. Write these True/False first sentence just means only. For just to indicate
questions on the board:
16

recent past, the verb must show action. Point out that
in the second sentence the meaning depends on the 2.9 The Present Perfect with

context. Ask: What are two possible contexts? (only: No Time Mentioned page 53
where she went. She didn’t go many places; she went
to one place: the store; recently: when she went. She Time: 5–10 min.
was here but left for the store a few minutes/hours 1. Begin the review by writing on the board: I’ve studied
ago.) Have students work in small groups to write two French [or another subject], but I still don’t speak it well.
or three sentences with just. After they finish, have Ask: What is more important in this sentence: when
each group share a sentence with the class and have I studied French, or the fact that I studied it? (the fact
the class discuss the possible contexts. that I studied it) Ask: Why use the present perfect tense
in this sentence? (because when the action [studying]
happened isn’t that important, but the action
SKILL PRACTICE: WRITING
[studying] is still important now [because I still don’t
Have students describe a recent change in a place
speak French well])
they know. Brainstorm places and ways to approach
2. Have students look at grammar chart 2.9. Review the
the topic with the class and list ideas on the board
example sentences and explanations in the chart.
(for example, a city, a favorite camping site, a beach;
3. Point out that this use of the present perfect is
does it look better or worse, is it more crowded or
similar to the use of the simple past to state facts
lonelier and why, has weather affected it and how).
but not completely the same. Ask: How is it different?
Divide the class into pairs. Have each pair write a
(The present perfect connects the past with the present.)
paragraph (5–7 sentences) and use lately, recently,
4. Ask volunteers to give sentences about themselves
and just. Give students a few minutes to think of
using the present perfect tense with no time mentioned.
places, then go around to each pair and offer help,
if needed. Have pairs exchange papers and provide
feedback. SKILL PRACTICE: SPEAKING
Have students make up statements with no time
mentioned about important decisions they have
made or about people they admire. Have students
Time: 10–15 min
work in small groups so that each person in the
Answers: 1. a. Have you read, b. haven’t had/have not
group can have the opportunity to speak. When
had, c. ’ve just finished/have just finished/just finished,
groups are finished, have volunteers from each
d. have become; 2. a. Have you taken, b. haven’t/
group share their information with the class. Provide
have not, c. ’ve been/have been, d. Have you done,
feedback on the use of the present perfect.
e. haven’t/have not, f. has, g. went; 3. a. has had/has,
b. have left, c. Have conditions improved, d. have, e. has
started; 4. a. ’ve just read/have just read; 5. a. have been, EXERCISE 14 page 53
b. have tried Time: 10–15 min.
Answers: 1. a. has photographed, b. ’s won/has won,
ABOUT YOU page 52 c. hasn’t been/has not been, d. ’s given/has given;
Time: 10–15 min. 2. a. have discovered; 3. a. has walked, b. ’s entertained/
Answers will vary. has entertained; 4. a. has attracted, b. has saved,
c. haven’t taken/have not taken
EXERCISE 13 page 53
Time: 10–15 min. R E AD I N G 3 2.5
Answers: 1. Have you seen it yet; 2. saw; 3. Have you
ever dreamed; 4. ’ve thought/have thought; 5. Have you Exploring the Ocean page 54
seen; 6. yet; 7. ’ve just changed/have just changed/just Time: 5–10 min.
changed
Ask: Who is this woman? (Sylvia Earle) What is she
doing? (swimming)
Unit 2 Risk 17

2. Ask: What is the reading about? Have students use the
title, photo, and caption to make predictions about the SKILL PRACTICE: LISTENING
reading. Have students skim the reading. Ask: What For extra listening practice, have the students listen to
will the story say about Sylvia Earle? How do you know? the audio again. Ask a few comprehension questions,
3. Pre-teach any vocabulary words your students may such as: Why was it difficult for Earle to start exploring
not know, such as marine, honorary degree, and the ocean? (It wasn’t common for women to go
capacity. on sea expedittions when she started.) How many
4. Activate students’ prior knowledge about threats to hours has she spent underwater? (7000) What has
Earth’s oceans. Ask: Has anything harmed the ocean she accomplished? (She has lectured, written many
recently? (yes: drilling, overfishing, pollution) Have publications and children’s books, been on radio
students discuss the question in pairs. Ask a few and television shows, received awards and honorary
volunteers to share their answers with the class. degrees, and been named as Hero for the Planet by
Time magazine.) Does she believe people’s actions can
COMPREHENSION page 55 make a difference to protect the ocean? (yes) Repeat
Time: 10–15 min. the audio if necessary.
Answers: 1. F; 2. T; 3. T

Time: 5–10 min.

Answers will vary. Repetition from Past to
Present page 55
CONTEXT NOTE
Time: 10–15 min.
Threats to the oceans take many forms. Plastics,
1. Draw a timeline on the board. Label it “Daniel’s Mt.
chemicals, oil extraction, acid from carbon dioxide,
Everest Expeditions This Year.” Make a vertical mark on
sewage and fertilizer runoff, as well as increasingly
the timeline and label it with today’s date. Make three
warm waters, change the ocean environment and
vertical marks to the left and label them with earlier
harm sea life. When fish are farmed for food, diseases
dates in the year. Below each of those three dates,
spread, the natural environment undergoes drastic
write expedition. Ask: What can you say about Daniel’s
changes, and many more fish are wasted to feed
expeditions? Elicit and write: Daniel has gone on three
them. Some countries have better farming practices;
expeditions this year. Ask: Is the year finished? (no) Is it
others have a lot to improve. The fishing industry
possible for Daniel to go on more expeditions this year?
often harms other sea life in addition to what it
(yes) Say: To talk about a repeating action that may
catches—killing fish that are two small, or killing
happen again, use the present perfect tense.
other marine life to prevent it from eating the catches.
2. Have students review the example sentences and
Better gear and regulation, as well as fewer fishing
explanations in the grammar chart.
boats, would help change this trend. The open seas,
3. Ask volunteers to make statements using the present
far from countries and regulation, however, are
perfect tense with repetition. Give one or two
also subject to exploitation and need protection.
examples if necessary (e.g., I have taught this class
People are harmed by overfishing as well, with poor
three times this week. How much time have you spent
people being displaced as fish farms are set up, and
playing video games?).
exploitation and human trafficking happening on
fishing boats.
EXERCISE 15 page 56
Online search terms: Mission Blue trailer; threats to Time: 10–15 min.
the oceans; videos of plastic in oceans; overfishing Answers: 1. has written; 2. has done; 3. ’s led/has led;
facts; offshore drilling effects; sustainable fish 4. ’s spent/has spent; 5. have disappeared; 6. have died;
farming 7. have reached; 8. has gone; 9. have appeared;
10. ’s experienced/has experienced; 11. has, taken
18

EXERCISE 16 page 56
Time: 10–15 min. SKILL PRACTICE: SPEAKING
Answers: 1. won; 2. has won; 3. led; 4. ’ve lost/have lost; Write this gapped profile on the board.
5. ’s written/has written; 6. reached; 7. have reached; My name is ___. I have ___ for ___ . I have ___

8. has climbed; 9. climbed; 10. reached; 11. was; 12. has since ___. I lived (or worked) there for ___, and
performed; 13. crossed I have been interested in ___ ever since ___.
Have students work in pairs to complete the
EXERCISE 17 page 57 sentences with information about their own
Time: 10–15 min. lives, rearranging the sentences to present the
Answers: 1. Have you ever heard; 2. ’s directed/has information logically. Encourage them to refer to
directed; 3. worked; 4. was even; 5. ’s made/has made; the grammar chart as needed. Then have partners
6. had to; 7. became; 8. formed; 9. ’s led/has led; take turns talking about themselves, using their
10. ’s visited/has visited; 11. ’s worked/has worked; sentences as notes. When they are finished, ask
12. ‘s been/has been volunteers to give the class a short profile of
themselves. Discuss as a class any corrections that
are needed and why.

Continuation from Past to EXERCISE 18 pages 58–59
Present page 58 Time: 5–10 min.
Answers: 1. a. has worked, b. since; 2. a. have been,
Time: 10–15 min.
b. for; 3. a. has always had; 4. a. Since, b. ’s changed/
1. Have students cover grammar chart 2.11. Tell has changed; 5. a. have tried, b. since; 6. a. Since, b. has
students that this chart refers to the use of certain climbed; 7. a. since, b. ’s led/has led; 8. a. long, b. has
time words to show continuation. Ask: Which two time Cameron been
words are often used with the present perfect tense?
(since, for) How are these words different? Which one is EXERCISE 19 page 59
used with a specific time or event, and which one is used Time: 10–15 min.
with a period of time? (Since is used with a specific time Answers: 1. ’ve been; 2. Ø; 3. ’ve probably read/have
or event, e.g., 1998, Monday, she went on vacation; for probably read; 4. ’ve taken/have taken; 5. ’ve had/have
is used with a period of time, e.g., 5 years, 10 minutes, had; 6. have you been; 7. since; 8. Have; 9. have; 10. ’ve
or a long time.) wanted/have wanted; 11. since; 12. ’ve never been/have
2. Have students review the grammar chart. Review never been; 13. ’ve tried/have tried; 14. Ø; 15. started;
the example sentences and explanations carefully. 16. ’ve become/have become
Check understanding. Ask: What two time words can
show duration? (for, all) Which word can show a starting ABOUT YOU page 60
point? (since) Time: 5–10 min.
3. Direct students’ attention to the Notes. Stress that for Answers: 1. Has, changed; 2. Have, started; 3. have,
and how long are used with simple past for events learned, have never done; 4. ever done; 5. always wanted,
that began and ended in the past. Ask: Can since has ever done; 6. ever had
be used this way? (No) Elicit or write on the board
additional examples with ever since: She got her first ABOUT YOU page 60
teddy bear when she was one. She has loved teddy bears Time: 5–10 min.
ever since./He ran the marathon for the first time in 2001. Answers will vary.
He has run it every year ever since.
4. Go over the Grammar in Use notes. Invite students to FUN WITH GRAMMAR page 60
give examples of their career experience using the Time: 10–15 min.
present perfect. Answers will vary.
Unit 2 Risk 19

R E AD I N G 4 2.6
Lonnie Thompson—Ice For extra listening comprehension, have students
listen to the audio again. Ask a few comprehension
Investigator page 61 questions, such as: How long has Thompson spent

Time: 5–10 min. above 18,000 feet (5.5 kilometers)? (over 1,100 days)
1. Tell students this article is about the work that a What dangers does Thompson face to study glaciers?
scientist has been doing. Have students use the title, (lightning, avalanches, storms, and wind) Has climbing
photo, and caption to make predictions about the made Thompson healthier? (Yes, he thinks it has made
reading. Ask: Who is the scientist? (Lonnie Thompson) him healthier.) Repeat the audio if necessary.
What is he holding? (ice from a glacier) What kind of
scientist is he? (He studies glaciers; he is a glaciologist.)
2. Have students skim the reading. Ask: What will the 2.12 The Present Perfect

reading say about Dr. Thompson’s work with glaciers?
How do you know? Continuous page 62
3. Pre-teach any vocabulary words your students may Time: 10–15 min
not know, such as altitude, heart transplant, and heart 1. Draw students’ attention to sentences from the reading
attack. that contain present perfect continuous tense verbs.
4. Activate students’ prior knowledge about glaciers. Ask them questions that elicit the verbs, and write them
Ask: What are glaciers? (mountains of ice) Where on the board (e.g., What has Lonnie Thompson been
can you find them? (in polar areas like Antarctica, doing for 40 years? (He has been climbing to the top
Greenland, and the Canadian Arctic) Why are they of glaciers.) What has he been doing on top of glaciers?
important to study? Have students share their ideas (He has been looking for information hidden inside
and discuss as a class. the ice.)). Have students close their books. Underline
the present perfect continuous verb in each sentence.
COMPREHENSION page 61 Ask: What can you observe about the difference between
Time: 10–15 min. this and the present perfect form you have learned so far?
Answers: 1. T; 2. F; 3. T (It uses been and the -ing form of the main verb.) What
kind of time does it show? (action in progress) What other
THINK ABOUT IT page 62 tense is it like? (the present continuous)
Time: 5–10 min. 2. Review the timeline, example sentences and the
Answers will vary. explanations carefully. Elicit additional examples.
3. Draw students’ attention to the seven patterns at
CONTEXT NOTE the bottom of the chart. Have students talk about
There are glaciers of different types and at different themselves and ask questions using the examples
heights on every continent except Australia. as models. (I have been studying..., I haven’t been
Each holds important information about Earth’s studying . . . )
history, but they are all melting, some more quickly
than others. Although the ice on Earth has been EXERCISE 20 page 63
Time: 5–10 min.
diminishing since the Ice Age, global warming has
greatly accelerated this process. It is estimated that Answers: 1. has been making, since; 2. ’s been exploring/
Mount Everest will lose most of its glaciers by the has been exploring, for; 3. ’s been working/has been
end of the century. working; 4. has been studying, for; 5. ’s been learning/
has been learning; 6. For, have been melting; 7. has
Online search terms: facts about glaciers; time- been performing, for; 8. have been learning; 9. has been
lapse video glaciers moving; video glaciers melting; studying, for; 10. have been climbing, since
pictures Glacier National Park before and after
20

EXERCISE 21 pages 63–64 EXERCISE 24 page 67
Time: 5–10 min. Time: 5–10 min.
Answers: 1. a. have you been learning, b. For; 2. a. has Answers: 1. has been climbing, for, ’s climbed/has
he been working, b. For; 3. a. have you been thinking, climbed; 2. ’s been preparing/has been preparing; 3. ’ve
b. Since; 4. a. long has she been climbing, b. For; 5. a. long not seen/haven’t seen, have, I haven’t; 4. ’ve taken/have
has he been making, b. been, c. for, d. taking, e. ’s been/ taken, in, took; 5. has helped/has been helping, have
has been; 6. a. been, b. have, c. ’ve been telling/have been been; 6. has been working, since; 7. ’ve been talking/have
telling, d. for; 7. a. ’ve been reading/have been reading been talking
ABOUT YOU page 65

SKILL PRACTICE: SPEAKING
Time: 5–10 min.
Have students work in pairs to brainstorm
Answers will vary.
statements about the people they have read about
in this unit or other interesting people they know
2.13 The Present Perfect, the about. Have them use the simple past, present
perfect, present perfect continuous, and a variety of

Present Perfect Continuous, time words including for, since, lately, recently, never,
and the Simple Past page 65 and ever since. Have each partner keep a list. After
they have finished, combine pairs into small groups.
Time: 10–15 min. Have each student tell the group about the people
1. Have students cover chart 2.13. On the board, write he or she has written about and try to avoid looking
a set of sentences that contrasts the present perfect, at his or her notes very often.
the present perfect continuous, and the simple past
tenses. For example, write:
a. Mina studied oceanography for 2 years.
b. Mina has studied oceanography for 2 years. SUMMARY OF UNIT 2
c. Mina has been studying oceanography for 2 years.
Time: 20–30 min.
Have students identify the verb tenses in the
sentences and discuss what they think the difference THE SIMPLE PRESENT AND
in meaning is in each one. THE PRESENT PERFECT
2. Have students look at the chart. Review the example List a series of cues on the board and have students make
sentences and explanations. Offer more examples, complete sentences about a person using the simple
clarify information, and answer questions as present and present perfect (e.g., is/has been, studies/has
necessary. studied, explores/has explored, takes/has taken). (Sylvia Earle
is an oceanographer./She has been an oceanographer for 50
EXERCISE 22 page 66 2.7 years.)
Time: 5–10 min.
Answers: 1. is; 2. has been working; 3. since; 4. has been
2.1 The Present Perfect—Form (pages 37–38)
exploring; 5. for; 6. arrived; 7. went; 8. have been going;
9. went; 10. were; 11. has been improving; 12. treated; 2.2 The Past Participle (page 38)
13. has seen; 14. takes; 15. is; 16. for; 17. has been helping 2.3 Placement of Adverbs (page 39)
2.4 The Present Perfect—Overview of Uses (page 41)
EXERCISE 23 page 66 2.5 The Present Perfect with Indefinite Past Time—

Time: 5–10 min. Overview (page 43)
Answers: 1. has been climbing; 2. ’s done/has done; 3. ’s 2.11 The Present Perfect with Continuation from Past to

made/has made; 4. began; 5. went; 6. ’s increased/has Present (page 58)
increased/’s been increasing/has been increasing; 7. used;
8. made; 9. did; 10. ’s appeared/has appeared; 11. was
Unit 2 Risk 21

THE PRESENT CONTINUOUS AND THE PRESENT PERFECT AND
THE PRESENT PERFECT CONTINUOUS THE PRESENT PERFECT CONTINUOUS—
Provide a list of basic verbs and have students make NO CHANGE IN MEANING
general statements and related statements about Have students talk about their friends and families. Write
themselves using the present continuous and the present these prompts on the board: had a scary accident, took
perfect continuous tenses. Have them include for, since, dangerous risks, helped others, taken interesting photographs,
and lately and use the words appropriately (e.g., People all gone skydiving, started career, traveled a lot. (My sister has
over the world are drinking lots of coffee. Lately, I have been gone skydiving./She has been going skydiving ever since
drinking more coffee every day.). her 20s.)
If necessary, have students review: If necessary, have students review:

2.12 The Present Perfect Continuous (page 62) 2.4 The Present Perfect—Overview of Uses (page 41)
2.13 The Present Perfect, the Present Perfect Continuous, and 2.12 The Present Perfect Continuous (page 62)

the Simple Past (page 65) 2.13 The Present Perfect, the Present Perfect Continuous, and

the Simple Past (page 65)
THE SIMPLE PAST AND
THE PRESENT PERFECT THE PRESENT PERFECT AND
Provide a list of prompts and have students talk about THE PRESENT PERFECT CONTINUOUS—
their own actions. Write these prompts on the board: had DIFFERENCE IN MEANING
an accident, took risks, helped others, taken photographs, Provide an example pair of sentences and write them
have gone bungee jumping, started a new job. (I went on the board. Have students write sentences and put an
bungee jumping last year and did not like it./I have never asterisk next to the sentence that could imply the action
gone bungee jumping again.) is not continuing in the present (e.g., He has worked as a
journalist.*/He has been working as a journalist.).
2.2 The Past Participle (page 38) If necessary, have students review:
2.6 The Present Perfect with Ever and Never (page 45) 2.4 The Present Perfect—Overview of Uses (page 41)
2.7 The Present Perfect with Yet and Already (page 48) 2.12 The Present Perfect Continuous (page 62)
2.8 The Present Perfect with Lately, Recently, and Just 2.13 The Present Perfect, the Present Perfect Continuous, and


(page 51)
2.9 The Present Perfect with No Time Mentioned (page 53)
2.10 The Present Perfect with Repetition from Past to Present REVIEW

(page 55)
2.11 The Present Perfect with Continuation from Past to Time: 15 min.

Present (page 58)
Answers: 1. haven’t seen; 2. in/for; 3. have you been;

2.13 The Present Perfect, the Present Perfect Continuous, and 4. ’ve had/have had; 5. haven’t had/have not had; 6. ’ve

been taking/have been taking; 7. have you been doing;
8. started; 9. ’ve jumped/have jumped; 10. ’ve never
SKILL PRACTICE: WRITING even thought/have never even thought; 11. ’ve always
Write a list of base verbs on the board and have wanted/have always wanted; 12. since; 13. talked;
students write the simple past and past participle 14. learned; 15. Have you ever had; 16. ’ve had/have had;
forms of each verb (e.g., be, walk, climb, go, jump, 17. ’ve worked/have worked/’ve been working/have been
do, dive , drive). Have students share their answers working; 18. For; 19. ’ve been trying/have been trying;
with the class. 20. taught; 21. was; 22. ’ve been knitting/have been
knitting; 23. since; 24. ’ve made/have made
22

2. Tell students to choose one topic and tell a partner
FROM GRAMMAR TO WRITING about it. Then have them write about their topics.
If necessary, review the present perfect tense and
PART 1 EDITING ADVICE its uses to show actions and events that begin in
Time: 10–15 min. the past and continue into, or are still important in,
the present. It might be helpful to write an example
PART 2 EDITING PRACTICE introduction and conclusion on the board.
Time: 10–15 min
1. Tell students they are going to put the Editing Advice
PART 4 EDIT
Time: 15–20 min.
into practice. Ask: Do all the shaded words and phrases
have mistakes? (no) Go over the examples with the
class. Then do #3 together. SKILL PRACTICE: WRITING
2. Have students complete the practice individually. 1. Review question formation with the present
Then have them compare answers with a partner perfect tense with students. Have students write
before checking answers as a class. questions to ask their classmates about their
3. For the items students had difficulties with, have experiences. Have them survey their classmates
them go back and find the relevant grammar chart and record their responses. When they have
and review it. Monitor and give help as necessary. finished, have them analyze the response and
write a summary of their findings.
Answers: 1. done; 2. C; 3. for; 4. ’s inspired/has inspired;
5. ’s taught/has taught; 6. C; 7. studied; 8. have finished; 2. Write on the board phrases in the present
9. C; 10. been; 11. were; 12. C; 13. ’s always been/has perfect (have lived, has traveled, has climbed, have
always been; 14. C; 15. C; 16. told; 17. recently decided; melted, has discovered, has taken, has endured,
18. C; 19. learned; 20. C; 21. ’s been studying/has been etc.). Have students write sentences about the
studying; 22. C; 23. C; 24. C; 25. C; 26. ’s never thought/ explorers they have studied in this unit (Sylvia
has never thought; 27. C Earle, Lonnie Thompson, Paul Nicklen). Write
this vocabulary on the board and have students
incorporate some of it into their sentences: risks,
dangers, extreme, glaciers, outstanding, drilling,
WRITING TIP
summit, expedition, avalanches, wind, lightning,
Time: 5–10 min.
Gulf of Mexico, Arctic, Peru. Have students share
Read the tip. Have students look at the texts from this
their information with the class.
unit and note examples of how a scene is set in the
present perfect, and then details are given in simple past.
PART 3 WRITE
Time: 30–40 min.
1. Have students read the two writing topics on page 71.
Discuss them one at a time. For each topic, have the
class brainstorm ideas. Write the ideas on the board.
Brainstorm general ideas and types of details that
could be included. For example, for topic 1: a living
person who has done great things, the types of great
things that people do or that seem great to us, and
details about where, when, how, and how long the
person’s actions occurred.
Unit 2 Risk 23

UNIT
3 THE MOVIES
GRAMMAR CHARTS R E AD I N G 1 3.1
3.1
3.2
Active and Passive Voice—Introduction (page 75)
Comparison of Active and Passive Voice (page 76)
Based on a True Story page 74
Time: 10–20 min.
3.3 Active and Passive Voice—Use (page 79)
1. Have students look at the photo. Ask: What do you
3.4 Verbs with Two Objects (page 82)
see? (a plane on the water, people escaping, the
3.5 Transitive and Intransitive Verbs (pages 84–85)
New York City skyline)
3.6 The Passive Voice with Get (page 89) 2. Have students look briefly at the reading. Have
3.7 Participles Used as Adjectives (page 91) students look at the title of the reading. Ask: What is
3.8 Other Past Participles Used as Adjectives (page 94) the reading about? How do you know? Have students
3.9 Get vs. Be with Past Participles and Other Adjectives make predictions.

(page 95) 3. Pre-teach any essential vocabulary words your
students may not know, such as thrilling, depth, critic,
UNIT OPENER and injury.
Have students look at the photo and read the caption. 4. Ask: What happens at the Oscars? Have students
Ask: What do you see in the photo? Have students read the discuss in pairs.
quotation. Ask: Do you agree with the quote? Why or why
not? For more discussion questions, open the activity on COMPREHENSION page 75
the Classroom Presentation Tool. Time: 10–15 min.
Answers: 1. F; 2. F; 3. T
CONTEXT NOTE
The setting of the photograph is an old movie
Time: 5–10 min.
playing in a modern landscape. The scene indicates
Answers will vary.
Americans’ continuing love for classic movies and
for Hollywood, the center for filmmaking in the
United States. The motion picture industry began in CONTEXT NOTE
Hollywood in the early twentieth century. Hundreds Filmmakers have been making movies based on true
of feature films are produced in Hollywood every stories throughout the history of film. Many films
year (814 in 2018, a record), including those that have been made about famous events, such as the
become well-loved classics such as Casablanca and sinking of the Titanic, highly-publicized murders,
King Kong. war stories, famous figures from history such as
ABOUT THE QUOTE Cleopatra or Abraham Lincoln, or celebrities such as
Roger Ebert was a journalist and film critic. He was the Buddy Holly and John Lennon. Other films depict the
first film critic to win a Pulitzer Prize. Along with Gene stories of individuals who might not have otherwise
Siskel, he reviewed movies on the television program been recognized, such as Erin Brockovich in Erin
Siskel and Ebert At the Movies. He died in 2013. Brockovich (2000), an inexperienced law clerk who
built the case in a major lawsuit, the teacher who
started a debate team at an African American college
during segregation and competes against Harvard in
24

The Great Debaters (2007), and the African American 3.2 Comparison of Active and

mathematicians who worked behind the scenes at
NASA in Hidden Figures (2017).
Passive Voice page 76
Time: 5–10 min.
Online search terms: movies based on a true
story; movie trailer Sully; movie trailer Hachi; review 1. Have students cover the right column of grammar
[movie name] chart 3.2. Ask students to put the active sentences in
the passive.
2. Have students uncover the right column and identify
the form of be and the past participle in each passive
SKILL PRACTICE: LISTENING sentence. Ask: Do we use the past participle in the
For extra listening practice, have students listen passive with all the tenses? (yes)
to the audio again. Ask a few comprehension 3. Ask students to say what they observe about the
questions, such as: Are movies based on a true rules for forming the passive voice (e.g., the form of
story always heartwarming, feel-good stories? (no) be changes to reflect the tense; all forms use the past
What was special about the dog in Hachi? (The dog participle).
waited by the train station for its owner, even after 4. Draw students’ attention to the first example. Ask:
he had died.) What caused the plane to require an What is the agent? (critics) Is it necessary to include
emergency landing in Sully? (It was hit by birds after critics in the passive voice sentence? (no) Point out
takeoff, and the engines failed.) Are movies based that if the agent is included in the passive voice, the
on a true story always true to that story? (No, things preposition by introduces it. Tell students that they
are often changed.) Repeat the audio if necessary. will study agents in later sections of the unit.
5. Go over the Grammar in Use box. Come up with
further examples of each way to complete a passive
voice sentence.
3.1 Active and Passive

Voice—Introduction page 75 Time: 10–15 min.
3.2
Time: 10–15 min. Answers: 1. wrote, A; 2. was written, P; 3. designed, A;

1. Have students cover grammar chart 3.1. Write this 4. was designed, P; 5. are rarely given, P; 6. composed, A;
example sentence from the chart on the board: 7. live, A; 8. Are, made, P; 9. was filmed, P; 10. is going
Many people saw the movie. Elicit or write the passive to be based, P; 11. appears, A; 12. have been set, P;
statement: The movie was seen by many people. Elicit 13. Have, seen, A; 14. was, made, P; 15. are shown, P;
the names of the parts of the sentences (subject and/ 16. haven’t been, A; 17. was praised, P; 18. was shot, P
or agent, verb, object). Point out that the subject is
the same as the agent in active sentences, but not in EXERCISE 2 pages 77–78
passive sentences. Time: 10–15 min.
2. Have students review the grammar chart. Ask: What Answers: 1. wasn’t based; 2. was based; 3. was the first
was the plane hit by? (birds) Who was the movie seen film made; 4. was produced; 5. were called; 6. were they
by? (the survivors) What was the movie based on? (a called; 7. Were snacks sold; 8. wasn’t sold/was not sold;
true story) Who was given free tickets? (the students) 9. were permitted; 10. weren’t allowed/were not allowed;
3. To help students understand the relationship 11. was sold; 12. was shown; 13. was written; 14. was
between the passive and active voices, have them usually played; 15. was used; 16. was sound added;
rewrite the sentences in the second box in the 17. was the first color movie made; 18. were actually
active voice. made; 19. have been lost/were lost; 20. were given
4. Direct students to the Notes. Elicit additional
examples as necessary.
Unit 3 The Movies 25

EXERCISE 3 page 78
Time: 5–10 min. SKILL PRACTICE: SPEAKING
Answers: 1. are shown; 2. are told; 3. are being dimmed; Have students review movie listings online and
4. are made; 5. are being shown; 6. is limited; 7. are report on a movie they’d like to see, giving the
played; 8. are asked; 9. are transported movie title, theater information, and show times.
Ask students if and how U.S. movies influence the
impressions people in their countries have of life in
3.3 Active and Passive Voice—Use the United States.

page 79
Time: 5–10 min.

1. Review the example sentences and explanations Time: 5–10 min.
with the class. Ask: What do we focus on in an active Answers: 1. Do you like; 2. smells; 3. must be stamped;
voice sentence? (the subject) What do we focus on in 4. often forget; 5. arrive; 6. are often sold out; 7. can be
a passive voice sentence? (the action or receiver of bought; 8. are taken; 9. are created; 10. prefer; 11. can
the action) pay; 12. can be borrowed; 13. have; 14. can be skipped;
2. Ask: In the examples in the second box, who is the 15. turn off; 16. am not interrupted; 17. invite; 18. make;
agent? (We don’t know.) Write on the board: In some 19. save
passive voice sentences, the agent is not given.
3. Provide additional examples of active and passive ABOUT YOU page 81
sentences with strong and weak subjects and agents Time: 5–10 min.
and have students identify them. (e.g., People like the Answers: 1. are sold, P; 2. can be bought, P; 3. are played,
movies. I like the movies. Hundreds or movies are made P; 4. are, A; 5. are shown, P; 6. earn, A; 7. are given, P;
every year by producers. Black Panther was directed by 8. get, A
Ryan Coogler.) Answers about country will vary.
4. After students have reviewed the examples and
explanations in the grammar chart, have them go
back to the reading Based on a True Story to identify SKILL PRACTICE: WRITING
which explanation is appropriate for each of the Have students write about the experience of
passive voice verbs in the reading. going to a movie. They should write at least four
5. Go over the Grammar in Use box. Challenge students sentences in the passive voice.
to find an example of the passive voice in any written
text and bring it in to class to analyze.
EXERCISE 4 pages 79–80 3.4 Verbs with Two Objects page 82

Time: 10–15 min.
Time: 5–10 min.
Answers: 1. Appropriate costumes are designed to suit
1. Have students cover grammar chart 3.4. Write an
the period of the movie. 2. The 3D camera for Avatar was
example sentence with a direct and an indirect object
designed by James Cameron and Vince Pace. 3. Music is
on the board, such as: Someone gave these tickets
composed to give the movie a mood. 4. The music for
to Rosa. Ask students to identify the parts of the
Star Wars was composed by John Williams. 5. Credits are
sentence (subject, verb, direct object, indirect object).
shown at the end of the movie. 6. The first Hollywood
Tell students that in this sentence, tickets is the direct
movie was made in 1911. 7. Expensive sets are built for
object and Rosa is the indirect object (the person or
blockbuster movies. 8. The part of Hachi was played by
thing to or for which the action in the sentence is
an Akita dog. 9. Movie tickets can be bought online.
done). Say: We can write this sentence in the passive
10. In Sully, all the passengers on the plane were saved
voice in two ways. Write on the board: These tickets
by Chesley Sullenberger. 11. Snacks are sold in movie
were given to Rosa. Rosa was given these tickets.
theaters. 12. I was given free tickets for the movie.
26

2. Have students review the examples and explanations THINK ABOUT IT page 84
in the grammar chart. Time: 5–10 min.
3. Direct students’ attention to the verb list in the Note. Answers will vary.
Explain any vocabulary students are unfamiliar with.
4. After students have reviewed the examples in the
grammar chart, have them work in groups. Have each CONTEXT NOTE
group write three sentences, each with a direct and Movies often are categorized by their length: a full-
indirect object. Have the groups exchange sentences length or feature film is usually 90 to 120 minutes
and underline the direct and indirect objects in each long; a short feature or “short” can be 10 to 30
other’s sentences. minutes long. Movie types include action, comedy,
crime, documentary, drama, fantasy, horror, musical,
EXERCISE 6 page 82 mystery, romance, and science fiction (sci-fi).
Time: 10–15 min. Online search terms: video Gertie the Dinosaur ;
Answers: 1. The actress will be given a starring role./A video Steamboat Willie; pictures early animation
starring role will be given to the actress. 2. The actor will studio; digital animation tutorial; how Toy Story was
be offered the role./The role will be offered to the actor. made; behind the scenes of Frozen
3. Alex has been given two free tickets./Two free tickets
have been given to Alex. 4. We were shown the new
movie./The new movie was shown to us. 5. You are served
food at your seat./Food is served to you at your seat. SKILL PRACTICE: LISTENING
For extra listening practice, have the students
FUN WITH GRAMMAR page 82 listen to the audio again. Ask a few comprehension
Time: 10–15 min. questions, such as: Who is the father of animation?
Answers will vary. (Winsor McCay) What was the first animated film?
(Gertie the Dinosaur) Who created the modern
R E AD I N G 2 3.3 cartoon with sound and music? (Walt Disney) Was
Walt Disney an animator? (No, he was a story
The History of Animation pages 83–84 editor.) What was the first computer-animated film?
Time: 10–15 min. (Toy Story) Repeat the audio if necessary.
1. Have students look at the image. Ask: What do you
see? (a cartoon of a dinosaur)
2. Have students look quickly at the reading. Ask: What
is the reading about? How do you know? Have students 3.5 Transitive and Intransitive

use the title and the pictures to make predictions Verbs pages 84–85
about the reading.
Time: 10–15 min.
3. Pre-teach any vocabulary words your students may
not know, such as celluloid, transparent, background, 1. Have students close their books. On the board, write
and technique. simple sentences with direct objects, such as: Winsor
McCay made the first cartoons./Walt Disney employed
4. Activate students’ prior knowledge about animation.
many artists. Ask: What is the direct object in each
Ask: What is animation? (movies or films made with
of these sentences? (the first cartoons; many artists)
drawings, not with actors) Do you like animated films?
Have volunteers write passive voice sentences for
Can you name a famous animated film? Have students
each example (The first cartoons were made by Winsor
discuss the questions in pairs. Ask a few volunteers to
McCay./Many artists were employed by Walt Disney.).
share their answers with the class.
Say: The verbs make and employ are transitive verbs;
they take a direct object. Write on the board: Windsor
COMPREHENSION page 84
McKay lived in the early 1900’s. He became known as the
Time: 10–15 min.
father of animation. Ask: Is there a direct object in these
Answers: 1. T; 2. F; 3. T
sentences? (no) Can they take a passive form? (no)

2. Have students look at grammar chart 3.5. Review the EXERCISE 10 page 88
example sentences and explanations. Ask: Which verbs Time: 10–15 min.
can be active or passive? (transitive) Which can only be Answers: 1. was elected; 2. became; 3. worked;
active? (intransitive) 4. appeared; 5. wasn’t considered/was not considered;
3. Provide several additional examples with verbs from 6. won; 7. was scheduled; 8. happened; 9. was shot;
the chart, such as: We walked to the theater./It rained 10. didn’t die/did not die; 11. was also wounded; 12. was
for two days. Ask: Can these sentences be rewritten in postponed; 13. recovered; 14. finished; 15. died
the passive voice? (no) Elicit additional sentences using
intransitive verbs.
3.6 The Passive Voice with Get

EXERCISE 7 pages 85–86 page 89
Time: 10–15 min.
Time: 5–10 min.
Answers: 1. made, The first animated film was made
by Winsor McCay. 2. became, no change; 3. worked, 1. Have students cover grammar chart 3.6. Write one or
no change; 4. offered, He was offered a job as a two examples using the passive with get on the board,
newspaper artist. 5. left, no change; 6. moved, no change; such as: I get paid every 2 weeks./My backpack got
7. considered, The Herald Tribune was considered to have stolen last year. Ask: Are these sentences in the passive
the highest quality color. 8. happened, no change; 9. see, voice? (yes) Do you think these are formal written
Can it be seen today? 10. preserve, Was it preserved? sentences or informal spoken sentences? (informal
11. find, It can be found online. 12. seems, no change; spoken) Can you use a form of be instead of get in these
13. changed, no change; 14. create, Today most sentences? (yes)
animation is created on computers. 15. left, The movie 2. Have students review the grammar chart. Then ask
tickets were left at home. them to convert each example with get to a passive
voice sentence with a form of be.
SKILL PRACTICE: SPEAKING

EXERCISE 11 page 89
After students complete the exercise, have them Time: 5–10 min.
work in pairs to practice short conversations. Have Answers: 1. Ronald Reagan got shot on the day of the
partners ask the questions in the exercise and Oscars. 2. One of his aides got shot, too. 3. Reagan didn’t
answer in complete yes/no statements, in passive get killed. 4. Did the aide get killed? 5. Did the shooter
voice if possible. Have them convert statements get caught? 6. Movie stars get paid a lot of money.
to questions (S: You can find it online. Q: Can you 7. Who will get picked for the starring role of the movie?
find it online? A: Yes, it can be found online.) and 8. I didn’t get invited to the Academy Awards.
repeat. Have pairs perform their conversations for
the class.
Have students write about a dramatic episode
on TV, in a movie, or in a book. They should
Time: 10–15 min.
summarize the story and use at least four examples
Answers: 1. F; 2. F; 3. T
of the passive with get. Have students exchange
papers in pairs and provide feedback.
EXERCISE 9 pages 86–87 3.4
Time: 10–15 min.
Answers: 1. was born; 2. began; 3. was given; 4. worked;
R E AD I N G 3 3.5
5. became; 6. moved; 7. started; 8. recognize; 9. was first
created; 10. looked; 11. was named; 12. changed;
13. was introduced; 14. created; 15. were added; 16. was
Charlie Chaplin page 90
produced; 17. won; 18. earned; 19. won; 20. built; Time: 5–10 min.
21. was being built; 22. died; 23. have been built 1. Have students look at the photo. Ask: Who is the man?
(Charlie Chaplin) What was his occupation? (He was an
28

actor.) What time period do you think his films are from?
(early twentieth century) 3.7 Participles Used as Adjectives

2. Have students look quickly at the reading. Ask: What page 91
is the reading about? How do you know? Have students
Time: 10–15 min.
use the title, photo, and caption to make predictions
about the reading. 1. Write: I am ___. on the board twice. Mime a bored
person—yawn, look at the clock, look around the
3. Pre-teach any vocabulary words your students
room, etc. Ask: What can you say about me? (You
may not know, such as tramp, abandoned, and version.
are bored.) Fill in the first sentence. Then play the
4. Activate students’ prior knowledge about early
part of a long-winded presenter or entertainer; talk
movies. Ask: What were the first movies like? (silent,
in incomplete sentences or in unnecessary detail
black and white) Have students discuss the question
about a small issue. Ask: What can you say about
in pairs. Try to pair students of different cultures
me? (You are boring.) Are these two sentences the
together. Ask a few volunteers to share their answers
same? (no)
with the class.
2. On the board, write: This is an interesting movie. Are
you interested in watching it with me? Ask: What kind
of words are interested and interesting? (adjectives)
Time: 10–15 min.
What word form is interesting? (present participle)
Answers: 1. F; 2. T; 3. T
What word form is interested? (past participle) Explain
that although present and past participles are usually
used to form verb tenses, they can also be used as
Time: 5–10 min.
adjectives.
Answers will vary.
3. Review grammar chart 3.7 with students. Draw
students’ attention to the explanation of present
CONTEXT NOTE versus past participles used as adjectives, as well as
Charlie Chaplin’s poverty-stricken tramp character the causes and recipients of feelings.
was typical of the times he lived in. The term tramp 4. Direct students to the Note. Review the list of paired
was common before and especially during the Great participles with the class. Check that students are
Depression in the 1930s. After a stock market crash, comfortable with the meaning of each pair.
people all over the country lost their money, jobs, 5. Provide pairs of students with cues for practice. Ask
and homes, creating large numbers of homeless students to make simple sentences with both forms,
people who were referred to at the time as tramps e.g., frightened (I am frightened by thunder.) and
or hobos. frightening (The cost of college is frightening.).
Online search terms: pictures early 1900s hobos;

EXERCISE 12 page 92
video Charlie Chaplin movie; Charlie Chaplin
Time: 10–15 min.
biography; classic silent films; video Charlie Chaplin
Answers: 1. The movie was entertaining./We were
speaking
entertained. 2. Violent movies are frightening./The
children are frightened. 3. Chaplin was amusing./
The audience was amused. 4. The adventure movie
SKILL PRACTICE: LISTENING was exciting./The audience was excited. 5. The TV
For more listening practice, have students listen show was boring./I was bored. 6. The end of the movie
to the audio again. Ask a few comprehension was surprising./We were surprised. 7. The movie
questions, such as: Where was Charlie Chaplin from? was confusing./She was confused. 8. The movie was
(London, England) What else did Charlie Chaplin do terrifying./They were terrified.
besides act? (He also produced, directed, and wrote
his movies.) Repeat the audio if necessary.

4. Bibi will be upset. Her toy is broken.
SKILL PRACTICE: WRITING 5. I am afraid of having accidents, so I am ___-insured.
Have students write their own pairs of sentences, 6. Some CEOs are really -paid. They make
similar to those in Exercise 12, using other participle too much money!
pairs from grammar chart 3.7. Ask volunteers to 7. If you don’t study, you’ll be -prepared
share their sentence pairs with the class. when you come to class.
8. He was wounded in the war.
EXERCISE 13 page 93 Answers: 1. newly; 2. widely; 3. well; 4. badly; 5. over;

Time: 5–10 min. 6. over; 7. under; 8. badly
Answers: 1. interesting; 2. surprising; 3. surprised;
4. confused; 5. convinced; 6. excited; 7. declining; EXERCISE 15 page 94
8. depressed; 9. surprised; 10. interested; 11. boring Time: 5–10 min.
Answers: 1. born; 2. paid; 3. educated; 4. interested;
EXERCISE 14 page 93 5. located; 6. married; 7. known; 8. closed; 9. worried;
Time: 5–10 min. 10. taken; 11. finished
Answers: 1. boring; 2. exciting; 3. convincing;
4. disappointed; 5. amazing; 6. interesting; 7. annoyed;
8. bored; 9. satisfying 3.9 Get vs. Be with Past Participles

and Other Adjectives page 95
Time: 10–15 min.
Ask students to write a short description of a
1. With students’ books closed, write on the board:
movie they thought was terrible. Encourage
Justin is married. Say: In this sentence, be plus the past
students to use the exercise as a model. Then ask
participle describes Justin’s status right now. Then write:
students to write a short description of a movie
Justin got married in 2007. Ask: What does get plus
they thought was excellent.
the past participle mean? (become [past]) Write on
the board: Julia is hungry. Ask: What does be plus the
adjective hungry describe? (status) Then write: Julia got
3.8 Other Past Participles Used as hungry at 11:00 a.m. Ask: What does get mean in this

sentence? (become [past])
Adjectives page 94 2. Have students look at grammar chart 3.9. Review the
Time: 10–15 min. example sentences and explanations.
1. Have students look at grammar chart 3.8. Read the 3. Direct students’ attention to the lists of past participles
examples and explanations. with get and adjectives with get in the chart. Explain
2. Have pairs work to complete the following sentences any vocabulary students are unfamiliar with.
with the correct adverb. Some adverbs can be used 4. Direct students’ attention to the Note. Review the
more than once. examples. Then ask volunteers to talk about themselves
or someone they know using the examples as models
well badly over under newly widely
(I am married. I married …, I got married …, etc.).

1. Steve and Dinah are a married couple.
They got married last month. EXERCISE 16 page 95
2. To Kill a Mockingbird was written by Harper Lee, a Time: 10–15 min.
-known author from the South. Answers: 1. got; 2. was; 3. is; 4. is; 5. is; 6. be; 7. be;
3. My English professor was a -educated 8. be 9. got
man from Connecticut.
30

21. amazed; 22. advanced; 23. happens; 24. Was;
SUMMARY OF UNIT 3 25. made; 26. be done; 27. read; 28. knew; 29. amazed;
Time: 20–30 min. 30. was directed; 31. Was; 32. nominated; 33. was;
34. ends; 35. interests
PASSIVE VOICE
Provide a series of cues and have students make complete
sentences using the passive voice in various verb tenses,
FROM GRAMMAR TO WRITING
in affirmative and negative statements, as well as
questions. (e.g., money/lose, book/write, a lot of food/make, PART 1 EDITING ADVICE
people/tell, movies/show; A lot of money has been lost on Time: 10–15 min.
unsuccessful films., Which books has she written?, etc.).
PART 2 EDITING PRACTICE
Time: 10–15 min.
3.1 Active and Passive Voice—Introduction (page 75)
Answers: 1. C; 2. should see; 3. C; 4. C; 5. was shown;
3.2 Comparison of Active and Passive Voice (page 76) 6. exhausted; 7. fell; 8. ended; 9. C; 10. was surprised;
3.3 Active and Passive Voice—Use (page 79) 11. Did; 12. die; 13. did; 14. rescued; 15. happened;
3.4 Verbs with Two Objects (page 82) 16. agreed; 17. C; 18. C; 19. was kidnapped;
3.5 Transitive and Intransitive Verbs (pages 84–85) 20. C; 21. remained; 22. C; 23. can be found; 24. was
3.6 The Passive Voice with Get (page 89) directed; 25. him; 26. C; 27. C; 28. C; 29. was written;
30. nominated; 31. C; 32. wasn’t; 33. disappointed
PARTICIPLES AND OTHER ADJECTIVES
Have students make statements about life in the United WRITING TIP
States, using pairs of words from the list of participles in Time: 5–10 min.
the Note on page 91 (e.g., Some traffic laws in the United Before going over the tip, ask: Is it good to use the passive
States. are confusing./I’m confused about what yield means voice in writing? How often do you think you should use it?
on traffic signs.). When do you think you should use it? Have students read
the note and compare their ideas.
3.7 Participles Used as Adjectives (page 91) PART 3 WRITE
3.8 Other Past Participles Used as Adjectives (page 94) Time: 30–40 min.
3.9 Get vs. Be with Past Participles and Other Adjectives 1. Review the topics with students before they choose

(page 95) one to write about. Ask: Which tenses will you most
likely use? Why? Advise students to tell a partner about
SKILL PRACTICE: SPEAKING the topic they have chosen before they write. For the
first topic, have students brainstorm American movies
Write a list of participles used as adjectives on
and movies made in their native countries. Encourage
the board (e.g., upset, pleased, thrilled, tired, and
students to organize their thoughts and make notes
amused ). Have students talk about themselves
before they begin to write. Tell them to brainstorm
using the adjectives.
general ideas and specific details. If necessary, write
model topic sentences and conclusions on the
board first.
REVIEW 2. Repeat the procedure for the second topic. Have
students brainstorm movies they have seen or
Time: 15 min.
heard about over the years and the ways they have
Answers: 1. was made; 2. saw; 3. see; 4. don’t remember;
changed. Elicit or say to consider technology, subjects
5. decides; 6. comes; 7. sinks; 8. survives; 9. die;
or themes, costumes, actors, types (comedy, drama,
10. interesting; 11. was shown; 12. remember; 13. arrive;
action, documentary), etc. Then have them write
14. disappears; 15. is rescued; 16. disappointing;
their compositions. If necessary, write model topic
17. got saved; 18. lived; 19. frightening; 20. were done;
sentences and conclusions on the board first.

PART 4 EDIT
Time: 15–20 min.

1. Tell students to watch the movie Titanic (1997),
A Night to Remember (1957), or two of Charlie
Chaplin’s short movies such as City Lights
(1931) and Modern Times (1936). Have them
write a summary of the movie(s) they choose.
Have students share their summaries in groups.
If some students are unable to view the movies
at home, consider showing a few scenes of one
of the movies in class.
2. Write on the board phrases used in passive
voice sentences (was built, is known for, are
made, is located, etc.). Have students write
sentences about the history of, places in,
or facts about their native countries. Have
students share their information with the class.
3. Have students write interview questions using
participles as adjectives to show feelings. For
example: What is the most frightening movie you
have ever seen? Have you ever been embarrassed
by your parents? Have students use their
questions to interview one another.
32

UNIT
4 TRAVEL BY LAND, SEA, AND AIR

GRAMMAR CHARTS
ABOUT THE QUOTE
4.1 The Past Continuous—Form (page 103) Gustav Flaubert was a French writer, best known
4.2 The Past Continuous—Use (pages 104–105) for his novel Madame Bovary. Published in 1856,
4.3 The Past Continuous vs. the Simple Past (page 106) it is a work of literary realism about the disparity
4.4 The Past Perfect—Form (pages 110–111) between the romantic ideals of Emma Bovary and
4.5 The Past Perfect—Use (Part 1) (pages 112–113) the realities of her life. It is particularly notable in the
literary canon for its focus on the interior world of
4.6 When with the Simple Past or the Past Perfect (page 114)
the characters.
4.7 The Past Perfect—Use (Part 2) (page 115)
4.8 The Past Perfect Continuous—Form (page 117)
4.9 The Past Perfect Continuous—Use (page 118) R E AD I N G 1 4.1
4.10 The Past Perfect (Continuous) vs. the Present Perfect
Travel by Land: The Lewis

(Continuous) (page 120)
4.11 Comparison of Tenses (page 123)
and Clark Expedition page 102
UNIT OPENER Time: 10–20 min.
Have students look at the photo and read the caption. 1. Have students look at the photo and read the caption.
Say: Describe what you see in the photo. Where are these Ask: Who is depicted in these statues? (Lewis, Clark, and
people? Have students read the quotation. Ask: Do Sacagawea)
you agree with the quote? Why or why not? For more
2. Have students read the title and then skim the
discussion questions, open the activity on the Classroom
reading. Ask: What is the reading about? How do you
Presentation Tool.
know? Have students make predictions.
3. Pre-teach any essential vocabulary words your
CONTEXT NOTE students may not know, such as continent, passage,
Americans have always been travelers. In the early and aide.
nineteenth century, the discovery of the Northwest 4. Bring in a U.S. map. Illustrate the four compass
Passage opened an entire continent for exploration. directions by pointing them out on the map and
Early Americans often had to go on foot over narrow saying north, south, east, west, or northern (area),
trails to reach the Pacific. By 1868 they were taking southern (area), etc. Show students the Mississippi
trains. A century later, the introduction of cruise ships River. Indicate the area between the Atlantic Ocean
and passenger air travel brought such faraway places and the Mississippi River where Americans were living
as California much closer, and made traveling more at the time of the expedition. Then point out the
comfortable and convenient. Today in the United unknown frontier: the area between the Mississippi
States, at least two billion domestic trips are made River and the Pacific Ocean that President Jefferson
on average every year, and travel for both business wanted the expedition to explore. Ask: Where did
and pleasure is a common part of American life. Lewis and Clark go? Why did they go there? Have
students discuss in small groups and share their
answers with the class.
Unit 4 Travel by Land, Sea, and Air 33

Time: 10–15 min.
4.1 The Past Continuous—

Answers: 1. F; 2. T; 3. F Form page 103
Time: 10–15 min.
1. Have students cover grammar chart 4.1. Give
Time: 5–10 min.
examples about yourself using the present and past
Answers will vary.
continuous. (Today I’m teaching. Yesterday, I was
teaching.) Ask: How are these sentences alike? (Both use
CONTEXT NOTE be + present participle.) How are they different? (am
Lewis and Clark encountered American Indian tribes versus was: present versus past) Elicit the names of
of three major culture areas during their expedition: the two tenses. (present continuous, past continuous)
the nomadic Plains Indians who lived in teepees, Write the sentences on the board, and underline the
the Plateau Indians who lived in permanent auxiliary and main verbs in each sentence. Say: Today
villages, and the Northwest Coast tribes who lived you’re studying English. What were you doing yesterday?
in big houses. One important role of the Lewis and Have several volunteers answer.
Clark expedition was to introduce the American
2. Have students review the first part of the grammar
Indian tribes to American settlers. Previously, these
chart. Ask volunteers to say what they observe about
tribes had not met white people or had only met
the rules for forming the past continuous. (past form
French, British, or Spanish explorers. When they
of be + present participle of the main verb) Go over
encountered American Indians, the expedition
the Note and elicit more examples with adverbs.
captains met with them peacefully and gave them
3. Direct students’ attention to second part of the
presents from President Jefferson.
chart. Review the examples of statements, yes/no
Online search terms: Sacagawea biography; questions and short answers, and wh- questions in
American Indian tribes encountered by Lewis and the past continuous. Direct students’ attention to
Clark; map Lewis and Clark expedition the Note. Ask: How do you form the passive in the past
continuous? (past form of be + being + past participle)

SKILL PRACTICE: LISTENING Time: 10–15 min.
For extra listening practice, have students listen Answers: 1. were most Americans living, were living;
to the audio again. Ask a few comprehension 2. was working, Was Clark working, wasn’t; 3. they were
questions, such as: What was the main goal of the crossing, were traveling; 4. weren’t they traveling; 5. they
expedition? (to find a land passage to the Pacific were crossing, were sleeping; 6. was helping, was she
Ocean) How many people went on the expedition? helping; 7. were waiting
(thirty-three men) Who became their guide?
(Sacagawea, a Shoshone American Indian) Where
did the expedition start and end? (St. Louis, Missouri) 4.2 The Past Continuous—

What tasks did Lewis do? (Lewis studied plants and
animals on land.) What did Clark do? (Clark stayed
Use pages 104–105
on the boat, drew maps, and planned their course.) Time: 5–10 min.
How long did the expedition take? (almost 2½ years) 1. Tell students that the past continuous has two key
Did Lewis and Clark succeed? (yes) Repeat the audio uses. Demonstrate them by giving examples from
if needed. your own life (e.g., a) In July 2010, I was traveling in
California. b) As I was eating in a restaurant, there was
an earthquake.). Elicit or explain how the continuous
is used in each sentence. (to show action in progress
at a certain time; to show the relationship of a longer
past action to a shorter past action)
34

2. Review the examples, timelines, and explanations them skim the articles to identify the main event and
in grammar chart 4.2 with students. To help them events leading up to it. Have each group report their
connect simple past times/acts to continuous actions, findings to the class.
write one or two pairs of times/actions + events
on the board (e.g., 1930/Charlie Chaplin making EXERCISE 3 pages 106–107
City Lights; Lewis and Clark searching passage, met Time: 5–10 min.
Sacagawea). Elicit sentences from students and ask Answers: 1. a. was living, b. were you doing, c. was
volunteers to write them on the board. (In 1930, getting, d. was eating, e. listening, f. heard, g. did you
Charlie Chaplin was making City Lights. Lewis and do, h. ran, i. did you do, j. called; 2. a. was the Columbia
Clark were searching for a passage through the Rocky going, b. happened, c. was traveling, d. were you doing,
Mountains when they met Sacagawea.) Ask: Which e. was getting, f. told, g. turned, h. showed, i. started;
of these sentences connects a longer past action to a 3. a. was reading, b. found, c. did you do, d. put
shorter past action? (the second)
3. Have students look back at the reading Travel by EXERCISE 4 pages 107–108
Time: 5–10 min.
Land: The Lewis and Clark Expedition and try to match
each of the past continuous verbs with the correct Answers: 1. a. was researching, b. found, c. did you do,
explanation of use in the grammar chart. d. watched; 2. a. were crossing, b. died, c. did they do,
d. buried; 3. a. was explaining, b. fell, c. was the teacher
4. Ask students if they notice anything about the use of
talking about, d. was talking, e. was sleeping, f. woke,
commas based on previous example sentences. Draw
g. tried; 4. a. was visiting, b. did you do, c. went; 5. a. were
students’ attention to the Punctuation Note. Make
you doing, b. was watching, c. were you doing, d. was
sure that students understand the meaning of clause,
sleeping, e. turned
noting the reversed order of information.
5. Go over the Grammar in Use box. Have students
practice making different requests with a partner, SKILL PRACTICE: WRITING
starting each one with I was wondering if. . . Have students write a brief paragraph about what
they were doing when a disaster happened in their
EXERCISE 2 page 105 country.
Time: 10–15 min.
Answers: 1. L; 2. S; 3. L; 4. L; 5. S; 6. L; 7. S; 8. S; 9. L; 10. S;
11. S; 12. S; 13. L FUN WITH GRAMMAR page 108
Time: 10–15 min.
ABOUT YOU page 105 Answers will vary.

Time: 5–10 min.
Answers will vary. R E AD I N G 2 4.3
Travel by Sea: The First and

4.3 The Past Continuous vs. Last Voyage of the Titanic page 109

the Simple Past page 106 Time: 10–15 min.
Time: 5–10 min. 1. Have students look at the photo and read the caption.
1. Have students look at the first section of grammar chart Ask: Where is the ship? (on the ocean floor)
4.3. Review the examples. Say: There are three actions in 2. Have students skim the reading. Ask: What does the
these two pairs of sentences. What are the actions? (heard reading say about the Titanic? What is the main idea?
the news, eating breakfast, called my friend) Ask: Which Have students use the title and the photo to make
happened first? (heard the news) Second? (called my predictions about the reading.
friend) At the same time? (eating breakfast) 3. Pre-teach any vocabulary words your students may
2. Have students review the second section of the not know, such as voyage, emigrant, warning, and mild.
chart. For extra practice, bring in news articles and 4. Activate students’ prior knowledge about sinking
distribute them among groups of students. Have ships. Ask: What happens when a ship sinks? (It goes

underwater.) What do passengers and the crew do?
(use lifeboats to get off the ship) Discuss the 4.4 The Past Perfect—

questions as a class. Form pages 110–111
COMPREHENSION page 110 Time: 5–10 min.
10–15 min. 1. Have students review the example sentences and

Answers: 1. T; 2. F; 3. F explanations in the first part of grammar chart 4.4.
Ask: How do you form the past perfect? (had [not] + past
THINK ABOUT IT page 110 participle)
Time: 5–10 min. 2. Review the Notes. Write additional examples on
Answers will vary. the board such as: He’d wanted to and He’d like to.
Ask students what each ’d means. (had, would) Elicit
or point out the location of adverbs. (between the
CONTEXT NOTES
auxiliary had and the past participle) Have students
Captain Edward Smith of the Titanic was last seen on
briefly look at the list of irregular past participles in
the bridge as the ship was going down. Smith did not
Appendix C, if needed.
try to save himself. The idiom “to go down with the
3. Divide the class into groups. Have each group draw
ship” is taken from the tradition that a sea captain holds
a four-column chart, labeled as follows: Subject, Had
final responsibility for the safety of his passengers, crew,
(+ not) (+ adverb), Past Participle, Complement. Have
and ship and that he will die trying to save them.
them locate past perfect sentences and write their
The phrase “women and children first” is commonly parts in the correct column. Have each group report
believed to have come from a tradition of putting their findings to the class, including how many of
women and children into lifeboats first when a ship their sentences used adverbs.
was in danger of sinking. 4. Draw students’ attention to the second part of the
In the transportation and hotel or leisure industries chart. Review the example statements, questions,
in the United States, seating and accommodations and short answers. Write on the board an additional
are divided into classes according to features example: By 2014, I had had ten cars. Explain that in
offered. First-class accommodation on a cruise ship sentences in which had appears twice, the first is
is the most expensive but gives the greatest space, the auxiliary and the second is the main verb/past
comfort, and service. participle of had. Elicit negative and question forms
for this example.
Online search terms: photos Titanic interior;
amenities offered by the Titanic; Titanic movie clips;
EXERCISE 5 page 111
photos Titanic wreckage; Jean-Louis Michel and Bob
Time: 10–15 min.
Ballard expedition
Answers: 1. had just said; 2. had happened; 3. had met;
4. had already left; 5. had jumped; 6. had survived; 7. had
died; 8. had been; 9. had passed away
For more listening practice, have students listen to
the audio again. Ask a few comprehension questions, 4.5 The Past Perfect—

such as: Had the car been invented by the time the
Titanic took its voyage? (yes) What kind of passengers Use (Part 1) pages 112–113
were traveling on the ship? (all kinds, the very rich Time: 10–15 min.
and poor emigrants) How many voyages had the ship 1. Have students close their books. Ask review questions
taken before? (none, this was the first) What caused about the reading. Ask: Did a rescue ship arrive? (yes)
the ship to sink? (It hit an iceberg.) Why didn’t all the Did it arrive before or after the Titanic went down?
passengers leave on lifeboats? (There weren’t enough (after) Draw a timeline on the board similar to the
lifeboats.) How many passengers survived? (less than one in the chart. Say: Use the past perfect to show the
one-third) Repeat the audio if necessary. connection between past times, events, and actions.
36

The past perfect can show which came first. Elicit 2
students’ help to write the sentence: When the rescue 6. Lewis and Clark were the first white Americans to go
ship arrived, the Titanic had already gone down. Point
west of the Rocky Mountains. But these lands had
out that the adverb already emphasizes the time 1
relationship. been occupied by native people for a long time.
2. Review each section of grammar chart 4.5. Have 1
students study the timelines. Check understanding by 7. Many American Indians had never seen a white man
asking questions such as: What happened first: the ship 2
before they met Lewis and Clark.
hit an iceberg or the ship was at sea for five days? (The
1 2
ship was at sea for five days.) 8. Only one man had died by the end of the expedition.
3. Elicit the words that indicate time in the examples. 1 2
(by, by the time, never, until, when, yet, for, before) 9. He had died long before the expedition ended.
Ask: What job do never . . . before and not . . . yet do 2
if they are in the main clause? (They emphasize the 10. They returned to St. Louis almost two and a half years
earlier time.) 1
after they had left.
4. Direct students’ attention to the Grammar in Use
box on page 113. Point out that the simple past is
common in conversation, but sometimes the past SKILL PRACTICE: WRITING AND SPEAKING
perfect is needed for clarity.
1. Have students work alone to write about
the events of a personal experience. Advise
students to check the grammar charts for the
Time: 10–15 min.
correct words to indicate the time relationship
Answers: 1. had already been invented; 2. a. left, b. had
between events. When they have finished, have
been removed; 3. had broken; 4. a. had received, b. hit;
students tell a partner about the experience.
5. a. had been, b. realized; 6. a. felt, b. had already gone;
Partners should ask questions to confirm the
7. a. jumped, b. ’d gotten/had gotten; 8. a. ’d spent/had
timing of events. Review questions to use to
spent, b. was rescued; 9. a. arrived, b. had already died;
check timing and write them on the board (e.g.,
10. a. was found, b. had been
Before you went to class, you’d bought a new
notebook, correct? OR You bought the notebook,
EXERCISE 7 page 113
then you went to class, is that right?).
Time: 10–15 min.
Answers:
2
1. When the Lewis and Clark expedition traveled to the 4.6 When with the Simple Past
1

West, no one had done it before. or the Past Perfect page 114
2
Time: 5–10 min.
2. They finally entered a territory that no white man had
1 1. Review the examples and explanations in grammar
ever entered before. chart 4.6. Write on the board: When I got home, I heard
2 the news. When I got home, I’d already heard the news.
3. It was 1803. For almost 20 years, President Jefferson Ask: What does when mean in each sentence? (first
1 sentence: soon after; second sentence: before)
had thought about sending an expedition to the West.
2. If students need extra practice, provide a list of
1
4. The expedition had traveled more than 600 miles by several additional sentences using when with the
2 simple past and past perfect in the main clause.
the end of July. Have students identify main clauses and determine
2 1 the meaning of when for each sentence. Discuss the
5. Up to this time, most of the trip had been done by answers as a class.
boat.

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almost impassable for chaises. A little before I arrived at Sault au
Récollet, the woods end, and the country is turned into corn-fields,
meadows, and pastures. [285]
About a French mile from the town are two lime-kilns on the road.
They are built of a grey lime-stone, burnt hard, and of pieces of rock-
stone, towards the fire. The height of the kiln from top to bottom is
seven yards.
The lime-stone which they burn here, is of two kinds. One is quite
black, and so compact, that its constituent particles cannot be
distinguished, some dispersed grains of white and pale grey spar
excepted. Now and then there are thin cracks in it filled with a white
small-grained spar.
I have never seen any petrefactions in this stone, though I looked

very carefully for them. This stone is common on the isle of Montreal,
about ten or twenty inches below the upper soil. It lies in strata of five
or ten inches thickness. This stone is said to give the best lime; for,
though it is not so white as that of the following grey lime-stone, yet it
makes better mortar, and almost turns into stone, growing harder
and more compact every day. There are examples, that when they
have been about to repair a house made partly of this mortar, the
other stones of which the house consists, sooner broke in pieces
than the mortar itself. [286]
The other kind is a grey, and sometimes a dark grey lime-stone,

consisting of a compact calcareous-stone, mixed with grains of spar,
of the same colour. When broken, it has a strong smell of stink-
stone. It is full of petrified striated shells or pectinites. The greatest
part of these petrefactions are, however, only impressions of the
hollow side of the shells. Now and then I found likewise petrefied
pieces of the shell itself, though I could never find the same shells in
their natural state on the shores; and it seems inconceivable how
such a quantity of impressions could come together, as I shall
presently mention.
I have had great pieces of this lime-stone, consisting of little else

than pectinites, lying close to one another. This lime-stone is found
on several parts of the isle, where it lies in horizontal strata of the
thickness of five or ten inches. This stone yields a great quantity of
white lime, but it is not so good as the former, because it grows
damp in wet weather.
Fir-wood is reckoned the best for the lime-kilns, and the thuya wood
next to it. The wood of the sugar-maple, and other trees of a similar
nature, are not fit for it, because they leave a great quantity of coals.
[287]
Grey pieces of rock-stone are to be seen in the woods and fields

hereabouts.
The leaves of several trees and plants began now to get a pale hue;
especially those of the red maple, the smooth sumach 118, the
Polygonum sagittatum, Linn. and several of the ferns.
A great cross is erected on the road and the boy who shewed me the
wood, told me that a person was buried there, who had wrought
great miracles.
At noon I arrived at Sault au Récollet, which is a little place, situated

on a branch of the river St. Lawrence, which flows with a violent
current between the isles of Montreal and Jesus. It has got its name
from an accident which happened to a recollet friar, called Nicolas
Veil, in the year 1625. He went into a boat with a converted Indian,
and some Indians of the nation of Hurons, in order to go to Quebec;
but, on going over this place in the river, the boat overset, and both
the friar and his proselyte were drowned. The Indians (who have
been suspected of occasioning the oversetting of the boat) swam to
the shore, saved what they could of the friars effects, and kept them.
[288]
The country hereabouts is full of stones, and they have but lately
began to cultivate it; for all the old people could remember the places
covered with tall woods, which are now turned into corn-fields,
meadows, and pastures. The priests say, that this place was
formerly inhabited by some converted Hurons. These Indians lived
on a high mountain, at a little distance from Montreal when the
French first arrived here, and the latter persuaded them to sell that
land. They did so, and settled here at Sault au Récollet, and the
church which still remains here, was built for them, and they have
attended divine service in it for many years. As the French began to
increase on the isle of Montreal, they wished to have it entirely to
themselves, and persuaded the Indians again to sell them this spot,
and go to another. The French have since prevailed upon the Indians
(whom they did not like to have amongst them, because of their
drunkenness, and rambling idle life) to leave this place again, and go
to settle at the lake des Deux Montagnes, where they are at present,
and have a fine church of stone. Their church at Sault au Récollet is
of wood, looks very old and ruinous, though its inside is pretty good,
and is made use of by the Frenchmen in this place. They have
already [289]brought a quantity of stones hither, and intend building a
new church very soon. The botanical observations which I made
during these days, I shall reserve for another publication.
Though there had been no rain for some days past, yet the moisture
in the air was so great, that as I spread some papers on the ground
this afternoon, in a shady place, intending to put the seeds I
collected into them, they were so wet in a few minutes time, as to be
rendered quite useless. The whole sky was very clear and bright,
and the heat as intolerable as in the middle of July.
One half of the corn-fields are left fallow alternately. The fallow
grounds are never ploughed in summer; so the cattle can feed upon
the weeds that grow on them. All the corn made use of here is
summer corn, as I have before observed. Some plough the fallow
grounds late in autumn; others defer that business till spring; but the
first way is said to give a much better crop. Wheat, barley, rye, and
oats are harrowed, but pease are ploughed under ground. They sow
commonly about the 15th of April, and begin with the pease. Among
the many kinds of pease which are to be got here, they prefer the
green ones to all [290]others for sowing. They require a high, dry,
poor ground, mixed with coarse sand. The harvest time commences
about the end, and sometimes in the middle of August. Wheat
returns generally fifteen, and sometimes twenty fold; oats from
fifteen to thirty fold. The crop of pease is sometimes forty fold, but at
other times only ten fold; for they are very different. The plough and
harrow are the only instruments of husbandry they have, and those
none of the best sort neither. The manure is carried upon the fallow
grounds in spring. The soil consists of a grey stony earth, mixed with
clay and sand. They sow no more barley than is necessary for the
cattle; for they make no malt here. They sow a good deal of oats, but
merely for the horses and other cattle. Nobody knows here how to
make use of the leaves of deciduous trees as a food for the cattle,
though the forests are furnished with no other than trees of that kind,
and though the people are commonly forced to feed their cattle at
home during five months.
I have already repeatedly mentioned, that almost all the wheat which
is sown in Canada is summer wheat, that is such as is sown in
spring. Near Quebec it sometimes happens, when the summer is
less warm, or [291]the spring later than common, that a great part of
the wheat does not ripen perfectly before the cold commences. I
have been assured that some people, who live on the Isle de Jesus,
sow wheat in autumn, which is better, finer, and gives a more
plentiful crop, than the summer wheat; but it does not ripen above a
week before the other wheat.
September the 25th. In several places hereabouts, they enclose the

fields with a stone fence, instead of wooden pales. The plenty of
stones which are to be got here, render the labour very trifling.
Here are abundance of beech trees in the woods, and they now had
ripe seeds. The people in Canada collect them in autumn, dry them,
and keep them till winter, when they eat them, instead of walnuts and
hazel nuts; and I am told they taste very well.
There is a salt spring, as the priest of this place informed me, seven
French miles from hence, near the river d’Assomption; of which
during the war, they have made a fine white salt. The water is said to
be very briny.
Some kinds of fruit-trees succeed very well near Montreal, and I had
here an opportunity of seeing some very fine pears and apples of
various sorts. Near Quebec the [292]pear-trees will not succeed,
because the winter is too severe for them; and sometimes they are
killed by the frost in the neighbourhood of Montreal. Plum-trees of
several sorts were first brought over from France, succeed very well,
and withstand the rigours of winter. Three varieties of America
walnut-trees grow in the woods; but the walnut-trees brought over
from France die almost every year down to the very root, bringing
forth new shoots in spring. Peach-trees cannot well agree with this
climate; a few bear the cold, but, for greater safety, they are obliged
to put straw round them. Chesnut-trees, mulberry-trees, and the like,
have never yet been planted in Canada.
The whole cultivated part of Canada has been given away by the
king to the clergy, and some noblemen; but all the uncultivated parts
belong to him, as likewise the place on which Quebec and Trois
Rivieres are built. The ground on which the town of Montreal is built,
together with the whole isle of that name, belongs to the priests of
the order of St. Sulpicius who live at Montreal. They have given the
land in tenure to farmers and others who were willing to settle on it,
in so much that they have more upon their hands at [293]present. The
first settlers paid a trifling rent for their land; for frequently the whole
lease for a piece of ground, three arpens broad and thirty long,
consists in a couple of chicken; and some pay twenty, thirty, or forty
sols for a piece of land of the same size. But those who came later,
must pay near two ecus (crowns) for such a piece of land, and thus
the land-rent is very unequal throughout the country. The revenues
of the bishop of Canada do not arise from any landed property. The
churches are built at the expence of the congregations. The
inhabitants of Canada do not yet pay any taxes to the king; and he
has no other revenues from it, than those which arise from the
custom-house.
The priests of Montreal have a mill here, where they take the fourth
part of all that is ground. However the miller receives a third part of
this share. In other places he gets the half of it. The priests
sometimes lease the mill for a certain sum. Besides them nobody is
allowed to erect a mill on the isle of Montreal, they having reserved
that right to themselves. In the agreement drawn up between the
priests and the inhabitants of the isle, the latter are obliged to get all
their corn ground in the mills of the former. [294]
They boil a good deal of sugar in Canada of the juice running out of
the incisions in the sugar-maple, the red maple, and the sugar-birch;
but that of the first tree is most commonly made use of. The way of
preparing it has been more minutely described by me, in the
Memoirs of the Royal Swedish Academy of Sciences 119.
September the 26th. Early this morning I returned to Montreal. Every
thing began now to look like autumn. The leaves of the trees were
pale or reddish, and most of the plants had lost their flowers. Those
which still preserved them were the following 120:
Several sorts of asters, both blue and white.
Golden rods of various kinds.
Common milfoil.
Common self-heal.
The crisped thistle.
The biennial oenothera.
The rough-leaved sun-flower, with tri-foliated leaves.
The Canada violet. [295]
A species of gentian.
Wild vines are abundant in the woods hereabouts, climbing up very

high trees.
I have made enquiry among the French, who travel far into the
country, concerning the food of the Indians. Those who live far north,
I am told, cannot plant any thing, on account of the great degree of
cold. They have, therefore, no bread, and do not live on vegetables;
flesh and fish is their only food, and chiefly the flesh of beavers,
bears, rein-deer, elks, hares, and several kinds of birds. Those
Indians who live far southward, eat the following things. Of
vegetables they plant maize, wild kidney beans 121 of several kinds,
pumpions of different sorts, squashes, a kind of gourds, watermelons
and melons 122. All these plants have been cultivated by the Indians,
long before the arrival of the Europeans. They likewise eat various
fruits which grow in their woods. Fish and flesh make a very great
part of their food. And they chiefly like the flesh of wild cattle, roe-
bucks, stags, bears, beavers, and some other quadrupeds. Among
their dainty dishes, they reckon the water-taregrass 123, which the
French call [296]folle avoine, and which grows in plenty in their lakes,
in stagnant waters, and sometimes in rivers which flow slowly. They
gather its seeds in October, and prepare them in different ways, and
chiefly as groats, which taste almost as well as rice. They make
likewise many a delicious meal of the several kinds of walnuts,
chesnuts, mulberries, acimine 124, chinquapins 125, hazel-nuts,
peaches, wild prunes, grapes, whortle-berries of several sorts,
various kinds of medlars, black-berries, and other fruit and roots. But
the species of corn so common in what is called the old world, were
entirely unknown here before the arrival of the Europeans; nor do the
Indians at present ever attempt to cultivate them, though they see
the use which the Europeans make of the culture of them, and
though they are fond of eating the dishes which are prepared of
them.
September the 27th. Beavers are abundant all over North-America,

and they are one of the chief articles of the trade in Canada. The
Indians live upon their flesh during a great part of the year. It is
certain that these animals multiply very fast; but it is no less so, that
[297]vast numbers of them are annually killed, and that the Indians
are obliged at present to undertake distant journies, in order to catch
or shoot them. Their decreasing in number is very easily accounted
for; because the Indians, before the arrival of the Europeans, only
caught as many as they found necessary to clothe themselves with,
there being then no trade with the skins. At present a number of
ships go annually to Europe, laden chiefly with beavers skins; the
English and French endeavour to outdo each other, by paying the
Indians well for them, and this encourages the latter to extirpate
these animals. All the people in Canada told me, that when they
were young, all the rivers in the neighbourhood of Montreal, the river
St. Lawrence not excepted, were full of beavers and their dykes; but
at present they are so far extirpated, that one is obliged to go several
miles up the country before one can meet with one. I have already
remarked above, that the beaver skins from the north, are better
than those from the south.
Beaver-flesh is eaten not only by the Indians, but likewise by the

Europeans, and especially the French, on their fasting days; for his
holiness, in his system, has ranged the beaver among the fish. The
[298]flesh is reckoned best, if the beaver has lived upon vegetables,
such as the asp, and the beaver-tree 126; but when he has eaten fish,
it does not taste well, To-day I tasted this flesh boiled, for the first
time; and though every body present, besides myself, thought it a
delicious dish, yet I could not agree with them. I think it is eatable,
but has nothing delicious. It looks black when boiled, and has a
peculiar taste. In order to prepare it well, it must be boiled in several
waters from morning till noon, that it may lose the bad taste it has.
The tail is likewise eaten, after it has been boiled in the same
manner, and roasted afterwards; but it consists of fat only, though
they would not call it so; and cannot be swallowed by one who is not
used to eat it.
Much has already been written concerning the dykes, or houses of

the beavers; it is therefore unnecessary to repeat it. Sometimes,
though but seldom, they catch beavers with white hair.
Wine is almost the only liquor which people above the vulgar are
used to drink. They make a kind of spruce beer of the top of the
white fir 127, which they drink [299]in summer; but the use of it is not
general; and it is seldom drank by people of quality. Thus great sums
go annually out of the country for wine; as they have no vines here,
of which they could make a liquor that is fit to be drank. The common
people drink water; for it is not yet customary here to brew beer of
malt; and there are no orchards large enough to supply the people
with apples for making cyder. Some of the people of rank, who
possess large orchards, sometimes, out of curiosity, get a small
quantity of cyder made. The great people here, who are used from
their youth to drink nothing but wine, are greatly at a loss in time of
war; when all the ships which brought wine are intercepted by the
English privateers. Towards the end of the last war, they gave two
hundred and fifty Francs, and even one hundred Ecus, for a
barrique, or hogshead, of wine.
The present price of several things, I have been told by some of the
greatest merchants here, is as follows. A middling horse costs forty
Francs 128 and upwards; a good horse is valued at an hundred
Francs, [300]or more. A cow is now sold for fifty Francs; but people
can remember the time when they were sold for ten Ecus 129. A
sheep costs five or six livres at present; but last year, when every
thing was dear, it cost eight or ten Francs. A hog of one year old, and
two hundred, or an hundred and fifty pound weight, is sold at fifteen
Francs. M. Couagne, the merchant, told me, that he had seen a hog
of four hundred weight among the Indians. A chicken is sold for ten
or twelve Sols 130; and a turkey for twenty sols. A Minot 131 of wheat
sold for an Ecu last year; but at present it cost forty Sols. Maize is
always of the same price with wheat, because here is but little of it;
and it is all made use of by those who go to trade with the Indians. A
Minot of oats costs sometimes from fifteen to twenty Sols; but of late
years it has been sold for twenty-six, or thirty Sols. Pease bear
always the same price with wheat. A pound of butter costs
commonly about eight or ten Sols; but last year it rose up to sixteen
Sols. A dozen of eggs used to cost but three Sols; however, now are
[301]sold for five. They make no cheese at Montreal; nor is there any
to be had, except what is got from abroad. A water-melon generally
costs five or six Sols; but if of a large size, from fifteen to twenty.
There are as yet no manufactures established in Canada; probably,

because France will not lose the advantage of selling off its own
goods here. However, both the inhabitants of Canada, and the
Indians, are very ill off for want of them, in times of war.
Those persons who want to be married, must have the consent of

their parents. However, the judge may give them leave to marry, if
the parents oppose their union, without any valid reason. Likewise, if
the man be thirty years of age, and the woman twenty-six, they may
marry, without farther waiting for their parents consent.
September the 29th. This afternoon I went out of town, to the south-
west part of the isle, in order to view the country, and the œconomy
of the people, and to collect several seeds. Just before the town are
some fine fields, which were formerly cultivated, but now serve as
pastures. To the north-west appears the high mountain, which lies
westward of Montreal, and is very fertile, and covered with fields and
[302]gardens from the bottom to the summit. On the south-east side is
the river St. Lawrence, which is very broad here; and on its sides are
extensive corn-fields and meadows, and fine houses of stone, which
look white at a distance. At a great distance south-eastward, appear
the two high mountains near fort Chamblais, and some others near
lake Champlain, raising their tops above the woods. All the fields
hereabouts are filled with stones of different sizes; and among them,
there is now and then a black lime-stone. About a French mile from
the town, the high road goes along the river, which is on the left-
hand; and on the right-hand all the country is cultivated and
inhabited. The farm-houses are three, four, or five arpens distant
from each other. The hills near the river are generally high and pretty
steep; they consist of earth; and the fields below them are filled with
pieces of rock-stone, and of black lime-slate. About two French miles
from Montreal, the river runs very rapidly, and is full of stones; in
some places there are some waves. However, those who go in boats
into the southern parts of Canada, are obliged to work through such
places.
Most of the farm-houses in this neighbourhood are of stone, partly of

the black [303]lime-stone, and partly of other stones in the
neighbourhood. The roof is made of shingles or of straw. The gable
is always very high and steep. Other buildings, such as barns and
stables, are of wood.
Wild-geese and ducks, began now to migrate in great flocks to the

southern countries.
October the 2d. The two preceding days, and this, I employed chiefly
in collecting seeds.
The last night’s frost had caused a great alteration in several trees.
Walnut-trees of all sorts flied their leaves in plenty now. The flowers
of a kind of nettle 132 were all entirely killed by the frost. The leaves of
the American lime-tree were likewise damaged. In the kitchen-
gardens the leaves of the melons were all killed by the frost.
However, the beech, oak, and birch, did not seem to have suffered at
all. The fields were all covered with a hoar-frost. The ice in the pools
of water was a geometrical line and a half in thickness.
The biennial oenothera 133 grows in abundance on open woody hills,

and fallow [304]fields. An old Frenchman, who accompanied me as I
was collecting its seeds, could not sufficiently praise its property of
healing wounds. The leaves of the plant must be crushed, and then
laid on the wound.
Sœurs de Congregation are a kind of religious women, different from
nuns. They do not live in a convent, but have houses both in the
town and country. They go where they please, and are even allowed
to marry, if an opportunity offers; but this, I am told, happens very
seldom. In many places in the country, there are two or more of
them: they have their house commonly near a church, and generally
the parsonage house is on the other side of the church. Their
business is to instruct young girls in the Christian religion, to teach
them reading, writing, needle-work, and other female
accomplishments. People of fortune board their daughters with them
for some time. They have their boarding, lodging, beds, instruction,
and whatever else they want, upon very reasonable terms. The
house where the whole community of these ladies live, and from
whence they are sent out into the country, is at Montreal. A lady that
wants to become incorporated [305]among them, must pay a
considerable sum of money towards the common stock; and some
people reckon it to be four thousand livres. If a person be once
received, she is sure of a subsistence during her life-time.
La Chine is a fine village, three French miles to the south-east of

Montreal, but on the same isle, close to the river St. Lawrence. The
farm-houses ly along the river-side, about four or five arpens from
each other. Here is a fine church of stone, with a small steeple; and
the whole place has a very agreeable situation. Its name is said to
have had the following origin. As the unfortunate M. Salée was here,
who was afterwards murdered by his own countrymen further up in
the country, he was very intent upon discovering a shorter road to
China, by means of the river St. Lawrence. He talked of nothing at
that time but his new short way to China. But as his project of
undertaking this journey, in order to make this discovery, was
stopped by an accident which happened to him here, and he did not
that time come any nearer China, this place got its name, as it were,
by way of joke.
This evening I returned to Montreal. [306]
October the 5th. The governor-general at Quebec is, as I have

already mentioned before, the chief commander in Canada. Next to
him is the intendant at Quebec; then follows the governor of
Montreal, and after him the governor of Trois Rivieres. The intendant
has the greatest power next to the governor-general; he pays all the
money of government, and is president of the board of finances, and
of the court of justice in this country. He is, however, under the
governor-general; for if he refuses to do any thing to which he seems
obliged by his office, the governor-general can give him orders to do
it, which he must obey. He is allowed, however, to appeal to the
government in France. In each of the capital towns, the governor is
the highest person, then the lieutenant-general, next to him a major,
and after him the captains. The governor-general gives the first
orders in all matters of consequence. When he comes to Trois
Rivieres and Montreal, the power of the governor ceases, because
he always commands where he is. The governor-general commonly
goes to Montreal once every year, and mostly in winter; and during
his absence from Quebec, the lieutenant-general commands
[307]there. When the governor-general dies, or goes to France,
before a new one is come in his stead, the governor of Montreal
goes to Quebec to command in the mean while, leaving the major to
command at Montreal.
One or two of the king’s ships are annually sent from France to
Canada, carrying recruits to supply the places of those soldiers, who
either died in the service, or have got leave to settle in the country,
and turn farmers, or to return to France. Almost every year they send
a hundred, or a hundred and fifty people over in this manner. With
these people they likewise send over a great number of persons,
who have been found guilty of smuggling in France. They were
formerly condemned to the gallies, but at present they send them to
the colonies, where they are free as soon as they arrive, and can
choose what manner of life they please, but are never allowed to go
out of the country, without the king’s special licence. The king’s ships
likewise bring a great quantity of merchandizes which the king has
bought, in order to be distributed among the Indians on certain
occasions. The inhabitants of Canada pay very little to the king. In
the year 1748, a beginning was, [308]however, made, by laying a duty
of three per cent on all the French goods imported by the merchants
of Canada. A regulation was likewise made at that time, that all the
furs and skins exported to France from hence, should pay a certain
duty; but what is carried to the colonies pays nothing. The merchants
of all parts of France and its colonies, are allowed to send ships with
goods to this place; and the Quebec merchants are at liberty likewise
to send their goods to any place in France, and its colonies. But the
merchants at Quebec have but few ships, because the sailors wages
are very high. The towns in France which chiefly trade with Canada,
are Rochelle and Bourdeaux; next to them are Marseilles, Nantes,
Havre de Grace, St. Malo, and others. The king’s ships which bring
goods to this country, come either from Brest or from Rochefort. The
merchants at Quebec send flour, wheat, pease, wooden utensils, &c.
on their own bottoms, to the French possessions in the West-Indies.
The walls round Montreal were built in 1738, at the king’s expence,
on condition the inhabitants should, little by little, pay off the cost to
the king. The town at present pays annually 6000 livres for them to
government, of which 2000 are [309]given by the seminary of priests.
At Quebec the walls have likewise been built at the king’s expence,
but he did not redemand the expence of the inhabitants, because
they had already the duty upon goods to pay as above mentioned.
The beaver trade belongs solely to the Indian company in France,
and nobody is allowed to carry it on here, besides the people
appointed by that company. Every other fur trade is open to every
body. There are several places among the Indians far in the country,
where the French have stores of their goods; and these places they
call les postes. The king has no other fortresses in Canada than
Quebec, Fort Chamblais, Fort St. Jean, Fort St. Frederic, or
Crownpoint, Montreal, Frontenac, and Niagara. All other places
belong to private persons. The king keeps the Niagara trade all to
himself. Every one who intends to go to trade with the Indians must
have a licence from the governor-general, for which he must pay a
sum according as the place he is going to is more or less
advantageous for trade. A merchant who sends out a boat laden with
all sorts of goods, and four or five persons with it, is obliged to give
five or six hundred livres for the permission; and there are places for
which they give a [310]thousand livres. Sometimes one cannot buy
the licence to go to a certain trading place, because the governor-
general has granted, or intends to grant it to some acquaintance or
relation of his. The money arising from the granting of licences,
belongs to the governor-general; but it is customary to give half of it
to the poor: whether this is always strictly kept to or not, I shall not
pretend to determine.
End of the Third Volume.
[311]
1 De verdronkene landen. ↑
2 It seems Mr. Kalm has forgotten his own assertions in the first volume. Dr.
Colden, Dr. Franklin, and Mr. Bartram, have been the great promoters and
investigators of nature in this country; and how would the inhabitants of Old
England have gotten the fine collections of North-American trees, shrubs, and
plants, which grow at present almost in every garden, and are as if it were
naturalized in Old England, had they not been assisted by their friends, and by the
curious in North-America. One need only cast an eye on Dr. Linnæus’s new edition
of his Systema, and the repeated mention of Dr. Garden, in order to be convinced
that the English in America have contributed a greater share towards promoting
natural history, than any nation under heaven, and certainly more than the French,
though their learned men are often handsomely pensioned by their great
Monarque: on the other hand the English study that branch of knowledge, from the
sole motive of its utility, and the pleasure it affords to a thinking being, without any
of those mercenary views, held forth to the learned of other countries. And as to
the other parts of literature, the English in America are undoubtedly superior to the
French in Canada, witness the many useful institutions, colleges, and schools
founded in the English colonies in North-America, and so many very considerable
libraries now erecting in this country, which contain such a choice of useful and
curious books, as were very little known in Canada, before it fell into the hands of
the English; not to mention the productions of original genius written by Americans
born. F. ↑
3 See Vol. I. p. 364. ↑
4 The country of the Illinois is on the river Ohio, near the place where the English
have found some bones, supposed to belong to elephants. See Vol. I. p. 135. in
the note. ↑
5 In France the young blanched leaves, which scarce peep out of molehills, and
have yet a yellow colour, are universally eaten as a sallad, under the name of
Pisenlit. F. ↑
6 See Vol. II. ↑
7 A sol in France is about the value of one half penny sterling. ↑
An Arpent in France contains 100 French perches, and each of those 22 French
8
feet; then the French foot being to the English as 1440 to 1352, an arpent is
about 2346 English feet and 8 inches long. See Ordonnances de Louis XIV. sur le
fait des Eaux & Forêts. Paris, 1687. p. 112. F. ↑
9 Mr. Kalm says, in his original, that the length of an arpent was so determined,
that they reckoned 84 of them in a French lieue or league; but as this does by
no means agree with the statute arpent of France, which by order of king Lewis
XIV, was fixed at 2200 feet, Paris measure, (see the preceding note) we thought
proper to leave it out of the text. F. ↑
10 Marmor schistosum, Linn. Syst. III. p. 40. Marmor unicolor nigrum. Wall.. Min.
pag. 61. n. 2. Lime-slates, schistus calcareus. Forst. Introd. to Min. p. 9. F. ↑
11 See the Memoirs of that Academy, for the year 1750, page 284.
The Stillingia Sylvatica is probably one of these roots. F. ↑
12 Saint Jean. ↑
13 Sea Wolves. ↑
14 See their Memoirs for the year 1752, p. 308, sect. 9. ↑
15 Abies foliis subtus argenteis. ↑
16 It seems, that for the future, the fair sex in the English colonies in North-
America, will no longer deserve the reproaches Mr. Kalm stigmatizes them with
repeatedly, since it is generally reported, that the ladies of late have vied one with
another, in providing their families with linen, stockings, and home-spun cloath of
their own making, and that a general spirit of industry prevails among them at this
present time. F. ↑
17 Perdrix blanches. ↑
18 See Br. Zool. Suppl. plate XIII. f. 1. F. ↑
19 See a figure of this hare in its white state, in the Suppl. to Br. Zool. plate XLVII.
f. 1. F. ↑
20But by this means they would loose that superiority, which in their wild state
they have over the tame cattle; as all the progenies of tamed animals
degenerate from the excellence of their wild and free ancestors. F. ↑
21 See Vol. I. p. 207. ↑
22 Cotton-tree. Mr. Kalm mentions before, that this name is given to the Asclepias
Syriaca. See Vol. III. p. 28. F. ↑
Mr. Kalm describes it thus: Poa culmo subcompresso, panicula tenuissima,
23
spiculis trifloris minimis, flosculis basi pubescentibus. ↑
24 The sol is the lowest coin in Canada, and is about the value of a penny in the
English colonies. A livre, or franc, (for they are both the same) contains twenty
sols; and three livres, or francs, make an ecu, or crown. ↑
25 Tophus Tubalcaini, Linn. Syst. Nat. III. p. 187, n. 5. Minera ferri subaquosa nigro
cærulescens. Wall. Mineral. p. 263. Germ. Ed. p. 340. n. 3. Iron ockres in the
shape of crusts, are sometimes cavernous, as the Brush ore. Forster’s Mineral, p.
48. ↑
26 This lime-stone, seems to be a marle, or rather a kind of stone-marle: for there
is a whitish kind of it in the Krim-Tartary, and near Stiva or Thebes, in Greece,
which is employed by the Turks and Tartars for making heads of pipes, and that
from the first place is called Keffekil, and in the latter, Sea-Scum: it may be very
easily cut, but grows harder in time. F. ↑
27 La haute Ville & la basse Ville. ↑
28 A kind of Franciscan friars, called Ordo Sti. Franciscì strictioris observantiæ. ↑
29 Le Seminaire. ↑
30 Nitrum suillum, Linn. Syst. III. p. 86. Lapis suillus prismaticus Waller. Mineral. p.
59. a. 1. Stink-stone, Forster’s Introd. to Mineralogy. p. 40. ↑
31 Meaning Quel bec. ↑
32 The river St. Lawrence, was no more a barrier to the victorious British fleets in
the last war, nor were the fortifications of Quebec capable to withstand the
gallant attacks of their land army, which disappointed the good Frenchmen in
Canada of their too sanguine expectations, and at present, they are rather happy
at this change of fortune, which has made them subjects of the British sceptre,
whose mild influence they at present enjoy. F. ↑
33 Botanists know this plant by the name of Panax quinquefolium, foliis ternatis
quinatis Linn. Mat. Med. § 116. Sp. plant. p. 15, 12. Gronov. Fl. Virg. p. 147.
See like wise Catesby’s Nat. Hist. of Carolina. Vol. III. p. 16. t. 16. Laffitau Gins.
51. t. 1. Father Charlevoix Hist. de la Nouvelle France. Tom. IV. p. 308. fig. XIII.
and Tom. V. p. 24. ↑
34 Peter Osbeck’s voyage to China, Vol. I. p. 223. ↑
35 Mr. Osbeck seems to doubt whether the Europeans reap any advantages from
the Ginseng trade or not, because the Chinese do not value the Canada roots
so much as those of the Chinese-Tartary and therefore the former bear scarce half
the price of the latter. See Osbeck’s Voyage to China, Vol. I. p. 223. F. ↑
36 This is directly opposite to Mr. Osbeck’s assertion. See the preceding page,
114. note †. F. ↑
37It is the Adiantum pedatum of Linn. sp. pl. p. 1557. Cornutus, in his Canadens.
plant. historia, p. 7. calls it Adiantum Americanum, and gives together with the
description, a figure of it, p. 6. ↑
38 Adiantum Capillus Veneris. True Maiden-hair. ↑
39 This is a kind of cabbage, with large round eatable roots, which grow out above
the ground wherein it differs from the turnep-cabage (Brassica Napobrassica)
whose root grows in the ground. Both are common in Germany, and the former
likewise in Italy. ↑
40 This amount seems to be highly probable, for we find [126]in Marco Paolo, that
Kublai-Khan, one of the successors of Genghizkhan, after the conquest of the
southern part of China, sent ships out, to conquer the kingdom of Japan, or, as
they call it, Nipan-gri, but in a terrible storm the whole fleet was cast away, and
nothing was ever heard of the men in that fleet. It seems that some of these ships
were cast to the shores, opposite the great American lakes, between forty and fifty
degrees north latitude, and there probably erected these monuments, and were
the ancestors of some nations, who are called Mozemlecks, and have some
degree of civilization. Another part of this fleet, it seems, reached the country
opposite Mexico, and there founded the Mexican empire, which, according to their
own records, as preserved by the Spaniards, and in their painted annals, in
Purchas’s Pilgrimage, are very recent; so that they can scarcely remember any
more than seven princes before Motezuma II. who was reigning when the
Spaniards arrived there, 1519, under Fernando Cortez; consequently the first of
these princes, supposing each had a reign of thirty-three years and four months,
and adding to it the sixteen years of Motezuma, began to reign in the year 1270,
when Kublai-Khan, the conqueror of all China and of Japan, was on the throne,
and in whose time happened, I believe, the first abortive expedition to Japan,
which I mentioned above, and probably furnished North-America, with civilized
inhabitants. There is, if I am not mistaken, a great similarity between the figures of
the Mexican idols, and those which are usual among the Tartars, who embrace the
doctrines and religion of the Dalaï-Lama, whose religion Kublai-Khan first
introduced among the Monguls, or Moguls. The savage Indians of North-America,
it seems, have another origin, and are probably descended from the Yukaghiri and
Tchucktchi, inhabitants of the most easterly and northerly part of Asia, where,
according to the accounts of the Russians, there is but a small traject to America.

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Bringing the world to the classroom

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ON THE COVER | Inspired by Oklahoma’s state bird, the scissor-tailed flycatcher,

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Australia • Brazil • Mexico • Singapore • United Kingdom • United States

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National Geographic Learning, © 2021 Cengage Learning, Inc.

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Features of Grammar in Context, Seventh Edition Teacher’s Guide ...........................................iv

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ABOUT THE QUOTE

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1.1 The Present of Be page 5 Time: 5–10 min.

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proficient in a language?) Answers will vary.

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Texas Silesian: Will it Survive? perhaps understood by younger ones; critically

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R E AD I N G 3 1.6 SKILL PRACTICE: LISTENING

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EXERCISE 16 pages 27–28

1.7 The Simple Past pages 25–26 Time: 10–15 min.

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SKILL PRACTICE: LISTENING EXERCISE 8 page 45

2.5 The Present Perfect with

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2.7 The Present Perfect with Yet

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THINK ABOUT IT page 55

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ABOUT YOU page 65

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If necessary, have students review: If necessary, have students review:

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Time: 10–15 min. Answers: 1. wrote, A; 2. was written, P; 3. designed, A;

Unit 3 The Movies 25

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