Teacher s Notes

Teaching a Unit of Great Writing Foundations
UNIT OPENER TIPS

Each unit begins with a thought-provoking PHOTO to
GRAMMAR
capture students’ attention and arouse curiosity. It is
• Use clear, simple language when presenting information
accompanied by a FREEWRITE activity that gives them an
and giving instructions.
opportunity to write freely about a topic pertinent to the unit
• Give extra examples using information from the students’
and photo. The unit opener also presents the measurable
own context.
OBJECTIVES of the unit.
• Provide visual support whenever possible.
TIPS • Maintain a balance between guided discovery as a group
and individual study of the charts in the book.
OBJECTIVES: Read, or have a student read, the • See the unit-by-unit teacher’s notes for specific
OBJECTIVES. Ask students to rate themselves on these teaching information.
objectives before they start the unit. Use the following
scale: COMMON MISTAKES
• Have students cover up the explanation and the
1 = Not at all correction, and challenge them in pairs to try to identify
2 = Somewhat the mistake and correct it.
3 = Well • See the unit-by-unit teacher’s notes for any specific
teaching information.
4 = Very well
ACTIVITIES
Have students rate themselves again at the end of the unit
• Read, or have a student read, the directions and go over
to evaluate their own learning.
any examples and unknown vocabulary.
Ask questions about the photo and caption. For example, • If necessary, do one item together as a class.
• What do you see? • Have students do the activity individually, unless
• How does it make you feel? otherwise noted.
• Is it interesting? Why? • Have students share their answers in pairs or small
• Why do you think the photographer took this photo? groups before going over them as a class.
• Do you like the photo? Why or why not? • For any activities that involve writing correct sentences,
• What does the caption say? you may want to have students write them on the board
• How does it help you understand the photo? before going over the answers together.
FREEWRITE: Read the prompt. Have students discuss their • See the unit-by-unit teacher’s notes for any specific
ideas in pairs before writing. Explain that they do not need teaching information.
to worry about spelling or writing correct sentences at this
point. This prompt is to get ideas flowing. BUILDING BETTER VOCABULARY AND
SPELLING
THE UNIT This part provides a phonetic focus that helps beginning
Each unit contains four parts: Grammar for Writing, Building writers spell words accurately. Each unit is built around a
Better Vocabulary and Spelling, Building Better Sentences, WORDS TO KNOW list that contains words illustrating one
and Writing. of the fourteen vowel sounds in English. These words are
arranged in groups according to the variant spellings and
GRAMMAR FOR WRITING include the most frequent or most useful words selected
from the ESL Vocabulary Spelling List (Folse, 2013).
This part provides a specific grammatical focus that helps
beginning writers build effective sentences. Topics include This section consists of the same seven supporting activities:
parts of speech, verb tenses, punctuation, capitalization, and WHICH WORDS DO YOU KNOW?, MATCHING, SPELLING
sentence types. WORDS WITH THE SOUND OF . . ., SCRAMBLED LETTERS,
SPELLING PRACTICE, WHICH SPELLING IS CORRECT, and
GRAMMAR is explained in language that is appropriate
CUMULATIVE SPELLING REVIEW (from Unit 2–Unit 14).
for beginning-level writers, and simple charts give learners
easy access to the structures they will need in their writing.
Charts of COMMON MISTAKES encourage students to notice
the gap between correct and incorrect sentence structures.
ACTIVITIES include identification of key grammar items,
selection of correct grammatical forms, writing sentences
using the grammar focus, unscrambling sentences, and
correcting mistakes in sentences. The unit-by-unit teacher’s
notes have suggestions for presenting the information, ideas
for expansion, and an answer key.
Teaching a Unit i
TIPS • Have students work with a partner and assign each
one half of the words. One partner keeps the book
WHICH WORDS DO YOU KNOW? open and chooses a word at random then reads it
• Present the target sound, and help students pronounce aloud for their partner to try and spell.
it. Read the words aloud and have the class repeat • Give half of the class vocabulary words and the other
each one. half of the class a picture or drawing representing
• Have students study the list and check the words they that word on small pieces of paper (one per student).
already know. Students mingle to find the correct pairing. After they
• Have students work with a partner to share information check with the teacher, they write a sentence using the
about the words they know. vocabulary word. For an added challenge, tell them to
• As a class, go over the meaning of any remaining words use the grammar focus of the unit, such as the simple
students don’t know. Provide them with information past or compound sentences.
about the words or have them look up the words • SPELLING BEE: Have students stand and form a line in
in a dictionary. the front of the room. Students will take turns spelling
• After going over all of the words, have students record a word aloud after you say it to them. If needed, use
the words they didn’t know in their notebook or the word in a sentence. If they spell the word correctly,
on flashcards. they remain standing. If they make a mistake, they
Vocabulary Notebook: Have students record the sit down. The winner is the last student to remain
WORDS TO KNOW they didn’t know, including the target standing.
vowel sound and a description (e.g., first-language • BINGO: Have students draw a five-by-five table in their
translation, definition, illustration, etc.). Here is an notebooks. Write 25 vocabulary words on the board.
example of an entry in a Spanish-speaking student’s Direct students to write one word in each box of their
vocabulary notebook. table in any order they want Then call out words, one
at a time, in random order. The first student to get five
WORDS TO KNOW VOWEL SOUND MEANING words in a row (vertically, horizontally, or diagonally)
calls BINGO! For an extra challenge, ask the students to
apple a in cat
spell the five words without looking.
• SPIN-A-SENTENCE: Have students work individually,
manzana
or in pairs/small groups, to write sentences about an
image in the unit using as many WORDS TO KNOW as
they can. Spelling counts. Set a time limit. The winning
Flashcards: On one side, students should write the student or pair/small group is the one that used the
WORD TO KNOW. On the other side, they should record most words correctly.
the target vowel sound and a description. Here is an • TIC-TAC-TOE: Draw a three-by-three grid on the board,
example of a Spanish-speaking student’s flashcard. and number each square 1-9. The numbers correspond
(front) (back) to nine WORDS TO KNOW that you have chosen to
review and numbered. Divide students into two teams,
Vowel sound: a in cat Team X and Team O, and pick one to go first. The first
team picks a square, and you tell them the word it
corresponds to. As a group, they must spell the word
correctly. If their spelling is correct, they get to mark
the box with their letter (X or O), and then the other
team gets a turn. If their use is incorrect, they do not
Description: get to mark the box, and the turn moves to the other
team. The first group to get three Xs or three Os in a
apple row (vertically, horizontally, or diagonally) wins the
game.
MATCHING
• Read, or have a student read, the directions.
• Have students complete the activity individually in their
books and share their answers in pairs or small groups
before going over them as a class.
• For variation, have volunteers come to the board and
Practice: Explain to the class that in order to really learn complete the activity on the classroom presentation tool.
new vocabulary words, they need repeated exposure
to and practice with them. Here are some ways to
encourage this.
• Give students one minute to review the complete list
of vocabulary words from the unit. Then have them
close their books and give them three minutes to write
as many of the words as they can remember.
ii Great Writing: Great Writing Foundations

SPELLING WORDS TIPS
SCRAMBLED SENTENCES
• Ask students to recall the different spelling groups for
the targeted vowel sound. • Read, or have a student read, the directions and go over
any examples.
• Have students do the activity individually in their books
and share their answers in pairs or small groups before • Go over any unfamiliar vocabulary.
going over them as a class. • If necessary, do one item together as a class.
• For variation, have volunteers come to the board and • Encourage students to find the basic sentence structure
complete the activity on the classroom presentation tool. first (i.e., subject + verb + object) before figuring out
• Note: Accept alternate answers that reflect the target where everything else goes.
vowel sound and various spelling groups from the unit. • Make sure students write out the words in the correct
sentence order on the line (rather than just numbering
SCRAMBLED LETTERS the scrambled words), and remind them to use proper
• Read, or have a student read, the directions. capitalization and punctuation.
• Have students do the activity individually in their books • Have students do the activity individually in their books
and share their answers in pairs or small groups before and share their answers in pairs or small groups before
going over them as a class. going over them as a class.
• If students have difficulty unscrambling some words, • Note: There may be more than one possible answer to
offer the first and/or last letters as a clue. some items.
• Note: Accept alternate answers that reflect the target
FINDING AND CORRECTING MISTAKES
vowel sound and various spelling groups from the unit.
complete the activity on the classroom presentation tool. • Go over any unfamiliar vocabulary.
• Tell students to look for errors in the grammar focus
SPELLING PRACTICE of the unit, as well as errors in spelling, punctuation,
• Read, or have a student read, the directions. capitalization, word order, word form, missing/extra
• Have students write the words they heard on the board words, and subject-verb agreement.
or spell them orally to check their answers. • If necessary, do one item together as a class.
• After checking the answers, say each word and have • Have students do the activity individually in their books
students repeat it. and share their answers in pairs or small groups before
• Note: accept homonyms that reflect the various spelling going over them as a class.
groups from the unit. • See the unit-by-unit teacher’s notes for any specific
WHICH SPELLING IS CORRECT? teaching information.
• Read, or have a student read, the directions. WRITING SENTENCES WITH VOCABULARY IN CONTEXT
• Have students do the activity individually in their books • Read, or have a student read, the directions.
and share their answers in pairs or small groups before • Go over any unfamiliar vocabulary.
going over them as a class. • Have students do the activity individually in their books
• For variation, have volunteers come to the board and and share their answers in pairs or small groups before
complete the activity on the classroom presentation tool. going over them as a class.
• Point out helpful spelling patterns with consonants, such • For variation, have volunteers come to the board and
as the use of a double consonant or gh for /f/. complete the activity on the classroom presentation tool.
CUMULATIVE SPELLING REVIEW • For extra practice, have students write an original
• Read, or have a student read, the directions. sentence for each of the words in the box, or for ten
• Have students do the activity individually in their books different WORDS TO KNOW.
and share their answers in pairs or small groups before
going over them as a class.
• For variation, have volunteers come to the board and WRITING
complete the activity on the classroom presentation tool. This part scaffolds the writing process for students. They start
• Point out helpful spelling patterns with consonants, such by COMPLETING A PARAGRAPH with words from a box and
as the use of a double consonant or gh for /f/. then follow steps to change and rewrite the paragraph in
the GUIDED WRITING activity. This activity often practices
the grammar from the unit. In WRITING SENTENCES OR A
BUILDING BETTER SENTENCES WITH PARAGRAPH, students are prompted to write an original
VOCABULARY piece, using the two previous activities as models. The unit-
This part consists of activities that provide sentence- by-unit teacher’s notes have specific ideas on how to help
level practice for students. These include SCRAMBLED students brainstorm ideas and begin their writing.
SENTENCES, FINDING AND CORRECTING MISTAKES, and
WRITING SENTENCES WITH VOCABULARY IN CONTEXT.
Teaching a Unit iii

TIPS
COMPLETING A PARAGRAPH
• Go over any unfamiliar vocabulary.
• Help students to identify the meaning and parts of
speech of the words in the box and the parts of speech of
the words needed to fill in the blanks, or encourage them
to do this on their own.
and share their answers in pairs or small groups before
going over them as a class. Be sure to check for correct
capitalization and punctuation, too.
complete the activity on the classroom presentation tool.
GUIDED WRITING
• If necessary, make the first change or two together.
• Remind students to use correct capitalization and
punctuation.
and share their paragraphs in pairs or small groups
before going over them as a class.
WRITING
• Read, or have a student read, the directions, and make
sure students understand the task.
• Remind students that they can use the previous two
activities as models, using the same sentence frames and
changing information to express their own ideas.
• See the unit-by-unit teacher’s notes for specific ideas
to help students brainstorm ideas and organize
their writing.
• After students finish their writing, have them exchange
papers with a classmate to do peer editing. See the
Writer’s Handbook for a Peer Editing Form students can
use.
iv Great Writing: Great Writing Foundations

UNIT 1 | Sentences
UNIT OVERVIEW Common Mistakes (page 5)

This unit introduces students to the basic structure of
Have students cover up the middle and right columns of
sentences, including subjects and verbs as well as correct
the chart with their hand or a piece of paper. Challenge
capitalization and punctuation. Students will become familiar
them, in pairs, to try to find the problem and suggest a
with the spelling of words with the sound of a in cat. With
correction before moving the paper to reveal the chart,
guidance, students complete sentences about themselves
one row at a time. Demonstrate, and do the first one
and write about their families, describing the family size and
together as a class. If you feel students are not ready for
their place among siblings.
this challenge, have them hide only the right column and
OBJECTIVES suggest a correction to their partner before revealing
each one.
• Recognize word order in a sentence
• Spell common words with the sound of a in cat Activity 1 | Identifying capital letters and final punctuation
• Write about you and your family
(page 5)
Read the instructions. Do the first item together and
GRAMMAR FOR WRITING
demonstrate what to circle and underline. Tell students that it
What Is a Sentence? (page 4) is OK if they do not know the meanings of all the words.
Direct students’ attention to the definition of a sentence. Activity 2 | Writing sentences (page 6)
Ask: What three things make a sentence? (a complete idea, a Have students work in pairs so that partners can help
subject, a verb) Have students study the chart, and write the each other with unknown words. You may also give them
following on the board: the option of doing an image search on the Internet,
a. Study English and Spanish. independently or together as a class, to learn the names
b. My brother quickly. of unknown food items. Remind students to use correct
capitalization and punctuation as they write the sentences.
c. My dog old.
Ask: Are these sentences? (no) They are missing a subject or Activity 3 | Finding subjects and verbs (page 7)
a verb. What is missing in a? A subject? A verb? EXPANSION Before starting the activity, write the
Go through each sentence and have students identify the following on the board:
missing part and elicit a possible subject or verb where
missing. Adjust capitalization in a. and d. as you make the a. I like cats.
changes. b. My cat is black.
a. I/We study English and Spanish. (missing subject) Ask: Are these sentences? Do they contain a subject and a
b. My brother reads/drives quickly. (missing verb) verb? (yes) Ask students to identify the subjects (I, My cat).
Underline them. Ask them to identify the verbs (like, is).
c. My dog is/looks old. (missing verb) Double underline them. Have them continue with the
Direct students’ attention to the information about activity.
punctuation and capitalization. Write the following on the
board: Activity 4 | Writing sentences about yourself (page 7)
e. the school is in the city If students do not already know each other, or if you are
f. where is the school just getting to know them, invite volunteers to read their
completed sentences aloud to the class, or have students
Ask: Are these correct sentences? What’s missing? Ask
read them to each other in small groups.
for a volunteer or two to come to the board to make the
necessary changes. Check that students know to capitalize Activity 5 | Scrambled sentences (page 8)
T and W at the beginning of each sentence, to add a period
at the end of the statement in e., and to add a question
mark at the end of the question in f.
EXPANSION It may be necessary to review capital letters
with students. You can do this in a game. Split students into
two teams and send a member of each team to the board
with a marker. Say a letter. The first team member to write
both the lowercase and capital forms earns a point for their
team. If students forget a letter, or are not familiar with it,
they can get help from their team. It may be necessary to
review the names of some letters, especially the vowels.
Teacher's Notes, Unit 1 1

BUILDING BETTER VOCABULARY AND a poll to find out how many students are the oldest and the
youngest in their family. Ask if there is anyone who does not
SPELLING
have brothers or sisters and teach the expression an only child.
Words with the Sound of a in Cat (page 9) Tell the others that they are in the middle. Students may want
to say the ordinal number of their place in a big family, such as
Activity 6 | Which words do you know? (page 9) I am the fourth child. Help them with this, and with the spelling
of numbers for ages as necessary.
EXPANSION Choose a word from the Words to Know list
and draw it on the board. Ask students to guess which
word it is. Play a game of drawing and guessing, either as
a class, or in two teams. (If in teams, have teams go one Unit 1 ANSWER KEY
at a time, changing the person who draws each time. The
number of words guessed by one team in one minute is GRAMMAR FOR WRITING
the number of points they earn). You can allow students
to choose a word from the list, not repeating any, or, more Activity 1, page 5
practical for a game with teams, have the words pre-written
1. Bananas are yellow.
on pieces of paper that they draw from a bag. (If pre-
written, exclude some of the more abstract ones, such as 2. Apples are red, yellow, or green.
am, and, examples, happen, have, thank, and understand.) 3. What color is a carrot?
4. Rice is white.
Activity 7 | Matching (page 10)
5. What color is cabbage?
Activity 8 | Spelling words with the sound of a in cat 6. An eggplant is purple.
(page 10) 7. Oranges are orange.
8. A watermelon is green and red.
Activity 9 | Scrambled letters (page 11)
9. A blackberry is black.
Activity 10 | Spelling practice (page 11) 10. Can you give an example of a white fruit?
11. Broccoli is green.
Activity 11 | Which spelling is correct? (page 11)
12. What color are tomatoes?
13. A lime is green.
BUILDING BETTER SENTENCES WITH
14. What color is a lemon?
VOCABULARY
15. What is your favorite fruit?
Activity 12 | Scrambled sentences (page 12) 16. What is your favorite vegetable?
Activity 13 | Finding and correcting mistakes (page 12) Activity 2, page 6
Ask: What three things make a sentence? (a complete idea, 1. A watermelon is green and red.
a subject, and a verb) What is important at the beginning of 2. Oranges are orange.
a sentence? (a capital letter) What is important at the end of
a sentence? (punctuation) Tell students that the corrections 3. What color is a carrot?
may involve subjects, verbs, capitalization, punctuation, as 4. An eggplant is purple.
well as correct spelling. 5. What color is cabbage?
Activity 14 | Writing sentences with vocabulary in context 6. Bananas are yellow.
(page 13) 7. Apples are red, yellow, or green.
8. Rice is white.
WRITING Activity 3, page 7
Activity 15 | Completing a paragraph (page 14) 1. My last name has five letters.
2. My last name is Adams.
Activity 16 | Guided writing (page 15)
3. My first name is Ann.
Activity 17 | Writing sentences (page 15) 4. My first name has three letters.
Before students start writing about their own family, help 5. I come from Canada.
them brainstorm other changes that could be made to the 6. My family and I live in Vancouver.
model in Activities 15 and 16. Start with family members 7. I like watermelons, apples, bananas, and oranges.
(brother, sister, son, daughter, children, half brother/sister,
stepbrother/sister, stepmother/father, grandmother, grandfather). 8. A watermelon is green and red.
Tell students it is not necessary to map out their entire family 9. An eggplant is purple.
(aunts, uncles, cousins, etc.), but perhaps those that they live 10. Lemons are yellow.
with. Take a quick poll to find out who has the most brothers 11. An orange is orange.
and sisters. Write the number on the board and the plural form
12. My favorite food is salad.
of each sibling. For example, eight brothers, nine sisters. Take
2 Great Writing Foundations
Activity 4, page 7 Activity 10, page 11
Answers will vary. 1. have
Activity 5, page 8 2. thank
1. This animal is a bird. 3. after
2. It is a parrot. 4. hand
3. This parrot has five colors. 5. fast
4. The head is red and white. 6. has
5. This bird is very beautiful. 7. understand
6. It is very smart. 8. bad
7. This parrot can talk. 9. animal
10. flag
BUILDING BETTER VOCABULARY AND 11. laugh
SPELLING 12. January

Answers will vary. 1. B. answer
2. A. black
Activity 7, page 10 3. B. class
1. apple 4. B. family
2. man 5. B. fast
3. laugh 6. A. happen
4. flag 7. B. salad
5. bag 8. B. travel
6. black / can 9. A. aunt
Activity 8, page 10 10. A. last
11. B. apple
1. a; map
12. B. add
2. a; languages
13. A. after
3. a; after
14. A. animal
4. a; happen
15. B. example
5. a; bad
16. A. hand
6. a; have
17. B. have
7. a; and
18. A. thank
8. a; that
19. B. laugh
9. a; animal
20. A. ask
10. a; flag
Activity 9, page 11 BUILDING BETTER SENTENCES WITH

1. have VOCABULARY
2. ask Activity 12, page 12
3. travel
1. My name is Alex.
4. hand
2. I am a student.
5. language
3. I study English.
6. at
4. My English is not so good.
7. thank
5. I like my English class very much.
8. happen
9. back Activity 13, page 12
10. black 1. Mi favorite food salad. My favorite food is salad.
11. map 2. I lik salad with tomatoes I like salad with tomatoes.
12. and 3. i also like tuna salad I also like tuna salad.
4. tuna salad is very good. Tuna salad is very good.

5. tuna salad with Apples is good. Tuna salad with
apples is good.
6. I like salad a lot I like salad a lot.
Activity 14, page 13

1. and; My cat is black and white.
2. glass; That glass has a little apple juice in it.
3. have; The students have books.
4. after; My math class is after lunch.
5. map; That is a map of the world.
6. language; What language do you speak?
7. flag; The flag of the United States is red, white, and blue.
8. ask; Can I ask a question?
9. bad; The opposite of good is bad.
10. animal; A lion is a wild animal.
WRITING
My Information
1
my name is anna sanders. 2 I have a big family. 3 i have
two brothers 4 i also have two sisters. 5 i am the oldest child.
6
i am twenty-two years old. 7 i love my brothers and sisters a
lot. 8 we are a very happy family.
My Information
My name is Anna Sanders. I have a big family. I have two
brothers. I also have two sisters. I am the oldest child. I am
twenty-two years old. I love my brothers and sisters a lot. We
are a very happy family.
My Information
My name is David Sanders. I have a big family. I have one
brother. I also have three sisters. I am the youngest child.
I am fifteen years old. I love my brother and sisters a lot.
We are a very happy family.
Answers will vary.

UNIT 2 | The Simple Present of Be
UNIT OVERVIEW The Verb Be: Negative (page 19)

This unit introduces students to the verb be in affirmative and
Direct students’ attention to the information and the chart.
negative sentences, as well as different sentence patterns
Explain that there is no contraction for am not and remind
with be. Students will become familiar with the spelling of
students not to use isn’t and aren’t in formal writing.
words with the sound of e in bed. With guidance, students
write about their classmates or friends, explaining where they EXPANSION If desired, the same game suggested to
are from. practice be in the affirmative can be played here with cards
OBJECTIVES of both the affirmative and negative forms together. Say a
subject and give a “thumbs up” signal for affirmative, and a
• Write sentences with the verb be “thumbs down” signal for negative. (Alternatively, say the
• Spell common words with the sound of e in bed subject, and, if negative, say not. For example, for
• Write about your classmates or friends “my sister – not,” students would reach for the card with is not.)
GRAMMAR FOR WRITING Activity 3 | Writing negative and affirmative sentences

(page 20)
The Verb Be: Affirmative (page 18) Go over the example with the class. Help students with any
Direct students’ attention to the information and the chart. information or words they might not know.
Write the following on the board:
Sentence Patterns with Be: (page 20)
a. My mother ___ from Spain.
b. My classmates ___ from different places. Direct students’ attention to the information and chart.
Provide the following sentences, and have students match
c. My phone ___ in my bag.
them to a pattern:
d. I ___ twenty-eight years old.
a. My aunt is not at home. (be + place phrase)
e. You ___ my friend.
b. This bag is old. (be + adjective)
f. We ___ students.
c. It is a beautiful day. (be + adjective + noun)
Invite student volunteers to come and write the correct
d. Ana is a doctor. (be + noun)
form of be in each gap. (a. is; b. are; c. is; d. am; e. are; f. are)
e. The concert is next week. (be + time phrase)
EXPANSION If students need more practice recognizing
be, play a game. Write, am, is, are, on three separate cards
and place them in a central area. Split students into two or Common Mistakes (page 21)
more teams. A student from each team will stand near the Have students cover the middle and right columns of the
cards and be prepared to touch the verb that corresponds chart with their hand or with a piece of paper. Challenge
to the subject provided by the teacher. The first person to students, in pairs, to try to identify the mistakes and the
touch the correct verb earns a point for their team. Have corrections before revealing them, one row at a time.
different students try to get the card each time. (Possible
subjects: my cat, my grandmother, my friends, my brothers, my Activity 4 | Scrambled sentences (page 21)
father, I, my friends and I, David, my sister, my two dogs, Maria
and I, Maria, my sisters). Alternatively, this game can be
done later, after students learn the negative forms of be.
BUILDING BETTER VOCABULARY AND SPELLING
Do a spoken drill with the contractions. Say each subject Words with the Sound of e in Bed (page 22)
in a random order, asking the class to say the contraction
after each one. Remind them not to use the contractions in Activity 5 | Which words do you know? (page 22)
formal writing.
EXPANSION Review in pairs. One partner chooses a word
Activity 1 | Identifying subjects and forms of the verb be from the list and says it, and the other one, without looking
at the book, says which spelling group it is in—1, 2, or 3. If
(page 18)
the answer is not correct, the first partner says, “Try again.”
Activity 2 | Writing sentences with be (page 19) Pairs review 10 words and then switch roles.
Look at the example as a class together, comparing the Activity 6 | Matching (page 23)
picture to the sentence given.
Activity 7 | Spelling words with the sound e in bed
(page 24)

Activity 9 | Spelling practice (page 24) 9. The teacher is very good.
10. It is my favorite class.
Activity 10 | Which spelling is correct? (page 24)
Activity 2, page 19
Activity 11 | Cumulative spelling review, Units 1-2
(page 25) 1. Luisa is from Italy.
2. Wei is from China.
Explain that this review covers both the sounds and spellings
of a in cat from Unit 1, and e in bed from Unit 2. 3. Marco is from Brazil.
4. Toshio is from Japan.
BUILDING BETTER SENTENCES WITH 5. Toshio and Atsuro are from Japan.
VOCABULARY 6. Luisa and Valentina are from Italy.
7. Faisal is from Saudi Arabia.
Activity 12 | Scrambled sentences. (page 26)
8. Maria is from Guatemala.
Remind students to find the subject first, and then the verb
be. Suggest that they look at the chart of sentence patterns Activity 3, page 20
with be on page 20 if they have any difficulties. 1. a. Tokyo is not in China.
Activity 13 | Finding and correcting mistakes (page 27) b. Tokyo is in Japan.
2. a. New York is not a small city.
Tell students that errors involve capitalization, punctuation,
and verbs. Ask: Which letters in a sentence are capitalized? b. New York is a big/large city.
(the first letter). Remind students that proper names of places, 3. a. Sushi and maki are not foods from Greece.
for example, Vancouver, Canada, are capitalized. b. Sushi and maki are foods from Japan.
Activity 14 | Writing sentences with vocabulary in context 4. a. I am not 5 years old.
(page 28) b. Answers will vary.
5. a. Today is not January 1.
WRITING b. Answers will vary.
6. a. A gold ring is not a cheap gift.
Activity 15 | Completing a paragraph (page 29)
b. A gold ring is an expensive gift.
Activity 4, page 21
Activity 17 | Writing sentences (page 29) 1. My mother is a good cook.; adjective + noun
It might be useful to have students do a brief survey of their 2. My cousins are from California.; place phrase
classmates if they choose to write about them. Provide them 3. I am not an excellent swimmer.; adjective + noun
with the following questions, and ask them to interview 4-5 4. Our trip to India is next month.; adjective + noun / time
classmates: phrase
a. What is your name? 5. The math books are on the table.; place phrase
b. Where are you from? 6. Michael and Rob are on a boat. / Rob and Michael are on
c. What city are you from? a boat.; place phrase
d. How do you spell that? 7. The math questions are easy.; adjective
Students can use the results of their survey to write about 8. Football and tennis are sports. / Tennis and football are
their classmates. sports.; noun
BUILDING BETTER VOCABULARY AND

Unit 2 ANSWER KEY SPELLING
GRAMMAR FOR WRITING Activity 5, page 22
Answers will vary.
Activity 1, page 18
1. I am in an English class. Activity 6, page 23
2. English is my second language. 1. bread
3. I am from Mexico. 2. text
4. My class is big. 3. weather
5. My classmates are from different countries. 4. yellow
6. We are the same age. 5. west
7. I am happy in the class. 6. breakfast
8. This class is fun.

Activity 7, page 23 13. A. any
1. ea; bread 14. B. bread
2. ea; dead 15. A. dead
3. e; test 16. B. well
4. e; best 17. B. tell
5. a; many 18. A. test
6. e; get 19. B. spell
7. e; never 20. B. egg
8. e; when Activity 11, page 25
9. ay; says 1. B. language
10. ea; ready 2. C. never
Activity 8, page 24 3. C. happen
1. well 4. D. next
2. weather 5. D. ready
3. next 6. C. weather
4. friend 7. A. heavy
5. yellow 8. C. many
6. help 9. B. said
7. spell 10. D. again
8. tell 11. A. friend
9. again 12. C. breakfast
10. men 13. D. travel
11. red 14. C. after
12. went 15. B. enter
16. D. answer
Activity 9, page 24 17. D. laugh
1. best 18. B. went
2. many
3. said BUILDING BETTER SENTENCES WITH
4. get VOCABULARY
5. never
6. seven
7. left 1. My brother is not a math teacher.
8. bread 2. Sofia and Emily are not from California. / Emily and Sofia
are not from California.
9. yellow
3. My meeting with James is at nine o’clock.
10. test
4. São Paolo is not the capital of Brazil.
11. again
5. Vancouver is a very large city in Canada.
12. weather
6. A tomato is not a vegetable.
Activity 10, page 24 7. The colors of the Chinese flag are yellow and red. / The
1. B. weather colors of the Chinese flag are red and yellow. / Yellow
and red are the colors of the Chinese flag. / Red and
2. B. went yellow are the colors of the Chinese flag.
3. A. bed 8. These are not very expensive watches. / These watches
4. A. ready are not very expensive.
5. B. says
6. B. hello
1. Ecuador are a beautiful country in South america.
7. A. many
Ecuador is a beautiful country in South America.
8. B. again
2. The name Ecuador is means equator. The name
9. A. breakfast Ecuador means equator.
10. A. friend 3. About 15 million people live in ecuador. About 15
11. A. seven million people live in Ecuador.
12. B. already
4. Three big cities in Ecuador are guayquil, quito, and cuenca.
Three big cities in Ecuador are Guayquil, Quito, and
Cuenca.
5. many tourists come to Ecuador each year Many
tourists come to Ecuador each year.
6. These tourists come to see the beautiful Mountains.
These tourists come to see the beautiful mountains.
7. These tourists also come to see the animals on the
galapagos Islands. These tourists also come to see the
animals on the Galapagos Islands.

1. pet; My pet is a black and white cat.
2. when; When is your birthday?
3. many; Many people live in China and India.
4. best; Anna and Emily are my best friends.
5. bread; You can make a good sandwich with meat and
bread.
6. never; My brother and I never eat meat.
7. well; Susan can speak English very well.
8. says; My best friend always says hello to everyone.
9. ready; Are you ready to eat dinner now?
10. test; We have a big spelling test tomorrow.
WRITING
My Math Class
this is a photo of my math class. 2 kyoko is from japan.
1
3
ahmad and mohamad are from the United arab emirates.
4
the united arab emirates is a small country in the middle
east. 5 Mi Sun is from seoul. 6 seoul is the capital of korea.
7
carlos is from costa rica. 8 i like the men and women in this
class a lot.
My Math Class
This is a photo of my math class. Kyoko is from Japan.
Ahmad and Mohamad are from the United Arab Emirates. The
United Arab Emirates is a small country in the Middle East. Mi
Sun is from Seoul. Seoul is the capital of Korea. Carlos is from
Costa Rica. I like the men and women in this class a lot.
My English Class
This is a photo of my English class. Kyoko is from Japan.
Omar is from Saudi Arabia. Saudi Arabia is a large country
in the Middle East. Mi Sun is from Busan. Busan is not the
capital of Korea. Juan and Pedro are from Costa Rica. I like
the men and women in this class a lot.
Answers will vary.

UNIT 3 | The Simple Present
UNIT OVERVIEW Spelling the –s Form (page 35)

This unit introduces students to the simple present. A look at
Direct students’ attention to the explanation. To check
spelling rules includes irregular verbs such as do, have, and
comprehension, write the following verbs on the board and
go, as well as other spelling patterns that require changes
ask for student volunteers to write the –s form.
in the third person. Students will become familiar with the
spelling of words with the sound of i in fish. With guidance, a. fly (flies)
students write about the daily routine of someone they b. buy (buys)
know. c. kiss (kisses)
OBJECTIVES d. fix (fixes)
• Write sentences with the simple present e. catch (catches)
• Spell common words with the sound of i in fish d. push (pushes)
• Write about a daily routine
Common Mistakes (page 35)
GRAMMAR FOR WRITING Have students cover the middle and right columns of the
chart with their hand or with a piece of paper. Challenge
The Simple Present Affirmative (pages 32–33)
them, in pairs, to try to identify the mistakes and the
Read the explanation as a class and then have students corrections before revealing them, one row at a time.
look at the first chart. Ask: How many forms are in the
simple present? (two—the base form and the –s form) Direct Activity 3 | Spelling verbs that end in ss, sh, ch, z, and x
students’ attention to the chart of regular and irregular (page 36)
verbs. Help them with any unfamiliar meanings, or allow
them to use a dictionary if necessary. Activity 4 | Spelling verbs that end in y (page 36)
EXPANSION To make sure students understand meaning Irregular Verbs in the Simple Present (page 37)
and form, write some sentences on the board, using verbs Direct students’ attention to the chart and go over the
and ideas that students are familiar with, perhaps with forms of the verbs.
names of students in the class. Say the verb first, then
write and say the subject. Elicit the correct form of the verb Activity 5 | Writing verbs in sentences (page 37)
from the students before writing it. Choose two different
subjects per verb, eliciting both forms of the simple Activity 6 | Writing sentences (page 38)
present.
The Simple Present Negative (page 39)
For example, say the verb study. Then say and write We.
Elicit the correct form of study, and complete the sentence: Go over the explanation and chart together. Tell students
We study English. Next, provide a singular subject—perhaps that the contracted forms are common in speaking, and are
the name of a student, for example, Luiza. Elicit a similar OK to use in informal writing, such as a message to a friend,
sentence as the one above, with the verb in the third but remind them not to use them in formal writing.
person. Luiza studies English. Choose a new verb and a new
subject and continue. Example sentences: EXPANSION Play a quick game to practice the negative
forms. Toss a ball or a small toy around the room. Say a verb
a. My classmates like chocolate.
and a subject. The student who catches the object must say
Carlos likes chocolate. the negative form. To continue, the student will throw the
b. I know English and a little Arabic. object to someone else, and provide a verb. The teacher
Yasmin knows Arabic and a little English. provides a different subject each time.
c. Carol and Pedro come to school on time. Example:
Yun Mi comes to school on time. Teacher (throwing the object to start the game): “have, she”
Now, add some sentences with irregular verbs. Student A (catching the object): “She does not have.” (throwing
the object): “work”
d. I have a phone.
Teacher: “I”
Li Min has a phone.
Student B (catching the object): “I do not work.” (throwing the
e. Maria and Jorge go to school by bus.
object): “know”
Daisuke goes to school by car.
Teacher: “they”
Activity 1 | Finding verbs in sentences (page 33) Student C: (catching the object): “They do not know…”
Activity 2 | Using verbs in sentences (page 34)

Common Mistakes (page 39) Activity 20 | Writing sentences (page 47)
Before students start, help them brainstorm a list of daily
Before looking at the chart, ask: Can we use no with a verb
activities, and write them on the board. Ideas might include:
to make a negative? (no) Do we use the base form or the
wake up, have breakfast, feed the baby/the children/dog/
–s form after does not? (the base form) Do we use do or does
cat, take a shower, give the children/baby a bath, go to work/
together with be? (no, only with verbs that are not be). Go
school, drive/take the bus, study/work, have lunch, leave
over the chart.
school/work, go to the gym, make dinner, watch TV, do
homework.
Activity 7 | Writing negative sentences (page 39)

Unit 3 ANSWER KEY
SPELLING
Words with the Sound of i in Fish (page 40) GRAMMAR FOR WRITING
Activity 8 | Which words do you know? Activity 1, page 33
EXPANSION Have students choose ten words from the 1. I have busy Mondays.
Words to Know list and write them in one long line with 2. My day begins very early.
no capital letters and no spaces. They can add other 3. I take a shower at 6 a.m.
letters between words to make it extra difficult to identify 4. I eat breakfast.
the words. After completing their “word snake,” they will
5. My friend arrives at 7 a.m.
exchange it with a partner, who has to find and circle all ten
words. Have pairs review the definitions together. 6. She drives me to school.
7. We have our first class together.
Activity 9 | Matching (page 41) 8. I have five classes on Mondays.
Activity 10 | Spelling words with the sound of i in fish 9. I also have a language club meeting after school.
(page 41) 10. My mother drives me home at the end of the day.
Activity 11 | Scrambled letters (page 42) Activity 2, page 34

1. eat; Giraffes eat leaves.
Activity 12 | Spelling practice (page 42)
2. swim; Fish swim in the ocean.
Activity 13 | Which spelling is correct? (page 42) 3. run; Horses run very fast.
4. sit; Monkeys sit in trees.
Activity 14 | Cumulative spelling review Units 1–3
(page 43) 5. fly; Birds fly in the sky.
6. make; Bees make honey.
Remind students that this review covers the sounds and
spellings of a in cat from Unit 1, e in bed from Unit 2, as well Activity 3, page 36
as i in fish from Unit 3.
1. you teach; she teaches
2. he finishes; we finish
3. I pass; the bus passes
VOCABULARY
4. she fixes; you fix
Activity 15 | Scrambled sentences (page 44) 5. you miss; she misses
Ask: What part of a sentence usually comes first? (the subject) 6. he catches; we catch
What usually comes after the subject? (a verb) Encourage 7. a bee buzzes; it buzzes
students to look for these parts first.
8. you push; he pushes
Activity 16 | Finding and correcting mistakes (page 45)
Activity 4, page 36
Tell students to look for mistakes with spelling, punctuation,
and capitalization, as well as with verbs. 1. we study; she studies
2. she carries; you carry
Activity 17 | Writing sentence with vocabulary in context 3. they buy; the doctor buys
(page 46)
4. we stay; my uncle stays
5. you hurry; she hurries
WRITING 6. a student tries; students try
Activity 18 | Completing a paragraph (page 47) 7. pilots fly; a pilot flies
8. every child enjoys; children enjoy
10 Great Writing 2: Great Paragraphs

Activity 5, page 37 5. e; pretty
1. has 6. i; win
2. does 7. i; winter
3. goes 8. i; spring
4. have 9. i; it
5. go 10. i; which
6. do Activity 11, page 42
Activity 6, page 38 1. busy
1. i study english at smith college I study English at 2. milk
Smith College. 3. pretty
2. i am in the beginning class I am in the beginning 4. middle
class. 5. give
3. my class has 12 students My class has 12 students. 6. women
4. i am from saudi arabia I am from Saudi Arabia. 7. which
5. four students come from japan Four students come 8. winter
from Japan.
9. minute
6. they speak japanese They speak Japanese.
10. bridge
7. five students speak spanish Five students speak
11. been
Spanish.
12. kitchen
8. they come from mexico and peru They come from
Mexico and Peru. Activity 12, page 42
9. meilin is from china Meilin is from China.
1. drink
10. she speaks chinese She speaks Chinese.
2. thing
11. one student comes from korea One student comes
from Korea. 3. busy
12. his name is kwan His name is Kwan. 4. dinner
5. sister
Activity 7, page 39 6. think
1. People in Brazil do not speak Spanish. 7. pretty
2. The flag of Colombia does not have four colors. 8. bridge
3. Most people in Canada do not work on Sunday. 9. delicious
4. The capital of Japan is not Kyoto. 10. which
5. Most people in Saudi Arabia do not work on Friday. 11. different
12. chicken
SPELLING
1. A. chicken
Activity 8, page 40 2. A. did
Answers will vary. 3. B. pretty
4. B. been
Activity 9, page 41
5. B. give
1. dinner / chicken
6. A. if
2. swim
7. A. list
3. kitchen
8. A. city
4. women / drink
9. A. big
5. pink
10. B. live
6. ring
11. A. sing
Activity 10, page 41 12. B. sit
1. i; give 13. B. think
2. u; busy 14. B. his
3. i; will 15. B. interesting
4. i; list 16. A. little

17. B. dinner 7. My famili and I eat a really big dinner together. My
18. B. swim family and I eat a really big dinner together.
19. B. busy 8. Sometimes we eat Turkey. Sometimes we eat turkey.
20. A. women 9. Sometimes we eats a special Mexican food called mole.
Sometimes we eat a special Mexican food called mole.
Activity 14, page 43 10. My family and I not leave our house on this important
1. D. dinner day. My family and I do not leave our house on this
important day.
2. C. lemon
3. B. simple Activity 17, page 46
4. D. friend 1. which; Which car do you like?
5. B. been 2. give; Can you give me a different book?
6. A. everything 3. win; I hope we win the football game.
7. D. swim 4. spring; All the plants are green in spring.
8. C. never 5. winter; The weather can be very cold in winter.
9. C. happen 6. list; Here is a list of things we need from the store.
10. B. busy 7. busy; The office is so busy today.
11. D. next 8. big; We will take a big exam tomorrow.
12. A. minute 9. pretty; Those roses are really pretty.
13. B. pick 10. women; My English class has eight men and ten women
14. C. again in it.
15. D. ready
16. C. little WRITING
17. A. winter Activity 18, page 47
18. B. instead
A Daily Routine
19. B. January
1
laura and maria are students. 2 they go to Lincoln high
20. A. laugh
school. 3 they start school at 7:30 a.m. 4 they have math class
first. 5 they enjoy math very much. 6 at 12:00 p.m., they eat
BUILDING BETTER SENTENCES WITH lunch. 7 they sit with their friends in the cafeteria. 8 after
VOCABULARY school, they have soccer practice. 9 they do homework after
dinner. 10 they go to sleep early because they are tired.
A Daily Routine
1. Jason Thompson has a very important job.
Laura and Maria are students. They go to Lincoln High
2. He is the president of a company. School. They start school at 7:30 a.m. They have math class
3. He goes to his company every day. first. They enjoy math very much. At 12:00 p.m., they eat
4. He gets to the company at seven. lunch. They sit with their friends in the cafeteria. After school,
5. He leaves at six. they have soccer practice. They do homework after dinner.
They go to sleep early because they are tired.
6. He does not go home early.
7. He talks with many people. Activity 19, page 47
8. He does not have a lot of free time. A Daily Routine
9. He is very good at his job. Maria is a student. She goes to Lincoln High School. She
Activity 16, page 45 starts school at 7:30 a.m. She has math class first. She does
not enjoy math very much. At 12:00 p.m., she eats lunch. She
1. I am from mexico. I am from Mexico. sits with her friends in the cafeteria. After school, she has
2. My favorit holiday is New Year’s. My favorite holiday is tennis practice. She does homework after dinner. She goes
New Year’s. to sleep late because she is not tired.
3. We celebrate it at Midnight on December 31. We
celebrate it at midnight on December 31.
4. We are eat 12 grapes in one minute. We eat 12 grapes Answers will vary.
in one minute.
5. We eat one grape for each month of the year We eat
one grape for each month of the year.
6. We wishes for 12 good things for the new year. We
wish for 12 good things for the new year.
12 Great Writing 2: Great Paragraphs

UNIT 4 | Nouns
UNIT OVERVIEW EXPANSION Tell students the names of nouns in the

This unit introduces students to nouns, including singular classroom (student, teacher, book, door, desk) and ask them
and plural nouns, irregular nouns, nouns with different plural to count how many of each there are (14 students, 1 teacher,
spelling patterns, count and non-count nouns, as well as 15 books, 1 door, 20 desks). Suggest a non-count noun,
proper nouns. Students will become familiar with the spelling such as air or water, and ask students if they can count it.
of words with the sound of o in hot. With guidance, students (If students point to a water bottle and argue that it can be
write about two cities, comparing basic facts about each one. counted, remind them they are counting a bottle of water,
OBJECTIVES and not water itself.) Use this as a lead-in to the information
about non-count nouns.
• Recognize and use nouns in a sentence
• Spell common words with the sound of o in hot Count vs. Non-count Nouns (page 51)
• Write about two cities Direct students’ attention to the chart. Ask them to think
of any other nouns—especially food and drink—that do
GRAMMAR FOR WRITING not have a plural form and cannot be counted. Examples:
coffee, milk, meat, rice, chocolate, water, air, information,
What Is a Noun? (page 50) software, love.
Direct students’ attention to the explanation and chart. Activity 2 | Using nouns in sentences (page 51)
Elicit further examples of nouns that represent people,
places, or things and categorize them on the board. Proper Nouns (page 52)
EXPANSION Have students work in small groups. Assign Go over the information and the chart as a class. Ask
one person from each group to write. Give a time limit of students to name other examples of proper nouns in each
three minutes. Tell students to write down all the nouns category and write them down. Ask: What is special about
they can think of that are in the classroom within the time the way we write proper nouns? (the first letter is capitalized)
limit. (Alternatively, select a photo from the book to collect If there is more than one word, do we capitalize the first
nouns from, such as the photos on pages 87, 125, and letter of both? (yes) Do we capitalize any other letters? (no)
126–127.) Students may use dictionaries if needed. Spelling
does not count. The group with the most nouns at the end Common Mistakes (page 52)
of three minutes wins. Check by having teams share their
Have students cover the middle and right columns of the
lists as you add the nouns to the appropriate categories on
the board. Make sure students note the correct spelling of
the words they wrote by checking them against what is on
corrections before revealing them, one row at a time.
the board.
Activity 3 | Categorizing proper nouns (page 52)
Activity 1 | Finding nouns in sentences (page 50)
Activity 4 | Using nouns in sentences (pages 52–53)
Singular and plural nouns (page 51)
Activity 5 | Scrambled words (page 53)
Direct students’ attention to the chart. To check
comprehension, write the following on the board and ask Activity 6 | Writing sentences (page 53)
students to write the plural form:
Look at the example together. Ask: What is the verb? (is or be)
a. watch (watches)
Tell students to use the verb be as they write their sentences.
b. activity (activities)
c. key (keys) BUILDING BETTER VOCABULARY AND
d. thief (thieves) SPELLING
e. boss (bosses)
Words with the Sound of o in Hot (page 54)
f. box (boxes)
g. brush (brushes) Activity 7 | Which words do you know?
h. fish (fish) EXPANSION Give students one minute to try to memorize
i. child (children) the complete list of vocabulary words from the unit. Then
j. life (lives) have them close their books and give them three minutes
k. tooth (teeth) to write as many of the words as they can remember,
working with a partner. After they have written all the
l. mouse (mice)
words they can remember, allow them to open their books
and compare.

Activity 8 | Matching (page 55) Activity 2, page 51
Activity 9 | Spelling words with the sound of o in hot 1. Two weeks have fourteen days.
(page 55) 2. Some young children have problems with their teeth.
3. We have one teacher for two hours every morning.
4. Some people prefer to do their homework late at night.
Activity 11 | Spelling practice (page 56) 5. How many days are there in a year?
Activity 12 | Which spelling is correct? (page 56) Activity 3, page 52

1. T
(page 57) 2. T
3. PL
Remind students that this exercise includes words from
previous units. 4. PN
5. PN
BUILDING BETTER SENTENCES WITH 6. T
VOCABULARY 7. PL
8. PN
Activity 14 | Scrambled sentences (page 58)
9. PN
Activity 15 | Finding and correcting mistakes (page 59) 10. PL
Remind students that mistakes may involve nouns, as well as Activity 4, pages 52–53
other points they’ve studied.
1. January
Activity 16 | Writing sentences with vocabulary in context 2. Ben
(pages 59-60) 3. Emma
4. Toyota
WRITING 5. Arabic
Activity 17 | Completing a paragraph (page 60) 6. California
7. Spain
8. Bangkok
Activity 19 | Writing sentences (page 61) 9. Dr. Brown
Review the names of continents and regions with students 10. Professor Lee
based on where they come from or other places of interest.
Activity 5, page 53
Make sure they know the names in English of any important
bodies of water. Review the directions north, south, east, 1. December
west. Brainstorm any other words that might be useful for 2. seven
describing cities, such as tourist attraction, historic place, 3. yellow
cosmopolitan, or green.
4. Peru
5. Denmark
6. Wednesday
Unit 4 ANSWER KEY 7. hello
8. yes
GRAMMAR FOR WRITING
Activity 6, page 53
Activity 1, page 50
Students’ choice of six sentences will vary.
1. What is your favorite food?
1. December is the last month of the year.
2. This is an excellent question.
2. Seven is the number after six.
3. My favorite food for breakfast is a sandwich with eggs.
3. Yellow is a color.
4. My favorite food for lunch is salad.
4. Peru is a country in South America.
5. My favorite food for dinner is chicken with lemons and
red peppers. 5. Denmark is a country in Europe.
6. My favorite food for dessert is chocolate. 6. Wednesday is a day of the week.
7. Chocolate is the best food. 7. Hello is a greeting.
8. I eat chocolate every day. 8. Yes is the opposite of no.

BUILDING BETTER VOCABULARY AND Activity 12, page 56
SPELLING 1. B. everybody
Activity 7, page 54 2. B. father
3. A. bottle
Answers will vary.
4. A. not
Activity 8, page 55 5. B. impossible
1. socks 6. B. body
2. father 7. A. bottom
3. clock 8. B. box
4. doctor 9. B. clock
5. box 10. B. cotton
6. bottle 11. A. drop
12. A. got
Activity 9, page 55
13. A. lot
1. o; job 14. B. October
2. o; impossible 15. A. possible
3. o; doctor 16. B. shop
4. o; box 17. B. socks
5. o; got 18. B. somebody
6. o; pot 19. A. common
7. o; lot 20. A. hot
8. o; common
9. o; hot
10. o; not 1. B. box
2. C. lemon
3. A. stop
1. comma 4. D. common
2. socks 5. D. friend
3. common 6. B. rob
4. rock 7. A. everything
5. somebody 8. C. socks
6. possible 9. C. never
7. body 10. C. happen
8. bottle 11. B. drop
9. rob 12. C. bottom
10. father 13. B. minute
11. clock 14. D. clock
12. bottom 15. C. again
Activity 11, page 56 16. A. ready
17. C. little
1. not
18. B. busy
2. box
19. C. instead
3. stop
20. C. October
4. top
5. drop
6. clock
7. lock
8. socks
9. job
10. father
11. impossible
12. October

BUILDING BETTER SENTENCES WITH Two Cities in Saudi Arabia
VOCABULARY Saudi Arabia is a big country. It is in the Middle East.
Jeddah and Riyadh are two cities in Saudi Arabia. Jeddah is
Activity 14, page 58 on the Red Sea. It is an important city, but it is not the capital
1. My name is Amina. / Amina is my name. of Saudi Arabia. Riyadh is the capital of Saudi Arabia. It is in
the center of the country. Saudi Arabia is the country with the
2. I am from Senegal. most land in the Middle East.
3. Senegal is a country in West Africa.
4. Amina is a common name for girls in my country. / In my Activity 18, page 61
country, Amina is a common name for girls. Two Cities in the United States
5. Many people can understand more than two languages The United States is a big country. It is in North America.
in my country. / In my country, many people can
Los Angeles and Washington, DC, are two cities in the
understand more than two languages.
United States. Los Angeles is on the Pacific Ocean. It is an
6. I can speak French and Wolof. important city, but it is not the capital of the United States.
7. I can also understand English. Washington, DC, is the capital of the United States. It is in
the east of the country. The United States is the country with
Activity 15, page 59 the most people in North America.
1. January is the first Month. January is the first month.
2. december Is the last Month. December is the last
month. Answers will vary.
3. december has 31 Days. December has 31 days.
4. September has 30 day September has 30 days.
5. My Favorite months is November. My favorite month
is November.
Activity 16, pages 59–60

1. hot; The weather in Miami in July is very hot.
2. job; What is your job at the company?
3. common; Smith and Jones are very common last names
in England.
4. box; This box of chocolates is from your friend.
5. not; I do not like to be sick.
6. pot; There is a pot of soup on the stove.
7. doctor; You need to go to school for many years to be a
doctor.
8. lock; Lock the door when you leave the house.
9. lot; I get a lot of emails every day.
10. impossible; This video game is impossible to win.
WRITING
Two Cities in Saudi Arabia
Saudi arabia is a big country. 2 it is in the middle east.
1
3
jeddah and riyadh are two cities in saudi arabia. 4 jeddah is
on the red Sea. 5 it is an important city, but it is not the capital
of saudi arabia. 6 Riyadh is the capital of saudi arabia. 7 it is in
the center of the country. 8 saudi arabia is the country with
the most land in the middle east.

UNIT 5 | Pronouns
UNIT OVERVIEW I talk to my mother.

This unit introduces students to pronouns, including subject I talk to her.
and object pronouns and their places in a sentence. Students I talk to my brother.
will become familiar with the spelling of words with the I talk to him.
sound of u in cup. With guidance, students write about
My mother talks to my brother and my sister.
the job of someone they know, using subject and object
My mother talks to them.
pronouns to explain the job responsibilities.
My mother talks to my brother and I.
OBJECTIVES My mother talks to us.
• Use pronouns in a sentence The class likes English language.
• Spell common words with the sound of u in cup The class likes it.
• Write about the job of someone you know The class likes reading and writing.
The class likes them.
GRAMMAR FOR WRITING Reading and writing are important.
They are important.
What Is a Pronoun? (page 64) English language is important.
Before going over the chart, ask students to recall what a It is important.
noun is, naming the three categories introduced in Unit 4. My sister talks to me.
(person, place, thing) Write on the board: She talks to me.
a. Mike does not like cats. My father talks to me.
b. Cats do not like Mike. He talks to me.
If desired, illustrate these sentences with a stick figure My sister and I talk to our father.
drawing—a frowning man looking at some unhappy cats. We talk to our father.
Draw an arrow to show the subject-object relationship—
from Mike to the cats, then another from the cats to Mike.
Point to sentence a. and ask: Who does not like cats? (Mike)
Write the word subject over Mike. Still pointing to sentence Have students cover the middle and right columns of the
a., ask: What does Mike not like? (cats) Write the word object chart with their hand or with a piece of paper. Challenge
over cats. Point to sentence b. and ask: Who or what does them, in pairs, to try to identify the mistakes and the
not like Mike? (cats) Indicate that cats are the subject here. corrections before revealing them, one row at a time.
Still pointing to sentence b., ask: Who do cats not like?
(Mike) Indicate that Mike is the object. Activity 1 | Identifying pronouns (page 65)
Erase the name Mike in each sentence, and replace it with Activity 2 | Choosing pronouns (page 65)
the correct pronoun.
Review the subject and object pronouns again. Ask: Which
a. He does not like cats. come before the verb? (subject pronouns—I, you, he, she, it, we,
b. Cats do not like him. they) Which usually come after the verb? (object pronouns—
Show students that he replaces Mike as a subject in me, you, him, her, it, us, them) Tell students to refer to the chart
sentence a., and him replaces Mike as an object in on page 64 if necessary.
sentence b.
Activity 3 | Writing sentences with subject and object
Now erase the word cats in both sentences, and replace pronouns (pages 65–66)
them with the correct pronouns.
Go over the examples as a class before students continue the
a. He does not like them.
activity on their own.
b. They do not like him.
Direct students’ attention to the explanation, and go over
Activity 4 | Writing sentences (page 66)
the chart as a class. Point out that object pronouns can Review the necessary parts of a sentence—a subject, verb,
come after a preposition, and ask for a student volunteer to and a main idea. Go over the examples as a class, and make
read the examples. sure students understand where the idea of the first sentence
ends and the subject of the second sentence begins.
EXPANSION
Provide a variety of sentences on pieces of paper for
students to match nouns to pronouns. Sentence pairs will
have a noun underlined, and its corresponding pronoun
underlined. Mix the sentences up, and ask students to find
pairs. Possible sentence pairs:

BUILDING BETTER VOCABULARY AND Unit 5 ANSWER KEY
SPELLING
GRAMMAR FOR WRITING
Words with the Sound of u in Cup (page 67)
Activity 1, page 65
Activity 5 | Which words do you know? (page 67)
1. My name is Robert. I am from Boston.
2. My sister calls me Bob. She likes Bob better than Robert.
EXPANSION Tell students to choose three words from
groups 1 and 2, and two words from groups 3–6. Have 3. She really likes the name Bob. I do not like it very much.
them write the words in a different order than they appear 4. My sister is a teacher. She has 28 students now. She
in the book, but replace the letters that make the sound of teaches math to them.
u in cup with a short line (examples: y__ng, j_ust, bec__se). 5. They like her. She is a very good teacher.
Students exchange lists with a partner and fill in the
missing letters. Activity 2, page 65
1. I; He; him
Activity 6 | Matching (page 68) 2. I; They; me
Activity 7 | Spelling words with the sound of u in cup 3. It
(page 68) 4. We; them; we; them
5. They; It; They
1. I like this shirt. It is very nice.
Activity 10 | Which spelling is correct? (page 69) 2. We want to eat some carrots. We like them.
3. Ellen and Ali work at the bank. They like their jobs
(page 70) 4. You need to talk to Maria. Please call her.
5. My car is in the shop. It needs a repair.
6. My glasses are missing. They are not on the table.
7. My friends like chocolate. This chocolate cake is for them.
VOCABULARY
8. I like ice cream. It is delicious.
Activity 12 | Scrambled sentences (page 71) 9. That computer is expensive. You do not need it.
Activity 13 | Finding and correcting mistakes 10. Lucas needs this check. Please take it to him
(pages 71–72) Activity 4, page 66
Remind students that mistakes may involve subject and 1. Jia is from China. She speaks Chinese.
object pronouns, as well as other points they’ve studied.
2. The teacher wants to talk to Julio and me. He needs to
Activity 14 | Writing sentences with vocabulary in context talk to us soon.
(pages 72–73) 3. The woman bakes bread for the neighbors. She loves to
bake it for them.
WRITING 4. This math class has twenty students in it. They are from
five countries.
Activity 15 | Completing a paragraph (page 73) 5. My friends and I play soccer every Saturday. We are
pretty good at it.
6. Two of the students come from Japan. They are brothers.
Activity 17 | Writing sentences or a paragraph (page 73) 7. Emily and I study English at Smith College. We like it very
much.
As a class, brainstorm a list of jobs and a verb phrase for each
one. Examples may include: engineer – solves problems; store 8. Carlos speaks Spanish and English well. They are easy for
clerk—sells things; chef—cooks food; veterinarian—helps him.
animals; programmer—writes code. (Many jobs, including
teacher, doctor, nurse, caregiver, lawyer, etc. may pair with the BUILDING BETTER VOCABULARY AND SPELLING
phrase helps people, but allow students to express their own
ideas and help them find the words.) Help students think of Activity 5, page 67
ideas that can be used with an object pronoun, for example, Answers will vary.
people ask him/her questions, people give him/her projects,
people send him/her emails.

Activity 6, page 68 5. B. young
1. money 6. B. cousin
2. number 7. B. country
3. sofa 8. B. funny
4. computer 9. B. husband
5. bus 10. A. lunch
6. question 11. B. number
12. B. summer
Activity 7, page 68 13. A. Sunday
1. ou; famous 14. B. under
2. o; none 15. B. money
3. o; together 16. B. none
4. ou; enough 17. B. today
5. ou; trouble 18. A. together
6. a; about 19. B. above
7. u; lunch 20. A. another
8. u; up
9. u; just
10. o; Monday 1. D. trouble
2. C. famous
Activity 8, page 69 3. D. possible
1. husband 4. A. under
2. does 5. A. action
3. come 6. C. already
4. number 7. A. family
5. question 8. C. language
6. must 9. A. summer
7. lunch 10. B. difficult
8. summer 11. D. English
9. under 12. A. everybody
10. what 13. A. very
11. July 14. C. business
12. today 15. A. come
Activity 9, page 69 16. B. question
1. cup 17. C. because
2. before 18. B. socks
3. today 19. D. necessary
4. one 20. B. continue
5. number
6. Sunday
7. cousin
VOCABULARY
8. company Activity 12, page 71
9. none 1. Maria Gonzalez is a doctor.
10. country 2. She is a family doctor.
11. famous 3. She sees people of all ages.
12. another 4. She helps them with their health problems.
Activity 10, page 69 5. Many people visit her.
6. She is very busy.
1. B. because
7. She does not have a break.
2. B. before
8. She likes her job.
3. B. blood
4. A. information

Activity 13, pages 71–72 Activity 16, page 73
1. My grandmother and my grandfather are interesting My Cousins
peoples. My grandmother and my grandfather are
My cousins are police officers. They work from 3:00 p.m.
interesting people.
to 1:00 a.m. People call them for help. They help people all
2. My grandmother has 82 years old. My grandmother is over the city. They are very busy. This job is very difficult. It
82 years old. is sometimes dangerous. My cousins do not mind. They like
3. Her is a wonderful cook. She is a wonderful cook. their job. They hope to be police officers for a long time.
4. My grandfather 80 years old. My grandfather is 80
years old. Activity 17, page 73
5. He take care of the garden and pets. He takes care of Answers will vary.
the garden and pets.
6. My grandparents live in california. My grandparents
live in California.
7. Like their house very much. Possible answer: I like
their house very much. / They like their house very
much.
8. We visit they a lot. We visit them a lot.

1. up; Push the up button in the elevator to go to the top
floor.
2. about; This book is about a young girl in Japan.
3. together; My family eats dinner together every night.
4. Monday; Monday is the day after Sunday.
5. lunch; We usually eat a big salad for lunch.
6. famous; Switzerland is famous for cold winter weather,
watches, and chocolate.
7. money; How much money do those shoes cost?
8. fun; This party is really fun.
9. trouble; Trouble is another way to say problem.
10. enough; Do you have enough food for my cousin and
my husband?
WRITING
My Cousin
1
my cousin is a police officer. 2 he works from 3:00 p.m.
to 1:00 a.m. 3 people call him for help. 4 he helps people all
over the city. 5 he is very busy. 6 this job is very difficult. 7 it is
sometimes dangerous. 8 my cousin does not mind. 9 he likes
his job. 10 he hopes to be a police officer for a long time.
My Cousin
My cousin is a police officer. He works from 3:00 p.m.
to 1:00 a.m. People call him for help. He helps people all
over the city. He is very busy. This job is very difficult. It is
sometimes dangerous. My cousin does not mind. He likes his
job. He hopes to be a police officer for a long time.

UNIT 6 | Adjectives
UNIT OVERVIEW Ask: Which noun is plural? (notebooks) Is there a plural

This unit introduces students to adjectives, including adjective form in English? (no) Ask for student volunteers to
descriptive adjectives and common adjective endings, read the notes and the examples.
possessive adjectives, demonstrative adjectives, and nouns Direct students’ attention to the chart of common
working as adjectives. Students will recognize the possible descriptive adjectives. Give them a few minutes to study
positions of adjectives in a sentence. They also become it in silence, or go around the room, having each student
familiar with the spelling of words with the sound of a in read one example sentence. Help them with the meanings
cake. With guidance, students write about the locations of of any unfamiliar adjectives. Elicit other example sentences,
different places in the world, using adjectives to describe or, if appropriate, elicit the opposite adjective.
them.
EXPANSION Play a game of memory matching. Write the
OBJECTIVES following pairs of opposites on cards:
• Use descriptive, possessive, and demonstrative adjectives good / bad
• Use nouns as adjectives
early / late
• Spell common words with the sound of a in cake
• Write about places around the world big / little
different / same
GRAMMAR FOR WRITING first / last
high / low*
What Is an Adjective? (page 76)
long / short*
Before going over the chart, ask students to give an new / old**
example of a noun that is in the classroom, such as a book
right / wrong*
or a backpack. Use this item and describe it with a number
of descriptive adjectives, such as: It is blue. It is new. It is young / old**
heavy. Use the descriptive adjective before the noun: It is a Mix the cards up and place them face down in a grid on a
blue book. It is a new book. It is a heavy book. Use articles and central surface. Divide students into two teams. Teams will
possessive adjectives: A book is on the desk. It is your book. It take turns choosing two cards, flipping them over to see if
is not his book. It is her book. Use demonstrative adjectives: they are a match for opposites. If not, tell them to try and
This book is blue. That book is red. These books are open. remember where they are. If they are a match, in order to
Those books are closed. If possible, use nouns working as keep the cards, the team must use each in a sentence. They
adjectives: It is not a math book. It is an English book. Review may use the chart in the book for help, but their sentences
the words used to describe the book or other item. Write must be different from the ones in the book. The team with
them on the board in a word web, with the noun in the the highest number of matches wins.
middle. For example: book is in the center, and the words *These words are not in the chart, so you may need to
blue, new, heavy, a, your, his, her, this, that, these, those, math, explain them to students.
English stem out from the central word. Go over the chart
as a class and ask students to recall the sentences you **Old will appear on two cards as it is the opposite of both
used with the various adjectives to describe the classroom new and young. It does not matter which copy of old is
object. matched with which opposite.
Common Endings for Descriptive Adjectives (page 77)

Descriptive Adjectives (pages 76–77)
Direct students’ attention to the chart. Give or elicit an
Before going over the information, write two sentences example of a noun that each adjective could describe, or
describing the color of a classroom object on the board, use it in a sentence with be. For example:
one with be, and one without. Example:
I am angry; a crazy story; The flowers are beautiful; a colorful
a. Abeer has a blue notebook. painting; a dangerous place; They are nervous about the test.
b. The notebook is blue.
Underline the nouns and the adjectives in different colors.
Ask: When does the adjective come first? When does it
come second? (adjectives come before a noun, and after the Before going over the chart, write the following sentences
verb be) Circle the verb be to show this contrast. on the board, and ask students to correct the mistakes:
Write two more sentences describing the same noun, one a. It is a box heavy. (It is a heavy box.)
with the singular form, and one with the plural form: b. These exams are importants. (These exams are
c. Abeer has a new notebook. important.)
d. We have new notebooks. Go over the chart as a class.

Activity 1 | Identifying descriptive adjectives (page 78) Common Mistakes (page 82)
Possessive Adjectives (page 78) Have students cover the middle and right columns of the
Direct students’ attention to the chart, and read it together.
Do a mini drill, using a common noun, such as book. Say:
I have a book. It is my book.
Say the next sentence with the subject pronoun you, and Activity 5 | Using this, that, these, and those in sentences
elicit the second sentence with the possessive adjective your. (page 82)
You have a book. It is your book.
Nouns Working as Adjectives (page 82)
Continue with the other subjects, eliciting both forms,
saying them in unison. Before going over the chart, ask: Is this a math class? Is this
a history class? Elicit and write:
He has a book. It is his book.
This is an English class.
She has a book. It is her book.
Ask: What is the adjective? (English) What noun does it
It has a book. It is its book.
describe? (class) Explain that English is usually a noun, but
We have a book. It is our book. here it works as an adjective. It goes before the noun, and
They have a book. It is their book. describes it. Direct students’ attention to the information
Continue with another noun if students need more and go over the chart.
practice. Try with a plural noun as well: I have some pens.
Activity 6 | Using nouns as adjectives (page 83)
They are my pens…
Go over the example as a class. Remind students that the
Common Mistakes (page 78) noun functioning as an adjective goes first.
chart with their hand or with a piece of paper. Challenge BUILDING BETTER VOCABULARY AND SPELLING
corrections before revealing them, one row at a time. Words with the Sound of a in Cake (page 84)

Activity 2 | Using possessive adjectives in sentences (page 79)
Activity 3 | Writing sentences with adjectives (pages 79–80) EXPANSION Write the spelling groups on the board:
Go over the example with the class. Make sure they Group 1: a + consonant + final e
understand the two different structures: adjective + noun, Group 2: ai
and noun + be + adjective. Group 3: ay (usually at the end)
Activity 4 | Using subject pronouns and possessive Group 4: ea (in the middle)
adjectives (page 81) Group 5: ei
Remind students that the subject pronoun usually comes at the Group 6: other
beginning of the sentence, before the verb, and the possessive Review in pairs. One partner chooses a word from the
adjective comes before a noun. Do number one as a class. list and says it, and the other one, without looking at the
book, says which spelling group it is in—1 through 6. If the
Demonstrative Adjectives (page 82) answer is not correct, the first partner says, “Try again.” Pairs
Before going over the information in the book, point to review 10 words, and then switch roles.
some items in the classroom and model these adjectives. Alternatively, make this a game with the class split into
For example: two teams, with spelling groups written out on cards. Ask
This bag is red. That bag is black. a member of each team to come close to the cards. When
These bags are big. Those bags are small. you say a word, the first student to grab the card with
the correct spelling group earns a point for their team.
Repeat, point, and elicit, then say multiple times in unison: Teammates may help, but only by spelling the word aloud.
This bag, that bag, these bags, those bags. If both students guess incorrectly on the first try, give a new
Direct students’ attention to the information and have word and start again. Play several rounds, having different
them study the chart. To check comprehension, choose students try to grab a card each time.
another object in the room and write it in singular and
plural form with a blank in front of it: Activity 8 | Matching (page 85)
___ chair
Activity 9 | Spelling words with the sound of a in cake
___ chairs
(page 86)
Point to the objects and elicit the demonstrative adjectives
(this chair, that chair, these chairs, those chairs). Change the Activity 10 | Scrambled letters (page 86)
order, change objects and do the same until students are
familiar with the different forms. Activity 11 | Spelling practice (page 86)

Activity 12 | Which spelling is correct? (page 86) Activity 3, pages 79–80
Activity 13 | Cumulative spelling review, Units 1–6 1. a. I have a green book.
(page 87) b. My book is green.
2. a. They speak good English.
BUILDING BETTER SENTENCES WITH b. Their English is good.
VOCABULARY 3. a. You have a fast car.
b. Your car is fast.
4. a. She speaks good Spanish.
Activity 15 | Finding and correcting mistakes (page 89) b. Her Spanish is good.
5. a. My father works in a big office.
Activity 16 | Writing sentences with vocabulary in context
b. His office is big.
(page 90)
6. a. My sister has a new job.
b. Her job is new.
WRITING
7. a. My father and my sister have interesting pets.
Activity 17 | Completing a paragraph (page 91) b. Their pets are interesting.
Activity 18 | Guided writing (page 91) 8. a. We live in a small house.
b. Our house is small.
Activity 19 | Writing sentences or a paragraph (page 91)
Activity 4, page 81
To help students brainstorm, look at a map of the world
together. Elicit the names of different continents and regions 1. She; Her
in the world, keeping in mind that students may name 2. His; He; He; his
and categorize these differently in their cultures. Examples 3. She; She; She; her; Her
include: North America, South America, Central America,
4. Their; They; Their; His; He; Their; Her; She; She
Europe, Africa, the Middle East, Asia, Australia. Ask students
to name some countries in these regions, and cities in these Activity 5, page 82
countries. Ask them if they are big or small cities. Elicit other
adjectives that can describe cities or countries, such as 1. these
beautiful, large, old, new, cold, hot, sunny, rainy, and write these 2. That
on the board. 3. that
4. These
5. this
Unit 6 ANSWER KEY 6. This
GRAMMAR FOR WRITING 7. that
8. Those
Activity 1, page 78
Activity 6, page 83
1. Your mother is angry about your dirty room.
2. The young girl with a colorful sweater is very sleepy now. 1. Please make a potato salad.
3. Our first names have the same spelling. 2. My teacher can answer this math question.
4. This spicy pizza is delicious. 3. These plastic forks are reusable.
5. I am sleepy and lazy today because the weather is rainy. 4. I have an important Tuesday afternoon appointment.
6. High prices for food are bad for everyone. 5. I need some tennis shoes.
7. My old classroom is empty now. 6. I walk to the bus station every morning.
8. The new team from Spain is wonderful. 7. This is a history book.
8. Let’s meet at the coffee shop.
Activity 2, page 79 9. We have a practice exam tomorrow.
1. His 10. Please come to the morning meeting.
2. His 11. Their vegetable garden is big.
3. Her 12. Their flower garden is pretty.
4. Her
5. His BUILDING BETTER VOCABULARY AND SPELLING
6. Our
Activity 7, page 84
7. Their
8. Her Answers will vary.

Activity 8, page 85 4. B. wait
1. mail 5. A. take
2. pay 6. B. rain
3. table 7. B. maybe
4. page 8. A. face
5. neighbor 9. B. afraid
6. train 10. A. break
11. A. same
Activity 9, page 85 12. A. gave
1. ay; maybe 13. B. mail
2. a; place 14. B. train
3. ai; train 15. A. page
4. ai; wait 16. A. age
5. a; made 17. A. wake
6. a; ate 18. A. late
7. ai; afraid 19. B. state
8. ai; main 20. A. table
9. ea; great
10. a; age
1. B. face
Activity 10, page 86 2. C. train
1. take 3. C. breakfast
2. same 4. A. grade
3. today 5. A. again
4. eight 6. D. family
5. wait 7. A. paid
6. made / dame 8. C. fresh
7. grade 9. B. paper
8. say 10. C. make
9. name / mane 11. D. minute
10. they 12. B. afraid
11. taste / state 13. D. example
12. way 14. A. together
Activity 11, page 86 15. D. late
16. D. state
1. late
17. C. double
2. train
18. D. apple
3. main / mane
19. B. impossible
4. say
20. C. money
5. wait / weight
6. paper
7. game
VOCABULARY
8. rain / reign
9. steak / stake Activity 14, page 88
10. page 1. Two black cats are on that yellow taxi. / Two yellow cats
11. holiday are on that black taxi.
12. afraid 2. This chicken sandwich is delicious.
3. Our family has two big houses. / Our big family has two
Activity 12, page 86 houses.
1. B. fail 4. My big sister can understand three difficult languages.
2. A. ate 5. Jim and his friends like this lemon drink.
3. B. paper 6. Many people speak two languages in Morocco. / In
Morocco, many people speak two languages.

7. Your last name is difficult. in Africa. A part of Turkey is in Europe. I like to learn about
8. His new watch has three hands. different places in geography class.
9. The Chinese flag is red and yellow. / The Chinese flag is Activity 18, page 91
yellow and red.
10. Please use fresh lettuce for those salads. / Please use A Geography Lesson
lettuce for those fresh salads. / Use fresh lettuce for those In geography class, we learn about many places.
salads, please. / Use lettuce for those fresh salads, please. Tokyo and Osaka are large cities in Japan. Costa Rica and
Guatemala are countries in Central America. The Red Sea is
Activity 15, page 89 between Saudi Arabia and Egypt. Brazil is a big country in
1. The UAE mean the United Arab Emirates. The UAE South America. Sudan is a large country in Africa. A small
means the United Arab Emirates. part of Turkey is in Europe. I like to learn about different
2. The UAE is a countrys on the arabian Gulf. The UAE is places in geography class.
a country on the Arabian Gulf.
3. The UAE has seven emirate. The UAE has seven
emirates. Answers will vary.
4. These emirates Abu Dhabi, Ajman, Dubai, Fujairah, Ras
al-Khaimah, Sharjah, and Umm al-Quwain. These
emirates are Abu Dhabi, Ajman, Dubai, Fujairah, Ras al-
Khaimah, Sharjah, and Umm al-Quwain.
5. The capital are Abu Dhabi. The capital is Abu Dhabi.
6. Two countries very near the UAE have Oman and Saudi
Arabia. Two countries very near the UAE are Oman
and Saudi Arabia.
7. The UAE flag have four color. The UAE flag has four
colors.
8. People from the UAE is Emiratis. People from the UAE
are Emiratis.

1. place; London is an excellent place to visit.
2. great; I have a great idea.
3. name; Olivia is a popular name in Canada.
4. holiday; Thanksgiving is a holiday in the United States.
5. eat; I like to eat a sandwich for lunch every day.
6. train; We can go by bus or by train.
7. wait; Please wait a minute.
8. afraid; I am afraid of snakes.
9. cake; He wants chocolate cake for dessert.
10. neighbor; My neighbor has a big house.
WRITING
A Geography Lesson
1
in geography class, we learn about many places. 2 tokyo
is a large city in Japan. 3 osaka is a large city in japan. 4 costa
rica is a country in central America. 5 guatemala is a country
in central america. 6 the Red sea is between saudi arabia
and egypt. 7 brazil is a country in south america. 8 Sudan is
a country in africa. 9 a part of Turkey is in europe. 10 i like to
learn about different places in geography class.
A Geography Lesson
In geography class, we learn about many places. Tokyo
is a large city in Japan. Osaka is a large city in Japan. Costa
Rica is a country in Central America. Guatemala is a country
in Central America. The Red Sea is between Saudi Arabia and
Egypt. Brazil is a country in South America. Sudan is a country

UNIT 7 | The Conjunction And
UNIT OVERVIEW d. I do yoga dance play soccer and lift weights. (commas
This unit introduces students to the conjunction and, used after yoga, dance, and soccer)
to connect two or more words, including nouns as subjects, e. I have friends in Peru Japan Thailand Senegal Egypt
nouns as objects, verbs, and adjectives. Students learn how Uzbekistan and New Zealand. (commas after Peru,
to use commas in a list of items and practice combining Japan, Thailand, Senegal, Egypt, and Uzbekistan)
sentences to make them more concise. They also become
familiar with the spelling of words with the sound of e in eat. Activity 3 | Combining the subjects of sentences (page 96)
With guidance, students write about their weekly schedule.
Do number one as a class. Remind students to use commas if
OBJECTIVES there are more than three items in a list.
• Use and to connect two or more words in a sentence Activity 4 | Combining the objects of sentences (page 97)
• Spell common words with the sound of e in eat
Do number one as a class and remind students of correct
• Write about your weekly schedule comma use.
GRAMMAR FOR WRITING Activity 5 | Combining the verbs of sentences

(pages 97–98)
The Conjunction And (page 94) Tell students that this time they are combining a list of verbs.
Direct students’ attention to the information and go over If you feel students need the extra support, you can do
the chart. To check comprehension, write the following number one as a class.
on the board, and ask students to underline the words Activity 6 | Writing sentences with more than one
connected by and:
adjective (pages 98–99)
a. My father teaches and writes books.
b. My sister and brother are doctors. Activity 7 | Editing (page 99)
c. My mother’s job is interesting and important.
d. She studies the brain and the nervous system. BUILDING BETTER VOCABULARY AND SPELLING
Ask students to match the words that and connects in each Words with the Sound of e in Eat (page 100)
sentence to a part of speech in the chart. (a. verbs, b. nouns
as subjects, c. adjectives, d. nouns as objects) Activity 8 | Which words do you know? (page 100)
EXPANSION Demonstrate how to make a crossword.
Activity 1 | Identifying what and connects (page 94)
Choose a word from the list, preferably one with more
Activity 2 | Combining sentences with and (page 95) than four letters, and write it on the board. For example,
between. Choose another word that has a letter in common,
such as e. This works better with longer words, so perhaps
Using And in a List (page 95)
choose Japanese, and write it vertically, so that one e in
Direct students’ attention to the explanation and go over Japanese intersects with one e in between. Ask students to
the chart. Ask: Do we use a comma when there are two help you choose another word from the list that can also
items? (no) Do we use a comma after all words? (no—after intersect one of these words, without unrelated letters
all words except the last) Where does and go? (before the touching, and write it on the board. Tell students to choose
last item) a different start word, a longer one, and do the same thing,
connecting ten words.
Common Mistakes (page 96) Activity 9 | Matching (page 101)

Direct students’ attention to the chart. Check Activity 10 | Spelling words with the sound of e in eat
comprehension by writing the following lists on the board,
(page 101)
without the commas. Ask for student volunteers to write
commas in the correct places. Activity 11 | Scrambled letters (page 102)
a. Sylvia and Carol have a dog. (no commas)
b. I like lettuce tomato and cheese in a sandwich.
(commas after lettuce and tomato) Activity 13 | Which spelling is correct? (page 102)
c. Eduardo studies philosophy sociology physics and
astronomy. (commas after philosophy, sociology, and Activity 14 | Cumulative spelling review, Units 1–7
physics) (page 103)

BUILDING BETTER SENTENCES WITH Activity 3, page 96
VOCABULARY 1. France and England are in Europe.
Activity 15 | Scrambled sentences (page 104) 2. Basketball and football are sports.
3. Apples and bananas are delicious.
Activity 16 | Finding and correcting mistakes 4. Go, eat, and take are simple verbs.
(pages 104–105) 5. The words homework and possible have eight letters.
Activity 17 | Writing sentences with vocabulary in context 6. Yellow, green, and blue are pretty colors.
(page 105) 7. Isabella and Sophia are high school students.
8. Istanbul, Ankara, and Izmir are cities in Turkey.
Activity 18 | Completing a paragraph (page 106) 1. Lee speaks Chinese, Korean, and English.
2. I eat scrambled eggs, toast, and fruit for breakfast.
3. My children play football and video games.
Activity 20 | Writing sentences or a paragraph (page 107) 4. Susan has a cat, five goldfish, and a parrot.
Help students brainstorm different activities for a schedule, 5. My brother cooks pasta and steak well.
and write them on the board. These may include: make 6. Joy likes math, science, English, and history.
breakfast/lunch/dinner, take the kids to school, pick up the
kids, walk the dog, feed the cat, go to the gym, study, chat Activity 5, page 97
with friends and family. If you think it is relevant to your 1. Frank lives and works in New York.
students’ experience, you might include different means of
2. Ducks swim and fly.
transportation, including take the bus, drive, walk, etc. Review
different times of day: in the morning, in the afternoon, in the 3. Maria buys and cooks the food.
evening, at night. 4. Erica listens to music and reads the newspaper on the
train. / On the train, Erica listens to music and reads the
newspaper.
Unit 7 ANSWER KEY 5. I wake up, take a shower, and get dressed before 7 a.m. /
Before 7 a.m., I wake up, take a shower, and get dressed.
GRAMMAR FOR WRITING 6. Students in this class read several books, write two long
reports, and take three big exams.
Activity 1, page 94 7. The professor teaches, has office hours, reads student
1. V; My grandfather lives and works in London. papers, and gives grades.
2. N; My cousins live in Texas and New Mexico. 8. Norah writes new English words in her notebook, says
3. A; My mother cooks simple and difficult Chinese dishes. them five times, and thinks of an example sentence for
each one.
4. N; My mother and father love each other very much.
5. A; My sister is smart and hard-working. Activity 6, page 98
6. N; My older brother plays checkers and chess. Answers will vary because of list order. Possible answers:
7. N; My younger brother and his friends play video games 1. The flag of the United Arab Emirates is red, green, white,
every day. and black.
8. N; My aunt and I like to watch old movies. 2. The flag of Brazil is green, yellow, and blue.
9. V; I also like to read and paint. 3. The flag of Turkey is red and white.
10. N; Do you and your family do anything together on the 4. The flag of Peru is red and white.
weekends? 5. The flag of South Korea is white, black, red, and blue.
Activity 2, page 95 6. The flag of Oman is red, white, and green.
1. I like apples and lemons. 7. The flag of Thailand is red, white, and blue.
2. It is a yellow and red snake. 8. The flag of Colombia is yellow, blue, and red.
3. I am afraid of dogs and spiders. Activity 7, page 99
4. Lunch in Central America usually has rice and beans. 1. The main cities in Canada are Toronto, Montreal, and
5. She has English and math class today. / She has English Vancouver.
and math classes today. 2. Toronto, Vancouver, and Montreal have very busy
6. Make and take are verbs. airports.
7. Snake and Spain have five letters. 3. The two official languages in Canada are English and
8. We eat eggs and drink coffee in the morning. French.
9. January and October have 31 days. 4. Many people live in Ontario, Quebec, British Colombia,
and Alberta.
5. Canada touches the Atlantic Ocean, the Pacific Ocean, 6. team
and the Arctic Ocean. 7. baby
6. The flag of Canada is red and white. 8. teach
7. Four common names for girls in Canada are Emily, 9. university
Emma, Olivia, and Sophia.
10. cheap
8. Four common names for boys in Canada are Liam, Ethan,
Jackson, and Jacob. 11. believe
12. people
BUILDING BETTER VOCABULARY AND Activity 13, page 102
SPELLING 1. A. year
Activity 8, page 100 2. B. dream
Answers will vary. 3. B. sleep
4. A. beans
Activity 9, page 101 5. B. finally
1. cheese 6. A. eat
2. beans 7. A. nineteen
3. baby 8. A. leave
4. key 9. B. between
5. tree 10. A. clean
6. sheep 11. B. free
Activity 10, page 101 12. B. coffee
13. A. company
1. eo; people
14. A. easy
2. y; ninety
15. A. early
3. i; pizza
16. B. green
4. ea; year
17. B. need
5. ea; leave
18. A. teach
6. ee; nineteen
19. B. Chinese
7. ey; money
20. B. receive
8. ea; dream
9. ea; beans Activity 14, page 103
10. ea; mean 1. A. clean
Activity 11, page 102 2. C. table
3. D. near
1. baby
4. B. grade
2. necessary
5. A. money
3. university
6. D. family
4. only
7. C. beans
5. clean
8. C. cheap
6. receive
9. D. sleep
7. city
10. A. easy
8. cheap
11. B. minute
9. really
12. C. afraid
10. speak
13. D. example
11. believe
14. B. together
12. beach
15. C. company
Activity 12, page 102 16. A. bottle
1. speak 17. D. salad
2. tree 18. B. travel
3. story 19. D. impossible
4. city 20. D. taxi
5. tea

BUILDING BETTER SENTENCES WITH Our Busy Schedules
VOCABULARY My roommate and I do not have much free time. Our
schedules are really busy. We have classes on Mondays,
Activity 15, page 104 Wednesdays, and Fridays. We have soccer practice on those
1. Flight number 228 goes to Paris. days, too. We work on Tuesdays and Thursdays. We work at
the same job. We have soccer games on Saturday mornings.
2. This flight starts in New York.
We do our homework, shop for food, and call our families on
3. Possible answer: It flies on Monday, Thursday, Friday, and Sundays. We always have something to do. We are not bored.
Sunday.
4. This flight takes about seven hours. Activity 19, page 107
5. Possible answer: Passengers can eat dinner, a snack, and Their Busy Schedules
breakfast.
My roommate and his cousin do not have much free
6. Flight number 226 goes to New York. time. Their schedule is really busy. They have classes on
7. This flight stops in London for three hours. / This flight Mondays, Wednesdays, and Fridays. They have soccer
stops for three hours in London. practice on those days, too. They work on Tuesdays,
8. Possible answer: Flight number 226 flies on Tuesday, Thursdays, and Saturdays. They work at different jobs.
Wednesday, and Saturday. They have soccer games on Saturday nights. They do their
homework, shop for food, and call their families on Sundays.
Activity 16, page 104 They always have something to do. They are not bored.
1. My best friends are Dave Jacob Daniel, and Joshua.
My best friends are Dave, Jacob, Daniel, and Joshua.
2. Dave and I are in the sam class for English, history, and Answers will vary.
science. Dave and I are in the same class for English,
history, and science.
3. Dave and I have mathclass on monday and thursday.
Dave and I have math class on Monday and Thursday.
4. Jacob, Daniel, Joshua are no in our class. Jacob,
Daniel, and Joshua are not in our class.
5. Dave and Jacob have fifteen year old. Dave and Jacob
are fifteen years old.
Activity 17 page 105

1. teach; Miss Jones and Mr. Mills teach at Washington High
School.
2. ninety; My grandfather is ninety years old.
3. three; My brother is only three years old.
4. people; How many people are in your family?
5. pizza; I like pizza with a lot of cheese and vegetables.
6. year; There are 365 days in one year.
7. leave; What time does the bus leave?
8. mean; The words begin and start mean the same thing.
9. dream; All students dream of a life without tests.
10. country; Germany is a country in Europe.
WRITING
Our Busy Schedules
1
my roommate and i do not have much free time. 2 our
schedules are really busy. 3 we have classes on mondays,
wednesdays, and fridays. 4 we have soccer practice on those
days, too. 5 we work on Tuesdays and thursdays. 6 we work at
the same job. 7 we have soccer games on saturday mornings.
8
we do our homework, shop for food, and call our families
on sundays. 9 we always have something to do. 10 we are not
bored.

UNIT 8 | Articles
UNIT OVERVIEW I have dollar? Or I have activity? (No) Tell students that count
This unit introduces students to the articles a, an, the, and nouns cannot stand alone. Elicit words that can come in
Ø. Students learn when to use each kind of article, including front of each. (I have a dollar, two dollars, this dollar, your
with count and non-count nouns and with place names. dollar; I have an activity, three activities, those activities, our
Students also become familiar with the spelling of words with activities, etc.) Have students look at the information and
the sound of i in rice. With guidance, students write about the chart, and give them a few minutes to read it.
a favorite food and give instructions on how to prepare it,
listing the ingredients and the steps involved. Common Mistakes (page 111)
OBJECTIVES Have students cover the middle and right columns of the
• Recognize and use articles chart with their hand or with a piece of paper. Challenge
• Spell common words with the sound of i in rice them, in pairs, to try to identify the mistakes and the
• Write about how to make a favorite food
Activity 2 | Identifying count and non-count nouns
GRAMMAR FOR WRITING (page 111)
What Is an Article? (page 110) Using A and An (page 112)

Direct students’ attention to the explanation. Ask: If I have a dollar, how many dollars do I have? (one) If I
EXPANSION Write the following sentences on the board
have an activity to do for homework, how many activities
do I do? (one) Go over the explanation as a class. To check
and ask student volunteers to underline the nouns, circle comprehension, write the following on the board and ask
the articles and identify the nouns with the zero article by students to write a or an.
drawing a star:
a. ___ apple (an)
a. Kim has an iguana and a fish as pets. (a. Kim has an
iguana and a fish as *pets.) b. ___ engineer (an)
b. We need to get milk, bread, and eggs from the store. c. ___ nurse (a)
(b. We need to get *milk, *bread, and *eggs from the store.) d. ___ old bag (an)
c. The topic of the talk is relationships with animals. e. ___ bag (a)
(c. The topic of the talk is *relationships with *animals.) f. ___ idea (an)
d. I have an idea and a question. (d. I have an idea and a g. ___ good idea (a)
question.)
f. ___ umbrella (an)
Activity 1 | Identifying articles (page 110) h. ___ unit (a)
g. ___ hour (an)
Articles with Count and Non-Count Nouns
(pages 110–111) Common Mistakes (page 111)
Before going over the information, write the following on
the board:
a. money them, in pairs, to try to identify the mistakes and the
b. dollar corrections before revealing them, one row at a time.
c. homework
d. activity Activity 3 | Using a, an, or Ø (page 112)
Ask: Which of these nouns can have a number in front of
Activity 4 | Matching nouns to descriptions (page 113)
them? Can I say one money, or one dollar? (dollar and activity
can have a number in front of them) Say, one dollar, two Activity 5 | Writing definition sentences (page 113)
dollars, ten dollars; one activity, two activities, five activities.
Ask: Which nouns are count, and which are non-count? Go over the example sentence with the class. Remind
(dollar and activity are count; money and homework are students to put the correct article before both nouns.
non-count) Ask: Which nouns can have a or an in front of
them? (dollar, activity) Write a dollar, an activity. Can I say

Using The (page 114) EXPANSION Alternatively, let them “bet” between one and
Direct students’ attention to the explanation and ask for five points per false answer, without checking the Internet.
volunteers to read the rules and example sentences. Write They can write down the number of points they want to
the following on the board: risk next to each of the six sentences they think have false
information. If they correctly identified a sentence as false,
The school has a computer lab and a library. The library is
they earn the number of points they decided to bet. If they
open 24 hours.
identified a sentence incorrectly, they lose that number of
Ask: Which rule for the does this follow, the first or second? points. The pair with the most points wins. (The maximum
(the second) possible score is 30.)
Ask a student who is in a convenient location to open the
door or turn off the light. Ask: Is this the first or the second Activity 9 | Writing sentences (page 117)
rule for the? (the first)
EXPANSION Have students work in pairs to write five more
Go over the chart as a class.
sentences about places in the world, leaving a blank before
EXPANSION Check comprehension by writing the each proper noun, as in Activity 8. Two sentences should
following on the board and asking students to decide if the be false, and the others true. After writing the sentences
is necessary or not. with blanks, pairs exchange sentences with another pair,
write the where appropriate, and decide which sentences
a. I like ___ cats. are false.
b. I like ___ cat that lives across the street. (the)
c. Where is ___ teacher? (the) Activity 10 | Writing sentences (page 117)
d. I love ___ chocolate.
e. ___ children in ___ library are not quiet. (the; the) BUILDING BETTER VOCABULARY AND
f. ___ children are fun. SPELLING
g. ___ libraries are important. Words with the Sound of i in Rice (page 118)
h. ___ building in ___ center of town is old. (the; the)
i. ___ old buildings are interesting.
EXPANSION Give students one minute to review the list of
Common Mistakes (page 114) words. Have them close their books. Write the following on
the board:
Direct students’ attention to the chart. Ask students to
consider whether the rules for using the in their native Group 1: i + consonant + final e
language, or any other languages they speak, are similar to Group 2: end with y
or different from the English ones. Group 3: igh in ight
Activity 6 | Using the (pages 114–115) Group 4: i in ind
Group 5: end in ie
Activity 7 | Using a, an, the, or Ø (page 115) Group 6: other
Using The or Ø with Places (page 115) Give students three minutes in pairs to try and remember
as many words as possible in each category. Check as a
Direct students’ attention to the chart and read through the class.
examples. Go over the location of any unfamiliar places.
EXPANSION Have students work in pairs to think of two
additional examples for each type of place in the chart and Activity 13 | Spelling words with the sound of i in rice
then share as a class. For each example that they have that (page 119)
no one else has, they win a point. The pair with the most
points wins. Activity 14 | Scrambled letters (page 120)
Activity 8 | Using the for places (page 116) Activity 15 | Spelling practice (page 120)
After checking for correct use of the, have students work in Activity 16 | Which spelling is correct? (page 120)
pairs to decide which statements are false. You might want to
let them check the Internet to verify their answers. Activity 17 | Cumulative spelling review, Units 1–8
(page 121)

BUILDING BETTER SENTENCES WITH 10. C
VOCABULARY 11. NC
12. C
Activity 3, pages 112
1. a
Activity 20 | Writing sentences with vocabulary in context 2. a
(pages 123–124) 3. an
4. Ø
WRITING 5. Ø
Activity 21 | Completing a paragraph (page 124) 6. Ø
7. an
Activity 22 | Guided writing (pages 124–125)
8. Ø
Activity 23 | Writing sentences or a paragraph (page 125) 9. a
Help students brainstorm some words for cooking and food 10. Ø
preparation and write them on the board. Examples include: 11. Ø
Mix, add, cut, chop, slice, stir, bake, fry, boil, separate. Allow 12. a
students to use dictionaries to find the words for food items 13. Ø
they are unfamiliar with in English. Give them extra support
14. Ø
as needed.
15. an
EXPANSION Compile student writings into a class 16. a
cookbook. Let everyone have a copy of the collection,
paper or digital. Activity 4, page 113
1. e
2. d
Unit 8 ANSWER KEY 3. c
4. g
GRAMMAR FOR WRITING 5. a
Activity 1, page 110 6. h
1. This is a photo of a park. 7. f
2. The park in the photo is near my house. 8. i
3. There are not many people in the park. 9. b
4. You can see trees in the park. 10. j
5. The flowers on the trees are very pretty. Activity 5, page 113
6. There is a woman in the photo.
1. An apple is a delicious fruit.
7. She has a book.
2. An email is an electronic message.
8. The woman likes to read in the park.
3. An onion is a vegetable.
9. The name of this park is La Quinta de los Molinos Park.
4. A dictionary is a useful book.
10. There is a lake in the park.
5. A zebra is an animal with stripes.
11. We cannot see the lake in the photo.
6. A nickel is a coin.
12. I often sit by the lake and relax.
7. A rose is a pretty flower.
Activity 2, page 111 8. A bee is an insect with wings.
1. C 9. A parrot is a colorful bird.
2. NC 10. A park is a great place.
3. NC Activity 6, pages 114–115
4. C
1. I want to learn (English / the English) for two reasons.
5. NC
2. (First / The first) reason is my family.
6. C
3. My children can already speak (English / the English)
7. C very well.
8. NC 4. They use (language / the language) all day at school.
9. NC 5. They also use it with (friends / the friends).

6. (Second / The second) reason is my job. 10. She will be a great Spanish teacher in her school in the
7. In my job, I work with (people / the people) every day. Philippines.
8. Most of them speak only (English / the English).
9. I need to speak (language / the language) with these BUILDING BETTER VOCABULARY AND
people. SPELLING
10. These are (reasons / the reasons) I want to improve my
English.
Answers will vary.
1. Ø Activity 12, page 119
2. a 1. price
3. Ø 2. fire
4. a 3. cry
5. a 4. knife
6. a; Ø 5. light
7. the 6. bike
8. the; Ø Activity 13, page 119
9. the; the
1. i; like
10. the
2. igh; high
Activity 8, page 116 3. igh; flight
1. Ø; the; False 4. y; dry
2. Ø; the; True 5. i; time
3. The; Ø; Ø; True 6. i; ride
4. The; Ø; False 7. i; idea
5. Ø; Ø; the; False 8. u; buy
6. Ø; Ø; True 9. y; by / bye
7. Ø; Ø; Ø; True 10. i; drive
8. The; Ø; False
9. Ø; Ø; False
1. times
10. Ø; Ø; True
2. mine
11. Ø; the; True
3. white
12. The; Ø; Ø; False
4. right
Activity 9, page 117 5. July
1. Washington, DC, is the capital of the United States. / 6. silent
London is the capital of the United Kingdom. 7. inside
2. The Nile River is in Egypt. 8. kind
3. Hanoi and Ho Chi Minh City are in Vietnam. 9. quiet / quite
4. The Andes Mountains are in South America. 10. high
5. Berlin is the capital of Germany. / Ankara is the capital 11. behind
of Turkey.
12. size
6. The Atacama Desert is in Chile.
1. like
1. My best friend is Maria Garcia.
2. kind
2. Maria wants to teach Spanish one day.
3. white
3. She and I study Spanish in the same class.
4. why
4. Maria is from the Philippines.
5. times
5. The Philippines is a country in Asia.
6. my
6. It is in the Pacific Ocean.
7. night
7. It is near Malaysia, Indonesia, and Vietnam.
8. dry
8. Maria is a great student.
9. find
9. She is the best student in our Spanish class.

10. pilot BUILDING BETTER SENTENCES WITH
11. quiet VOCABULARY
12. right / write / rite
Activity 16, page 120 1. I want to make scrambled eggs.
1. B. buy 2. I need two eggs and a little milk. / I need a little milk and
2. A. die two eggs.
3. B. behind 3. Answers will vary because of list order. Possible answer:
4. B. light I also need some salt, some oil, and some pepper.
5. B. why 4. I mix the eggs and the milk in a bowl. / I mix the milk and
the eggs in a bowl.
6. A. July
5. I add the salt and the pepper. / I add the pepper and
7. B. arrive the salt.
8. B. rice 6. I mix everything one more time.
9. B. eye 7. I put the oil in a pan.
10. B. size 8. I put the eggs in the pan.
11. B. night 9. I cook the eggs for a few minutes.
12. A. like 10. Now I can eat my delicious breakfast. / I can eat my
13. B. high delicious breakfast now.
14. B. times
15. B. ice
16. A. right 1. We have three book for our English class. We have
three books for our English class.
17. A. quiet
2. We have writing book a reading book, and a grammar
18. B. white book. We have a writing book, a reading book, and a
19. A. knife grammar book.
20. B. silent 3. the reading book is many words difficult. The reading
book has many difficult words.
Activity 17, page 121 4. The writing book, and the grammar book are no very
1. B. why easy. The writing book and the grammar book are not
2. A. inside very easy.
3. D. money 5. The reading book has an interesting stories from the
Turkey, Japan, and Brazil. The reading book has
4. D. usually interesting stories from Turkey, Japan, and Brazil.
5. C. behind
6. D. knife Activity 20, pages 123–124
7. A. grade 1. find; I cannot find my keys.
8. D. smile 2. flight; When does the flight for London leave?
9. D. said 3. why; Why did you quit your old job?
10. B. July 4. by; My family and I stay in touch by email.
11. A. breakfast 5. buy; We want to buy a new car this year.
12. C. everything 6. idea; We have an idea for our class project.
13. A. tonight 7. time; What time does the movie start?
14. A. idea 8. dry; The opposite of wet is dry.
15. A. again 9. ride; Do you ride your bike to school every day?
16. C. they 10. high; The price of a new car is high.
17. C. decide
18. B. study
19. B. socks
20. B. drive

WRITING
Making Tuna Salad
1
my favorite thing to eat is tuna salad. 2 it is easy to make
tuna salad. 3 you need a can of tuna, some mayonnaise, some
mustard, a little salt, and a little pepper. 4 you can also use
some chopped onions and a chopped hard-boiled egg.
5
put the tuna in a bowl. 6 then add the mayonnaise and the
mustard to the tuna. 7 now add the onions and the egg. 8 now
add the salt and the pepper. 9 next, mix everything together.
10
The tuna salad is now ready to eat.
Making Tuna Salad
My favorite thing to eat is tuna salad. It is easy to make
tuna salad. You need a can of tuna, some mayonnaise, some
mustard, a little salt, and a little pepper. You can also use
some chopped onions and a chopped hard-boiled egg.
Put the tuna in a bowl. Then add the mayonnaise and the
mustard to the tuna. Now add the onions and the egg. Now
add the salt and the pepper. Next, mix everything together.
The tuna salad is now ready to eat.
Making Potato Salad
My favorite thing to eat is potato salad. It is easy to
make potato salad. You need some boiled potatoes, some
mayonnaise, some mustard, a little salt, and a little pepper.
You can also use some chopped onions and a chopped
hard-boiled egg. Put the boiled potatoes in a bowl. Then
add the mayonnaise and the mustard to the potatoes. Now
add the onions, the egg, the salt, and the pepper. Next, mix
everything together. The potato salad is now ready to eat.
Answers will vary.

UNIT 9 | Prepositions
UNIT OVERVIEW On May 16th.

This unit introduces students to prepositions and How do you like your coffee?
prepositional phrases, including prepositional phrases of
With milk, but without sugar.
place and time, as well as common verb + preposition and
adjective + preposition combinations. Students also become
Activity 1 | Identifying prepositional phrases (page 129)
familiar with the spelling of words with the sound of o in
hello. With guidance, students write about a popular tourist Prepositional Phrases of Time (page 129)
destination, giving information about popular times to go
there and things to see and do. Direct students’ attention to the chart. Ask questions with
when such as the following to elicit the use of at, on, in:
OBJECTIVES When do we have English classes? When do you go to bed?
• Recognize prepositions When do you get up? When is New Year’s Day? When is the
• Use prepositions of time and place in sentences best time to go skiing? When will the next Olympics happen?
• Spell common words with the sound of o in hello It might help students to remember the different uses of
• Write about a popular city to visit at, on, and in in prepositional phrases of time by thinking
of them as part of a pyramid. At is at the top since it is used
GRAMMAR FOR WRITING with the shortest time periods. On is in the middle, and in is
at the bottom since it is used with the longest time periods.
What Is a Preposition? (page 128) EXPANSION Play a game. Prepare three cards with at,
Before going over the chart, give students a visual example on, and in written on them, and place them in a central
of a few prepositions, and see if you can elicit some they location. Put students into two teams, and call a member
already know. Place a book or other object on a desk or of each team up to the cards. Say part of a time phrase, for
table. Ask: Where is the book? Elicit or, if necessary, say: on example, Fridays, 10:30 a.m., midnight, 1980s, November,
the desk. Put the book in a bag. Ask: Where is the book? February 14th, the winter, 2014. Students have to try and
Elicit or say: in the bag. Continue, eliciting or demonstrating grab the correct preposition to complete the prepositional
a few other prepositions, such as next to (the bag), under phrase of time. The first one to grab the correct card earns
(the desk), between (the bags). Read the explanation, and go a point for their team. Rotate each time, with different
through the chart, having students take turns reading each students coming up to try and grab a preposition card.
example sentence. Clarify any prepositions that students
are unsure about by giving visual clues or additional Activity 2 | Completing prepositional phrases of time
examples. (page 129)
Direct students’ attention to the information about
prepositional phrases. Ask questions such as the following Activity 3 | Scrambled sentences (page 130)
to elicit some more prepositional phrases from students:
Activity 4 | Writing sentences with prepositional phrases
When do you eat breakfast? (in the morning/before class)
Where is Amman? (in Jordan/in the Middle East) How do you of time (page 130)
get to class? (by bus/by car/on foot) Tell students they can use the sentences in Activity 3 for ideas
if necessary.
EXPANSION For additional practice with prepositions and
prepositional phrases, prepare questions and short answers Prepositional Phrases of Place (page 131)
similar to the ones below on cards for students to match. Direct students’ attention to the chart. Ask questions using
Remind students that the prepositional phrases, while where such as the following to elicit use of at, on, in: Where
appropriate for a short, spoken answer, are not complete are we? Where is the school? What street is it on? Where is
sentences. After the cards have been matched, ask for [popular destination]? What city, state, area, country is it in?
student volunteers to take turns reading the questions and
giving the answers in a complete sentence. To help students remember the different uses of at, on, and
in in prepositional phrases of place, remind them to once
Where is Curitiba? again think of them as part of a pyramid. At is at the top
In the south of Brazil. since it is used with specific places. On is in the middle since
When do you work? it is used with more general places, and in is at the bottom
On Mondays, Wednesdays, and Fridays, in the morning. as it is used with the most general places.
How do you get to work? EXPANSION If desired, play a game similar to that played
By subway. above. Prepositional phrases of place to complete could
Where are the books? include the following: Buenos Aires, Indonesia, 5th Avenue,
Africa, 63 Park Street, the North, the bus station, home.
In the bag, under the table.
When were you born?
Activity 5 | Completing prepositional phrases of place
EXPANSION Put students in pairs. Partner A closes the
(page 131)
book, and Partner B keeps the book open. Partner B says
Activity 6 | Writing sentences with prepositional phrases two verbs and three adjectives, one at a time, and Partner
of place (page 131) A tries to remember the preposition combinations. Partner
B responds, Good job! or Try again, depending on if the
Go over the example with the class and make sure students answer is correct or not. Then the students switch roles for
know that the first piece of information is the subject, the the remaining verbs and adjectives.
verb is in parentheses, and the second piece of information is
the second part of the prepositional phrase—students must Activity 10 | Using preposition combinations (page 135)
choose the correct preposition to complete the first part of
the phrase.
Activity 7 | Writing about locations (page 132)
SPELLING
Go over the example with the class. Ask: What is the verb?
(be) Remind students to write each sentence with be. Ask: Words with the Sound of o in Hello (page 136)
How do we write a sentence about Tim’s Bookstore with at?
(Tim’s Bookstore is at 105 Maple Street.) Remind students to
write addresses with at and street names with on. EXPANSION Put students in small groups and have them
Using Prepositional Phrases of Place and Time take turns either drawing or acting out a word of their
Together (page 133) choice for the others to guess. After the word is guessed,
the group should try and spell the word aloud, together.
Read the two columns of examples in the chart first and The student who drew or acted out the word checks for
ask students if they notice a pattern about which type correct spelling.
of prepositional phrase to use first when they use both
together (Prepositional phrases of place come first.) Then Activity 12 | Matching (page 137)
read the explanation.
Activity 13 | Spelling words with the sound of o in hello
Activity 8 | Scrambled sentences (page 133) (page 137)
Beginning a Sentence with a Prepositional Phrase Activity 14 | Scrambled letters (page 138)
(page 133)
Go over the information and ask for student volunteers to
read the example sentences. Activity 16 | Which spelling is correct? (page 138)
EXPANSION Have volunteers re-write the sentences from Activity 17 | Cumulative spelling review, Units 1–9
Activity 8 on the board with the prepositional phrases first. (page 139)
Common Mistakes (page 134) BUILDING BETTER SENTENCES WITH

Have students cover the middle and right columns of the VOCABULARY
corrections before revealing them, one row at a time. Activity 19 | Finding and correcting mistakes
Activity 9 | Starting sentences with prepositional phrases (pages 140–141)
(page 134) Activity 20 | Writing sentences with vocabulary in context
(page 141)
Prepositional Combinations after Verbs and
Adjectives (page 135)
WRITING
Read the information and direct students’ attention to the
chart. Ask for volunteers to read each example sentence. Activity 21 | Completing a paragraph (page 142)
Ask questions with some of the combinations, and elicit Preview the words sightseeing and tour, making sure students
answers in complete sentences. Example questions include: understand the meanings. After checking the answers to the
What kind of music do you like to listen to? What are you activity, have students think of some places they know, and
afraid of? What subjects are you most interested in? What do ask them when the best time to go sightseeing is and what
many people worry about? Are you different from or similar to some popular places to tour are.
your parents?

Activity 22 | Guided writing (page 143) Activity 5, page 131
Activity 23 | Writing sentences or a paragraph (page 143) 1. at
2. on
As a class, think of another city that millions of tourists go to.
Answer the questions about when people usually go there 3. at
and what they go there to see. Brainstorm other things they 4. in
do that may be unique to that city. For example, eat a certain 5. in
food, or climb a specific mountain. 6. in
7. at
8. in
Unit 9 ANSWER KEY
GRAMMAR FOR WRITING
1. Athens is in Greece.
Activity 1, page 129 2. Greece is in Europe.
1. I am a high school student in Singapore. 3. The U.S. president lives on Pennsylvania Avenue.
2. I go to Mayflower Secondary School. 4. The Canadian president lives on Sussex Drive.
3. I am in my last year at this school. 5. Cashiers work at grocery stores.
4. I leave for school at 7 a.m.
5. My friends and I go to school by bus. Activity 7, page 132
6. Our first class begins at 8 a.m. 1. Tim’s Bookstore is on Maple Street.
7. Our last class ends at 3 p.m. 2. Pretty Flowers is at 109 Maple Street.
8. After school, I take a bus to my house. 3. Salsa Mexican Restaurant and Antonio’s Italian
9. I study between 4 p.m. and 7 p.m. Restaurant are on Pine Street.
10. I eat dinner with my family at 7 p.m. 4. Fun Toys is on Pine Street.
5. First City Bank is at 101 Maple Street.
Activity 2, page 129 6. Shoes for Less is at 107 Pine Street.
1. on 7. Tim’s Bookstore, Pretty Flowers, and First City Bank are
2. at on Maple Street.
3. at 8. Old Time Bread is at 103 Maple Street.
4. in
5. on
1. We went to London in 1999.
6. on
2. My mother buys vegetables at the supermarket on
7. in
Saturday mornings.
8. in
3. Melissa and I study at the library in the afternoon.
Activity 3, page 130 4. Students eat lunch in the cafeteria from noon to 1 p.m.
1. My French class begins at 10 a.m. 5. I want to study English in New York in 2020.
2. The bus leaves for Boston at 9 p.m. / The bus for Boston 6. We plan to move to another apartment in November.
leaves at 9 p.m. / The bus leaves at 9 p.m. for Boston.
3. My family takes a trip in July.
4. Our favorite TV show is on Sunday. 1. On Mondays, my sister has English class.
5. Maria, Norah, and I were born in 1985. / Norah, Maria, 2. On Tuesdays and Thursdays, Lynn, Jane, and Karen
and I were born in 1985. usually take bus 28.
6. My birthday is in January. 3. On page 128, you can see a business map of downtown.
7. I go to sleep at midnight. 4. In English, adjectives often come before nouns.
8. Answers will vary because of list order. Possible answer: 5. At 7:00 tonight, Kevin and I have a very important
We have English class on Mondays, Tuesdays, and meeting.
Wednesdays. 6. For many reasons, you need a photo ID.

Answers will vary. 1. John is married to Beth.
2. At my university, students spend a lot of time looking for
a parking space.

3. We will wait for you right here. Please come back quickly. Activity 15, page 138
4. Pink is similar to red. 1. hope
5. Green is different from red. 2. slow
6. I like to listen to music in my car. 3. ago
7. We are very interested in European and South American 4. boat
soccer.
5. both
8. A museum is a good place to look at art.
6. below
9. My younger brother is afraid of the dark.
7. goal
10. Many people are worried about the future.
8. goes
11. The library is not far from here.
9. ocean
12. I am happy about my grades.
10. joke
11. tomorrow
BUILDING BETTER VOCABULARY AND SPELLING
12. clothes / close
Answers will vary.
1. B. ocean
Activity 12, page 137 2. B. only
1. soap 3. A. below
2. snow 4. B. follow
3. ocean 5. A. know
4. cold 6. A. also
5. goal 7. A. ago
6. stove 8. B. hello
9. A. own
10. B. slow
1. ow; below 11. A. tomorrow
2. ow; know 12. B. goal
3. oa; coat 13. B. cold
4. oe; goes 14. B. alone
5. o; old 15. A. clothes
6. ow; own 16. A. joke
7. o; October 17. B. smoke
8. o; hope 18. B. although
9. o; alone 19. B. so
10. ough; although 20. A. goes
1. open 1. C. both
2. telephone 2. D. money
3. only 3. C. home
4. slow / lows 4. A. usually
5. keyboard 5. A. soap
6. nose 6. A. most
7. joke 7. C. game
8. close 8. D. although
9. coach 9. A. number
10. most 10. B. open
11. so 11. D. bother
12. ago 12. D. November
13. B. below

14. A. tomorrow 8. own; How many pairs of shoes do you own?
15. C. travel 9. alone; Kevin lives alone.
16. B. impossible 10. coast; Countries such as Bolivia, Sudan, Laos, and
17. D. inside Mongolia do not have a coast.
18. D. goal WRITING
19. B. necessary
20. D. know Activity 21, page 142
A Tourist City
BUILDING BETTER SENTENCES WITH 1
millions of tourists go to paris every year. 2 many tourists
VOCABULARY visit during the summer. 3 the temperature is warm in june,
july, and august. 4 this makes it a perfect time for sightseeing.
Activity 18, page 140 5
the tourists come with a long list of things to do. 6 many
1. The schedules for these three flights are long. / The people like to take pictures of the eiffel tower. 7 they also like
schedules are long for these three flights. to tour the many old buildings in the city. 8 some tourists visit
2. The flights are on international airlines. the louvre museum to look at the famous paintings there.
9
others like to walk along the seine river. 10 tourists love paris.
3. Flight number 434 goes from New York to London. /
Flight number 434 goes to London from New York. A Tourist City
4. It leaves at 8 p.m. and arrives at 8 a.m. Millions of tourists go to Paris every year. Many tourists
5. Flight number 221 goes from New York to Tokyo. / Flight visit during the summer. The temperature is warm in June,
number 221 goes to Tokyo from New York. July, and August. This makes it a perfect time for sightseeing.
6. It leaves at 3:30 p.m. one day and arrives at 11:30 a.m. The tourists come with a long list of things to do. Many
the next day. people like to take pictures of the Eiffel Tower. They also like
7. Flight number 395 goes from New York to Lima. / Flight to tour the many old buildings in the city. Some tourists visit
number 395 goes to Lima from New York. the Louvre Museum to look at the famous paintings there.
Others like to walk along the Seine River. Tourists love Paris.
8. It leaves at 9 a.m. and arrives at 8 p.m.
9. This flight stops in Panama for two hours. / This flight Activity 22, page 143
stops for two hours in Panama.
A Tourist City
Activity 19, pages 140–141 Millions of tourists go to Venice every year. Many tourists
1. I am student at Washington High School. I am a visit during the summer. The temperature is hot in June, July,
student at Washington High School. and August. This makes it a perfect time for sightseeing. The
tourists come with a long list of things to do. Many people
2. My class favorite is the geography. My favorite class is
like to take pictures of the Rialto Bridge. They also like to tour
geography.
the many old buildings in the city. Some tourists visit Murano
3. In the future I want to visit the pyramids near from Cairo Island to look at the famous glass there. Others like to walk
in Egypt. In the future, I want to visit the pyramids along the canals. Tourists love Venice.
near Cairo in Egypt.
4. I want to walk up a mountain at Chile. I want to walk Activity 23, page 143
up a mountain in Chile.
Answers will vary.
5. I want to see the buildings famous at Paris. I want to
see the famous buildings in Paris.
6. After Paris I want to go Japan to ride on the fast trains
there. After Paris, I want to go to Japan to ride on the
fast trains there.

1. October; The month between September and November
is October.
2. old; How old are your grandparents?
3. hope; We really hope that it does not rain tomorrow.
4. both; Both El Salvador and Costa Rica are in Central
America.
5. goes; Air Canada 227 goes from Toronto to Atlanta.
6. know; Do you know the capitals of all the countries?
7. coat; Everyone needs a heavy coat in the middle of
winter.

UNIT 10 | Simple and Compound Sentences
UNIT OVERVIEW EXPANSION Write the following on the board, and ask
This unit introduces students to compound sentences. They students to match the sentence endings to the appropriate
practice combining simple sentences with a comma and the beginnings.
connectors and, but, and so to make compound sentences. In
1. Rio de Janeiro has beautiful natural places, and (b.)
addition, students become familiar with the spelling of words
with the sound of oo in school. With guidance, students write 2. Washington, DC, has beautiful cherry blossoms in the
about the hobby of someone they know, giving details about spring, so (a.)
when, where, and how they do it. 3. The United States and Brazil are a similar size, but (c.)
OBJECTIVES a. many people go there to see them.

• Recognize simple and compound sentences b. São Paulo has lots of international culture.
• Write compound sentences c. the United States has more people than Brazil.
• Spell common words with the sound of oo in school
• Write about a hobby of a family member or friend
GRAMMAR FOR WRITING Have students cover the middle and right columns of the
Simple and Compound Sentences (page 146) them, in pairs, to try to identify the mistakes and the
Simple Sentences (page 146) Activity 1 | Identifying simple and compound sentences
Before going over the information, ask: What does a (page 147)
sentence have to have? (a subject, a verb, and a complete
Using Commas with And (page 147)
idea) Read the explanation and go over the chart. Write
the following sentences on the board and have students Before going over the information, ask students to recall
identify the subject(s) and verb(s) in each one: another use for and. (in lists of three or more) Have students
a. Barcelona is a city. (subject: Barcelona; verb: is) look at the explanation to check their ideas.
b. Barcelona and Madrid are cities. (subject: Barcelona and EXPANSION Write the following on the board and ask
Madrid; verb: are) student volunteers to add commas where necessary.
c. People visit and tour Barcelona and Madrid. (subject: a. Bangladesh Pakistan Nepal and India are countries in
people; verbs: visit, tour) Asia. (comma after Bangladesh, Pakistan, and Nepal)
Compound Sentences (page 146) b. Victoria falls is in Zimbabwe and Zambia. (no commas)
Before going over the information in the book, write the c. Hanoi is in Vietnam and Seoul is in South Korea.
following sentences on the board: (comma after Vietnam)
d. Barcelona and Munich are in Europe. d. Sydney is in Australia and it has a famous opera house
and a beautiful harbor. (comma after Australia)
e. Barcelona is in Spain, but Munich is in Germany.
Ask students to circle the subjects and underline the verbs Activity 2 | Using commas with and (page 148)
in each sentence. Then indicate with arrows the subject-
verb combinations. Activity 3 | Writing compound sentences with and
d. Barcelona and Munich are in Europe. (page 148)
e. Barcelona is in Spain, but Munich is in Germany. Go over the example as a class. Remind students to use a
As: How many subject-verb combinations does sentence comma before the connector and a lowercase letter for the
e. have? (two) Cover up the word but in sentence e. with second part of the sentence.
your hand. Ask: Can these be two simple sentences? (yes—
Activity 4 | Writing compound sentences with but (page 149)
Barcelona is in Spain. Munich is in Germany.) Ask: Which word
connects the two simple sentences to make a complex Go over the example as a class.
sentence? (but) What kind of punctuation comes before the
connector? (a comma) Explain that this type of sentence is
Activity 5 | Writing compound sentences with so (pages
called a compound sentence. Direct students’ attention to 149–150)
the information and the chart. Go over the example as a class.
Activity 6 | Writing compound sentences (page 150)
Go over the example as a class. Make sure students notice
correct capitalization and punctuation.

BUILDING BETTER VOCABULARY AND Unit 10 ANSWER KEY
SPELLING
GRAMMAR FOR WRITING
Words with the Sound of oo in School (page 151)
1. S
EXPANSION Put students in pairs. One student says a 2. C
word and together they try to use it in a sentence. The 3. S
other student tries to spell the word from memory. The 4. C
student who gives the word keeps the book open to check
for spelling, saying Good job or Try again, as necessary. 5. C
Students do six words like this, then switch roles and do 6. S
six more. 7. C
8. S
Activity 9 | Spelling words with the sound of o in school
(page 152) 1. My name has five letters, and your name also has five
letters.
Activity 10 | Scrambled letters (page 153) 2. No commas
3. Apple pie is very sweet, and it is my favorite dessert.
4. China is a big country, and it has many people.
Activity 12 | Which spelling is correct? (page 153) 5. No commas
6. Becky and Sue are classmates, and they live on the same
Activity 13 | Cumulative spelling review, Units 1–10
street.
(page 154)
7. The colors of the American flag are red, white, and blue.
8. My first name has five letters, and my last name also has
BUILDING BETTER SENTENCES WITH five letters.
VOCABULARY 9. Ten people work in my office, and we all take the same
train to work.
10. No commas
Activity 15 | Finding and correcting mistakes (page 156) 11. I like basketball very much, and I play it almost every
weekend.
12. Our favorite food is fish, and we eat it three times a
(pages 157) week.

1. India is a large country, and it has many people.
2. You like milk in your coffee, and I like my coffee black.
Activity 18 | Guided writing (pages 159) 3. Minnesota is next to Canada, and it has many lakes.
4. Karen is from the United States, and she lives in
Michigan.
Help students brainstorm by modeling a mind map. 5. Bob and Sue are married, and they have three children.
Demonstrate with a hobby that someone you know does,
6. Mexico borders the United States, and the United States
for example, knitting. Write the hobby in the center of a mind borders Canada.
map, then draw lines coming out of the center with the
question words Who? When? Where? How? and What? Write 7. I need to buy a new coat, and this coat is on sale.
notes for each of these, branching out. For example: Who? 8. A giraffe has four long legs, and it can run really fast.
– my friend Alice; When? – in the evenings; Where? – at home,
on the sofa; How? – next to her cats, with a cup of tea; What? Activity 4, page 149
– blankets, hats. Encourage students to make a similar mind 1. English has 26 letters, but only 5 letters are vowels.
map about the hobby of someone they know before they 2. I love cheese, but my brother is allergic to cheese.
start writing. Provide an example of a compound sentence,
3. Marcos’s family is from Mexico, but he does not speak
such as, Alice is tired after work, so she relaxes with knitting.
Spanish.
Remind students to use at least one compound sentence in
their writing. 4. Shanghai is the largest city in China, but Beijing is the
capital.
5. July has 31 days, but June has 30 days.
6. Wei is from China, but he lives in the United states.

7. Bolivia does not have a seacoast, but Chile has a very BUILDING BETTER VOCABULARY AND
long one.
SPELLING
8. I have a desktop computer, but I never use it.
Answers will vary.
1. Luke has a car, so he does not take a bus to school.
2. Each shirt is $50, so two shirts are $100. Activity 8, page 152
3. It is rainy today, so you need an umbrella. 1. fruit
4. My computer is broken, so I cannot check my email. 2. spoon
5. The weather in Florida is very hot in July, so that is not a 3. computer
good time to visit the state. 4. pool
6. The weather in Toronto in January is cold, so you need a 5. music
heavy coat.
6. shoe
7. The word on has more than 20 meanings, so it is difficult
to learn well. Activity 9, page 152
8. My sister runs five miles every day, so she is in good shape.
1. o; who
Activity 6, page 150 2. u; rule
1. A. My mother is a very good cook. 3. ew; knew
B. She cannot make pizza. 4. ew; few
My mother is a very good cook, but she cannot make 5. o/oo; to/too
pizza. 6. ou; group
2. A. My cousins are from France. 7. u; include
B. They speak French. 8. u; Tuesday
My cousins are from France, so they speak French. 9. ou; you
3. A. My friends swim every day. / Every day, my friends 10. oe; shoe
swim.
B. They are very good swimmers.
My friends swim every day, so they are very good 1. noon
swimmers. / Every day, my friends swim, so they are very 2. knew
good swimmers. 3. suitcase
4. A. India is an interesting country. 4. confused
B. We plan to go there next month. / Next month, we 5. to
plan to go there.
6. too
India is an interesting country, and we plan to go there
next month. / India is an interesting country, and, next 7. include
month, we plan to go there. 8. tooth
5. A. The math books are on the table. 9. choose
B. The science books are on the desk. 10. soon
The math books are on the table, and the science books 11. two
are on the desk. 12. fruit
6. A. Michael and Rob are on vacation. / Rob and Michael
are on vacation. Activity 11, page 153
B. Nobody is at their house. 1. soon
Michael and Rob are on vacation, so nobody is at their 2. you
house. / Rob and Michael are on vacation, so nobody is 3. group
at their house.
4. rule
7. A. My math class is easy.
5. news
B. My English and Arabic classes are difficult. / My
Arabic and English classes are difficult. 6. music
My math class is easy, but my English and Arabic classes 7. true
are difficult. / My math class is easy, but my Arabic and 8. food
English classes are difficult. 9. who
8. A. My father eats a light breakfast. 10. school
B. He eats salad for lunch. 11. use
My father eats a light breakfast, and he eats salad for 12. choose / chews
lunch.
Activity 12, page 153 4. Answers will vary because of list order. Possible answer:
Giraffes, camels, and elephants are big animals.
1. B. June
5. Monkeys and penguins are small animals. / Penguins
2. A. soap and monkeys are small animals.
3. B. school 6. Leopards are my favorite animal at the zoo. / At the zoo,
4. A. fruit leopards are my favorite animal.
5. A. shoe 7. Leopards are beautiful, and they can run fast. / Leopards
6. B. blue can run fast, and they are beautiful.
7. A. Tuesday 8. Leopards are similar to cheetahs. / Cheetahs are similar
to leopards.
8. B. food
9. My sister likes gazelles and pandas. / My sister likes
9. B. computer
pandas and gazelles.
10. B. news
10. Gazelles are from Africa and Asia. / Gazelles are from Asia
11. A. choose and Africa.
12. B. juice 11. Pandas are from China.
13. A. spoon 12. My family likes the zoo, and we go a lot.
14. B. true
15. B. noon
16. B. include 1. Children’s Day is a holiday very special in Japan.
Children’s Day is a very special holiday in Japan.
17. A. do
2. People in Japan celebrate Children’s Day on the fifth day
18. A. you of fifth month, the date is easy to remember. People
19. B. rule in Japan celebrate Children’s Day on the fifth day of the
20. B. music fifth month, so the date is easy to remember.
3. On this day, you sees many colorful cloth fish flying in
Activity 13, page 154 the air. On this day, you see many colorful cloth fish
1. B. school flying in the air.
2. D. famous 4. When the wind blow, the fish look like they are
swimming in very fast river. When the wind blows, the
3. C. street
fish look like they are swimming in a very fast river.
4. A. usually
5. Strong fish can reach their home and they can be happy,
5. B. spoon and successful. Strong fish can reach their home, and
6. B. bowl they can be happy and successful.
7. D. cheese 6. Japanese parents want their children to be strong like a
8. A. doctor fish. Japanese parents want their children to be strong
like fish.
9. C. finally
10. B. Chinese Activity 16, page 157
11. B. people 1. blue; My favorite color is blue.
12. C. English 2. group; There is a large group of students at the museum
13. B. language today.
14. A. classroom 3. spoon; I need a spoon to eat this soup.
15. D. friendly 4. few; There are a few important things to do before you
16. D. trouble travel to another country.
17. C. practice 5. include; A bill in a restaurant does not usually include a
tip.
18. D. student
6. news; Jonathan watches the news in the morning and at
19. C. information night.
20. C. really 7. new; It can be hard for students to go to a new school.
8. true; The opposite of false is true.
BUILDING BETTER SENTENCES WITH 9. music; Maya likes rock, but her parents prefer classical
VOCABULARY music.
10. rule; There is a rule inside the Taj Mahal about wearing
Activity 14, page 155 cloth on your shoes.
1. My family loves animals, so we love the zoo.
2. The zoo has many different animals.
3. Some animals are big, but others are small. / Some
animals are small, but others are big.

WRITING
My Brother’s Hobby
1
my brother has a fun hobby. 2 he likes to go camping
on the weekends. 3 he goes with his two children. 4 they drive
to a park or a forest near their house. 5 they live close to a
few parks and forests. 6 they hike and fish all day. 7 they look
at the stars at night. 8 they tell ghost stories, too. 9 they sleep
together in a big tent. 10 my brother really likes to go camping
with his children.
My Brother’s Hobby
My brother has a fun hobby. He likes to go camping on
the weekends. He goes with his two children. They drive to
a park or a forest near their house. They live close to a few
parks and forests. They hike and fish all day. They look at the
stars at night. They tell ghost stories, too. They sleep together
in a big tent. My brother really likes to go camping with his
children.
My Sister’s Hobby
My sister has a fun hobby. She likes to go skiing on
the weekends. She goes with her two children. They drive
to a mountain near their house. They live close to a few
mountains. They ski all day. They drink hot chocolate in the
afternoon, and they sit by a warm fire, too. They drive home
at the end of the day. My sister really likes to go skiing with
her children.
Answers will vary.

UNIT 11 | The Simple Past
UNIT OVERVIEW Activity 2 | Writing sentences with regular simple past

This unit introduces students to verbs in the simple past and verbs (page 164)
past time phrases. In addition, students become familiar with Go over the example together. Explain that students can
the spelling of words with the sound of aw in straw. With choose any word from each box. Encourage them to try
guidance, students write about an important personal event different combinations, maintaining the order of the
in the past. categories.
OBJECTIVES Activity 3 | Who has the most sentences that are different?
• Write sentences with the simple past (page 164)
• Spell common words with the sound of aw in straw
• Write about an important personal event in the past Irregular Simple Past Verbs (page 165)
Direct students’ attention to the information and the charts.
GRAMMAR FOR WRITING Ask: How many forms does be have in the past? (two—was
and were) How many forms do other irregular verbs have
The Simple Past Affirmative (page 162) in the past? (only one) Go through the irregular verbs in
the chart and help students with pronunciation. Give an
Before going over the explanation, do a fun activity with example sentence for verbs that students are not familiar
the students that you can then reference in the simple past. with to elicit the meanings.
For example, challenge students to try to throw a partially
filled plastic water bottle in a circle in the air so that it lands EXPANSION Play a game of bingo. Ask students to draw
upright on a desk or table. Everyone will quickly see that a grid of five squares by five squares and write the base
this is a difficult challenge. Allow for multiple attempts, form of 25 irregular verbs, in any order, in the squares. Have
and if students are successful, tell them to try it with their the past forms written down on pieces of paper and draw
non-dominant hand. After everyone settles down, use this them from a cup or bag at random. Say the past form as it
experience to introduce the past. Write sentences with is drawn from the pile, use it in a sentence, then say it one
regular past verbs on the board, similar to the following, more time. Students should put an X on their bingo card on
with information about their experience: the base form when they hear the past form. The first to get
I tried a challenge. five in a row—vertically, horizontally, or diagonally—wins
You tried a challenge. bingo.
We tried a challenge.
It looked easy. Common Mistakes (page 165)
We used a water bottle. Have students cover the middle and right columns of the
Six people succeeded. chart with their hand or with a piece of paper. Challenge
We played with the other hand. corrections before revealing them, one row at a time.
We stopped after two minutes.
Khaled wanted more time. Activity 4 | Writing irregular simple past verbs (page 165)
Say: The underlined verbs are in the simple past. Point to
the sentences with tried, and ask: Is there a different past Activity 5 | Writing sentences with irregular simple past
form for the different subjects? (no) What are the ending verbs (page 166)
letters in the past form? (-ed) Do any verbs change spelling Review the pronunciation of the past forms before students
in the past? (try, stop) Direct students’ attention to the chart share their answers in pairs.
and go over it together.
Activity 6 | Correcting mistakes (pages 166–167)
Activity 1 | Spelling regular simple past verbs
The Simple Past Negative (page 167)
(pages 162–163)
Direct students’ attention to the information and charts.
Past Time Phrases (page 163) Ask: What is the difference between the negative of be and
the negative of all other verbs in the simple past? (We add
Go over the information as a class and ask for student not after was or were, but we add did not before the base
volunteers to read the example sentences. Elicit a few form of other verbs.)
sentences with a verb from Activity 1 and a time phrase
and write them on the board with the time phrases at the EXPANSION Play a game. Divide the class into two teams
end. Ask for volunteers to write them again with the time and have them stand facing each other. Set a timer for one
phrases at the beginning. minute. Students from one team will toss a ball or other
small object to the other team, playing hot potato—they
don’t want to be holding the item when the timer stops.
Before tossing the item, they have to say the negative form BUILDING BETTER SENTENCES WITH
of a simple past verb given to them, and then say another VOCABULARY
simple past verb. Start the game by saying a verb in the
simple past affirmative and throwing the item to one team Activity 15 | Scrambled sentences (page 173)
before you start the timer. The team member who catches
the item has to say that verb in the simple past negative,
choose another verb, and say the new verb in the simple Activity 17 | Writing sentences with vocabulary in context
past affirmative before throwing the item to the other
(page 175)
team. The team member on the opposite side who catches
the item then says that verb in the negative past form,
says another verb in the affirmative past form, and throws WRITING
the item back to the other team. Team members should
help each other think of verbs and remember the past Activity 18 | Completing a paragraph (page 176)
affirmative and negative forms. Play continues back and
Activity 19 | Guided writing (pages 176-177)
forth until the timer goes off. When the timer goes off, a
point is awarded to the team not holding the item. Play for Activity 20 | Writing sentences or a paragraph (page 177)
three rounds.
After reading the task, tell students to think of an important
personal event and close their eyes. Ask the following
Common Mistakes (page 167) questions slowly, giving students time to reflect: What
happened? Where were you? Who was there? What did
you see? What happened next? Did anything surprise you?
How did you feel? After a few moments in silent reflection,
have students start their writing, using verbs in the past to
describe what they pictured in their mind.

Unit 11 ANSWER KEY
SPELLING GRAMMAR FOR WRITING
Words with the Sound of aw in Straw (page 169) Activity 1, page 162
1. wanted
2. asked
EXPANSION Write the spelling groups on the board: 3. started
Group 1: aw 4. seemed
Group 2: au 5. used
Group 3: a in all 6. played
Group 4: a in al 7. looked
Group 5: ough 8. appeared
Group 6: o in ong 9. helped
Review in pairs. One partner chooses a word from the list 10. moved
and says it, and the other partner, without looking at the 11. showed
book, says which spelling group it is in—1 through 6. If the 12. reported
answer is not correct, the first partner says, “Try again.” Pairs 13. turned
review 10 words and then switch roles.
14. died
Activity 9 | Matching (page 170) 15. worked
16. included
Activity 10 | Spelling words with the sound of aw in straw
17. received
(page 170)
18. decided
Activity 11 | Scrambled letters (page 171) 19. tried
20. called
21. happened
Activity 13 | Which spelling is correct? (page 171) 22. added
23. learned
Activity 14 | Cumulative spelling review, Units 1–11
(page 172) 24. continued
25. opened

26. lived 7. He told me to go home and rest.
27. created 8. On the way home, I saw a drugstore.
28. believed 9. I found some strong medicine there.
29. suggested 10. At home, I took the medicine, and I feel better now.
30. liked
Activity 2, page 164 1. My vacation to Florida was not fun.
Answers will vary. 2. My flight did not leave on time.
3. I did not catch my connecting flight.
4. My suitcase did not arrive in Florida.
Answers will vary. 5. The hotel did not have my reservation. / My hotel did not
have the reservation.
6. I did not like the room they gave me.
1. was; were
7. The weather was not good.
2. had
8. I did not have fun.
3. did
4. said BUILDING BETTER VOCABULARY AND
5. came
SPELLING
6. got
7. went Activity 8, page 169
8. made Answers will vary.
9. took
10. thought
11. knew 1. sauce
12. told 2. automobile
13. saw 3. laundry
14. found 4. wall
15. began 5. cough
16. felt 6. salt
17. became Activity 10, page 170
18. gave 1. Au; August
19. left 2. a; tall
20. wrote 3. aw; raw
21. heard 4. au; sauce
22. sat 5. o; wrong
23. stood 6. aw; awful
24. put 7. au; daughter
25. ran 8. a; always
26. kept 9. ou; thought
27. held 10. aw; drawer
28. brought
29. lost Activity 11, page 171
1. autumn
2. also
Answers will vary. 3. sauce
Activity 6, pages 166–167 4. almost
5. law
1. I got a cold two or three days ago.
6. draw
2. Last night, I felt a little sick.
7. ball
3. I took aspirin, and then I went to bed.
8. long
4. I usually get up at 8 a.m., but I got up at 6:30 a.m. today.
9. fall
5. I was very sick, so I went to see my doctor.
10. taught
6. He said I had a very high fever.

11. author 14. B. cousin
12. call 15. C. amazing
16. B. pick
17. C. after
1. call
18. A. problem
2. walk
19. C. trouble
3. tall
20. A. little
4. raw
21. D. reason
5. fall
22. B. Wednesday
6. talk
23. A. famous
7. almost
24. D. usually
8. law
25. B. Chinese
9. always
10. sauce BUILDING BETTER SENTENCES WITH
11. cough VOCABULARY
12. thought
1. Omar studies English at the community college.
1. B. bought 2. The final test for his class was yesterday. / Yesterday was
2. A. fall the final test for his class.
3. A. small 3. The test was very difficult.
4. A. all 4. The exam was long, and it took Omar two hours.
5. B. also 5. The test did not have any short questions.
6. B. wrong 6. Omar did not know the answers to three questions.
7. A. sauce 7. He just learned his score.
8. B. cause 8. He got a score of 81.
9. B. raw
10. A. caught
11. B. author 1. My husband and I live in very small town in Texas. My
husband and I live in a very small town in Texas.
12. A. almost
2. My mother come to visit us yesterday, so we go to the
13. A. straw airport to pick her up. My mother came to visit us
14. B. salt yesterday, so we went to the airport to pick her up.
15. A. daughter 3. Unfortunately, his flight did not arrived on time.
16. B. strong Unfortunately, her flight did not arrive on time.
17. A. draw 4. The weather was very bad, all the flights arrive late.
The weather was very bad, so/and all the flights arrived
18. B. cough
late.
19. B. tall
5. My mother’s flight was two hour late. My mother’s
20. B. walk flight was two hours late.
Activity 14, page 172 6. My husband and I no wanted to go home, but we waited
at the airport. My husband and I did not want to go
1. B. caught home, so we waited at the airport.
2. D. almost 7. We were got home in midnight. We got home at
3. C. practice midnight.
4. D. daughter 8. We was all very tired, we went to bed as soon as we got
5. B. school home. We were all very tired, so/and we went to bed
as soon as we got home.
6. D. sometimes
7. B. important Activity 17, page 175
8. C. laundry 1. sauce; Maria ate her pasta with tomato sauce.
9. A. study 2. wrong; Ling had only one wrong answer on the test, so
10. A. future her score was 95.
11. C. continue 3. tall; My brother is very tall, but my sister and I are short.
12. A. smoke 4. thought; My sister thought about the problem for a long
time.
13. D. juice
5. always; We really like tennis, so we always play tennis on
Mondays and Thursdays.
6. August; The month before September is August.
7. awful; The food is awful, and I cannot finish it.
8. daughter; My wife and I have three sons and one
daughter.
9. draw; It is very difficult to draw people.
10. raw; Sushi uses raw fish.
WRITING
A Special Event
1
last year, my birthday was very special. 2 my friend nadia
came to visit. 3 she cooked a delicious birthday dinner for me.
4
she knows how to cook well. 5 a meal by nadia is always a
special event. 6 this meal was extra special. 7 nadia surprised
me. 8 we went to school together and have the same friends.
9
she invited these friends to celebrate, too. 10 it was the best
birthday ever.
A Special Event
Last year, my birthday was very special. My friend Nadia
came to visit. She cooked a delicious birthday dinner for me.
She knows how to cook well. A meal by Nadia is always a
special event. This meal was extra special. Nadia surprised
me. We went to school together and have the same friends.
She invited these friends to celebrate, too. It was the best
birthday ever.
A Special Event
Last year, my graduation was very special. My Aunt
Nadia came to visit. She cooked a delicious graduation
dinner for me and my family. She knows how to cook well. A
meal by Aunt Nadia is always a special event, but this meal
was extra special. Aunt Nadia surprised us. She baked a huge
cake. She invited all my friends to come over for cake, too. It
was the best graduation celebration ever.
Answers will vary.

UNIT 12 | Complex Sentences
UNIT OVERVIEW Ask students to tell you what they have done so far today
This unit introduces students to complex sentences. They and write some examples on the board using the order
learn to distinguish between dependent and independent independent + dependent clause, and then reverse the
clauses, and learn how to write reason clauses, time order of these. Write the following sentences on the board
clauses, and if clauses. Students also become familiar with and show how we usually use a noun in the first part of the
the spelling of words with the sound of oo in wood. With sentence and a pronoun in the second.
guidance, students write about how they got their first job. Sarah went to the gym before she ate lunch.
OBJECTIVES Before Sarah ate lunch, she went to the gym.
• Recognize dependent and independent clauses Go over the information about using nouns and pronouns
• Write complex sentences in complex sentences and the two examples.
• Spell common words with the sound of oo in wood
• Write about your first job Common Mistakes (page 181)
GRAMMAR FOR WRITING chart with their hand or with a piece of paper. Challenge
Complex Sentences (page 180) corrections before revealing them, one row at a time.
Before going over the information, ask students to recall
the two kinds of sentences they learned about in unit Activity 2 | Using commas in complex sentences
10. (simple and compound sentences) Write the following (page 182)
sentences on the board and review which one is simple
and which one is compound, as well as the subject and Using Because for Reason (page 182)
verb combinations and the coordinating conjunctions: Ask students a few questions with why, such as: Why do you
a. My brother works in the city. (simple sentence; subject: want to learn English? Why did you choose to study here? Take
my brother; verb: works) their ideas and put them in a clause with because: I study
b. My brother works, but I study. (compound sentence; 1st English because I want more opportunities. I chose to study
subject/verb combination: My brother works; 2nd subject/ here because I heard it is a good school, and I like this city.
verb combination: I study; coordinating conjunction: but) Direct students’ attention to the information and the chart.
Ask for volunteers to re-write the example sentences in
Then write the following sentence on the board, including the chart with the clauses reversed and a comma after the
the underlines: dependent clause. (Because I want to get good grades, I study
c. I do my homework after I get home from school. every night; Because I did not understand the lesson, I failed
Say: This is a complex sentence. The two parts of the the math test; Because we are going to have a test tomorrow, I
sentence are underlined. These parts are called clauses. will study tonight.)
A clause is a group of words that contains a subject and a
verb. Explain that the first part of the sentence could be Activity 3 | Using commas in reason clauses (page 182)
a simple sentence on its own. Write independent clause Activity 4 | Writing complex sentences with reason clauses
above the first part of the sentence. Explain that the second
(page 183)
part of the sentence could not be a simple sentence on its
own. Write dependent clause above it. Tell students that the Go over the examples as a class.
dependent clause needs the independent clause to have
meaning and to be a complete sentence. Direct students’ Using After, Before, and When for Time (page 184)
attention to the information and the charts. Ask a few questions to elicit uses of after, before, and when,
such as: What do you do before lunch? What do you do after
Activity 1 | Identifying independent and dependent class? What do you do when you get home? Take student
clauses (pages 180-181) ideas and write them in a time clause, such as: I go to class
before lunch. I go to the gym after class. I take a shower when
Word Order in Complex Sentences (page 181) I get home. Direct students’ attention to the information
and the chart. Ask for volunteers to re-write the example
Before going over the information, write the following sentences in the chart with the clauses reversed and a
sentences on the board: comma after the dependent clause. Remind them to
d. I read a book before I go to sleep. use the person’s name (the noun) in the first part of the
e. Before I go to sleep, I read a book. sentence and a pronoun in the second part. (After Leila had
Ask: Do the sentences have the same meaning? (yes) What is coffee, she drove to work; Before Josh left, he called his friend;
the difference? (the dependent clause comes first in sentence e., When my sister got home, she took a nap.)
and there is a comma after it.) Direct students’ attention to the Activity 5 | Using commas in time clauses (page 184)
information about word order and the two charts.
Activity 6 | Writing complex sentences with time clauses BUILDING BETTER SENTENCES WITH
(page 185) VOCABULARY
Go over the examples as a class. Remind students that if there
is a noun, such as a name, use it in the first clause, and use a
pronoun in the second clause to avoid repeating it. Activity 18 | Finding and correcting mistakes (page 193)
Using If for Condition (page 185) Activity 19| Writing sentences with vocabulary in context
Ask: What do you do if you forget your phone? Take student (pages 194)
ideas and write them in an if clause, such as: If I forget my
phone, I go back and get it. Direct students’ attention to the
information and the chart. Point out that will can be used WRITING
in the independent clause if there is a future meaning. Activity 20 | Completing a paragraph (page 195)
Ask for volunteers to re-write the example sentences in
the chart with the clauses reversed and a comma after the Activity 21 | Guided writing (page 195)
dependent clause. Help students with the possessive form
of passengers in the last example if necessary. (If the Internet Activity 22 | Writing sentences or a paragraph (page 195)
does not work here, you cannot check your email in this room; Help students brainstorm the steps they took to get their
If you want to make a cake for ten people, you need six eggs; first job. If they have never worked, they can brainstorm the
If the passengers’ first flight arrives late, they will miss their steps someone they know took to get his/her first job. Ask
second flight.) them to think about what happened first, second, third, etc.
It might be helpful to sketch a quick timeline with key words
Activity 7 | Using commas in if clauses (page 186)
and phrases. Demonstrate this. Key words might be: ask for
Activity 8 | Writing complex sentences with if clauses advice, decide on a career, get a degree in [subject], finish school,
(pages 186-187) find a job posting, apply for a job, receive a job offer, start work.
Remind students that most of the verbs in their writing will
Go over the examples together. Make sure students are be in the simple past. Elicit a complex sentence or two with
aware that the condition is what the other idea depends on, ideas from your sample timeline, such as: Before I decided
and that the condition could be in either the first or second on my career, I asked for advice. After I finished school, I found
sentence. a job posting. Model a reason clause and an if clause, such
as: I applied for this job because I wanted experience. If I keep
Activity 9 | Writing complex sentences (page 187)
looking, I will find a new opportunity. Remind students to use
Help students notice that answers to number 3 need a past at least two complex sentences in their writing.
verb and answers to number 4 can use will plus the base form
of a verb. Call on a few students to share their sentences after.
Unit 12 ANSWER KEY
SPELLING GRAMMAR FOR WRITING
Words with the Sound of oo in Wood (page 188) Activity 1, pages 180–181
Activity 10 | Which words do you know? (page 188) 1. I want to bake a cake for Lim because tomorrow is his
birthday.
EXPANSION Give students one minute to try to memorize 2. I want to make a chocolate cake because chocolate is his
the complete list of vocabulary words from the unit. Then favorite kind of cake.
have them close their books and give them three minutes 3. I need to go to the store before I can make Lim’s cake.
to list as many of the words as they can remember. When 4. I have to buy a lot of flour and sugar if I want to make a
time is up, have students compare their lists with a partner, very big cake.
adding any words they missed. Then have them open their 5. I can put frosting on the cake after it cools down.
books and check their lists.
6. Lim will be so happy when he sees his birthday cake.
Activity 11 | Matching (page 189) 7. My brother bought 26 candles for Lim’s cake because
Lim will be 26 years old.
Activity 12 | Spelling words with the sound of oo in wood 8. My brother will put the candles on the cake when it is
(page 189) ready.
Activity 13 | Scrambled letters (page 190) 9. Lim’s sister will sing “Happy Birthday” because she has a
great voice.
Activity 14 | Spelling practice (page 190) 10. Everyone will be happy if Lim is happy.
Activity 15 | Which spelling is correct? (page 190) Activity 2, page 182

Activity 16 | Cumulative spelling review, Units 1–12 1. Because tomorrow is Lim’s birthday, I want to bake a
cake for him.
(page 191)

2. Because chocolate is Lim’s favorite kind of cake, I want to Because life in Ireland was difficult, many Irish families
make a chocolate cake. moved to America in the 1800s.
3. Before I can make Lim’s cake, I need to go to the store. 6. The word get is difficult to use correctly because it has
4. If I want to make a very big cake, I have to buy a lot of many different meanings.
flour and sugar. Because the word get has many different meanings, it is
5. After the cake cools down, I can put frosting on it. difficult to use correctly.
6. When Lim sees his birthday cake, he will be so happy. Activity 5, page 184
7. Because Lim will be 26 years old, my brother bought
26 candles for his cake. 1. a. No comma necessary
8. When the cake is ready, my brother will put the candles b. Before most children go to school, they learn the
on it. names of the colors.
9. Because Lim’s sister has a great voice, she will sing 2. a. No comma necessary
“Happy Birthday.” b. After Jason finished his breakfast, he went to work.
10. If Lim is happy, everyone will be happy. 3. a. When my father drives to work, he listens to news on
the radio.
Activity 3, page 182 b. No comma necessary
1. a. No comma necessary 4. a. No comma necessary
b. Because it is sunny today, you should wear a hat. b. After I added one cup of flour, I added two cups of
2. a. No comma necessary sugar.
b. Because my language uses a different alphabet, 5. a. When Jeff turned on the computer, nothing
Chinese is difficult for me. happened.
3. a. No comma necessary b. No comma necessary
b. Because that book has 300 pages, it took me two 6. a. No comma necessary
weeks to read it. b. When I could not start my car, my friends pushed it.
4. a. Because Marie is from France, she speaks French. 7. a. No comma necessary
b. No comma necessary b. Before I left the office, I wrote ten emails.
5. a. Because it was so cold outside, Ryan closed the 8. a. When we flew to Alaska, the airline gave us lunch
window in his bedroom. and a snack.
b. No comma necessary b. No comma necessary
6. a. No comma necessary
b. Because we want to learn Japanese, we plan to live
in Japan for one month. 1. I was so happy when I heard your good news.
7. a. No comma necessary When I heard your good news, I was so happy.
b. Because some people cannot have any milk 2. You should read the bill carefully before you pay it.
products, they cannot eat cheese. Before you pay the bill, you should read it carefully.
8. a. No comma necessary 3. We watched that long movie before we went to bed.
b. Because giraffes are very interesting, they are my Before we went to bed, we watched that long movie.
favorite animal.
4. I washed my dish and put it in the cabinet after I ate
Activity 4, page 183 lunch.
1. My sister will study tonight because she has a test After I ate lunch, I washed my dish and put it in the
tomorrow. cabinet.
Because my sister has a test tomorrow, she will study 5. Natalia did not speak any English before she went to
tonight. England.
2. You need an umbrella because it is raining now. Before Natalia went to England, she did not speak any
English.
Because it is raining now, you need an umbrella.
6. My sister decided to buy those shoes when she saw the
3. The class understood the professor easily because she low price.
spoke clearly.
When my sister saw the low price, she decided to buy
Because the professor spoke clearly, the class those shoes.
understood her easily.
4. I am going to take my car to the repair shop because it is Activity 7, page 186
making a noise. 1. a. If you eat more vegetables and less red meat, you
Because my car is making a noise, I am going to take it to may be healthier.
the repair shop. b. No comma necessary
5. Many Irish families moved to America in the 1800s 2. a. No comma necessary
because life in Ireland was difficult.
b. If you multiply the two numbers, the answer is 116.
3. a. If a hurricane comes near our area, you should leave. BUILDING BETTER VOCABULARY AND
b. No comma necessary SPELLING
4. a. No comma necessary
b. If there is meat in this soup, Linda cannot eat it.
5. a. If you have any problems, you should call me Answers will vary.
immediately.
b. No comma necessary
6. a. If the weather is cold tomorrow, everyone will need a 1. bull
heavy sweater. 2. cookie
b. No comma necessary 3. woman
4. book
5. sugar
1. My sister studies with her friends if she has an important 6. push
test.
If my sister has an important test, she studies with her Activity 12, page 189
friends. 1. oo; book
2. You will laugh a lot if you read this book. 2. u; sugar
If you read this book, you will laugh a lot. 3. u; full
3. The lake will freeze tonight if the weather is really cold. 4. oo; look
If the weather is really cold, the lake will freeze tonight. 5. oo; wool
4. You need to buy a new computer if your computer is 6. u; pull
broken.
7. oo; understood
If your computer is broken, you need to buy a new
8. oo; good
computer.
9. oo; foot
5. The ticket will be expensive if Sarah travels to China in
November. 10. u; put
If Sarah travels to China in November, the ticket will be Activity 13, page 190
expensive.
1. cook
6. I look up the meaning of a word in a dictionary if I do not
know it. 2. push
If I do not know the meaning of a word, I look it up in a 3. should
dictionary. 4. bush
5. cookie
6. stood
Possible Answers: 7. could
1. Because I need to learn English to get a better job, I 8. wood
selected this school. / I selected this school because I
need to learn English to get a better job. 9. woman
2. When my family takes a trip, our dog stays at my friend’s 10. book
house. / Our dog stays at my friend’s house when my 11. took
family takes a trip. 12. would
3. Before everyone entered the office, they took their coats
off. / Everyone took their coats off before they entered Activity 14, page 190
the office. 1. good
4. If you work very hard this year, you will learn a lot. / You 2. book
will learn a lot if you work very hard this year.
3. put
5. After you add the onions and the other vegetables to the
pan, you need to cover it. / You need to cover the pan 4. foot
after you add the onions and the other vegetables to it. 5. could
6. Because we do not have an Internet connection, we 6. full
cannot use social media. / We cannot use social media 7. push
because we do not have an Internet connection.
8. wool
7. When the weather in our area is very hot, no one wants
9. bush
to go outside. / No one wants to go outside when the
weather in our area is very hot. 10. pull
8. Because my new phone takes beautiful photos, I do not 11. woman
need my camera anymore. / I do not need my camera 12. should
anymore because my new phone takes beautiful photos.
Activity 15, page 190 4. The name of the restaurant was Pizza Country. / Pizza
Country was the name of the restaurant.
1. A. book
5. I went to this restaurant because a friend told me about
2. B. cookie it.
3. A. bull 6. When I walked inside, I had a good feeling about the
4. B. could place.
5. B. woman 7. The restaurant looked nice, and the pizza menu was
6. B. cook long.
7. B. put 8. After I read the menu, I decided to order the chicken
pizza.
8. B. took
9. When I tried my pizza, I was happy with my choice.
9. B. pull
10. If you want to eat a really delicious pizza, I recommend
10. B. foot
this restaurant.
11. A. full
12. A. should Activity 18, page 193
13. A. good 1. One of my favorite things to eat is the cheese, and there
14. A. look are hundreds of different types of cheese. One of my
favorite things to eat is cheese, and there are hundreds
15. B. stood of different types of cheese.
16. B. wood 2. When I was in the Saudi Arabia, ate labneh almost every
17. B. bull day. When I was in Saudi Arabia, I ate labneh almost
18. B. would every day.
19. B. sugar 3. I like this creamy cheese, because it is has a good
20. A. wool flavor and is low in calories I like this creamy cheese
because it has a good flavor and is low in calories.
Activity 16, page 191 4. When were my family and I in Argentina, we ordered
provoleta for dinner twice a week. When my family
1. B. box
and I were in Argentina, we ordered provoleta for dinner
2. D. language twice a week.
3. C. many 5. Argentineans grill this thick cheese, and they use a fork
4. D. said and a knife to cut them just like a steak. Argentineans
5. A. funny grill this thick cheese, and they use a fork and a knife to
cut it just like a steak.
6. C. lemon
6. I like to eat all kinds of cheese, but labneh from Saudi
7. C. stop Arabia and provoleta from Argentina are my two
8. D. awful favorites types of cheese. I like to eat all kinds of
9. D. please cheese, but labneh from Saudi Arabia and provoleta
from Argentina are my two favorite types of cheese.
10. B. sugar
11. A. everything Activity 19, page 194
12. D. women 1. foot; The plural of foot is feet.
13. A. never 2. put; After you wash the dishes, you need to put them
14. A. happen away.
15. A. could 3. sugar; My friend likes a little sugar in her coffee.
16. D. famous 4. full; Our new boss is full of new ideas for the company.
17. C. practice 5. book; Remember to return the book to the library.
18. D. student 6. pull; You have to pull the door really hard to close it.
19. D. because 7. wool; When the weather is cold, many people wear a
20. D. took heavy wool sweater.
8. should; You should do the homework for every class.
BUILDING BETTER SENTENCES WITH 9. understood; Maria, Thomas, and Amina understood
everything on the test yesterday, so their scores were
VOCABULARY very high.
Activity 17, page 192 10. look; Zebras look like horses with stripes.
1. My favorite food is pizza.
2. I like pizza because it has a lot of cheese.
3. I wanted a pizza yesterday, so I went to a pizza
restaurant.

WRITING
My First Job as a Teacher
1
this story is about my first job as a teacher. 2 in may
2009, i finished college. 3 i got a degree in education, and
i wanted to become a teacher. 4 i really wanted to teach in
another country. 5 i looked on the internet for information
about a job in brazil. 6 when i found a really good job posting,
i wrote an email to the school. 7 soon i received a job offer
from the school. 8 after i got that letter, i asked my family for
advice. 9 my parents liked the job, so i accepted it. 10 i taught
english in brazil for three years. 11 i will never forget my
teaching experience in brazil. 12 it was the beginning of my
career as a teacher.
My First Job as a Teacher
This story is about my first job as a teacher. In May 2009,
I finished college. I got a degree in education, and I wanted
to become a teacher. I really wanted to teach in another
country. I looked on the Internet for information about a
job in Brazil. When I found a really good job posting, I wrote
an email to the school. Soon I received a job offer from the
school. After I got that letter, I asked my family for advice. My
parents liked the job, so I accepted it. I taught English in Brazil
for three years. I will never forget my teaching experience in
Brazil. It was the beginning of my career as a teacher.
My First Job as a Chef
This story is about my first job as a chef. In May 2009,
I finished college. I got a degree in culinary arts, and I wanted
to become a chef. I really wanted to cook in another country,
so I looked on the Internet for information about a job in
France. When I found a really good job posting, I wrote an
email to the restaurant. Soon I received a job offer from the
restaurant. After I got that letter, I asked my family for advice.
My parents liked the job, so I accepted it. I cooked in France
for three years. I will never forget my cooking experience in
France because it was the beginning of my career as a chef.
Answers will vary.

UNIT 13 | Adverbs
UNIT OVERVIEW Activity 1 | Identifying adverbs (pages 198–199)

This unit introduces students to adverbs, including adverbs
of time, place, manner, frequency, and degree. Students Adverbs of Place and Time (page 199)
examine meanings, common forms, and placement of Before students look over this part, write the following on
adverbs in sentences. In addition, they become familiar with the board:
the spelling of words with the sound of ow in flower. With
a. My grandparents moved to Detroit in the 1960s.
guidance, students write about the habits of a neighbor.
Ask: Which adverb answers the question When? (in the
1960s) Underline this and label it as time. Which adverb
OBJECTIVES answers the question Where? (to Detroit) Underline this and
• Write sentences with adverbs label it as place. Ask: When adverbs of time and place come
• Spell common words with the sound of ow in flower together in a sentence, which usually comes first? (adverbs
• Write about one of your neighbors of place) Add:
b. In the southern United States, many people eat grits for
GRAMMAR FOR WRITING breakfast.
c. Here people prefer breakfast sandwiches.
What is an Adverb? (page 198)
d. In 1863, cold cereal was invented.
Before directing students’ attention to the explanation,
e. Yesterday we enjoyed a Japanese breakfast.
write the following on the board:
Ask: Can we begin a sentence with adverbs of time and
a. We quietly entered the beautiful library.
place? (yes) What punctuation do you notice? (a comma
Ask: Underline entered and ask: What kind of word is this? (a after the adverb) Which adverbs do not require a comma at
verb) Write verb above entered. How did we enter the room? the beginning of a sentence? (here and yesterday—adverbs
(quietly) Circle quietly and ask, what does this word give with one word) Direct students’ attention to the explanation
information about? (how we entered). Write adverb above in the book.
quietly. Add the following sentence to the board:
b. We very quietly entered the beautiful library. Activity 2 | Writing sentences with adverbs of place and
Ask: How quietly did we enter the library? (very) Circle time (pages 199–200)
very and write adverb above it. Underline quietly and write
adverb above it. Add the following sentence to the board: Adverbs of Manner (page 200)
c. We very quietly entered the incredibly beautiful library. Before going over this section, write the following on the
Ask: What adjective is used to describe the library? (beautiful) board:
Underline beautiful and write adjective above it. How a. My brother is careful with glass.
beautiful is it? (incredibly beautiful) Circle incredibly and write
b. He moves the glass carefully.
adverb above it. Add one more sentence to the board:
Ask: Which sentence has an adverb? (b.) What does it give
d. We very quietly entered the incredibly beautiful library
information about? (how he moves the glass) Explain that
on the first day of class.
this kind of adverb answers the question how?, and is called
Say: The prepositional phrase on the first day of class gives an adverb of manner. What kind of word is underlined in
information about when we entered the library. Circle this, sentence a.? (an adjective) What does it give information
and label it as an adverb. Underline entered and label it a about? (my brother—a noun) Point to careful and then to
verb as before. carefully. Ask: How do we form most adverbs of manner?
Say: Adverbs give information about other words. What (add –ly to an adjective)
kinds of words do they give information about? (verbs, Direct students’ attention to the explanation in the book
other adverbs, adjectives) Direct students’ attention to the and ask them to study the chart. Point out the adverb
explanation in the book. easily. Help students notice how the spelling of adjectives
ending in –y becomes –ily in an adjective of manner. Write
EXPANSION Write the following sentence on the board:
happy on the board and ask for a volunteer to change it to
At 11 p.m., a very inconsiderate neighbor usually cooks an adverb. (happily)
his dinner noisily next door. Write the following on the board:
Ask: Which adverb answers the question Where? (next door) c. Our last test was hard.
Write place above next door. Which adverb answers the
question When? (at 11 p.m.) Label this one as time. Which d. We work hard.
one answers the question How? (noisily) Label this one e. I drive fast.
as manner. Which one answers the question How often? f. My car is fast.
(usually) Label this one as frequency. Which one answers the
Ask: Which sentences contain adverbs? (d. and e. because
question How much? (very) Label this one as degree.
they give information about a verb and answer the question
How?) Make sure students understand that sentences c. Common Mistakes (page 203)
and f. contain adjectives—here, hard and fast describe
nouns. Elicit an example sentence with well and write it on
the board. (Example: My sister plays basketball well.)
Point to sentence b. and ask: Where in a sentence does an corrections before revealing them, one row at a time.
adverb of manner usually go? (at the end—after an object)
Activity 6 | Writing sentences with adverbs of degree
Activity 3 | Writing sentences with adjectives and adverbs
(page 203)
(page 201)
Complete the first one as a class. Help students notice if they
are describing a noun (in which case they write the adjective
form) or a verb (in which case they write the adverb form). SPELLING
Adverbs of Frequency (page 201) Words with the Sound of ow in Flower (page 204)
Direct students’ attention to the chart. Help them with Activity 7 | Which words do you know? (page 204)
pronunciation of the adverbs of frequency, and ask several
questions with How often? For example: How often are you EXPANSION Choose a word from the list of Words to Know
late for class/tired at the end of the afternoon/very hungry in and draw it on the board. Ask students to guess which
the morning? How often do you sleep in until noon/eat meat/ word it is. Play a game of drawing and guessing, either as a
cook/go to the gym in the morning/call your parents/check class, or in two teams. (Teams take turns drawing and must
your email/check social media? Accept responses with only alternate the people who draw. They get a point for each
the adverb, but take students’ ideas and write sentences on word they guess. If they cannot guess a word within one
the board. Examples include: minute, they do not win any points and the word can be
a. Cristina always calls her parents. used by the other team.) You can allow students to choose
a word from the list, not repeating any, or, more practical
b. Paulo usually cooks.
for a game with teams, have the words pre-written on
c. Ariana is often tired at the end of the afternoon pieces of paper that they draw from a bag. (If pre-written,
d. Nicky sometimes checks his email. exclude some of the more abstract ones, such as about,
e. Ali is seldom very hungry in the morning. around, our, brown, how, now.)
f. Ana rarely eats meat. Activity 8 | Matching (page 205)
g. Yousef is never late for class.
Activity 9 | Spelling words with the sound of ow in flower
Make sure these examples include the verb be. Ask
students to identify the verbs in each sentence and circle (page 205)
them. Ask students what they notice about the placement Activity 10 | Scrambled letters (page 206)
of adverbs. When do they come after the verb? (when the
verb is be; otherwise they come before the verb) Activity 11 | Spelling practice (page 206)
Go through the rest of the notes. Elicit further examples of
sentences with can and should, demonstrating the adverb’s Activity 12 | Which spelling is correct? (page 206)
placement in the middle. Take a student’s example of a
sentence with sometimes, such as sentence d. above, and Activity 13 | Cumulative spelling review, Units 1–13
elicit it with the adverb at the beginning, middle, and end. (page 207)
(Sometimes Nicky checks his email; Nicky sometimes checks
his email; Nicky checks his email sometimes.) BUILDING BETTER SENTENCES WITH
Activity 4 | Writing sentences with adverbs of frequency VOCABULARY
(page 202) Activity 14 | Scrambled sentences (page 208)
Activity 5 | Interviewing a classmate (page 202) Activity 15 | Finding and correcting mistakes (page 209)
Adverbs of Degree (page 202) Activity 16 | Writing sentences with vocabulary in context
Direct students’ attention to the information and go over it (page 210)
together. Then write the following on the board:
a. This city is too expensive. WRITING
b. This city is very expensive.
Ask: Which adverb means I do not have enough money to
live in this city? (too) Which one means it is expensive, but Activity 18 | Guided writing (page 211)
I can manage? (very) Remind students to use too only for
negative meanings, especially when something is excessive
and a problem.

Before they prepare to write, ask students to circle all the 6. I play tennis with Maria at the park on Saturday
adverbs used in Activity 17. (every day, to the coffee shop, mornings.
always, usually, to the supermarket, twice a week, also, to the On Saturday mornings, I play tennis with Maria at
post office, very, slowly, too) Encourage students to use a the park.
mind map to brainstorm ideas to write about. Ask them to
think of an activity that one of their neighbors does, such as Activity 3, page 201
driving. On the board, show them how to write this activity
1. quick; quickly
in the center of a mind map. Coming out of the center, each
in separate circles, write When? Where? How? How often? How 2. slow; slowly
much? Tell students to add adverbs under each circle. For 3. good; well
example, every day goes under How often? and to the coffee 4. easy; easily
shop goes under Where? Encourage students to take notes 5. carefully; careful
about their neighbor’s activities using a similar mind map for
each activity, adding adverbs under each circle. Activity 4, page 202
Answers will vary.
Unit 13 ANSWER KEY Activity 5, page 202

Answers will vary.
GRAMMAR FOR WRITING
1. I like bananas. They are very healthy.
1. We had a very special meeting at our company yesterday,
so I got up early. 2. I like this chocolate cake a lot. It is so good.
2. At 5 a.m., my alarm clock rang loudly, and I quickly opened 3. The math test was very difficult. Matt did not pass it.
my eyes. 4. Jenna wants to play tennis today, but it is too hot. Maybe
3. I usually take my time eating breakfast, but I ate it she will play tomorrow.
in a hurry. 5. The problems with our car are very serious. We need to
4. After breakfast, I got in my car and drove to my office. buy a new one.
5. I arrived at work at 7 a.m. and carefully parked my car 6. Everyone should exercise. It is an extremely important
between two other cars. thing to do.
6. All of the other office workers were already there.
7. My coworkers are never late, so we were able to begin
the meeting on time. SPELLING
8. In the meeting, our boss told us some incredibly good Activity 7, page 204
news.
9. We will receive a special bonus in our next check for Answers will vary.
working well last month.
10. After the news, everyone was extremely happy and really
talkative. 1. cow
2. crowded
3. bow
1. My brother and sister are in their classrooms at 8 a.m. 4. mouse
At 8 a.m., my brother and sister are in their classrooms. 5. cloud
2. We were in Madrid in 2011. 6. mountain
In 2011, we were in Madrid.
3. Jose Martinez came to the United States five years ago.
Five years ago, Jose Martinez came to the United States. 1. ow; town
4. Jonathan bought a new pair of shoes at the mall 2. ou; around
yesterday. 3. ow; now
Yesterday Jonathan bought a new pair of shoes at 4. ou; round
the mall. 5. ow; allow
5. Lucas and I are going to eat lunch at a steak restaurant 6. ou; south
tomorrow. 7. ou; about
Tomorrow Lucas and I are going to eat lunch at a steak 8. ou; loud
restaurant.
9. ou; out
10. ow; cow

1. sour 1. D. flower
2. house 2. C. famous
3. flower 3. C. kitchen
4. sound 4. C. possible
5. pound 5. C. contain
6. down 6. B. should
7. loud 7. D. family
8. flour 8. B. pepper
9. mouse 9. B. minutes
10. towel 10. C. student
11. now 11. A. money
12. ground 12. C. house
13. D. towel
14. D. because
1. out
15. A. clothes
2. how
16. B. finally
3. about
17. C. sauce
4. house
18. A. reason
5. sound
19. D. around
6. mouse
20. D. everybody
7. count
8. down BUILDING BETTER SENTENCES WITH
9. allow VOCABULARY
10. towel
11. ground Activity 14, page 208
12. crowded 1. Hokkaido is a large island in northern Japan.
2. Sapporo is the capital of Hokkaido. / The capital of
Activity 12, page 206 Hokkaido is Sapporo.
1. A. house 3. People visit Hokkaido in the winter because they want
2. A. pound to see the snow and ice. / People visit Hokkaido because
3. A. our they want to see the snow and ice in the winter.
4. B. down 4. Because Hokkaido is so far north, it has very long
winters. / Because it is so far north, Hokkaido has very
5. A. mouth long winters.
6. A. mouse 5. In January, the temperature is around –8 degrees Celsius.
7. B. cow 6. There is a snow festival every February.
8. A. about 7. People build huge sculptures with the snow and ice.
9. B. shower 8. The Sapporo Snow Festival is very popular.
10. A. hour
11. A. sour
12. B. allow 1. Fatima is from Saudi Arabia, and she speaks English very
good. Fatima is from Saudi Arabia, and she speaks
13. A. found
English very well. / Fatima is from Saudi Arabia, and she
14. A. south speaks very good English.
15. B. power 2. She takes three years of English in high school, and now
16. B. towel she takes English classes at very good university. She
17. B. how took three years of English in high school, and now she
takes English classes at a very good university.
18. A. shout
3. Lucas and Thomas is from the Netherlands, and we
19. B. crowded speak English well. Lucas and Thomas are from the
20. A. cloud Netherlands, and they speak English well.
4. Students in the Netherlands study English for very long
time, so many of them speak English extremely well.
Students in the Netherlands study English for a very long
time, so many of them speak English extremely well.
5. Kyoko is from Japan, and she is wants to improve his so he drives very fast. Because he is a fast driver, he passes
English conversation ability. Kyoko is from Japan, and many cars. I do not like to drive on the road with Tom
she wants to improve her English conversation ability. because he drives too fast.
6. Students in Japan did not have many chances to use
their English but many schools want to change this Activity 19, page 211
situation. Students in Japan do not have many Answers will vary.
chances to use their English, but many schools want to
change this situation.

1. south; Mexico is located south of the United States.
2. sound; When my car makes a strange sound, I take it to a
mechanic.
3. hour; There are 60 minutes in an hour.
4. about; That movie is about two people from Korea.
5. town; I live in New York City, but I was born in a small
town.
6. around; My little brother loves to run around the tree in
our backyard.
7. allow; When I was younger, my parents did not allow me
to watch scary movies.
8. loud; Susan does not like that music because it is so loud.
9. out; The opposite of in is out.
10. round; Oranges, balls, and coins are examples of round
things.
WRITING
My Neighbor
1
i have an elderly neighbor. 2 his name is mr. taylor.
3
he is 80 years old, but he drives his car every day. 4 he drives
to the coffee shop every morning. 5 he always goes there.
6
he usually drives to the supermarket twice a week. 7 he also
drives to the post office twice a week. 8 he is old, so he drives
very slowly. 9 because he is a slow driver, he has a line of cars
behind him. 10 i do not like to drive on the road with mr. taylor
because he drives too slowly.
My Neighbor
I have an elderly neighbor. His name is Mr. Taylor. He is
80 years old, but he drives his car every day. He drives to the
coffee shop every morning. He always goes there. He usually
drives to the supermarket twice a week. He also drives to the
post office twice a week. He is old, so he drives very slowly.
Because he is a slow driver, he has a line of cars behind him.
I do not like to drive on the road with Mr. Taylor because he
drives too slowly.
My Neighbor
I have a teenage neighbor. His name is Tom. He is 18
years old, and he drives his car every day. He drives to the
coffee shop every morning. He always goes there. He usually
drives to the gym and the mall twice a week. He is young,

UNIT 14 | The Present Progressive
UNIT OVERVIEW Activity 2 | Spelling the –ing form (pages 216–217)

This unit introduces students to the present progressive, Present Time Phrases (page 217)
including spelling rules for the –ing form. In addition, students
become familiar with the spelling of words with the sound of Go over the information as a class. Clarify that the present
oy in boy. With guidance, students write about doing chores. progressive can mean right now at the moment of
speaking or in general, around the time of speaking, such
OBJECTIVES as this week. Elicit sentences in the present progressive
• Write sentences with the present progressive with various time expressions, both at the end and at the
beginning of the sentence. For example:
• Spell common words with the sound of oy in boy
• Write about chores you are doing a. It is raining now.
b. It is raining a lot this week.
GRAMMAR FOR WRITING c. This week, we are studying Unit 14.
d. This morning, we are learning about the present
The Present Progressive (page 214) progressive.
Before going over the information, write a few true c. Now we are forming sentences.
sentences in the present progressive on the board, such as:
a. It is raining today. Common Mistakes
b. It is not snowing. Have students cover the middle and right columns of the
c. We are starting the last unit of this book. chart with their hand or with a piece of paper. Challenge
d. We are not studying German in this class. them, in pairs, to try to identify the mistakes and the
Ask: Are these things happening right now, or do they
happen regularly? (right now) EXPANSION Have students work in pairs and write six
Underline the be (not) verbs and the –ing forms. Explain sentences that contain the same problems listed in the
that this is the present progressive, and to form it, we need chart, but in a different order. After they finish writing,
a form of be with a verb + ing. Note that in the negative have the pairs switch their sentences with another pair and
form, the word not comes between be and the –ing form. make the necessary corrections.
Direct students’ attention to the explanation and the chart.
Point out the information about non-action verbs. Activity 3 | Writing sentences with the present progressive
(page 218)
EXPANSION Direct students’ attention to the photo and
caption at the bottom of the page. Explain that captions Activity 4 | Who has the most sentences that are different?
can often be fragments, and that this caption is not a (page 218)
complete sentence because it is missing part of the present
progressive verb. Ask: What do we need to make the caption Activity 5 | Correcting mistakes with the present
a complete sentence? (We need to add are before resting.) progressive (page 218)
EXPANSION Challenge students to write as many
Activity 1 | Identifying the present progressive (page 215)
sentences as possible in the present progressive in five
Spelling the –ing Form (page 216) minutes. Encourage them to flip through the book and
choose various photos for inspiration. Sentences should
Go over the information as a class. describe what is or is not happening in the photos. At the
EXPANSION To check comprehension, write the following end of five minutes, have students share their sentences
with the class. Use this as an opportunity to correct
verbs on the board and ask for volunteers to write them in
common mistakes. Write any incorrect sentences on the
the –ing form:
board and correct them as a class.
a. read (reading)
b. cry (crying)
c. make (making)
SPELLING
d. lie (lying)
e. play (playing) Words with the Sound of oy in Boy (page 219)
f. stop (stopping) Activity 6 | Which words do you know? (page 219)
g. write (writing)
h. walk (walking)
i. swim (swimming)

SUBJECT FORM OF BE (NOT) VERB + ING
EXPANSION Have students choose ten words from the
1. He is flying
Words to Know list and write them in one long line with no
capital letters and no spaces. After completing their “word 2. He is going
snake,” they will exchange it with a partner, who has to 3. His company is doing
find and circle all ten words. Students can add other letters 4. Jacob is not talking
between words to make it extra difficult for their partner 5. He is not eating
to identify the words. After finding all ten words, have the
pairs review the definitions together, using a dictionary or 6. He is not drinking
the Internet if necessary. 7. Jacob is looking
8. He is listening
Activity 8 | Spelling words with the sound of oy in boy
1. going
(page 220)
2. trying
Activity 9 | Scrambled letters (page 221) 3. looking
Activity 10 | Spelling practice (page 221) 4. making
5. getting
Activity 11 | Which spelling is correct? (page 221) 6. using
Activity 12 | Cumulative spelling review, Units 1–14 7. saying
(page 222) 8. coming
9. working
BUILDING BETTER SENTENCES WITH 10. talking
VOCABULARY 11. taking
12. running
Activity 13 | Scrambled sentences (pages 222–223) 13. playing
Activity 14 | Finding and correcting mistakes (page 223) 14. watching
15. giving
16. sitting
(page 224)
17. waiting
18. living
WRITING 19. seeing
Activity 16 | Completing a paragraph (page 225) 20. leaving
21. standing
22. holding
Activity 18 | Writing sentences or a paragraph (page 225) 23. telling
Help students brainstorm vocabulary for different chores. 24. asking
Chores may involve cleaning, or doing things like shopping 25. thinking
for food, washing the car, taking care of pets, paying bills, etc. 26. moving
Encourage students to choose just a few chores and describe
the different actions they take to complete each one. 27. deciding
28. trying
29. putting
Unit 14 ANSWER KEY 30. following

GRAMMAR FOR WRITING
Possible answers:
Activity 1, page 215 1. She is living in Canada now.
Jacob is a passenger on Flight 873. He is flying to 2. I am trying to find a new job right now.
California. He is going there because his company is doing 3. They are sitting on a bench at this moment.
business there. Right now, Jacob is not talking to anyone. He 4. She is trying to find a new job.
is not eating anything. He is not drinking anything. Jacob is
5. They are living in Canada right now.
looking at his phone. He is listening to his favorite music. He
is a very happy passenger right now. Activity 4, page 218
Answers may vary.

Activity 5 page 218 3. coin
1. The Johnson family is taking a trip today. 4. enjoy
2. They are going to California. 5. point
3. Mr. Johnson is driving. 6. employee
4. The children are listening to the radio. 7. poison
5. They are enjoying this trip very much. 8. toy
9. choice
BUILDING BETTER VOCABULARY AND 10. destroy
SPELLING 11. employer
12. voice
Answers may vary.
1. B. boil
Activity 7, page 220 2. A. boy
1. toy 3. B. oil
2. boil 4. A. destroy
3. point 5. B. poison
4. coin 6. B. point
5. oil 7. A. employee
6. noise 8. B. join
Activity 8, page 220 9. B. choice
10. B. voice
1. oy; enjoy
11. A. joy
2. oi; point
12. A. enjoy
3. oy; employer
13. B. coin
4. oy; destroy
14. B. noise
5. oi; oil
15. A. employer
6. oi; choice
16. B. toy
7. oi; voice
8. oi; boil Activity 12, page 222
9. oi; coin 1. B. choice
10. oy; employee 2. C. next
Activity 9, page 221 3. B. goals
4. D. sugar
1. choice
5. D. because
2. voice
6. A. reason
3. joy
7. A. with
4. oil
8. C. people
5. employee
9. A. tomorrow
6. noise
10. D. family
7. boil
11. D. destroy
8. join
12. C. spend
9. destroy
13. B. include
10. enjoy
14. D. shower
11. poison
15. B. doctor
12. point
16. C. right
Activity 10, page 221 17. C. noise
1. boy 18. D. always
2. boil 19. D. daughter
20. A. hungry

BUILDING BETTER SENTENCES WITH WRITING
VOCABULARY Activity 16, page 224–225
Activity 13, pages 222–223 Chores
1. Lucas is shopping at the supermarket right now. / Right 1
mr. and mrs. hill and their four children live in a very
now, Lucas is shopping at the supermarket. big house. 2 their house has five bedrooms, two bathrooms,
2. He is buying many things. a kitchen, a dining room, a huge living room, and a garage.
3. Lucas is planning a big dinner for his cousin’s birthday.
3
they do a big cleaning every fall.4 mr. hill cleans the yard.
5
he rakes the leaves, and he puts them in trash bags.
4. He is getting some delicious food for tonight’s big 6
mrs. hill cleans all the outdoor furniture, and their son puts it
dinner.
in the basement. 7 the oldest daughter mops all the floors in
5. Lucas is waiting in line right now. / Right now, Lucas is the house, and the middle daughter washes all the windows.
waiting in line. 8
their youngest daughter puts away all the summer toys.
6. The cashier is working very hard, but she is a little slow. / 9
it is difficult to clean this big house, so everyone helps.
The cashier is a little slow, but she is working very hard. 10
because everyone does their job well, the hill family cleans
7. Lucas is looking at his watch because he is thinking their house quickly.
about the time. / Because Lucas is thinking about the
time, he is looking at his watch. Chores
8. Lucas wants to have a great dinner with his cousin. Mr. and Mrs. Hill and their four children live in a very
big house. Their house has five bedrooms, two bathrooms,
Activity 14, page 223 a kitchen, a dining room, a huge living room, and a garage.
They do a big cleaning every fall. Mr. Hill cleans the yard. He
1. Much people are visit the zoo today. Many people are
rakes the leaves, and he puts them in trash bags. Mrs. Hill
visiting the zoo today.
cleans all the outdoor furniture, and their son puts it in the
2. Two giraffes eating leaf from the tall trees. Two basement. The oldest daughter mops all the floors in the
giraffes are eating leaves from the tall trees. house, and the middle daughter washes all the windows.
3. An elephant is drink some water. An elephant is Their youngest daughter puts away all the summer toys. It is
drinking some water. difficult to clean this big house, so everyone helps. Because
4. Right now, some children are laugh at the monkeys funny. everyone does their job well, the Hill family cleans their
Right now, some children are laughing at the funny house quickly.
monkeys.
5. One child pointing to the sky because an airplane is fly
overhead. One child is pointing to the sky because an Chores
airplane is flying overhead.
Mr. and Mrs. Hill and their four children live in a very
6. Everyone has a good time at the zoo today. Everyone big house. Their house has five bedrooms, two bathrooms,
is having a good time at the zoo today. a kitchen, a dining room, a huge living room, and a garage.
Activity 15, page 224 They are doing a big cleaning today. Mr. Hill is cleaning the
yard. He is raking the leaves, and he is putting them in trash
1. coin; A penny is a coin worth $0.01. bags. Mrs. Hill is cleaning all the outdoor furniture, and their
2. employer; My company is a really big employer in our son is putting it in the basement. The oldest daughter is
town. mopping all the floors in the house, and the middle daughter
3. destroy; A strong storm can destroy houses and is washing all the windows. Their youngest daughter is
buildings. putting away all the summer toys. It is difficult to clean this
big house, so everyone is helping. Because everyone is doing
4. boil; It takes about four or five minutes to boil an egg.
their job well, the Hill family is cleaning their house quickly.
5. points; The arrow points to the location of the exit.
6. choice; For the main course of your dinner, you have a Activity 18, page 225
choice of chicken, fish, or beef. Answers will vary.
7. enjoy; Most people do not enjoy movies with sad
endings.
8. voice; People want to listen to her songs because she
has an incredible voice.
9. join; I really want to join the basketball team.
10. oil; Many people like oil and vinegar on their salads.

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Teaching a Unit of Great Writing Foundations

UNIT OPENER TIPS

ii Great Writing: Great Writing Foundations 

 Teaching a Unit iii

iv Great Writing: Great Writing Foundations 

UNIT OVERVIEW Common Mistakes (page 5)

Teacher's Notes, Unit 1 1

Activity 6, page 9 Activity 11, page 11

Activity 9, page 11 BUILDING BETTER SENTENCES WITH

Teacher's Notes, Unit 1 3

Activity 14, page 13

4 Great Writing Foundations

UNIT OVERVIEW The Verb Be: Negative (page 19)

GRAMMAR FOR WRITING Activity 3 | Writing negative and affirmative sentences

Activity 8 | Scrambled letters (page 24)

Teacher's Notes, Unit 2 5

BUILDING BETTER VOCABULARY AND

6 Great Writing Foundations

Activity 14, page 28

8 Great Writing Foundations

UNIT OVERVIEW Spelling the –s Form (page 35)

Activity 2 | Using verbs in sentences (page 34)

Teacher's Notes, Unit 3 9

BUILDING BETTER VOCABULARY AND

Activity 11 | Scrambled letters (page 42) Activity 2, page 34

10 Great Writing 2: Great Paragraphs

Teacher's Notes, Unit 3 11

12 Great Writing 2: Great Paragraphs

UNIT OVERVIEW EXPANSION Tell students the names of nouns in the

Teacher's Notes, Unit 4 13

Activity 12 | Which spelling is correct? (page 56) Activity 3, page 52

14 Great Writing Foundations

Teacher's Notes, Unit 4 15

Activity 16, pages 59–60

16 Great Writing Foundations

UNIT OVERVIEW I talk to my mother.

Teacher's Notes, Unit 5 17

18 Great Writing Foundations

Teacher's Notes, Unit 5 19

Activity 14, pages 72–73

20 Great Writing Foundations

UNIT OVERVIEW Ask: Which noun is plural? (notebooks) Is there a plural

Common Endings for Descriptive Adjectives (page 77)

Teacher's Notes, Unit 6 21

Activity 7 | Which words do you know? (page 84)

22 Great Writing Foundations

Teacher's Notes, Unit 6 23

24 Great Writing Foundations

Activity 16, page 90

Teacher's Notes, Unit 6 25

GRAMMAR FOR WRITING Activity 5 | Combining the verbs of sentences

Common Mistakes (page 96) Activity 9 | Matching (page 101)

26 Great Writing Foundations 

28 Great Writing Foundations

Activity 17 page 105

Teacher's Notes, Unit 7 29

What Is an Article? (page 110) Using A and An (page 112)

30 Great Writing Foundations 

Teacher's Notes, Unit 8 31

32 Great Writing Foundations

Teacher's Notes, Unit 8 33

34 Great Writing Foundations

Teacher's Notes, Unit 8 35

UNIT OVERVIEW On May 16th.

ii Great Writing: Great Writing Foundations

Teaching a Unit iii

iv Great Writing: Great Writing Foundations

26 Great Writing Foundations

30 Great Writing Foundations

62 Great Writing Foundations