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English
006-013_LB2-SB2B_U01.indd 6
3/28/07 10:15:26 AM
PRESIDENTE DE LA REPBLICA
Rafael Correa Delgado
MINISTRO DE EDUCACIN
Augusto Espinosa Andrade
VICEMINISTRO DE EDUCACIN
Freddy Peael Larrea
VICEMINISTRO DE GESTIN EDUCATIVA
Jaime Roca Gutirrez
SUBSECRETARIA DE FUNDAMENTOS EDUCATIVOS
Tannya Lozada
DIRECTORA NACIONAL DE CURRCULO
006-013_LB2-SB2B_U01.indd 6
3/28/07 10:15:26 AM
TO OUR TEACHERS
The Ministry of Education aims at providing Ecuadors students with both the foreign
language knowledge and the skills needed to succeed in todays globalized world
as English is the international language that will allow them to access knowledge
and information and that will become an instrument of personal and professional
empowerment to build a more prosperous, equitable society.
rst time, the Ministry of Education will provide free English textbooks
to students. This will contribute to the learning process in a positive manner,
for every student will have an additional resource to aid them in their language
acquisition process.
These textbooks as well as the teaching-learning approach adopted are guided
by the Common European Framework of Reference for Languages: Learning,
Teaching, Assessment, which is an internationally recognized standard for the
explicit description of educational objectives, content elaboration, and methods as
ection on current educational practices.
Furthermore, because students will be taught under the Communicative Language
exible process, and
promotes learner autonomy, teachers and learners are enthusiastically invited to
make use of the English language for meaningful communication and as a tool to
open windows to the world, unlock doors to opportunities, and expand their minds
to the understanding of new ideas and other cultures.
The Ministry of Education has also created in-service teacher standards aligned
to TESOL, establishing the benchmark as to what teachers need to know.
ciency level
for pre-service and in-service English teachers, has also been institutionalized,
cient in the language.
Finally, through a rigorous evaluation procedure and teachers development plan,
the Ministry of Education will assist current in-service English teachers in improving
ciency levels to foster the teaching-learning processes
in the classroom.
We hope that by way of these innovations
new standards, a new curriculum, and new
textbooksstudents and teachers alike will be more
motivated in their classrooms to gain thorough
knowledge of English while developing their
personal language skills and enhancing their
professional abilities, respectively.
Ministry of Education
006-013_LB2-SB2B_U01.indd 6
3/28/07 10:15:26 AM
006-013_LB2-SB2B_U01.indd 6
3/28/07 10:15:26 AM
Contents
Teachers Edition
Scope and Sequence
iv
Introduction
vi
Characters
xvi
UNIT
T2
T6
T52
Progress check
Wide Angle 2
T59
T60
T14
T62
T21
T22
T23
Focus on culture 1 2
T64
T68
Word list
70
T24
71
Wide Angle 1
T32
Unit tests
79
T34
Quarterly tests
86
94
Grammar reference
97
1
UNIT 2
UNIT
I used to dream of . . .
Progress check
Game 1
Project 1
UNIT
UNIT
Progress check
UNIT
T41
T42
104
Game 2
T50
105
Project 2
T51
Certificate of achievement
107
Title
Pages 25
Communication
Grammar
Express agreement or
disagreement
I used to dream of . . .
Express opinion
Pages 613
Pages 1420
Page 21
Page 22
Page 23
We were walking
home . . .
Pages 2431
Pages 3233
Pages 3440
Page 41
Progress check Units 3 and 4 Test-taking tip: Look out for key words.
Express decisions
Pages 4249
Page 50
Page 51
Pages 5258
Page 59
Progress check Units 5 and 6 Test-taking tip: Stay focused on your work.
Pages 6061
Vocabulary
Skills
Learn to learn
Pronunciation
Basic emotions
The pronunciation of
used to
Make predictions
The pronunciation of //
in walk
Adjectives of quality
(positive and negative)
The pronunciation of //
as in mad
Summer activities
INTRODUCTION
Introduction
Dear Teacher,
Student Book
Unit 1
Unit Pages
Photo
Story
Unit 2
Unit Pages
Progress
Check
Language Booster
Teachers Edition
Classroom management
vii
INTRODUCTION
INTRODUCTION
Teaching techniques
Techniques
A good technique for choral practice is
backchaining, in which students repeat an
utteranceusually a sentencein parts, starting
from the end and building up to the complete
utterance; for example: Repeat after me, everybody
. . . start? . . . movie start? . . . does the movie start?
. . . What time does the movie start? The key to effective
backchaining is to keep intonation consistent.
Large photographs
INTRODUCTION
Options
Below are some different patterns for repetition and
choral practice:
Whole class: Everyone, repeat after me/the CD.
Optimal for the first time a dialogue, exchange,
or vocabulary item is presentedthe whole class
repeats after the teacher or audio.
Half the class at a time: This half of the class repeat
after A, then this half of the class after B. Useful for
dialogues or exchanges with two roles, or for
encouraging competition between two sides of a
class for each line of a dialogue or exchange. This
can also be done with horizontal or vertical rows:
(pointing to the appropriate rows) Even-numbered
rows repeat after A, odd-numbered rows repeat after B.
Groups: This group repeats after A, this group after
B, and this group after C. Useful with dialogues or
exchanges involving multiple roles. Make sure
each group gets to repeat after each role once.
Individual checks: Pedro, repeat. Useful for
monitoring individual pronunciation and
keeping all students actively involved, individual
checks can be interspersed with any class or
group choral repetition.
INTRODUCTION
Useful expressions
Vocabulary
Communication
Suggested procedures
Point out the communicative function to be
practiced and play the audio.
Practice the exchanges chorally, using
backchaining to help students with overall rhythm
and intonation (see Techniques, page ix).
Read the instructions for Exercise B and model
the role-play (teacher-student, student-student,
etc.). Have students practice in pairs or groups,
with each student practicing each role one or
more times. To help students internalize and gain
fluency with the language, assign new partners
and have students practice again; alternatively,
have students stand and practice, changing
partners several times (say, for example, Practice
with at least four other students).
Call on one or more pairs or groups to stand and
perform for the class. If helpful, you may want to
have students write out the conversation after the
oral practice.
Practicing grammar
The Grammar focus charts present the grammatical
forms or structures taught in a unit. The Grammar
focus presentations are always followed by
Discovering grammar. This section invites students
to learn grammar inductivelythat is, to figure out
the main grammar rules by themselves. Discovering
grammar is followed by the Practicing grammar
section, which consists of several practice exercises
that enable students to produce the relevant
grammatical form or structure presented in the
Grammar focus chart.
Suggested procedures
Read the grammar chart heading aloud, or call
on a student to read it. Explain or elicit any new
grammatical terms.
Have students read the examples, either silently or
aloud. Tell them to pay particular attention to the
parts in boldface.
xi
INTRODUCTION
Suggested procedures
INTRODUCTION
Learn to learn
Listening
Suggested procedures
Read the strategy aloud or call on a student
to read it. Elicit or explain how the strategy is
helpful.
Tell students that they will now practice using the
strategy. Read or call on students to read the task
instructions. Model or elicit one or more answers if
needed. Then have students complete the task.
After checking the task, ask students if they found
the strategy helpful. Elicit when and where they
could apply this strategy.
Recycle the strategy whenever applicable: recycle
a reading strategy in the next reading exercise,
recycle a listening strategy in the next listening
exercise, etc. Recycle by reminding students of the
strategy, eliciting how to perform it, and asking
students to practice applying it. By repeatedly
applying the strategy, students will internalize it.
Suggested procedures
Set the context of the Listening. Ask warm-up
questions to generate interest.
Make sure that students understand the
instructions and task.
Always have students read over the questions,
chart, etc., before they begin. Elicit or explain any
new words in the task.
Play the audio once for students to grasp the
general idea. Ask a few simple comprehension
questions. Play the audio again once or twice
and have students complete the answers to the
task as they listen. If students still have difficulty
completing the task after a third listening, play
the audio once more and stop at key points where
students need to record information.
Check the answers to the task. Replay the audio
if helpful.
Teen talk
Reading
Suggested procedures
Read or have students read the instructions, then
quickly chorus the Useful language. Follow with
a teacher-student or student-student model of the
beginning of the discussion.
Assign groups and let students discuss. Walk
around and monitor as students work. You may
occasionally need to mediatefor example, to
encourage shy students to give their opinions
but avoid correcting or offering language help
unless asked.
When students have finished, call on several
students to share their thoughts and ideas on the
topic with the class.
Suggested procedures
Ask a few general warm-up questions to set the
context of the reading. Elicit the title and ask
questions about the photographs. Ask students to
predict what the reading will cover.
Have students read the instructions and questions
or task, explaining any new vocabulary words
therein. Make sure students understand what they
are to do.
Have the students read the text silently once
or twice to themselves. Alternatively, play the
audio or read the text aloud the first time with
the students following along in their books, then
let them read the text again silently. Encourage
students to guess the meaning of new words and
expressions as they read.
Have the class do the comprehension task, either
individually or in pairs.
Your turn
xii
Writing
Suggested procedures
There is often a model reading or set of questions
that will help guide students through the Writing
exercise. Encourage them to consider the model as
they think about and then write their paragraph(s).
Help students brainstorm about what kind of
content they might include in their writing. You
may wish to do this as a class, in groups, or in pairs.
Encourage students to make notes or an outline
before they begin writing. If helpful, review the
relevant paragraph structure with your students;
for example:
topic sentence
examples or support
conclusion
If students are performing the Writing exercise
in class, circulate to monitor and help them.
Encourage them to check a dictionary for the
spellings of new words.
After students have finished their writing, have
them exchange papers with a partner and mark
their partners work using the Peer editing
checklist on page 104. Then have students take
back and correct their writing before turning it
in to you. You may wish to have students use the
following correction symbols when marking each
others work:
sp = spelling
gr = grammar
wo = word order
v = vocabulary p = punctuation
Optional Sections
The following are optional sections that can be
done with or after units. Suggestions as to teaching
procedure and when to complete each activity are
listed at the optional point of use. You may wish to
use all of these activities or just a few, depending on
your situation and student needs.
Games
Putting it together
Progress checks
INTRODUCTION
INTRODUCTION
Focus on culture
Focus on values
Cross-curricular activities
Home/School connection
Grammar reference
INTRODUCTION
xv
Vocabulary
1 Personal information
Read the information. Then complete the form with your own information.
Last name
Hudson
First name
Age
Address
Tel. no.
Kathleen
13
61 Park Avenue
New York, NY
10303 U.S.A.
(212) 555-3586
kat123@mail.com
2 Relationships
The family
A. Read the family words.
grandfather and
grandmother = grandparents
father and mother = parents
son and daughter = children
brother
uncle
sister
cousin
aunt
only child
Marjorie
Dursley
Vernon
Dursley
Petunia
Evans
Dudley Dursley
Lily
Evans
James
Potter
Harry Potter
only child
Friends
A. Read the words and look
at the pictures.
B. Write names below
the pictures where
appropriate.
best friend
classmates
friends
boyfriend
neighbor
girlfriend
pet
1 Personal information
2 Relationships
The family
(10 min.)
(10 min.)
A.
Hold up your book and point to the family words.
Point to and read these aloud as students say
each after you. Work on pronunciation, repeating
difficult items as needed.
A.
Have students open their books. Hold up your
book and point to the personal information form for
Exercise A. Say Read Kathleens personal information.
Have students repeat the following, working on
pronunciation as needed: Kathleen Hudson is 13
years old. She lives at sixty-one Park Avenue, New
York, New York. Her zip code is one-oh-three-oh-three.
She lives in the United States. Her phone number is
two-one-two, five-five-five, three-five-eight-six. Her
e-mail address is kat (thats k-a-t) one-two-three at mail
dot com.
Call on individual students to answer the
following questions: What is Kathleens last name?
(Hudson) How old is she? (13 years old) Whats her
street address? (61 Park Avenue) What city does she
live in? (New York) What state does she live in? (New
York) Whats her zip code? (10303) Whats her phone
number? (212-555-3586) Whats her e-mail address?
(kat123@mail.com)
Say Now complete the form with your own information.
Model the activity by writing your (real or
fictitious) personal information on the board.
Have students complete the form with their own
personal information. Walk around to monitor and
help as students write.
B.
PAIRS. Point to Harry Potters family tree. Ask
questions to familiarize students with the tree
and related family words. Ask, for example,
Who are Harry Potters parents? (Lily Evans and
James Potter) Who are his grandparents? (Mr. and
Mrs. Evans and Mr. and Mrs. Potter) What is his
aunts name? (Petunia Evans) What is his uncles
name? (Vernon Dursley) What is his cousins name?
(Dudley Dursley) Is Dudley an only child? (yes)
Read the directions aloud and model the task by
writing a family word on the family tree in your
book. Then assign pairs and have students work
with a partner to label Harry Potters family tree.
Walk around to monitor as students work.
Check by calling out names from the family tree
and asking the persons relationship to Harry; for
example, ask Whos James Potter? (Harry Potters
father) Whos Vernon Dursley? (Harry Potters
uncle)
Answer key
Mr. and Mrs. Potter = grandparents, Vernon Dursley = uncle,
Petunia Evans = aunt, Lily Evans = mother,
James Potter = father, Dudley Dursley = cousin
Extension
Assign pairs. Have students study their
information while you write the following
questions on the board: Whats your first name?
Whats your last name? How old are you? Whats
your street address? What city do you live in? What
state do you live in? Whats your zip code? Whats
your phone number? Whats your e-mail address? Tell
students to exchange books and ask and answer
the questions. Partners should check that the
information given matches what was written.
Friends
A.
Point to and read the friends vocabulary aloud
as students say the words after you. Work on
pronunciation as needed. Check students
understanding of the terms by asking questions
such as This person lives near you. What do you call
this person? (a neighbor) This person is in your class
at school. What do you call this person? (a classmate)
B.
Read the instructions aloud. Model the activity
by asking a student about several of his or her
friends, then having the student write their names
in his or her book; for example, ask Whats a
classmates name? Whats your best friends name?
Check by eliciting several names from different
students for each of the relationship words.
T2
TEACHERS NOTES
Vocabulary
TEACHERS NOTES
3. Classroom commands
4. Everyday activities
(10 min.)
A.
(1520 min.)
A.
Point to and read the phrases aloud as students
listen and repeat.
Ask students to study the pictures for a minute.
Then have students cover the words and look at
the pictures. Quickly chorus the vocabulary again,
repeating difficult items as necessary.
B.
PAIRS. Point to and read the instructions aloud.
Then elicit question words and write them on the
board; for example, Do, Does, When, What time,
Where, Why. Next, elicit questions students could
ask with these words and the first phrase, wake up.
(What time do you wake up? Does your family
wake up at 6:00? When does your mother wake
up? Why do you wake up at 6:00?)
Model the activity with a student by asking him or
her each of the questions.
Assign pairs and encourage students to give
extended answers when possible. Walk around to
monitor and help.
Check by asking questions and calling on different
students to answer; for example, What time do you
wake up on school days, Karen? What about you, Luis?
Mika, what about you?
B.
PAIRS. Call on a student to read the instructions
aloud. Then assign pairs, indicating which student
in each pair is Student A and which is Student B.
(Pointing, say Youre a pair. Youre Student A. Youre
Student B.) Model performing the activity with a
student. Then call on a pair to stand and model it
for the class.
Have students do the activity in pairs.
To check, have the class close their books. Act
out the commands in random order and have the
class say them aloud. To make this more fun and
challenging, pick up the speed of your actions as
you proceed.
T3
3 Classroom commands
A. Look at the pictures and read the commands.
Brooke is short
and pretty.
Your turn.
How old
are you?
How old
are you?
1. Cover.
What do
you think?
2. Take turns.
3. Describe.
4. Repeat.
6. Think.
7. Circle.
8. Imagine.
I think . . .
5. Discuss.
9. Draw.
10. List.
11. Guess.
12. Underline.
B. PAIRS. Take turns. Student A, act out a command from Exercise A. Student B, guess the
command. Act out at least three commands each.
4 Everyday activities
A. Read the phrases and look at the pictures.
1. wake up
2. get up
3. take a shower
4. brush my teeth
5. have breakfast
7. go to school
8. have lunch
11. do my homework
12. go to bed
B. PAIRS. Ask each other questions using some of the phrases in Exercise A.
Grammar
7 Adjectives
5 Nouns
Example
January,
Sunday,
board,
red,
Spain,
kitchen,
park,
teacher,
game
mall
,
,
8. short:
9. tall:
10. young:
,
,
,
8 Verbs
Fill in the past form.
Base form
dance
Object
me
do
eat
You
get up
He
go
She
have/has
it
put
We
sing
you
take
They
tell
7. long:
come
6. interesting:
bring
Second person
5. expensive:
First person
4. easy:
be
You
magazine
test
6 Pronouns
It
house
park
3. boring:
hair
movie
2. big:
Subject
girl
man
Third person
walk
write
5 Nouns
7 Adjectives
(5 min.)
A.
Read the instructions aloud. Have students look at
the chart. Read each category and example aloud
and have students repeat.
Elicit or explain the difference between a common
noun (places, people, or thingsthese usually
start with a small letter) and a proper noun (the
name of a particular place, person, or thingthese
usually start with a capital letter).
B.
Read the instructions aloud. Elicit other examples
of proper nouns for places, things, and people.
Have students work individually. Check by
eliciting several answers for each category.
6 Pronouns
(10 min.)
Answer key
Answers will vary.
8 Verbs
(10 min.)
(5 min.)
A.
Read the instructions. Elicit or explain the
meaning of pronoun (a word that can stand for a
noun that was already mentioned or understood).
Explain that some pronouns are used as the
subject of a sentence (I, you, he, it, etc.), and that
some are used as the object of a sentence (me,
you, it, etc.). Write the following on the board
and tell students to refer to it if necessary when
completing the object pronouns: They like
.
Have students work individually to fill in the
object pronouns. Check by calling on different
students. Write the answers on the board.
Answer key
Answer key
B.
Read the instructions. Elicit or explain the
meaning of first-, second-, and third-person pronouns.
Elicit one answer for each column.
Have students compare their lists with a partner
before you elicit the answers.
Answer key
First person: I, we Second person: you
Third person: he, she, it, they
T4
TEACHERS NOTES
Grammar
TEACHERS NOTES
9 Prepositions of location
Communication
(10 min.)
A.
Ask students to close their books. Write the
following on the board:
A: Where
the book? B: The book
on the table.
A: Where
the books? B: The books
on the desk.
Elicit the correct form of be and fill in the blanks.
Cross out The book and The books from the answers
and elicit the subject pronouns. (It, They)
Elicit or explain the meaning of preposition. (a word
that shows where a noun is in relation to another
noun or nouns)
Have students look at the pictures as you chorus
the questions and answers.
B.
PAIRS. Read the instructions. If helpful, review
months and ordinal numbers by writing dates
on the board; for example: 1/1 (January first), 2/2
(February second), 3/3 (March third), 4/4 (April
fourth), 5/5 (May fifth) . . . up to 12/12 (December
twelfth). Elicit and chorus the dates, working on
syllable stress and pronunciation.
Call on a pair to model asking and answering.
Have students ask and answer in pairs. Walk
around to monitor.
To check, call on different pairs to perform each
exchange.
B.
PAIRS. Read the instructions and example aloud.
Elicit items in the classroom that students could ask
about and write them on the board. (Try to make
sure there are both singular and plural nouns.)
Ask two students to stand and model the activity
using items on the board.
Assign pairs and have students practice. Remind
them that they need to be careful with is/are and
it/they.
To check, call on several pairs to ask and answer
about items in the classroom. You may also
want to describe where items are and then have
students guess the items; for example, say Its on
the wall. Its above the board.
10 This/These; That/Those
(5 min.)
12 Say goodbye
(5 min.)
A.
Read the instructions aloud. Then chorus each of
the expressions, eliciting the meanings of any that
might be unfamiliar.
B.
Read the instructions. Elicit possible responses
from individual students. Write these on the board
and have students use them to fill in the blanks.
Answer key
1.
2.
3.
4.
5.
(10 min.)
A.
Read the instructions. Have students look at the
pictures as you chorus the statements. Elicit or
explain that this/these are used to refer to items
near the speaker and that/those refer to things
that are farther away. Provide further examples
and chorus with the class; for example, This is my
pen. These are my pens. Thats a window. Those are
windows.
B.
PAIRS. Read the instructions and chorus the
example with the class.
Model with a student, taking As role. Be sure to
show switching roles. Ask and have the student
ask about items that are both near and far away.
Assign pairs and have students practice. Remind
them that they need to be careful with this/these
and that/those.
To check, have a student ask about an item in the
classroom and call on students who are nearby
and farther away to answer.
T5
9 Prepositions of location
Communication
A.
10 This/These; That/Those
A. Read the sentences and look at the
pictures.
12 Say goodbye
A. Read the expressions
below.
1. Good luck.
Thanks.
2. Goodbye.
3. Keep in touch.
This is my book.
Thats an apple.
For example:
A:
B:
A:
B:
Whats this?
Its a ruler.
What are those on the teachers table?
Those are dictionaries. Your turn.
Sure.
Thanks. / Thank you.
Bye./See you.
You, too.
Learning goals
Communication
Express agreement or
disagreement
Grammar
The simple past of be
The simple past of regular
and irregular verbs
Vocabulary
Positive and negative
adjectives
6 Unit 1
Learning strategy
Skills
Pronunciation
Intonation in Yes/No and information
questions
Warm-up
(5 min. or less)
(5 min. or less)
T6
TEACHERS NOTES
Learning goals
TEACHERS NOTES
(10 min.)
Answer key
1.
2.
3.
4.
5.
4 Vocabulary
B.
awesome
incredible
amazing
talented
terrific
Extension
Have each student write the names of three
famous people they like and three famous
people they dont like. Then have the class
stand to do a find someone who activity. Tell
students to find out others opinions by asking
What do you think of . . . ? For each celebrity,
students should write down the name of one
other student who shares their opinion.
Focus on values
Have students look back at the dialogue. Ask
What adjectives did the characters use to describe
each others performances? (awesome, great,
incredible, amazing, terrific) Are these positive or
negative adjectives? (positive) Say Imagine a friends
performance is not very good. Would you still use
these positive adjectives? Would you use the negative
adjectives you learned in the Vocabulary section?
Elicit or explain that sometimes we can help
friends improve if we tell them honestly what we
think. However, its always best to mention the
good points first, then make polite suggestions
about what needs to be improved. You may want
to teach students the 3 to 1 ruleits helpful
to give three compliments with every suggestion
for improvement.
(10 min.)
A.
Direct students attention to the Useful
expressions. Quickly elicit the meaning of each.
B.
PAIRS. Call on a student to read the directions
aloud. Read the example exchange and have
students say it after you. Elicit some names of
people or movies the students can talk about.
Write these on the board, if helpful. Then have a
pair of students model an original exchange for
the class.
Have students work in pairs. Walk around as
students talk, helping as necessary.
To conclude the exercise, call on several pairs to
stand and present an exchange for the class.
Answer key
3 Useful expressions
(10 min.)
A.
1.
2.
3.
4.
5.
Congratulations!
Just for a couple minutes.
Way to go!
Take your time.
There you are.
B.
Call on a student to read the directions and each of
the items aloud. Make sure students understand
passed a test. Tell students to use each expression
only once. Elicit the answer to the first item, and
then have students work individually or in pairs
to complete the exercise.
T7
1 Dialogue
3
3 Useful expressions
Lori:
Alex:
Diane:
Alex:
Diane:
Alex:
Paul:
Diane:
Paul:
Alex:
Diane:
A.
Congratulations!
Way to go!
There you are.
Just for a couple of minutes.
Take your time.
2 Comprehension
A. Complete the statements with words from
the dialogue.
awesome .
1. Lori said Alex was
B.
4 Vocabulary
Negative
awful
terrible
horrible
dreadful
disgusting
lousy
For example:
A: I think James Bond movies are fantastic.
What do you think?
B: Oh, I think theyre dreadful!
Unit 1 7
GRAMMAR FOCUS
The simple past of be (was, were)
Afrmative statements
I
was
You
were
He/She was
at the party last night.
You
were
We
were
They
were
Negative statements
I
wasnt
You
werent
He/She wasnt
Yes/No Questions
Were you
Was he / she
at the party last night?
Were you
Were they
Short answers
Yes, I was./No, I wasnt.
Yes, he/she was./No, he / she wasnt.
Information questions
Who was at the party last night?
Where was the party?
Answers
I was./We were.
At the school auditorium.
You
We
They
Practicing grammar
5 Practice
Complete the conversation with the past form
of be.
was
Lori: How
the party last Saturday?
Discovering grammar
and
werent
werent
werent
in
(1)
Alex:
in
Lori:
It
great!
(2)
(3)
Alex:
Oh, yeah. It
Lori:
Who else
Alex:
Lori:
(6)
(4)
with him.
Alex:
there?
(5)
Yes, they
(8)
(7)
. Hey, whats up
8 Unit 1
they all
(9)
(10)
happy
very
Grammar Focus
5 Practice
(5 min.)
Answer key
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
was
was
Were
was
was
was
Were
were
wasnt
wasnt
Answer key
1. was, were
2. was
3. were
T8
TEACHERS NOTES
Practicing grammar
TEACHERS NOTES
6 Practice
8 Communication
(10 min.)
A.
Read the directions aloud. Call on a student to
read the first item. Review the formation of Yes/No
questions using the simple past of be. You may
want to have students look at the grammar chart
again. Then elicit the answer to the second item.
Have students work individually or in pairs to
complete the exercise.
To check, call on individual students to read their
questions aloud.
A.
Read the heading. Tell students Youre going to
practice a conversation among three people.
B.
PAIRS. Read the directions aloud. Tell students
that if they were at a party recently, they should
give true answers. If they were not at a party
recently, tell them they should make up answers.
You may want to have them guess whether
their partner was giving true or false answers
afterward. Call on a pair to model if helpful.
Walk around monitoring and helping students as
they practice.
To check, call on one or more pairs to perform a
conversation for the class.
7 Pronunciation
(10 min.)
(5 min.)
A.
B.
GROUPS. Have students work in groups of three.
Tell them to practice the conversation in Exercise A
several times, switching roles each time.
When students are performing the conversation
fairly fluently, tell them to change the underlined
parts to add their own ideas. If helpful, elicit
some substitutions for the different lines and
write them on the board. Have a group model the
conversation for the class.
Walk around to monitor and help as students
practice.
Call on one or two groups to perform a
conversation for the class.
Answer key
1.
2.
3.
4.
5.
6.
(10 min.)
B.
PAIRS. Call on a student to read the directions
aloud. Call on a pair of students to model the
exercise.
Have students practice the sentences in pairs,
paying close attention to correct intonation. After
students have practiced for a few minutes, have
them close their books and practice again.
Call on pairs to ask the questions without looking
at their books.
T9
6 Practice
8 Communication
A.
For example:
A: Were you at a party recently?
B: Yes, I was.
7 Pronunciation
Intonation in Yes/No and
information questions
A.
Yes/No questions
Were you at a party recently?
Was he there?
Was it fun?
Information questions
When was the party?
What kind of party was it?
How was the party?
B. PAIRS. Alternate reading the examples
above. Student A, read the Yes/No
questions. Student B, read the information
questions.
Unit 1 9
GRAMMAR FOCUS
The simple past of regular and irregular verbs
Afrmative statements
I studied music in school.
He/She taught music years ago.
Negative statements
I didnt study acting.
He/She didnt teach acting.
Yes/No questions
Did you study music?
Did he/she teach music last year?
Short answers
Yes, I did./No, I didnt.
Yes, he/she did./No, he/she didnt.
Information questions
Where did you study music?
Where did they teach last year?
Answers
I studied at Juilliard.
In Korea.
Discovering grammar
Look at the grammar chart. Complete the rules with regular, irregular, or both regular and
irregular.
1. With
verbs, add ed or d.
verbs, use didnt and the base form.
verbs, use did and the base form.
Practicing grammar
9 Practice
Complete the biography with the past forms of the verbs in parentheses.
was
born on January 27, 1756, in Salzburg, Austria.
Wolfgang Amadeus Mozart (1. be)
Mozart (2. be)
a musical prodigy. He (3. be)
exceptionally talented in
music. He (4. begin)
playing the piano when he (5. be)
only three years
old. Soon after, he could play the piano like a professional. At the age of four, Mozart
(6. learn)
to play the harpsichord and violin. At ve, he (7. write)
his
own music. Mozart (8. give)
his rst public performance at the age of six for the
Empress of Austria. Recognizing his childs talent, Mozarts father (9. take)
his son
on concert tours throughout Europe.
Mozart (10. play)
for the rich and for royalty. As a teenager, he (11. write)
and completed his rst opera. He (12. continue)
to write great music as an adult, but
(13. not/become)
famous. Mozart (14. get married)
when he (15. be)
26 years
old. He (16. not/make)
much money from his compositions, so he (17. teach)
to support
his family. Sadly, his wife (18. become)
sick from not eating properly. Soon, Mozart also
(19. got)
sick. Before he (20. die)
, Mozart (21. give)
one of his
students instructions on how to complete his last work, the Requiem Mass.
Mozart (22. die)
10 Unit 1
Grammar Focus
(10 min.)
Practicing grammar
9 Practice
Answer key
1.
2.
3.
4.
(15 min.)
Answer key
1. was 2. was 3. was 4. began 5. was 6. learned
7. wrote 8. gave 9. took 10. played 11. wrote
12. continued 13. didnt become 14. got married
15. was 16. didnt make 17. taught 18. became
19. got 20. died 21. gave 22. died
T10
TEACHERS NOTES
TEACHERS NOTES
10. Practice
12 Listening
(15 min.)
A.
Call on a student to read the directions aloud.
Elicit the answers to the first four items and then
have students work individually or in pairs to
complete the exercise.
Check by calling on a different student to read
each question aloud. (See Answer key below.)
B.
PAIRS. Read the directions and example aloud.
Tell students they should answer in complete
sentences. Call on a pair to model the first few
questions and answers.
To check, call on a pair to ask and answer each
question.
Answer key
1.
2.
3.
4.
5.
at a university
difficult
weird
didnt want to be different
has a balanced schedule
Answer key
Audioscript
11 Practice
Turn to page 68 and have students play a game.
Learn to learn
(510 min.)
13 Your turn
(5 min.)
Answer key
Answers may vary; possible answers:
1. bend/bent, build/built, spend/spent, send/sent
2. feel/felt, keep/kept, leave/left, sleep/slept, meet/met
3. break/broke, choose/chose, ride/rode, write/wrote
4. know/knew, grow/grew
5. take/took
T11
10 Practice
Learn to learn
1. (Where / he born)
Where was he born?
bend
choose
child?
take
feel
know
sleep
leave
spend
break
grow
build
keep
ride
meet
send
write
12 Listening
9
For example:
Q: Where was he born?
A: He was born in Salzburg, Austria.
13 Your turn
GROUPS. Discuss the following:
11 Practice
Play a game. Go to page 68.
Unit 1 11
14 Reading
A. Think of a famous person or someone you know who has exceptional talent. What special talent
does he or she have?
B.
10
Read along as you listen to the story about a young musical prodigy.
A Modern-Day Mozart
The Juilliard School is an internationally
famous performing arts school in New York
City. There is a student at Juilliard who,
according to music experts, is the greatest
talent to come along in 200 years. This
student recently wrote ve complete
symphonies, and he is only 12 years old!
His name is Jay Greenberg.
Jay wrote a musical piece called The Storm
in just a few hours for the New Haven
Symphony in Connecticut, U.S.A. A
well-respected American composer, Sam
Zyman, compares Jay to great prodigies
like Mozart. Jay can compose
a piano sonata in twenty-ve
minutes, and its a great piece
of classical music!
In an interview, Jay said that
he doesnt know where the
music comes from. The music
comes fully written, playing
15 Comprehension
16 Speaking
1.
2.
3.
4.
For example:
A: Where is Jay studying?
B: At Juilliard, in New York.
A: What did he write for the New Haven
Symphony?
B: I think its called The Storm.
17 Writing
In your notebook, write a summary for a teen
magazine about Jay and his exceptional talent.
12 Unit 1
16 Speaking
(10 min.)
Background notes
What is now known as the Juilliard School was founded in
1905 as the Institute of Musical Art. In 1919, Augustus D.
Juilliard, a wealthy textile merchant, died and left a large
amount of money for the advancement of music. In 1924,
the trustees founded the Juilliard Graduate School to help
worthy music students complete their education. In 1926,
the Institute of Musical Art and the Juilliard Graduate
School merged as the Juilliard School of Music.
Since then, the school has added an Evening Division
(for adults who want to continue their arts and music
education), a Drama Division, a Dance Division, a College
Division, and a Pre-College Division to teach music to
talented young people from 8 to 18 years old. It also offers
a jazz program in collaboration with the Lincoln Center.
17 Writing
A.
Read the directions aloud. Elicit the names of a
few people with exceptional talent. Then have
students form small groups to make lists of people
and their special talents.
Elicit names and talents from different groups.
10 Tell students that the first reading is for
them to get a general idea of what the article
is all about. Play the audio as students read
silently along. After reading the article, answer
vocabulary questions students may have. Make
sure they understand key words and phrases such
as internationally famous, performing arts, according
to, experts, symphonies, musical piece, well-respected,
piano sonata, orchestra, blind, and linguist. Then
have students read the article again silently.
15 Comprehension
(20 min.)
B.
(10 min.)
(5 min.)
T12
TEACHERS NOTES
14 Reading
TEACHERS NOTES
A.
11 Read the directions and question aloud. Play
the audio as students listen and read.
Elicit the answer to the question.
(15 min.)
Background notes
In the United States, performing arts programs in a variety
of fields are available to teenagers. These offerings range
from one-week summer camp experiences to intensive
study programs sponsored by colleges and universities
lasting for several weeks. Students often must be
recommended by a teacher and pass an audition in order
to be admitted. There are programs in all areas of music
and the performing arts. Most students pay to attend such
programs, but full scholarships are also often available for
a few very talented applicants.
Answer key
He recommended Alex to Star Performers, a performing arts
camp for gifted/talented kids.
B.
GROUPS. Read the discussion question aloud.
Have students make groups of four or five.
As students discuss, walk around, helping when
needed.
After students have finished discussing, elicit
examples from each group.
Activities
T13
11
But?
2
1
3
You still have to
audition, Alex.
B. GROUPS. Discuss: Why does Alex say, You just made my day? Give examples of other
situations when someone or something makes your day.
Unit 1 13
Learning goals
1 Vocabulary
Communication
Express opinion
Basic emotions
A.
12
Grammar
Conjunctions: and, but, so
Used to for past habits
Vocabulary
Basic emotions
happy
excited
nervous
10
scared
14 Unit 2
sad
surprised
11
worried
bored
tired
9
angry
12
upset
embarrassed
Learning strategy
Skills
Pronunciation
The pronunciation of used to
Background notes
Warm-up
(5 min. or less)
1 Vocabulary
(15 min.)
A.
T14
TEACHERS NOTES
Learning goals
TEACHERS NOTES
B.
Read the instructions and elicit answers to the
first two items. Make sure students understand
vocabulary such as cut the grass, broke, shout,
flew away, and diary. Then have students work
individually or in pairs to complete the exercise.
As you check, allow more than one answer when
the emotion words are similar; for example, excited
and happy, or angry and upset.
B.
PAIRS. Have students compare what they wrote.
Model this with a student.
Conclude the activity by calling on several students
to tell you adjectives they chose. For each, ask the
student What makes you . . . ? Then ask several other
students what makes them feel that way.
3 Listening
Answer key
5 tired
8 angry
10 scared
1 happy
9 upset
11 bored
6 nervous
3 excited
12 embarrassed
4 surprised
2 sad
7 worried
C.
PAIRS. Read the directions aloud. Model asking
and answering with a student. Then have students
form pairs and practice.
To extend this exercise, have students stand and
ask five other students how they feel today.
Learn to learn
Answer key
my girlfriend, my daughter, my friends, my video games, my
music, my family
Audioscript
Reporter: Excuse me. Do you mind if I ask you a few
questions?
Man: No. Go ahead.
Reporter: How old are you?
Man: Im twenty-five.
Reporter: Can you tell me one thing that makes you
happy?
Man: Hmm . . . just one thing? Id have to say my
girlfriend.
Reporter: Your girlfriend?
Man: Yeah. Being with her makes me very happy.
Reporter: Thank you. . . . Uh . . . Excuse me? Can I ask you
a question?
Woman: OK.
Reporter: What makes you happy?
Woman: My baby girl, of course. Dont you, baby?
Reporter: Shes adorable. Thanks. . . . Um, excuse me, do
you have a minute?
Teen: Uh, I guess so.
Reporter: How old are you?
Teen: Fourteen.
Reporter: And, can you tell me what makes you happy?
Teen: I guess Id have to say music.
Reporter: Music?
Teen: Yeah, Im happiest when Im playing my guitar.
Reporter: Oh, I see. Thanks. . . . Excuse me? Can I ask you
a question?
Man: All right, but I dont have much time.
Reporter: What makes you happy?
Man: What do you mean what makes me happy?
Reporter: I mean, does your job make you happy? A new
car?
Man: No way. Those things dont make me happy. Its
my wife and my children. My family makes me
happy.
Reporter: I see. Thank you. There you go, folks. What
about you? What makes you happy?
(5 min.)
A.
Call on a student to read the learning strategy
and explanation. Explain the meaning of relate.
Demonstrate the activity by choosing an emotion
and telling students how this word relates to your
own experiences.
B.
PAIRS. Elicit a few of the words students chose
in Exercise A. Ask Who or what do you remember
when you think of the emotion? Help students with
sentence composition if needed.
Have students work in pairs to complete the
activity. Then have them change partners and
practice again.
(15 min.)
2 Your turn
(10 min.)
(10 min.)
A.
Call on a student to read the directions aloud.
Read the chart aloud and elicit some other things
that make students feel happy.
Have students work individually to complete
their charts.
T15
Hes
flew away.
Hes
because hes
watching a horror film.
2 Your turn
A. Choose three adjectives from Exercise 1A.
Write them in the chart. Then list three
things that make you feel each emotion.
Adjective
happy
Shes
because her
friend is talking to someone else.
Shes
found her diary.
Shes
babys sick.
because her
B. PAIRS. Compare your charts.
Learn to learn
Personalize what you learn in school
It is easier to learn and memorize vocabulary
when you relate it to your own life.
A. Choose one emotion from page 70 that you
can relate to your own experience.
For example:
sad
For example:
A: What makes you happy?
B: Well, summer vacation is one thing.
A: Me, too!
3 Listening
13 What makes people happy? Listen to the
interview. Circle the peoples answers.
my b ab y gi rl
my girlfriend
my job
my st udent s
my new house
my friends
m y so n
my husband
my family
my music
my c ar
my video games
Unit 2 15
4 Dialogue
14
Alex:
Joe:
Alex:
Joe:
Alex:
Joe:
Alex:
Joe:
Alex:
Joe:
Lori:
Alex:
Lori:
Alex:
Joe:
16 Unit 2
5 Comprehension
A. Write True or False for each
statement.
True
1. Alex wants to
be a professional musician.
2. He got
accepted at Juilliard.
3. Joe is happy
for Alex.
4. Alex told Lori
the good news.
5. Lori learned
the news from Paul.
6. Lori is excited
about Alexs news.
B.
15
(5 min. or less)
(1015 min.)
B.
Answer key
1. True 2. False 3. True 4. False 5. False 6. False
T16
TEACHERS NOTES
TEACHERS NOTES
6 Useful expressions
Practicing grammar
(10 min.)
A.
Tell students to look at the list of expressions.
Quickly elicit the meaning of each.
7 Practice
Answer key
B.
Call on a student to read the directions and the
first question aloud. Elicit the answer. Explain
that more than one response can be given for the
second item.
Have students work individually or in pairs to
complete the exercise. Elicit answers orally.
8 Practice
(10 min.)
Answer key
Answer key
1.
2.
3.
4.
Extension
Divide the class into two teams. Give the teams
three minutes to write down five sentences
describing situations like those in Exercises
7 and 8. Each sentence must be able to take a
second clause that starts with and, but, and so.
Teams take turns reading a sentence aloud. The
first person on the other team completes the
sentence with a second clause using and.
S1: I didnt study for the test.
S2: I didnt study for the test, and I failed it.
The second person must complete the sentence
using but. (I didnt study for the test, but I passed
it.) The third person completes the sentence using
so. (I didnt study for the test, so I failed it.)
Continue to play until all students have had a
chance to participate.
Grammar Focus
(5 min.)
(10 min.)
9 Communication
(15 min.)
A.
17 Play the audio once or twice, pausing for
students to repeat.
B.
PAIRS. Have pairs practice the conversation in
Exercise A several times. Then tell them to talk
about an entertainer, changing the underlined
parts. Have a pair model for the class.
Walk around to monitor and help.
Call on one or two pairs to perform for the class.
Answer key
1. but 2. so 3. and
T17
6 Useful expressions
A.
16
Keep dreaming.
Not anymore.
I wish.
Never say never.
Im keeping my fingers crossed.
Just now.
Practicing grammar
7 Practice
Fill in the blanks with and, but, or so. Then
insert a comma (,) where its needed.
so
Paul
1. Teen Scene had a good show,
is very happy.
2. Alex told Joe his news
excited.
Joe was
B:
3. A: Ill never be an actor!
B:
4. A: When did you see Jennifer Aniston?
8 Practice
B:
5. A: I dream of being famous someday.
B:
6. A: I hope you get into Juilliard.
B:
GRAMMAR FOCUS
Conjunctions:
and, but, so
Alex is excited, and Joe is happy, too.
Alex and Joe are happy, but Lori feels bad.
Lori felt sick, so she went home.
Discovering grammar
Look at the grammar chart. Complete the
rules with and, but, or so.
1. Use
to show contrast.
2. Use
to express a result.
3. Use
to add information.
Paul didnt
9 Communication
Express opinion
A.
17
Unit 2 17
GRAMMAR FOCUS
Used to
Afrmative statements
I
You
He/She
used to be an actor.
You
We
They
Negative statements
I
You
He/She
didnt use to be famous.
You
We
They
Yes/No Questions
Did you use to be an actor?
Did he use to work in Hollywood?
Did they use to work in Hollywood?
Short answers
Yes, I did. / No, I didnt.
Yes, he did. / No, he didnt.
Yes, they did. / No, they didnt.
Information questions
What did he use to be?
Where did they use to work?
Long answers
He used to be an actor.
They used to work in Hollywood.
Discovering grammar
Look at the grammar chart. Circle the correct answers.
1. Use the (past / base) form of a verb with used to.
2. Use used to to talk about past situations that are (still true /
no longer true).
Practicing grammar
10 Practice
Look at the pictures of Alexis. Write sentences comparing the
past and the present.
When Alexis was three years old, . . .
short and chubby
Now . . .
tall and thin
For example:
She used to be short and chubby, but now shes tall and thin.
1. afraid of the dark / not afraid anymore
2. really shy / very outgoing
3. like going to bed early / like to stay up late
4. love playing in the rain / hate it when it rains
18 Unit 2
Grammar Focus
10 Practice
(5 min.)
Used to
Answer key
1. I used to be afraid of the dark, but now Im not afraid
anymore.
2. I used to be really shy, but now Im very outgoing.
3. I used to like going to bed early, but now I like to stay
up late.
4. I used to like playing in the rain, but now I hate it when
it rains.
Answer key
1. base
2. no longer true
T18
TEACHERS NOTES
Practicing grammar
TEACHERS NOTES
11 Practice
13 Pronunciation
(10 min.)
A.
PAIRS. Read the directions aloud. Call on a
student to read the example statement from
Exercise 10 aloud, then the example question in
Exercise 11. Point out how the question is formed
with content from the first clause (short and
chubby). Remind students to use use to, not used to,
in questions.
Give students a few minutes to write out their
questions. Check orally.
A.
Read aloud the pronunciation focus. Write used to
on the board. Cross out the d in used. Explain that
when d is followed by t, the d is not pronounced.
Point out that in speech, the pronunciation of used
to and use to is exactly the same.
Write didnt use to on the board. Cross out the t in
didnt, then draw a line connecting the n in didnt
to the u in use. Point out that when n is followed
by a t at the end of a word, the final t is usually
not pronounced. The n sound is then linked to
the u in use.
Write did you use to on the board. Draw a line
between the final d in did and the y in you. Explain
that when d and y are linked, they produce the
new sound /d/.
Answer key
1.
2.
3.
4.
12 Writing
(10 min.)
B.
(15 min.)
A.
Read the directions and example aloud. Then call
on a student to read his or her notes on the partners
response to the first question. Elicit a sentence based
on the notes, then write it on the board.
Have students work individually to complete their
paragraphs. Walk around to monitor and help as
students write.
14 Practice
(10 min.)
B.
Have students read their paragraphs aloud
and elicit guesses. Alternately, collect all the
paragraphs and read them aloud yourself, asking
the class to guess who the person might be.
T19
11 Practice
13 Pronunciation
18
For example:
Did you use to be chubby?
used to
1.
didnt use to
did you use to
2.
B.
3.
4.
12 Writing
For example:
B: Is it Caitlin?
A: No.
C: Is it Emily?
A: Yes, it is.
14 Practice
Have a competition! Go to page 68.
Unit 2 19
15 Reading
A. What do you think the expression Laugh and the world laughs with you means?
Do you agree?
B.
20
16 Comprehension
17 Speaking
1.
2.
3.
4.
5.
6.
20 Unit 2
16 Comprehension
(15 min.)
A.
Read the discussion question aloud and have
students form groups of four or five to discuss
their response.
Elicit students ideas about the expression. (Most
people interpret the expression to mean that when
one is laughing and happy, the world seems like a
happier place.)
(10 min.)
A.
Have students work individually or in pairs to
answer the Comprehension questions.
Call on students for their answers. You may want
to have them read or refer to the particular place
in the article where they found the answers.
Answer key
1.
2.
3.
4.
B.
17 Speaking
(10 min.)
T20
TEACHERS NOTES
15 Reading
TEACHERS NOTES
Vocabulary
E.
1. N angry
2. N awful
3. N bored
Grammar
Communication
A.
1.
2.
3.
4.
5.
6.
7.
8.
was
walked
told
had
did not notice
were
introduced
said
F.
B: Keep dreaming.
A: Never say never.
A: Thats true.
Now I can . . .
Have students check the functions they can now
perform.
B.
1. Was yesterday Dads birthday?
When was Dads birthday?
2. Did you plan a surprise party for him?
Who planned a surprise party for him? / Who did you
plan a surprise party for?
3. Did Mom bake a birthday cake for Dad?
What did Mom bake for Dad?
C.
1.
2.
3.
4.
D.
1.
2.
3.
4.
5.
6.
4. P awesome
5. P fantastic
6. N horrible
T21
Units 1 and 2
Test-taking tip: Write neatly.
If your teacher cannot read your handwriting, he or she might mark your answers wrong.
Grammar
A. Complete the paragraph with the simple
past form. (1 point each)
was
the first day
Yesterday (1. be)
to school
of school. I (2. walk)
with my friends. As we walked, we
(3. tell)
stories. We
fun walking together.
(4. have)
the time.
We (5. not/notice)
hi to my teacher.
B. Write Yes/No and information questions
using the simple past. Use the cues.
(3 points each sentence)
Vocabulary
E. Write P for positive, N for negative.
(1 point each)
N angry
awesome
incredible
upset
bored
horrible
happy
Thats true.
(What)
C. Write affirmative (+), negative (), and
interrogative (?) sentences using used to.
(3 points each)
J. K. Rowling
1. (+) be poor
fantastic
Communication
(Who)
3. Mom baked a birthday cake for Dad.
(Yes/No)
awful
B:
A: Really. Im serious.
B: No way. Hell never be famous.
A:
B: Well, there are many talented teenagers who
are better than he is.
A:
3. () live in a mansion
Now I can . . .
Q & A baseball
Steps:
1. Create a baseball diamond in the classroom.
Choose a place in the front for home plate,
then places for first, second, and third bases
around the room.
2. Next, form two teams. The first team comes
to the front. Each player takes his or her
turn at bat.
3. The pitcher (your teacher) asks the
batter a review question. If the batter
answers correctly, he or she goes to first
base and other players already on the field
move one base. For each player who reaches
home plate, the team scores a run. If the
batter does not answer correctly, the team
scores an out.
Useful language
Review Questions
Unit 5
What do you do in your free time?
What are you doing right now?
What is (name) doing right now?
What are you wearing today?
Unit 6
What are you doing this
weekend?
When are you leaving school
today?
What are you going to do after
school today?
Where are you going to eat
dinner tonight?
22 Game 1
Unit 7
How was your weekend?
What did you do last weekend?
Where were you on Saturday at
three oclock?
What did you eat for lunch
yesterday?
Unit 8
When you were young, what time
did you use to go to bed?
When you were young, what did
you use to be afraid of?
When you were young, what TV
shows did you use to watch?
When you were young, what foods
did you use to hate?
T22
TEACHERS NOTES
TEACHERS NOTES
T23
A snapshot of my childhood
Make an illustrated autobiographical sketch of your
life as it was when you were six years old. Use the
list of topics and the project below as a guide. Then
share your sketch with your classmates.
1. Choose four topics to write about.
Music
TV shows
Toys and games
Books and
magazines
Pets
Foods
Collections
Things you loved
Things you hated
Your family
Your neighborhood
Favorite places
Dreams
My Neighborhood
When I was six, I lived in Seattle, Washington. It
used to rain a lot, but it was a nice city. There
was a creek near my house. My friends and I
used to hang out there and play.
My Favorite Toys and Games
I had a big collection of Pokmon
cards when I was young. I used to
trade them with my friends. That
was fun. We also used to play with
Spider-Man and Power Rangers
action figures. And I used to play
Nintendo a lot. I was really into
Mario Brothers and Pokmon games.
My Favorite Foods
My mom makes really healthy meals with
lots of vegetables. But when I was six, I
didnt use to like vegetables much. (I hated
green peas!) But I used to love macaroni
and cheese, pizza, and hot dogs.
My Dream
When I was six, I used to want to be a
soccer star. I wanted to be rich and
famous and have lots of fans. Hey, Im
not rich or famous, but Im on the soccer
team this year. And my parents are big
fans!
3. Share your sketch with your classmates and
see how many things you have in common.
Project 1 23
Learning goals
1 Vocabulary
Communication
Talk about the weather
Talk about past activities
21
1. Its sunny.
2. Its cloudy.
3. Its foggy.
4. Its windy.
5. Its cold.
6. Its hot.
7. Its warm.
8. Its raining.
9. Its snowing.
Grammar
The past continuous
The past continuous with
when and while
Vocabulary
Adjectives for describing the
weather
New York
Rio de Janeiro
Vancouver
24 Unit 3
Chicago
Sydney
Learning strategy
Skills
Make predictions
Pronunciation
The pronunciation of // in walk
Background notes
The weather is the source of many idioms. Write some of
these on the board and discuss what they mean:
Its raining cats and dogs. (Its raining very hard.)
He has his head in the clouds. (He isnt thinking clearly.)
She can run like the wind. (She can run very fast.)
Ask students if there are any similar weather-related
sayings in their first language. Help them translate these
sayings into English.
Warm-up
(5 min. or less)
1 Vocabulary
(10 min.)
A.
(5 min.)
T24
TEACHERS NOTES
Learning goals
TEACHERS NOTES
Practicing grammar
B.
PAIRS. Call on a student to read the instructions
aloud. Ask a pair to model the example exchange,
and then change roles to ask and answer about the
next city.
Have students form pairs. Walk around to monitor
as students practice. Have students change roles
and practice again.
Point to each city and ask one or more students
about the weather there. Students answers will
vary; accept all possible answers.
2 Practice
A.
Read the directions and call on a student to read
the first sentence aloud. Write the full sentence on
the board: Late last night, I was sleeping when I heard
a noise outside. Point out that the writer is talking
about an event occurring at a certain time in the
past, so past continuous is used.
Elicit the answer to the second sentence. Then have
students work individually or in pairs to complete
the exercise. Remind them that they should be
using the past continuous form of the verbs.
Elicit the answers orally. You may want to have
the class read aloud the completed paragraph.
C.
22
Grammar Focus
(15 min.)
Answer key
1.
2.
3.
4.
5.
6.
was sleeping
was running
was wearing
was raining
wasnt wearing
was carrying
B.
PAIRS. Read the instructions aloud. Elicit the
question for each of the items; write these on the
board if helpful.
Answer key
1.
2.
3.
4.
5.
Answer key
1. was or were
2. something that was in progress
3 Practice
Turn to page 68 and have students play a game.
T25
For example:
A: Whats the weather like
in Rio de Janeiro?
B: Its warm and sunny.
C.
Listen to the
conversation.
22
GRAMMAR FOCUS
The past continuous
Afrmative statements
It was snowing at this time
yesterday.
We were playing in the snow.
Negative statements
It wasnt snowing at this time
yesterday.
We werent playing in the snow.
Yes/No questions
Was it snowing at this time
yesterday?
Were you playing in the snow?
Answers
Yes, it was. / No, it wasnt.
Information questions
What was happening at this
time yesterday?
What were you doing?
Discovering grammar
Look at the grammar chart. Circle the correct answers.
1. To form the past continuous, use (is or are / was or were) +
verb-ing.
2. Use the past continuous to describe (something that was in
progress / an event that happened).
Practicing grammar
2 Practice
A. Complete the sentences with the past continuous form.
Late last night, I (1. sleep) was sleeping when I heard a noise
a white
, but he (5. not
a small bag.
3 Practice
Play a game. Go to page 68.
Unit 3 25
4 Dialogue
23
Is he hurt?
An ambulance is on its
way. Dont move him.
Oh, no. Its
starting
to rain.
5 Comprehension
A. Answer the questions.
1.
2.
3.
4.
5.
B.
26 Unit 3
No, we didnt.
We were walking
home from a
party when we
found him.
(15 min.)
Focus on values
Have groups discuss the situation presented in
the dialogue. Write some discussion questions on
the board such as Do you think Diane, Joe, and Alex
did the right thing? Was what they did dangerous?
What would you do if you heard someone calling for
help? What would you do if you found a man lying on
the street?
Have students form groups of four or five to
discuss these questions.
Elicit responses to the questions from different
groups. As a class, reach a consensus about the
best response to such a situation, balancing
personal safety with the importance of helping a
person in trouble.
A.
Have students read the Comprehension questions.
Elicit or explain the meaning of volunteer.
B.
24 Play the audio again for students to check
their answers.
Elicit the answers orally.
Answer key
1.
2.
3.
4.
5.
T26
TEACHERS NOTES
Background notes
TEACHERS NOTES
Learn to learn
7 Pronunciation
(5 min. or less)
A.
Read the Pronunciation focus aloud. Have
students silently read the list of words.
6 Listening
(10 min.)
26
27
(5 min.)
Answer key
Answer key
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
b
c
a
b
a
bought
talk, Paul
thought, mall
crosswalk
ball
Audioscript
Police officer: What were you doing when you found the
man on the street?
Joe: Well, we just came from a party after a
school performance. I was walking home
through the park with my sister and my
friends when we heard a mans cry for help.
Police officer: What did you do then?
Joe: We looked around. At first we didnt see
anything. So we decided to check across the
street. While we were crossing 82nd Street,
we heard another cry. I think we heard
Help! or something. Im not really sure
what . . . uh.
Police officer: Go on. Dont be nervous. Youre doing OK.
As you were crossing the street, you heard a
man cry for help again.
Joe: Yeah. Then we saw the man. He was
unconscious. At first, we were scared. We
didnt know what to do. We were talking
about what to do when my friend Alex
suggested calling 911.
Police officer: That was a good idea. Why was your jacket
on the man?
Joe: Uh, it started to rain while we were waiting
for the ambulance. It was cold, too, and we
were worried the man might be hurt.
Police officer: That was nice of you. Id better call your
parents. They must be worried.
Joe: Oh, no. Please dont. I mean, my mom
might think we did something wrong.
Another police officer is driving us home.
We can explain then.
Police officer: All right then. Thanks, kid. You guys did
great today.
27
8 Communication
B.
PAIRS. Read the directions aloud. Remind
students that A is a police officer asking about
something unusual that happened. Model a
conversation with a student, then change roles
and model a different conversation. Encourage
students to create several different conversations.
Have students form pairs and role-play several
times.
Call on pairs to perform a role-play for the class.
T27
Learn to learn
7 Pronunciation
Make predictions
A.
6 Listening
B.
25
heard
a. music
.
b. laughter
c. a mans cry
c. it was windy
.
c. 911
walk
talk
saw
cross
call
fall
1.
2.
3.
4.
5.
26
8 Communication
Talk about past activities
A.
28
Unit 3 27
GRAMMAR FOCUS
The past continuous
with when and while
They were walking home when they heard a cry.
When they heard a cry, they were walking home.
They heard a cry while they were walking home.
While they were walking home, they heard a cry.
Discovering grammar
Look at the grammar chart. Circle the
correct answers.
1. She was playing is (simple past / past
continuous).
2. It started is the (simple past / past
continuous).
3. In sentences like the ones in the chart,
a. the (simple past / past continuous)
often comes after when clauses.
b. the (simple past / past continuous)
often comes after while clauses.
Practicing grammar
9 Practice
Complete the sentences with the simple past
or the past continuous.
was
a sunny day in Mexico
It (1. be)
in
a flute. While
, the four men
28 Unit 3
10 Practice
PAIRS. Student A, youre a journalist.
Student B, youre a member of the audience.
Student A, ask Student B about the Voladores.
Student B, answer Student As questions.
For example:
Q: What were you doing when you noticed a
large group of people?
A: I was walking with my friend in
Chapultepec Park.
1. Q: What / you / do / when / you / notice /
the large group of people?
2. Q: What / the people / do?
3. Q: What / the four men / do / when /
you / see / them?
4. Q: the musician at the top of the
pole / play a guitar?
5. Q: What / the four men / start to do /
while / the music / play?
Grammar Focus
Answer key
1. What were you doing when you noticed the large group
of people?
2. What were the people doing?
3. What were the four men doing when you saw them?
4. Was the musician at the top of the pole playing a guitar?
5. What did the four men start to do while the music was
playing?
Answer key
1. past continuous
2. simple past
3. a. simple past
b. past continuous
Practicing grammar
9 Practice
(5 min.)
(5 min.)
was
were walking
noticed
looked
were hanging
was playing
was playing
started
were watching
was
T28
TEACHERS NOTES
10 Practice
TEACHERS NOTES
11 Practice
12 Writing
(20 min.)
A.
Read the directions aloud and elicit the first three
lines of the story in order. (167)
Have students work individually or in pairs to
complete the story. Walk around to monitor and
help as students work.
B.
GROUPS. Read the directions. Have students
form groups of three and compare the sequence of
their stories.
Elicit the sequence. Read the first three sentences,
and then call on different students to complete
the story.
Answer key
Correct order:
16724358
Answer key
1.
2.
3.
4.
5.
6.
7.
8.
(20 min.)
was
was
fell, didnt notice
was admiring, saw
was looking, continued
was
was walking, saw
died, didnt eat
(10 min.)
T29
11 Practice
12 Writing
her.
4. Narcissus (admire)
his
reflection in the water when Echo
(see)
him.
at him, he
to admire his
In the end,
Echo.
in
a young
or drink.
Unit 3 29
13 Reading
14 Comprehension
B.
29
30 Unit 3
15 Speaking
A. GROUPS. Make all-boy and
all-girl groups. Each group,
list several things youd like
to ask a good fairy.
For example:
Girls: Id ask to be
president of my
country.
Boys: Id ask for
intelligence.
Girls
Boys
Id ask for
Id ask for
Id ask to
be
Id ask to
be
15 Speaking
(10 min.)
A.
GROUPS. Read the questions aloud and then
have students form groups to discuss their
responses. After groups have discussed the
questions, elicit responses from several students.
(Fairies are magical beings who have special
powers to help people. A good fairy usually helps
the main character in a fairy tale.)
A.
GROUPS. Read the instructions aloud. Write the
following question on the board: What would you
like to ask a good fairy? Read the example answers.
Point out the use of Id ask for/to be . . . for answers.
Have students form all-boy and all-girl groups of
three or four to discuss this question and complete
their charts.
Walk around as students work, helping when
needed.
B.
Have students look at the illustration. Ask picture
questions to set the context and elicit or teach
vocabulary such as wife, husband, fire, and poor.
B.
Read the directions. Have boy and girl groups
combine to form new groups of six to eight. Tell
students to compare their wishes.
Elicit common similarities and differences from
several groups.
14 Comprehension
(20 min.)
T30
TEACHERS NOTES
13 Reading
TEACHERS NOTES
A.
Ask the class to look at each picture and predict
what is happening. Tell students to look just at the
pictures and not at the written words. Accept any
reasonable ideas.
Answer key
B.
Read the questions aloud. Begin a class discussion
by calling on volunteers to share their opinions
with the class.
T31
Back at home
A.
30 Read along as you listen. Underline the information that explains what was
wrong with the man.
1
Of course not, Mom. While we were walking home
after the party, we heard a man cry for help.
2
OK, but while you were having an
adventure, we were worried!
4
Oh, hes going to be OK. He had a
medical condition, and he blacked out
while he was walking home from work.
B. Discuss this question: Were Joe and Diane wrong in not calling their parents?
Why or why not?
Unit 3 31
1 Reading
Reading skill: Visualizing
A. Read the story. As you read, think about the images the story
is describing.
B. PAIRS. Take a few minutes to visualize four scenes from the
story. Describe the scenes to your partner.
2 Listening
There are many stories all over the world that are similar
to Taro and the Palace at the Bottom of the Sea. Listen to a
storyteller tell the American story Rip Van Winkle. As you
listen, number the parts of the story in the correct order.
31
His house was empty and most of his friends were dead.
He met a group of people playing a bowling game.
He drank some liquor.
He said, I am your father!
He fell asleep.
He helped an old man carry a keg.
He woke up and went back home.
1
3 Speaking
GROUPS. Discuss these questions.
1. How are Taro and the Palace at the Bottom of the Sea and
Rip Van Winkle similar?
2. How are the stories different?
4 Writing
GROUPS. Work together as a group to make up a very short,
simple fairy tale similar to the Taro and Rip Van Winkle stories.
Set it in the modern day with a teenager as the main character.
32 Wide Angle 1
Pictures
(5 min.)
2 Listening
3 Speaking
(10 min.)
(10 min.)
Answer key
4 Writing
7, 3, 4, 9, 5, 2, 6, 1, 8
(20 min.)
T32
TEACHERS NOTES
Audioscript
TEACHERS NOTES
Extension
Bring, or have students bring, a very short
folktale in L1 to class. Make one copy for
each student. Tell students they will practice
translating and get some idea of how a
professional translator works. Have students
work in pairs or groups to translate the story
into English. Have them use a dictionary to find
English equivalents for difficult items. Walk
around to help and monitor as students work. To
check, call on a volunteer to read the translation
to the class. Ask students if any of them might
want to work as translators in the future.
T33
Wide Angle 1 33
Learning goals
Communication
Talk about preferences
1 Dialogue
32
Alex:
Lori:
Alex:
Lori:
Alex:
Lori:
Alex:
Lori:
2 Comprehension
A. Answer the questions.
1.
2.
3.
4.
5.
B.
34 Unit 4
Grammar
The comparative and superlative
forms of adjectives
Making comparisons with
as . . . as/not as . . . as
Vocabulary
Adjectives of quality
(positive and
negative)
Learning strategy
Skills
Pronunciation
The pronunciation of // as in mad
Background notes
Answer key
Warm-up
(5 min. or less)
(5 min. or less)
(15 min.)
Express preferences
Write a paragraph about the
advantages and disadvantages of
being very good-looking
Focus on values
On the board, write When did you last feel angry with
a friend? What did you do? What happened after that?
Have students discuss the questions in groups.
Elicit responses from several groups. Refer
to the dialogue and ask students how the
misunderstanding between Alex and Lori was
resolved. Point out that in this particular case,
being honest with each other about how they felt
helped Alex understand why Lori was upset. It
also gave Lori a chance to express her feelings
and get some ideas from Alex about what to do.
B.
T34
TEACHERS NOTES
Learning goals
TEACHERS NOTES
3 Useful expressions
4 Pronunciation
(10 min.)
A.
Direct students attention to the Useful
expressions. Quickly elicit the meaning of each.
A.
B.
Read the directions aloud and call on students to
read items 1-6. Answer any vocabulary questions.
Elicit the answer to the first item, and then have
students work individually or in pairs to complete
the exercise. Tell students that they can use more
than one response for some items.
To elicit the answers, read the statement and call
on students to say the possible responses.
B.
PAIRS. Have students form pairs. Walk around,
helping and praising students as they practice the
conversation. Remind partners to switch roles.
Call on pairs to perform for the class.
Learn to learn
Answer key
1.
2.
3.
4.
5.
6.
(10 min.)
Maybe I will.
I know that.
I cant answer for [him]. / No, its not you.
Should I be?
No, its not you. / Its not your fault.
Its not your fault. / I know that.
(5 min.)
T35
3 Useful expressions
A.
34
Should I be?
No, its not you.
I cant answer for [him].
1. You dont look good. Why dont you stay home and get
Maybe I will.
some rest?
2. We have an exam today.
3. Is he mad at me?
4. Arent you happy about the news?
5. Did I do something to hurt you?
6. Im sorry about that.
4 Pronunciation
The pronunciation of // as in mad
A.
35
mad
chance
cant
glad
matter
talent
happen
happy
A:
B:
A:
B:
A:
Learn to learn
Listen carefully to the sounds of English.
To improve your pronunciation, choose certain sounds in English that
are difcult for you. Focus on these difcult sounds and practice them
often.
Listen carefully to the sound // in each word in Exercise 4A.
PAIRS. Practice saying the words with a classmate.
Unit 4 35
GRAMMAR FOCUS
The comparative and
superlative forms of adjectives
Adjective
short
big
funny
famous
interesting
Comparative
shorter than
bigger than
funnier
more famous
than
more interesting
than
Irregular adjectives
good
better than
bad
worse than
far
farther than
Superlative
the shortest
the biggest
the funniest
the most
famous
the most
interesting
the best
the worst
the farthest
Discovering grammar
Look at the grammar chart. Then answer
the exercises.
A. Complete the rules.
Short, one-syllable adjectives (for
example, short and fast)
1. To form the comparative, add
to the adjective.
2. To form the superlative, add
to the adjective.
Long adjectives (for example, interesting)
3. To make the comparative, use the word
Practicing grammar
5 Practice
A. First, fill in the blanks with either the
comparative or superlative form of the
verbs in parentheses.
1. Which is (cold)
a. 5 C
b. 18 F
colder ?
2. Which is (hot)
a. 100 C
b. 100 F
?
3. Which is (old)
a. the Eiffel Tower
b. the Great Pyramid of Giza
c. the Empire State Building
?
4. Which is (heavy)
a. a kilo of potatoes
b. a kilo of cotton
c. neither
5. Which continent is (small)
a. Asia
b. Australia
c. Antarctica
6. Which is (far)
a. 100 yards
b. 100 meters
c. 100 feet
distance?
before the
adjective.
36 Unit 4
Grammar Focus
Answer key
(10 min.)
B.
Read the directions aloud.
Have students work individually to complete the
exercise. Check by calling out answer choices and
having students who chose that answer raise their
hands. Give an explanation for each answer (see
Answer key).
Answer key
1. a (5 C = 23F and 18F = 28C.)
2. a (100 C = the boiling point of water. 100 F = just a
little above normal body temperature.)
3. b (It was built c. 2500 BC. The Eiffel Tower was built in
1889 and the Empire State Building in 1929.)
4. c (Its a trick question. A kilo of anything weighs the
same as a kilo of anything else.)
5. b (Asia = about 17 million square miles. Australia/
Oceania = about 3 million square miles. Antarctica =
about 5 million square miles.)
6. b (1 yard = 0.91 meters. 1 meter = 3.28 feet.)
Answer key
A.
1. -er 2. -est 3. more 4. the, most
B.
1. comparative 2. superlative
Practicing grammar
5 Practice
(10 min.)
A.
Read the quiz title and directions aloud, then
go over the questions. Make sure students
understand clever, C (Celsius), F (Fahrenheit),
neither, distance, yards, and feet. Check that students
know the Eiffel Tower, the Great Pyramid of Giza,
and the Empire State Building.
Call on a student to read the first item aloud. Elicit
the adjective form. (comparative) Remind students
to pay attention to whether the quiz is comparing
two things (comparative usage) or three things
(superlative usage).
T36
TEACHERS NOTES
TEACHERS NOTES
6 Practice
8 Communication
(10 min.)
A.
B.
PAIRS. Read the directions aloud. Model a
conversation with a student.
Have students form pairs and role-play the
conversation several times.
Call on pairs to perform a role-play for the class.
Answer key
1.
2.
3.
4.
5.
7 Practice
(10 min.)
9 Your turn
(10 min.)
A.
PAIRS. Call on a student to read the directions
aloud. Ask students to raise their hands if they
know Coldplay (pictured) and U2. Read the
example conversation aloud and have students
repeat. Elicit some celebrities and comparatives
that students can use in their conversations. Then
model a role-play with a student. Encourage
students to talk about a number of celebrities.
Walk around to monitor as students talk.
To conclude the activity, elicit the names of two
celebrities from different professions (actors,
singers, groups, etc.). Then have the class compare
the celebrities by asking, Which do you think is (more
talented/better looking/etc.), (celebrity A) or (celebrity
B)? Ask the class to vote with a show of hands.
(10 min.)
T37
6 Practice
Look at the pictures and the information. Then complete the sentences with the comparative
or superlative form.
Angelina Jolie
actor (U.S.A.)
Birthdate: June 4, 1975
Height: 58
Weight: 120 lbs.
ll
Naomi Campbe
)
Bollywood actor and model (India
Birthdate: November 11, 1972
Height: 57
Weight: 122 lbs.
(UK)
international model
, 1970
Birthdate: May 22
Height: 59
Weight: 122 lbs.
1. Ash Rai is (young) younger than Naomi Campbell, but she is (old)
2. Naomi Campbell is (old)
Angelina Jolie.
Naomi.
of the three.
5. Naomi is (heavy)
Angelina Jolie.
7 Practice
9 Your turn
8 Communication
For example:
36
A:
B:
A:
B:
Unit 4 37
GRAMMAR FOCUS
Making comparisons
with as . . . as / not as . . . as
11 Practice
Rewrite the pairs of sentences using as . . . as
and not as . . . as.
Discovering grammar
Look at the grammar chart. Circle the
correct answers.
1. Use as . . . as to express the
(similarities / differences) between
two items.
2. Use not as . . . as to express the
(similarities / differences) between
two items.
Superman.
2. Jessica Simpson is beautiful. Angelina Jolie
is more beautiful.
Practicing grammar
10 Practice
12 Vocabulary
A.
Adjectives of quality
Hollywood
Bollywood.
in
38 Unit 4
she is in
famous
good-looking
attractive
talented
beautiful
successful
gorgeous
fashionable
handsome
incredible
Angelina Jolie.
5. Ash Rai (not famous)
37
2.
woman
3.
building
4.
song
5.
jacket
6.
singer
7.
shoes
Grammar Focus
Answer key
1.
2.
3.
4.
(15 min.)
A.
Answer key
B.
Read the instructions aloud. Point out that
students can use almost any of the adjectives
to describe any of the people or things. The
exceptions are talented and successfultalented is
usually used with people, while successful can be
used with people or the word song on the list.
Call on several different students to say which
adjectives they could use with man, the first item.
Have students work individually to complete
the exercise. To check, elicit several adjectives for
each noun.
Practicing grammar
(10 min.)
Answer key
Answers will vary.
Answer key
1.
2.
3.
4.
5.
12 Vocabulary
1. similarities
2. differences
10 Practice
(5 min.)
not as tall as
as heavy as
not as heavy as
not as young as
not as famous . . . as
T38
TEACHERS NOTES
11 Practice
TEACHERS NOTES
13 Practice
Audioscript
Sasha:
TV host:
Sasha:
(15 min.)
TV host:
14 Listening
Sasha:
TV host:
Sasha:
TV host:
Sasha:
TV host:
Sasha:
TV host:
(10 min.)
Sasha:
15 Writing
(15 min.)
A.
PAIRS. Call on a student to read the directions
aloud. Elicit or explain the meanings of advantages
and disadvantages. Tell students to form pairs
and list at least three advantages and three
disadvantages of being attractive.
Elicit advantages and disadvantages from several
pairs. Write these on the board.
B.
As a model, write the beginning of an example
paragraph on the board using the advantages
and disadvantages you elicited from students in
Exercise A.
Walk around to monitor and help as students
write.
Answer key
1.
2.
3.
4.
5.
6.
7.
False
False
True
False
True
False
True
C.
PAIRS. Read the directions, and then have
students form pairs and check each others
paragraphs. You may want to collect the papers
for grading when students have finished any
rewriting. Alternately, call on a few students to
read their paragraphs to the class.
T39
13 Practice
15 Writing
For example:
A: I think Johnny Depp is the most handsome
movie star today.
B: Johnny Depp! No way! Jude Law is betterlooking than Johnny Depp.
Advantages
Disadvantages
14 Listening
38
Unit 4 39
16 Reading
39
Read along as you listen. Underline the sentence that explains what Bollywood is.
WELCOME TO BOLLYWOOD!
Who is the most popular movie actor in the world?
half of that.
17 Comprehension
Answer the questions.
40 Unit 4
18 Speaking
GROUPS. Discuss these questions:
17 Comprehension
(15 min.)
(10 min.)
Answer key
1. Amitabh Bachchan is the most popular actor in the
world.
2. Aishwarya Rai is the most beautiful woman in the world.
3. Because they are Bollywood stars.
4. Bollywood is the nickname for Indias film industry.
5. It has to have top Indian movie stars, lots of singing and
dancing, spectacular colors and scenery, the story of a
poor boy who meets a beautiful, rich girl, and a happy
ending.
6. Because theres no blood and no kissing.
Answer key
Bollywood is the nickname for Indias film industry, or the
equivalent of the United States Hollywood.
18 Speaking
(10 min.)
T40
TEACHERS NOTES
16 Reading
TEACHERS NOTES
Vocabulary
D.
1.
2.
3.
4.
Grammar
Communication
A.
1.
2.
3.
4.
E.
were you
I was studying
were you
didnt see
5. was using
6. were you doing
7. was listening
8. were
B:
B:
B:
B:
B:
B.
1.
2.
3.
4.
5.
6.
when
when
when
While
while
While
Now I can . . .
Have students check the functions they can now
perform.
Activities
C.
1.
2.
3.
4.
5.
6.
a
a
d
a
T41
Units 3 and 4
Test-taking tip: Look out for key words.
Look for important words in directions such as complete, circle, choose, underline, either, and or.
Grammar
night?
B: I (2. study)
at the library.
A: Really? What time (3. you/be)
there?
B: I guess around 8:00.
B: I (5. use)
one of the
computers. What (6. you/do)
to some CDs in
in
a. hot
a. sunny
a. short
a. far
b. foggy
b. hot
b. chubby
b. attractive
c. windy d. cloudy
c. warm d. cold
c. thin d. funny
c. ugly d. beautiful
it
6.
phone rang.
Vocabulary
Should I be?
No, its not you.
Maybe I will.
Its not your fault.
I cant answer for him.
4.
Communication
1.
2.
3.
4.
A: I (7. listen)
the music section.
my brother
B:
A: Are you mad at Mike then?
B:
A: I dont know. Does he know how you
feel?
B:
A: You should talk to him about it.
B:
Now I can . . .
narrate a past event.
talk about the weather.
talk about preferences.
Unit 4 41
Learning goals
1 Dialogue
40
Communication
Express decisions
Paul:
Lori:
Paul:
Lori:
Paul:
Lori:
Paul:
Lori:
Paul:
Lori:
Paul:
Lori:
42 Unit 5
Grammar
Will for predictions and
decisions
Should / Shouldnt for advice
Must / Must not for rules and
obligations
Vocabulary
Parts of the body
Comprehension
A. Answer the questions.
1.
2.
3.
4.
5
Learning strategy
Skills
Read a questionnaire
Listen to discriminate information
Listen for specific information
Pronunciation
The short sound of // as in should
Background notes
Answer key
Warm-up
1.
2.
3.
4.
5.
(15 min.)
(5 min. or less)
B.
41 Have students uncover the dialogue and read
along as you play the audio.
Elicit answers orally.
T42
TEACHERS NOTES
Learning goals
TEACHERS NOTES
3 Useful expressions
C.
Call on a student to read the instructions aloud.
Then have students work individually or with a
partner to complete the exercise.
Check answers orally.
(10 min.)
A.
Direct students attention to the Useful
expressions. Quickly elicit the meanings of new
expressions.
Answer key
B.
Read the directions aloud. Elicit the answer to the
first item and then have students complete the
activity individually.
Check answers orally.
Answer key
1.
2.
3.
4.
d
c
b
a
4 Vocabulary
Arm
Leg
stomach
back
neck
waist
hip
arm
finger
thumb
hand
elbow
wrist
shoulder
ankle
knee
leg
foot/feet
toe
(10 min.)
A.
Have students close their books. Ask What do you
call this? and, using yourself as a model, point to
the different parts that students will learn in this
lesson. Elicit the name for each. For vocabulary
that is unfamiliar to students, write the term on
the board.
43 Play the audio, pausing for students to
repeat. Give focused practice with words students
find difficult. For example, point out that the ch in
stomach is pronounced like a k.
B.
Have students work individually to match the
numbers on the photo with the corresponding
vocabulary words. Then have them check their
work with a partner. Review answers by calling
out the name of a body part and eliciting the
matching number.
Answer key
ankle 22
back 15
elbow 5
face 8
foot 21
head 7
Body
eye
face
mouth
ear
head
nose
Head
knee 19
mouth 12
nose 9
stomach 16
toe 23
wrist 4
arm 6
ear 11
eye 10
finger 1
hand 3
hip 18
leg 20
neck 13
shoulder 14
thumb 2
waist 17
T43
3 Useful expressions
A.
42
2
1
Is that all?
Actually, . . .
Whats the matter? Are you all right?
I think so.
Youre kidding.
9
5
b. Youre
kidding.
10
8
11
d. I think so.
12
14
13
4 Vocabulary
Parts of the body
A.
15
shoulder
arm
head
stomach
back
hip
thumb
ear
knee
toe
elbow
leg
waist
eye
mouth
wrist
face
neck
finger
nose
17
16
18
Head
eye
Body
Arm
19
Leg
20
23
22
21
Unit 5 43
GRAMMAR FOCUS
Will for predictions
and decisions
Negative statements
He wont like it.
Yes/No questions
Will you be OK?
Will they be here?
Short answers
Yes, I will. / No, I wont.
Yes, they will./No, they
wont.
theyll
hell
shell
wont
they will
he will
she will
will not
Discovering grammar
Look at the grammar chart. Circle the
correct answers.
1. Use will + the (-ing form / base form) of a
verb to talk about the future.
2. The simple future form of will is (the same /
not the same) for all subjects.
3. The contraction of will not is (willnt /
wont).
Practicing grammar
5 Practice
Complete the conversation with will or ll and
the verbs in parentheses.
Dave:
Dad:
I (2. go)
44 Unit 5
Afrmative statements
Shell be perfect for the
role.
Ill read the script tonight.
Well talk to him.
Contractions
Ill
I will
youll you will
itll
it will
well we will
Dave:
Dad:
the
back?
We (7. take)
the bus back.
Can you pick us up at the bus station?
Fine. I (8. tell)
your mom.
6 Practice
Play a game. Go to page 69.
7 Communication
Express decisions
A.
44
Grammar Focus
7 Communication
B.
PAIRS. Read the directions and situations
aloud. Make sure students understand bad
mood and forgot. Model a conversation based on
the first situation with a student, then change
roles and model a conversation based on the
second situation. Encourage students to practice
conversations based on all three situations.
Have students form pairs and role-play the
conversation several times.
Call on pairs to perform a role-play for the class.
Focus on values
In small groups, have students discuss their
experiences about apologizing to someone or
having someone apologize to them. Have groups
come up with a list of things that were done or
said to show remorse or express apologies. Some
examples are saying Im sorry to the person;
writing and sending a note, letter, or card of
apology; sending flowers or other gifts; and
having someone intercede on ones behalf.
Have groups share their lists with the class.
During the class discussion, students may want
to vote for the most effective, most original,
funniest, or most creative way to apologize.
Answer key
1. base form
2. the same
3. wont
Practicing grammar
5 Practice
(10 min.)
A.
(10 min.)
(15 min.)
Answer key
1. ll be 2. ll go 3. will you 4. ll take 5. ll take
6. will you 7. ll take 8. ll tell 9. will you be 10. ll call
T44
TEACHERS NOTES
6 Practice
TEACHERS NOTES
9 Practice
Grammar Focus
Answer key
1.
2.
3.
4.
10 Practice
(5 min.)
Answer key
Use the board to teach or elicit other important
information about should and must, such as the
usage of must primarily in written American
English.
Answer key
1.
2.
3.
4.
5.
6.
Practicing grammar
(5 min.)
must take
must wear
must not leave
must have
must pass/take
must show/have
8 Practice
(10 min.)
T45
10 Practice
GRAMMAR FOCUS
Should / Shouldnt for advice
Afrmative statements
He/She
should get some rest.
You
Negative statements
He/She
shouldnt worry so much.
You
They
You
They
You
pass
show
take
wear
Discovering grammar
Look at the grammar chart. Circle the correct answers.
1. Use (should / must) to give advice.
2. Use (should / must) to state rules or express obligations.
3. Use should and must with (the base form / the ing form).
4. Students
written permission from
parents to leave the school
during school hours.
5. A student
the oral exam to get an
English certificate.
Practicing grammar
8 Practice
6. You
ID to enter.
a valid
apologize to them
tell your parents
see a doctor
practice
1. A: I cut my finger.
B: You should put on a Band-Aid.
2. My neck and back hurt all the time.
3. I have a final exam tomorrow.
4. I lost my parents car keys.
5. I was rude to my parents.
6. My team has a game this weekend.
9 Practice
What shouldnt the people in the pictures do?
Unit 5 45
11 Reading
A. GROUPS. Form all-boy and all-girl groups. On a piece of paper, list five rules of proper behavior.
For example:
Say thank you when someone hands me something.
B. Read and answer the questionnaire.
C. Boys and girls, compare your answers. Do you agree on the proper etiquette? Which ones do
you disagree on?
46 Unit 5
C.
When students have finished filling out their
questionnaires, have each boy group join a girl
group to compare their answers.
Elicit which items the boy and girl groups agreed
on and which ones they didnt. You may want to
ask students whether they are surprised by the
level of agreement or disagreement between the
sexes.
(15 min.)
A.
GROUPS. Read the instructions and example
aloud. Elicit or explain the meaning of proper
behavior. Have students form all-boy or all-girl
groups of three or four. Give them a few minutes
to complete their lists.
B.
Tell students they will take a survey on good
manners. Play the audio as students read along.
Elicit or explain key unfamiliar vocabulary and
expressions such as good manners, matter,
old-fashioned, offer, litter, chew gum, crowded, pay your
share, invite, and go out.
Have students work with the same group they
worked with for Exercise A. Walk around to
monitor and help as students discuss.
T46
TEACHERS NOTES
11 Reading
TEACHERS NOTES
12 Speaking
Audioscript
(5 min.)
A.
13 Pronunciation
(5 min.)
A.
Read aloud the Pronunciation focus. Have students
silently read the list of words. Point out that in
some words u, ou, and oo represent the // sound.
B.
Have students read the sentences silently. Answer
any vocabulary questions they may have.
C.
Answer key
1. should, put, foot
2. could, push, pull
3. Would, look, book
14 Listening
(15 min.)
A.
Tell students that they will be listening to an
interview with an author of a bestselling book
on teen behavior. Call on students to read the
directions and Comprehension questions aloud.
Check that students understand editor, lawyer, role
models, and politicians.
Answer key
1. c 2. a 3. c 4. c 5. b
B.
Read the directions and fill-in items. Make sure
students understand consideration, meaning it, and
each others differences.
Answer key
1.
2.
3.
4.
5.
T47
12 Speaking
14 Listening
A.
1. Dr. Banker is
a. an editor
Boy:
A.
45
B.
C.
should
put
could
took
would
book
Listen to the
sentences. Underline the
words with the short /u/
sound.
46
b. a lawyer
c. an author
book.
b. a teen language c. a comic
.
3. Be Cool, Be Nice is for
a. parents
b. teenagers
c. teachers
13 Pronunciation
The short sound /u/ as in
should
2. Be Cool, Be Nice is
a. an etiquette
For example:
Girl:
B.
1. Saying
and
.
4. Saying youre
and meaning it.
3. Showing
and
consideration toward
classmates and others.
Unit 5 47
Learn to learn
GROUPS. Discuss: Do you think
teenagers, and people in general,
are not as well mannered as they
should be? Explain your answers. Give
examples.
Useful language:
I agree. Many people are . . ./Many people
forget . . .
I dont agree. We . . .
I dont think thats true./I dont think so.
For example, most people . . ./most people
dont . . .
People should . . ./shouldnt . . .
15 Writing
A. CLASS. Discuss rules of etiquette for your
class to practice. Choose a classmate to
write the ideas on the board.
B. GROUPS. Choose five rules from the list
on the board that you think are important.
Write them on a piece of paper. Use should,
shouldnt, will, or must. Decorate your
etiquette list.
48 Unit 5
Spelling
etiquette
etiquette
etiquette
Grammar
Ill be ne.
Well go with you.
15 Writing
(15 min.)
(20 min.)
A.
CLASS. Read the directions and have the class
select a student to write ideas on the board.
Encourage the class to come up with as many rules
of etiquette as they can; for example, You shouldnt
speak when the teacher or a classmate is speaking. You
should come to class ready to learn. You should come to
class on time. You shouldnt forget to say please and
thank you.
Help the class, and the representative at the board,
as needed.
B.
GROUPS. Read the directions. Have students
form groups of three or four. Tell them to choose
five rules from among the ideas on the board and
make a class etiquette list. Depending on time
and resources, you may wish to have students
create their lists on paper or posterboard, or
simply complete the list in the Student Book.
Remind students to use should, shouldnt, must, and
must not as they write their lists.
When students have completed their lists, ask
groups to decide which one of the rules they feel is
the most important. Then elicit and tally responses
to arrive at a class consensus.
T48
TEACHERS NOTES
Learn to learn
(10 min.)
TEACHERS NOTES
B.
Read the directions and have students discuss the
questions in groups of four or five.
Elicit students opinions of Diane, and then lead the
class in a discussion of what makes a good friend.
(15 min.)
A.
Call on a student to read the title. Ask picture
questions to identify the characters and setting.
Then ask the class to look at frames 1 and 2. Ask
How do Lori and Diane look? (serious)
Answer key
He says, Just apologize.
T49
Joes advice
A.
50
Read along as you listen. What advice does Joe give Lori?
Sure. Should
we go inside?
2
Its OK. You can stay. You know,
I was really jealous of Alex.
Yeah, we know.
4
I have an idea. Were meeting Alex later
at the park. Why dont you come?
Are you
sure? Will
Alex want
to see
me after
what I
said to
him?
Is this
condential?
Should I leave?
Of course, he will.
Well, I just want
them to be
friends again.
6
B. Discuss these questions: Is Diane a good friend? In your opinion, what makes a good friend?
Unit 5 49
RUB
TOUCH
50 Game 2
POINT AT
PAT
Useful language
I challenge (name)!
Lets try another one.
A-ha! My team gets a point!
That was good. Your team
gets a point.
T50
TEACHERS NOTES
TEACHERS NOTES
T51
A snapshot of a trip
Write an e-mail about a trip you took: a day trip, a weekend trip, or a vacation.
Then send or give your e-mail to a classmate. Comment on your classmates trip.
1. Write a greeting.
2. Introduce the trip. Say:
where and when you went
who you went with
where the place is
how you got there
how long you stayed there
Project 2 51
1 Dialogue
51
Lori:
Alex:
Lori:
Alex:
Joe:
Alex:
Diane:
Lori:
Alex:
Lori:
Alex:
Lori:
52 Unit 6
Learning goals
Communication
Talk about summer plans
Grammar
May / Might for possibility
First conditional: If clause +
will or may / might
Vocabulary
Summer activities
Learning strategy
Skills
Pronunciation
Background notes
Warm-up
(5 min. or less)
(15 min.)
(5 min. or less)
T52
TEACHERS NOTES
Learning goals
TEACHERS NOTES
3 Useful expressions
(continued)
(10 min.)
A.
Call on students to read the Comprehension
statements aloud. Make sure students understand
congratulate and accept.
A.
Direct students attention to the Useful
expressions. Quickly elicit the meanings of new
expressions.
B.
Answer key
1.
2.
3.
4.
Answer key
1.
2.
3.
4.
5.
6.
Nothing much.
Actually, there is.
Congratulations!
Neither can I.
Dont worry about it.
Maybe I will.
T53
2 Comprehension
3 Useful expressions
A.
B.
53
52
3. Im in!
a. Nothing much.
d. Maybe I will.
b. Neither can I.
e. Congratulations!
c. Actually, there is. f. Dont worry
about it.
Unit 6 53
5 Practice
GRAMMAR FOCUS
Negative statements
I may not / might not get past the
audition stage.
It may / might not snow.
We may / might not be home tonight.
Discovering grammar
Practicing grammar
4 Practice
Complete the conversations with may /might + the verbs in
parentheses.
in around 7:00.
at the
Summer activities
54 Unit 6
6 Vocabulary
A.
54
1.
2.
3.
go on vacation
4.
go to the beach
5.
have a picnic
6.
stay home
7.
8.
volunteer
Grammar Focus
(10 min.)
Answer key
1.
2.
3.
4.
5.
6.
A.
1. have
2. base
Practicing grammar
(5 min.)
6 Vocabulary
Answer key
4 Practice
(10 min.)
may/might stay
may/might be
may/might be
may/might hang out
may/might stop by
T54
(15 min.)
TEACHERS NOTES
5 Practice
TEACHERS NOTES
8 Communication
B.
Read the directions aloud and elicit the answers
to the first two items. Then have students work
individually or in pairs to complete the exercise.
Check answers by pointing to each picture and
eliciting what the person or people are doing.
A.
58 Tell students that they will practice a
conversation about summer plans. Play the audio
once or twice, pausing for students to repeat.
Assign pairs and have students practice the
conversation several times, changing roles after
each reading.
Answer key
1.
2.
3.
4.
5.
6.
7.
8.
f
e
c
h
g
a
b
d
7 Pronunciation
B.
PAIRS. Read the directions aloud. Tell students
they may want to use vocabulary they learned
in Exercise 6. Call on a pair to model the
conversation and demonstrate switching roles.
Walk around to monitor, help, and encourage
students as they practice.
Call on several pairs to role-play their
conversations for the class.
(10 min.)
A.
Read the Pronunciation focus aloud.
B.
56 Play the audio twice and have students circle
the strong words.
Have students compare their answers with a partner.
C.
Answer key
1.
2.
3.
4.
5.
(15 min.)
home
dancing
sister
fun
beach
T55
7 Pronunciation
8 Communication
A.
55
take classes
stay home
B.
56
go on vacation
have a picnic
57
A.
58
Unit 6 55
GRAMMAR FOCUS
First conditional:
If clause + will or may/might
Afrmative statements
If clause
Result clause
If you want to learn, Ill teach you. (sure)
If the weathers nice, well go to the beach.
If I like it,
I may / might buy my
own Rollerblades.
(not sure)
If the weathers nice, I may / might go to the
beach.
Negative statements
If I dont try, I wont know. (sure)
If it rains this weekend, we wont go to the beach.
If it rains this weekend, we may not / might not go
to the beach. (not sure)
Look!
Discovering grammar
Look at the grammar chart. Write True or
False.
1. Use the first conditional to express an
activity that will happen under certain
conditions.
True
Practicing grammar
9 Practice
Complete the sentences with either the
simple present or will / wont + the verbs in
parentheses.
1. If she (e-mail)
me the
pictures, I (forward)
them.
2. You (meet)
my cousin from
to my
3. If he (win)
he (have)
a party afterwards.
4. If I (not see)
you tomorrow,
I (call)
you.
, you
the bus.
10 Practice
Complete the sentences with may / might or
may not / might not + one of the phrases in
the box.
catch the bus
enjoy skiing
be at school today
get a table
be able to lend you some
want to take an English class this summer
1. If we leave now, we
.
4. If you dont like cold weather, you
.
5. If you want to improve your English, you
.
6. If shes sick, she
.
11 Practice
Have a competition. Go to page 69.
56 Unit 6
Grammar Focus
9 Practice
Answer key
1.
2.
3.
4.
5.
10 Practice
(10 min.)
Answer key
1.
2.
3.
4.
5.
6.
(5 min.)
True
False
True
False
False
True
11 Practice
Turn to page 69 and let students have a
competition.
T56
TEACHERS NOTES
Practicing grammar
TEACHERS NOTES
12 Reading
13 Comprehension
(15 min.)
A.
Read the focus question aloud. Explain or elicit the
meaning of go with the flow. Take an informal class
poll: How many students plan their vacation? How
many go with the flow?
B.
(10 min.)
Answer key
1.
2.
3.
4.
5.
T57
12 Reading
13 Comprehension
B.
59
All of us parents face the same issues every summer. Our children
dont realize that just hanging out is fun only for a short time.
My fourteen-year-old plans to just hang out this summer. I work
full-time, so I cant supervise my son during the day. If he has
nothing to do for the entire summer, I worry that hell get into trouble.
If I leave him alone, hell do nothing but watch TV, listen to music all
day, or hang out with his friends. My son has several interests. He
loves sports and music. But if I talk to him about making plans for
the summer, hell tell me to leave him alone. What should I do?
Worried Mom
Worried Mom, if your son has a close friend, you might
suggest to the friends parents that your children do an
activity together. This strategy always works with my
children. Try it.
Summers almost here time for the yearly argument with my
daughter. The issue: What should she do during the long summer
vacation? My daughter likes to go with the ow, her exact words.
If I make plans for her, shell say Im a control freak. But if I wait for
her to make the decisions, she might end up facing a long, useless
summer, and shell get terribly bored. Help!
Frustrated Dad
Frustrated Dad, you might want to try talking to other
parents. That might give you ideas for summer activities.
Your daughter might decide to do some of those activities
with her friends. Plus, if she realizes that her friends wont
be at home during the vacation, she will want to plan
things with you. Good luck!
Unit 6 57
14 Listening
A.
60
2.
3.
4.
5.
6.
7.
B.
15 Writing
Write an e-mail to a friend about your plans
for the summer. Use may / might, going to,
and will.
Hi.
Summers almost here. I cant wait. Dad
says we might go to . . .
61
58 Unit 6
Learn to learn
Use the publishers website for
additional information and practice.
Did you know that your books publisher has a
website that includes additional activities and
games?
If youre looking for additional activities, youll nd
them at www.longman.com/postcards.
(10 min.)
A.
Tell students they will be listening to a radio show.
Call on students to read the directions and each
of the True/False statements aloud. Answer any
vocabulary questions students may have.
(10 min.)
Answer key
B.
Call on students to read the directions and each of
the items. Answer vocabulary questions.
15 Writing
(15 min.)
Answer key
Plan different things to do in the morning.
Invite your son to go biking or jogging.
Have an instant picnic.
Be firm and consistent with your rules.
Keep your teenagers active and busy during the
summer break.
Audioscript
Host: Hello. Thanks for tuning in to my show, Parents
and Teens. This is your host, Charles Brown. Today
were going to talk about summer activities for
teenagers. Whos our first caller?
Irene: Hi. My names Irene. Summertime is always stressful
for me and my husband. During the summer break,
my fifteen-year-old son seems to sleep all day. He
says hes bored and has nothing to do.
Host: Do you work?
Irene: Im a stay-at-home mom.
Host: Good. Try this because it worked with my kids.
If you can manage it, you might try different
activities with your son. If you do different fun
activities, with rewards . . . you know, things like
eating out, a fun outing, then your son might
start getting up earlier. For example, invite him to
go biking or jogging with you at a specific time
in the morning. On the way back, stop at a diner
or a caf and have breakfast togetherthats the
reward! Or take your breakfast to a local park and
have an instant picnic with your son and his friend
or cousin. Good luck. And our next caller is Sherri.
Sherri: Hi. Im Sherri. My daughter is permanently attached
to her cell phone and her iPod. If I take away her
phone, shell say she needs one especially when
she goes out. Its very difficult to have a decent
conversation with her. Shes either talking on her
phone or shes listening to music on her iPod.
Host: How old is your daughter?
Sherri: Shes almost fourteen.
Host: Yes, teens should carry cell phones whenever they
leave the house. But you could set ground rules
once theyre home. Limit the use of cell phones.
Tell them to use the house phone when theyre
home. This way, you can monitor their calls.
Remind your teenager that it is rude to have their
Extension
Ask students to think further into the future and
write about what they will, may, and might do
when they finish school. Supply dictionaries
for students to look up English terms for
various kinds of higher education, careers, and
adventurous activities.
Learn to learn
(5 min.)
T58
TEACHERS NOTES
14 Listening
TEACHERS NOTES
Vocabulary
E.
1.
2.
3.
4.
5.
6.
Grammar
A.
1.
2.
3.
4.
5.
6.
Communication
should
shouldnt
should
shouldnt
should
shouldnt
F.
Answers will vary.
Now I can . . .
B.
C.
1. A:
B:
A:
2. A:
A:
face
teeth
ankle
thumb
finger
nose
you be
wont be
ll call
will you come
wont be
D.
1. s . . . wont buy
2. go . . . will you be
3. wont finish . . . dont start
T59
Units 5 and 6
Test-taking tip: Stay focused on your work.
Dont worry if others finish before you do. Keep working until youre finished.
Grammar
A. Complete the sentences with should or
shouldnt. (1 point each)
1. You should look both ways before you
(not/buy)
wont buy
it.
2. If I (go)
(you/be)
our project
3. We (not/finish)
in time if we (not/start)
now.
5. You
answering.
Vocabulary
6. She
telling you.
home
you around 6:00.
to my
late.
1. waist
back
face
shoulders
2. wrist
teeth
elbow
hand
3. shoulders
ankle
chest
stomach
4. thumb
knee
ankle
toe
5. eyes
mouth
nose
finger
6. hand
finger
thumb nose
Communication
F. Complete the conversation. Use may /might.
(3 points each line)
,
.
B: Youre so lucky.
Now I can . . .
talk about decisions.
give my opinion on manners.
talk about summer plans.
Unit 6 59
1 Reading
Reading skill: Working with a learning partner
After reading a text, work with a learning partner to ask
and answer comprehension questions.
A. Read the article. Then write four comprehension questions.
1.
2.
3.
4.
B. PAIRS. Take turns asking and answering your questions with
a learning partner.
2 Listening
62
3UMMER 2OCK #AMP
Ages:
to
Programs:
to
weeks
Lessons: guitar, bass,
, and vocals
Form your own rock band
Write an original
Perform live in a
Make your own CD and
Design a poster, T-shirt, and
3 Speaking
GROUPS. Discuss these questions.
1.
2.
3.
4.
Which one of these camps would you most like to attend? Why?
Which of these camps are you not interested in? Why?
Are there summer camps in your country? If yes, what kinds?
You own a summer camp. What kind of program do you offer?
4 Writing
You own a summer camp. Write about your program.
60 Wide Angle 2
Pictures
Ages:
(5 min.)
1 Reading
to
1
15
to
weeks
drums
, and vocals
concert
Audioscript
Have you always wanted to be a rock star? Spend some
time at Rock Camp this summer. Rock Camp is a summer
rock music camp for ages nine to fifteen. Our camp is
for both beginning and experienced musicians. And our
programs last from one week to four weeks.
(15 min.)
A.
Call on a student to read aloud the Reading skill.
Tell students that this skill is helpful not only in
English class but also in other classes. Explain
that by asking and answering comprehension
questions with other learners, students can
confirm what they understand and better
comprehend sections they are having difficulty
with.
Read or have a student read the directions aloud.
Ask students to silently read the article.
While students read, write the following
on the board: What kinds of outdoor activities
did American camps have in the past? When
students have finished, tell them you have
written a comprehension question about the
introduction. Elicit the answer. (hiking, swimming,
boating, camping) Tell students to write one
comprehension question about each camp.
Walk around, monitoring and helping students
as needed.
3 Speaking
(10 min.)
B.
PAIRS. Read the instructions aloud. Have
students form pairs to take turns asking and
answering their comprehension questions. Call on
a pair to model first if helpful.
Check by eliciting questions and answers from
individual students.
2 Listening
Programs:
4 Writing
(20 min.)
(5 min.)
T60
TEACHERS NOTES
Answer key
TEACHERS NOTES
Extension
Have students form groups of three to four
students. Tell students that each member of the
group will read his or her paragraph aloud. As he
or she reads, the other group members will take
notes about the main details of the paragraphs.
Then they will take turns asking and answering
comprehension questions about what they have
heard. Model this with one group.
After students have finished the activity, have
them vote on the best summer camp paragraph
in their group. Have the winners in each
group come to the front to read their paragraphs
for the class. Then have the class vote on the best
summer camp idea.
T61
Wide Angle 2 61
Useful language:
What can we replace this word with?
No, thats a noun. We have to use an
adjective / a verb.
Lets choose a word with the same number
of syllables.
That word really changes the meaning!
I think it makes the song sound funny!
Does it still make sense?
I think this works.
E.
GROUPS. When all groups are ready, play the
recording of the verse(s) again a few times. Have
the class practice keeping the beat by clapping
their hands or tapping on their desks. Then have
groups take turns performing their songs in front
of the class while their classmates keep the beat.
Encourage students to make comments after each
groups performance.
F.
CLASS. Ask the class to vote on the most creative
version, the funniest version, and the best
performance. Have students vote by raising their
hands or by writing their choices on slips of paper.
B.
GROUPS. Ask a student to read the instructions
aloud. Tell students to look for and underline all of
the main verbs or adjectives. As students work on
this, write the verse(s) on the board. Then elicit the
main verbs or adjectives and underline them on
the board.
Extension
Depending on the interests of your class, you may
want to do one or more of the following activities:
1. Sing-along. Make copies of the song lyrics
and distribute them to the class. Ask for
volunteers or appoint several outgoing
students to lead their classmates in singing
the song.
2. Listening comprehension. On the board write
three or four guide questions for the song.
Have students answer the questions while
listening to the song.
C.
GROUPS. Tell students they will now change
the verse(s) you gave them. Elicit some possible
changes to the first few lines. Remind students
to use their dictionary or thesaurus as needed.
Chorus the expressions from the Useful language
box and encourage students to use them as they
make changes to the verse. Go around the class,
monitoring, helping, and answering any questions
that arise.
D.
GROUPS. Ask groups to make sure that their
replacements make sense. Suggest that they show
you their final product before they start practicing it.
T62
TEACHERS NOTES
TEACHERS NOTES
D.
GROUPS. Have each group display their
completed comic strip and read aloud the lines
in the speech bubbles. Encourage questions or
comments from the class.
E.
CLASS. Ask the class to vote on which group had
the most creative comic strip, the funniest comic
strip, and finally, which comic strip was the class
favorite. Have students vote by raising their hands
or by writing their choices on slips of paper.
A.
CLASS. Ask a student to read the instructions
aloud. Play the recording and have students listen
and read along.
B.
GROUPS. Have students get in groups of three
or four. Ask a student to read the instructions and
questions aloud. Tell the groups to use the questions
to discuss the meaning of the song and the story
it tells. Then chorus the Useful language and
encourage students to use it as they discuss. Give
guidelines as to how long their comic strip should
be and how much time they have to create it. Go
around the class, monitoring and helping as needed.
Extension
Depending on the interests of your class, you may
want to do one or more of the following activities:
1. Sing-along. Ask for volunteers or appoint
several outgoing students to lead their
classmates in singing the song.
2. Find the part of speech. Have students look for
and circle specific parts of speech in the lyrics of
the song; for example, pronouns or adjectives.
3. Words and pictures. Have the groups put their
comic strips on the wall so others can look at
them at their leisure.
C.
GROUPS. Read the directions aloud. Have
students create their comic strips, using ideas they
came up with during their discussions. Again,
remind students to use the Useful language as
they discuss their comic strips. Go around the
room, answering any questions that arise.
T63
NdjlZgZ
i]ZWZhi#
Materials:
Recording and lyrics of a song
Paper or poster board for each group
Markers or colored pencils
A. CLASS. Your teacher will hand out the
lyrics to a short song that tells a story. Read
the lyrics as you listen to the song.
B. GROUPS. Discuss the song and the story it
tells. Use a dictionary if helpful. Talk about
how to illustrate the song in a comic strip.
Use the Useful language as you discuss.
Answer these questions:
Whats the song about?
Who are the characters?
Whats happening in the story?
What pictures and lines can you use to
illustrate your comic strip?
C. GROUPS. Draw your comic strip. Write lines
in speech bubbles for each frame.
Useful language:
Lets read the whole song again first.
Do you want to work on the whole song
or give each person a few lines?
What kind of pictures can we draw?
For the first two lines, lets draw a . . .
Next, we can show . . .
Finally, the last frame can show . . .
Thats so funny/awesome/cool.
63
Focus on culture 1
Traditional Style
kokoshnik
yukata
sarong
kilt
64 Focus on culture 1
TEACHERS NOTES
T64
TEACHERS NOTES
1 Comprehension
2 Comparing cultures
A.
Read the instructions aloud, then call on a student
to read the first paragraph aloud.
Have students work by themselves to complete
the exercise before comparing answers with a
partner.
Walk around, helping and monitoring students as
they work.
Check answers by calling on individual students
to read a paragraph aloud.
3 Your turn
A.
Tell students they will now write about a
traditional clothing item people wear in their
country. Suggest that they use the questions in
Exercise 2 and the paragraphs on page 65 to guide
them in their writing.
Have students complete their paragraphs in class
if there is time or assign this as homework. If you
assign it as homework, ask students to try to find
pictures of the clothing item to bring to class.
Answer key
1.
2.
3.
4.
5.
kilt
kokoshnik
kente
yukata
sarong
B.
PAIRS. Read the instructions and quickly model
taking turns asking picture questions. You might
want to put the following on the board:
A: Where do you see a skirt?
B: (pointing) Here and here.
Check answers by asking which photos the items
can be found in.
B.
Assign groups of four to six. Ask students to read
their paragraphs to their group. Group members
will listen and then try to guess what it is. After
the group finishes guessing, students can show
any pictures of the clothing item they may have
brought.
Answer key
1.
2.
3.
4.
5.
T65
1 Comprehension
A. Look at the pictures. Read the descriptions
and fill in the names of the clothing items.
kilt
1. Men in this country wear a
kente
1. skirt
2. beads
3. sash
4. robe
5. shirt
Scotland
Russia
Japan
Ghana
Indonesia
2 Comparing cultures
PAIRS. Discuss these questions.
3 Your turn
A. Write a description of a traditional clothing
item from your country.
B. GROUPS. Take turns describing the clothing
item you wrote about. See if others in the
group can guess what it is.
Focus on culture 1
65
Focus on culture 2
The Best of Dubai
Dubai is one of the seven emirates in the
United Arab Emirates, a small country
between Saudi Arabia and Oman. Its one of
the most popular tourist destinations in the
Middle East.
66 Focus on culture 2
TEACHERS NOTES
T66
TEACHERS NOTES
1 Comprehension
2 Comparing cultures
A.
PAIRS. Assign pairs and read the instructions
aloud. Point to the photo of Palm Diera; elicit the
name of the island and its special features. Then
ask students to discuss the attractions and features
in the other photos.
Check answers by holding up your book and
pointing to each photo. Elicit the attractions and
features.
Answer key
3 Your turn
B.
Ask a student to read the instructions. Elicit
answers for the first two items.
Walk around, helping and monitoring as students
work. Elicit answers from the class.
Answer key
Dubai: one of the most popular tourist destinations in the
Middle East
Jumeirah Beach: the most beautiful tourist beach in Dubai
Burj Al Arab: one of the largest hotels in the world, one of
the most expensive
The Palm Islands: the three largest artificial islands in the
world
Wild Wadi Water Park: the most exciting water park in
Dubai
Jumeirah Sceirah: one of the tallest and fastest speed slides
in the world
The Mall of the Emirates: one of the newest and largest
shopping malls in Dubai
T67
1 Comprehension
A. PAIRS. Identify which attraction each
photo shows. Discuss what features of the
attraction you can see in the photo.
B. What superlatives are used to describe
Dubais attractions? Complete the chart.
2 Comparing cultures
Dubai
3 Your turn
GROUPS. With your group, decide whether
to write about your town or your country.
Choose which attractions to write about.
Each group member should write a
paragraph about one of the ve best
places to visit or things to do.
67
For example:
This person used to be very famous as an
action star. He didnt use to be bald. He
used to be married to Demi Moore. He is
still a movie star, but he is not as famous as
before. He has three daughters.
Fold the pieces of paper with the
descriptions and put them in a box.
Divide the class into two teams. Have a
representative from each team draw a
description from the box and read it out
loud. The representatives group has the
first chance to guess. If the team guesses
incorrectly, the other team gets the chance
to steal the point.
T68
TEACHERS NOTES
TEACHERS NOTES
T69
#IH>CNCIH;F4C=4;=4I?
If it rains,
We might go
snowboarding
If he doesnt
practice,
If our teacher
says yes,
If you dont
call me,
If I dont pass
the test,
She wont be
happy
Word list
Lets get started.
aunt, 2
best friend, 2
boyfriend, 2
brother, 2
brush teeth, 3
children, 2
circle, 3
classmates, 2
cousin, 2
cover (v), 3
daughter, 2
describe, 3
discuss, 3
do homework, 3
draw, 3
eat or have breakfast/
lunch/dinner, 3
father, 2
friend, 2
get home from school, 3
get up, 3
girlfriend, 2
go to bed, 3
go to school, 3
grandfather, 2
grandmother, 2
grandparents, 2
guess, 3
imagine, 3
leave the house, 3
list, 3
mother, 2
neighbor, 2
only child, 2
parents, 2
pet, 2
repeat, 3
sister, 2
son, 2
take a shower, 3
uncle, 2
underline, 3
wake up, 3
Unit 1
amazing, 7
awesome, 7
awful, 7
compose, 12
composer, 12
disgusting, 7
download, 12
fantastic, 7
horrible, 7
incredible, 7
70 Word list
lousy, 7
professional, 10
symphony, 12
talent, 11
terrible, 7
terric, 7
wonderful, 7
Unit 2
angry, 14
bored, 14
chubby, 18
embarrassed, 14
excited, 14
happy, 14
nervous, 14
sad, 14
scared, 14
short, 18
surprised, 14
tall, 18
thin, 18
tired, 14
upset, 14
worried, 14
Unit 3
cloudy, 24
cold, 24
fairy tale, 29
foggy, 24
hot, 24
raining, 24
snowing, 24
sunny, 24
warm, 24
windy, 24
Unit 4
attractive, 38
beautiful, 38
best, 34
better, 34
better-looking, 37
famous, 38
far, 36
farther, 36
farthest, 36
fashionable, 38
faster, 34
good-looking, 38
gorgeous, 38
handsome, 38
heavy, 37
successful, 38
talented, 38
Unit 5
Irregular verbs
ankle, 43
apologize, 44
arm, 43
audition, 42
back, 43
consideration, 47
ear, 43
elbow, 43
etiquette, 46
eye, 43
face, 43
feet, 43
nger, 43
foot, 43
hand, 43
head, 43
hip, 43
knee, 43
leg, 43
manners, 46
mouth, 43
musical, 42
neck, 43
nose, 43
polite, 48
recommend, 42
rude, 44
shoulder, 43
upset, 42
Base form
Simple past
become
break
cost
cut
do
draw
drive
eat
fall
feel
nd
t
forget
get
give
grow
hear
hold
hurt
keep
know
leave
lose
meet
read
ride
run
say
see
send
shake
sing
sit
sleep
spend
stand
swim
teach
tell
think
throw
understand
wake up
wear
win
write
became
broke
cost
cut
did
drew
drove
ate
fell
felt
found
t
forgot
got
gave
grew
heard /hrd/
held
hurt
kept
knew
left
lost
met
read /rd/
rode
ran
said
saw
sent
shook
sang
sat
slept
spent
stood
swam
taught
told
thought
threw
understood
woke up
wore
won
wrote
Unit 6
babysit, 54
go on vacation, 54
go to the beach, 54
hang out with
friends, 54
have a picnic, 54
issue, 57
stay home, 54
stressful, 58
summer, 54
take a (music or dance)
class, 54
volunteer, 54
worried, 57
Workbook
Lets get started.
Unit 1
1
W A F
O W E
N F A
D U J
E L E
R G Z
F R U
U G C
L R F
Y E L
I N C
E A M
1
Last name
First name
Age
Snapp
Robb
14
Rodin
Brent
14
2
2.
3.
4.
5.
brother
uncle
grandmother
cousin
6. grandparents
7. grandfather
8. aunt
5. pet
6. friends
4
2. imagine
3. take turns
4. circle
5. cover
6. draw
5
2. brush
3. wake/get
4. do
5. have
6. take
Positive
Negative
amazing
awful
awesome
dreadful
fantastic
horrible
incredible
lame
terrific
lousy
wonderful
terrible
Subject
pronoun
Object
pronoun
teacher
She
us
France
He
it
10
2. d
3. a
4. c
R
R
L
E
E
R
I
B
U
D
book
9
2. e
3. f
4. a
country
8
2. That
3. These
F
A
Z
H
O
R
R
I
B
L
E
S
6
A circle: interesting, boring
two lines: is, said, was, read
B
7
2. under
3. in front of
4. behind
L
U
F
D
A
E
R
D
C
S
C
J
3
2. neighbor
3. girlfriend
4. classmate
Noun
Y S U O L H T
A U E X T E A
L N O M R A P
W B T R A A G
X E I A D L D
G F S F S W B
I M S O F T S
V O Q J M E I
P N E D A E Y
B I R R E T H
R E D I B L E
A Z I N G N N
4. This
5. Those
5. g
6. d
7. b
4
2.
3.
4.
5.
6.
was
Were
was
werent
Was
7.
8.
9.
10.
5
2.
3.
4.
5.
6.
was
were
was
were
was
7.
8.
9.
10.
wasnt
was
were
werent
was
were
was
was
6
2. Were you tired when you woke up
this morning?; I wasnt.
3. Was your teacher angry
yesterday?; he/she wasnt.
71
began; I
brought; I
cleaned; R
came; I
did; I
enjoyed; R
got; I
went; I
hated; R
had; I
learned; R
let; I
made; I
played; R
put; I
rode; I
took; I
taught; I
thought; I
spoke; I
studied; R
wrote; I
8
2.
3.
4.
5.
6.
drove
got
gave
waited
bought
7.
8.
9.
10.
11.
loved
played
ended
felt
slept
9
2. write
3. pay
4. hide
5. wear
6. fight
10
2.
3.
4.
5.
6. a
7. c
8. b
c
b
c
a
11
3. We didnt play soccer in the park
yesterday.
4. He spoke to me yesterday.
5. You didnt like that movie.
6. I thought about school all day.
wasnt
broke
bought
had
went
gave
got up
13
2. Who did Karen call?
3. Why did Jesse like that movie?
4. When did Paula and Kenesha go
to the concert?
5. What did you make for dinner?
6. Where did you put the keys last
night?
14
2. Karen called her best friend.
3. Jesse liked that movie because it
was / is funny.
4. Paula and Kenesha went to the
concert last weekend.
5. I made pasta for dinner.
6. I put the keys on the table.
15
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
I did
did it start
Did you have
I did
met
did it take
took
did you sleep
slept
rode
did you get
16
Cora:
Teri:
Cora:
Teri:
Cora:
Teri:
Cora:
Teri:
Cora:
5, 9, 1, 3, 7
4, 8, 6, 2
What did you think of it?
I thought it was awesome. I
loved it.
Not me. I thought it was awful.
Really? Why did you think
that?
Because the weather was really
bad.
Youre right, the weather was
dreadful, but the band was
incredible.
Thats true. The band was
amazing.
17
2. A: How was the trip?
B: It was boring.
A: Did you take a bus?
B: No. My dad drove all the way.
Unit 2
1
Picture answers may vary.
2. tired; h
3. worried; i
4. happy; a
5. upset; d
6. embarrassed; l
7. scared; j
8. sad; b
9. nervous; g
10. bored; k
11. surprised; e
12. excited; f
2
Answers may vary.
2. happy
3. tired
4. excited
5. nervous
6. embarrassed
7. angry
8. surprised
9. bored
10. worried
11. scared
12. upset
3
2.
3.
4.
5.
6.
so
and
but
so
so
7.
8.
9.
10.
but
so
and
but
4
2. Lorna studied all day, so she was
ready for the test.
3. Mario felt sick, so he went home
from school early.
4. I ran all the way to the theater,
but I missed the beginning of the
movie.
5. They got in the car, and I drove
them to the concert.
6. The door was open, so I walked
right in.
7. I bought that book, but I didnt
read it.
8. She remembered his face, but she
didnt remember his name.
5
Answers will vary.
72
6
3.
4.
5.
6.
used to
didnt use to
didnt use to
used to
7
3. Did he use to wear jeans to work?
Yes, he did.
4. Did he use to drive to work?
No, he didnt.
5. Did he use to study for a degree?
No, he didnt.
8
1.
2.
3.
4.
5.
I used to go to
Where did you use to live?
Where did you use to eat?
what did you use to wear to work?
How did you use to go/get to
work?
6. Did you use to have a car?
9
2.
3.
4.
5.
6.
7.
It used to be brown.
you used to wear glasses.
You didnt use to be so thin.
I didnt use to play any!
You didnt use to wear that.
I didnt use to be married.
10
3. Diane and I used to be great
friends.
4. Mrs. Jones used to teach us math.
5. The fall didnt use to be this cold.
6. Did you use to work for your dad?
7. I didnt use to know how to ride a
bike.
8. We used to bake cookies on the
weekend.
9. My brother didnt use to watch a
lot of TV.
10. Did Mark use to play soccer in
college?
11
Answers will vary. Possible answers:
3. I didnt use to go swimming
4. They used to be good
5. He didnt use to be busy
6. I used to hate it
7. He used to be rich
8. They used to be young
9. They used to fight a lot
10. She didnt use to play the guitar
12
Answers will vary.
13
1, 4, 6, 8, 3, 2, 7, 5
14
Answers will vary.
very good
preferences
worried
afraid
Unit 3
1
C
L
O
U
D
Y
W
S
M
W
E
F
A
P
U
I
A
O
R M H
A N O
I Y T
N D Y
Y N O
G G Y
S
N
O
W
Y
A
Its rainy.
Its cloudy.
Its hot/sunny.
Its snowy.
Its windy.
3
2. Whats the weather like in Paris?
Its rainy/raining.
3. Whats the weather like in
Sydney?
Its cloudy.
4. Whats the weather like in Rio de
Janeiro?
Its sunny.
4
3. She was carrying a bag.
4. She wasnt going to the bank.
5. She wasnt talking on her cell
phone.
6. She was going to a party.
7. She was wearing a dress.
8. She wasnt drinking a soda.
5
Answers will vary.
6
2.
3.
4.
5.
6.
7.
8.
was cooking
were sleeping
broke
was lying
was working
stopped
was wearing
7
2. d
3. c
4. a
5. e
6. b
8
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
heard
started
heard
was following
decided
was searching
remembered
wasnt carrying
started
was running
fell down
hurt
was sitting
felt
said
was trying
succeeded
9
3. Somebody was following him.
4. He remembered that he wasnt
carrying his cell phone.
5. Mario was running when he fell
down.
6. Mario was sitting in the middle of
the road when he felt a hand on
his shoulder.
7. Melissa was trying to scare him.
10
2. Was Greg wearing his new jeans
last night?; he was.
3. Were your parents working while
you were studying?; they were.
4. Was it raining at this time
yesterday?; it wasnt.
5. Were you taking a shower when
the phone rang?; I was.
6. Was the man carrying a bag when
you saw him?; he wasnt.
7. Was she talking on her cell phone
while she was shopping?; she was.
8. Was he playing his guitar when
the ball hit him?; he was.
11
3. We were going out when it began
to snow.
4. While she was swimming in the
ocean, she lost her necklace.
5. I was doing my homework when
all the lights went out.
6. While they were having dinner,
the cat ate the goldfish.
7. My brother was running very fast
when he fell.
8. While I was shopping, someone
stole a sweater.
73
12
Answers will vary. Possible answers:
2. She was listening to music when
the phone rang.
3. She was reading a book when he
came home.
4. The students were reading when
the bell rang.
5. He was walking when he slipped.
13
2.
3
4.
5.
6.
Yes, I did.
What happened?
Did the car driver stop?
No, he wasnt.
What did you do?
14
2, 7, 9, 6, 4, 1, 5, 3, 8
Coach: What happened?
You: While I was running, it
started to rain.
Coach: Did you slip on the wet
grass?
You: Yes, I fell on the wet grass.
Coach: Did you break your finger
when you fell?
You: No, I broke my finger when
my friend fell on top of me.
Coach: How did your friend fall on
top of you?
You: He was running toward me
to take the ball away when he
also slipped on the wet grass.
He landed on my finger!
Skills Development 1
1
2.
3.
4.
5.
g
h
f
a
6. d
7. c
8. b
2
3, 9, 5, 2, 8, 7, 4, 1, 6
3
2.
First part of trip: From Ireland
to Liverpool
Travel time: thirty-six hours
Number of days in Liverpool: five
Accommodations in Liverpool:
none (slept by the dock)
3.
Second part of trip: From Liverpool
to America/New York
Travel time: fourteen weeks
Plans for the future: take son back to
Ireland
15
2.
3.
4.
5.
4
Answers will vary.
Unit 4
1
3.
4.
5.
6.
7.
8.
9.
10.
2
2.
3.
4.
5.
6.
7.
8.
9.
10.
heavier
more beautiful
farther
better
bigger
more interesting
worse
more famous
more difficult
3
2.
3.
4.
5.
6.
7.
8.
9.
10.
4
1.
older
higher
fastest
faster
highest
longer
largest
oldest
more famous
b. taller
c. the tallest
2. a. looser
b. looser
c. the loosest
3. a. bigger
b. bigger
c. the biggest
5
2. Baseball is the most popular sport
in the U.S.
3. Brad Pitt is the handsomest actor.
4. My dad is the strongest person I
know.
5. Math is the hardest subject.
6. Shakira is the best singer.
7. Ronaldo is the fastest runner.
8. Hawaii is the most beautiful place.
9. My aunt is the nicest person I
know.
10. My grandfather is the oldest
person in my family.
6
2.
3.
4.
5.
6.
12
2.
3.
4.
5.
6.
as hard as
as talented as
as tall as
as fast as
as important as
7
2. Our house isnt as big as yours.
3. He doesnt play the guitar as well
as she does.
4. That bike isnt as fast as this one.
5. The station isnt as far as the
bookstore.
6. January wasnt as bad as February.
7. You arent as old as I am.
8. That movie isnt as scary as this
movie.
9. Your job isnt as interesting as
mine.
10. These boots arent as narrow as
those boots.
8
3. Golf isnt as easy as tennis.
4. Jenn is as smart as Robin.
5. Your steak isnt as delicious as my
chicken.
6. Soccer isnt as popular as baseball.
7. Argentina isnt as big as Brazil.
8. Reading a book is as fun as
watching a movie.
9. Bill isnt as fast as Mateo.
10. My brother is as outgoing as my
sister.
9
3. Rosa isnt as tall as Kenji.
4. Rosa is as old as Kenji.
5. Kenji doesnt live as close to
school as Rosa.
6. Kenjis family isnt as big as
Rosas.
13
2. Which do you like betterthe
black jacket or the white one?
3. Which pair of shoes is more
fashionablethe high heels or the
low heels?
4. But I like the high heels better.
5. I think you look cool!
14
Answers will vary.
Unit 5
1
1
2
5
6
9
11
3
12
10
2.
3.
4.
5.
6.
7.
hand
mouth
waist
shoulder
eye
stomach
8.
9.
10.
11.
12.
ankle
elbow
foot
back
leg
10
A
S
T
I
B
C
F
B
U
F
S
N
handsome
successful
fashionable
beautiful
talented
L V D
E F N
A A B
T M O
T O T
R U S
A S H
C S U
T B A
I E A
V T L
E L B
H M B
I U N
E A U
A N E
N L A
E T I
I O N
O E G
L U H
U H E
U E U
I D E
11
2. d
3. b
4. f
F
E
T
S
A
T
A
R
I
N
F
R
C
A
I
O
E
U
B
O
S
N
S
C
E
S
F
D
B
O
L
G
U
E
L
N
head
ear
nose
neck
O E
L I
U L
F E
S M
S O
E S
C D
C N
U A
S H
I I
face
arm
hip
wrist
thumb
knee
toe
5. c
6. a
74
2.
3.
4.
5.
6.
neck
arm
ear
nose
thumb
7.
8.
9.
10.
11.
head
face
knee
hip
toe
K
N
E
Y
N
O
10
H
O
S
E
16
Itll
Theyll
It wont
Well
He wont
I wont
Ill
5
3.
4.
5.
6.
7.
8.
ll eat
ll get
ll leave
ll meet
ll go
ll practice
I
S
6
2. Will he take a shower?
Yes, he will.
3. Will he get dressed before
breakfast?
No, he wont.
4. Will he meet his friend?
Yes, he will.
5. Will they go to school by bus?
Yes, they will.
6. Will they practice football after
school?
No, they wont.
7
3.
4.
5.
6.
7.
8.
ll feel
ll see
wont take
ll answer
will get; wont
will; get; ll walk
8
2.
3.
4.
5.
6.
7.
shouldnt
should
should; should
shouldnt
should; shouldnt
shouldnt
4
3.
4.
5.
6.
7.
8.
9.
12
A
14
D
11
M
15
U
8
S
H
13
9
2. should put
3. shouldnt feed
4. Should; keep; shouldnt; should
try
5. should write
10
Answers will vary. Possible answers:
2. You should see a doctor. / You
shouldnt run down the stairs.
3. You should buy bigger shoes. /
You shouldnt wear them.
4. She should practice more often.
5. You shouldnt eat there.
11
2.
3.
4.
5.
6.
must not
must not
must
must not
must
12
2.
3.
4.
5.
6.
7.
upset
matter
Mark; laptop; gave; back; broken
terrible; do
ask; fix; buy; new
Unit 6
1
2.
3.
4.
5.
6.
7.
8.
9.
10.
75
2
2.
3.
4.
5.
3
2. We may/might go on vacation
with you.
3. The weather may/might be nice.
4. You may/might like this movie.
/ You may/might not like this
movie.
5. John may/might be sleeping in the
garden.
4
2. f; If it is rainy, Ill stay in the hotel.
3. a; If I dont like the hotel, Ill find a
better one.
4. d; If theres a bike rental store, Ill
get a bike.
5. b; If I get a bike, Ill go for a ride in
the mountains.
6. c; If the hotel has a computer, Ill
e-mail my friends.
5
2.
3.
4.
5.
6.
7.
8.
are
ll be
dont get
will be
ll eat
wont be
ll fail
6
2.
3.
4.
5.
6.
7.
7
2. e; If the movie is too scary, he
wont watch it.
3. g; If you dont wear a sweater,
youll be cold.
4. d; If its sunny, well go to the
park.
5. f; If I start work late, I wont finish
everything.
6. c; If she doesnt feel well
tomorrow, she wont go to school.
7. h; If it snows, well go skiing.
8. a; If the phone rings, Ill answer it.
8
2. If Fran doesnt feel better, she
wont play in the game.
3. If Ed gets home late, he may/
might not come to the next lesson.
4. If they hang out this weekend,
they may/might go bowling.
5. If it snows, Ill build a snowman.
6. If we dont go on vacation, we
may/might volunteer at the camp.
9
Answers will vary.
10
2. e
3. d
4. c
5. a
11
2.
3.
4.
5.
6.
7.
12
2.
3.
4.
5.
6.
7.
babysit
hang out with friends
have a picnic
stay home
take dance classes
go on vacation
13
Tony: 3, 5, 1, 7
Chuck: 2, 6, 8, 4
Chuck: Im well, thanks. What about
you?
Tony: Im fine. What are you going
to do this summer?
Chuck: Well, the whole family is
going to Mexico. Then Im not
sure. I might take some guitar
lessons.
Tony: Mexico? That sounds like fun!
Chuck: What are you going to do?
Tony: Were not going on vacation,
so I might just hang out with
friends all summer.
Chuck: Thats cool.
14
Answers will vary.
15
Answers will vary.
Skills Development 2
1
2.
3.
4.
5.
6.
7.
f
a
c
g
b
e
2
2. Kathy Bethell gets the highest
allowance each week.
3. He always hangs out with his
friends at the movies.
4. She pays for her gym membership
every month.
5. Kathy babysits.
6. Shes saving money for her
summer vacation.
7. He spends his money on music,
computer games, and movie
tickets.
8. He will buy new computer games.
9. She wants the new iPod because
its better than the one she has
now.
10. She will go to Florida.
3
2.
3.
4.
5.
6.
7.
8.
Alana
Jose
Alana and Kathy
Alana
Jose, Alana, and Kathy
Kathy
Kathy
4
Answers will vary.
Grammar Builder
were
was
wasnt
was
were
was
2
2. Was the hotel terrible?; No, it
wasnt.
3. Were the children happy?; Yes,
they were.
4. Was the food expensive?; No, it
wasnt.
5. Was Disney World fantastic?; Yes,
it was.
6. Were the people friendly?; Yes,
they were.
3
2.
3.
4.
5.
6.
7.
8.
9.
10.
wanted
went
had
played
heard
thought
left
stayed
5
2. He didnt get home from school at
three oclock.
3. I didnt do my homework after
dinner.
4. We didnt enjoy our meal.
5. You didnt eat three chicken
sandwiches!
6. My brother didnt take a taxi home
from the party.
7. I didnt enjoy that movie.
8. She didnt put the teapot on the
stove.
9. We didnt meet Antonio and Elena
at the theater.
10. She didnt clean the house all day.
11. You didnt sleep well last night.
12. The new student didnt say hello
to me.
13. I didnt call you at seven oclock.
14. She didnt teach me how to dance.
6
2.
3.
4.
5.
6.
7.
8.
9.
Unit 1
1
2.
3.
4.
5.
6.
7.
4
2.
3.
4.
5.
6.
7.
8.
9.
he did
I didnt; took
you did
it didnt; rained
she didnt; said
we didnt; bought
he did
I didnt; made
7
2. Who did James choose?
3. What did Tina and Ed do after
school?
4. Where did Kelly and Jack meet
yesterday afternoon?
5. Why did you watch Everybody
Loves Raymond?
6. When did you and your family
celebrate your birthday?
8
2. Why did James choose Carmen?
3. Who studied after school?
4. When did Kelly and Jack meet at
the amusement park?
9
2. He chose Carmen because she is
smart.
3. They studied after school.
4. They met at the amusement park
yesterday afternoon.
1
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
and/so
so
and
but
but
so
so
but
but
so
but
and
but
2
2. Han-su caught five fish, and his
mother cooked them for dinner.
3. It started to rain, so we left the
park.
4. I got an invitation to the dance last
night, but I stayed home.
5. He wants to go to the movies, but
he doesnt have any money.
6. She wants to get an A on her test,
so she is studying tonight.
7. She finished the dance, and then
the audience applauded.
3
2.
3.
4.
5.
6.
7.
8.
used to be
didnt use to make
used to take
used to eat
used to dream
used to get up
didnt use to go out
4
2. She didnt use to live in a big
apartment. She used to live in a
tiny apartment.
3. She didnt use to live in Chicago.
She used to live in Buffalo.
4. She didnt use to take the bus to
work. She used to take the train.
5. She didnt use to cook dinner at
home. She used to eat dinner at
the restaurant.
6. She didnt use to go home at five
oclock. She used to go home at
one oclock in the morning.
7. She didnt use to dream about
living in Los Angeles. She used to
dream about living in New York.
8. She didnt use to get up at seven
every morning. She used to get up
at six.
5
2. use to study
3. use to play
4. used to live
5.
6.
7.
8.
Unit 3
1
2.
3.
4.
5.
6.
7.
8.
was making
was using
were listening
was raining
was fixing
were having
were trying
2
2. Mom wasnt making dinner.
3. Carlos wasnt using the computer.
4. Kate and Abby werent listening to
music.
5. It wasnt raining.
6. Dan wasnt fixing the camera.
7. The neighbors werent having a
party.
8. You werent trying to study.
3
2. Were we swimming in the river?;
No, we werent.
3. Was Mom making breakfast?; No,
she wasnt.
4. Were the children playing in
class?; Yes, they were.
5. Were you cleaning your room?;
Yes, I was.
6. Was Daniel sleeping at three
oclock?; No, he wasnt.
7. Was she wearing boots?; Yes, she
was.
8. Were they studying for the test?;
No, they werent.
4
2.
3.
4.
5.
6.
while
while
When
While
When
5
2.
3.
4.
5.
6.
7.
8.
9.
10.
6
2. was walking; lost
3. turned; were doing
4. were discussing; walked
77
5.
6.
7.
8.
9.
10.
7
2.
3.
4.
5.
6.
7.
8.
9.
when
when
while
when
While
When
while
when
8
2.
3.
4.
5.
6.
8.
9.
10.
11.
Unit 4
1
2.
3.
4.
5.
6.
7.
8.
9.
10.
easier than
bigger than
lazier than
older than
taller than
more popular than
more exciting than
more expensive than
shorter than
2
3. A runner is faster than a jogger.
4. That suitcase is larger than my
backpack.
5. Su-Mi is shorter than Elena.
6. Studying for my test is more
important than going to the
movies.
7. A Chevrolet is cheaper than a
Ferrari.
8. The cheese slices are thinner than
the turkey slices.
9. These oranges are sweeter than
those apples.
10. The ruler is longer than the pen.
11. Todays homework is more
difficult than yesterdays
homework.
12. Orlando, Florida, is hotter than
New York City.
Unit 2
3
Answers will vary.
4
2.
3.
4.
5.
6.
7.
8.
5
Answers will vary.
6
2.
3.
5.
6.
8.
9.
bigger than
the biggest
cheaper than
the cheapest
luckier than
the luckiest
7
2.
3.
4.
5.
6.
7.
8.
farther than
the farthest
worse than
the worst
the largest
better than
the best
8
3. The movie is not as scary as the
book.
4. Picasso is as famous as Monet.
5. Tom Cruise is not as handsome as
Johnny Depp.
9
Answers will vary.
Unit 5
1
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
will
wont
will
ll
ll
ll
ll
ll
ll
will
wont
ll
ll
ll
wont
2
2. Will Maria take a year off after
high school?; she will.
3. Will they get jobs?; they will.
4. Will Josh travel to Mexico?; he
will.
will get
will visit
will meet
will win
will become
will keep
will start
4
Answers may vary. Possible answers:
3. Will your friends visit you after
you move to London?; they will.
4. Will Sarah meet a great guy?; she
will.
5. Will Yumiko win the lottery?; she
will.
6. Will Carl become a famous artist?;
he wont.
7. Will Elena tell her friends secret?;
she wont.
8. Will the math test start at ten
oclock?; it wont.
5
2.
3.
4.
5.
6.
7.
8.
9.
10.
should
should
shouldnt
should
shouldnt
shouldnt
shouldnt
shouldnt
should
6
2.
3.
4.
5.
6.
7.
8.
9.
10.
shouldnt stay up
shouldnt go out
should exercise
should take
should see
should sleep
shouldnt eat
should send
shouldnt wear
7
2.
3.
4.
5.
6.
7.
8.
9.
10.
must
must
must not
must not
must not
must not
must
must
must
Unit 6
1
2.
3.
4.
5.
6.
2
2. They may/might arrive tomorrow.
3. I may/might not be able to help
you.
4. You may/might be the winner.
5. I may/might buy a new car.
6. You may/might not want to go to
college.
7. I may/might see him tomorrow. / I
may/might not see him tomorrow.
8. She may/might ask him on a date.
3
2.
3.
4.
5.
6.
will
may
might
will
may, may not
4
4.
5.
6.
7.
8.
9.
10.
11.
12.
Will
ll
Will
may/might
ll
may/might
Will
ll
ll
5
Answers will vary.
6
2. will be
3. has
4. feel
7
2. If you eat healthful food, you
wont get sick very often.
3. If you eat cheese before bedtime,
you may/might have bad dreams.
4. If you are not over eighteen years
old, they wont let you in.
5. If I am not home before 10 p.m.,
my parents will worry.
6. If she drinks another soda, she
may/might not sleep very well
tonight.
7. If you break a mirror, youll have
bad luck for seven years.
8. If she gets home soon, she may/
might watch the baseball game on
TV.
8
Answers will vary.
78
5. works
6. might bake
Name ___________________________________________________________________________
Date __________________________
she
five
ten
3. above
behind
teeth
under
1. beautiful
long
easy
walk
4. went
took
had
eat
2. aunt
cousin
bring
son
5. them
her
him
we
3. My mothers father is my
4. My mothers mother is my
.
3. I usually
b. take a shower
a. go to bed
at school.
b. get up
4. I usually
a. eat lunch
b. have dinner
5. I
b. do my homework
a. take a shower
b. brush my teeth
D. Write the missing object pronoun next to each subject pronoun. (1 point each)
Ex: she
her
1. I
2. we
4. they
3. he
5. you
a. be
c. am
a. got up
1.
a. This
2. We
a. take
F.
b. was
3. I
b. That
a. Those
a test yesterday.
5. My brother
c. taked
b. get up
c. gets up
CD is my favorite.
4.
c. Those
b. took
a. eats
b. These
c. This
a whole pizza last night.
b. eated
c. ate
4. TV / front / is / of / the / It / in / .
79
Name ___________________________________________________________________________
Date __________________________
UNIT 1 TEST
Unit 1 test
3. (What)
Vocabulary
4. (Where)
5. (What)
Grammar
missed
Communication
2. He (be)
3. They (play)
5. She (teach)
in the audience.
Luke: (1)
that great.
Kim: (2)
Luke: Well, the music was terrible.
Kim: (3)
awesome.
Luke: (4)
lousy, too.
2. (Why)
80
The DJ was
and the food was
But I still
Name ___________________________________________________________________________
Date __________________________
Vocabulary
ps
3.
1. n
rv
4. sc
2. w
rr
5. s
rpr
d
s
Grammar
so
we didnt go
I called
shes not going to get
Communication
I was, too.
7. She wanted to go to the movies,
stayed home and cleaned her room.
she
He always
(1)
He wasnt at rehearsal today, or last week either.
Pam: (5)
81
He really is.
You can do it.
UNIT 2 TEST
Unit 2 test
Name ___________________________________________________________________________
Date __________________________
UNIT 3 TEST
Unit 3 test
1. When she (see)
Vocabulary
hot
Ex: Its
him, he (talk)
cloudy
hot
foggy
windy
2. My father (ski)
sunny
his leg.
1. Its pretty
2. Its really
3. Its
3. We (watch)
5. Its so
officer (knock)
when he (break)
on the door.
4. They (sit)
fairy (appear)
5. While I (jog)
Grammar
, I (find)
a cell phone.
Communication
with Tom.
arrived
Name ___________________________________________________________________________
Date __________________________
Vocabulary
Comparative
bigger than
Ex: big
small
1.
funny
2.
famous
3.
good
4.
interesting
5.
smart
6.
important
7.
bad
8.
Superlative
the biggest
Grammar
Communication
Really? Why?
Which do you prefer
Who do you like better
than Nicole
(Ex:)
4. Susan is (tall)
John: (2)
or Angelina Jolie?
than
, Nicole Kidman
John: (3)
Paula: Because I think shes a
to school than
(4)
, Leonardo DiCaprio
actor.
(5)
John: Definitely Angelina. I think shes more interesting.
than Phil.
, juice or soda?
83
UNIT 4 TEST
Unit 4 test
Name ___________________________________________________________________________
Date __________________________
UNIT 5 TEST
Unit 5 test
3. You look sick. You
Vocabulary
fingers
foot
ankle
ears
fingers
mouth
wrist
.
2. will / fun / in / have / She / Miami / .
be sixteen.
on each foot.
on each hand.
see a doctor.
.
4. should / lead / get / She / the / part / .
Grammar
Communication
Grace: (1)
Tommy: You can tell me. Are you all right?
Grace: (2)
I have an audition, but my neck hurts.
Tommy: (3)
Youre just nervous. Go home and relax.
Grace: (4)
Tommy: Only if you feel worse this afternoon.
Name ___________________________________________________________________________
Date __________________________
3. She
a. shouldnt
Vocabulary
4. If its sunny, we
a. might
b. may not
volunteer
volunteer
have a picnic
5. I
a. am
babysit
stay home
2. I might
to swim.
3. Im going to
to make money.
4. Im going to
to learn French.
5. Lets
go swimming.
c. will not
to help others.
1. I may
in the park.
Grammar
Communication
Neither can I.
Maybe I will.
Not much.
If we dont hurry, we wont catch it.
I might take dance classes.
Dont worry about it.
Andy: (1)
I was pretty busy.
Linda: So what are you going to do this summer?
miss it.
be sick.
c. may not
2. I didnt study. I
a. must
b. may
Andy: (3)
Thats why I
need to take classes! You should take them with me.
Linda: (4)
Andy: Lets run. (5)
85
UNIT 6 TEST
Unit 6 test
Name ___________________________________________________________________________
Date __________________________
UNIT FOR
TEST
TESTS
UNITS
ANSWER
13 KEY
Vocabulary
A. Circle the word that does not belong in each
group. (1 point each)
Ex: swimming
biking
raining
running
1. tomorrow
yesterday
last month
a year ago
2. ambulance
police
foggy
emergency
3. sad
upset
worried
happy
4. awesome
dreadful
amazing
terrific
5. rainy
cloudy
scary
sunny
happy
surprised
nervous
sad
happy
1. They (thank)
2. Susan (call)
3. He (think)
show.
tired
2. Please dont be
to hurt you.
before an important
5. Ted (go)
sunny
at two oclock
5. We were
to see him because we
thought he was in Europe.
girl.
4. Im
in 1995.
died
7. They (arrive)
8. They (enjoy)
day today.
outside.
9. You (see)
.
4. Its often really
in London. You cant
see very far in front of you.
5. Its
friends.
T86
86
Name ___________________________________________________________________________
F.
4. Didnt she
be an actress?
5. We didnt
6. My brother
Ex: What did you study last night? (history and science)
she doesnt
I thought it was
he
but
87
was listening
to the radio.
a baseball
the dishes.
a report in
on the phone.
after the cat.
Date __________________________
Name ___________________________________________________________________________
J.
Date __________________________
Match each clause in column A with the correct clause in column B. Write the letter. (1 point) Then write
sentences using the past continuous and simple past forms of the verbs in parentheses. (2 points each)
A
d. I (play) football.
b. it (start) to snow.
4.
1.
5.
2.
6.
3.
Communication
K. Circle the letters of the correct answers. (1 point each)
6. I passed the test!
a. Awful!
b. Take your time!
c. Congratulations!
7. Why didnt you call me?
a. I didnt have time.
b. Of course I didnt.
c. Im calling 911.
8. Ill never get into Juilliard.
a. Keep dreaming.
b. Never say never.
c. I wish.
9. Did you enjoy the show?
a. Yes, it was fantastic.
b. Yes, it was terrible.
c. Yes, it was dreadful.
10. Why are you so nervous?
a. Because I love watching TV.
b. Because I have a big test today.
c. Because I love dancing.
88
Name ___________________________________________________________________________
Date __________________________
L. Read the conversation. Then put a check () if a problem below is mentioned in the conversation and an if the
problem is not mentioned. (1 point each)
Betty:
Annie:
Betty:
Annie:
Betty:
Annie:
Betty:
Annie:
Betty:
Annie:
Betty:
Annie:
Writing
M. Write about a trip or a vacation that you didnt enjoy. Write about the trip, the food, the place you stayed, and
what you did. (20 points)
89
Reading
Name ___________________________________________________________________________
Date __________________________
Vocabulary
A. Circle the word that does not belong in each
group. (1 point each)
Ex: hot
tall
heavy
nose
Ex: I am shorter
1. hand
elbow
farther
ankle
a. that
2. gorgeous
attractive
audition
beautiful
3. thumb
fault
wrist
knee
4. like
prefer
love
rude
5. shorter
funnier
bigger
sneaker
eye
7. e o t
2. k e n a l
8. w o e b l
3. t o o f
9. e f c a
4. c a b k
10. h t m b u
5. h p i
11. f n i r g
b. are
c. have
2. I dont think it
a. must
rain tomorrow.
b. will
c. shouldnt
b. must
4. He is
b. more
5. What was
a. good
be at least fifteen.
c. might
a. the most
c. much
movie you saw last year?
b. better
c. the best
c. as
a. should
6. s t w i a
1. e n o s
b. than
1. You
my brother.
The leg
The body
3. Im not talented as my sister.
90
Name ___________________________________________________________________________
F.
Date __________________________
will
Ex: I
definitely get a good grade on this
English test.
should
1. I
break it, I promise. I
really careful.
always be polite.
1. You
2. You
3. You
4. You
5. You
6. You
be
be late for
91
be on time for
be there, right?
, but Amy
be in a lot of
be upset.
be.
Name ___________________________________________________________________________
J.
Date __________________________
Communication
2. Dont buy her flowers yet! She wont / may not get
the part!
3. Do you promise you will / might be careful out
there?
4. Sallys not sure, but she said she will / might be a bit
late.
5. My mom doesnt know if she will / may be able to
come.
K. Unscramble the statements and questions. Be
sure to add commas and periods where they are
needed. (3 points each)
Ex: you / If / hurt / wont / able / wrist / play / on /
your / Saturday / you / be / to
92
Name ___________________________________________________________________________
Date __________________________
M. Read the e-mail. Then answer the questions below. Give short answers. (2 points each)
Sandra,
Im very excited about your visit to New York! I think youll have a lot of fun here. Theres a lot to do, and a lot
of fun things to see.
What kinds of things do you want to do here? I know youll just be here for three days. So we should choose a
few things you really want to do. If you like museums, well go to the Metropolitan or the Museum of Modern
Art. If you want to get a good view of the city, well visit the Empire State Building. Its the tallest building in
New York and the views are awesome. If you want to buy designer clothes, we can go to Madison Avenue. The
best (and most expensive) stores are there. Or if youre interested in trendy, casual clothes, well go shopping in
Soho. And if you want to just hang out and relax, well go to Central Park. Its the biggest park in the city and
there are walking trails, a lake, and a zoo.
New York is often hot in the summer, so you should bring some shorts and t-shirts. You should bring a few
dressy things, too. But the most important thing to bring is comfortable shoes. Well be walking a lot!
Looking forward to your visit. See you soon!
Chris
Sandra
Writing
N. Imagine a pen friend is going to stay with you for a few days this summer. Write a letter giving him or her
information and advice. (20 points)
93
Reading
Unit 3
D
1. She didnt practice the piano all
weekend.
2. I didnt make a chocolate chip pizza.
3. Dad wasnt at home at 8:00 last
night.
4. John didnt bring his computer.
5. She didnt always write her own
music.
4. eat
5. we
1. aunt
2. parents
3. grandfather
4. grandmother
5. cousins
1. a
2. b
3. a
4. a
5. b
Communication
1.
2.
3.
4.
5.
4. them
5. you
1. c
2. b
3. a
4. c
5. c
B
1. It wasnt raining when we arrived.
2. I was thinking of you when you
called.
3. While I was sleeping, I dreamed
about my friends.
4. She was reading when he came in.
5. While we were waiting, it started to
snow.
1. nervous
2. worried
3. upset
4. scared
5. surprised
Grammar
B
Vocabulary
A
4. incredible
5. wonderful
5. but
6. and
7. but
1.
2.
3.
4.
5.
6.
Communication
D
1.
2.
3.
4.
5.
started to rain
is starting to rain
was playing tennis
played tennis
heard cries for help
Unit 4
1. He didnt use to like to eat carrots.
2. Did she use to read you stories at
night?
3. Did your uncle use to play in a rock
band?
4. My sister didnt use to get good
grades.
5. I didnt use to want to live in
Hollywood.
but
and
so/and
so/and
Grammar
1. walked; Did they walk home from
the party?
2. was; Was he excited about his
performance?
3. played; Did they play the piano
together?
4. were; Were they in the audience?
5. taught; Did she teach music at our
school?
1.
2.
3.
4.
Unit 1
1. amazing
2. lousy
3. terrible
Grammar
4. sunny
5. windy
Vocabulary
1.
2.
3.
4.
5.
1. cloudy
2. foggy
3. cold
Unit 2
1. me
2. us
3. him
Vocabulary
Vocabulary
A
smaller than, the smallest
funnier than, the funniest
more famous than, the most famous
better than, the best
more interesting than, the most
interesting
6. smarter than, the smartest
7. more important than, the most
important
8. worse than, the worst
1.
2.
3.
4.
5.
Communication
E
1.
2.
3.
4.
5.
T94
94
Grammar
B
1.
2.
3.
4.
5.
shorter
bigger
the funniest
the tallest
younger
Unit 6
the worst
closer
heavier
the most beautiful
older
1.
2.
3.
4.
5.
B
1. If the weather is nice, well go to the
beach.
2. If we leave now, we wont be late.
3. If its too expensive, well go
somewhere else.
4. If he doesnt get first prize, Ill be
very surprised.
5. If you want to pass, youll need to
study harder.
D
better for you
Who do you like better
Really? Why?
more talented
How about you?
Unit 5
Vocabulary
1. b
2. c
3. c
A
toes
ears
waist
ankle
5. mouth
6. foot
7. wrist
1.
2.
3.
4.
5.
B
1. Will she be a star someday?
2. Hell get accepted at Juilliard.
3. They shouldnt try out for the
smaller parts.
4. She wont do very well on the test
tomorrow.
5. Will he be a successful actor in the
future?
E
1. use to
2. use to
3. used to
E
1.
2.
3.
4.
5.
G
1. The girls were in the auditorium an
hour ago.
2. Where did they stay during their
vacation?
3. They didnt make good wishes.
4. She was absent from class again.
5. Who taught her those dance moves?
Units 13
Vocabulary
1.
2.
3.
4.
5.
6.
Communication
Its nothing.
Actually, there is something.
Is that all?
You dont think I should see a
doctor?
5. Ill take your advice.
4. dreadful
5. scary
1. sad
2. angry
3. nervous
4. tired
5. surprised
1. raining
2. windy
3. cloudy
4. foggy
5. snowing
E
1.
2.
3.
4.
1. tomorrow
2. foggy
3. happy
4. use to
5. use to
6. used to
Communication
C
4. shouldnt
5. must
4. a
5. b
Grammar
1. must
2. shouldnt
3. should
go to the beach
stay home
babysit
take language classes
have a picnic
Grammar
Communication
1.
2.
3.
4.
1.
2.
3.
4.
5.
Grammar
Vocabulary
1. so/and
2. and
3. but
95
1.
2.
3.
4.
5.
was watching
was doing
was writing
was talking
was running
4. but
5. so/and
6.
7.
8.
9.
10.
C
1. e; She had a car accident while she
was driving home from work.
2. f; My car stopped while I was
driving on the highway last night.
3. a; He hurt his foot while he was
jogging in the park.
4. c; She was swimming in the sea
when she saw a shark.
5. b; They were skiing when it started
to snow.
6. g; I was talking on the phone when I
saw a spider on the wall.
The head
eye
nose
face
The arm
elbow
thumb
finger
1.
2.
3.
4.
5.
b
c
a
c
a
6.
7.
8.
9.
10.
c
a
b
a
b
D
1. a
2. b
3. b
6.
7.
8.
9.
10.
M
Answers will vary.
Units 46
1. farther
2. audition
3. fault
nose
ankle
foot
back
hip
waist
4. must
5. should
6. shouldnt
B
1.
2.
3.
4.
5.
6.
1. shouldnt
2. must
3. shouldnt
4. rude
5. sneaker
7.
8.
9.
10.
11.
toe
elbow
face
thumb
finger
96
4. wont
5. will, wont, will
6. will, will
1. wont
2. may not
3. will
4. might
5. will
K
1. He thinks she is the best singer in
the group.
2. My dad might take us camping if he
has time.
3. He is just as talented as Tom.
4. Who is the most intelligent student
in the class?
5. She is the most beautiful star in
Bollywood.
Communication
L
1.
2.
3.
4.
5.
b
c
a
b
c
6.
7.
8.
9.
10.
a
b
c
b
c
Reading
M
1.
2.
3.
4.
5.
6.
7.
1. wont, will
2. will
3. will
Writing
Vocabulary
4. a
5. c
Reading
L
1.
2.
3.
4.
5.
Communication
Grammar
Communication
K
The leg
ankle
foot
toe
The body
back
hip
waist
three days
the Empire State Building
Madison Avenue
Soho
Central Park
often hot
comfortable shoes
Writing
N
Answers will vary.
The Grammar reference section presents in-depth information for each of the grammar charts in the
Student Book. It can serve as a quick refresher on grammar, give you ideas for further exploiting the
grammar charts, and help prepare you for student questions. Each Grammar reference item consists
of two parts: an explanation and an example.
When preparing for class, review the information in the relevant Grammar reference section. Make
note of any helpful information in the chart that you think your students need to know. Write
down any examples you might want to put on the board. Be careful, however, not to overload your
students with informationchoose additional points carefully and sparingly.
Suggested procedures
After students have read the grammar chart and completed Discovering grammar, introduce the
grammar point you want to share with your students by writing the example on the board. Then
ask questions about the example to help students figure out the rule for themselves. For example,
for the first Grammar reference point from Unit 1, page 8:
(Explanation)
(Example)
97
GRAMMAR REFERENCE
Grammar reference
GRAMMAR REFERENCE
Unit 1, page 10: The simple past of regular and irregular verbs
To form the simple past tense of most regular verbs, add
-ed. Add -d to verbs ending in -e.
seem seemed
care cared
stop stopped
prefer preferred
fry fried
try tried
eat ate
think thought
98
fight fought
sing sang
sit sat
lose lost
99
GRAMMAR REFERENCE
GRAMMAR REFERENCE
Unit 3, page 28: The past continuous with when and while
The past continuous and the simple past are often used
with when or while to describe an event that was in the
process of happening at the same time that something
else happened. One clause is in past continuous and
states the action that was in progress. The other clause
is in simple past and tells the event that occurred at the
same time.
100
long longer
nice nicer
Bollywood movies are longer than Hollywood movies.
Alex is a lot nicer than Joe.
big bigger
hot hotter
Its bigger than I thought.
Your soup is hotter than mine.
silly sillier
easy easier
Beccas song is sillier than Katies.
The math test was easier than the Spanish test.
Formal
John is smarter than he (is).
Shes older than I (am).
Informal
Everyone knows she is smarter than me.
My boyfriend is cuter than him.
high highest
short shortest
Chimborazo is the highest mountain in Ecuador.
Theo gave the shortest speech.
101
GRAMMAR REFERENCE
GRAMMAR REFERENCE
Unit 5, page 45: Should/Shouldnt for advice; Must/Must not for rules and obligations
Use should to give advice or talk about the correct thing
to do.
102
Rare: mightnt
maynt
Condition clause
If + subject + present verb (+ complement)
If I pass the test
Result clause
subject + will + base form of verb (+ complement)
Ill get an A in the class.
If I pass the test, Ill get an A in the class.
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GRAMMAR REFERENCE
she is a student.
She is a student.
Is there a period (.) or exclamation mark (!) at the end of each sentence?
Shes awesome
Shes awesome!
I be fine.
I am fine.
Are sequence words such as first, next, or after that used if needed?
Name
Unit:
Date
STUDENT SELF-EVALUATION
Student self-evaluation
Look back over the last unit. Think about what you learned. Answer these questions:
1. For me, everything in this unit was:
easy
OK
difficult.
OK
difficult.
OK
difficult.
, and
listening
pronunciation.
listening
pronunciation.
8. Lately, I am
always
attending class regularly.
speaking English only in class.
studying at home.
completing all assignments.
asking the teacher or other students for help.
105
sometimes
not so often
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