oner Min

Teacher's Book
Premium *ack
Tim Bowen
Mickey Rogers
Joanne Taylore-Knowles
Steve Taylore-Knowles
Concept development:
MACMILLAN Mariela Gil Vienna
 is part of the ground-breaking Mind series, a general

openMind Level 1
English course for adults that targets their language
needs and provides them with the professional,
academic, and personal skills they need for success in
the 21st century. The key features of the series are:

• Life Skills: Higher-order skills such as critical thinking, organizational,

and learning skills that students need in order to be successful in their
professional, academic, and everyday lives.
• Language sub-skills with tips to support the development of the four
language skills.
• Step-by-step approach to grammar with grammar sections that provide a
clear focus on the meaning, form, and function of the language.
• Focus on functional language that helps learners improve their fluency and
speaking skills.
• Independent learning features throughout the course such as Notice!,
Reflect and How are you doing? boxes that encourage learners to analyze
their own progress.
• A range of video material and related worksheets that support the themes
and key language from the Student's Book.

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CO M M O N E U R O P E A N FR A M E W O R K

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2nd edition

Teacher's Book
Tim Bowen ■ ¡I

Mickey Rogers
Joanne Taylore-Knowles
Steve Taylore-Knowles
& Concept development:
MACMILLAN Mariela Gil Vierma Level 1
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 INTRODUCTION TO THE COURSE page iv

KAGAN STRUCTURES: A MIRACLE OF ACTIVE ENGAGEMENT page xviii

n ■
_ _... 'V.C STUDENT'S BOOK SCOPE AND SEQUENCE page xxii

n
h GRAMMAR REVIEW page T6

r ° NICE TO MEET YOU! page T9

t n
2 ~
WHAT DO YOU DO? page T19

3 ~
DOWN TIME page T29

4 O
DAY IN, DAY OUT page T39

«% r i
HERE, THERE, AND EVERYWHERE! page T49

6 *0
: DIFFERENT STROKES page T59

* J«!
_ _ _ _ d W J t ... 1 YOU HAVE TALENT! page T69

T ' r%
n ^
___ JÈÈê ÊL^ SHOPPING AROUND page T79

T'
y ~
LET'S EAT! page T89

10 u
SPEAKING OF THE PAST page T99
m,r
11 °
GREAT LIVES page T109

12 IN THE NEAR FUTURE page T119

O
_ j n y COMMUNICATIVE WRAP-UPS page T129

o
M GRAMMAR REFERENCE ANSWER KEY page T141

o
W ORKBOOK ANSWER KEY p a ge T143
INTRODUCTION TO THE COURSE
Welcome to the openMind Teacher's Book!
Course philosophy
The philosophy that underlies the openMind series is
that language is a life skill—a skill for communicating
and connecting with others in our everyday lives. As with
other life skills, competence in a foreign language opens
up possibilities and enables us constantly to expand our
potential and our ability to function effectively within the
wider social, cultural, and economic worlds.
This course is designed to enable students to interact
effectively with others in English in a wide variety of
communicative situations; in their learning environment,
at work, when traveling, online, and so on. The authors
recognize that the majority of students studying English
in their countries will never live or work in an English-
speaking country. Instead, they will be using English in the
context of their jobs or studies in their own country. For
example, they will probably not need to speak English to
a doctor; however, they may have to help a foreign visitor
to their country talk to a doctor. The activities in openMind
are designed to reflect the reality of how the majority of
students will actually use English in their everyday lives.
The authors are fully appreciative and aware that students
do not come to the classroom as blank slates. Instead,
they bring ideas, opinions, feelings, and experiences,
all of which enrich the learning process. The course is
designed in such a way that the students are given as
many opportunities as possible to share these ideas and
experiences through pair and group work, and in their
writing and communicative work. All this ensures that
the students relate to the material and make it their own.
They are no longer mere users, but active participants,
expressing their own points of view. The progression of
tasks in each unit allows the students to relate what they
have learned to their own experiences and to express
their ideas and opinions in English confidently. Specifically
devised unit features ensure this smooth transition.
The course title, openMind, is a direct reflection of this
underlying philosophy. It refers to the way in which
learning a new language opens the students' minds,
helping them become acutely aware of the social,
cultural, and economic activities that take place in that
new language. It also reflects the way in which acquiring
communicative competence opens the students' minds to
the possibilities inherent in engaging with those activities,
and it opens doors, both personal and professional, that
may otherwise have remained closed. Finally, the title
resonates with the fact that learning a new language opens
a new channel for meaningful communication, allowing the
students to express themselves accurately, creatively, and
effectively, while maintaining an open mind toward other
people's opinions and ideas.
dology and u
The creation of openMind has been a rigorous and
carefully researched process. Starting with the overall t
concept and then underpinning it with specific decisions
has ensured that we are presenting you with a course
that is meticulously thought-through, market-informed,
and theoretically solid, and that it works pedagogically to
achieve high learning outcomes in a demanding classroom (
environment.
Each unit in openMind is written and designed in
sections. The sections reinforce each other, but are not
interdependent. This adds unrivaled flexibility and allows
for variety in the lesson structure. The unit sections can
be taught sequentially, or they can be arranged to meet
program requirements, e.g., number of hours per term. Of
course, you can decide to use any other parameters you
deem relevant.
Approaches to teaching
language
A Grammar
Most students embarking on a language course expect to
find grammar; they see it as the basis of the language they
are learning. The teaching of grammar has traditionally
involved a deductive approach in which a grammar rule is
presented first (either by the teacher or by the textbook)
and then practice exercises are given that allow students
to apply the rule. In contrast, throughout openMind an
inductive approach is applied, in which the target grammar
is first presented in context, thus raising awareness of the
structure in use. Students are then encouraged to observe,
compare, and analyze in order to identify the principles or
rules of the new structure. Finally, students are presented
with exercises that ensure comprehension of the grammar
form in contexts that elicit the target language. To this
end, each Grammar section in openMind follows a
dynamic five-step structure approach that activates the
students' learning potential, as shown opposite.
In each unit, there are two Grammar sections. The
grammar has been selected to 1) reflect the needs of the
students at their present level of English and 2) be relevant
to the topic of the unit, ensuring that the practice is natural
and meaningful. After completing a Grammar section, the
students will encounter that grammar again as they work
through the remainder of the unit, which reinforces the
point and aids retention.
 Step 1 - Language in context
This stage introduces students to the target
grammar in a realistic reading or listening
present progressive context. A simple comprehension activity
A B fl3 4 LANGUAGE IN C O NTEXT Listen to p art o f a conversation.
ensures that the students have understood
D o Jonathan an d M artin a k n o w each other w ell? H o w do yo u know?
Jonathan: It's nice to m eet you in person, Martina, and not just on the dating website.
the main idea of the text/audio material.
Martina: It's «ice to m eet you, too. Often this takes the form of general
Jonathan: So ... are you m eeting a lot o f people on the New Friends website?
Martina: N ot really. You're the first, so I'm a little nervous! comprehension questions or a matching
Jonathan: Yeah, m e, too. W ell, tell me about yourself. You're in dental task. At this stage, students are not
school, right?
Martina: Yes, but I'm just studying part tim e this semester. I'm also expected to produce the target language,
working as a receptionist at a dental clinic. W hat about you?
Jonathan: I'm in school, too. I'm studying robotics. O h , you're not eating
but they are made aware of the structure in
your hamburger. Do you want something different? a real-life context.
Martina: O h, no. It's fine! I'm ju st not very hungry. Uh ... are you working, too,
or just studying?
Jonathan: I'm ju st studying, but I want to work during the sum mer vacation.

B ANALYZE Read the conversation in Exercise A again. Step 2 - Notice!

Form C hoo se th e c o rrect option to com p lete the sen ten ce. Th en co This feature consists of one or two simple
W e form the present progressive with
a) b e + verb + -ing. b) b e + the base form of the verb.
questions to help the students notice
Negative Yes/No question
something simple about the form or
I'm working. ; I'm not (1) ______— - ; Yes, I (3)----------- function of the new structure as it appears
; No, I'm not.
in the text.
He/She/lt's working. ; He/She/lt isn't ; Is he/she/it working? j Yes, he/she/it is. No, j Where is he/she/m
: working. ; he/she/it isn't. : working?
We/They're working. ; We/They aren't . (2) --- ----- : Yes, we/they are. : Where (4) ......... ..
: working. : you/they working? : No, we/they aren't. ; you/they working?

Function C h oo se th e correct o ption to com p lete th e sen ten ce. Step 3 - Analyze
The present progressive is used with situations or events that
a) happen all the tim e and are perm anent routines. This stage focuses on a guided inductive
b) are happening at the m om ent o f speaking or during this period o f tim e in the person's life. presentation that uses examples from the
Spellin g rules text in the previous step. It usually consists
When the verb ends in -e. : drop the e before adding -ing: of two subsections, Form and Function.
e.g. take—taking, make—making, live— living.
When a one-syllable verb ends ii double the final consonant and then add -ing: Tasks elicit from the students the rules
consonant-vowel-consonant, e.g. plan—planning, get—getting, stop—stopping. about the new structure's form and also
C PRACTICE C om p lete th ese sentences w it h the p resen t pro gressive fo rm o f the verbs
about its function and purpose. Having
a in p aren theses. done the tasks, the students are left with
I 1 Right now, I ---------------------------------[make) a sandwich for lunch. a complete grammar presentation on the
2 --------------------- y o u ---------------------- (have) a good time?
page.
3 W h a t----------------------y o u ------------ -— ------- [do) these days?
4 Sally — — —----- L----------------- (not talk) to m e right now. I don't know why.
5 Com e on! W e ---------- ------- --— — — (wait) for you!
6 Right now, A d e le ........ ............... - -... _ _.... •. (live) in Montreal.
WATCHOUT!
D NOW YOU DO IT W o r k in s m a ll grou ps. Talk abo ut ^ Right now, I am studying. Watch out!
th ings that are h ap p e n in g at this tim e in yo u r life. (^5 Right now, I am study.
Right n ow I'm n o t working, s o I'm living with m y parents.
A feature that draws the
I'm looking fo r a n ew jo b . students' attention to
common learner errors in the
use of the new structure.

Step 4 - Practice
This stage is a written exercise that enables
Step 5 - Now you do it
the students to apply and confirm their
The final step of each Grammar section
inferences from the Analyze stage and gives
is a one-step communicative activity that
them controlled practice in the use of the
allows the students to practice the new
target grammar.
grammar in a personalized context. The
aim of this stage is to give the students the
opportunity to employ the new structure in
ways meaningful to them, thereby making it
both more relevant and more memorable.

Introduction to the course

 B Vocabulary been sourced from the corpus work created for the
Macmillan English Dictionary. The underlying philosophy
11 Language students can make rapid progress in a foreign
to teaching vocabulary is that we should introduce
language if they are able to assimilate and use items of
students to the words and phrases that are most frequent
vocabulary quickly and effectively. Traditional methods
and useful in general standard English. To this end, each
of teaching vocabulary relied heavily on memorization
Vocabulary section focuses on lexical terms that the
of items, which were frequently presented in lists with an
students can use actively in everyday oral and written
accompanying translation. While generations of students
communication.
learned vocabulary with some degree of success in
this way, more recent approaches have focused on the Each unit has two Vocabulary sections. Typically, there are
communicative function of vocabulary, and particularly two to three steps in each Vocabulary section. The target
on the way words combine with other words to form vocabulary (in the form of both single words and multiword
chunks of meaningful language, as described in the phrases) is always clearly identifiable on the page.
Lexical Approach. The question of how people store and
To help your students at this level to boost their
recall items of vocabulary has also become relevant, and
vocabulary, you can employ pictures (e.g., a factory, a
the importance of associating words with a context, an
bridge, a subway station); make a quick board drawing
experience, an image, or indeed with other words, is seen
for items that are relatively simple to illustrate (e.g., a
by practitioners as central to this process. When creating a
square, a circle); use real classroom objects (e.g., a chair,
course, there is the inevitable question of what vocabulary
a desk); use real items you or the students have with you
to present and in what order. The seemingly random
(e.g., a bag, a shirt, a dictionary); use gestures (e.g., left,
approach adopted in the pgst has been quantified with the
right, over, under); provide a synonym that is less complex
latest corpus linguistics tools, which in turn has enabled us
than the word you are trying to explain; or use their first
to identify words that are used most frequently and words
language, if possible and appropriate in your context.
that are therefore most useful to students.
Suggest to the students that they keep a vocabulary
In openMind, the authors have adopted a corpus-
notebook to record new items of vocabulary and examples
based approach to selecting and presenting vocabulary.
of their use in context.
Information on frequency and collocation patterns has

Step 1 The students are presented with

the target vocabulary items and their
meanings. At this stage, the students
are not expected to use the items
7 VOCABULARY; a green lifestyle actively. Here the activities consist of
A A m y has a very green lifestyle. Match the words and phrases below
matching words to their meanings,
to the pictures. Use the red boxes.
matching words to pictures, sorting
words into groups, forming collocations,
choosing the correct words to complete
the sentences, and so on.

1 save water s buy organic food

2 turn off the lights 6 reuse bags
3 recycle 7 share a ride
4 ride a bike to school/work 8 clean up trash

B Do you have a green lifestyle? Check { / ) the things from Exercise A

that you do to help the environment. U se the blue boxes.

C W ork in groups. A s k your classmates questions to find out w ho

has a green lifestyle. M ake notes o f your classm ates’ answers. Step 2 This step gives the students the
A: Do you ride a bike to work? opportunity to use the new vocabulary
B: No, I don't, but I share a ride. What about you?
items in a controlled practice activity.
D Q Share the information with your classmates. Is anyone similar to Amy?
I think Irina has a green lifestyle. She rides a bike to school every day, and she buys organic
They are often asked to compare
fruit and vegetables. options, categorize, complete phrases
—----------------- and sentences, and so on.

Step 3 Some Vocabulary sections have a third step, in

which the students are encouraged to use the vocabulary
items actively in a speaking activity, such as a discussion or
role-play.

o
C Pronunciation
Accurate pronunciation is a key element of successful
communication. Mastering pronunciation requires
awareness and practice at three key prosodic levels:
sound, word, and sentence—all of which are focused on in
openM'md.
First of all, there are the individual sounds (phonemes) of
English. Here it is important to focus on those sounds that
are different from those in the students' mother tongues
and that therefore cause the greatest difficulty, both in
terms of recognition (listening and understanding) and in
terms of production (speaking and being understood).
Second, there’ is the area of word stress, where English,
with its numerous word stress patterns, may differ
considerably from the students' mother tongues. Finally,
there is the question of rhythm and intonation, where
English is characterized by a relatively high number of
falling tone patterns in comparison with many other
languages. Level-appropriate aspects of these three areas
of pronunciation are carefully developed and presented.
Each Pronunciation section in openMind typically consists
of two or three steps. The Pronunciation sections are
supported by audio—both for the presentation and the
practice steps.
Approaches to teaching the
four skills
The four language skills—listening, reading, speaking,
and writing—are informed by the two modes of
communication: spoken and written language. Each of
those has a receptive and a productive aspect. To ensure
fluency, it is essential that learners of a language get
practice in all four skills. However, mere practice alone
is not enough. The four skills need to be developed in a
planned, coherent way, something that many textbooks
have neglected up to now.
Each of the language skills consists of a number of
different abilities, or "subskills." For example, the skill of
reading consists of the meaningful use of subskills such
as scanning, skimming, recognizing the main idea, etc.
In actual use, we employ a variety of skills and subskills
simultaneously. Consequently, in order to develop the
students' skills, it is important to identify and focus on
subskills in turn. In openMind, we have devised a skills
syllabus that is methodically researched, carefully planned
and balanced, and which focuses on subskills that are most
likely to be of use to learners at their respective levels.
All four skills are present in every unit in the openMind
series. However, in order to ensure a balanced
development of the four main language skills, we have
deployed an alternate pattern of "on" and "off" skills:
"on" skills are the ones that are developed through
subskills, and "off" skills are the ones that are practiced.
So every unit includes two types of skills sections: 1)
skills development sections for the "on" skills and 2)
skills practice sections for the "off" skills. Their pattern
is alternate; for example, the two "on" skills that are
developed in Unit 1 are then practiced in Unit 2 as "off"
skills, while the two "off" skills that are practiced in Unit 1
are developed in Unit 2 as "on" skills, and so on.
This alternate pattern of "on" and "off" skills sections is
clear in the layout of the contents pages, with the two
"on" skills sections in every unit highlighted.
Introduction to the course VII
1 Teaching subskills (skills development
sections— "on" skills)
Each skills development section starts with a skills panel,
which informs the students in clear, direct terms what the
subskill is, why it is important, and how to apply it. The
subskill section builds on the information provided in this
feature. The students are always given the opportunity to
apply the subskill at the end of the section.
"On" skill indicated by cog.
for numerical information
When you hear a number, think about the w ay it looks. This helps you understand
what it is (e.g. a date, a time, a year, or a phone number). To help you remember
a number, say it in your head when you are writing it down.
In each level of the course, three subskills are covered for
reading, listening, and writing. Each of these is covered
twice, the second time in further detail or in a more
challenging context. There are six subskills for speaking
per level. Further practice of the subskills is provided in the
Workbook.
Listening
In openMind 1, training is given in the Listening sections in
the development of the following key subskills:
• listening for specific information (Units 2 and 4)
• listening for numerical information (Units 6 and 8)
• understanding the main idea (Units 10 and 12)
Effective L2 listening is the ability to understand an aural
message in another language and respond appropriately.
Without the ability to listen effectively, the students
will be unable to communicate successfully in the
target language. Listening is an essential component
of openMind. For many students, listening can be the
most difficult of the four skills, and in the classroom it can
often seem the most intimidating. Help your students
to become better listeners by training them in effective
listening strategies.
Reading
In openMind 1, training is given in the Reading sections in
the development of the following key subskills:
• recognizing cognates (Units 1 and 3)
• reading for the main idea (Units 5 and 7)
• scanning for specific information (Units 9 and 11)
Speaking
In openMind 1, training is given in the Speaking sections
in the development of the following key subskills:
• using polite language (Unit 1)
• asking for opinions (Unit 3)
• checking understanding (Unit 5)
• showing interest (Unit 7)
• using phone language (Unit 9)
• taking time to think (Unit 11)
Apart from the skills development sections, which cover
speaking, there are constant opportunities for speaking
throughout each unit of openMind: the students are
encouraged to give their own opinions, to discuss their
own experiences, and to communicate with one another
on a variety of topics. A specific speaking stage can always
be found in the Grammar section (Now you do it), in the
Vocabulary section, and in the lifeSkills section.
Writing
In openMind 7, training is given in the Writing sections in
the development of the following key subskills:
• understanding the mechanics (using correct
capitalization and punctuation, writing complete
sentences) (Units 2 and 4)
• writing sentences (simple and compound) (Units 6
and 8)
• sequencing and connecting ideas (Units 10 and 12)
At this level, many students find writing a difficult skill,
so give them plenty of preparation time. The writing
exercises in openMind take a step-by-step approach and
gradually build up the students' confidence. Don't expect
the students to be able to produce long pieces of written
text at this level. Expand your students' writing practice by
encouraging them to work with the Listen and write / Read
and write pages in the Workbook.
All skills strategies are practiced in the Workbook, and the
Teacher's Book pinpoints sections where you can recycle
any subskills previously taught.
2 Integrating and practicing skills (skills
practice sections— "off" skills)
These sections (two per unit) provide the students
with opportunities to practice skills with a focus on the
communicative outcome (e.g., writing an email in Unit 5;
listening to a life story in Unit 11). Each section comprises
two to three steps and integrates two or more language
skills. The sections allow students to focus more on the
end product, with fluency in mind, and less on the process
they go through in order to achieve it. In the activities
here, there is a strong emphasis on personalization—
relating the material to students' own experiences.
The first page of every openMind unit is the unit opener.
It features engaging pictures and provides a quick warm­
up to the unit, or it can be extended to a much longer
and enriching speaking activity. This activity never expects
the students to use any vocabulary or grammar in the
unit to come. Its key purpose is to create excitement and
boost motivation. It also provides a comprehensive list
of language objectives for the unit. The lifeSkills panel at
the bottom introduces the life skill of the unit and aims at
getting the students to start thinking about the nature of
the life skill.

CEF-oriented unit objectives.

GREAT LIVES
IN THIS UNIT YOU
O learn language to talk about
A How many of these people do you recognize?
people and events in the past
What were their professions?
read about the life of a famous
% person—scanning for specific
information
learn phrases when thinking about
% answers to a quiz—takinq time to
think

o listen to biographical information

about the life of a famous person

o write a short biography

watch a video about the lives of
►
famous people

Coco Chanel

B Work in pairs. Put the people in Exercise A in

different groups or pairs according to their similarities.
Think of as many combinations as possible.
A: What do Coco Chanel and Gianni Versace have in common?
B: They were both fashion designers.
Martin Luther King

LIFE Learn to use b rainsto rm ing in a

group to th in k o f id eas
SKILLS
STUDY &
LEARNING
U N IT 11 109

Introduction to the course

 Communicative wrap-ups
For every two units, the course offers a Communicative
wrap-up. The Communicative wrap-ups can be found at
the end of the Student's Book, beginning on p. 130. With
a clear focus on fluency, the tasks require the students to
employ a range of communication strategies, using target
language items and skills acquired in the two units under
review.
The activities are student-centered and require
reciprocity—the students are not only encouraged to
produce language, they are also expected to be attentive
listeners. The activities are also designed to boost the
students' confidence and include a wide variety of activity
types, such as games, role-plays, and information gaps.
Having completed a communicative task that closely
mirrors a real-life task, the students should feel more
confident that they can deal with real-life situations in
English. They will also realize that the language they have
learned is applicable in practice and, equally important,
that they have mastered it. Each wrap-up ends with a
self-scoring section. Encourage the students to read the
can-do statements and rate their performance. This is an
essential part of developing autonomous learning.

Communicative wrap-up
Units 1 -2 B i W ork in pairs. Look at this fam ous person’s fam ily tree. Ask and answer questions
about the p eople and th eir connections to each other.

Anne Meara
A ¡ H W ork in pairs. Student A, you w a n t to register w ith an agency to help yo u find new
comedian
friends. Student B, you work at th e agency. In terview Student A and com plete th e form.
Then switch roles.

Friends EXPRESS Agency Amy Stiller

Christine Taylor actor/writer

mQ ?Q
Email address:

Telephone number: _

Country Nationality:

Date of birth: — — Ella Stiller Quinlin Stiller

Occupation:

Who is Anne Meara?

B 2 H W ork as a class. You are at a Friends Express m eeting. You m eet each person for She's Ella Stiller's grandmother.
tw o minutes and try to find out as much as you can about h im or her. Use th e ideas What does she do?
b elo w to h elp you. W h en you hear the signal, change partners. She's a comedian.

n a m e ? Family? | W ork in pairs. Student A , you are a fam ous person. You can on ly say yes or no.
Student B, ask questions to find out about the famous person. You can ask up to 20 questions.

Age? Then guess w h o Student A is.

Are you a singer?

Yes.
Are you American? Is your sister an acto

O ccupation? Yes.
Are you Beyoncé?

A: Tell me about your family.

B: My brother's name is Julian. T SCORE YOURSELF!
A: What does he do? Score 1-5 for the items below. Score 5 for things that ar
B: He's a mechanic. introduce myself,
A: And your parents? exchange personal information,
B: Their names are ... talk about occupations.
I can talk about family members.
If you give yourself 1 or 2 for any of the statements, look at the m il in Units 1 and 2 again.

o
 The life skills in openMind feature as parts of three
Teaching life skills domains: Self and Society, Work and Career, Study and
One of the unique features of openMind is its focus Learning. It is important to understand that the use
on life skills. Each unit ends with an inspiring lifeSkills of these three domains is not meant to function as an
section. This is based on the notion that in today's highly organizing principle, but rather as a reflection of one of the
competitive global environment, students of English need many ways in which that particular skill can be applied. Life
other, higher-order skills besides language skills. Life skills skills are essential in every aspect of our lives and therefore
include information and research skills, critical thinking transferable. In every lifeSkills spread in the openMind
and problem-solving skills, self-direction and learning series, the particular life skill to be applied in one of the
skills, organization and planning skills, and collaboration three domains was carefully chosen. The Reflect box at the
skills. These skills are highly valued by employers arid end of the spread acts as a reminder to the students that
are essential to the students' continued success, and yet the life skill can also be applied in the other two domains.
rarely form a part of the students' formal education. The Each lifeSkills section is introduced by a three- or four-step
authors firmly believe that it is our responsibility to help summary of the approach that will be applied through
the students develop these life skills and, in particular, the different activities in the section. These steps are
to prepare them to employ those life skills in English- applicable to the skill in general and can be applied in
speaking situations. All the life skills covered in openMind other situations, beyond the English classroom.
require a certain amount of collaboration, so pair and
Each lifeSkills section is linked to the general unit topic in
group work is an essential component of this section.
which it appears, and the language and skills presented
in the previous pages of the unit help to prepare the
students for this section.

A three-step summary of the approach The chosen domain for the spread is highlighted,
that will be applied through the different but all three domains are mentioned as a
activities in the section. reminder of the transferability of the skill.

Self and Society

Study and Learning

B M ak e a lis t o f things to d o in the
Understand any problems you have with managing your time. com in g w eek. Estim ate th e tim e
Write a to-do list and categorize each task. yo u n ee d fo r each one. Look at the
exam p le.
Decide on the best order for the tasks.

Tasks:
A H o w w e ll d o yo u m a n a ge yo u r tim e? C om p lete this qu iz. 0 do the laundry 2 hours |
C om p are yo u r an sw ers in pairs. H o w accurate is th e quiz?
C 0 W ork in pairs. A sk and answer 0 go to the bank 1 hour
W h a t can y o u do to im p ro ve you r tim e m a n a gem en t? w
qu estion s about yo u r lists. Use the 0 go to the movies 3 hours
d iagram and m ark each task dep en d in g
o n h o w im p ortant and h o w urgen t it is.

© How do you feel about time? Key to diagram:

a) I never have enough time!
Very important and very urgent.
|i Now add up your score:
O
Ì
b) Sometimes I don't have time to do everything,
but usually it's OK. I 0 a b2 cl Very urgent, but not very important.
c) Time? I have a lot of it! I Q a l b2 c3 ° Very important, but not very urgent.
0 Do you arrive on time. for.things ? I 0 a 3 b2 cl Not very important and not very urgent.
a) Yes, always. 1 © a3 b l c 2
b) Sometimes, but not always. b3 c l
c) No, I'm always late! 1
8
0 a I
©a b l c3 O o
0 Do you often have nothing to do?
a) No, I ’m always busy.
b) Sometimes.
c) Yes, 1do.
D W rite yo u r things to do in order. For
© How often do you check the time? 6-10 You have a lot of time—L* Day
each d ay o f th e w eek, w r ite A things first,
a) I’m too busy to look at the clock! because you don’t do important Sunday
b) Never. I don’t have a watch. fo llo w ed b y B things, etc. T h in k about
things! Manage your time better
c) Often. I like to know what time it is. J and you can achieve more. th e tim e y o u have and con sider m o vin g
s om e things from on e day to another. Monday
© You have something important to do. 11-15 You have a good attitude
-té How do you feel?
a) I’m not worried because there’s a lot .:d j H
about time. With a little time
management, you can do even E 0 W o rk in pairs. C om p are yo u r daily Tuesday

b) Help! I have a thousand things to do more. to -d o lists. Can yo u do e ve ryth in g in the

today! 16-18 You need to manage tim e yo u have? Wednesday
c) Forget it. 1can do it tomorrow. your time and give yourself time
© How do you work or study? to relax! Thursday
a) 1just work undid finish.
b) I take a lot of breaks to watch TV and chat Prioritizing
online. Friday
c) It’s difficult! I never have time to finish my Is this urgent? '
work or study. How important is this?
Saturday
It's very important!
I don't really need t o ...
I suppose this isn't really urgent.
REFLECT
How can the skill of managing your
lime be useful to you in Work ond
Career ond Study ond learning?

Doy in, day out U N IT 4 47

The Reflect question gets students to think

about how the featured skill can be applied to
the other two domains.

Introduction to the course xi

Language wrap-up
Each unit concludes with a Language wrap-up that enables
the students to assess their grasp of the new vocabulary
and grammar items presented in the unit.
The Language wrap-up exercises can be done in class
or assigned as homework. If given as homework, tell the
students not to look at the sections of the unit that are
being tested in the wrap-up tasks before they do the
exercises.
If you use the Language wrap-up in class, you might wish
to set a time limit of 10-15 minutes for each task. Again,
encourage the students to do the tasks without looking
back at the relevant sections of the unit. Motivate them
to focus on the tasks individually, as pair or group work
could lead to stronger students dominating and would not
give accurate feedback on what individual students have
learned.
It is a good idea to go over the answers with the whole
class. This can lead to some discussion of the answers that
might be useful for students.
Make sure the students read the can-do statements in the
score boxes and write their score out of 10 for both the
Vocabulary and Grammar sections. If they have a score
lower than 8, encourage them to read the appropriate
sections of the unit again for homework, and then do the
exercise or exercises again at home.
8-10 correct: I can ask useful questions and use ordinal numbers.
0-7 correct: Look again at Sections 3 and 7 on pages 11 and 14.
SCORE: /10
To aid retention and ensure a long-lasting learning
outcome, it is crucial to recycle language points from
previous sections and units regularly. For example, to
recycle grammar, you can ask the students a few questions
at the beginning of each class, focusing on the grammar
content of the previous class (e.g., for simple past, begin
the class by asking What did you do last weekend? Where
did you go after class yesterday?). Integrated recycling
is also emphasized in the way vocabulary is used—the
target vocabulary from each section occurs again over the
remainder of each unit, reinforcing use of the items and
aiding retention.
In addition, to help you plan subskills recycling, the
cog symbol is used in the unit plan and again in the
appropriate heading within the teaching notes, along with
a reference to where that subskill was previously practiced.
Teaching students at Level 1
Teaching students at Level 1 presents the language teacher
with a particular set of challenges, namely the students'
lack of vocabulary and the related difficulties in expressing
ideas in English. At this level, however, it is important for
the students to become accustomed to English, and you
should therefore use English as the primary language of the
classroom, as far as possible.
It is important to give brief, clear instructions in English; for
example, use Work in groups rather than I'd like to have
you get together in groups. Where necessary, use gestures
to support your instructions; for example, Listen (cup your
hand to your ear), and Work in pairs (make an inward
motion with both hands indicating that the students
should work together), as this will help the students to get
used to these instructions. Early in the course, present and
start using key classroom language, such as What does
X mean? How do you spell X? and How do you say X in
English?, so that the students can use these expressions
when they need help. If possible, key classroom phrases
such as these should be prominently displayed on a
wall for the students to refer to in the early stages of the
course.
Emphasize the advantages of using English for pair
and group work activities. When students use their first
language in a task, it often means they are interested and
want to express their ideas about the topic, but feel that
they don't have the vocabulary or grammar necessary to
do so. The authors have anticipated these shortcomings
and have provided the students with model conversations,
prompts, and phrases in the How to say it feature to
ensure that they have enough functional language at
hand to carry out a task confidently. Moreover, the course
teaches a variety of useful skills to overcome any obstacles
and to promote interaction.
At this level, students need a lot of support and repetition.
If the instruction in the Student's Book says listen and
repeat, give the students plenty of opportunities to repeat.
Ask them to repeat chorally before you ask them to repeat
individually. This can help to build their confidence to use
English in class.
When presenting new vocabulary, ensure that the students
feel comfortable with the pronunciation of any new words
and phrases. Use the pictures in the Student's Book to help
convey and reinforce meaning by asking the students to
find examples of particular words in the pictures. Give the
students further practice with language items by assigning
homework tasks from the Workbook, or from the extra
homework ideas suggested in the Teacher's Book. Encourage
the students to keep a vocabulary notebook and focus on
establishing good learning practices.
Students at this level may feel that certain language
skills are less demanding or more accessible than other
language skills. This can mean that they may be more
motivated to engage with some tasks than they are with
others. Nevertheless, it is important that all four language
skills be developed and practiced in parallel. Covering
all the tasks in each unit of the Student's Book and the
Workbook will ensure that no aspect of your students'
development is neglected.
openMind Workbook
The openMind Workbook is an ideal source of additional
activities to engage the students in further practice of the
Student's Book material. The Workbook follows a format
similar to that of the Student's Book and reflects its section
organization. The dynamic and modern design makes the
book appealing and easy to navigate through.

UNIT7 YOU HAVETALENT!

1 VOCABULARY: personality adjectives 3 GRAMMAR: am/mn't—ability
A R ead th e sen ten ces and (^irclejth e correct option. A j||j22 Listen and Circle)can or can’t.
1 George always buys presents for his friends. He's very optim istic/ g enerous/ honest. 1 Elena can / can't play the piano.
2 Everyone likes Patricia. She knows a lot of people. She's very sm art/ patient / friendly. 2 Peter can / can't dance.
3 Yumi always makes a list before she goes shopping. She's very organized / generous / optimistic. 3 I can / can't sing.
4 Steve feels angry when he has to wait for a long time. He's not very reliable/ friendly/ patient 4 We can / can't drive.
s Fernanda always looks for problems in every situation. She's not very smart / optimistic / honest.
6 Elizabeth is a good friend. Her friends can depend on her for help. She's very patient / reliable / organized. B EH 23 Listen and check (/) the things that Ricky and WATCH OUT!
7 Denise always gets good grades in college. She's very sm art/ friendly/ honest. Bella can do. Cross ( / ) th e things th ey can’t do.
8 Stan is always truthful, and you can always believe him. He's very patien t/ hon est/ generous.

B C h oose o n e ad jective fro m Exercise A th a t describes yo u an d on e

ad jective th a t describes y o u r b es t frien d . E xplain why.
I am optimistic because I never feel sad.
speak another language

2 READING: for themainidea

C M ake sen ten ces about Bella and Ricky. Use can and can’t.
A L o o k qu ick ly a t th e text. W h a t kin d o f te x t is it?
1 Ricky / play tennis / .
a) a personality test b) an advice column
2 Bella / play a sport / .

LIBRA September 23-Octobet 22 3 Bella and Ricky / speak another language / ?

(1) ..you have no problems making friends this
month. Your conversation and humor charm everyone.
Bella / cook / ?
(2) ... Now is not the time to buy a new laptop.
Only buy the things you really need.
(3) Vnu're stressed and tired. Drink herbal teas t
s Ricky / cook spaghetti / ?
get more energy.
<4>~ „You ha
:o-worker. Be honest.
inimportant decision to make about 7**d®W**r
Yes, _

SCORPIO October 2 3 -N o vem ber 21 D Put th e wo rd s in th e correct ord er to fo rm sen ten ces and questions.
(5) ....Be patient with relatives. Don't argue with people S om etim es there is m o re th an on e correct answer.
close to you. 1 Marisa and Julia / speak / can / Italian / .
- (6) - ____ This month is a good time to start your new diet.
' Go to the gym, eat fresh fruit and vegetables, ride your bike to work.
WATCH OUT!
2 your brother / cook / Can / Indian food / ?
e ahead, but there are many
obstacles. Your boss knows that you are reliable, so don't worry. n / My best friend / sing / and / dance the tango / .
_ Don't be too generous this month. You shouldnt
I / read music / play the piano / but / I / c<

B R ead th e te x t in Exercise A again . W r ite th e h ea din gs in th e correct place.

Family Health (x 2) Money (x 2) Social life Work (x 2)

Introduction to the course

Each Workbook unit can be viewed as consisting of three
parts: the first four pages practice and consolidate the
unit's grammar, vocabulary, and the two target subskills;
the fifth page is a Listen and write or Read and write page
that consolidates the unit material and offers the student
further opportunity for guided, supported, and highly
personalized writing practice. The language in the Writing
tutor helps students get started and organize their writing,
and the last page of each Workbook unit is a Down time
page that offers fun and engaging activities in the form of
quizzes, crosswords, games, riddles, and more.
The Workbopk is accompanied by its own audio CD with
the tracks for the listening tasks. The listening activities
are signposted by an audio icon, and the audio scripts ;,7>'!“=onc
J rrKike p/Qn y s ’he
'SO-For ° ” S-301 »rots
appear at the end of the Workbook. The answer key for ‘^*eZyeirr
° se'°s/ud/( ll0n9ooy°!ree,'n
the Workbook activities (including possible answers) can ^ocohons,
°w°yanaVi
be found on pp. T143—151 of this Teacher's Book. *f'°v'nustlr:
ideas.

~-.(°rt efepJ

S sia»«

«CSS«»
L° o k a t t/j '"■ ¿S i
«**

ne*tten

!*•*• Wn
' “ "tebo o i
,g b short tex.

lis»»“

D O W N TIM E
A Read the text about Emma’s family. Answer the question and write
the names of the people next to the correct picture.
Hi! I'm Emma. I have two brothers and a sister. My mom's name is Brenda, and my dad's

B Find the jobs. Separate the words with a line and write them
underneath.

UseV °ut
'^nefightef^
al
C Match the two halves to make words,

well interesting salary -paid work

good hard job -working security

Who! do you do? UNIT 2 15

_____________________________________
 circumstances, and program requirements. Along with the
procedural notes and audio scripts for the listening tasks
The Teacher's Book offers carefully planned, well­ in the Student's Book, the Teacher's Book also contains
paced, and Insightful procedural notes to help you interleaved Student's Book pages with answers to each
prepare, present, and follow up on the unit material exercise clearly marked for ease of reference.
in an appropriate way for the students, teaching
The course features exciting and authentic
phrases as unit titles. The unit title feature
offers an insight into the meaning of the
DOWNTIME phrases and serves as a mini culture note to
The expression dow n time (stress on down) means the same as free time o r leisure time—time
explain the collocation.
when you are not working or studying. Explain to the students that down time is time for fun a
relaxation (e.g. meeting your friends, reading books, watching TV, or going to the movies).

Listening: to a radio show

Ask the students if they often listen to the radio. What
shows do they listen to? Do they listen to discussion
Unit opener (p 29) 10 min. shows? The information in the unit plan outlines the
10 min. Writing: about yourself and your interests
• Optional downloadable unit opener
1 Grammar: simple present—statements <P-30) 40min.
Ask the students to work individually and think of three target language and objectives by section.
adjectives that describe them. Listen to their ideas with the
and yes/no questions
2 Pronunciation: thud person -s (p. 31) 15 min.
whole class. Then ask them to look through the unit and
find out what adjectives for describing people are
It also offers suggested timings.
3 Reading: recognizing cognates "Q (p. 31) 30 min.
4 Listening: to a radio show (p, 32) 30min. Refer the students to the HfeSkillg,
5 Vocabulary: free-time activities (p. 32) 25 min. the topic of this unj Ion is Understanding
6 Grammar: simple present— (p. 33) 40 min.
information questions
7 Speaking: asking for opinions ip. 34) 20 min.
iarn something new, such as a new sk
en to their ideas as a class.
The Common European Framework of
8 Vocabulary: personality adiectives
9 Writing about yourself and
(p. 34)
(p. 35)
25 min.
20 min.:
Reference for Languages (CEFR) is an
• Write on the board Today is ... Ask the students to tell
your interests
• Optional downloadable Writing 20 min. you which day of the week it is. Then write a day of the influential document produced by the
week on the board (e.g. Thursday). Ask the students to
workshop: a personal description
IlfeSkills: understanding your learning (p. 36) 45 min.
work In pairs and write the other days of the week. Ask Council of Europe. Since its publication,
students to come to the board one-by-one and each
style (Study and Learning)
• Optional downloadable unit opener 45 mm.
write another day of the week. Have the class check that it has had a major impact on the work of
the days are in the correct order and that they have the
(Work and Career)
» Optional downloadable unit opener 45 min.
correct spelling. Elicit the correct spelling of any words
spelled Incorrectly.
teachers, teacher trainers, examiners, and
(Self and Society) course designers, both within Europe and
Language wrap-up (p. 38) 15min.
Alternative
Video and downloadable video worksheet 45 min.
Produce anagrams to review the spelling of the days
in other parts of the world. It describes the
of the week (e.g. yomadn for Monday) Prepare these
beforehand, making sure you include all the letters, linguistic competences language learners
and ask the students to unscramble the letters to form
the words. possess at different levels of achievement. It
does this by describing the things a person
Direct the students' attention to the objectives in the unit
menu and go through the information with them. Explain
free.
• When the students finish, ask them to compare their with a given language level can do. It
that this unit focuses on howto talk about habits and schedules in pairs. Have them look at the example
conversation. Explain that they should use these covers six main levels of ability: A1, A2, B1,
help them do this: expressions as they compare their schedules. Have the
Reading skills: recognizing cognates
Elicit, or remind students of, some English words that may
students repeat the conversation after you before they B2, C1, C2. Students completing openMind
talk to their partners. Suggest that pairs find out if they
be the same in their language (e.g. taxi, hotel, computef).
Encourage them to look through the unit and find other
have the same periods of free time or if their free times
re different. On which day of the week do they have
1 should reach the level of ability described
English words that are the same in their language or
similar to words in their language.
the m
• Ask the students to name the :tivities the people in
by the A1 performance descriptors.
Speaking: asking for opinions
Ask the students whose opinion they listen to before they
the pictures do in their down ■ le. Elicit a few more
examples of down-time activil s (e.g. watch DVDs, play There is a CEFR unit map at the end of
buy a book or watch a movie. Elicit some possible answers soccer, read books).
(e.g. friends, parents, brothers, sisters, etc.). each unit in the Teacher's Book. This map
lists the sections in the unit and, for each
section, a can-do statement is provided.
These are based on the type of can-do
statements found in the CEFR and describe
the ability the students should acquire on
successfully completing the section. In the
Competence developed C EF Reference (A1 ) map, reference is provided to the relevant
1 Grammar can understand and use statements and questions in Table 1; Table 2; Sections 5.2.1.2; sections of the CEFR. These are either
the simple present 6 .4 .7 7; 6 .47.8
2 Pronunciation can hear and produce different third-person singular Section 5.2.1.4
the sections where the CEFR specifically
endings mentions the competence being developed
3 Reading can recognize cognates and use them to understand Table 1; Table 2; Section 4.4.2.2
a text in the Student's Book, or sections where
4 Listening can understand a radio discussion and respond to Table 1; Table 2; Section 4.4.2.1 the CEFR mentions competences that rely
the topic
5 Vocabulary can talk about free-time activities Table 1; Table 2; Section 4.4.1.1; on the competence being developed in
Section 4.4.3.1; Section 5.2.1.1
6 Grammar can understand and use information questions in Table 1; Table 2; Section 5.2.1.2
the Student's Book. The complete text of
the simple present the CEFR is available for download from
7 Speaking can ask for opinions Table 1; Table 2; Section 4.4.3.1 ;
the Council of Europe website (http://www.
s 8 Vocabulary can talk about personality
Section 5.2.3.2
Table 1; Table 2; Sections 4.4.1.1 ; coe.int/t/dg4/linguistic/source/framework_
4.4.3.1; 5.2.1.1
9 Writing can describe themselves and their interests Table 2; Section 4.4.1.2 en.pdf).

Features of the Teacher's Book Culture note Here you can find background information that
The Teacher's Book author has developed an array of may be of interest to your students and that will help you with
teacher-friendly features that support and build on and/or the presentation of the section material. It may provide more
extend the material in the Student's Book. information about a person, event, or place mentioned in
the Student's Book. It may also focus on what people in the
Lead-in This feature provides you with optional activities English-speaking world do or say in a particular situation.
that help you start your lesson or introduce a particular
section of the Student's Book. Typically, the Lead-in does Extra The optional Extra activities equip you with ideas
not require any additional preparation. for additional classroom practice and homework. The
activities always focus on and extend the language point
Alternative This instruction presents you with alternative of the section in which they appear. They are ideal for
approaches to the Student's Book material. It addresses fast finishers. Especially for Reading and Grammar, there
different learning styles, provides challenging alternatives are sometimes Extra reading comprehension or grammar
for high achievers, and facilitates the presentation of items provided in case you want to exploit a reading text
activities for students who may need more support. further or practice a grammar point more with your class.

> Introduction to the course xv


openMind Digital
Flexible digital resources are a central part of the
openMind approach to language teaching. The range of
online and downloadable components and resources can
be tailored to each class's needs and facilities, allowing
for flipped and blended approaches as well as more
traditional teaching styles.
For students, the Online Workbook and self-study video
worksheets and video on the Student's Resource Center
consolidate classroom learning and promote autonomy
and awareness.
For teachers, open Mind's digital components provide
tools to save you time and add to the class experience,
together with testing that ranges from a placement test
to customizable unit and midcourse tests and an end-of-
course test.
Teacher's and Student's Resource Centers
The online Resource Centers for teachers and students
are bursting with materials to support the course, as well
as audio and video. Some features are available to both
students and teachers, while others can only be accessed
through the Teacher's Resource Center. See the lists at the
end of this page for a complete overview.
Video
Each Student's Book unit is accompanied by a new
video (see screenshot below), linked to the unit's theme
and target language. Videos feature authentic footage
and genres, such as reportage, travel shows, and
documentaries, to provide fascinating lead-ins or jumping-
off points for each unit of the course.
All videos are accompanied by downloadable worksheets.
These worksheets offer a variety of tasks and activities
that build on the students' prior knowledge, generate
interest in the topic, check the students' comprehension,
and practice grammar and vocabulary. Each worksheet
presents tasks to be done before, during, and after
watching, and comes with teacher's notes and answer key.
Extra lifeSkills support
The Teacher's Resource Center includes twenty-four
lifeSkills lesson plans—two for every lifeSkills double-page
spread in the Student's Book. Each lifeSkills section
in the Student's Book presents a skill (for example,
Understanding your learning style) through one domain
(for example, Study and Learning), while the extra lifeSkills
lesson plans will present this same skill through the two
other domains (for example, Self and Society and Work
and Career).
Besides offering alternatives to the Student's Book
material, the aim of these extra lifeSkills lessons is to
show learners how they can apply the same life skill from
the Student's Book to other contexts, thereby further
developing these competencies and empowering the
students.
Speaking and Writing Workshops
The Speaking and Writing workshops are each a page
long and can be used at the end of alternate units. Each
workshop provides more in-depth analysis as well as extra
support of the respective skill when this is an "off" skill
in the unit, and therefore the function in the workshop is
always the same as the function of that skill in the core
unit. The structure of both the speaking and writing
workshops is based on a common concept: the students
are first presented with a model, next they analyze it,
then they work on their own production, and finally they
self- and peer-assess. For more independent writing
consolidation practice, encourage the students to work
with the Listen and write and Read and write pages in the
Workbook, which follow the same concept.
Tests
All the tests you need for placement, progress, and
achievement purposes are on the Teacher's Resource
Center. These are available both in ready-to-print PDF
versions and customizable Word versions, and comprise:
• openMind course placement test, with instructions on
delivering this
• Unit tests: these test the grammar, vocabulary, and skills
covered in each unit of the Student's Book
• Midcourse tests: a ready-made review combining items
from the unit tests for the first half of the Student's Book
• End-of-course test: a ready-made end-of-book test with
completely new test items covering the full openMind i
language syllabus
Student's Resource Center—the complete
package
The following features are all accessible to your openMind
students:
• Student's Book and Workbook audio files and scripts
• openMind video
• openMind video self-study worksheets
• CEFR checklists
• Word lists
Teacher's Resource Center—the complete
package
The Teacher's Resource Center includes everything on the
Student's Resource Center, as well as:
• openMind video classroom worksheets
• openMind video teacher's notes and answer keys
• Extra unit opener lessons
• Extra lifeSkills lessons
• Speaking and Writing workshops
• Tests
• Placement test
T* Online Workbook
ré The Online Workbook provides extra skills, grammar,
and vocabulary practice to support the Student's Book. It
ré
contains interactive activities, audio for listening practice,
video and supporting activities, and automatic marking—
so students can instantly check answers and try again as
many times as they want.
ré The Online Workbook is also linked to an LMS (learning
ré management system) gradebook, which means you
can see students' marks for each activity, as well as the
r* amount of time (and number of times) it has taken them
to complete each task. The Online Workbook is ideal
for self-study, but you may wish to consider using it for
reviewing students' work in open class via a projector or an
interactive whiteboard.

Presentation kit
The Presentation kit is a digital version of the Student's
Book designed for enhanced classroom presentation. It
features all the content of the print Student's Book with
embedded video, class audio, full answer keys, and simple
interactive whiteboard tools.
Access is easy. The Presentation kit can be downloaded
onto your interactive whiteboard or laptop for use with a
projector—no disks are required. It's ideal for work in open
class as an alternative to "eyes down" work, as well as for
checking and reviewing students' work.

STUDY Learn ways to practice speaking

and pronunciation
SKILLS
SPEAKING &
PRONUNCIATION Example from openMind
Starter Presentation kit

» Introduction to the course XVII

Dr. Spencer Kagan and Miguel Kagan
Kagan Publishing & Professional Development
www.KaganOnline.com
Kagan Structures are instructional strategies designed
to promote cooperation and communication in the
classroom, bbost students' confidence, and retain their
interest in classroom interaction. The Structures work in
all teaching contexts—regardless of subject, age group,
and number of students in class—and are a particularly
powerful tool for teaching a foreign language.
In this article, we contrast a conventional classroom
lesson and its environment with a classroom where Kagan
Structures are brought in. We discuss the benefits of the
Structures and explain why this alternative approach to
classroom organization works much better and has a
long-term learning effect. Then, we present three of our
favorite Kagan Structures that are particularly suitable for
the language-learning context, and we offer you an
overview and the support to apply them in your daily
teaching routines.
For an in-depth presentation of the Structures and our
approach to cooperative learning, you can read Kagan
Cooperative Learning (2009).
strategies vs. Kagan's
cooperative structures
Let's compare a typical, traditional English lesson to an
English lesson using Kagan Structures. For example, we
might want to teach direction vocabulary with prepositions
of place and direction: next to, down, into, out, up, above,
below.
In a traditional classroom, the teacher may provide some
direct instruction, then do a whole-class question-and-
answer session. During the question-and-answer session,
the teacher usually asks questions, then has students raise
their hands to volunteer answers. Alternatively, the teacher
may ask a question and nominate a student to respond.
Finally, the teacher may assign an activity for individual
work and have the students individually practice the new
skill. Sound familiar?
Traditional learning is either whole-class, with the teacher
leading the class, or independent practice work. As
we'll see below, traditional learning lacks a high level of
active engagement, creates a more intimidating learning
environment, and often fails to establish an effective*
*The Publishers would like to thank Dr. Spencer Kagan and Miguel Kagan of Kagan Publishing & Professional Development for
developing this article for the openMind series. Ownership of the copyright remains with the authors.
communicative context for natural language acquisition.
Cooperative learning offers a powerful alternative for
language teaching—interaction! Many teachers believe
they are doing cooperative learning by introducing pair
and group work. Flowever, unstructured pair and group
work lacks the basic principles of effective cooperative
learning and therefore does not produce the gains of true
cooperative learning. There is a vast difference between
Kagan Structures and conventional pair or group work.
Kagan Structures carefully engineer student interaction
to maximize cooperation, communication, and active
engagement by all.
The teacher who is fluent with a number of Kagan
Structures would teach the same lesson quite differently.
She would likely still provide some direct instruction, but
skip the whole-class question-and-answer session and not
do the individual exercise. Instead, she would choose a
Kagan Structure that will
Kagan Structures carefully
involve everyone, and
engineer student interaction
encourage sharing and
to maximize cooperation,
cooperation. On the
subject of directions, the communication, and active
teacher might have the engagement by all.
students do a Flashcard
Game—students work in pairs with flashcards that have
an arrow or simple diagram on one side and a preposition
on the other. They go through three rounds, memorizing
the content. Match Mine would be another productive
structure for this lesson. In Match Mine, partners sit on
opposite sides of a barrier. One partner, the Sender, places
items in an arrangement. The other student, the Receiver,
tries to match the Sender's arrangement, using only the
sender's verbal directions. Students use the direction
vocabulary in a functional way: Place the square next to
the triangle. Place the circle below the triangle.
Choosing a cooperative learning structure over traditional
methods creates a dramatic positive difference in English
language learning. We now know that there are many
styles of learning and multiple intelligences. What works for
some may not work well for everyone. Therefore, we need
a variety of strategies to reach and teach our students with
different learning styles and intelligences. If we always use
lectures and independent exercises, we may inadvertently
create barriers to English learning for many students.
If, instead, we use a variety of structures as we teach, we
engage the different learning styles and students' multiple
intelligences. The variety creates greater novelty, increases
motivation, and maintains attention. Kagan Structures also
create greater engagement, lower anxiety, and promote
natural language acquisition. Let's see how.
«ill
One attribute that sets cooperative structures apart from
traditional instruction is that structures don't call for
voluntary participation. In the traditional classroom, the
teacher asks students a question, and only those who
know the answer, or who are daring enough to respond,
raise their hands. The rest of the class can opt out.
When students have the option of nonparticipation, many
don't participate. This is especially true for shy students,
lower achievers, and early language learners. The result:
they don't learn as much or as quickly.
With Kagan Structures, participation is not voluntary.
Participation is required by the Structure. In Flashcard
Game, students
There is a direct connection take turns to play a
between student collaborative game. With
participation, engagement, Match Mine, students
communication, and must communicate
subsequent language accurately to complete
learning. the task. In the traditional
classroom, the structure
does not require participation from every student. It is the
same with Match Mine with pair work or group work. If pair
or group work is not structured properly, one student
can simply do the work, while the others watch or even
tune out. In contrast, the Structures hold every student
individually accountable for participating. There is a direct
connection between student participation, engagement,
communication, and subsequent language learning.
In the traditional classroom, when one student answers at
a time, the ratio of active engagement is quite low. What's
more, the rest of the class sits quietly and there is very little
involvement. During our cooperative learning practice,
the class is divided into pairs, and at least half of the class
is generating language at any time and the other half is
directly receiving comprehensible input and practicing
active listening. This radically increases the opportunity to
decode and produce language.
Learning and using a foreign language can be stressful.
In the traditional English classroom, the teacher quizzes
students in front of the entire class. Students may not know
the correct answer, may be apprehensive about speaking
in public, or may be self-conscious about their accent. In
global surveys, public speaking ranks as people's greatest
fear, beating fear of death, spiders, flying, and confined
spaces. Whole-class settings for language learning are
often perceived as threatening situations. We know from
both language learning theory and brain research that
stress negatively impacts on attitudes, learning, and
memory.
With Match Mine and Flashcard Game, students are
working with just one other student. Most Structures
encourage pair work or work in teams of four.
Students who would experience anxiety in a whole-class
setting feel more comfortable speaking English in a more
intimate setting. Cooperative groups are less intimidating
than whole-class settings. This is especially true in
cooperative classrooms in which the teacher uses team
building to establish trust and encourage support among
teammates.
There's a big difference between learning about a
language and actually acquiring the language. Too many
language courses teach students about the language.
Not enough courses allow students to actually use the
language in a functional way. In our example of the
traditional classroom, students learn about directional
vocabulary. They learn to correctly complete exercises. But
are they really building fluency? Results say no.
In the real world, we don't fill out exercises on the proper
use of language. But we often do need to give instructions
and follow directions.
When the situation of language acquisition (exercise work)
is too different from the situation of performance (giving
directions), a transference gap is created and fluency is
not acquired. Match Mine sidesteps the transference gap:
the situation of acquisition (giving and receiving verbal
directions) matches the future situation of performance
(giving and receiving verbal directions). Many Kagan
Structures naturally develop fluency by sidestepping the
transference gap.
Kagan structures XIX
Too often, language courses fail to build functional
fluency. Students learn how to conjugate verbs, memorize
vocabulary, and learn grammar rules, but too often miss
out on the opportunity to use language frequently in a
functional way. With the Structures, students not only
learn about language, but they actually implement it to
accomplish a goal. Natural language acquisition among
infants is based on frequent social interaction. Cooperative
structures provide the social setting for language use
and offer students many more opportunities to receive
input, interact in the target language, and practice oral
production of the language.
Developing English fluency consists of four major
interrelated language objectives: we want to build oral
comprehension skills, so students can understand what
they hear; we want to build oral fluency skills, so students
can communicate with others; we want to build writing
skills, so students can express themselves clearly and
correctly; we want to build reading skills, so students can
read with comprehension and accuracy.
To accomplish these four language goals—reading,
writing, speaking, and listening—we need an array of
teaching tools. That's exactly what Kagan Structures
are. Each Structure is a different language-teaching tool
designed to develop different skills. Some Structures
are more suitable to build vocabulary skills (e.g., Match
Mine). Others are ideal for practicing language skills,
such as comprehension and fluency (e.g., Timed Pair
Share). Then, Structures
A wonderful feature o f the like Flashcard Game
Kagan Structures is that they are great for simply
are instructional strategies memorizing the breadth
that can be used repeatedly. of vocabulary terms and
phrases students need
to learn. Many Structures simultaneously address multiple
objectives that go beyond the four language objectives
outlined above.
We have developed over 200 Kagan Structures for
promoting interaction in the classroom. Because
cooperation and communication are two hallmarks of
the Kagan Structures, they are particularly well adapted
to English learning. A wonderful feature of the Kagan
Structures is that they are instructional strategies that can
be used repeatedly. They are not limited to one particular
exercise, but are designed as shells so you can slot in
any activities and target language. Once you learn some
basic Structures, you can integrate them easily into your
daily English lessons. For example, you may use Flashcard
Game today for directional words, but you can use it again
tomorrow for proper use of correct tenses.
Here are three sample Kagan Structures we encourage you
to experiment with.
1 Match Mine
Language functions:
Vocabulary builder, Functional communication, Oral
language production
Advantages:
• Develops target vocabulary based on the content of the
game.
• Develops ability to give and follow instructions.
Structure summary:
Partners (Student A and Student B) on opposite sides of
a barrier communicate with precision in order for one to
match the other's arrangement of game pieces on a
game board.
Description:
The instructor puts students into pairs. Each partner
receives an identical game board and game pieces.
The game board and game pieces can be based on any
vocabulary topic, such as food, clothing, sports, careers,
verbs, and so on. For example, to practice human body
vocabulary, the game board is an illustration of a person.
The game pieces are numbered arrows.
The pair sets up a file folder barrier between them so they
can see each other's game boards. Student A (the Sender)
arranges the numbered arrows pointing to different body
parts. Then, the Sender describes the arrangement of
arrows on the illustrated body and Student B, the Receiver,
attempts to match the Sender's arrangement exactly.
Arrow number 1 is pointing to her left ear. When the pair
thinks they have correctly made a match, the Sender and
Receiver compare their arrangements to see how well
they did.
If the game pieces are arranged identically, the pair
celebrates their success. If the game pieces don't match,
they congratulate their efforts, then discuss how they
could have communicated better to make the match.
Match Mine is terrific for developing communication
skills. Students must use the target vocabulary correctly to
achieve a successful match.
2 Flashcard Game
Language functions:
Vocabulary, Grammar, Memorization
Advantages:
• Develops mastery through repetition and peer tutoring.
• Students learn by quizzing and being quizzed.
• Studerits receive immediate feedback.
Structure summary:
Partners (Student A and Student B) proceed through three
rounds as they quiz each other with flashcards, master the
content, and win their cards.
Description:
Flashcard Game facilitates mastery of English words,
phrases, and rules. Students need flashcards to play. If no
flashcards exist for the content, students can easily make
their own. The flashcards can take many different forms
depending on the content to be learned. For vocabulary
words, one side of the flashcard has a picture and the
answer is on the back. For grammar, the card can have
simple present on one side and simple past on the other
side. Once the cards are made up, students proceed
through three rounds in pairs to memorize the content. In
Round 1, Student A shows and reads the front and back of
the flashcard. Then, Student A shows the front of the card
and Student B gives the answer for the back. If Student
B answers correctly, Student A offers praise and gives
Student B the card. If Student B answers incorrectly, he or
she does not win the flashcard. Student A offers a. hint or
shows the answer again. When they have gone through
all the cards4the partners switch roles and go through the
cards again.
For Round 2, fewer cues are given. Student A shows the
front of the card and Student B tries to win back the card
by giving a correct answer. When both students win back
all their cards, they move on to Round 3. In Round 3, even
fewer cues are given. Student A says what's on the front,
this time without showing the card. Student B tries to win
back the cards with the correct answer.
Flashcard Game is done in rounds to improve the
likelihood of success at each round. As Student A and
Student B, students get repeated practice and immediate
feedback.
3 Timed Pair Share
Language functions:
Fluency, Elaboration, Oral comprehension
Advantages:
• Half the class is actively producing language at any
time, while the other half is actively listening.
• All students must participate.
• Students listen attentively so they can respond
appropriately.
• Students regularly practice producing language on
various topics.
Structure summary:
Partners take timed turns listening and sharing.
Description:
Timed Pair Share is one of the simplest cooperative
learning Structures—and one of the most powerful. The
teacher states a discussion topic, how students are to pair,
how long students will have to share, and selects who will
go first. It is perhaps the easiest way to infuse cooperative
interaction into just about any point of the lesson. For
example, What do you predict this text will be about?
Work in pairs and share for thirty seconds each. Partners
with the darkest clothes begin.
When you compare Timed Pair Share to its traditional
counterpart—selecting one student to share with the
class—its true power is revealed. With Timed Pair Share,
half the class is active at any one time, while the other half
listens attentively.
In the traditional class, only a single student in the whole
class is active at any time; the rest of the class may easily
tune out. With Timed Pair Share, no students get left
behind. Everyone must participate.
Students practice speaking and sharing their thinking and
opinions in English. They practice listening attentively. A
single Timed Pair Share vs. selecting one student in the
class probably doesn't add up to much, but when you
consider how often teachers ask questions every day,
then multiply that by the number of days the course lasts,
this simple little Structure has the power to dramatically
improve language skills.
Variation:
Progressive Timed Pair Share. In Progressive Timed Pair
Share, students take turns sharing with different partners
on the same topic. Each time they share on the topic, the
time limit is increased. This gives students the opportunity
to start small and work their way up to more elaborate
sentences, phrases, and ideas. As they hear ideas and
language from their partners, they can incorporate what
they've heard into their own turn to speak.
Dr. Spencer Kagan is an internationally acclaimed
researcher, public speaker, and author of over 100
books, chapters, and journal articles. He is a former
clinical psychologist and full professor of psychology
and education at the University of California. He is the
principal author of the single most comprehensive book
for educators in each of four fields: cooperative learning,
multiple intelligences, classroom discipline, and classroom
energizers. Dr. Kagan developed the concept of structures;
his popular brain-based, cooperative learning and multiple
intelligences structures like Numbered Heads Together
and Timed Pair Share are used in teacher-training institutes
and classrooms worldwide. He has taught workshops
and given keynote speeches in over 20 countries, and his
books are translated into many languages. Dr. Kagan has
been featured in leading educational magazines, including
Educational Leadership, Instructor, Learning Magazine,
and Video Journal.
Miguel Kagan is Executive Director of Kagan Publishing
& Professional Development, an educational organization
that offers publications and workshops on cooperative
learning, language learning, and active engagement.
Miguel, together with Dr. Kagan, coauthored a radical
revision of the classic book, Kagan Cooperative Learning.
Miguel has also written, designed, and developed a
multitude of books, SmartCards, software programs,
learning games, and electronic devices for Kagan
Publishing. He is the editor of Kagan Online Magazine,
Kagan's webzine that offers articles, research, and tips for
educators implementing Kagan Structures.
References
High, Julie (1993). Second Language Learning Through
Cooperative Learning. San Clemente, CA: Kagan Publishing. This
book applies Kagan Cooperative Learning Structures to language
learning.
Kagan, Spencer & Kagan, Miguel (2009). Kagan Cooperative
Learning. San Clemente, CA: Kagan Publishing. This is a recent
revision of Dr Kagan's classic book on cooperative learning. It Is
the most popular and comprehensive book in the field.
Kagan, Miguel (2009). Match Mine Language Builders. San
Clemente, CA: Kagan Publishing. Based on the Structure Match
Mine, this book contains 30 ready-made cooperative learning
games covering common vocabulary words and concepts.
Kagan structures XXI
STUDENT'S BOOK SCOPE AND SEQUENCE
-

/
«

READING | LISTENING SPEAKING WRITING

COMMUNICATION Completing an online 5
UNIT 1 RECOGNIZING COGNATES: Listening to a voicemail message
an online survey STRATEGY: using polite language registration form *
NICE TO FUNCTIONS «
MEET YOU! • understanding times and dates FUNCTION giving personal (
information «
• understanding personal
f
information 1
i
y

UNIT 2 Reading a celebrity biography USTEN1NG FOR SPECIFIC Talking about family UNDERSTANDING THE
INFORMATION: an informal MECHANICS: using correct i
WHAT DO FUNCTION understanding FUNCTION giving personal
conversation information capitalization and punctuation
YOU DO? personal information (
:
1
,

UNIT 3 © RECOGNIZING Listening to a radio show COMMUNICATION Writing about yourself and your ;
COGNATES: a magazine article STRATEGY: asking for opinions interests
DOWN TIME FUNCTION talking about
people's likes and dislikes FUNCTIONS !
• giving personal information 1
• describing your personality
1
• talking about bobbies and
interests 1
1

UNIT 4 Reading a magazine article © LISTENING FOR SPECIFIC Talking about interesting activities © UNDERSTANDING THE
DAY IN, FUNCTION describing routines INFORMATION: an interview FUNCTIONS MECHANICS: writing complete
sentences
DAY OUT and habits • describing routines and habits
• talking about hobbies

UNITS READING FOR THE M A IN Listening to a news report COMMUNICATION Writing an email to give directions
IDEA: descriptions of places STRATEGY: repeating directions
HERE, FUNCTION describing events FUNCTION giving and
to check understanding understanding directions
THERE, AND and festivals
EVERYWHERE!

UNIT 6 Reading personal profiles LISTENING FOR NUMERICAL Talking to an old friend SIMPLE SENTENCES: using
INFORMATION: online audio correct sentence structure (subject
DIFFERENT FUNCTIONS FUNCTION talking about
profiles present activities + verb + object)
STROKES • understanding personal
information
• describing likes and dislikes
 VOCABULARY FESKILLS
~*SOUNDS: the alphabet BE-STATEMENTS A N D YES/NO QUESTIONS USEFUL QUESTIONS SELF A N D SOCIETY:
FUNCTION using he to give personal information such FUNCTION using questions to ask for help understanding forms
as name, age, and nationality in class FUNCTION identifying the
4 BE-WH- QUESTIONS ORDINAL NUMBERS correct personal information to
FUNCTION using ¿e to ask for personal information FUNCTION using ordinal numbers to talk complete a form
4 such as name, age, ond nationality about dates
■4
-

WORDS: two-syllable nouns ARTICLES OCCUPATIONS W ORK A N D CAREER:

-4 FUNCTION using articles to describe people and FUNCTION learning to talk about occupations categorizing
organizations FAMILY MEMBERS FUNCTION categorizing
■
4
POSSESSION FUNCTION learning to talk about families different jobs to find the most
4 FUNCTION using the apostrophe, whose, possessive suitable career
pronouns
■4
4

4
__SOUNDS: third person -s SIMPLE PRESENT-STATEMENTS AN D FREE-TIME ACTIVITIES STUDY A N D LEARNING:
YES/NO QUESTIONS FUNCTION learning to talk about hobbies understanding your learning style
4 FUNCTION using the simple present to talk about and free-time activities FUNCTION thinking about what
free-time activities PERSONALITY ADJECTIVES you like to do to find your learning
4
SIMPLE PRESENT-INFORMATION QUESTIONS FUNCTION using adjectives to describe style and improve how you learn
4 FUNCTION using the simple present to ask questions people and what they like doing English
about people's habits and hobbies
4
4

D W O R D S : days of the week FREQUENCY ADVERBS TELLING TIME SELF A N D SOCIETY: managing
A N D ADVERBIAL PHRASES FUNCTION learning how to say what time your time
4
FUNCTION using frequency adverbs and adverbial it is FUNCTION thinking about how
phrases to talk about bow often we do things PREPOSITIONS OF TIME you manage your time in order to
CLAUSES WITH UNTIL, BEFORE, AFTER FUNCTION talking about times of day, days prioritize different tasks
FUNCTION using until, before, and after to talk about of the week, and sequences of activities
sequences of events

WORDS: compound nouns THERE IS / THERE ARE WITH SOME, ANY, PLACES A N D ATTRACTIONS SELF A N D SOCIETY:
4 SEVERAL, A LOT OF, MANY IN A CITY establishing priorities
FUNCTION using there is/ there are and quantifiers to FUNCTION learning how to describe where FUNCTION thinking about
describe places and attractions you live specific criteria in order to plan a
THE IMPERATIVE LOCATIONS A N D DIRECTIONS short stay in your city for another
FUNCTION using the imperative to give instructions FUNCTION learning phrases to ask for and person
- and directions to places in a city give directions to places
4

4
^ SOUNDS: / r j / PRESENT PROGRESSIVE LIFESTYLE ADJECTIVES SELF A N D SOCIETY:
FUNCTION using the present progressive to talk about FUNCTION using adjectives to describe making personal change
- our lives different lifestyles FUNCTION thinking about
PRESENT PROGRESSIVE VS. SIMPLE PRESENT A GREEN LIFESTYLE changes you want to make in your
FUNCTION using the present progressive and the FUNCTION using verb collocations to lifestyle

- simple present to talk about our lifestyles describe a "green" lifestyle

^3

•% Stud ent's Book Scope and sequence XXIII

Æ
 READING SPEAKING
UNIT 7 © READING FOR THE Listening to a review of a IV show COMMUNICATION Writing a personal reference
M A IN IDEA: a horoscope STRATEGY: showing interest
YOU HAVE FUNCTIONS FUNCTION describing abilities
TALENT! • describing talents and abilities and personal qualities Z-
• talking about likes and dislikes

UNIT 8 Reading and completing a survey © LISTENING Asking to try on clothes in a store © COMPOUND
SHOPPING FUNCTIONS FOR NUMERICAL FUNCTIONS SENTENCES: using conjunctions
INFORMATION: product to connect sentences [and, or, but)
AROUND • talking about shopping habits • asking for help in a store
advertisements
• talking about how much things • talking about how much things
cost cost -

UNIT 9 SCANNING FOR SPECIFIC Listening to and taking phone COMMUNICATION Writing a restaurant review
INFORMATION: restaurant messages STRATEGY: using phone
LET'S EAT! FUNCTIONS
advertisements language
FUNCTIONS • describing a restaurant
• understanding phone language • giving opinions and making a
• making plans to go out recommendation

UNDERSTANDING THE SEQUENCING A N D

*
UNIT 10 Reading a survey Talking about a past experience
M A IN IDEA: informal CONNECTING IDEAS: using
SPEAKING FUNCTION describing past FUNCTION describing feelings
conversations connectives like first, then, after
OF THE PAST experiences towards past experiences
that, and finally to sequence ideas
in a text

UNIT 11 © SCANNING FOR Listening to a life story COMMUNICATION Writing a short biography
SPECIFIC INFORMATION: STRATEGY: taking time to think
GREAT LIVES FUNCTIONS FUNCTIONS
a short biography • recounting biographical —
• understanding biographical
information information
• identifying key events in a • talking about famous people
person's life and events

UNIT 12 Reading a blog © U N D ER STAN D IN G THE Talking about plans and intentions © SEQUENCING AND C-
IN THE NEAR FUNCTION thinking about M A IN IDEA: an informal FUNCTION talking about CONNECTING IDEAS: using
intentions and resolutions conversation vacation plans connectives like first, then, next,
FUTURE after that, and finally to sequence 4P
ideas in a text
*

p
^ p r o n u n c ia t io n GRAMMAR VOCABULARY LIFESKILLS
WORDS: can/can't C A N /C A N T —ABILITY PERSONALITY ADJECTIVES W ORK A N D CAREER:
■*4 FUNCTION using can and can't to talk about abilities FUNCTION using adjectives to describe working as a group to do a task
ADVERBS OF MANNER people FUNCTION identifying
40
FUNCTION using adverbs of manner to talk about TALENTS A N D ABILITIES strengths and weaknesses of
-4 people's talents FUNCTION learning to talk about what each member of the group,
people are able to do to ensure that tasks are completed
-4 efficiently
-4

•4
JENTENCE RHYTHM: THIS, THAT, TH ESE, TH O SE CLOTHES W ORK A N D CAREER:
emphasis with this, that, these, FUNCTION using this, that, these, and those to identify FUNCTION learning to talk about what making choices
-Jiose items of clothing people wear FUNCTION comparing different
COMPARATIVE ADJECTIVES ADJECTIVES FOR DESCRIBING options to be able to make good
-4
FUNCTION using comparative adjectives to compare GADGETS choices
40 gadgets FUNCTION using adjectives to talk about
technology
~4

-4
'SENTENCE RHYTHM: weak to COUNT A N D N O N-C O U NT N O UN S WITH FOOD SELF A N D SOCIETY: making a
SO M E, A N Y, M UCH, M A N Y FUNCTION learning to talk about different plan
-4
FUNCTION using quantifiers to talk about different food and drink items and food groups FUNCTION making a list to be
40 amounts of food and drink items ORDERING IN A RESTAURANT able to host a group meal
VERB PHRASES FUNCTION learning how to interpret menus
-4 FUNCTION using phrases like I'd like to, let's, and and phrases to order food from a waiter
40 1 have to to make, accept, and refuse invitations and
suggestions and to express obligations
40

SOUNDS: -ed endings SIMPLE PAST-AFFIRMATIVE STATEMENTS ADJECTIVES WITH -ED A N D -IN G STUDY A N D LEARNING:
40 FUNCTION using the simple past to describe FUNCTION using adjectives to talk about taking notes on a text
a vacation feelings and states FUNCTION identifying the
4
SIMPLE PAST-QUESTIONS A N D MEMORABLE EXPERIENCES most important information in a
40 NEGATIVE STATEMENTS FUNCTION using verb collocations to talk description of historical events
FUNCTION using the simple past to ask about about past experiences
4 somebody's weekend

-SENTENCE RHYTHM: object SIMPLE PAST WITH W H EN CLAUSES LIFE EVENTS STUDY A N D LEARNING:
pronouns FUNCTION using the simple past with when to talk FUNCTION learning to talk about key events brainstorming in a group
about the order of events in the past in people's lives FUNCTION brainstorming to
DIRECT A N D INDIRECT OBJECTS HISTORICAL EVENTS come up with ideas for subjects for
4 a biography
FUNCTION using object pronouns to avoid repeating FUNCTION learning to talk about key events
nouns in a description of a person's life in history

-W O R D S: verbs ending in -y PRESENT PROGRESSIVE AS FUTURE PHRASES WITH GO STUDY A N D LEARNING:

L+ -ing FUNCTION using the present progressive to talk about FUNCTION using gerunds and the verb go to analyzing strengths and
4 future plans and arrangements talk about activities weaknesses
G O IN G TO INTENTIONS FUNCTION evaluating areas
4*
FUNCTION using going to to talk about future plans, FUNCTION using start and stop + gerund to for future improvement in learning
4 intentions, and resolutions talk about good and bad habits and intentions English
for the future

-Z i

5
/Wk Student's Book Scope and sequence xxv
y
 GRAMMAR REVIEW
This Grammar review has been included to help you
establish what your students already know before they Answers
start open Mind 7. It is designed to be used in the first 1 is 2 is 3 are 4 are 5 are 6 are
lesson of the course and has a two-fold aim: first, as .
an introductory activity to help you get to know your 2 (possessive adjectives)
students, and second, as a way to establish the general • In item 3, check that the students understand that the
level of the class. It also provides a useful recap of rubrics subject is Colombia and not I. Make sure that they know
and classroom language. that Jason is a male name in item 5.
The Grammar review can be used in a variety of different
ways. It can be done individually, as a formal diagnostic
test, to check that students have been placed at the
correct level. A more interactive approach would be to
elicit the answer to the first question of each exercise as a
class and then have the students complete the rest of the 3 (there is / there are)
exercise individually. • Elicit the things in the picture before the students do
the exercise.
You can choose to check answers after each exercise or at
• Follow-up: have the students make sentences in pairs
the end of the review.
with the other things in the picture, e.g. There's a chair.
If you wish, the exercises can be exploited further, and
ideas for some of them are given below and on the
following pages.
1 (singular/plural of be)
• In item 4, check that the students understand that the
subject is your phone number.

Grammar review
1 (Circle)th e c orrec t op tio n to c o m p le te th e sen ten ces.
1 My name are / is Jake.
2 How old are / is he?
3 Erica and I are / is not late for class.
4 What is / are your phone number?
5 Mr. Richards and Miss Green is / are teachers at my school.
6 Where is / are your brothers?

2 C o m p le te th e sen te n ce s w ith th e correc t pos s e s s iv e a d jective.

1 They are Rachael and Daniel. brother's name is Tony.
2 I play three sports. _ favorite sport is tennis.
3 I'm from Colombia.................... capital city is Bogota.
4This is Suzanna...................................... last name is Martin.
5 This is Jason. ..................... cell phone number is (555) 896-5623.
6 "What's email address?" "My email address is ellieroisin@master.com".

3 L o o k at th e p ictu re an d c o m p le te th e sen te n ce s w it h is o r are.

1 There a cell phoni

2 There three pens.
3 There a camera.
4 There ..... .. . books.
5 There a key.
6 There........... a watch.

2
o
3
Grammar review T6
 4 (articles)
• Check that the students remember that we sometimes
use no article (-) with plural nouns.
• Follow-up: have the students practice the conversation
in pairs. Monitor to make sure they pronounce the
correctly before vowel sounds and consonant sounds.

7 (can/can't)
• Check that the students understand the activities in the
table, and that a check means the person can do the
5 (information questions)
activity and a cross means they can't do it.
• Read the question words in the box and check the
students understand that they have to use What twice.
• Follow-up: have the students ask and answer the
questions in pairs.

Answers
1 Who 3 Where 5 What 8 (present simple yes/no questions)
2 How 4 What 6 When • Make sure the students understand there are two parts
to this activity: completing the questions, then matching
6 (word order in questions)
them to the answers.
• Remind the students that they need to write the first • Follow-up: have the students ask and answer the
word of the sentence with a capital letter. If students questions in pairs.
need more support here, elicit the first word in each
sentence before they start. Answers
• Follow-up: have the students ask and answer questions
1 Does—d 3 Is—f 5 Do—c
1,3, 4, and 5 in pairs.
2 Are—a 4 Does—b 6 Do—e

---------------------------------------------------------- •
4 C o m p lete th e s en te n ce s w it h a, an, the, o r - (n o article).
A: What's in the box?
B: I can see (1) ...... .............. DVD, (2) ________ ___ umbrella, and (3) ....... backpacks.
A: What color is (4) _ ____ umbrella?
B: It's blue. (5)...... backpacks are really cool. They're red and blue.
A: What's (6) DVD about?
B: It's about (7)_______ . artist from Spain.

5 C o m p lete th e q u es tio n s w it h th e c orrect qu e s tio n w o rd s in th e bo x .

How What (x2) When Where Who

1_ is your teacher?
2 ______________do you spell your name?
3 .................................................................... are you from?
4 ....... ........ . is your email address?
5 __________ languages do they speak?
6 do you do your homework?

6 P u t th e w o rd s in th e c orrec t o rd e r to fo r m q u estio n s.
1 you / how / your / do / last name / pronounce / ?
2 from / where / your / sister's / husband / is / ?
3 speak / you / can / Italian / ?
4 time / does / class / what / finish / your / ?
5 lunch / you / have / what / do / for / ?
6 like / does / Kelly / job / her / ?

7 L o o k a t th e table. C o m p lete th e sen te n ce s w ith can / can’t an d a verb fro m

th e table.

cook pasta ride a bike speak Spanish

Me X ✓ X

Chris ✓ ✓ ;x
Marion ✓ X *
1 Chris and I .... Spanish. 4 Marion-----
2 Chris and Marion
3 Chris and I ________ Spanish.

C o m p lete th e qu es tio n s 1-6. T h e n m a tch th e m to th e a n s w e rs a-f.

Margarita play the guitar? a) No, I'm not.
you a student? b) No, he doesn't.
... Jim busy? c) Yes, they do.
_ Henry drive a black car? d) Yes, she does.
David and Sara read Arabic? e) No, I don't
you have an email account? f) Yes, he is.

Grammar review 7
—

©
 1
T*

¿É-

9 (present simple affirmative and negative) 11 (contractions)

• Make sure the students understand that verbs with not • Make sure the students understand that some of the
in the parentheses should be negative. Tell the students sentences can't be contracted (if they need more support,
to be careful with spelling in item 5. tell them that two sentences can't be contracted).
r4 • Follow-up: have the students read out the sentences in
pairs, focusing on pronouncing the contractions.

Answers
1 Hi! My nickname's Don.
10 (possessive apostrophe and possessive 2 They aren't / They're not expensive.
adjectives) 3 What time's your train?
• Make sure the students understand that they have to 4 Martin isn't / Martin's not busy.
find one mistake only in each sentence and that they 5 What are your favorite CDs?
have to write the correct sentence in full. 6 When's your class?
7 The umbrellas are under the desk.
Answers 8 There's a sale at the supermarket.
1 (He's)parents are engineers. (His parents are
12 (frequency adverbs)
engineers.)
2(Katya)favorite hobby is skiing. (Katya's favorite hobby • Make sure the students understand that there are
is skiing.) two parts to this activity: choosing the correct adverb
3 (Ours)names are Jessica and Ben. (Our names are according to the thermometer, then putting it in the
Jessica and Ben.) correct place. Check understanding by eliciting that the
4 My(parents friend's)are from Japan. (My parents' first thermometer represents usually.
friends are from Japan.) ________
5 They can watch a movie at(Michaels)house. (They can Answers
-4 watch a movie at Michael's house.) 1 Caroline's sister usually checks her email every day.
6 membrother's home is in Sydney, Australia. (Her 2 I rarely drink coffee in the afternoon.
brother's home is in Sydney, Australia.) 3 Joe always watches TV on Sunday morning.
4 Lindsey and Julia sometimes get up late during the week.
5 She often writes letters on weekends.
6 I never spend a lot of time on the phone.

9 Complete the sentences with the correct form of the verb in parentheses.
1 Silvia and her mom - ______ ___(not be) teachers.
2 Jack's wife .......... .... (not like) her job in the restaurant.
3 W e ............... ...... (work) from ten until nine.
..... .......... .......... (not have) a middle name.
5 The movie ________ _____ ____ . _.... .....(finish) at eight o'clock.
6 Mark's dad _ (go) to work every day.

10 C ir c le )th e m is ta k e and w r ite th e c orrec t sen te n ce o n th e lin e.

1 He's parents are engineers.
2 Katya favorite hobby is skiing.
3 Ours names are Jessica and Ben. - - ............ _ .........
4 My parents friend's are from Japan.
s They can watch a movie at Michaels house. ____ _____ -...
6 Hers brother's home is in Sydney, Australia. -------- ----------------------------------_

11 R e w rite th e s en ten ces, u s in g con tractio n s w h e r e possib le.

1 Hi! My nickname is Don.
2 They are not expensive.
3 What time is your train?
4 Martin is not busy. _ . _ _ .........
s What are your favorite C Ds? .... .
6 When is your class? ___ __________ _ _ . ___ __ ____ __ __ ___
7 The umbrellas are under the desk.
8 There is a sale at the supermarket. ___i _________________________________________

12 L o o k at th e fre q u e n c y a d v erb th e rm o m e te r o n th e rig h t an d p u t th e

w o rd s in th e b o x in th e c orrect p la c e in th e s en ten ces. C h a n g e th e verb
fo r m i f n ecessary.

always never often rarely sometimes usually

1 Caroline's sister / check / her email / every day. ,

2 I / drink / coffee / in / the / afternoon.

3 Joe / watch / TV / on / Sunday / morning.

4 Lindsey and Julia / get up / late / during the / week.

5 She / write / letters / on weekends.

6 I / spend / a lot / of / time / on the phone.

—
—

G ram m ar re v ie w T8
 The expression Nice to meet you! is usually used when we meet someone for the first time,
especially when we are introduced to someone.

Listening: to a voicemail message

Ask the students why people leave voicemail messages.
Are voicemail messages short or long? What things do
Unit opener people usually say in voicemail messages? Elicit examples
(p.9) 10 min.
(e.g. name, telephone number, date, time, etc.).
• Optional downloadable unit opener 10 min.
Writing: completing an online registration form
1 Writing: completing an online (p. 10) 20 min. Elicit examples of the type of information people need to
registration form include when they complete an online registration form
• Optional downloadable Writing 20 min. (e.g. name, date of birth, nationality). Make a list on the
workshop: an online registration board.
2 Reading: recognizing cognates (p. 10) 30 min. Refer the students to the lifeSkills panel. Tell them that
3 Vocabulary: useful questions (p. 11) 25 min. the topic of this unit's lifeSkills section is understanding
4 Grammar: be—statements and yes/no (p. 12) 40 min. forms. Ask them to look through the unit and find as many
questions different kinds of forms as they can.
5 Pronunciation: the alphabet (p. 13) 15 min.
6 Speaking: using polite language (p. 13) 20 min.
A
7 Vocabulary: ordinal numbers (p. 14) 25 min. • Ask the students to look at the pictures. Ask who in
each picture is asking for information and who is giving
8 Grammar: be—wh- questions (p. 14) 40 min.
information. Ask the students to label the boxes using
9 Listening: to a voicemail (p. 15) 30 min.
A, B, or AJB if both are possible (e.g. in situation 1).
message • Elicit the kind of personal information we usually
lifeSkills: understanding forms (p. 16) 45 min. give (e.g. name, nationality, date of birth, job, etc.).
(Self and Society) Check that the students know how to ask for this basic
• Optional downloadable lifeSkills 45 min. information (e.g. What's your name? Where are you
lesson (Work and Career) from? How old are you?, etc.).
• Optional downloadable lifeSkills 45 min.
lesson (Study and Learning)
Language wrap-up 15 min. • Encourage the students to imagine they are at a party
(p. 18)
and are meeting someone for the first time.
Video and downloadable video worksheet 45 min.
• Write the following on the board and make sure the
students understand the expressions and how to use
them: My name is ..., I'm from ..., I'm ... years old. I'm
interested in ... Give an example for I’m interested in ...
Unit opener (e.g. I'm interested in music.).
• Put the students in pairs and ask them to role-play the
conversation.
Lead-in
• Listen to some pairs as a class.
Direct the students' attention to the objectives in the unit
menu and go through the information with them. Explain
that this unit focuses on how to give and ask for personal Extra: vocabulary
information, and on the following skills to help them talk
Elicit some of the vocabulary that could be used
about these topics:
Reading: recognizing cognates to talk about the three pictures (e.g. job interview,
interviewer, applicant, party, language institute/
Elicit some English words that are the same in their
language school, receptionist, language course).
language (e.g. taxi, hotel, computer). Encourage the
Check that the students understand all the words. Ask
students to look through the unit and find other English
them to repeat each word with the correct word stress.
words that are the same in their language or similar to
words in their language.
Speaking: using polite language
Write the word please on the board. Explain that in
English, people usually use please when making requests
because it is polite (e.g. A cup of coffee, please.). Ask the
students if they know any other polite words-in English.
Elicit examples and write them on the board (e.g. thank
you, you're welcome, how are you, excuse me).

o
 UNIT1
IN THIS UNIT YOU
o learn language to give and ask for
personal information
read an online survey with
% information for a personal profile—
recognizing cognates
practice asking for personal
% information— using polite language
- listen to a voicemail message and
o
identify information

o complete an online registration

form with your personal details

► watch a video about giving

personal information

A Look at the pictures. W ho is

asking for personal information?
W ho is giving personal 1 a party
information? Label the boxes A, @ give personal information
B, or A/B if both are possible. 13 ask about personal information

2 a job interview 3 a language institute

s give personal information E l give personal information
0 ask about personal information 0 ask about personal information

B B I Work in pairs. Role-play a conversation at a party. You meet someone you don’t know.
Tell your partner about yourself and ask questions to find out about them.
A: Hello! My name's Anthony.
B: Oh, hello, Anthony. Nice to meet you. I'm Jenna.

4 LIFE Learn to identify different types of

z SKILLS forms and how to complete them

SELF &
SO CIETY
> Nice to meet you! H n E S IK I
1 WRITING; completing an online registration form
A Look at this webpage. W ho is it for?

M Y F R IE N D S
AN INTERNATIONAL SOCIAL SITE FOR STUDENTS OF ENGLISH
HOME ACCOUNT LOGIN
Contact people in other countries.
Communicate in English.
Complete the registration form below and join us!

First name Username

Last name Password

Country
Security question
Email address When is your birthday?
e.g. March 19,1991
Telephone number

Enter survey Enter text chat Enter video chat

...........«
B Complete the online registration with your personal information.
W h at’s your username? W h at’s your password?

2 R E A D I N G ; recognizing cognates
Many words are similar in different languages. Look for these words when you read.
Use them to help you understand the text.

A Read the survey on the next page.(^jrd|)the words you recognize.

How many words are similar in your language?
Lead-in
Ask the class how many students belong to an online social
networking site like Facebook. Ask what basic information
they needed to give in order to join the sites. Elicit basic
terms (e.g. name, email address, nationality, age, password,
etc.), and write them on the board. Tell the students that
this information is called personal information.
A the board (e.g. international, address, telephone,
• Before the students look at the registration form, go
over the terms first name and last name. Write the full
name of a famous person on the board (e.g. Johnny
Depp). Elicit the person's last name. Then ask them for
the first name. Label each name accordingly. Then ask a
few students to tell you their first and last names.
• Highlight that the terms given name and family or
surname are also sometimes used in place of first name
and last name, respectively.
• Put the students in pairs to answer the question in Ex. A.
Check the answer with the class.
• Ask if the students know of any real social sites that are
intended especially for students of English.
B good opportunity to encourage peer teaching. Ask for
• Read the instructions to the class. Ask the students to
invent a username and password for the form.
• Give an example of a password and check that the
students understand when they need to use a password
(with an online account).
• When the students finish completing the form, ask
them to compare their usernames and passwords in
small groups. Then elicit some of the usernames and
passwords. How many students used their first name in
their username? How many used their last name in their
username? How many have a combination of letters and
numbers in their password?
Extra: personal information questions
Elicit the questions we ask to find out personal
information (e.g. What's your first name?; What's your
last name?; What's your (email) address?; When is your
birthday?). Ask the students to practice asking and
answering the questions in pairs.
Extra: homework
Ask the students to fill in the same form for a family
member or a friend.
Lead-in
• Read the information in the skills panel.
• Focus on the importance of recognizing cognates or
loan words. There are words in English which may be
similar—or even the same—as words in the students'
own language. Identifying these words is very useful,
especially when reading in English.
• Write some examples of cognates or loan words on
nationality, hotel, taxi, airport, police, television,
computer). Ask the students if they know any more
examples. Write any relevant suggestions on the board.
Read the instructions to the class and have the students
do this exercise individually.
• Explain the word survey (a group of questions you ask to
find out people's opinions).
• Give the students time to circle the words they
recognize. When they finish, ask them to compare
answers in pairs. Ask how many words they have circled,
and how many of these are cognates. Did they circle the
same words or different words?
• Elicit the words the students circled, and write them
on the board. Have the students repeat the words
chorally, and then encourage them to ask questions
about any words they don't know on the list. This is a
volunteers from the class to help explain the meanings
of the words on the list.
Extra: word scramble game
Think of six words that you know are cognates or
loan words in your students' language(s). They can be
words already discussed, or other words you think the
students will be able to identify. Write the six words on
the board in a scrambled order (e.g. theol (hotel)) and
then give the first letter of each word (e.g. h______). In
pairs, have the students try to unscramble the words
and guess the cognates. The first pair to correctly
guess all six words wins.
Nice to meet you! u n it i HO
B
• There are a number of challenging words in this section.
Go over the pronunciation chorally and individually of
words that you think the students will find difficult.
• Ask the students to complete the survey individually.
Tell them they can check as many boxes as they want in
each section of the survey.
• When the students finish, ask them to compare answers
In pairs. Ask how many answers are the same and how
many are different.
• Take a class vote to find out which reason for studying
English is the most popular, which academic areas are
popular, and which special interests the students have.
Workbook p. 4, Section O '
Culture note
In the U.S., a college refers to a place where people
study for their bachelor's degree (= first degree),
whether the institution is a college, which offers only
bachelor's degrees, or a university, which offers both
bachelor's degrees and advanced degrees. When
British speakers use the word college, they usually
mean a place where students over 18 are trained in a
particular subject or skill, earning a qualification that
is not usually an academic degree. Students in the
U.K. who are studying for an academic degree go to a
university.
Note that at a college or university in the U.S., a
student's field of study is called a major.
Lead-in
Elicit the classroom language questions in this section. For
example, ask What can you say when you don't know how
to spell a word / when you need help / when you want
someone to speak more slowly?
01 See the Student's Book for the audio script.
Play the audio once, and have the students listen only.
Then play it again, and ask the students to repeat the
questions. Explain that these questions are very useful
and can help them understand more English. Make sure
the students understand their meaning.
Establish some classroom rules. Encourage the students
to use these questions when they ask you for help with
their English. Tell them that you will only respond to
these questions if they ask them in English and if they
ask them correctly (e.g. What does that mean? not
*What mean that?). Praise the students who make an
effort to produce the correct language.
If possible, make large copies of the questions and
display them on the walls of your classroom. It is helpful
to refer to these questions during class time simply by
pointing at them to help the students produce them.
B
• Read the instructions to the class. Ask the students to
work in pairs and say which questions are possible for
each of the four pictures.
• Listen to some ideas from the class. Note that there is
more than one possible answer for all except Picture 3
Workbook p. 4, Section
 B Complete the survey.

M Y F R IE N D S ¥ PERSONAL PROFILE SURVEY

HOME ACCOUNT LOGIN

Find friends similar to you. We have students from all over the world.
Complete the survey with information about yourself and click send.

I’m an English student in ... a school. a college. O a language Institute. O

Reason for studying English: academic studies O work O fun O

Academic or professional areas:

art o finance o management o
business o geography o mathematics o
economics o history o medicine o
education o languages o science o
-40 engineering o literature o other o
Special interests:

W
animals O dance o history O music o sports O
art O ecology o literature O politics o travel O

M0

3 V O C A B U L A R Y : useful questions
A E l 01 Listen and repeat the questions.
• Can you help me?
• Can you speak more slowly?
• How do you say that in English?
• Can you spell that?
• Can you repeat that?
• What does that mean?

B 0 Some of these phrases are also useful

outside the classroom. For pictures 1-4, say which
questions are possible. Check with a partner.

Nice to meet you! u n it l 11

 A LANGUAGE IN CONTEXT Read this
conversation. Complete the statements.
Professor Brown: Hi, everyone. Welcome. I am
Professor Brown. Please say a few
words about yourself.
Paul: Hi. I'm Paul. I'm from New York,
and I'm 20 years old.
Ana: Hello, everyone. I'm Ana.
■ I'm 21, and I'm from Mexico.
Professor Brown: Are you from Mexico City, Ana?
Ana: No, I'm not. I'm from León.
Professor Brown: Is León a big city?
Ana: Yes, it is! It's very big.
Professor Brown: Thanks. Next?
. n ...i is tfrom
Paul ____ New York
2 Ana is years old.

NOTICE!
1 In statements, the verb be comes the subject,
a) before (b) after)
2 In questions, the verb be comes the subject.
(afbefore) b) after

B ANALYZE Read the conversation in Exercise A again.

Form Com plete the table.

Statements with be

Affirmative Negative
am (I'm) I am not (I'm not)
I ( 1)
from
You/We/They are (You're/We're/They're) [león You/We/They are not (You/We/They aren't) Mexico
.............. : City.
He/She/lt ( 2) (He's/She's/lt's) He/She/lt is not (He/She/lt isn't)

Y es/N o questions with be Short answers

(3) Are you/they from Mexico? Yes, I am. / No, I'm not.

Yes, we/they are. / No, we/they aren't.

Is he/she/it Yes, he/she/it is. / No, he/she/it isn't.

Function Choose the correct option to com plete the sentence.

We use the verb be to talk about ...______________________________________
(a) people and things and facts about them, such as age, name, etc.)
b) things we do every day.

C PRACTICE (^ircletjthe correct option. WATCHOUT!

1 Jack and Madison(are)/ am in Europe. 0 Yes, we are.
2 Is / ( A re) you a music student? (^) Yes, we're.
3 John^snYy a re n 't here.
4 W e (a re )/ is college students.
5(is)/ A m she 19 years old? WATCHOUT!
6 Ed and Isabelle isn't/(arenj^from the U.S.A. 0 i am 20 years old
7 I a r e /(a m )2 2 .
€ > | have 20 years.
s(/s)/ A r e Eva from Spain?
wm m m m m

0

Lead-in
Tell the class where you are from. Use the contracted form
I'm from . . . . Then ask the whole class Where are you
from?, and elicit the responses I'mAVe're from . . . . After
that, focus on one particular student and ask the class
Where is he/she from?, and elicit the response He's/She's
from . . . . Remember that this is only an introduction, so
don't worry about error correction at this stage.
A and elicit simple answers (e.g. I'm 17, I'm 22, etc.).
• Tell the students they will read a short conversation. Ask
the students to open their books. Draw their attention to
the two statements under the conversation. The students
have to find the answers to fill in the blanks in the
conversation.
• Ask the students to read the text and find the answers.
• Elicit the answers from the class, and write them on the
board.
^ NOTICE!
• Ask the students to read the two statements and
the different possible answers carefully.
• To reinforce the points in the statements, ask
the students to underline 11 examples of the
subject before the verb be in statements and the
two examples of the subject after the verb be in
questions.
B
Form
• Direct the students to the grammar table. Give them
time to look over the sentences in the table. Explain that
affirmative means yes and negative means no.
• Ask the students to work individually or in pairs to
complete the grammar table. Tell them that all the
information needed to complete the table can be found
in the conversation in Ex. A.
• When the students finish, ask them to compare answers
in pairs. Then check the answers with the class.
• Highlight the abbreviated forms (I'm, You're, He's, She's,
It's, We're, and They're) and the fact that we usually use
these when speaking. Typically, we use the full forms when
writing. Explain that in a contraction, we use an apostrophe
(') to replace a letter that is missing from the full form.
• Explain that when giving a short answer with yes, we
always use the full form of be, and that the abbreviated
forms are used in speaking only for answers with no.
• Draw the students' attention to the first Watch out! box,
which reinforces the fact that we need to use the full
form of be when giving a short answer with yes.
Function
• Ask the students to look at the conversation in Ex. A
again and think about when we use the verb be.
• Have the students look at the sentence and check the
correct option to complete it. Then check the answer
with the class.
Extra: age
Ask the students to look at the conversation in
Ex. A again and tell you how old Ana is. Write the
question How old are you? on the board and have the
students repeat it chorally. Ask one or two students,
Then ask the students to work in pairs and ask and
answer how old they are. At the end, get feedback
on people's ages from the class (e.g. Teacher: How
old is Elena? Students: She's 20), so that the students
produce and practice different pronouns.
c
• Ask the students to look at the error in the second
Watch out! box. Emphasize that we don't say / have
with age in English. Point out that we can say I am/l'm
20 years old, or simply, I am/l'm 20.
• Read the instructions to the class. Ask the students to
circle the correct options individually, paying attention
to the forms presented in the grammar table in Ex. B.
• When the students finish, have them compare answers
in pairs. Encourage them to discuss any differences
in their answers and refer back to the grammar table
before deciding which one is correct. Check the answers
with the class.
Extra: grammar practice
Write the following prompts on the board:
1 They / English
2 she / Chinese?
3 They / not / from Mexico
4 He / not / a student
5 We / 19 years old
6 1/21
Ask the students to work in pairs and write full
sentences from the prompts using the correct form
of be. Invite individual students to come to the board
and write their sentences.
Answers ... .
1 They are English.
2 Is she Chinese?
3 They are. not from Mexico.
4 He is not a student.
5 We are 19 years old.
6 I am 21.
Nice to meet you! u n it i T12
D
• Put the students in pairs. Have them choose to be one of
the four people. Each partner chooses a different person.
• Give the students time to read the prompts. The
statements and questions in Ex. A can act as a model for
this exercise.
• Ask the students to practice the conversation in pairs.
• When they have practiced the conversation at least
twice, listen to a few examples from the class.
• Correct any errors of the verb be with error-correction
techniques (e.g. using your fingers to show which word
is incorrect in the sentence and prompting the students
to self-correct).
Extra: homework
Ask the students to choose two of the people in Ex. D
and write a conversation like the one they practiced.
Workbook p. 5, Section 3
02 See the Student's Book for the audio script.
Play the audio, and ask the students to listen to the vowel
sound in each letter to complete the table.
Encourage the students to discuss their answers in pairs.
Then check the answers with the class. Read aloud each
line of answers and ask the students to repeat after you.
Highlight the pronunciation of certain letters of the
alphabet in English. Draw the students' attention to
the letters which cause the biggest problems (e.g. e,
which may sound like i in their language). Some Arabic
speakers may have problems hearing the difference
between voiced and unvoiced consonants (e.g. b and
p). Speakers of some Asian languages might struggle
differentiating between rand I. Spanish speakers may
have problems differentiating b and v, as well as with
the pronunciation of the English t, g, and z.
Play the audio again for the students to listen and repeat.
Culture note
The last letter of the alphabet is pronounced /zi/ in
the United States. In Canada, the U.K., and the rest of
the English-speaking world, it is pronounced /zed/.
B - The hyphen between numbers is never pronounced.
• Do one or two examples with the whole class first. Spell
one easy word (e.g. password) and one more difficult
word (e.g. language) aloud, and ask the students to
write them down.
• Check the answers by asking the students to spell the
words back to you. Write exactly what they say on the
board (e.g. if they mispronounce a letter or leave one
out). This will alert them to the problem and give them a
chance to self-correct.
Extra: spelling race
Divide the class into teams of five or six students. Say
a word from the unit, and have one person from each
team write the word on the board. The first team to
write the word correctly scores a point. Continue until
every member of the team has had at least one turn.
Lead-in
• Ask the students to look at the words and expressions
in the skills panel. Make sure they understand the
meanings of the expressions.
• Highlight the importance of being polite. Briefly focus
on the pronunciation of each expression.
03 See the Student's Book for the audio script.
Read the instructions to the class.
Play the audio once.
Ask the students how many examples of polite
expressions they found in the conversation {six). Which
are they? Check the answers with the class.
Ask the students what the difference between thanks
and thank you is (thanks is informal, thank you is more
formal).
Extra: shadow reading
Use this conversation for shadow reading. Ask
the students to listen to the audio and read the
conversation aloud with it, trying to imitate the speed
and rhythm of the speakers on the audio.
B
• Read the instructions to the class. Then review the
questions they need to ask to do the group exercise
(e.g. What's your first name? What's your email address?,
etc.).
• Draw the students' attention to the information in the
How to say it box, since they will need to know the
words at and dot to complete the exercise.
• Put the students in groups to find out the information
from their classmates and compile a class directory.
• When the students finish, listen to an example from
each group.
• Highlight how phone numbers are pronounced in English:
- Numbers are usually said individually.
- The number zero is often said as oh (e.g.
(802) 254-7610 = eight-oh-two-two-five-four-seven-
six-one-oh.
■
 D 0 NOW YOU DO IT Work in pairs. Choose two of the people below.
Role-play a conversation like the one in Exercise A.

Stefano, 19 Maria, 24 Devesh, 23 Isabela, 21

Rome, Italy Madrid, Spain New Delhi, India Sao Paulo, Brazil

5 the alphabet
A Ef]o2 Listen to the alphabet. Notice that some letters have similar
sounds. Write each letter in the correct category.
C D E ^ G H ^ J K L M N J& P J& J fr S T U V W X Y Z

-4» /ei/ : / il /e/ /ai/ /ou/ /ju/ la v i

•é A ; b : F i : o Q \ R

J H, J, K : c, d : L, m Y : U, W
; e, g , p ! N ,S ,X
J T, V, Z
-» B EH
Work in pairs. Choose a word from this unit, or another English
word you know. Spell it for your partner to guess the word.

6 SPEAKING: using polite language

Use excuse me, thank you, thanks, you're welcome, and please to be polite in English.

A |m 03 Listen to the
conversation below. Underline
the polite language.
Lucas: Excuse me. Can I get your
information, please? What's
your name?
David: It's David Whitfield.
Zé
Lucas: Can you spell your last name,
please?
David: It's W-H-l-T-F-l-E-L-D.
Lucas: Thanks. Now, what's your
email address?
David: It's davidw@mail.com.
Lucas: And your phone number?
David: It's (338) 414-2870.
Lucas: Thank you very much,
David: You're welcome.

B Qj§ Make a mini class directory in your notebook.

H O W TO SAY IT (
Work in groups. Ask your classmates for their
In email addresses:
information. Include their first name, last name, email
@ say at
address, and phone number. Use polite language.
say dot

Nice to meet you! U N IT I 13

7 V O C A B U L A R Y : ordinal numbers
A Write the correct ordinal number next to each word.
rr
r
f ir s t 1 st n in e t e e n t h
19th f if t h
5 th

s e v e n th
7 ,h
t h ir d
3rd t h ir t e e n t h
73 th
1 1 th <pth
e le v e n t h te n th 1 0 th n in t h

1 4 th 3 0 th 2 0 th
fo u r te e n th t h ir t ie t h tw e n t ie t h

6 th 2 5 th 8 th
s ix t h tw e n t y - f if t h e ig h t h

1 5 th 1 2 th '
f if t e e n t h tw e lf t h

4th H O W T O SAY IT Q Q
fo u r th s e co n d
Ordinal numbers:
We say: first, second, tenth, twentieth
We write: 1st, 2nd, 10th, 20th
B Complete the sentences with names of days, months, Dates:
and ordinal numbers. We say: The second of October, 2016.
1 Halloween is October 34 Tuesday is the second of October / October
2 Today Is (the) second.
3 Friday Is We write: 10/02/16, Tuesday is October 2nd/
4 Valentine's Day Is February . October 2
1st
5 New Year's Day is January In British English we write: 2/10/16,
Tuesday is 2nd October
6 My birthday is on

A ¡^ 0 4 LANGUAGE IN CONTEXT Listen

to the conversation. Complete the
sentences below.
Salesperson: I need to take some personal information
First of all, what's your name?
Jordan: Jordan Turner.
Salesperson: And where are you from?
Jordan: Washington, D.C.
Salesperson: How old are you, Jordan?
Jordan: I'm 34.
Salesperson: And when is your birthday?
Jordan: July 11th.
Salesperson: Thank you. Now, I need you to sign here ..

1 Jordan is 34 years old.

2 His birthday is in the month of 3.ul

1 Underline these words and phrases in the

conversation:

what where how old when

T ney come
'afbefore') b) after
. « H i
►
7 Vocabulary: ordinal
numbers
Lead-in
Review the cardinal numbers 1 to 25. A fun way to do
this is to go around the classroom and have the students
count numbers up to the number of students in the class.
Each student adds a number for his/her turn. If a student
makes a mistake, that student starts counting again from 1.
Continue until you have reached the number of students in
the class (e.g. if you have 25 students, count up to 25).
A
• Tell the students that this exercise introduces ordinal
numbers. Write one and first on the board. Ask them
which one is the ordinal number (first).
• Highlight the use of -st in first, -nd in second, and -rd in
third, and tell the students that they can see this in the
spelling of the ordinal numbers. Point out that all other
ordinal numbers end in -th and that the short forms of
the numbers are written in this way: 1st, 2nd, 3rd, 4th, etc.
Remind them that numbers starting at 21 (e.g. 21st, 22nd)
follow the same pattern.
• Ask the students to do the exercise individually and
then compare their answers in pairs. Check the answers
with the class.
Extra: -teen or -ty
Some learners find it difficult to distinguish between
13th and 30th, 14th and 40th, 15th and 50th, etc. This is a
question of both hearing the difference and producing
the difference. Draw the students' attention to the
fact that the stress is on the last syllable in numbers
ending in -teen, and on the first syllable in numbers
ending in -ty. Have the students repeat several pairs of
numbers until they can produce the correct stress (e.g.
thirteenth and thirtieth, fourteenth and fortieth, etc.).
B
• Briefly review the months of the year. Write the first
letters on the board (e.g. J, F, M) and elicit the words
from the class. Ask the students to spell the words.
• Before you ask the students to do this exercise, draw
their attention to the How to say it box. Remind them
that we use ordinal numbers when we say dates (e.g.
January twenty-second, June twelfth). We use the
definite article the when we say the day of the month
only (e.g. Today is the twenty-second). When we write
dates, we usually use ordinal numbers, and digits rather
than words (e.g. January 22).
• Ask the students to do the exercise individually and then
to compare their answers in pairs. Check the answers
with the class.
Extra: birthday line-ups
Have the students stand, and tell them that they need
to line up according to their birthdays (e.g. those born
in early January should be at the front of the line). The
students need to circulate and ask their classmates
for their birthdays so that they can determine where
they should stand in the line. Circulate and monitor,
assisting where needed. Make sure the students
are saying the ordinal numbers correctly. When the
students finish, start at the front of the line and have
the students say their birthdays.
Workbook p. 7, Section 5
8 Grammar: b e - w h -
questions
04 See the Student's Book for the audio script.
Have the students look at the picture, and ask some
questions about it (e.g. Where are the people?).
Establish the fact that they are in a store, and the man
(Jordan) is possibly buying a cell phone, etc.
Ask the students to read through items 1 and 2 about
the conversation carefully before you play the audio.
Play the audio once, and check progress. If necessary,
play it again.
Ask the students to compare their answers in pairs. Then
check the answers with the class.
Alternative
After checking the answers, have the students practice
the conversation in pairs, first with the original
information, and then adding their own information.
NOTICE!
• Ask the students to read the first instruction and
underline examples of these words in the text.
• Ask them to read the second statement and two
possible answers. Then they read the text and
choose the correct answer.
Nice to meet you! U N IT I T14

• Ask the students what question words (words that begin
questions) they know in English. Elicit some examples
from the class. How and what are question words that
have already appeared earlier in the unit. If the students
have trouble, write____ is your name? and_____ old are
you? on the board to help them.
Form
• Ask the students to read the two statements. Then have
them read the conversation in Ex. A again and circle
options in the statements that make them correct.
Function •
• Draw the students' attention to the grammar table, and
emphasize that we use what to ask about things.
• Ask them to look at the middle column of the grammar
table. Tell them they need to find the question words
we use to ask about the other categories (places, dates,
age). Make sure the students know the meaning of each
word. Refer them to the conversation in Ex. A to find
the underlined question words and complete the first
column of the grammar table.
• Check the answers to items 2-4 with the class. Then ask
the students to complete the examples items 5-8.
• Elicit the answers, and then have the students repeat
the questions chorally.
• Highlight that in items 5 and 7 we can use either the
full form or the contracted form. Emphasize that the
contracted form is normally used in conversation.
• Have the students read the answers either silently or
aloud. Make sure they understand that they should think
of questions that would precede the answers.
• Have the students complete the exercise individually or
in pairs. Then check the answers with the class.
Extra: grammar practice
Write the following fill-in questions on the board.
1 ______ she from?
2 ______ his birthday?
3 ______ her sister's name?
4 ______o ld _______ he?
5 ______o ld _______ your brother?
Put the students in pairs and ask them to complete the
questions using the correct question words and the
correct form of be. Check the answers with the class.
Answers
1 Where is she from? 4 How old is he?
2 When's his birthday? 5 How old is your brother?
3 What's her sister's name?
D
• Ask the students to look at the information in the left-
hand column of the table. Check that they know what
questions they need to use to complete the exercise.
• Prompt the students to circulate, asking and answering
the questions. When they find someone who meets the
requirements in the first column, the students should
write that student's name in the second column.
• When thè students finish, elicit answers from a few
students (e.g. Adam has a birthday in August. Laura is
from another town. She is from ...).
A
. H 05 Read the instructions aloud. Check that
the students understand what voicemail is. Emphasize
that it's a short message that people leave on your
telephone when you are out or cannot answer. Ask
them what kind of information they normally hear in
a voicemail message (e.g. name o f caller, who the
message is for, a phone number to call back, an address
where to meet, a brief message, etc.).
• Give the students time to read the questions and the
possible answers.
• Play the audio once, and check progress. If necessary,
play it again. Check the answers with the class.
Audio script_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Hi. This is Carla. Where are you? Anyway, listen—it's my
birthday soon! It's on August 18. Come to my party! It's at the
Clinton Club. That's C-L-l-N-T-O-N. It's downtown. The party is
at nine. Call me, OK? Bye.
B
• Read the instructions aloud. Make sure the students
understand the two roles.
• Give the students two or three minutes to work
individually and make some notes. Remind them that
the three key facts they need to talk about are the date
(their birthday), the time of the party, and the place
(which could be their home address or someplace
downtown).
Alternative
Before the students do the role-play, give them one
or two examples of your own. Have them listen while
you role-play leaving a voicemail message about your
own birthday party. Then ask them for the date, place,
and time.
• Put the students in pairs to complete the role-play.
• After they have switched roles and done the exercise
a second time, invite a few pairs to present their
voicemails to the class. Correct any errors in dates
and times.
Workbook
p. 8, Listen and write
p. 9, Down time
o5
 B ANALYZE Read the conversation in Exercise A again.

Form (Circleythe correct answers below.

Wh- question words and phrases come (i)(at the beginning)/ at the end of a question.
Then, we put (2{the verb be)/ the subject of the sentence.

Function Com plete the table with words from the conversation.
—* Question word Function Example

(1 ) what things (5) your name? What's

** (2) where places (6) you from? Where are

(3)
when dates (7) your birthday? When
how old someone's age (8) you? How old are
(4)
- 1
_ 1 c PRACTICE Read these answers. Write questions.
1 A What's'your last name? B: My last name is Alvarez.
How old are you 9
2 A B: I'm 21. And you?
When's your birthday 9
3 A B: September 8th.
Where are you from 9
4 A B: I'm from Argentina. What about you?
How old is your brother 9
B: My brother? He's 30 years old.
5 A
w What's his (your brother's) name 9
6 A B: His name is George.

D 33 NOW YOU DO IT Ask your classmates questions from Exercise C

and complete this table.
-h é Find someone ... Name

with a birthday in the same month as yours,

from another town or country.

with a last name beginning with the same letter as yours.

9 IS T E N IN C to a voicemail message
A fifl05 Listen to the voicemail
m essage.(^hd^the correct option
to complete the sentences.
1 The message is from . ______
a) Laura, b) Paula. (gTCarla^)
2 Her birthday is on A u g u st...
a) 8th. 0 28th.
3 Her party is at the ... Club.
(^ Clinton) b) Klinton c) Clintern
The,party u on
4 Her party is at ... o'clock,
I t ’s a t
a) five (b) n in e} c) seven
Be, there, at

B 31 Work in pairs. Follow the instructions below.

• Student A, it's your birthday! Think about the date, location,
and time of your party. Call your friend and leave a message.
• Student B, listen to the message and write the details.
• When you finish, switch roles.

Nice to meet you! UNIT 1 15

UNDERSTANDINGFORMS
• Identify the type of form.
• Complete the parts you understand.
• Ask for help with parts you don't understand.

A W here do you complete forms in English?

Match the phrases to the correct picture.
a) at a hotel [T] c) on a website [¿]
b) at the airport [4] d)at a language institute [7]

B B13o 6 Read these forms.(^irclg)the correct type of form.

Then listen and complete the missing information.

Adelphi Palace Tel: (858) 349-8629

1404 Park View Fax: (858) 202-9998

San Diego, California 93209-8568 Email: parkview@californianet.com

Full Name Y ou refM u ku a xl Smoking room

Date of Birth 5/1 2 /9 0 Nonsmoking room

Date of Arrival J m a 17 Single room

Date of Departure Jun e 21 Double room

This is a(hotel registration form)/ a library application form.

MAKE A PAYMENT
Full Name Card type
Yousef Mahuad VISA

Email address Card number

yousefml990@mymail.com 4972334333217174

Expiration date Security code

12/31/2018 624

2 This is a library registration form /(a credit card paym ent f o r r r r j

 LifeSkills: understanding forms Audio script ____________________________
1
Step 1 Identify the type of form. (Ex. A, Ex. B)
H = Hotel clerk, Y = Yousef
Step 2 Complete the parts you understand. (Ex. C)
H: Thank you, Mr. Mahuad. Oh, what's your departure date?
Step 3 Ask for help with parts you don't understand. (Ex. D)
Y: Departure date?
Lead-in H: The day you leave the hotel.
Y: Oh, June 21.
M • Point out that this lifeSkills section has a Self and
H: That's fi ne. Thank you.
Society focus. Highlight the importance of being able
to understand and fill out forms. Ask the students how 2
often they do this in their everyday lives. Y = Yousef, W = Woman
Ask the students to look back through the unit and find Y: I'm sorry. Can you help me with this?
an example of an exercise where they filled out a form W: Sure. What's the problem?
(Writing: completing an online registration form). Y: What is the security code?
Elicit a variety of forms that we fill out (e.g. (online) W: It's a number on the back of your card. Here.
registration forms, application for a driver's license, Y: Oh, yes. 624. Thank you very much.
application for a new passport, etc.). W: You're welcome.
Motivate the students by telling them that they will learn
how to identify different kinds of forms and the personal
information they need to give.
Explain that they will practice completing the parts of
the form that they understand and will learn how to ask
for help with the sections they don't understand.

-4 A
• Have the students look at the four pictures and match
the phrases to them.
• Check the answers with the class.

B
• H 06 Have the students read the sentences below
the forms and choose the correct option.
• Have the students compare their answers in pairs. Then
■** check the answers with the class.
• Ask the students which words helped them to decide on
their answers. Ask if any of these words are cognates or
loan words in their language.
• Before you play the audio, ask the students to locate
the sections in the two forms that need to be completed
(item 1: Date of Departure; item 2: Security code).
• Play the audio. Check progress. If necessary, play it
again. Check the answers with the class.

Nice to meet you! UNIT 1 T16

c
• Before you ask the students to begin the exercise, Extra: homework
draw their attention to the expressions in the H o w
to sa y it box in Ex. D. Explain that put means write
If you have a copy of a simple internet form in English,
in this context. Tell the students that they should use make photocopies and ask the students to fill out a
the expressions if they need help filling out the form. copy of the form with their own information.
Encourage them to ask each other for help before
asking you.
• Explain that this is an immigration form for the U.K. R EFLECT
and that students don't need to complete all of this
information, only the items indicated in the rubric. • Ask the students to read the R e f le c t question.
• Give them some time to think about different situations
• Put the students in pairs, and encourage them to ask
in the domains of Work and Career and Study and
each other questions to check the information on their
Learning where the skill of Understanding forms would
partner's form. If necessary, demonstrate this exercise
be useful.
by taking a student's form and asking them to spell out
• Elicit the following ideas: applying for a job, completing
their family name (last name), their first name, etc.
a work experience form, filling in a payment form;
registering for a class, applying for a library card, filling
out online forms to access learning materials, etc.
• Put the students in pairs. Ask one person to role-play a
visitor and the other to role-play an immigration officer.
Remind them to use some of the questions they learned
earlier in this unit (e.g. What's your first name?, Where
are you from?, etc.) and to use the expressions in the
H o w to s a y it box.
• Model the exercise by asking a student the questions
and having them give you the answers. Circulate and
monitor, assisting where needed.
• Tell the students to ignore items 1.1,1.3, and 1.10. The
students may not know their passport number, so tell
them to invent one. They will also need to invent an
address in the U.K.—number, street, city, postcode (zip
code)—and a date when they moved there. Be prepared
to give help with this, if necessary.
• Check that the students were able to complete the
form, and explain any remaining unknown terms
before you move on. Encourage them to ask you for
clarification in English.
 C Look at this United Kingdom immigration form.
Complete the information in items 1.4-1.6 and 1.11.

HomeOffice
UK Border
Agency
Section 1: Personal Information
1.1 Please give previous Immigration and Nationality Directorate or Border and < \
Immigration Agency or UK Border Agency reference numbers [______________________________j

1.2 Current passport/travel document number [ j

1.3 Please say when you were given indefinite leave to enter/remain in the UK (not necessary if you are a Commonwealth
I----1------------ 1-------------1----1----1---- 1 citizen with right of abode in the United Kingdom). If you are an EEA
| \ \ , E M j j | I national, a Swiss national or a family member of an EEA or Swiss
D D m m Y Y Y Y national you should read pages 8-10 of the Booklet AN.

1.4 ✓ T itle Mr □ Mrs Q Miss Q ] Ms Q ] Other Title >• [ ~~|

1.5 Surname/Family Name (Please note: The name you give here will be the name shown on your certificate so
please ensure it is spelt correctly and you have written it in the correct order.)
------ -——■
—■—*—■
—•—•—>—i—i—i—i—i—i—i—i—i—i—i—r
i I i i i i i i i i i i i .....................................................................................
6 Other names (Please note: Your name will be shown on your certificate so please ensure it is spelt correctly and you
have written it in the correct order. We would expect this to be the same as on your official documents. If this name is not
the name used on your current passport or travel document, or is spelt differently, you must explain why on page 13)
* ■ ■ ■ 1 1 ' ' i i— i i—i i— i— i—i— |— |—|— |—|— r
H
1.7 Name at birth if different from above. (If the names you have given are different or spelt differently from the name
shown on your passport, please explain why on page 13) ______ — .— .— ,— ,— ,— r

names apart from those mentioned above, please give details here.
1.8 If you are or have ever been known by any name or

1.10 National Insurance Number I | |

1.11 Date of birth r r w " n

D D M M
1.12 Village or town or city of birth Q

1.13 Country of birth I I I I I I

1.14 Sex (Please tick (✓ ) appropriate box) □ □
1.15 Current marital / civil partnership status (Please tick (✓ ) one box only)
Are you: Married? EE In a civil partnership? EE
Divorced? Q Widowed? Q Civil partnership dissolved? Q

Legally separated? E ll Single/Never married? EE

1.16 Present address You must give us any change of address in writing while we are considering this application.

Postcode [

Please state the date that you moved into this address

Work in pairs. Role-play D D M M Y Y Y Y

Contact Details
asking each other questions about D aytim e/m obile tele p h o n e n u m b e r , | | | || || | [ | [ | | | | | [ | | | | |] |

the other information on the form. E ven ing tele p h o n e n u m b e r | | | | | I l II I I I I I I l I I l I l I I I T 1

e-mai,address m i n i m i i 11 n i t r..n i i m m ii i
H O W T O SA Y IT
Asking for help with forms
Excuse me.
Can you help me, please?
R EFLECT...
What does ... mean?
What do I put here? How can the skill of understanding
forms be useful to you in Work and
Can you please tell me w hat... means?
Career and Study and Learning?

Nice to meet you! UNIT 1 17

Language wrap-up
1 VOCABULARY
A Complete these conversations with words in the box. (5 points)
help repeat say slowly spell

1 A: Can you me? This Is very difficult. B: Yes, of course.

2 A: How do you that in English? B: You say, "Excuse me."
3 A: Can you speak more slowly please? B: Yes, I'm sorry.
4 A: How do you spe^ your name? b =It's P-E-N-E-L-O-P-E.
5 A: Sorry, can you repeat that, please? B: Yes. P-E-N-E-L-O-P-E.

B Complete the sentences with the ordinal numbers for the words in parentheses. (5 points)
1 Today is August ^ rc^. (twenty-third)
2 Tomorrow is December . (fourteenth)
4 .L j

3 July In is American Independence Day. (fourth)

4 On January 1st , people in the U.S.A. celebrate New Year's Day. (first)
5 Wednesday is May 2ncl . (second)

8-10 correct: I can ask useful questions and use ordinal numbers.
0-7 correct: Look again at Sections 3 and 7 on pages 11 and 14.
SCORE: /10

2 GRAMMAR
Megan is from the U.S. She is introducing herself to a new friend in Argentina.
Read her email.(0irclg)the correct options. (10 points)

8-10 correct: I can use be in statements and ask wh- questions to get information about people.
0-7 correct: Look again at Sections 4 and 8 on pages 12 and 14.
SCORE: /10
 Language wrap-up
Students can do the Language wrap-up exercises in
class or for homework. If you give them for homework,
remember to check the exercises at the beginning of the
next class, or collect a few to grade and identify any typical
errors.
If you decide to do the exercises in class, you can
approach the wrap-up as a two-step reviewing procedure.
First, ask the students to do the Vocabulary section
individually. When ready, encourage the students to check
their answers carefully, and then put them in pairs to
compare answers and discuss any differences. Self- and
peer-correction are two excellent ways of developing
learner independence and creating a cooperative learning
environment. After completing the Vocabulary section, you
can apply the same procedure to the Grammar section.
At the end of each section, make sure that the students
write their score out of ten. If they have a score lower
than eight, direct them to the appropriate sections of the
unit, and encourage them to read those sections again for
homework. After that, ask the students to complete the
exerdse(s) again at home.
1 Vocabulary
A
Encourage the students to read through both parts of the
conversations before they choose the correct word for
each one.
B
Remind the students that they need to write the digits,
not words, for the numbers in the blanks.
July 4th is an important date in the U.S.A. because it
marks the anniversary of the signing of the Declaration
of Independence by the colonists from Great Britain.
People usually celebrate this day with parades and
fireworks displays in public places.
2 Grammar
• Ask the students to read the entire email first.
• Point out that there may be a few cognates. Check that
they understand the word friend.
• Have the students read the email again and circle the
correct options. Check answers with the class.

Common European Framework: unit map

-* Unit 1 Com petence developed C E F Reference (A1)

Sé 1 Writing can give basic personal information Table 1; Table 2; Section 4.4.1.2;
Section 5.2.1.6
2 Reading can recognize cognates and use them to give basic Table 1; Table 2; Section 4.4.2.2
Sè personal information
3 Vocabulary can request clarification and assistance Table 1; Table 2; Section 4.4.3.1;
Section 5.2.1.1
4 Grammar can use be in statements and questions Table 1; Table 2; Sections 5.2.1.2;
SS 6.4.77; 6.47.8
Sé 5 Pronunciation can understand and say the letters of the alphabet Section 5.2.1.4
6 Speaking can use polite language when requesting factual Table 1; Table 2; Section 4.4.3.1 ;
Sé
information Section 5.2.3.2
ss
7 Vocabulary can understand and use ordinal numbers Section 4.4.3.1
8 Grammar can understand and use information questions with be Table 1; Table 2; Sections 5.2.1.2;
ss 6.4.77; 6.47.8
9 Listening can listen for simple specific information Table 1; Table 2; Section 4.4.2.1;

Nice to meet you! U N IT I T18

 The expression What do you do? is the question to ask what someone's job is. it is a short
version of What do you do for a living?
Unit plan
Unit opener (p. 19)
• OptionaJ downloadable unit opener
1 Vocabulary: occupations (p. 20)
2 Pronunciation: two-syllable nouns (p. 21)
3 Grammar: articles (p. 21)
4 Vocabulary: family members (p. 22)
5 Listening: for specific information (p. 22)
6 Reading: a celebrity biography (p. 23)
7 Writing: understanding the mechanics (p. 23)
8 Grammar: possession (p. 24)
9 Speaking: talking about family (p. 25)
• Optional downloadable Speaking
workshop: talking about family
lifeSkills: categorizing (Work and Career) (p. 26)
• Optional downloadable lifeSkills
lesson (Self and Society)
• Optional downloadable lifeSkills
lesson (Study and Learning)
Language wrap-up (p. 28)
Communicative wrap-up Units 1-2 (p. 130)
Video and downloadable video worksheet
Unit opener
Lead-in
Direct the students' attention to the objectives in the unit
menu and go through the information with them. Explain
that this unit focuses on language to do with family and
occupations, and on the following skills to help them talk
about these topics:
Listening: for specific information
Ask the students what personal information people
give when they give information about themselves.
Elicit examples such as name, date o f birth, nationality,
hometown, likes and dislikes, etc.
Writing: understanding the mechanics
Write a capital "A" and a small "a" on the board. Elicit
capital letter. Ask the students what words begin with
capital letters in their language. Elicit examples (e.g.
names, names o f countries, names o f cities). Highlight any
differences between their language and English (e.g. In
English, words for languages begin with a capital letter, for
example, Spanish, Portuguese, Chinese.).
Reading: a celebrity biography
^ Ask the students if they are interested in the lives of
famous people (e.g. where and when they were born). Ask
10 min. them to look though the unit and find out which famous
people they will read about in this unit.
10 min.
Speaking: talking about family
25 min.
Ask the students to stand up and walk around the class,
15 min. asking the question How many brothers and sisters do you
40 min. have? When they find someone who has the same number
25 min. of brothers and sisters as they do, they should ask how old
30 min. the brothers and sisters are.
30 min. Refer the students to the HfeSkills panel. Tell them that
30 min. the topic of this unit's lifeSkills section is Categorizing. Play
40 min. a game of Categories. One person names a category of
20 min. things (e.g. objects beginning with "c"; animals; countries).
20 min. One by one, in order around the class, everyone then has
to name something in that category (e.g. chair, coffee). If a
student can't think of a word in that category, they are out
45 min.
of the game. The last person in the game is the winner.
45 min.
A
45 min. • Highlight the unit title question and the fact that we use
this question to ask what someone's job is. We use the
15 min word occupation in official forms to ask this question.
20 min. • Ask the students to identify the three famous people
45 min. in the pictures (John Travolta, Beyonce, Woody Allen).
Write the celebrities' names on the board.
• Ask the students to work individually to match the
people to their main occupations. Note that the students
probably know Beyonce as both a singer and an actress.
Remind them to choose each person's main occupation.
• Ask the students to compare their answers in pairs. Then
check the answers with the class. Encourage the students
to make full sentences when giving their answers (e.g.
Beyonce is a singer; Woody Allen is a movie director.).
B
• Tell the students that all three of these people have
another occupation or activity that they do. Ask them
to guess what these occupations could be (e.g. Maybe
Beyonce is an artist.). Listen to their suggestions, and
write any new occupations on the board (e.g. doctor,
teacher, writer).
• Put the students in pairs to do the exercise. You may
need to check the students' understanding of clothing
designer. You could either use an explanation (someone
who has ideas for new or different clothes) or give some
famous examples of clothing designers (e.g. Yves Saint
Laurent, Ralph Lauren, Tommy Hilfiger, etc.).
• When the students finish, check the answers with the class.
UNIT 2
IN THIS UNIT YOU
0 learn language to talk about your A Match these famous
family and occupations people 1-3 to their main
listen to a conversation about profession A-C.
! occupations— listening for specific
information
learn to use punctuation correctly
i in sentences— understanding the
mechanics
read about a famous person's
occupation and family
talk about your family and their
occupations
1 V O C A B U L A R Y : occupations
A Match the occupations to the pictures.
1 G taxi driver 6 A soldier
2 E teacher 7_ F doctor
3 I actor 8_ C engineer
4 ~H firefighter 9 _ ~J lawyer
5 D police officer 10 _ 6 writer

B Which of these occupations are dangerous?

Number the red boxes from 1 (very dangerous) to 10 (not dangerous).

C Q S Work in pairs. Compare your choices. Do you agree or disagree?

A: M y num ber one is ...
B: / agree.

D 0 N ow number the blue boxes from 1 (very interesting) to 10

(not interesting). Then work in pairs and compare your choices.

Lead-in
Elicit any occupations that the students already know
and write them on the board. The students will probably
know some cognates, such as student, doctor, computer
programmer, as well as basic terms, such as teacher.
Culture note
The English word professor is a false cognate in
-i* some languages—in English, a professor works in a
university or college department, and does not work
rrf
in a high school. People who work in schools are
called teachers.
• Draw the students' attention to the pictures and the list
of occupations.
• Ask the students to work individually to match the
occupations to the correct picture. Make sure the
students use the blanks next to the numbers, and not
the check boxes.
• Ask the students to compare their answers in pairs. Then
check the answers with the class.
• Do some choral repetition of the occupations.
• Remind the students that some of the words might be
r-* cognates or loan words, but emphasize that while they
may recognize the meaning of the word, they need to
pay close attention to its pronunciation in English, as it
is likely to be different.
• Check that the students understand the word
dangerous. Give an example of a dangerous activity
(e.g. driving very fast, touching electrical wires). Check
that they understand the idea of ranking items from 1
to 10 (in this case from 1 for very dangerous to 10 for
not dangerous) by asking them to name a profession
they think is very dangerous (1) and one they think is not
dangerous at all (10).
• Ask the students to do the exercise individually. Make
sure they write the numbers in the red boxes only.
• Circulate and monitor, assisting where needed.
c
• Focus on the use of I agree when you have the same
opinion as another person and I disagree when you
have a different opinion. Point out that the stress in
agree is on the second syllable, while the stress in
disagree is on the first syllable: / agree. I disagree. Ask
the students to repeat each phrase chorally with the
correct stress. Encourage them to use these phrases
when comparing their choices.
• Ask one or two pairs of students to model the exercise
(e.g. A: My number four is a teacher. Being a teacher is
dangerous. B: I disagree. I don't think it's dangerous.).
• Ask the students to work in pairs. Circulate and monitor,
assisting where needed. Remind them to use English
and the phrases / agree / / disagree.
• When the students have compared their choices, elicit
some ideas from the class.
• Take a class vote to find out the students' opinions on
the top three most dangerous jobs.
D
• Tell the students that now they are going to give their
opinions on the most (and least) interesting jobs. Make
sure the students understand that this time they should
write the numbers in the blue boxes next to each
picture.
• Give the students time to complete the exercise
individually. Then put them in pairs to compare their
answers again, practicing / agree / I disagree again.
When they finish, elicit some of their ideas. Find out
which occupations they think are very interesting (1) and
which they think are not interesting at all (10).
• Encourage the students to give reasons why they
think the jobs are interesting or not interesting (e.g. A
taxi driver meets lots of people.) To wrap up, ask the
, class to give their opinions of other jobs they think are
interesting.
Extra: occupations race
Put the students in teams. Tell them that they will
have two minutes to think of as many jobs in English
as they can. After one minute, have the groups share
their lists. Teams get one point for each original word
(a word not appearing on another team's list). The
team with the most points wins.
Workbook p. 10, Section
What do you do? UNIT 2 T20
2 Pronunciation: two-syllable
nouns
Lead-in
Write the words English and student on the board. Ask the
students how many syllables each word has (two). Ask the
students to repeat the words chorally, and ask them whether
the stress is on the first or the second syllable in each word
(first).
07 See the Student's Book for the audio script.
Play the audio once, and ask the students to listen only,
with their books closed. Then ask them to tell you which
syllable is stressed in each word (the first).
Ask the students to open their books and draw their
attention to the stressed (underlined) syllables. Then
play the audio again, and ask the students to repeat the
words with the correct stress. Emphasize that the stress
is on the first syllable.
Note that many learners find the pronunciation of lawyer
/'bjar/ challenging. You may need to ask the students to
repeat this word several times.
B
. H 08 See the Student's Book for the audio script.
• Before you ask the students to work in pairs, give them
time to practice saying the words individually.
• Put the students in pairs, and have them take turns
saying the words. Encourage them to listen to their
partner's pronunciation and make sure that the first
syllable is stressed.
• When the students finish, play the audio, and ask them
to repeat the words chorally.
3 Grammar: artic
Lead-in
Ask the students What do I do? They may say *You
are teacher. If they say this, say, I'm a teacher, without
stressing a, and tell them that in English we use the
indefinite article before occupations. Check articles by
gesturing to a book and the board, and saying a book
(indefinite), and the board {definite).
A What does he/she do? Elicit the answers He's a/an ...;
• Give the students time to read the texts individually.
Then elicit the people's jobs from the class. Ask What
does Ed do?, and ask the students to answer with full
sentences (e.g. Ed's/He's a lawyer.).
• Ask individual students What do you do?, and ask them
to respond, making sure they use the indefinite article
(e.g. I'm a doctor, I'm a student, etc.).
NOTICE!
• Check that the students understand the terms
verb, adjective, and noun. Write an example of
each on the board (e.g. speak, big, student). Ask
the students to match the words to the correct
grammatical terms.
• Ask them to circle examples of a, an, and the in
the text.
• Ask them to read the question and choose the
correct answer.
B
Form
• Ask the students to look at the table and give you an
example of each type of article from the text in Ex. A
(zero: musicians; indefinite: a law firm; definite: the
government).
Function
• Ask the students to read the statements. Remind them
that they can refer to the text in Ex. A to find the answers.
• When checking answers, highlight that the indefinite
article a is usually pronounced with the schwa sound /a/.
c
• Draw the students' attention to the Watch out! box
and ask them to identify the error. Emphasize that with
occupations, we always use a or an in English.
• Remind the students that when they see a noun in the
plural form, it will never have the indefinite article a/an.
• Ask the students to do this exercise individually.
• Circulate and monitor, assisting where needed. When
the students finish, ask them to compare answers in
pairs.
• Go through the answers and encourage the students to
say which rule each sentence exemplifies.
D
• Elicit the question we use to ask about someone's job
What does he/she do?, and write it on the board.
• Elicit the affirmative forms of the verb be, and
encourage the students to use them correctly in this
exercise. Remind them of the negative form if they
disagree with their partner.
• Hold up the Student's Book and point to a picture on
p. 20 to use as an example. Ask individual students
She's a/an ...
• Point to' the picture of the actors, and write on the board
What____ do? Ask the students to tell you the missing
words in the question (do, they). Elicit the answer
They're actors from the class.
• Ask the students to ask and answer the questions about
the remaining pictures in pairs. Circulate and monitor,
assisting where needed. Correct any errors with articles.
• Check the answers with the class.
Workbook pp. 10-11, Section
2 two-syllable nouns
A E^07 Listen to the words. Notice that the first syllable in each word
is stressed.
doctor teacher lawyer

B 0 H J 0 8 Work in pairs. Practice saying these words. Make sure you

stress the correct syllable. Listen and check.
singer driver writer actor soldier dancer

3 3RAMMAR: articles I'm John and this is Carol. W e're musicians. I'm a
pianist, and she's a singer. We're in a band called
White Nights. The band is fun, but hard work!
A LANGUAGE IN CONTEXT Read
Our next concert is at the Olympic® Park in Sydney!
these texts. W hat job or jobs does
each person do?

W h a t d o . Q
i y o u d o

Hi. I'm Ed. I'm a lawyer. I work for a law firm.

The law firm is called Accident Lawyers. When
someone has an accident, we help. We also do
a lot of work for the government. I love my job.

B ANALYZE Look at the texts in Exercise A again.

NOTICE!
Form (&irclg)the words a, an, or t h e in the
texts. What words come after them?
zero article (no article)
a) verbs b) adjectives
indefinite article a/an

definite article the

Function Choose the correct option to complete the sentences.

1 We use a before ... 4 We use a the first time we mention something,

r^^sTngular nounsj> b) plural nouns. and th en we use ...
2 W e use an before singular nouns that begin with ... a) an. ( b) th e?)

(^ayvowel so u n d s b) a consonant. 5 W e use ... before a thing, place, or organization

3 We use ... before plural nouns for general reference, when there is only one of them.
a) the CgTno (zero) articT^> a) a (b) The)

C PRACTICE Complete the sentences with a, an, the, or — (no article).

1 Jam es is a soldier. 6 Are you singer?
2 Wayne and Dave are _ .I_ teachers. 7 Richard works in a hospital. What's the
3 I want to be an artist. hospital called?
4 I'm in a band. band is called Love Hurts. 8 Harry's a doctor in t^ie army.
5 Lauren and I are ~ musicians.

D Q j NOW YOU DO IT Work in pairs. Ask and answer questions

WATCH OUT!
My mother is a teacher,
about the people in the pictures in Exercise A on page 20.
(g) My mother is teacher.
A: What d o e s he d o ? B: He's a . . .

W hat do you do? UNIT 2 2l

 □ family members
A Look at this picture. Say what Joshua, Katy, Greg, Lisa, and Bob do.

Joshua Katy Greg Lisa Bob Martha Steve

1 boyfriend 2 brother 3 HWHV dad 6 grandma 7 grandpa

I___ __ I
4 parents

B §||09 Listen to Katy and write the correct word in the box under
each name in Exercise A.

boyfriend brother dad grandma grandpa mom parents

C Ü 10 Listen and match.

1 parents a) sister
2 brother b) girlfriend
3 mom and dad c) grandchildren
4 boyfriend d) children
5 grandparents e) husband
6 wife f) son and daughter

5 for specific information

o Read the task before you listen. Think about what information you need.
For example, is it a name or a place? Listen carefully for this information.

A Read these statements about Rachel.

(0 rcle)the correct type of missing information.
1 Rachel is a teacher . ___________
The missing information is(^eroccupatiop)/ her full name.
2 Her job is very difficult
The missing information is a noun /<|n~adjective^
3 Her day usually starts at eight cTHocfc
The missing information is name /(a^timeh
4 Her husband ¡s a fjrefighter.
The missing information is a place /(¡ffarriily member)

B Q^11 Listen and complete the sentences in

Exercise A with one word.

C 12 Listen to this conversation between

Rachel and a friend. Complete the sentences.
1 Rachel's friend is a lawyer
2 She works in an office
3 She thinks her job is very interesting
4 Her sister is a doctor
Lead-in
Ask the students what words they know for family
members. Write the words on the board, and ask the
students to repeat them. Point out that the stress is on the
first syllable in these words.
A
• Ask the students to work individually and decide what
jobs the five people do.
• Encourage'them to compare their answers in pairs. Then
check the answers with the class.
• Prompt the students to answer with full sentences, and
make sure that they remember to use the indefinite
article before the job.
B • Play the audio once, and ask the students to fill in the
• H 09 Ask the students to work in pairs and predict
which words in the box could match to the people in the
picture.
• Tell the students to listen to the audio and find out if their
guesses are correct. Play the audio once. Check progress,
and play the audio again if necessary.
Audio script
Hi. I'm Katy. I'm a doctor. Greg is my brother. He's a firefighter.
Here are my parents, Lisa and Bob. My mom, Lisa, is a teacher,
and my dad, Bob, is a taxi driver. His mom is Martha. She's my
grandma. And Steve is my grandpa. That's my family! And here
is my boyfriend, Joshua. He's a police officer.
C students know what they are listening for in each case,
10 Before you play the audio, ask the students
to work in pairs to match the words. Make sure the
students understand that they should match the family
words that go together and not look for words that
mean the same thing. Point out the example: parents—
children.
• Play the audio so that the students can check their
predictions. Check the answers with the class.
Audio script
1 Lisa and Bob are my parents. Greg and I are their children.
2 Greg is my brother. I'm his sister.
3 Lisa's my mom, and Bob is my dad. I am their daughter, and
Greg is their son.
4 Joshua is my boyfriend. I am his girlfriend.
5 Martha and Steve are my grandparents. Greg and I are their
grandchildren.
6 Bob is my dad. Lisa is his wife. Bob is her husband.
Workboo
Lead-in
Ask the students to read the information in the skills panel.
Explain that it is important to know exactly what to listen
for and to predict the kind of information we will hear. This
skill is essential for effective listening.
A
• Ask the students to read the sentences and the options
in italics. Make sure that they understand the different
options for each item, particularly the difference
between an adjective (a describing word) and a noun (a
naming word).
• Ask the students to choose their options. Then check
each item with the class, asking the students how they
know what type of information is missing.
B
Ask the students to look at the picture and
try to guess the woman's occupation.
• Tell the students that they will hear the woman, Rachel,
talking about her job.
blanks.
• Check the students' progress, and, if necessary, play the
audio again. Ask the students to compare answers in
pairs. Then check the answers with the class.
Audio script
My name is Rachel Wiseman, and I'm a teacher. I work in a
large high school. My job is very difficult, but I love it. I work
, from Monday to Friday. My day usually starts at eight o'clock.
I leave school at three o'clock, and then I work at home. My
husband has a difficult job, too. He's a firefighter.
12 Go over the questions, and check that the
(a job, a place, an adjective, and a job).
• Play the audio once. Check progress, and, if necessary,
play it again. Ask the students to compare answers in
pairs. Then check the answers with the class.
Audio script_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
R = Rachel, L = Lisa
R Hi, Lisa! How are you?
L I'm great, Rachel. Good to see you!
R You, too! What do you do now?
L Well, I'm a lawyer.
R Wow! Really?
L Yes. I work in an office. It's not far from here.
R Do you like your job?
L It's very interesting.
R And what about your sister, Jane?
L Oh, she's fine. She's a doctor now.
R: Fantastic! Let's meet for coffee some time.
L: Great idea!
¡.• s a
What do you do? UNIT 2 T22

A of their ideas. Find out if any students have parents,
• Read the instructions aloud. Ask the students if they
know any families of actors in their country (families
where father and son, mother and daughter, etc., are all
actors, e.g. Henry Fonda and Jane Fonda, Kirk Douglas
and Michael Douglas).
Alternative
Ask the students if they know any other famous
families (not just acting families) or famous couples,
either in their country or around the world.
B • Ask the students to keep their books closed. Write your
• Tell the students to read the questions carefully first.
Check that they know the meaning of the word award—
there is a picture of one on p. 19, or you can simply give
the example of an Oscar®.
• Highlight the word both in the text—tell the students we
use It to emphasize that two people do the same thing.
• Give the students time to read the text individually, and
encourage them to ask questions about any unfamiliar
vocabulary.
Alternative
Before the students answer the questions, elicit the type
of information they are looking for in each question
(1 a place, 2 a job, 3 the names of awards).
• When the students have found the answers to the
questions, ask them to compare their answers in pairs.
Check the answers with the class.
Extra: reading practice
For extra reading practice, write these questions on
the board: 1 What does Javier Bardem's mother do?
2 What's his uncle's name? 3 Where is Javier famous?
Answers
1 She's an actor.
2 Juan Antonio Bardem
3 In the Spanish-speaking world and the English-
speaking world
Culture note
The Oscars® are also known as the Academy Awards,
The first Oscar ceremony was held in 1929. The
movies Ben Hur, Titanic, and The Lord of the Rings:
The Return of the King hold the record for the most
Oscar awards— 11.
The Golden Globes® started in 1944. Meryl Streep
holds the record for the most Golden Globe awards.
She has won eight Golden Globes.
• Give the students time to read the question and think
about their answers individually.
• Put the students in groups to share their Ideas.
• When the groups finish their discussions, elicit some
grandparents, or other relatives who do the same job.
• Draw the students' attention to the Watch out! box.
Explain that although with most occupations the stress
is on the first syllable, engineer is an exception, and the
stress is on the last syllable.
Lead-in
name on the board with a small first letter instead of a
capital letter. Ask the class what the mistake is. Then ask
them what other types of words need a capital letter.
Elicit examples from them, and write them on the board
(e.g. countries, days of the week, months).
• Ask the students to read the information in the skills
panel. Although capitalization as a concept might be
familiar to your students, it might be used differently in
their language (e.g. in some languages the days of the
week are not capitalized).
• Check that the students understand that each sentence
has one or more mistakes. There might be a capital
letter instead of a lower-case letter, or there might be a
mistake with punctuation.
• Ask the students to do this exercise Individually and
then to compare answers in pairs.
• Ask them which category in the skills panel each
answer belongs to (e.g. Egypt—a country, English—a
language).
B
• Give the students time to read the questions.
• Ask the students to do this exercise individually.
Explain that for item 4, they should give the person's
relationship as well as his or her name. Circulate and
monitor, assisting where needed.
• When they finish, elicit responses from several students.
Extra: homework
Look at Ex. A again. Write five new sentences,
changing the country in item 1, the month in item 2,
the day in item 4, the language in item 5, and the
name in item 6.
6 a celebrity biography
A Many actors come from acting families. Is this true in your country?
B Read this biography. Answer the questions.

SPANISH STAR IN
HOLLYWOOD
Javier Bardem is an actor from Spain. He com es
from an acting family. Some of his relatives are
actors. His mother (Pilar Bardem) is an actor,
and his uncle (Juan Antonio Bardem) was a
movie director. His brother Carlos and his
sister Monica are both actors.
A
Javier is famous in both the Spanish­
speaking world and the English-speaking
world. He has many awards, including an
Oscar® and a Golden G lobe for his role
in No Country for O ld Men.

1 Where is Javier Bardem from? de ,s ^rom Spain.

They are actors.
2 What do his brother and sister do?

3 What awards does Javier Bardem have? He has an ° scar and a Golden Globe award

C H I Work in groups. Do you know people who have

similar occupations to other members of their family?
WATCH OUT!
/ engineer
Think of as many as you can and compare.
djf) engineer
My sister, my dad, and my mom are engineers. W ÊÊSËÊÊÊiÊ ÊKSÊSÊiÊ

understanding the mechanics

Use a capital letter at the beginning of every sentence, and a period (.), exclamation
point (!), or question mark (?) at the end of every sentence. Also use capital letters
for the word /, for the names of people and places, for countries, nationalities, and
languages, and for months and days of the week.

nine mistakes in the sentences below.

0
1 My brother is in gypt. 4 I start my new job on0ednesday.
2 Today is0abruary 14. 5 How do you say this in0aglishQ
3 My sister andQare dentistsQ w old is your brother,0eter?

B Write sentences to answer these questions. Be careful with capital

letters and punctuation.

1 What do you do?

2 What day is it to d ay?______________________ ___ — --------------------

3 What month is it? ............

4 Who is your favorite relative?

What do you do? UNIT 2 23

8 3 R A M M Â R : possession
A LANGUAGE IN CONTEXT Read what this
person says and(0rcIg)T (true) or F (false).

Hi, Ijm Liam. Ii^on’t hav^)any brothers, but I(have)two sisters.

(Themnames areKatelyn and Jodie, and they’re very different!
Katelyn(fia^) brown hair, and(pei)eyes are bnownCjo d ie ^ eyes
are brown, too, but she<3oesn t ha^jbrown hair—(Kers)is
blond. Katelyn's a teacherTand sKe loves her job. Jodie’s a
manager.(^hosg)job is the best?(fclime)is! I’m a singer. I’m in a
band with some friends.(^u^band isn’t famous, and we(^on^
(fiavejmany songs, but who knows? Maybe one day ...
NOTICE!
1 Liam, Katelyn, and Jodie are relatives. (^irclg)all the ways of talking about
2 Katelyn and Jodie do the same job. T /(p) possession that you recognize in the
paragraph. What are they?
B ANALYZE Read the text in Exercise A again.
Form Com plete the tables.
Apostrophe for possession
Singular nouns Regular plural nouns
Add (1) s Add (2) ' after s
e.g. Jodie's eyes e.g. my sisters'jobs (= the jobs o f my sisters)
my sister's job (= the job o f my sister)
Irregular plural nouns
e.g. the children's rooms

Remember that's is also the contraction for is. WATCH OUT! I

Jo d ie 's a manager. = Jo d ie is a manager. NOT A m anager o f Jo d ie e> My sisters are both students.
Katelyn's a teacher. = Katelyn is a teacher. NOT A teacher o f Katelyn {££) My sisters are both student's.

whose
w h o s e + noun + verb
e.g. W hose jo b (3) __!L the b e st?

Possessive pronouns
I you he she we you they

mine yours his Ç8) herS ours yours theirs

e.g.
This is my baa. That is your bag. WATCH OUT!
This is mine. That is yours. ^ That pen is mine.
(££) That pen is my.
Function Match 1-3 and a-c to complete the sentences.
m tm m m m m m m
1 We use's o r ' after a noun to \ ^ a ) instead of a noun to talk about possession.
2 We use possessive pronouns_^S^--b)ask about possession.
3 We use w hose to •— " ^c) say who something belongs to.

C PRACTICE circle)the correct options.

1 M y(parent§j)/ parent's jobs are very interesting.
2 Who /(yyhosgtcell phone is this?
3 Is that(gyanjy Ryans-' laptop on the table?
4 Your book is over therm Thi$ one is my /(mine)
5 The Coen brother's / b ro th e r s )new movie is great.
6 Evan and Bill think our house is like them /(the ins?)
7 Whose(^ rotherJ^)/ is brother named Brian?
8 Those are all my family pictures. Now show me you /(yours.)

Lead-in
Use some classroom objects to highlight possessives as
the language point. For example, This is my desk; This is
Liam's dictionary; This is her pen.
A Explain that in the examples, my bag = mine, and your
• Ask the students to read the statements. Then ask them
to read the text and circle T(true) or F (false).
• Ask them to compare their answers in pairs. Check the
answers with the class.
NOTICE!
• Highlight that there are several ways of expressing
possession.
• Ask the students to circle all the ways of talking
about possession in the text. Note: there are a total
of 13 expressions.
B the answers with the class.
Form
• First, ask the students to complete item 1 and item
2 in the grammar table. As the students are working,
draw the table on the board. When the students have
finished, ask for volunteers to write the correct answers
on the board.
• Have the students look at the first Watch out! box. Tell
them that this is a common mistake in English (often
made by native speakers). Encourage them to be careful
not to use the singular possessive's with plural nouns.
• Highlight that there is a difference in the position of the
apostrophe with singular or plural nouns e.g. sister's or
sisters'.
• Focus on the example of the irregular plural possessive.
Point out that this example is common.
• Read the examples in the language box, and remind the
students th a t's is also the contracted form of is.
• Check that the students understand the meaning of
whose. Use classroom items to illustrate it (e.g. Whose
bag is this? It's Elena's. Whose book is that? It's Tom's.)
Have the students complete item 3 in the grammar
table. Check the answer with the class.
• Make sure the students understand that possessive
pronouns can be used instead of nouns with apostrophe
's, (e.g. That's Suzie's bag. That bag is hers.).
Extra: is or possessive 's
To reinforce the difference between contracted's
and possessive's, write this sentence on the board:
Richard's sister's a student. Ask the students which's is
the contracted form of is and which is the possessive
(the first one is the possessive). Ask them to tell you
what helped them decide.
• Direct the students to the example sentences about
possessive pronouns. Remind the students that they
learned about possessive adjectives in the previous
unit. Point out that in the first sentence, my and your are
possessive adjectives. In the second sentence, mine and
yours are possessive pronouns. Explain that possessive
adjectives are followed by nouns, but that possessive
pronouns substitute for possessive adjective + noun.
bag = yours.
• Point out that his is the only example where the
possessive adjective and the possessive pronoun are
the same.
• Ask the students to complete item 4 and item 5 in the
grammar table.
• Focus on the examples in the second Watch out! box
and highlight that we never use possessive adjectives
after the verb be.
Function
• Ask the students to match the sentence halves to
complete the rules for the functions of the different ways
of expressing possession.
• Ask them to check their answers with a partner. Check
c
• Do the first sentence with the class as an example.
• Ask the students to do the exercise individually.
• Ask the students to compare answers in pairs. Then
check the answers by nominating students to write
their sentences on the board. Ask the class to help you
correct any mistakes on the board.
Extra: grammar practice
Write these fill-in sentences on the board.
1 She_______ have any brothers or sisters.
2 _______ you have a pet?
3 _______ pen is this?
4 That book is yours. This one is _______ .
Ask the students to work in pairs and find words to fill
in the blanks. Check the answers with the class.
Answers
1 doesn't 3 Whose
2 Do 4 mine (his/hers)
What do you do? UNIT 2 T24
• Tell the students to look at the pictures. Put the students
in pairs, and give them time to share any information
they know about the people in the pictures.
• Ask a student to read aloud the example sentences.
• Ask the pairs to make as many sentences as they can
using the possessive forms. Encourage them to write
their sentences.
• Circulate and monitor, making sure that they are using
the possessive forms correctly.
• Invite volunteers to share their sentences with the
class, and correct any errors in the use of the
possessive forms.
Possible answers
Will Smith is an actor. His wife, Jada Pinkett Smith is an
actor, too. They have two children.
Sofia's dad is a movie director. She has two children and
a brother. Her brother's also a movie director.
Owen Wilson is an actor. His brother, Luke, is an actor, too.
Culture note
Will Smith first became famous when he starred in the
TV show The Fresh Prince of Bel-Air. He married Jada
Pinkett Smith in 1997. She has appeared in more than
20 movies, including three Madagascar movies and
Europe's Most Wanted.
Sofia Coppola is an actor and director who won three
Golden Globes and an Oscar for Lost in Translation.
Her father, Francis Ford Coppola, has directed
numerous movies, including The Godfather and
Apocalypse Now.
Owen Wilson has appeared in Shanghai Knights and
Marley & Me. Luke Wilson has appeared in Legally
Blonde and The Wendell Baker Story.
Workbook pp. 12
9 Speaking: talking about
r .i ^ v;
family
A Lauren, or *This is the pen o f Maria in English.
. m 1 3 See the Student's Book for the audio script.
• Ask the students to look at the picture, and tell them
that they are going to hear these two friends talking
about the woman's family.
• Give the students time to read the questions carefully.
• Play the audio once, and check progress. If necessary,
play it again.
• Check the answers with the class.
Alternative
Ask the students to keep their books closed. Write the
two questions for the exercise on the board. Play the
audio once, and ask the students to compare answers
in pairs. Then ask the students to open their books, and
play the audio again so they can check their answers.
Answers
1 She's a teacher.
2 She's a salesperson in a store.
Extra: conversation practice
Ask the students to practice reading the conversation
in pairs. When they are comfortable, have them insert
their own information about their family members.
B
• Draw a simple version of your family tree on the
board. Write the names of your husband/wife, parents,
brothers, sisters, and children, but don't explain their
relationship to you. Ask the students to tell you the
relationships of your family members to you (e.g.
Teacher: Who is Francisco? Student: He is your father.
Teacher: OK, then who is Patricia? Student: Patricia is
your mother, etc.). As the students give you the correct
answers, write the family vocabulary under the names.
• Ask the students to draw their own family tree on
a sheet of paper, but only writing the names, not
the relationships.
• Ask them to work in pairs and ask and answer questions
in the same way (Who is Luisa?, etc.).
c
• Ask the students to work in the same pairs. Point out the
model conversation, and give a few more examples by
asking questions (e.g. What's your brother's name? What
does he do?).
• When the pairs finish, invite several students to tell
you something about their partner's family (e.g. Maria's
father is a doctor.). Correct any errors in the use of
possessives and the indefinite article.
• Draw the students' attention to the Watch out! box.
Emphasize that we do not say, *This is the sister of
Workbook
p. 14, Read and write
p. 15, Down time
a-
 D q | NOW YOU DO IT Say what you know about these people. Say what
their relatives do. Work in pairs.

9 SPEAKING: talking about family

A afl 13 Listen to the conversation below.
Answer the questions.
Sam: So, tell me about your family.
Lauren: Well, my brother James is a mechanic.
Sam: And your sister?
Lauren: Nicole's a teacher.
Sam Are they married?
Lauren: Yes, my brother's wife is a taxi driver, and
Nicole's husband is a police officer.
Sam: What about your parents?
Lauren: Mom's a salesperson in a store, and
a lawyer. What about your family?
*4 1 What does Lauren's sister do?

2 What does her mom do?

B Draw your family tree in your

notebook.

C jH Work in pairs. Ask and

answer questions about your
relatives and their occupations.
A: W h a t d o e s y o u r m o m d o ?
B: S h e 's a . ..

What do you do? UNIT 2 25

 lifeSkills
CATEGORIZING
• Understand the purpose of categorizing.
• C ateg o rize the items using relevant characteristics.
• Use the information to make a decision.

A Look at the website on the next page. W ho is it for? Choose the correct option.
This website is for people who ...
CaTwant to find their ideal joE^ b) want to find someone to do a job.

B ¡{| Work in pairs. Write these careers in the different categories below. Each career
can be in more than one category.

creative jobs:

well-paid jobs:

office jobs:

jobs working with others:

jobs requiring a physical skill:

jobs working from home:

 B
ifeSkills: categorizing • Ask the students to look at the pictures. Say the names
Step 1 Understand the purpose of categorizing. (Ex. A) of the careers, and ask the students to repeat them
Step 2 Categorize the items using relevant chorally. Explain any unfamiliar vocabulary.
characteristics. (Ex. B) • Ask the students to look at the six different categories
Step 3 Use the information to make a decision. (E-x. B, below the pictures. Make sure they understand well-
Ex. C, Ex. D) paid jobs (jobs where you earn a lot of money) and
office job (in a building). Point out that all of the careers
Lead-in
in the pictures can be in more than one category.
• Read the target skill aloud and highlight the three-step • Put the students in pairs, and give them time to
strategy to develop the skill. Check that the students categorize the careers.
understand all the vocabulary. • When the pairs finish, have them join another pair and
• Relate each exercise in this lifeSkills section to the compare their answers, discussing their choices.
relevant stage in the three-step strategy before you ask • Elicit some ideas for each category from the class. Find
the students to begin the exercise (e.g. T h e p u r p o s e o f out which jobs the students think are well paid, for
this e x e rc ise is to c a te g o riz e item s. This is S te p 2 in th e example, and which jobs they think are not so well paid.
th re e -ste p strategy.).
• Ask the students what ca te g o rizin g means (grouping Possible answers
people or things according to their qualities). Emphasize
creative jobs: architect, designer, journalist
that items in a group share the same or similar qualities.
well-paid jobs: architect, software engineer, sales
• Point out that categorizing can help us learn more
manager, designer
effectively and do things more quickly. A lot of the time
office jobs: architect, software engineer, sales manager
we categorize subconsciously, but doing it consciously
jobs working with others: all of them
can help us use information to make decisions.
jobs requiring a physical skill: architect, designer,
• Ask the students when they might have to categorize
mechanic
in the Work and Career domain. Elicit examples (e.g.
jobs working from home: designer, journalist
prioritizing tasks at w ork and m aking d ecisio n s).
• Write three very different jobs from this unit on the
board (e.g. taxi driver, writer, d o cto r). Ask the students
to tell you some differences between them. For Extra: categorizing jobs
example, a doctor works with sick people in a hospital, a
Ask the students to work in pairs and think of other
taxi driver works in a car, a writer works at home, etc.
jobs that could go in each of these categories. Ask
them to think about which category their job, or their
A family members' and friends' jobs, fit into. Listen to
• Read the instructions aloud. Make sure the students their ideas as a class.
understand the question.
• Invite a student to read aloud the partial sentence and
the two options.
• Check that the students understand the word c a re e r —a
job or occupation that you have for many years (e.g.
T ea ch ing is m y career.).
• Explain that ideal c a re e r means th e p e r f e c t jo b fo r yo u .
• Encourage the students to study the website on the
next page carefully, and choose an answer.
• Check the answer with the class. Ask the students what
helped them make their choice (e.g. the expressions
d re a m ca re e rs q u e stio n n a ire , ideal career).

What do you do? UNIT 2 T26

 s

c
• Ask the students to look at the questionnaire. Go over Extra: jobs and personalities
the meaning of the words ideal, d re a m , and p e rfe ct.
Elicit the personality traits that are used in the
• Give the students time to read the questionnaire.
questionnaire (carefu l, in d e p e n d e n t, hard-w orking,
Explain that they can choose more than one answer to
crea tive, p a tie n t ). Have the class brainstorm more
each question.
personality words they know. Then have them look
• Note that some of the words in the questionnaire might
at the jobs presented in the unit and discuss which
be cognates, so the students will be able to understand
personality traits are required for each job.
them. Be ready to explain the words a lo n e (just you), jo b
se cu rity (the knowledge that your job is permanent as
long as you want it to be), in d e p e n d e n t (not depènding
on other people), h ard-w orking (someone who puts a lot
$ 5 1 REFLECT 7
of effort intô their work), p a tie n t (the opposite of a n gry
• Ask the students to read the Reflect question.
a n d u p se t —calm), and d e s c r ib e (give details about what
• Give themsome time to think about different situations —
someone or something is like).
in the domains of Self and Society and Study and
• Circulate and monitor, assisting where needed. Answer
Learning where the skill of C a te g o rizin g would be
any questions about vocabulary.
useful. *”
• Elicit the following ideas: organizing chores, choosing
D
a vacation destination; organizing how to study for an
• Put the students in pairs. exam, etc. —
• Make sure the students understand that they need
to choose a career for their partner, according to the
answers their partner gave in the questionnaire.

E
• Read the instructions to the class, and give the students
a few minutes to think about reasons for their choice of
perfect job for their partner in Ex. D.
• Write a few phrases on the board to help the students
do the exercise (e.g. A g o o d jo b fo r A n d y is a p ilo t
b e c a u s e he's I think an a rch ite ct is a p e r fe c t c a re e r for
Sarah b e c a u s e sh e's ...)
• Invite volunteers to tell the class which job they chose
for their partner. Make sure they give reasons why they
chose that job.

0
D Q3 Work in pairs. Compare your answers, and complete the sentence below for your
partner. Use the jobs in Exercise B and the rest of this unit to help you.

My p a r t n e r 's p e r f e c t f o r a c a r e e r a s a /a n . ..

R EFLECT ...
E Tell your classmates about your career
recommendation for your partner. How can the skill of categorizing be
useful to you in Self and Society and
A n n a is p e r f e c t f o r a c a r e e r a s a /a n ... Study and Learning?

What do you do? UNIT 2 27

 o Mir

1 VOCABULARY
Look at Mark’s family tree. Then complete
these sentences with one word. There are
three jobs and eight family words. (10 points)
1 Edward and Irene are Mark's parents
2 Edward is Mark's dad/father
3 Irene Is Mark's mom and Edward's wife

4 Mary and Jessica are Mark's

5 Jeff Is his brother
6 Mark is a soldier
7 Jessica Is a police officer

8 Sarah Is Mary's daughter She's four years old.

9 George and Betty are Mark's grandparents
10 George is a taxi briver

Sarah

8-10 correct: I can talk about occupations and family members.

0-7 correct: Look again at Sections 1 and 4 on pages 20 and 22.
SCORE: /10

2 ( SP1
A Read these facts about famous people and their families. Complete the sentences with
a, an, the, or - (no article). (5 points)
Julio Igleslas Is (1) a famous singer. His sons, Enrique and Julio Iglesias, Jr., are (2) - singers, too.
Michael Douglas's wife, Catherlne-Zeta Jones, Is (3) an actor. Michael's father, Kirk Douglas, is also (4) an
actor. He was a sailor In (5) tbe navy, too!

B (0lrcl§)the correct word or phrase to complete each sentence. (5 points)

1 W h o /{ffihosg)daughter |s Stella McCartney?
2 Martin Sheen's sons are actors, but most of them use a different last name from( ^ y th e irs .
3 G e o r g e (^Fooney^)/ C l o o n e y s ' father is a famous TV host and writer.
4 Madonna's name Is Italian, like my /(mine)
5 Ben Affleck's(^b//dren^y c h i ld r e n s ' names are Violet, Seraphlna, and Samuel.

8-10 correct: I can use articles and different ways of talking about possession to discuss occupations and families.
0-7 correct: Look again at Sections 3 and 8 on pages 21 and 24.
SCORE: /10

©
Language wrap-up 1 Vocabulary
Students can do the Language wrap-up exercises in Make sure the students understand they need to refer to
class or for homework. If you give them for homework, the family tree to answer the questions.
remember to check the exercises at the beginning of the 2 Grammar
next class, or collect a few to grade and identify any typical
errors. A
Make sure the students understand that not all the blanks
If you decide to do the exercises in class, you can
need an article. If no article is needed, they write a
approach the wrap-up as a two-step reviewing procedure.
dash (-).
First, ask the students to do the Vocabulary section
individually. When ready, encourage the students to check
B
their answers carefully, and then put them in pairs to
compare answers and discuss any differences. Self- and Encourage the students to read the sentences carefully
peer-correction are two excellent ways of developing before they choose their answers.
learner independence and creating a cooperative learning
environment. After completing the Vocabulary section, you Refer to the Communicative wrap-ups on pp. 130-
can apply the same procedure to the Grammar section. 131 of the Student's Book for more activities.
At the end of each section, make sure that the students
write their score out often. If they have a score lower
than eight, direct them to the appropriate sections of the
unit, and encourage them to read those sections again for
homework. After that, ask the students to complete the
exercise(s) again at home.

Common European Framework: unit map l* * 3 l

Unit 2 Com petence developed C E F Reference (A1)

1 Vocabulary can talk about occupations Table 1; Table 2; Section 4.4.3.1 ;

Section 6.4.7.1
2 Pronunciation can correctly stress occupations Section 5.2.1.4
3 Grammar can use definite, Indefinite, and zero articles Table 1; Table 2; Sections 5.2.1.2;
6.4.7.7; 6.4.7.8
4 Vocabulary can talk about family members Table 1; Table 2; Section 4.4.1.1;
Section 6.4.7.1
5 Listening can anticipate and listen for specific Information Table 1; Table 2; Section 4.4.2.1
6 Reading can understand and respond to a simple biography Table 1; Table 2; Section 4.4.3.1;
7 Writing can use correct punctuation Table 2; Section 4.4.1.2;
Sections 5.2.1.5; 6.4.7.10
8 Grammar can understand and use possessive pronouns Table 1; Table 2; Sections 5.2.1.2;
6.47.7; 6.47.8
9 Speaking can talk about family members and their occupations Table 1; Table 2; Section 4.4.1.1
 The expression down time (stress on down) means the same as free time or leisure time—time
when you are not working or studying. Explain to the students that down time is time for fun and
relaxation (e.g. meeting your friends, reading books, watching TV, or going to the movies).

Listening: to a radio show

Unit plan
Unit opener
■5S
(p. 29) 10 min.
Ask the students if they often listen to the radio. What
shows do they listen to? Do they listen to discussion
shows?
Writing: about yourself and your interests
• Optional downloadable unit opener 10 min.
Ask the students to work individually and think of three
1 Grammar: simple present—statements (p. 30) 40 min. adjectives that describe them. Listen to their ideas with the
and yes/n o questions whole class. Then ask them to look through the unit and
2 Pronunciation: third person -s (p. 31) 15 min. find out what adjectives for describing people are in this
3 Reading: recognizing cognates 'Q (p. 31) 30 min. unit.
4 Listening: to a radio show (p. 32) 30 min. Refer the students to the lifeSkills panel. Tell them that
5 Vocabulary: free-time activities (p- 32) 25 min. the topic of this unit's lifeSkills section is U n d e rsta n d in g
6 Grammar: simple present— (p. 33) 40 min. y o u r learning style. Ask them to work in pairs and tell their
information questions partner how they learn something new, such as a new skill
7 Speaking: asking for opinions (p. 34) 20 min. or a new word. Listen to their ideas as a class.
8 Vocabulary: personality adjectives (p. 34) 25 min.
9 Writing: about yourself and 20 min.
A
(p. 35)
• Write on the board Tod a y is ... Ask the students to tell
your interests
you which day of the week it is. Then write a day of the
• Optional downloadable Writing 20 min.
week on the board (e.g. Thursday). Ask the students to
workshop: a personal description work in pairs and write the other days of the week. Ask
lifeSkills: understanding your learning (p. 36) 45 min. students to come to the board one-by-one and each
style (Study and Learning) write another day of the week. Have the class check that
• Optional downloadable unit opener 45 min. the days are in the correct order and that they have the
(Work and Career) correct spelling. Elicit the correct spelling of any words
• Optional downloadable unit opener 45 min. spelled incorrectly.
(Self and Society)
Language wrap-up (p. 38) 15 min.
‘ Alternative
Video and downloadable video worksheet 45 min.
Produce anagrams to review the spelling of the days
of the week (e.g. y o m a d n for M o n d a y). Prepare these
beforehand, making sure you include all the letters,
and ask the students to unscramble the letters to form
the words.

• Ask the students to do the exercise individually. Tell

Lead-in
Direct the students' attention to the objectives in the unit
menu and go through the information with them. Explain
that this unit focuses on how to talk about habits and
free-time activities, and on the following skills which will
help them do this:
Reading skills: recognizing cognates
Elicit, or remind students of, some English words that may
be the same in their language (e.g. tax/, h o tel, co m p u ter).
Encourage them to look through the unit and find other
English words that are the same in their language or
similar to words in their language.
Speaking: asking for opinions
Ask the students whose opinion they listen to before they
buy a book or watch a movie. Elicit some possible answers
(e.g. frien ds, p a re n ts, b ro th e rs, sisters, ete.).
them to check the times in the organizer when they are
free.
• When the students finish, ask them to compare their
schedules in pairs. Have them look at the example
conversation. Explain that they should use these
expressions as they compare their schedules. Have the
students repeat the conversation after you before they
talk to their partners. Suggest that pairs find out if they
have the same periods of free time or if their free times
are different. On which day of the week do they have
the most down time?
• Ask the students to name the activities the people in
the pictures do in their down time. Elicit a few more
examples of down-time activities (e.g. w atch D V D s, play
so c c e r, re a d b ook s).
 UNIT 3
IN THIS UNIT YOU
O learn language to talk about
habits and free-time activities
read an article about celebrity MON TUE WED THU FRI SAT SUN
% hobbies— recognizing cognates 6am
7am
ask about people's opinions— 8am

% using polite language 9am

10am

o listen to a radio show about a

free-time activity
11am
12pm
1pm

o write about yourself and your

free-time activities
2pm

4pm
5pm
► watch a video about different
6pm
free-time activities 7pm
8pm
9pm
10pm
11pm

A ^ For each day, check (/) the times when you are
free. With a partner, compare your routines. W ho has
more free time?
A: Are you fre e o n M o n d a y m o rn in g ?
B: N o , I'm n o t.
A: W h a t a b o u t M o n d a y e v e n i n g ?
B: Y e s , I'm f r e e t h e n .
A: G r e a t , w h a t t i m e ?
B: At a b o u t seven .

LIFE Learn to u nd erstan d your

learning style
SKILLS
STUDY &
* LEARNING
Down time UNIT 3 29
1 GRAMMAR: simple present— statements and yes/n o questions
A ^14 LANGUAGE IN CONTEXT Listen to the
conversation below. W hat does May’s brother buy?
Jake: Wow! Your brother has a lot of albums on his computer.
May: Yes, he does. He goes online and buys MP3s. He buys
a new album every week! My sister likes music, too, but
she doesn't buy MP3s. She buys CD s. She has hundreds.
W hat about your sister? Does she like music?
Jake: No, she doesn't really like music, but she loves movies.
She often watches movies online. I prefer music though.
W hat about you?
May: Yes, me too.
Jake: Do you like this song?
May: Yes, I do.
Jake: Me, too! Let's listen to it! NOTICE!
1 Underline all verbs in the conversation in
the simple present. How many are there?
B ANALYZE Read the conversation in Exercise A 2 Is the conversation about general facts and
again. habits or only about the present situation?

Form Com plete the table below.

Affirmative Negative Y es/N o questions Short answers

l/You/We/They buy CDs. I/You/We/They don't buy (3) 9 ° l/you/we/they Yes, l/you/we/they
CDs. buy CDs? (4) .
He/She (1) CDs. He/She (2) ^2SEHlbuy CDs. Does he/she buy CDs? Yes, he/she/it does.
They sound great. They don't sound great. Do they sound great? No, he/she/it doesn't.

Spelling rules
WATCH OUT!
We add -s to the form of the verb used with he, she, or it (e.g. lik es). Also: Do you like music?
Yes, I do.,
With verbs ending in ... we ...
(5?) Do you like music?
consonant + y, (e.g. stu d y), replace y with -ies, (e.g. stu d ie s) Yes, I like.
s, sh, ch, x, z, o, (e.g. w atch, fix, m iss, go), add -es, (e.g. w a tc h e s , fixes, m isse s, g o e s )

Function Choose the correct options. WATCH OUT!

W e use the simple present to talk about: 0 He likes music.
(ffgeneral facts?) < cffeelings and state|> (¿ ) He like music.
tothings happening right now. c^afroutines and KaBiTS^

C PRACTICE Complete these sentences D QU NOW YOU DO IT Work in pairs. Ask

with the correct form of the verbs in and answer questions about these things.
parentheses.
a car hip-hop stamps the piano
1 Charlie ^ es- (like) jazz music.
A: Do you lis te n t o h i p - h o p ? .
2 My brother and I £°^ect (c o l l e c t ) stamps.
B: Yes, / do. H o w a b o u t y o u ?
3 Alison % s (fly) planes on the weekend.
A: N o , I d o n 't .
4 My brother watc^es. (w a tc h ) a lot of sports on TV.
5 Do.. Sara and Kathy ^st£n (liste n ) to hip-hop?
Bl
6 Olivia teaches (teach) piano in her free time.
Asking about habits
7 Does... Richard -E!EL (play) the guitar? Do y o u listen to ... ? Do y o u p la y ... ?
8 My sister , d °,e s n .t (n o t buy) a lot of music. D o y o u c o l l e c t ... ? D o y o u d riv e ... ?
buy

Lead-in
Ask the students one or two basic questions in the simple
present (e.g. D o y o u like m u s ic ? D o y o u b u y C D s?). Elicit
responses (yes or no) from a few students.
14 See the Student's Book for the audio script.
Tell the students to look at the picture. Elicit what they
think the man and the woman are talking about (e.g.
T h e y are lookin g at p ic tu re s a n d talking a b o u t th e m ;
a w e b site , etc.).
T h e y are lo o k in g at a p r o d u c t on
Read the instructions aloud to the class. Make sure the
■4
students understand the verb buy. Play the audio once.
If the students cannot answer the question correctly,
play the audio again. Elicit the answer from the class.
x*
Answer
He buys MP3s online; he buys a new album every week.
NOTICE!
1 Explain that the students should underline all the
verbs in the conversation in the simple present. After
they underline the verbs, elicit how many instances of
the simple present there are in the conversation.
2 Have the students look at the conversation again to
find out whether it is about general facts and habits,
or only about the present situation.
Answers
1 20
2 It is about general facts and habits.
B to th e radio. Memorizing chunks of language will help
Form
• First, ask the students to look carefully at the grammar
table and notice where they have to fill in the
information. Tell them to use the conversation in Ex. A
to help them.
• Ask the students to do the exercise individually and
then to compare their answers in pairs.
• Highlight the contracted forms of the auxiliary verbs
d o n 't (d o not) and d o e s n 't (d o e s not) and the fact that
we use the contracted forms in speaking and the full
forms in formal writing. Ask the students to repeat these
forms chorally, and then individually.
• Ask the students to look at the first Watch out! box.
Point out that we never use the main verb in short
answers. Then draw the students' attention to the
second Watch out! box. Emphasize that this is the only
change to the verb in thesimple present-.
* \i
• Have the students look at the spelling rules in the
language box. Point out how the spelling changes in
stu d y —stu d ie s, and explain that this is triggered by the
consonant preceding -y. Elicit other verbs which end
in -y (e.g. marry, carry, try). Contrast with verbs ending
in vowel + -y, where there is no spelling change (e.g.
b u y —buys, say—says).
• Point out the irregular form of h a ve — has.
Function
• Ask the students to look at the four different options
and check the correct functions for the simple present.
• Tell the students that they should check more than one
option.
c
• Ask the students to do the exercise individually and
then to compare their answers in pairs, discussing any
differences. Be prepared to answer any vocabulary
questions (e.g. c o lle c t sta m p s = to g e t a n d k e e p sta m p s
as a hobby).
Extra: grammar practice
Do this exercise in the same way as Ex. C.
1 My father_______ the car every Saturday, (wash)
2 My sister is a teacher. S h e_______French, (teach)
3 _______Suzie and Carla________rock music? (like)
4 _______ Peter______ to the radio? (listen)
Answers
1 washes 3 Do, like
2 teaches 4 Does, listen
Extra: vocabulary notebooks
Encourage the students to record phrases rather than
single words in their notebooks. For example, if they
write listen, they should write listen to m u sic or listen
them use new vocabulary correctly in context.
• First, ask the students to look at the How to say it box.
Remind them to use these questions when doing the
exercise. Tell them that H o w a b o u t y o u ? means A n d
you?
• Direct the students' attention to the example
conversation and remind them that the main verb is not
repeated in short answers Yes, / d o and N o , I don 't.
• Elicit the verbs the students could use with the four
phrases (e.g. listen to with h ip -h o p , c o lle c t with sta m p s,
d rive with a car, p la y with th e piano).
• Put the students in pairs to do the exercise.
• When the students finish, elicit some questions and
answers from several pairs. Correct any errors in
question formation and short answers.
Workbook p. 16, Section l
Down time UNIT 3 T30

2 Pronunciation: third person -s
A (ce le b rity is likely to be a cognate).
. H 15 See the Student's Book for the audio script.
• Ask the students to listen for the three different ways the
third person ending is pronounced. Play the audio at least
twice, so that the students can clearly hear the difference.
• Explain that this difference in the final sound depends
on the sound before the -s ending in the base form of
the verb. If it is voiceless (e.g. /k/ in like), the -s ending is
pronounced /s/. If it is voiced (e.g. /n/ in listen), or it is a
vowel sound (e.g. play), the -s ending is pronounced Izl.
• Highlight the difference between the voiceless /s/ and
the voiced /z/. Ask the students to put their fingers in
their ears and repeat the two sounds one after another
several times. They should be able to hear the difference
clearly. Write likes and listens on the board. Ask the
students to work briefly in pairs and say the two words to
each other several times. Ask them which one ends in an
Isl sound (likes) and which in a Izl sound (listens).
• Focus on the /iz/ ending and point out the fact that this
ending occurs after verbs that end in a Isl, ///, /tf/, /CJ3/,
/ks/, ox Izl sound (e.g. p ra ctice , w ash, w atch, ju d g e ,
relax, clo se). Encourage the students to reproduce the
words themselves, and ask them to repeat the words
first chorally, and then practice them individually.
• For additional practice, drill the third person ending by
saying the verbs and asking the students to produce the
correct ending.
B
B y 16 See the Student's Book for the audio script.
Ask the students to read the sentences individually first.
Then put them in pairs, and have them take turns saying
the sentences.
When the pairs finish, play the audio so that the
students can check their pronunciation of the words. Ask
them to practice saying the sentences again.
Ask them to tell you how the third person ending in each
sentence is pronounced (1 Izl 2 /iz/ 3 Isl 4 hzl).
3 Reading: recognizing
cognates ^______________
Lead-in
• Prepare a few long English words that may be cognates
in the students' languages (e.g. te le v isio n , in terestin g,
prog ra m ). Write these on the board. Ask the students if
they recognize these words (or parts of them). Remind
them that some English words may be similar to words
in their language, and that they practiced recognizing
cognates on p. 10.
• Read the information in the skills panel aloud to the class.
• Emphasize that sometimes long words in English can be
cognates, and students might be able to recognize at least
parts of the word. This is particularly useful when reading.
A
• Ask the students to read the title of the text and try to
find a word that is similar to one in their own language
• Ask the students to complete the exercise by circling
or underlining words they recognize. When they have
finished, check their answers with the class.
• Highlight any significant differences in the
pronunciation of cognates (e.g. in the words co n d itio n
and e d itio n , the stress is on the second syllable, not the
final syllable in English). A useful pronunciation rule to
tell the students is that whenever there is a word ending
in -tion, the syllable just before it is stressed.
Possible answers
celebrities, actor, computers, machines, movie, director,
television, shows, condition, theme, example, action,
superhero, online, characters, groups, practice, similar
Culture note
Tom Hanks is an American actor, writer, and director.
He has appeared in numerous movies, including
A p o llo 13, T h e G re e n M ile, and F o rre s t G u m p .
Quentin Tarantino is an American film director
and actor. He became famous with his cult movies
R e se rv o ir D o g s and Pulp Fiction.
Mila Kunis is a Ukrainian-born American actress. She
is the voice of Meg in the TV series Fam ily Guy. Her
movies include Ted and Black Sw an.
• Ask the students to do this exercise individually and
then to compare their answers in pairs. Encourage them
to discuss any different answers they have and decide
with their partner which one is correct.
• Check the answers with the class. Ask them to explain
how the pictures helped them to make their choices
(e.g. Picture A sh o w s an o ld b o a rd g a m e , etc.).
Extra: reading practice
Explain to the students that they will practice an
important reading skill, scanning. Explain that scanning
is fast reading to find specific information. Write the
following questions on the board and elicit the kind of
information in each question the students should scan for
(1 $25, $ 5 0 0 2 the w ord "typewriter" 3 board g a m es
4 the nam e o f a g a m e starting with a capital letter). Have
the students scan the text for the answers.
1 What costs between $25 and $500?
2 Who might have an antique typewriter in the attic?
3 Where are Tarantino's board games from?
4 What online video game does Mila Kunis play?
Answers
1 very old typewriters 3 TV shows
2 your family 4 World of Warcraft
2 third person -s
A 15 Listen to the verbs. Notice that the third person -s endings
are pronounced differently.
1 /z/ listens does plays
2 /s/ wants likes collects
3 /iz/ watches practices relaxes

B H ] 16 Work in pairs. Practice saying these sentences.

Listen and check.
1 My dad listens to the radio every morning.
2 Jason practices the piano after school.

3 Mom likes walking the dog.

4 Our class sometimes watches English movies.

3 recognizing cognates Page io Q

In English, long words that look difficult are often cognates in other languages.
Look at long words carefully. You can often understand what the word means even
if you recognize only part of it.

A Q§ Read this text. Find all the words that are similar to words in your
language. Compare the words you find with a partner.

D O YOU W A N T A
Celebrities have free time—and they
Cl□ L □ B □ Mr□ Y have money! So what hobbies do they
■ h |□ Bl□ Y □ ■ have, and can you do the same thing?

A ctor B Match each celebrity to the

Tom H anks correct picture.
collects old typewriters! 1 Tom Hanks
Maybe you like new computers, but Hanks 2 Quentin Tarantino '
likes old machines. Does your family have a
3 Mila Kums v id t S t e
typewriter in the attic? Very old typewriters in
good condition cost about $25-$500. Maybe
you can sell your typewriter to Tom Hanks!

M ovie director
Q u e n tin T a ra n tin o
has a collection of old board games and toys from
television shows!
The value of a board gam e in perfect condition is
$5-$50 or more. Like Tarantino, try to select a theme.
For example, Tarantino likes games and toys from action
movies and superhero television shows.

A ctor
M ila K u n is
plays the online video game World of Warcraft!
In this game, you find and destroy your enemies.
Characters in the Warcraft universe work in groups or
as individuals. It's a very complicated game and it can
continue for a long time. It’s important to practice playing
similar video games before you play Warcraft.

Down time u n it 3 31
 4 to a radio show
A El] 17 Listen to the discussion. (^ircle)the
correct person for each sentence.
1(^ p g e tic ÿ ) / T y le r likes sports games.
2 A n g e lic a /Qy/ej)prefers action gam es.
3 A n g e lic a /(J ÿ l e ?)doesn't like puzzle games.

B |J§ Work in groups. Discuss the questions.

50 ◄— Do you play video games

L
I
W hat video games do you play? W hat other games do you play?
What's your favorite game? Why? Do you watch or play sports?
W hat video games don't you like? What's your favorite sport? Why?

5 free-time activities
A Check (/) the free-time activities you do once a week or more.
How much time do you spend on each one in a typical week?

□ play sports hours □ see friends hours □ go bowling hours

□ work out hours play video games hours □ go to the movies hours

B B I Work in pairs. Compare your free-time activities. W ho prefers

doing things with other people? W ho prefers doing things alone?
I liste n to m u s ic fo r a b o u t fiv e h o u rs a w e e k .

0
4 L is t e n in g : to a r a d io show
Lead-in
Ask the students D o y o u listen to th e ra d io ? Ask them
what shows they listen to (e.g. news, music, sports, etc.).
A w atch TV, I w atch m o v ie s, I re a d b o o k s.). Tell them how
• H 17 Tell the students to read the sentences
silently. Emphasize that they need to choose A n g e lic a or
Tyler in each case.
• Play the audio once, and check the students' progress. If
necessary, play the audio again.
• Ask the students to compare answers in pairs. Check the
answers with the class.
Audio script_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
B = Brandon, A = Angelica, T = Tyler
B: Hello, I'm Brandon. Welcome to Gaming World, the
show that's all about video games. This week, I have
Angelica and Tyler with me.
ATT: Hi.
B: Now, Angelica, what games do you like?
A: Well, I play soccer and tennis games.
B: And you, Tyler?
T: I prefer games with more action. I don't really play
sports or puzzle games.
B: So what do you think of this week's game,
Automania?
T: I play a lot of driving games, and this one is very
good. It has a lot of action, and the story is great.
B: And how about you, Angelica? Do you feel the same
as Tyler?
A: Yes, well, I don't play driving games, but this game
has a lot of action, and I like the story.
B: OK, thank you both very much for your opinions.
B
• Make sure the students understand the question D o you
p la y v id e o g a m e s ?
• Ask the students to look at the diagram and think about
their answers to the questions. Give them time to write
their favorite games and sports, any other games they
play, etc.
• Put the students in groups to complete the task.
Monitor while the students are working, and check that
all the students have a chance to ask and answer the
questions.
• Elicit some ideas from the class. Ask the students to
report back on the other members of their group (e.g.
Tom d o e s n 't like sp o rts g a m e s, H e le n likes p u zzle
g a m e s, J a d e plays b a sketball, etc). Correct any errors in
the pronunciation of the third person singular endings.
5 Vocabulary: free-time
activities
Lead-in
,
Tell the students what you do in your free time (e.g. I
often you do these things (e.g. / w atch T V e v e ry day, I
w atch a m o v ie o n c e a w eek.). Check that the students
know the meaning of the expression once a w e e k (one
time a week).
A
• Check that the students understand all the vocabulary in
this exercise before they start. Most words will be clear
from the pictures, but you may need to check w ork o u t
(exercise to keep fit).
• Make sure the students understand that they have to do
two things. First, they check the activities, and then they
write the number of hours they spend on each one.
Alternative
If you have a monolingual class, ask the students to
teach each other the vocabulary before they begin
the exercise. Before class, make cards with the free­
time activity written in English on the front and the
translation of the word on the back. Hand out one or
two cards to each student and explain that they have
to teach their words to their classmates. Check that
the students know how to pronounce the words on
the cards. The students then circulate, teaching each
other the new words. Write some helpful prompts on
the board (e.g. You d o this o u ts id e / in sid e / at h o m e /
with frien ds / a lo n e. You n e e d a ball / a c o m p u te r ...).
Encourage the students to try to explain the words.
Then they can use the translation to confirm.
B
• Read the instructions aloud to the class. Model the
exercise with a student by asking W hat d o y o u like to d o
in y o u r free tim e ? Then share the activities from Ex. A
that you like to do.
• Put the students in pairs to complete the exercise.
Encourage them to group the free-time activities they
do into two categories: d o in g th in g s a lo n e , and d o in g
th in g s with o th e r p e o p le .
• When the students have compared their free-time
activities in pairs and have discussed whether they
prefer to do things alone or with other people, ask
several students to tell you about their partner (e.g.
A d a m p la y s v id e o g a m e s e v e ry d a y with his frien ds. H e
plays fo r 2 0 h o u rs a w eek . H e p re fe rs d o in g thing s with
o t h e r p e o p le .). This will give the students practice using
the third person singular form of the simple present.
Encourage them, and praise their efforts.
Workbook p. 17, Section 3
Down time UNIT 3 T32

Lead-in
Write the word fan on the board. Ask who in the class is a
music fan, and who is a sports fan. Ask what the word fan
is short for (fanatic, which might be a cognate or
loan word).
A c
• Invite a student to read the instructions aloud.
• Ask the students to read the text individually and think
about their answers.
• Ask the students to compare their ideas in pairs before
you elicit responses from the class.
NOTICE!
• Ask the students to underline the question words in
the ad.
• Ask which verb follows the question word in each
information question.
Answer
do
B
Form
• Before you ask the students to look at the text again
and complete the grammar table, review the concepts
behind the question words (see pp. 14-15) by writing
the question words W hat, W h ere, W h en , Why, and W h o
on the board in one box, and the words tim e, o b je c t,
p la c e , p e rs o n , and rea so n in another box. Have the
students match the question words with their meanings
(What—object, Where—place, When—time, Why—
reason, Who—person).
• Direct the students' attention to the grammar table.
Write W h e re d o e s h e g o ? on the board and underline
the word d o e s . Have the students look at the ad in Ex.
A to find another auxiliary word that is used after the
question words in the questions. Have them write the
word they find in the blank In the grammar table.
Function
• Ask the students to circle the correct option to complete
the sentence.
• Check the answer with the class.
• Elicit one wh- question for each question word from
the class using the words in the table (e.g. W hy d o y o u
w atch m o v ie s?). Write the questions on the board, and
have the class repeat the sentences chorally.
• Start by having the students look at the W a tch o u t!
box. Ask them to tell you what word is missing in the
incorrect sentence (do). Emphasize the fact that the
use of d o / d o e s is a particularly tricky aspect of simple
present information questions.
• Remind the students to use a capital letter at the
beginning of each sentence. Encourage them to C
look back at the grammar table in Ex. B to help them
C
complete the sentences.
• Ask the students to work individually and then compare
their answers in pairs. Check the answers with the class.
Extra: grammar practice
Ask the students to correct the errors in these
sentences.
1 What you do in your free time?
2 Where Tom lives?
3 Why does he likes soccer?
4 Where she go after school?
5 What they do in the evening?
Answers
1 What do you do in your free time?
2 Where does Tom live?
3 Why does he like soccer?
4 Where does she go after school?
5 What do they do in the evening?
D
• Go over the questions in the How to say it box. Drill
them chorally and individually. Note the stressed words
in the questions W hat d o y o u d o in y o u r fre e tim e ?:
W h o d o y o u p la y [tennis] w ith ?; W hy d o y o u like it? Ask
the students which of the questions in Ex. C we can
answer with B e c a u s e it's fu n /in terestin g /excitin g (item 1).
• Put the students in pairs to complete the exercise.
Circulate and monitor, assisting where needed. Listen
for any problems with the formation of information
questions. Don't correct any errors now, but wait until
after the students finish to address any errors.
• When the students finish working in pairs, elicit some
ideas from the class. Find out which students have
similar free-time activities. Encourage them to use
sentences like We like th e sa m e activities. I like g o in g to
th e m o vies, a n d s h e likes g o in g to th e m o v ie s, to o ; or
W e like d ifferen t activities. I like p laying s o cc e r, a n d sh e
likes g o in g online.
Workbook p. 18, Section 4
 6 simple present— information questions
A LANGUAGE IN CONTEXT Read this ad. Answer the questions.

WE WANT TO MAKE A TV SHOW

ABOUT REAL FANS!

Are you a TV fan?

Tell us about the TV shows you watch.
What do you watch every day?
When do you watch them?
Why do you like them?
Where do you watch TV?
Who do you like to watch on TV?
Tell us and you c
be the next TV siar: underline an tne question
words at the start of the
questions in the ad. What verb
B ANALYZE Read the ad in Exercise A again. follows the question words?

Form Com plete the table.

Question word Auxiliary Subject Verb
WATCH OUT!
What/Where • do l/you/we/they watch
When/Why/Who 0 Where do you go in your free time?
do
does he/she/it (g) Where you go in your free time?
go

Function Choose the correct option to complete the sentence.

We use questions beginning with wh- question words to ...
(a) find out information about people, places, times, etc. )
b) check someone understands what we say.
-
C PRACTICE Use the prompts to write questions.
V
1 why / you like tennis?
Why do you like tennis?______________________________________________
2 when / Tom go to the gym?
When does Tom go to the gym?
3 where / they meet for coffee?
Where do they meet for coffee? _______________________
4 what / you want to do this evening?
What do you want to do this evening? ____________________________
5 who / go out with in your free time?
Who do you go out with in your free time? I
6 what / Jane do in her free time? Talking about free-time activities
What does Jane do in her free time? ' W h a t d o y o u d o in y o u r fre e tim e ?
W h o d o y o u p la y /g o /w a tch ... w ith ?
D Q NOW YOU DO IT Work in pairs. Ask and W h y d o y o u like it?
answer questions about your free-time activities. B e c a u s e it's fu n /in te re stin g /e x citin g .
Are they similar or different?

D o w n tim e UNIT 3 33
 7 asking for opinions
When you want to know what somebody thinks, you can use different
phrases to ask for their opinion.

A 1 ^1 8 Listen to the conversation. W hat are they discussing?

B Listen to the conversation again. Check (/) the phrases you hear asking
for opinions.
¡7] And you? □ What do you think?
¡7] What's your opinion? [7] How about you?
□ Do you agree?

C |H Work in groups. Talk about your opinions of these kinds of movies.

Use phrases from Exercise B to ask about each other’s opinions.
A: / like comedies. How about you?
B: No, I prefer action movies.
A: Why?
B: Because comedies are silly. Action movies are exciting.

8 personality adjectives
A ¡S3 Check (/) A or B to complete this quiz. Calculate your score.
Then compare with a partner.

A re you an
in tr o v e r t
TAKE OUR QUIZ AND FIND OUT!
Q
1 I love parties.
2 It’s great to meet new people.
3 I like to talk ... a lot!
4 I hate being alone.
5 I tell a lot of jokes.
6 I have a lot of friends.
Number of As:
o r an
J e x tro v e rt?
1 I like quiet evenings at home.
,J 2 I get nervous with people I don’t know.
3 I like being alone.
4 I prefer to listen rather than talk.
5 I have a few close friends.
8 I always help my friends when they need me. Q
Number of Bs:

O
Lead-in
• Ask the students what movies they have seen recently.
Then ask some simple questions to elicit their opinions
of the movies (e.g. D o y o u like it?; D o y o u like [actor]?).
• Read aloud the information in the skills panel. Point out
that we can use a variety of phrases to ask for people's
opinions.
A
’ H 18Draw the students' attention to the question,
and make sure they understand that they only need to
listen for the topic of the discussion.
• Play the audio once. Elicit suggestions from the class.
Audio script_ _ _ _ _ _ _ _ _ _ _ _ _ _ _
O = Oliver, J = Jenny, C = Caroline, A = Andy
O: So Jenny, what movies do you like?
J: Well, I really like love stories. I think they're great. And you?
O: I don't really like love stories. I think they're boring. I prefer
action movies. Hey, Caroline, what's your opinion?
C: Um, I don't like love stories or action movies. I love
science-fiction movies!
O: Really? How about you, Andy?
A: I like things that are funny, so comedies are my favorite.
Answer
They are discussing movies.
Lead-in
Write the words introvert and e x tro v e rt on the board.
Make sure that the students understand that an e x tro v ert
is a person who talks and socializes a lot, while an introvert
is a quiet person who prefers to stay at home and spend
time alone. To help the students remember the meanings,
point out that the prefixes in- and ex- can have the
meaning of in sid e and o u tsid e , respectively.
A
• Go over the meaning of the words jo k e (a funny story),
a lo n e (by yourself, just one person), n e rv o u s (scared,
afraid), c lo s e frien d (a friend you know well).
• Ask the students to complete the personality quiz
individually.
• When the students finish the quiz, ask them to calculate
the number of A answers and the number of B answers
they have.
• Ask the students to compare their scores in pairs to
find out who has more A answers and who has more B
answers. To encourage language practice, remind them
to use the full sentences when they compare, rather
than just saying A or B. (I h a ve x A s, h o w m any d o y o u
h a v e ? H o w m any B s d o y o u have?)
• Find out if anyone in the class has six A answers or six B
answers.

B
• Focus on the word opinion. Draw the students' attention
to the fact that the stress in English is on the second
syllable: opinion. Ask the students to read the list of five
ways of asking for someone's opinion.
• Play the audio once, and check the students' progress.
If necessary, play it again. Make sure the students have
checked the correct boxes.

c
• Read the four types of movies aloud. Ask the students
to repeat them after you. Elicit one or two movie titles
for each type of movie.
• Give the students some practice in saying the five
expressions used to ask for opinions in Ex. B, and
encourage them to use the expressions in the group
discussion. Highlight the main stress in each of the
expressions as follows: A n d y o u ?: W hat's v o u r o p in io n ? ;
D o y o u a g r e e ?: W hat d o y o u think?; H o w a b o u t y o u ?
Then ask the students to repeat the expressions chorally
and individually.
• Divide the class into groups of three or four to talk
about their opinions about the four kinds of movies in
the exercise.
• Give the groups a few minutes for their discussions. Ask
each group to choose a student to tell the class what kinds
of movies the students in their group like and dislike.

D o w n tim e UNIT 3 T34

B Answers
• Make sure the students understand that if they have
more A answers on their personality quiz, they should
read the text on the left first, and if they have more 8
answers, they should read the text on the right first.
• Briefly check their understanding of the adjectives
highlighted in bold type. Some could be cognates, but
you may need to explain or define c o n fid e n t (sure of
yourself), s o cia b le (enjoying being with other people),
p o p u la r (having many friends), shy (a shy person is
nervous in the company of other people), c o n sid e ra te
(kind and thoughtful to others).
• Ask the students to read the other text, too, and
compare with a partner. Encourage them to use phrases
such as I think H o w a b o u t y o u ? ; W hat is y o u r
o p in io n ?
• Before you ask the students to work in pairs, give them
a little time to think about who they are going to talk
about.
• Encourage them to use the adjectives in Ex. B, and
suggest that they make a few notes before they begin.
• Give the students a simple model by having them listen
while you describe a person you know well.
• Put the students in pairs to complete the exercise.
• When the pairs finish, elicit a few examples from the
class. Make sure they also give you a reason why the
person is, for example, loyal.
Workbook p. 19, Section 6
A approach is to collect all the papers. Then ask the
• Read the question aloud. Ask the students to choose a
classmate they think they know fairly well.
• Give the students a little time to prepare their ideas.
Encourage them to use some of the adjectives that
describe extroverts and introverts, and to think about
things that their classmates like and do.
• Do this exercise with the whole class. Ask the students
being described to say whether or not they agree with
their classmates' descriptions of them.•
• Make sure the students understand the question W hat
interests d o e s M ark m e n tio n ? Explain that they need to
find out what things he likes to do in his free time.
• Give the students time to read the webpage, and then
elicit the answer from the class.
Alternative
Ask the students to listen while you read the webpage
aloud.
watching TV; playing video games with his friends;
running; playing basketball; going to the movies;
meeting new people
c
• Encourage the students to take a few notes before they
begin to write. Explain that they can use the adjectives
from Section 8 and the free-time activities from
Section 5. Tell them to make a short list in each category
before they start writing. Suggest that they use the text
in Ex. B as a model for their writing.
Alternative
Give the students a template with blanks to complete.
Write it on the board (e.g. Hi, I'm___________. I'm
__________ years o l d ...).
• Draw the students' attention to the Watch out! box. The
verb like is followed by the -ing form of a verb. Point out
that love, h a te, prefer, and d o n 't like all follow the same
pattern as like.
• Ask the students to write on a sheet of paper. While
they are writing, circulate and monitor, assisting where
needed. Help the students correct any errors before you
move on to Ex. D. Check in particular that they have
used the simple present, like + -ing, and the personality
adjectives correctly. This is a key time to assess the
students' grasp of the material introduced in the unit.
D
• Ask the students to put their descriptions on the wall.
Then have the class circulate, reading the descriptions.
Alternative
If you cannot hang the papers on the wall, another
students to work in groups. Give each group a number
of papers to read and discuss. Then pass the papers
on to a different group until everyone has had a
chance to read and discuss all the papers. Or, for large
classes, ask the students to work in groups and read
their group members' papers.
• When the students have read their classmates'
descriptions, ask them to stand in groups with people
with similar interests. Then ask the students to share
some interesting facts they learned about their
classmates.
Workbook
p. 20; Listen and write
p. 21; Down time __________________
B E l Read about your personality type. Do you think what it says is correct?
Compare with a partner.

more “A ”s more “B”s

You are an extrovert. You are confident and You are an introvert. You are shy and are
believe in yourself. You don’t get nervous I nervous when you first meet people. You
I
easily. You are sociable and love parties. don’t need other people to have a good
You are popular and have a lot of friends. time, and you’re independent. You never
You are funny, and you like telling jokes. tell anyone your friends’ secrets, and you
are loyal. You are considerate, and you care
about how other people feel.

C Ei
Work in pairs. Think of someone you know well. Describe them to
your partner. Use the adjectives in bold from Exercise B.
My s i s t e r is a n e x t r o v e r t . S h e 's v e r y s o c i a b l e . S h e lik e s ...

9 WRITING: about yourself and your interests

A E l How well do you know your classmates? Choose one person and say three things
you know about them.

B Read this webpage. W hat interests does Mark mention?

Hi, everyone! I'm Mark Turner.

I'm 23 years old, and I live in an
apartment with two friends.
I work in a large company, and
I don't have a lot of free time
during the week. In the
evenings, I watch TV or play
video games with my friends.
On weekends, I have more time
and I like running and playing
basketball. I also like going to
the movies. My friends say I'm
funny, and I agree! I think I'm
confident and love meeting
new people. I guess I'm an
extrovert.

Message Connect

C Write about yourself for the website. Describe your

personality and your interests. WATCHOUT!
^ I like listening to music.
D Put your descriptions on the wall. Read your classmates’
(^) I like listen to music.
descriptions. Find two people with interests similar to yours.

Down time UNIT 3 35

UNDERSTANDING YOUR LEARNING STYLE
• Identify your main learning style.
• Use it to help you learn new things.
• Try other styles to support your learning.

A 0 Choose a new skill you want to learn. Say why.

play a musical instrument

take amazing pictures

Check (/) your answers to complete this learning style questionnaire. Calculate your scores.

LEARNING STYLE QUESTIONNAIRES

1 How do you want to learn your new skill?
□ in a class with other people □ by watching a DVD
□ by practicing again and again □ by reading a book about it

2 Think about learning English. How do you prefer to learn new words?
□ I use the words in conversations. □ I draw pictures.
□ I act out the words. □ I write the words.

3 How do you like to learn English grammar?

□ by discussing it with my classmates □ by looking at diagrams
□ by imagining myself in a situation □ by reading grammar rules
Total number of
4 What do you do to remember someone's name? □ _________
□ I use it in conversation with them. I make a mental picture of it. □ _________
I write it down.
□ I say it over and over again.
□ _________
5 Which school activity do you prefer? □ _________
□ debates and discussions □ art and design lessons What is your first color?
□ sports and games □ reading and library work

Step 1 Identify your main learning style. (Ex. B)
Step 2 Use it to help you learn new things. (Ex. C, Ex. D)
Step 3 Try other styles to support your learning. (Ex. E)
Lead-in
• Introduce the idea of learning styles. Explain that
some people learn best by seeing (e.g. looking at
pictures), others learn things more effectively if they
are associated with movement, and some need to hear
things to learn them.
• Ask the students what type of learner they think they
are.
(If you are interested in exploring this further, you can refer
to F ra m e s o f M in d : T h e T h e o ry o f M u ltip le In te llig e n ce s
by Howard Gardner—a very influential book in the field of
neuroscience and education.)
A
• Ask the students to look at the pictures. Elicit from the
students what the pictures show (d ifferen t skills). Ask the
students if they already have some of these skills (e.g.
W h o plays a m usical instrum ent?).
• Check that the students understand the difference
between d ra w and paint. Explain that to draw, you
simply need a pencil, but to paint you need brushes and
paint.
• Ask the students to do the exercise individually and
then to compare their answers in pairs. Elicit some ideas
from the class.
• Find out how many people want to learn to juggle, how
many want to play a musical instrument, etc. Find out
why they want to learn these skills.
B
• Tell the students that doing this questionnaire will help
them identify their preferred learning style.
• Ask the students to work individually and check one of
the colored boxes for each question. Encourage them
to be as truthful as they can.
• When the students finish, ask them to write their
total scores for each color in the blanks on the right.
Ask them to compare scores in pairs. They may be
interested to find out who has scores similar to theirs, in
particular for their first color, the one with most checks.
They will find out the significance of the colors in Ex. C.
Down time UNIT 3 T36
c
• Make sure that dictionaries are available for this activity
—preferably monolingual.
• Begin by asking the students how they learn a new word
in English. Elicit some ideas from the class and write
them on the board (these will probably include ideas
such as write th e w o rd in m y n o te b o o k , re p e a t th e w o rd
m a ny tim es, write th e w o rd in a s e n te n c e , etc.). It's a
good idea to ask the students from time to time about
the way or ways in which they learn words. This can help
them find methods that work best for them, as well as to
learn helpful study tips from their classmates.
• Put the students in pairs. Ask them to choose who is
Student A and who is Student B in each pair. Check that
the students understand the instructions and are looking
at the right set of words.
• Ask the students to find the color that matches their first
color from the questionnaire. Tell them that this color
corresponds to their preferred learning style.
• Give the students time to read the text for their color
silently and ask you any questions about the vocabulary,
making sure they understand the steps.
• The word-learning exercise should be done individually.
Circulate and monitor, assisting where needed.
D
• Direct the students to the example conversation. Check
that they understand the meaning of next. Encourage
them to use these phrases and questions when testing
each other.
• Put the students in pairs, and give them time to
complete the exercise. Tell the students that they can
say the meaning of the word in their own language if
appropriate.
• When the students finish, ask them how many words
they could remember.
• The aim of this exercise is to demonstrate to the
students which learning style tends to be more effective
for them. Also, it alerts the students to the fact that
more than one learning style can suit them. Encourage
them to experiment.
• Ask the students to repeat the procedure from Ex. C,
this time using the instructions for their second color.
• When the students have tested each other, find out
which strategies they found most effective.
REFLECT
• Ask the students to read the R e f le c t question.
• Give them some time to think about different situations
in the domains of Self and Society and Work and
Career where the skill of Understanding your learning
style would be useful.
• Elicit the following ideas: a visual learner will benefit
from seeing illustrated instructions in a manual for
operating a newly purchased gadget or a new system at
work; an interpersonal learner will prefer to be informed
of the new team structure at work in a meeting, whereas
a linguistic learner might prefer to read about it in an
email, etc.
 y

C Work in pairs. Follow the instructions to learn

qj
the words using your preferred learning style.
• Student A, look at the first group of words. Student B, look at the second group.
• Check the definitions of the words and phrases in a dictionary or ask your teacher.
• Read the instructions below that match your main color from Exercise B.
• Follow the instructions to learn the words. You have five minutes.

Student A Student B
• satellite dish • lecture
• current affairs • domain name
• broadcast • tabloid

In te rp e rso n a l V is u a l
Find another student to work with Imagine each word in your mind.
and talk about what the words mean. Draw a picture to represent each
-* Ask and answer questions using the word.
words. Try to remember each word and
-4

Test each other on the spelling and picture together.

the meaning of the words.

K in e s t h e t ic L i n g u i s t ic
dé Imagine a situation where you need Write each word in a sentence and
to use each word. think of the definition.
Do an action connected to that Repeat each word a few times.
situation. Try to remember each word and
dé Try to remember each word and definition together.
dé action together.

D U ! Work in pairs. Cover the words in Exercise C and test each other.
How many words do you remember?
A: Tell me one of the words.
B: The first word is ...
A: What does it mean?
B: It means ... What's the next word?
A: The next word is ...

E BH Look at your scores in Exercise B. What is your second color? Use the
instructions above to learn the new words below. After a few minutes,
test each other. Which of the two ways of learning do you prefer?

— couch potato laid-back pastime puzzle R E F L E C T ...

How can understanding your learning
style be useful to you in Self and
Society and Work and Career?

Down time UNIT 3 37

 '

1 I have a computer in my bedroom, and I og nenloi 3 ° online to |3Uy musjc_

2 I tlsine ot • ^'sten t0 music every day. I love rap and hip-hop.

3 I ya/p sropts play sports ¡n my free time. I like soccer, but I prefer basketball.

4 I ese inedfsr see fronds after school. We go bowling, go to the movies, or meet for coffee.
5 I hatcw VT watch TV ¡n the evening. I like reality shows and soap operas.

B Read about Anna and Katy. They are sisters, but they are very different.
Match the adjectives to the explanations. (5 points)
1 Anna is very s h y .^ _______________ a) She makes everyone laugh with her jokes.
2 Katy is very funny. -— She thinks about other people.
3 Anna is very c o n s id e r a t e ^ ^ ^c) Her friends can trust her. She never says a bad thing about them.
4 Katy is very soci abl e. — — d)She loves parties and being with a lot of friends.
5 Anna is very l oyal . — She doesn't like meeting new people.

8-10 correct: I can talk about free-time activities and about people's personalities.
0-7 correct: Look again at Sections 5 and 8 on pages 32 and 34.
SCORE: /10

2
Mark and Jodi are at Beth’s party. Complete the conversation with the verbs in
parentheses in the simple present. (10 points)
Mark: Hi, I'm Mark.
Jodi: Oh, hi. I'm Jodi. So, how (1) you know (know) Beth?
Mark: She (2 ) P^aYs (play) volleyball with my sister.
Jodi: Oh, cool. What (3) you (do), Mark?
Mark: I go to college. I (4) study (study) French and German. And what about you?
Jodi: I (5) work (work) with my dad. He (6) ^as (have) a restaurant.
Mark: Oh, yeah? (7) D° you ^e (like) it?
Jodi: It's OK, but I (8) d °n t want (not want) to do it my whole life.
My mom (9) doesn t think (not th/nk) it's a good job.
Mark: Oh, really? What (10) ^oes she want (want) you to do?
Jodi: She wants me to be a doctor.

8-10 correct: I can use the simple present to talk about myself and to ask questions about other people.
0-7 correct: Look again at Sections 1 and 6 on pages 30 and 33.
SCORE: /10
Language wrap-up 1 Vocabulary
Students can do the Language wrap-up exercises in A
class or for homework. If you give them for homework, Focus the students' attention on the text in italics in the
remember to check the exercises at the beginning of the first sentence and tell them that they must put the letters
next class, or collect a few to grade and identify any typical in the correct order to make words to complete the
errors. sentences.
If you decide to do the exercises in class, you can
approach the wrap-up as a two-step reviewing procedure. B
First, ask the students to do the Vocabulary section Ask the students to read sentences 1 to 5 first and think
individually. When ready, encourage the students to check about both of the sisters' personalities before they do the
their answers carefully, and then put them in pairs to matching activity.
compare answ.ers and discuss any differences. Self- and
2 Grammar
peer-correction are two excellent ways of developing
learner independence and creating a cooperative learning Tell the students to read the conversation carefully before
environment. After completing the Vocabulary section, you trying to do the exercise.
can apply the same procedure to the Grammar section.
At the end of each section, make sure that the students
write their score out of ten. If they have a score lower
than eight, direct them to the appropriate sections of the
unit, and encourage them to read those sections again for
homework. After that, ask the students to complete the
exercise(s) again at home.

Common European Framework: unit map

Unit 3 Com petence developed C E F Reference (A1)

1 Grammar can understand and use statements and questions in Table 1; Table 2; Sections 5.2.1.2
the simple present 6.47.7; 6.47.8
2 Pronunciation can hear and produce different third-person singular Section 5.2.1.4
endings
3 Reading can recognize cognates and use them to understand Table 1; Table 2; Section 4.4.2.2
a text
4 Listening can understand a radio discussion and respond to Table 1; Table 2; Section 4.4.2.1
the topic
5 Vocabulary can talk about free-time activities Table 1; Table 2; Section 4.4.1.1;
Section 4.4.3.1; Section 5.2.1.1
6 Grammar can understand and use information questions in Table 1; Table 2; Section 5.2.1.2
the simple present
7 Speaking can ask for opinions Table 1; Table 2; Section 4.4.3.1 ;
Section 5.2.3.2
8 Vocabulary can talk about personality Table 1; Table 2; Sections 4.4.1.1
4.4.3.1; 5.2.1.1
9 Writing can describe themselves and their interests Table 2; Section 4.4.1.2

D o w n tim e UNIT 3 T38

 DAY IN, DAY OUT
The expression day in, day out means every day for a long time and emphasizes routine.

Reading: a magazine article

llnitp Ask the students what time they get up and what time they
go to bed. Ask if they prefer the morning or the evening.
Unit opener (p. 39) 10 min. Ask them to look through the unit and find an article about
this topic.
• Optional downloadable unit opener 10 min.
Speaking: talking about interesting activities
1 Vocabulary: telling time (p. 40) 25 min.
Ask the students to take out a piece of paper. Ask them
2 Reading: a magazine article (p. 40) 30 min. to write an interesting thing that they do on the sheet of
3 Grammar: frequency adverbs and (p. 41) 40 min. paper (e.g. I play sq u a sh .). Collect the sheets of paper and
adverbial phrases mix them up. Read the activities aloud to the class. The
4 Pronunciation: days of the week (p. 42) 15 min. students have to guess who does each activity.
5 Listening: for specific (p. 42) 30 min. Refer the students to the lifeSkills panel. Tell them that the
information topic of this unit's lifeSkills section is M a n a g in g y o u r tim e.
6 Vocabulary: prepositions of time (p. 43) 25 min. Ask them how they remember things that they have to
7 Speaking: talking about interesting (p. 43) 20 min. do. Elicit answers and write a list on the board (e.g. u se a
activities calendar, m ake a list, u se a cell p h o n e , etc.).

• Optional downloadable Speaking 20 min.

A
workshop: talking about interesting
• Write the word tim e on the board. Check that the
activities
students know the meaning. Then write the expression
8 Grammar: clauses with until, before, (p. 44) 40 min.
Tim e is m on ey. Elicit the meaning of this saying from
after the students (th e tim e y o u take to d o th in g s c o sts y o u
9 Writing: understanding the m on ey). Tell them that this type of expression is called
mechanics (p. 45) 30 min. a sayin g or p ro v e rb —an expression that many people
lifeSkilIs: managing your time (p. 46) 45 min. know and use, and that gives an important message or
(Self and Society) advice about life.
• Optional downloadable lifeSkills 45 min. • Ask the students to look at the pictures, and invite
individual students to read the sayings aloud.
lesson (Work and Career)
• Put the students in pairs and ask them to discuss the
• Optional downloadable lifeSkills 45 min. g'eneral meaning of each saying (e.g. Tim e waits for
lesson (Study and Learning) n o man. = Tim e n e v e r s to p s.; Tim e flies w hen y o u are
Language wrap-up (p. 48) 15 min. having fun. = Tim e m o v e s quickly w hen w e are e n jo yin g
Communicative wrap-up Units 3-4 (p. 132) 20 min. som eth in g.).
Video and downloadable video worksheet 45 min.

Extra: sayings with time

Unit opener
Lead-in
Direct the students' attention to the objectives in the unit
menu and go through the information with them. Explain
that this unit focuses on language to do with time and
routines, and on the following skills to help them talk
about these topics:
Listening: for specific information
Tell the students what your favorite day of the week is. Tell
them what you usually do on that day (e.g. M y favorite
d a y is Saturday. In th e m o rn in g , I re a d th e n e w s p a p e r a n d
in th e a fte rn o o n , I w atch sp o rts on TV). Ask the students
what their favorite day of the week is. Ask what they
usually do on that day.
Writing: understanding the mechanics
Write the sentence Jo h n likes te n n is on the board. Elicit/
Explain that the subject of the sentence is J o h n . Ask the
students to look through the unit and find out if every
sentence in English needs a subject.
Write on the board two more sayings with time:
Th ere's n o tim e like th e p r e s e n t and B e tte r late than
n ever. Ask the students to speculate on what they
might mean. Explain that the first one is similar to
S e iz e th e m o m e n t (C a rp e diem ).
B
• Read the instructions aloud.
• Put the students in pairs to discuss whether they agree
with the sayings in Ex. A.
• Ask the students to think of similar sayings about time
in their language. Elicit ideas from the class. Note that
some students find similarities and differences between
their language and English in the use of proverbs and
sayings very interesting. Focusing on this will help the
students remember the English expressions more easily.

(2 )
 UNIT 4 DAY IN, DAY OUT
IN THIS UNIT YOU
learn language to talk about time A 0 Read these sayings about time. With a partner,
and routines discuss what you think each one means.
listen to an interview about daily A: S o , w h a t d o y o u th in k t h e first o n e m e a n s ?
routines— listening for specific
% B: M a y b e it m e a n s th a t t im e n e v e r s t o p s . O r th a t n o o n e c a n s t o p tim e .
information
A: Y e s , I th in k y o u ' r e rig h t.
learn to use subjects correctly in
% sentences—writing: understanding
the mechanics
1^1 read about people who prefer
different routines
0 talk about interesting activities
watch a video about unusual
routines

B Work in pairs. Do you agree with the sayings in Exercise A?

— LIFE Learn to m an ag e your tim e

Z SKILLS
1^ SELF &
SO CIETY
Day in, day out K 5 k l l Q E 9 l
 1 V
A Match these sentences to the correct times.
Some times match more than one sentence.
telling time
noon = 12:00 in the middle of the day
m id d a y = around noon
m id n i g h t = 12:00 at night
a.m. = before noon, e.g. 7 a.m.
p .m . = after noon, e.g. 11 p.m.

m m m m m m m m m m m m m m m rnm m m m m

1 It's twenty after seven. 4 It's a quarter after two. 7 It's seven-twenty. 10 It's five forty-five.
2 It's five to two. 5 It's six-thirty. 8 It's half past six.
3 It's three o'clock. 6 It's a quarter to six. 9 It's two-flfteen.

B 31 Work in pairs. Say what time you usually do these things on weekdays.
• get up • get to school/work • have dinner
• leave for school/work • have lunch • go to bed

A: W h a t t im e d o y o u h a v e l u n c h ?
B: I h a v e lu n c h a t ( a ro u n d ) t w o . A n d y o u ?

2 a magazine article
A Read this article. W hat is the difference between
i
larks and owls?

W hat Type o f Bird Are You?

One In ten people is a lark.
About two in ten are owls
and enjoy staying up very
late. If you like to get up
early, have coffee, and read
the paper, you’re probably a
lark. Owls often don't eat
breakfast and have to hurry
to get to work In the
morning. If you do laundry or
surf the Internet at midnight,
you're probably an owl.
Larks and owls often have
different jobs. Emergency-
room doctors, for example,
work more at night.They are
usually owls. Writers and
artists are often larks. For
example, cartoonist Scott
Adams is a lark. "I never try to
do any creating past nopn,"
he says."And I only exercise
In the late afternoon. I draw
from 6 a.m. to 7 a.m. Then I
write for a few hours."

B 3 f Work in pairs. Ask and answer these questions.

1 Are you a lark or an owl? Why?
2 What time of day do you like to work or study?

3 What time of day do you like to relax?

1 Vocabulary: telling time 2 Reading: a m agazine article
Lead-in
Point at a clock (or draw a clock with a specific time on the
• Write the words ow l and lark on the board. Tell the
board) and ask the students W hat tim e is it? Don't worry
students they are both birds.
at this stage if they can't give you an accurate answer
• Write the following vocabulary from the text on the
because this is the focus of this section. Then write 9 :3 0
board: stay u p late, d o laundry, s u rf th e internet,
on the board. Tell the students there is a very easy way of
m idn igh t, e m e rg e n c y ro o m , n o o n . Try to elicit the
saying this. Elicit it from the class (nine thirty). Write three
meanings from the class, and explain any expressions
more examples on the board (e.g. 11:15, 2 :4 5 , 9:20). Ask
the students don't know.
the students to tell you the time in the same way as n in e
• Draw the students' attention to the question in the
thirty. Emphasize once again how easy this is in English
instructions. Encourage them to think of what the
(e le v e n fifteen, tw o forty-five, n in e tw enty). Return to the
difference is when reading the text.
example of 9:30. Tell the students there is another way to
• Give the students time to read the text and the
say this in English using the word half. If you can't elicit the
descriptive summaries of the two birds.
phrase h a lf p a s t nine, write it on the board. Do the same
for a q u a rte r a fter and a q u a rte r to. Give the students
further practice by dictating some more times, and asking
them to write them as numbers. Continue until they can do
this easily.

A Extra: reading practice

• Focus on the expressions in the information box.
Remind students of the meaning and usage of a.m.
(ante meridiem) and p .m . (post meridiem). Elicit that
a.m . is used before noon (12 o'clock) and p.m. is used
after noon, but before midnight.
• Read the instructions for the exercise aloud. Make
sure the students understand that some of the pictures
match more than one sentence.
• Ask the students to do the exercise individually.
Culture note
In the U.S., noon is generally used to mean
12:00 p.m., and midday is used more generally to
mean around noon, in the middle of the day.
• Remind the students that we use the preposition at
when we give the time something happens (e.g. T h e
le sso n starts at 1 0 :30 a.m . a n d e n d s at 1 1 :15 a.m.).
• Put the students in pairs. Circulate and make sure the
students are using at and expressing the times correctly.
• Ask a few students to report back about their partners
(e.g. M elissa g e t s u p at 7 o'clock.).
Culture note
The 24-hour clock is typically used to talk about travel
times in many countries (e.g. T h e train le a v e s at 18:23
(pronounced e ig h te e n tw en ty-th ree). However, in the
United States, the 24-hour-clock is only used in the
military and a few other professions. When using the
12-hour clock, we can use a.m. and p.m.
Ask the students to answer these questions.
1 How many people are larks?
2 How many people are owls?
3 Which of these are larks: doctors, writers, artists?
4 When does Scott Adams draw?
Answers
1 one in ten
2 about two in ten
3 writers and artists
4 from 6 a.m. to 7 a.m.
Culture note
Larks are primarily found in Europe and Asia. The lark
symbolizes daybreak and early morning in literature and
mythology.
B
• Read the questions to the class.
• Put the students in pairs to discuss the questions.
Encourage them to give reasons for being larks or owls
(e.g. I'm a lark b e c a u s e I alw ays w ake u p early.) Give the
students an example by telling them reasons why you
are an owl or a lark.
• When the pairs finish their discussions, elicit some
responses from several students. Find out who is an
owl and who is a lark. Encourage the students to give
examples with specific times in their answers (e.g. I like
to stu d y late at night. I usually start at 9 p .m .).

Workbook p. 22, Section 1

Day in, day out UNIT 4 T40

3 Grammar: freq uencv
adverbs and adverbial phrases
Lead-in
Write the following sentences on the board: Bill n e v e r
Ask the
sta ys u p late. R a ch e l always g o e s to b e d early.
students how many days a week Bill stays up late (none).
Ask how many days a week Rachel goes to bed early
(seven).
A • Ask the class to check that the frequency adverbs are in
19 See the Student's Book for the audio script.
• Ask the students to read the questions at the end of
the text. Check that they understand what a lot means
(many things). Tell them the conversation is between
Rick and Alicia, so they should write either Rick or Alicia
in the blanks.
Alternative
Ask the students to listen to the audio once without
looking in their books. This will give them practice in
gaining understanding from listening.
• Play the audio once. Check the students' progress, and
play it again, if necessary. Check the answers with the
class.
NOTICE!
• Ask the students to read the underlined phrases in
the conversation again and answer the question.
• Check the answer with the class.
Answer
The word order is different.
B use H o w often d o y o u ... ?
Form
• Complete items 1-3 as a class. Encourage the students
to look for the answers in Ex. A.
• When you have elicited the answers, ask the students
to look at the Watch out! box. Highlight that the
frequency adverbs always come after the verb be, not
before.
Function
• Draw the students' attention to the diagram, and
explain that 0% indicates never. Emphasize that this
diagram is a good way to express how often something
happens.
• Give the students time to complete the diagram
individually. Remind them that they can use the
conversation in Ex. A to help them.
• Ask the students to compare their answers in pairs. Then
check the answers with the class.
c
• Read the instructions aloud, and have the class repeat
the activities in thè grammar table. Elicit their meaning.
• Direct the students to the example and explain that
they will write sentences like this one for Rick's other
activities. Ask the students to complete the exercise
individually. Circulate and monitor, assisting where
needed.
• Tell the students to compare their answers in pairs. Then
check the answers by calling on students to write their
sentences on the board.
the correct place in each sentence. Remind them of the
position of the adverb with respect to the verb.
• Review the pronunciation of the present tense third person
singular. Then ask the students to repeat the correct
sentences, using correct pronunciation of the verbs.
Extra: grammar practice
Write these sentences on the board. Ask the students
to put the words in parentheses in the correct place in
the sentence.
1 She gets up early. (always )
2 He is late, (often)
3 We go to the movies, (so m etim es)
4 She is wrong, (never)
Answers
1 She always gets up early.
2
3
He is often late.
We sometimes go to the movies.
4 She is never wrong.
• Ask the students to look at the questions in the How to
say it box. Tell them that H o w often a re y o u ...? is only
used to ask about one of the activities in Ex. C. Elicit
which one it is (be late fo r class —How o fte n are y o u late
fo r class?). For all the other activities, they will need to
• Put the students in groups, and have them discuss
how often they do the activities. To ensure that all the
students get practice with the questions as well as the
answers, for each activity, have one group member start
by asking H o w o fte n ...? to the person on their right.
That person answers, and then asks the person on their
right. The group continues until all the students have
had a chance to say how often they do each activity.
• Ask the students to report back on their group
discussions. Make sure that they put the frequency
adverbs in the correct place. Also make sure that they
use the third person -s ending correctly.
Extra: hangman
Play a quick game of "hangman" on the board with
the class, using adverbs of frequency to review both
the words and their spellings.
^ Workbook p. 22, Section 2
3 frequency adverbs and adverbial phrases
A |||] 19 LANGUAGE IN CONTEXT Listen to
the conversation below. Answer the questions.
Rick: I'm always so busy! I never have any free time.
I'm usually at work in the morning, and I always
study in the afternoon. W hat about you?
Alicia: I don't work, so I often get up late. I sometimes
study in the morning and relax in the afternoon.
Five times a w eek, I go out with friends.
Rick: Five time’s a week! I rarely have time to go out—
maybe just once a month. But I love watching
movies. How often do you go to the movies?
Alicia: O h, three or four tim es a month. Do you want to
go this weekend?
Rick: Yeah, that sounds great.
Rick
1 Who does a lot every day?
2 Who doesn't do a lot every day? Alicia
NOTICE!
Look at the underlined phrases in the
B ANALYZE Read the conversation in Exercise A again. conversation. Is the word order the
Form Choose the correct option to complete the sentences. same or different?
1 The frequency adverbs in bold come the verb be. mmmm

a) before (b) a fte r }

2 The frequency adverbs in bold come other verbs.

(afbefore) b) after

3 The adverbial phrases (once a month, etc.) come

(a) at the start or end of a clause) b) between subject and verb

Function Com plete the diagram with two words from the conversation. WATCH OUT!
We use frequency adverbs to talk about how often something happens.
0 i am always happy,
0 % ^-----------------------------------------------------------------------------------► 100% always am happy.

never rar° :!y sometimes often usually always

C PRACTICE Write sentences about how often Rick does each of these
activities. Use each frequency adverb from Exercise B once.

be late for class 0 times a week (1) H&U never tote-for doss.

cook at home 6 times a week pj H e usually c o o k s at h o m e .

chat online 3 times a month H e s o m e tim e s ch ats online.

drive to work every workday h/e always d rives to work.

once a year ^ H e rarely p lays v id e o g a m e s.

play video games

watch the news 4 times a week ... He often w a tch e s th e new s.

Co; —--- ------ —--- --------------- --------———— ---- --------------

D Q§ NOW YOU DO IT Work in groups. Ask and

answer questions to find out how often people in your H O W TO SAY IT
group do each activity in Exercise C. Then report back Asking about frequency
to the whole class. H o w o fte n d o y o u . . . ?
A: In our group, Victor and Lisa rarely cook at hom e. H o w o fte n are y o u . . . ?
B: Vera always cooks at hom e.

D a y in , d a y o u t UNIT 4 41
4 days of the week
A H I 20 Listen and repeat. Notice that the stress is always on the
first syllable.
Sun»day M o rrday Tues»dav W ednes«dav Thurs»day Fn»day Sat* ur«dav

B m ^ ¡2 1 Work in pairs. Practice saying these sentences.

Make sure you stress the correct syllable. Listen and check.
1 I work from Monday to Friday.
2 I go to the gym on Tuesdays and W ednesdays.
3 My favorite day of the week is Saturday.
4 I think Sundays are boring.

5 for specific information page 22 ©

A H|jfl 22 Look at the pictures and listen to Part 1 of an interview.
Match each picture to the day the wom an does the activity.

B H I 23 Listen to Part 2 of the interview. —

W hat does the wom an do on Sundays?
Check (/) the activities she mentions. —

¡73 have breakfast [71 have lunch

(7) read the newspaper ¡7] do the housework
Q watch TV □ go to the gym
0 go for a walk U\ cook
□ meet friends

C Work in pairs. Describe your usual

weekend routine. Do you and your partner
do similar or different things on weekends?
On S a t u r d a y s , I u s u a lly g e t u p la te . I ...

on Mondays = every Monday

E Monday C Thursday
F Tuesday D Friday
A W ednesday B Saturday
4 Pronunciation: days of the Extra: daily routines Q&Â
week Tell the students that you are going to tell them your
daily routine. Explain that they should try to stop you
Lead-in from getting to the end of your day by asking you
Write Today is ... on the board. Invite individual students to a lot of questions. For example, you say / g e t u p a n d
tell you what day It Is. Ask them to spell it for you. Elicit all h ave breakfast, and they say E x c u s e m e , w hat d o
seven days, if possible. y o u e a t fo r b re a k fa st? You answer toast, and they can
then say D o y o u h a ve it with b u tte r? At the end, invite
individual students to come to the front to recount
their day.
2 0 See the Student's Book for the audio script.
Play the audio once, and ask the students to notice the
stressed syllable in each word. B
Play the audio again and ask the students to repeat
• H 23 Before you play the audio, ask the students
each word. Draw the students' attention to the fact that
to look at the list of activities. Tell them that the woman
all the days of the week are stressed on the first syllable.
does six of these activities on Sundays. Ask them to
Highlight that Wednesday has only two syllables
work in pairs and decide which activities she does.
/'wenz.dei/ and that the first d is silent.
• Elicit some suggestions from the class, but do not
Drill the pronunciation by having individual students
correct them at this stage.
repeat the words after you.
• Play the audio, and ask the students to check their
predictions. Check the answers with the class.
B
Audio script __ _ _ _ _ _ _ _ _ _______ _ _ _ _ _ _ _
21 See the Student's Book for the audio script.
R = Reporter, W = Woman
Put the students In pairs, and have them take turns
R: Tell me about Sundays. What do you do on Sundays?
practicing the sentences.
W: I usually get up late and have breakfast. I often read the
Play the audio so that the students can check their
newspaper at the same time. After that, I usually go for a
answers.
walk. I like walking around my neighborhood. I get home,
and I have lunch at one.
R: What about after lunch?
5 Listening: for specific W: In the early afternoon, I do the housework. The rest of the
day, I cook and relax.
information 'o
c
Lead-in • Read the instructions aloud, and draw the students'
• Use the pictures to introduce the section. Ask the attention to the model sentence.
students what activity or place they can see in each • Highlight the fact that we use the plural form (on
picture (e.g. A: go to the gym, B: watch TV, C: meet Satu rd a ys, on S un days) to mean e v e ry Saturday, e v e ry
friends, etc.). Sun day, etc.
• Remind the students that they practiced listening for • Give the students time to think about their weekend
specific information on p. 22. routine. Encourage them to use some of the ideas in
Ex. A and Ex. B, as well as the frequency adverbs that
A they learned earlier in this unit.
• Put the students in pairs to complete the exercise.
• Bf?i3 22 Explain that the students should listen and • When the pairs finish, choose a few pairs to tell you the
match the picture to the correct day. Emphasize that things they do which are similar, and the things they do
they will need to listen for both the day and the activity.
which are different.
• Play the audio once and check the students' progress. • Encourage them to use We b o th ... for the things which
Play it again if necessary. are similar.
• Ask the students to compare their answers In pairs. Then
check the answers with the class.
Audio script ____ _____
R = Reporter, W = Woman
What's your daily routine? Here's what one person says about
her week.
R: Um, what's your dally routine?
W: Um, well, on Mondays, I work in the office. On Tuesdays,
I have class after work. On Wednesdays, I go to the gym
before work. That gives me energy for the rest of the
week! On Thursdays, I usually meet friends for a drink.
R: And Friday?
W: Friday evening Is the start of the weekend. I always go
dancing. On Saturdays, I relax at home and watch TV.

D a y in , d a y o u t UNIT 4 T 4 2
6 Vocabulary: prepositions of
time
Lead-in
Review m o rn in g , a fte rn o o n , and e v e n in g . Do this by
writing 6 :0 0 a.m . to 1 2 :00 n o o n , 12 :00 n o o n to 6 :0 0 p .m ., 24 See the Student's Book for the audio script.
and 6 :0 0 p .m . to 11 :00 p .m . on the board. Ask the class Tell the students to look at the picture. Explain that they
which words we use for these different times of day. will hear Owen talking to Ava about his routine.
Ask the students to read the questions at the end of the
A conversation, and check that they understand them.
Play the audio once, and check progress. If necessary,
• Choose a student to read the text aloud.
play the audio again. Check the answers with the class.
• Use the text to help the students figure out the
meanings and use of b e fo re , after, and until. If they have
problems understanding these words, ask them if they
Extra: shadow reading
go out with their friends b e fo re work (or school) or after
work. Tell them the school is open until 10 o'clock (for Use the conversation as a s h a d o w rea d in g exercise.
example) and then it is closed. Play the audio and ask the students to read along.
• Ask them to read the three statements carefully. Make
sure they understand later and ea rlier (8 o'clock is earlier
than 9 o'clock, but later than 7 o'clock).
• When the students finish the exercise, check the • Read the instructions to the class, and give the students
a little time to think about the interesting or unusual
answers with the class.
things that they do. Ask them to read the model
B conversation.
• Highlight that we d o karate (and judo), but we p la y ball
• Ask the students to find examples of on, at, in, b e fo re ,
games (like soccer), and g o swimming (and other sports
after, and until in the text in Ex. A and underline them.
activities ending in -ing, e.g. skiing).
• Ask the students to work individually to complete the
• Explain that students should ask both y e s /n o questions
grammar table.
and wh- questions. Elicit wh- questions as examples.
• When the students finish, check their answers with the
• Encourage the students to circulate, asking and
class.
answering questions about their activities. Ask them to
• Point out that we say in the m orning and in the even in g but
speak to at least five other students.
highlight that we do not say in the night. We say at night.

Possible answers •Extra: follow-up questions

on: Monday (mornings), Tuesday(s), weekdays/ Encourage the students to extend their conversations
weekends, etc. by asking one or two follow-up questions about their
at: two (o'clock), 4 a.m., 9 p.m., etc. partner's activities. For example:
in: the morning(s), the afternoon(s), etc. A : I p la y s o c c e r o n S u n d a y s.
before: two (o'clock), 4 a.m., 9 p.m., lunch, bedtime, etc. B: O h , w h e re d o y o u p la y ?
after: two (o'clock), 4 a.m., 9 p.m., breakfast, school, etc.
until: the morning, two (o'clock), 4 a.m., 9 p.m., etc.
c
c • When the students finish Ex. B, invite several students to
• Ask the students to work individually to complete the share some interesting things they learned about their
sentences with the correct option. classmates.
• Have the students compare their answers in pairs. Tell them • As the students give their answers, encourage the
to refer to the examples in Ex. A and Ex. B to help them rest of the class to ask questions to find out more
complete the exercise. Check the answers with the class. information about their classmates' interests.
• Write any interesting and unusual activities on the board
to help boost the students' vocabulary.
Extra: prepositions with time
Give each student three slips of paper and a thick
marker. Ask the students to write on on one slip, at
on another slip, and in on the third slip in very big
letters. Tell them you will say a time reference (e.g. th e
a fte rn o o n , tw e n ty after five ) and they should hold up
the card with the correct preposition. Once they have
practiced the phrases with you, they can test each -
other in groups or pairs. n
r
Workbook pp. 2 3-2 4, Section 4
I

A Read what this wom an says about her routine.

(^irde)the correct option to complete each explanation.
"I usually work until five o'clock. I get home at six. On weekdays, I go
to bed early. I often watch TV until bedtim e. On Fridays, I always go out
after work and I see friends in the evening. Som etim es, I don't get home
before 3 a.m .l I sleep late on Saturday m ornings."

1 We use(untJfy b efo re / after to say when we stop doing something.

2 W e use until / b efore /(aftehto say at a later time.
3 We use until /(before)/ after to say at an earlier time.

B Read the text in Exercise A again. Write two more

examples of your own for each category in the table below.

before after until

Fridays \ fuse, \ tke-evesdny 3 a,.nc. w o rk , bedtime.

C Choose the correct option to complete the sentences.

1 My English class starts two-thirty, 4 I study about 10 p.m ., and then I go to bed.
a) in b) until (cT a t) a) after b) at (c fu n tiP )

2 Let's go out Thursday. 5 See you the morning!

a) in ( b ) on) c) at a) on (b ) in

3 I always brush my teeth I take a shower. 6 My dad usually plays tennis work.
a) until dbT before) c) at a) on (b) a fte r) c) in

A
Answer the questions.
Ava: So, O wen. W hat do you do in your free time?
Owen: I usually have a very busy week. I do different activities almost
every evening.
Ava: Really? W hat activities do you do?
Owen: W ell, I go in-line skating twice a week. And I take an art class
on W ednesday evenings.
Ava: Art class? That's interesting!
Owen: Why don't you come along next week?
Ava: Sounds fun. And what do you usually do on the weekend?
Owen: I go hang gliding on Saturdays. Do you want to come
along to try that?
Ava: No way! Art class is exciting enough for me!

1 W hat activity does Owen do twice a week? ___!P,:!.iilSjJ&IPJL-

2 W hat activity is Ava interested in trying? ar- cii!SS ......

B Walk around the class and ask each person to tell you
two interesting or unusual things they do each week. Find
out as much as you can.
A: Do you do a n y t h in g u nu su a l e a ch w e e k ?
B: On T u e s d a y s , I ta k e a d a n c e c la s s .

C Q j Tell the rest of the class about any interesting or

unusual things your classmates do.

D a y in , d a y o u t UNIT 4 43
 8 GRAMMAR clauses with until, before, after
A LANGUAGE IN CONTEXT Read what this man
says and(gjrcle)T (true) or F (false).
"I'm pretty superstitious. I stay in the locker room until I'm the
last one. Then I follow the others. I always touch the grass before
I start to play. It brings me luck. After I do all of that, I always
play well!"

1 He is the last one in the locker room,

and then he follows the others. F
2 He starts to play and then touches the grass. TO

NOTICE!
Underline after, before, and until in the text. T hey come ...
(a) between clauses or at the start of a clause?)
b) between the subject and the verb.

B ANALYZE Read the text in Exercise A again.

Function(^ircle)the correct option.
To talk about the order of events ...

after After I do all of that, I always play well, We use after with the (1)(^rej)/ second event.

before I always touch the grass before I start to play. We use before with the (2) first /Qeconœevent.

To talk about the duration of events ...

until I stay in the locker room until I'm the last one. We use until to talk about an event that stops at a
particular moment in time.

C PRACTICE Complete these sentences with before, after, or until.

1 Dan has his piano lesson at five. He has dinner at seven.
Dan has his piano lesson .P P ore _ he has dinner. WATCH OUT!
Dan has dinner afteL . he has his piano lesson. 0 I get dressed before I have breakfast.
2 I get home. Then I call my friends. I get dressed before have breakfast.
I call my friends after I get home.

3 Christina studies every day. She stops when she finishes all her schoolwork.
Christina studies every day she finishes all her schoolwork.

4 I arrive at the office. Then I have coffee.

I have coffee after I arrive at the office.
I arrive at the office before | have coffee.

D Q§ NOW YOU DO IT Work in pairs. Ask and answer questions

about what you do before and after you do these things.
• leave the house in the morning
• do your homework
• go out in the evening with friends
• go to bed

A: W h a t d o y o u d o b e f o r e y o u l e a v e t h e h o u s e in t h e m o r n i n g ?
B: B e f o r e I l e a v e t h e h o u s e in t h e m o r n in g , I ...

o
■
r: clauses w i th until,
Lead-in
Refer the students to Section 6, Ex. C. Tell them to read
item 3. Ask who in the class brushes their teeth before
they take a shower, and who brushes their teeth after they
take a shower. Find out what the majority does. Ask other
questions about their morning routine: Do you get dressed
before or after you have breakfast? Do you drink coffee
before or after your shower?
A
• Before you begin the exercise, pre-teach and drill the
pronunciation of some of the words (e.g. superstitious:
believing that certain things or behaviors can bring
good or bad luck; locker room: the place where athletes
get dressed; touch: put your hands on something; luck:
good fortune).
• Tell the students to read the text and decide whether
the statements are true or false. Check the answers with
the class.
• Note that pretty here is an adverb and is not related to
the adjective pretty. Here it means fairly or even very.
Extra: popular superstitions
Lead a brief class discussion about popular
superstitions in the students' home countries. Ask the
students whether they believe in them.
NOTICE!
Ask the students to read the text again and underline
the examples of after, b e fo re , and until. Note that
there is one example of each. Then ask them to look
back at the sentences they underlined, and circle the
correct option to complete the statement.
B
Function
• Have the students read the text again. Then ask them to
repeat the model sentences in the grammar table after
you.
• Ask the students to circle the correct options in the
grammar table individually and then to compare their
answers in pairs. Check the answers with the class.
Alternative
Write this sentence from the text in Ex. A on the board:
I always to u c h th e g ra ss b e fo re I start to play. Ask the
students which happens first— to u ch th e g ra ss or start
to p la y (touch the grass).
• Highlight the difference between the use of before/
after to talk about the order of events, and until to talk
about the duration of events. Make sure the students
understand these concepts. An added challenge for
the students may be the way these words are used
grammatically in sentences in their language (e.g. they
might be used with infinitives or future tenses).
• Draw the students' attention to the example sentences.
Note the use of the comma when you begin with the
subordinate clause (in this case, the clause beginning
with after).
Extra: changing order
To reinforce this rule, ask the students to work in pairs
and write the b e fo re and after sentences from the
grammar table in a different order (e.g. B e fo re I start
to play, I alw ays to u c h th e grass). Make sure they have
remembered to put the comma in the right place.
c
• Point out the Watch out! box. Ask the students why the
second sentence is incorrect (there is a subject pronoun
missing before have). Give the students time to think
about what they do before and after the activities.
• Ask the students to work individually to complete the
sentences. Then encourage them to check their answers
in pairs, discussing any differences.
• Invite the students to read aloud the completed
sentences to check answers.
Extra: grammar practice
Insert b e fo re , after, or until to complete the sentences.
1 We usually have coffee_______ we finish our lunch.
2 I take a shower_______ I go to school.
3 I watch T V _______ it is time to go to bed.
4 We clean the classroom_______ we go home.
Answers
1 after 3 until
2 before 4 before
D
• Invite two students to read the model conversation.
Then put the students in pairs to do the exercise.
• When the pairs finish, elicit some examples from the
class. Ask the students to report back on their partners
(e.g. Daniel watches TV before he does his homework.).
Review the pronunciation of third person -s endings,
and make sure that the students are using before, after,
and until correctly.
Workbook p. 25, Section 5
D a y in , d a y o u t UNIT 4 T 4 4

Lead-in
• Write two incorrect sentences on the board (e.g. *H a v e
c o ffe e e v e ry m o rn in g and * H e n e v e r late fo r class).
Tell the students there is a mistake in each sentence,
and ask them to work in pairs to correct the mistakes.
Emphasize that the first sentence is incorrect because
it has no subject, and the second sentence is incorrect
because it has no verb.
• Remind the students that they practiced understanding
the mechanics on p. 23.
• Ask the students to read the information in the skills
panel carefully. Emphasize that sentences in English
always have a subject and a verb.
• If in your students' language the subject can be omitted,
encourage the students to remember to include the
subject in English.
A circulate and monitor, assisting where needed. Make
• Before the students do this exercise, remind them to
look for the subject and the verb in each sentence to
decide whether the sentence is correct or not.
• Ask the students to work individually or in pairs to
complete the exercise. Circulate and monitor, assisting
where needed.
• Check the answers with the class. Invite individual
students to come to the board and write the correct
versions of the incorrect sentences. Ask other students if
they agree with the versions on the board.
B to "buy" as many correct sentences as possible.
• Ask the students to look at the picture. Ask them where
the man (Jake) works and what his job is. Try to get the
students to predict his daily routine (e.g. He g e ts u p at
9 :0 0 a .m .; H e starts w ork rig h t away; H e g e t s to b e d
etc.).
a ro u n d fo u r in th e m o rn in g ,
• Tell the students that they will read a text about the man
in the picture, and that the text has three sentences with
mistakes. Ask them to find the mistakes and underline
them.
• When the students finish, ask them why the sentences
are incorrect. Elicit the corrected sentences from the
students and write them on the board.
• Highlight that if there are two verbs in one sentence,
and the subject is the same for both verbs, it is not
necessary to repeat the subject. An example from the
text is: H e p u ts all th e e q u ip m e n t aw ay a n d finally g e ts
to s le e p at a ro u n d fo u r in th e m orn in g.
• Ask the students why Jake's routine is unusual. (He gets
up very late. He works until 4 a.m.)
Answers
He get up ...—He gets up (The simple present form of
get ends in -s for h e/she/it.)
Is hard work.—It's hard work. (The sentence needs a
subject pronoun before the verb.)
... goes back to work.—... he goes back to work. (The
sentence needs a subject pronoun before the verb.)
c
• If the students have problems identifying a family
member or a celebrity with an unusual routine, direct
them to the pictures of people on p. 20.
• While the students are writing, circulate and monitor,
assisting where needed.
D
• Put the students in pairs. Ask them to read each other's
sentences and discuss the similarities and differences.
• Ask for several volunteers to read their sentences to the
class. Have the class try to guess the person's job, based
on the description of the routine.
E
• Tell the students they are going to help each other
correct any errors in their sentences.
• Put the students in pairs, and have them exchange
books. Remind them that sentences in English always
have a subject and a verb.
• While the students are correcting each other's work,
sure that the final versions are correct.
Extra: language auction
On the board, write a list of about 10 correct and 10
incorrect sentences covering aspects of the language
the students have recently covered, such as the
third person singular form, adverbs of frequency,
positioning of adverbs in sentences, and prepositions
of time. Put the students in groups, and explain that
each group has $10,000 to spend. They should try
When the auction starts, they bid for their sentences,
viith the sentences being sold to the highest bidder.
Keep a tally at the side of the board of how much
each group has spent—teams have to stop bidding
when they run out of money. At the end, reveal which
sentences are correct and who got the most for their
money.
Workbook p. 25, Section 6
B IS
Workbook
p. 26, Read and write
p .27, Downtime
I

9 W RITIN G; understanding the mechanics Page 23@

A sentence expresses a whole idea. Sentences in English always have a subject and
a verb. When there is no other subject, we use it.

A Check (/) the correct sentences. Rewrite the incorrect sentences.

1 0 Friday my favorite day. Friday is m y favorite day.

2 B i t is twenty to seven.
It is c o ld today.
3 B Is cold today.
£ 4 0 I an unusual routine. I h a v e an unusual routine.

: 5 0 My dad gets up at 4 a.m .

6 B I S an interesting job. It's an in terestin g jo b .

B Read about an unusual routine. Find three sentences that are

incorrect and underline them. Explain why they are incorrect and
suggest changes.

The life of a roadie isn't easy! And Jake Redman knows. This is his
tenth year as a roadie with some of the biggest names in music.
He has a hard routine on tour. He get up at noon when the
tour bus arrives at the next stadium. He starts work right
away— he helps to get the stadium ready for the show.
It takes four hours and fifty people! Is hard work. Then, it's
time for a meal and a little free time. Sometimes he watches
the show in the evening. When the show is over, after midnight,
goes back to work. He puts all the equipment away and finally gets
to sleep at around four in the morning. What a life!

C Think of someone (a member of your family, a celebrity, etc.)

with an unusual routine. Write a few sentences in your notebook
describing what you think they do on a typical day.

D 0 Work in pairs. Read each other’s sentences.

Do the two people have similar or different routines?

E 0 Read your partner’s sentences again. Is every

sentence correct? Help your partner find any mistakes.

Day in, day out UNIT 4 45

 MANAGINGYOURTIME
• Understand any problems you have with managing your time.
• Write a to-do list and categorize each task.
• Decide on the best order for the tasks.

A o f How well do you manage your time? Complete this quiz

Compare your answers in pairs. How accurate is the quiz?
W hat can you do to improve your time management? ^

Some of us are born to be late and

It's time to think about time! others are always on time. Take our
fun quiz to find out which you are!

Step 1 Understand any problems you have with
managing your time. (Ex. A, Ex. E)
Step 2 Write a to-do list and categorize each task. (Ex. B,
Ex. C)
Step 3 Decide on the best order for the tasks. (Ex. D)
Lead-in
• Ask the students if they have a lot of time to do things,
or if they sometimes feel they don't have enough-time
to do all the things they need to do. Check that they
understand the word busy (a busy person has many
things to do and not enough time).
• Emphasize the importance of effective time
management. Explain that careful planning helps us
manage our time better.
• Explain the concept of a to-do list (writing down all
the things you have to do in a day or a week) and the
benefits of putting things in order of priority (from most
important to least important).
• Ask the students if they write to-do lists and, if they do,
how the lists help them plan their time.
• Ask the students to look at the pictures on the quiz. Ask
them which picture shows a busy person, and which
picture shows a calm, organized person.
• Go over the meaning and pronunciation of worried.
• Read the instructions for the quiz. Make sure the
students understand that they need to choose one
answer for each question. Tell them to circle the answer
that is true for them in each case.
• Ask the students to do the exercise individually.
Circulate and monitor, assisting where needed.
• When the students finish, have them calculate their
scores according to the chart on the right of the quiz.
• Take a class poll to find out which category the students
belong to. Note that you may need to explain achieve
(do something successfully) and attitude (your opinion
about something).
Alternative
The quiz can be done as an interview. Ask the students
to work in pairs and ask each other the questions.
They should then write down their partner's answers to
each question, and figure out their partner's score and
which category they belong to.
D a y in , d a y o u t UNIT 4 T 4 6
B D
• Refer the students to the to-do list. Note that the stress
is on d o . Ask the class how many of them make to-do
lists regularly. Ask them what three categories are
included in the to-do list (the day or date, the tasks,
the estimated time for each task). Check that they
understand the word task (something that you need to
do, often something that is difficult).
• Ask the students to make a similar to-do list for all the
days of the next week. Write the three categories on the
board to remind the students to include them all. Give
them plenty of time to think about this before you move
on to Ex. C. •
Alternative
Ask the students to make a to-do list for just two or
three days of the next week.
c • When the pairs finish, briefly get some feedback from
• Ask the students to look at the diagram. Explain that
this is one possible way of prioritizing tasks when writing
a to-do list — important/not important, urgent/not
urgent. Explain how to decide whether something is
important but not urgent (e.g. paying a credit card bill.
It might not be due for a month, so it is not urgent, but
it is still important.). Explain to the students that one
way to determine whether something is important or
urgent is to think about what will happen if you don't do
it. Explain that to decide how urgent something is, think
about the amount of time you have to complete it.
• Point out the How to say it box, and ask the students to
repeat the sentences chorally, and then individually.
• Put the students in pairs, and tell them to exchange
their to-do lists with their partners. Encourage them
to use the questions in the How to say it box to find
out whether the tasks in their partner's to-do list are
important or not, and have them work together to rank
the tasks from A to D. When they finish, tell them to
give the to-do lists back to their partners.
• This is a reflective task, so give the students plenty of
time to do this. Explain that they will need to reorganize
their original to-do lists based on how important
or urgent each task is. Highlight the importance of
prioritizing.
• Emphasize that the students may find it helpful to
balance out their to-do lists if they move tasks from one
day to another.
• While the students are doing this task, circulate and
monitor, assisting where needed.
E
• Read the instructions to the class.
• Put the students in pairs, and have them compare their
lists. Write a few helpful phrases on the board (e.g.
W hat d o y o u h a v e to d o on M o n d a y ? I n e e d to clea n m y
Encourage them to evaluate each other's lists
room .).
and decide if they have enough time to do everything
they have listed.
the class. Take a class poll to find out which students
think they have enough time to do everything. If there
are any students who don't have enough time, ask if
others can help them to prioritize their tasks.
REFLECT
• Ask the students to read the R e f le c t question.
• Give them some time to think about different situations
in the domains of Work and Career and Study and
Learning where the skill of M a n a g in g y o u r tim e would
be useful.
• Elicit the following ideas: prioritizing jobs at work,
having a deadline, when you need to make time for
•meetings or for discussions with colleagues; studying for
an exam when you have a bit of homework, when you
have a deadline for an assignment, etc.
 B Make a list of things to do in the
coming week. Estimate the time
you need for each one. Look at the
example.

C Work in pairs. Ask and answer

questions about your lists. Use the
diagram and mark each task depending
on how important and how urgent it is.

Key to diagram:

Very important and very urgent.

Very urgent, but not very important.
Very important, but not very urgent.
Not very important and not very urgent.

■ -
D Write your things to do in order. For Day
each day of the week, write A things first,
Sunday
followed by B things, etc. Think about
the time you have and consider moving
some things from one day to another. Monday

E 51 Work in pairs. Compare your daily Tuesday

to-do lists. Can you do everything in the
time you have? Wednesday

Thursday
H O W TO SAY IT Q3
Prioritizing Friday
Is this urgent?
How important is this?
Saturday
It's very important!
I don't really need to ...
I suppose this isn't really urgent, so
REFLECT ...
How can the skill of managing your
time be useful to you in Work and
Career and Study and Learning?

D a y in , d a y o u t UNIT 4 47
1 VOCABULARY
A Rita is talking about her day. Look at the time on each watch. Then complete these
sentences with a verb and the correct time. (6 points)

dinner
se v e n (o'clock)
at

B Rita is talking about other parts of her day.(^irci^)the correct prepositions. (4 points)
1 I always have breakfast at/(^eforg)/ after / until I go to school.
2 I som etim es go for coffee with friends until / at /Rafter)/ on school.
3 / bnt/V / A t Saturday nights, I use my computer or watch a movie b efore / after / on /(untjfomidnight,
and then I go to bed.

8-10 correct: I can tell the time and use prepositions to talk about what I do in a typical day.
0-7 correct: Look again at Sections 1 and 6 on pages 40 and 43.
SCORE: /10

2 GR AR
A Read this text about how frequently five people play video games.
Write their names in the correct order on the scale. (5 points)
When Leo comes home from school, he always plays video games. His sister, Marina, sometimes plays with
him, but she prefers going online to talk to her friends. David often plays video games after school, but not
every day. His sister, Lola, never plays. She thinks video games are boring. Samuel rarely plays video games,
but he likes one soccer game that he plays with his brother.

100% ----------------------------------------------------------------------------------------------------------------------- ► 0%
„ Leo , D a vid , M arina . Sam uel q Lola

B Rewrite the sentences with before, after, or until. Use the correct punctuation. (5 points)
1 Leo has dinner, and then he plays games on his computer.
L e o has d in n e r b e fo re h e plays g a m e s on his co m p u te r. (b e f o r e )
2 Marina talks to friends online. She stops when it's time for bed.
M arina talks to frien ds o n lin e until it's tim e for b e d . (until)

3 David does his homework. Then he plays video games.

D a vid plays v id e o g a m e s a fter h e d o e s his h o m ew o rk . _ (after)

4 Lola watches TV. She stops when she goes to bed.

Lola w a tch e s T V until s h e g o e s to b e d . (until)

5 Samuel plays a video gam e, and then he listens to music.

A fte r S a m u e l plays a v id e o g a m e , h e listens to m usic. (after)

8-10 correct: I can use frequency adverbs and time clauses to talk about when and how often people do things.
0-7 correct: Look again at Sections 3 and 8 on pages 41 and 44.
SCORE: /10
Language wrap-up
Students can do the Language wrap-up exercises in
class or for homework. If you give them for homework,
remember to check the exercises at the beginning of the
next class, or collect a few to grade and identify any typical
errors.
If you decide to do the exercises in class, you can
approach the wrap-up as a two-step reviewing procedure.
First, ask the students to do the Vocabulary section
individually. When ready, encourage the students to check
their answers carefully, and then put them in pairs to
compare answers and discuss any differences. Self- and
peer-correction are two excellent ways of developing
learner independence and creating a cooperative learning
environment. After completing the Vocabulary section, you
can apply the same procedure to the Grammar section.
At the end of each section, make sure that the students
write their score out often. If they have a score lower
than eight, direct them to the appropriate sections of the
unit, and encourage them to read those sections again for
homework. After that, ask the students to complete the
exercise(s) again at home.
1 Vocabulary
A
Make sure the students understand that they should write
a verb in the first blank and the time that the watch shows
in the second blank.
B
Encourage students to read the sentences carefully before
they choose their answers.
2 Grammar
A
Focus the students' attention on the scale under the
text. Then ask them to read the text carefully, and then
underline the names and frequency adverbs before they
write the names in the correct order on the scale.
B
Remind the students that they have to use the word in
parentheses when they rewrite the sentence and to check
that they have used the correct punctuation. Elicit which
sentences can have the clauses the other way round
(1 Before Leo plays games on his computer, he ...; 3 After
David does his homework, he ...; 5 Samuel listens to music
after he ...).

Refer to the Communicative wrap-ups on pp. 132-133

of the Student's Book for more activities.

Unit 4 Com petence developed C E F Reference (A1)

1 Vocabulary can tell tim e In a variety of w ays Tab le 1; Tab le 2; Section 3 .5 ;

Section 4 .4 .3 .1
2 Reading can read and respond to a short m agazine article Section 4 .4 .2 .2
3 Grammar can und erstand and use fre q u en cy ad verb s Table 1 ; Table 2; Sections 5 .2 .1 .2 ;
6 .4 .7 .7 ; 6 .4 7 .8
4 Pronunciation can correctly stress days o f the w eek Section 5 .2 .1 .4
5 Listening can listen for sp e cific inform ation Tab le 1; Tab le 2; Section 4 .4 .2 .1
6 Vocabulary can und erstand and use p rep ositions o f tim e Table 1; Table 2; Section 4 .4 .3 .1
7 Speaking can talk abo ut interesting activities Section 4 .4 .3 .1
8 Grammar can und erstand and use clau ses with u n til, b e fo r e , a fte r Table 1; Table 2; Sections 5 .2 .1 .2 ;
6 .4 7 .7 ; 6 .4 7 .8
9 Writing can w rite sen te n ce s and use sub je cts correctly Table 2; Section 4 .4 .1 .2 ;
Section 4 .4 .3 .4

D a y in , d a y o u t UNIT 4 T 4 8
UNIT 5 HERE, THERE, AND EVERYWHERE! E
The expression here, there, and everywhere means all over the world. It is also the title of a
song by The Beatles. You can say that someone has traveled here, there, and everywhere.

Writing: an email to give directions

Ask the students why they usually write emails: for work or
Unit plan study; to get information from a friend or company; to talk
to friends or family; for another reason. Ask them to find
Unit opener (p. 49) 10 min.
the email in this unit and say what it is about.
• Optional downloadable unit opener 10 min.
1 Grammar: there is / there are with (p. 50) 40 min. Refer the students to the lifeSkills panel. Tell them that the
som e, any, several, a lot of, many
topic of this unit's lifeSkills section is Estab lish in g priorities.
Ask them to work in pairs and discuss when they need to
2 Vocabulary: places and attractions (p. 51) 25 min.
order things according to their importance, and if they are
in a city
good at this, and why or why not.
3 Pronunciation: compound nouns (p. 51) 15 min.
4 Reading: for the main idea (p. 52) 30 min. A
5 Listening: to a news report (p. 52) 30 min. • Ask the students to work in pairs and write down in
6 Grammar: the imperative (p. 53) 40 min. English as many country names as they can in two
7 Vocabulary: locations and directions (p. 54) 25 min. minutes. Listen to their suggestions as a class. Correct
8 Speaking: repeating directions to (p. 55) 20 min. any errors with pronunciation.
check understanding • Write the following expressions on the board: / think it's
in ... b e c a u s e th e re is/are . .. ; It's p ro b a b ly . .. ; I d o n 't
9 Writing: an email to give directions (p. 55) 20 min.
think it's . .. ; I w o u ld like to a tte n d th e ... b e c a u s e I like ....
• Optional downloadable Writing 20 min.
Tell the students that these phrases are used to express
workshop: an email to give directions opinions in English. Explain that we use p ro b a b ly when
lifeSkills: establishing priorities (p. 56) 45 min. we are almost certain something is true. Ask them to use
(Self and Society) the expressions on the board when talking about the
• Optional downloadable lifeSkills 45 min. pictures.
lesson (Work and Career) • Ask the students to look at the pictures. Elicit guesses
• Optional downloadable lifeSkills 45 min. for where they think the events in the pictures are, and
ask students to give reasons for their answers.
lesson (Study and Learning)
• Ask the students which of the events they would like to
Language wrap-up (p. 58) 15 min. attend and why.
Video and downloadable video worksheet 45 min.
Answers
A Italy, II Palio horse race in Siena
B Malaysia, harvest festival in Sabah
U n it opener C The U.S., cherry blossom festival in Washington, D.C.
D Mexico, Day of the Dead festival
Lead-in
Direct the students' attention to the objectives in the unit B
menu and go through the information with them. Explain • Ask the students to look at Section 7 on p. 34. Elicit the
that this unit focuses on language to talk about places and questions for asking for others' opinions, and write them
directions, and on the following skills to help them do this: on the board. Ask the students to repeat them chorally
Reading: for the main idea and individually, with the main stress in the correct place
Ask the students where they usually see written opinions (e.g. W hat d o y o u think?).
(e.g. in newspaper articles, on internet blogs, etc.). Ask • Put the students in pairs or small groups. Read the
them if they often read opinions, and why or why not. instructions aloud. The students then discuss their
Speaking: repeating directions to check understanding answers.
Ask the students when it is important to check information. • Encourage the students to use the questions for asking
Ask them to look through the unit and find out what type for others' opinions when they are discussing their
of information people are checking. favorite things to do and places to visit (e.g. A : I really
Listening: to a news report like N e w York. W hat d o y o u th ink ? B : I a g re e . It's a
Ask the students if they listen to any of these types of fantastic city.).
news reports: national and international news, local news, • Elicit ideas from the class.
news about cultural events, commentary about social,
cultural, and political issues.
UNIT 5
IN THIS UNIT
0 learn language to talk about
places and directions A Look at the pictures. Where do you think each of these
events is happening? Give reasons for your answers.
read descriptions of where
Which of these events would you like to attend? Why?
% people live— reading for the
main idea
ask for and follow directions—
repeating directions to check
understanding
^ listen to a news report about a
festival
write emails giving and asking
for directions
watch a video about an interesting
festival

B ^ Work in groups. Talk about your

favorite things to do and places to visit.
A: / r e a lly lik e L o n d o n .
B: M e , t o o ! I lo v e g o i n g to all t h e m u s e u m s .

LIFE Learn to establish priorities to

make decisions
SKILLS
SELF &
SO CIETY
Here, there, and everywhere! UNIT 49
 I VV V V
1 GRAMMAR: there is / t h e r e are with some, any, several, a lot of, m any
A LANGUAGE IN CONTEXT Read about the UFO festival.
Answer the questions.

H e le n w r it e s :
“ I’m from Canada, and I’m traveling in the southwest U.S.A. Are there any interesting
festivals in this area right now? Is there a festival in Arizona? I’m in Phoenix right now.”

fa n a n s w e r s :
“There aren’t any festivals in Arizona this month, but there is a cool festival in Roswell,
New Mexico, it’s called the UFO Festival, and it’s all about UFOs and space aliens!
There are a lot of different types of events. For example, there are several planetarium
shows, and there are some talks by astronomers and other scientists. There aren’t
many tickets for these talks, so it’s a good idea to buy them online as soon as
possible. There’s an alien costume competition, and there are many contestants with
really crazy costumes! There’s also an alien parade. Believe me, there isn’t another
festival like the UFO Festival!”

1 Where is the UFO Festival?

NOTICE!
1 The writer uses the phrases there is /
2 What types of events does the festival include?
there are / there aren't / are there / is there.
3 Are all the events in the festival free? Do these phrases refer to things or actions?
2 How do we form a contraction of there is?
B ANALYZE Read the text in Exercise A again.
Function Choose the correct option to complete the sentences.
1 We use t h e r e is / t h e r e a r e t o ...
(a) say that something exists^j b) indicate the location of something.
2 We use words like s o m e , an y, and s e v e r a l to talk about...
a) exact quantities, (b) generalquantities.)

Form Com plete the sentences with the correct form of t h e r e is / th e re a re

Affirmative Negative Questions

T h e re is T h e re isn't Is th e re
( 1) a cool festival in ( 6) another festival (9) a festival in
Roswell, New Mexico. like the UFO Festival! Arizona?
T h e re is T h e re aren't A re th e re any interesting
( 2) an alien costume (7) any festivals in ( 10 )
competition. Arizona this month. festivals in this area right now?
(3) T h e re are a |0t 0f different ( 8) T h e re aren t many tickets for
types of events. these talks.
T h e re are
(4) several
planetarium shows.
(5) T h e re are ___sorne talks by
astronomers and other scientists.

C PRACTICE Circle)the correct option.

1 There is n 't / ( a r e n f y any festivals in my country in November.
2 Is /(Are)there any food festivals in your town?
3 In Mazatlan, there(isV are a carnival in February.
4 There are ( $ e v e r a jy a n y carnivals around the world every year.
5 Are there(anyy a dance competitions during the festival? WATCH OUT!
6 There is /(arma lot of people in the parade. There are a lot of people.
7 There isn'tfay's o m e festival like the UFO Festival in my country.
(££) There is a lot of people.
8 There are any /(¿Qot ¿^festivals in the summer.

D (H NOW YOU DO IT Work in pairs. Choose a festival in your city or

country. Describe it for your partner to guess. Then switch roles.
A: It's in A u g u s t . T h e r e a r e m u s ic ia n s . T h e r e 's a p a r a d e . B: T h e m u s i c fe s tiv a l!

© r
■

• Ask the students to look at the Watch out! box. Remind

them that p e o p l e is plural, and it follows the plural form.
• Ask the students to read the statements.
• Ask them to do this exercise individually, and then to
compare their answers in pairs. Encourage the students
to discuss any differences in their answers.
• Check the answers with the class. Remind the students
• Tell the students they are going to read about another
that we use an y in questions and negatives (items 1,2,
festival. Ask them to look at the picture of the festival.
and 5), and we never use an y in affirmative sentences.
Ask them what part of the world this could be and what
• Ask the students what helped them select the correct
might happen at the festival.
form of th e re is / th e re are (if the noun is singular, use
• Choose a student to read aloud the three questions
th e re is, and if it is plural, use th e re are).
about the text.
• Ask the students to read the text individually and answer
the questions. When the students finish the exercise, Extra: grammar practice
check the answers with the class.
Ask the students to correct the errors in these
sentences. There is one error in each sentence.
Answers
1 Is there any festivals in your city?
1 in Roswell, New Mexico 2 There aren't some carnivals in this region.
2 planetarium shows, talks, a costume competition, a 3 There is a lot of cultural events here.
parade 4 There isn't any airport in our city.
3 No, the talks are not free.
Answers
NOTICE! 1 Are 2 any 3 are 4 an

• Read the questions aloud to the class.

• Put the students in pairs and ask them to answer the D
questions.
• Ask the students to read the model conversation.
• Check the answers with the class.
• Do another similar example with the class. Choose a
local festival that the students will know—or use one of
Answers the festivals from earlier in this unit—and give a brief
1 things 2 there's description, using th e re is and th e re are. Have the class
guess the festival.
• Give the students time to think of a festival and make
B notes about what happens during the festival. Remind
them to use th e re is and th e re are.
Function • Put the students in pairs to complete the exercise. While
• Give the students time to read the sentences, and have pairs work, monitor and check the students are using
them do the exercise individually. the correct forms of the verb b e with th ere.
• Ask the students to compare their answers in pairs
before you check the answers with the class.
Form Extra: months
• Ask the students to look back at the text in Ex. A and Briefly review the months of the year in English. Have
underline all of the examples of th e re is and th e re are in a spelling race. Divide the class into teams of five or
the text. six students. Say one of the months of the year, and
• Elicit the negative forms (th e re isn't / th e re aren't) and have one person from each team come to the front
the interrogative forms (Is th e re ? / A re there?). of the class and write the word on the board. The
• Highlight that th e re is can be contracted to there's, but first team to write the word correctly scores a point.
th e re are does not normally contract.
Continue until every member of the team has had at
• Ask the students to fill in the blanks in the grammar least one turn.
table using the correct affirmative, negative, and
question forms of th e re is 7 th e re are.
• Highlight that the pronunciation of th in th e re is
Workbook p. 28, Section
/6/. Take some time going over the pronunciation,
emphasizing that the tongue comes out slightly
between the front teeth, and the sound is voiced (i.e.,
if they touch their throats while making the sound, the
students can feel their vocal cords vibrating).
• Invite individual students to say the answers.

H e re , th e r e , a n d e v e r y w h e r e ! u n it 5 T50
2 Vocabulary: places and I 3 Pronunciation: compound
attractions in a city______________I nouns
A A
• H 25 Ask the students to look at the picture, and
elicit that the information is about a Chinese New Year
festival and parade.
• Ask the students to look at the map. Use the icons to
help with the meanings of unfamiliar vocabulary.
• Tell the students they will hear a guide for visitors to the
festival. Explain that they should listen and circle the
places on the map that the speaker mentions.
• Play the audio once, and check progress. Play it again, if
necessary. Check the answers with the class.
Audio script ____
Hello, and welcome to our phone guide for this year's Chinese
New Year festival. There's a lot for everyone to enjoy. Between
January 23rd and 28th, there's a special exhibition of Chinese
paintings at the art gallery on Park Street. There are special
events at the zoo for children under ten, and Chinese dancers
and musicians in the park every day at 11 a.m. Chinese food is
available from special stalls at the shopping mall on weekends.
Please note that there are special buses that leave hourly
from the bus station and take you straight to the center o f ...
• Read the instructions and the question in item 1 aloud.
• Put the students in pairs to answer the first question.
Encourage the students to use both affirmative and
negative forms of there is / th e re are when talking about
their town (e.g. There is a park. T h e re a ren 't an y art
galleries.).
• When the students finish, elicit the answers from the
class.
• Read the instructions for item 2.
• Ask the students to work in pairs again and list as many
other places in their town as possible. Give them time
to ask questions about unknown vocabulary. You can
expect the students to mention possible cognates
or loan words, such as bank, su p e rm a rk e t, h o tel, and
m u se u m .
• Write new words on the board, marking the stress, and
ask the students to copy the words in their notebooks.
► Workbook pp. 28-29, Section 2 O 1»
i other.
(
> H ] 26 See the Student's Book for the audio script.
• Explain that compound nouns are words with two
parts—two nouns that together form one new word or
phrase. Point out the examples.
• Play the audio once, and ask the students to notice the
stressed word in each pair.
• To reinforce the stress on the first noun in the
compound, have the students say the first noun
more loudly than the second one. Emphasize that in
compound nouns of more than one syllable, the stress
falls on the first syllable in the first word. The stressed
syllables here are: science museum, shopping mall,
chocolate factory, movie theater.
B
• Read the instructions to the class. Then invite volunteers
to read the example compound nouns aloud. Correct
the pronunciation as needed.
• Put the students in pairs to think of new nouns using the
prompts. Circulate and monitor, assisting where needed.
• To check answers, ask for volunteers to write their words
on the board. Ask the students to copy any new words
into their vocabulary notebooks.
Possible answers
art museum, maritime museum; bus station, police
station, gas station; shoe factory, phone factory
Extra: more compound nouns
Elicit some other compound nouns related to towns
and cities: p o s t office, b a s e b a ll/s o c c e r stadium ,
sw im m in g p o o l, sp o rts cen ter, b u s sto p . Have the class
repeat the words after you, making sure they place the
stress on the first word in each pair.
c
• Put the students in pairs to write sentences using the
compound nouns from Ex. A and Ex. B. Remind them to
use there's and th e re are in their sentences.
• Have the students read their sentences aloud to each
• Choose some pairs to read their sentences aloud to the
class. Correct any errors in the use of th ere's and th e re
are and in the stress pattern of the compound nouns
they use.
.U 2 VOCABULARY: places and attractions in a city
A | p 25 Listen to the message about the Chinese New Year festival.
(^ircl§)the places on the map that the speaker mentions.

Chinese N ew Year
festival and parade

It’s tim e fo r the Chinese N ew Year!

Come a n d jo in the celebrations.
The colorful dragon parade covers
the fo llow in g route this year:

main
square

science chocolate fountain

museum factory

movie
bus station theater art gallery
shopping mall

B Work in pairs. Answer the questions.

1 How many places on the map are also in your town?
A: T h e re 's a zoo.
B: Yes, a n d th e re a re s e v e ra l ...

2 How many other places in your town can you name in English?
A: T h e re a re a lo t o f b a n k s .
B: A n d th e re 's a h is to ry m u s e u m .

3 PRONUNCIATION: compound nouns

A BP 26 Listen and repeat. Notice that in compound nouns
(noun + noun), the first word is stressed.
r
museum— science museum factory— chocolate factory
mall— shopping mall theater— movie theater

B B1 Work in pairs. Make new compound nouns for places in your city. Then practice
saying the words.
1 history museum 2 train station 3 car factory
museum station factory

C (JH Work in pairs. Use compound nouns from above, or think of others, and write
sentences about things in your town. Practice reading your sentences.
T h e re a re tw o s h o p p in g m a lls h e re . T h e re 's a h is to ry m u s e u m a n d an a rt m u s e u m .

H e r e , th e r e , a n d e v e r y w h e r e ! UNIT 5 51
 ING: for the main idea
When you read a text, think about these questions. What is the general topic?
What is the writer saying about the topic?

A Read these texts quickly.(^ircle)the main topic.

eighborhooa|> b) festivals c) families

"I live in a quiet area in Paris. I like living there because it's very friendly and there are several stores
and cafés. The only problem is that it's a little boring sometimes because there aren't any clubs. There's
a good stadium, though. I often go to sports events."

"I live in Singapore, in a very busy neighborhood. I don't like it because it's noisy and there's a lot of
traffic. There's a shopping mall near my house, and I go there a lot. There are also museums and a movie
theater in the area, but I don't have time to go to them. There's a good food festival in April, though."

"I live In a nice neighborhood in the city of Montevideo, Uruguay. The neighborhood is pretty small, and
a lot of our neighbors are my friends. There aren't many big shopping malls near here, but there are some
nice small stores. There's also an art gallery, a movie theater, and a gym. Oh, and there are a lot of great
restaurants! I think it's a fantastic place to live."

B Read the texts in Exercise A again. Decide whether each person has a
positive or negative opinion of where they live.
Em ile ^positive)/ n e g a tiv e M elissa: p o s itiv e / ( n e g a tiv e ) C arlos ( p o s it iv e ) / n e g a tiv e

C Qj| Work in pairs. Talk about your neighborhood. Do you like it?
W hy or why not?
I lik e m y n e i g h b o r h o o d b e c a u s e it's s m a ll a n d ...

5 to a news report
A | | 2 7 Listen to the start of a news report.
Choose the correct option.
1 Bunol is near the city of ... <gWalenciaT)> b) Murcia.
2 La T o m a tin a festival happens in ... a) September.

Qjjg28 Listen to the rest of the report. Choose the

correct option.
1 Mary speaks to a man from ... (afSpam ?) b j t he U . S. c) Germany.
2 All the people go to ... to have breakfast.
<3£the main square^ b) the park c) their houses
3 At eleven o'clock, everyone ...
a) goes home. C ^throws tom atoesTl> c) eats tom atoes.
4 The festival continues f o r ... a) two weeks. b) two days. <cftwo hqurs^>

C Q | Give your opinion. W hat do you think about

La Tomatina? W hat do you think about festivals in
general? Give reasons.
I th in k th e y 're fu n .
I d o n 't lik e th e m b e c a

©

Lead-in
• Ask the students to read the information in the skills
panel.
• Emphasize that when they are trying to identify the main
topic of a text, they can often run their eyes quickly over
a text to find the main topic from key vocabulary items
(both words and phrases) in the text.
A • Play the audio once. Ask the students to compare their
• Read the instructions and topic options to the
class. Check that the students understand the word
n e ig h b o r h o o d (the area around where you live).
• Ask the students to read the three texts as quickly as
possible. Give them a time limit of no more than two
minutes, and then ask them to close their books.
• Ask the students to discuss the answer in pairs.
B people enjoy this festival every year.
• Read the instructions to the class. Explain that the
people say both positive and negative things about
where they live, but the students should try to
understand the person's general feeling about the
place.
• Check answers and ask the students what helped them
decide whether the people had a positive or negative
attitude toward their neighborhoods (e.g. key words like
friendly, b o rin g , busy, noisy, g rea t, fantastic).
Extra: reading practice
1 Where does Emile live? (Paris)
2 Where does Melissa live? (Singapore)
3 Why doesn't she like it? (It's noisy and there's a lot
of traffic.)
4 Where does Carlos live? (Montevideo)
5 Is Carlos's neighborhood big? (No)
• Put the students in pairs. Read the instructions
aloud, and give the students time to prepare for the
exercise. Ask them to make a list of the places in their
neighborhoods, and what they like or dislike about their
neighborhoods. Encourage them to use as many of the
new words from this unit as they can.
• Circulate and monitor, assisting with spelling and
vocabulary where needed.
• When the students finish, invite several volunteers to
share their ideas with the class.
Ask the students for examples of famous festivals around the
world (e.g. M ardi G ras in New Orleans, Carnaval in Rio, etc.).
Write the names of some of the festivals on the board.
------------------------------------------------------------------- •
A
27 Read the instructions aloud. Ask the students
to look at the picture and tell you what they think the
festival is about.
• Give the students time to read the sentences and
options. Emphasize that they are listening for the name
of the city and the month when the festival takes place.
• Remind them not to worry if they don't understand
every word they hear. Explain that they have worked on
listening for specific information in earlier units, and that
they should apply this same skill here.
answers in pairs. Play it again, if necessary.
Audio script_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Now, everyone likes a food fight. In the town of Bufiol,
they have perhaps the biggest food fight in the world.
Bufiol is near Valencia in Spain. They have a tomato
festival called La Tom atina. It happens in August and
everyone in the town throws tomatoes. About 30,000
B
28 Make sure the students understand all the
vocabulary in the sentences, especially throw.
• Give the students time to read through the sentences,
and elicit some predictions from the class.
• Play the audio once, and ask the students to listen only.
Then play it again, and ask the students to circle their
answers.
• Ask the students to compare their answers in pairs.
Audio script___________ _____ _______
H = Host, M = Mary
H: We sent our reporter, Mary Turner, to Bunol to learn
more about the festival.
M: Right now, there are more than 30,000 people here
in Bunol, with people from Britain, Germany, and
other countries. That's because today is the day of
La Tomatina, the tomato festival. I want to ask local
people about the festival. ... Excuse me.
Man: Yes?
M: I' m from Channel Ten news. Are you from Bunol?
Man: Yes. I live here.
M: What happens in La Tomatina?
Man: Well, everyone goes to the main square and has
breakfast. At eleven o'clock, everyone starts throwing
tomatoes at each other.
M: And how long does it last?
Man: We throw the tomatoes for about two hours. The whole
town is red Lt the end!
M: And .why do you do it?
Man: I don't know! It's just for fun!
• Draw the students' attention to the example sentences.
Elicit additional adjectives to complete the first sentence
and write the students' ideas on the board (e.g. It
s o u n d s g re a t; It s o u n d s stu pid.).
• Read the instructions aloud. Have a group discussion.
• Do a class survey to find out what the majority thinks of
the festival. Find out which students like festivals, and
which ones they like.
Here, there, and everywhere! UNIT 5 T 5 2

6 Grammar: the imperative
Lead-in
Elicit some positive things students can do if they want to
learn English well (e.g. sp e a k o n ly En g lish In class, w atch
En g lish m o v ie s, d o th eir h o m ew o rk), and write them on
the board. Then ask them to tell you things they shouldn't
do if they want to learn English well (e.g. D o n 't s p e a k y o u r
la n g u a g e in class.).
A
<H 29 See the Student's Book for the audio script.
• Explain the exercise. Ask the students to read the
sentence beginnings and the different possible endings
carefully first.
• Play the audio once. Check progress and, if necessary,
play it again.
• Check the answers with the class. For item 2, point out
that Sophia mentions both the street where the bank is
located (It's on M a so n Street) and how to get there (e.g.
turn left on R iver S t r e e t ...).
NOTICE!
• Ask the students to read the statements and the
different possible answers fully first.
• Ask them to look at the underlined words in the
conversation and choose the best answers. Check
the answers with the class.
B students in their group follow the instructions.
Form
• Ask the students to read the examples of affirmative
and negative imperatives in the grammar table.
• Direct the students' attention to item 1 and item 2.
Ask them to choose the best answers.
Function
• Ask them to choose the best answer in the Function
section.
• When they have written a further example in each
column, check the answers with the class.
• Invite volunteers to read their examples aloud for the
class. Write their examples on the board as the students
say them. Ask the class if all the examples are correct. If
not, invite volunteers to the board to make corrections.
g jj J , j£ jj V * Ü -rj ¡1
Extra: imperative game
To consolidate the rules for forming imperatives,
play a quick game. Ask the students to stand up.
Give instructions like these using the imperative and
negative imperative for the students to act on: Sit
d o w n . S ta n d u p again. D o n 't sit d o w n . L o o k at the
b o a rd . L o o k at y o u r n eig h b o r. Sit d o w n . D o n 't sta n d
up. D o n 't lo o k at th e bo a rd . S ta n d up. L o o k at y o u r
book. The students will get further practice in
Ex. D.
c
• Do one example with the class to illustrate the activity.
Write these words on the board: this s tre e t a h e a d on
stra ig h t g o . Tell the students the words are in the wrong
order and elicit the correct order from the class (Go
straight a h e a d on this street.).
• Ask the students to do the exercise individually. Tell
them to use the examples in Ex. A and Ex. B to help
them complete the exercise. Remind the students
to capitalize the first word in each sentence and put
periods at the end of the sentences.
• Ask the students to compare their answers in pairs.
Check the answers with the class.
D
• Put the students in groups of three or four.
• If possible, ask them to stand up and use the whole
space of the classroom.
• The students take turns giving instructions. The other
Extra: homework
Ask the students to write a list of D o s and D on 'ts
for tourists visiting their country. Ask them to use
imperatives to write at least five tips for things visitors
should do and things they shouldn't do (e.g. D rive on
th e right! D o n 't sm o k e in restaurants.).
^ Workbook p. 30, Section 4
A 11329 LANGUAGE IN CONTEXT Listen to this conversation
Then complete each statement below with the correct option.
Rick: Excuse me. Is there an ATM near here?
Sophia: Yes, there's one in the Union Bank. It's on Mason Street.
Rkk: How do I get there?
Sophia: Go straight ahead on this street for two blocks. Turn right
on Park Street and go one block. Then turn left on River
Street and walk about half a block. The bank is on the
left, next to the supermarket. Dòn't go into the bank.
The ATM is outside.
Rick: O K , right on Park Street, and then left on River é r 9M
Street.
Sophia: That's right. Don't worry. It's easy to get there!
Rick: Thank you very much.
Sophia: You're welcom e.

1 Rick wants to ... 2 Sophia tells him ...

i^ e tm o n e ^ ) a) the location of the bank,
b) buy something. b) directions to get there.
c) eat lunch.

B ANALYZE Read the conversation in Exercise A d give personal information.

again. Read the examples below. m
Form Read the examples below and(çîrcîg)the correct option to complete the sentences.

Affirmative Negative

Go straight ahead on this street. Don't go into the bank.

Turn right on Park Street. Don't worry.
Walk half a block. Don't talk.
Read the signs. Don't be late!
Please write your name.

1 In the imperative form, there is /(7s n o h a subject before the base form of the verb.
2 Negative im peratives have ~ 3 o e s n 't before the base form of the verb.

Function(Çirclg)the correct option to complete the statement. Add one more

example to each column of the table. ____________________________________
W e use the imperative to ta lk a b o u t r o u t i n e s / ( g iv e i n s t r u c t io n s o r d i r e c t i o n s .)

C PRACTICE Put the words in order to make sentences.

1 Street / on / turn / left / Baker / . 5 write / please / name / your / .
Turn left on B a k er Street. Plea së'w rite y o u r n am e. __
2 to / this / song / listen / . 6 three / ahead / go / for / blocks / straight / .
Listen to this so n g . (So straight a h e a d fo r th re e b lo ck s. _____
3 instructions / read / the / . 7 for / concert / tickets / buy / the / two / .
R e a d th e instructions. B u y tw o tick e ts fo r th e co n c e rt. _ _____ ___ J

4 at / don't / answers / the / look / . 8 book / don't / open / your / .

D o n 't lo o k at th e answ ers. D o n 't o p e n y o u r b o o k . __

D NOW YOU DO IT Work in small groups. Take turns giving and

following instructions.
Go s t r a ig h t a h e a d . T u rn rig h t. N o , d o n ' t tu rn le ft; tu rn rig h t. S t o p .
W a lk t o t h e d o o r . O p e n t h e d o o r . D o n 't c l o s e it.
C lo s e y o u r b o o k . L o o k at m e.

H e r e , th e r e , a n d e v e r y w h e r e ! UNIT 5 53
 ocations and directions
Read and match the instructions to the pictures.
1 Take the second street on the left. 7 Turn left here.
2 Make a U-turn. 8 Go over the bridge.
3 It's on Laurel Avenue. 9 It's between the bank and the school.
4 It's next to the museum. 10 Go straight ahead.
5 Follow the signs for the zoo. 11 Take the first right.
6 It's across from the movie theater. 12 It's on the corner of Mason Street and Laurel Avenue.

B 2 | Look at this street map. Student A, you are at the

t
main square. Student B, you are at the art gallery.
Asking for and giving directions
Ask each other for directions to different places on the map.
E x c u s e m e , w h e re is th e ...?
A: H o w d o I g e t t o t h e z o o fro m h e r e ?
H o w d o I g e t to ...?
B: Go r ig h t o n M a in S t r e e t . T a k e t h e first s t r e e t o n t h e left. T h a t's R iv e r
Is th e re a ... n e a r h e r e ?
S t r e e t . T h e n . ..
Turn le ft / rig h t o n ...

Lead-in
Check that the students understand the words left and
right. Ask questions, such as Who is sitting on Lydia's
right? Who is sitting on Ben's left? This will also give you
an opportunity to review possessive's.
A
• Tell the stud.ents they are going to learn some useful
language for getting around a city.
• Read the instructions to the class. Clarify that they are
matching the sentences to the pictures.
• Ask the students to work individually. Circulate and
monitor, assisting where needed.
• Ask the students to compare answers in pairs,
explaining their choices. Then check the answers with
the class.
• Highlight that we use expressions like the first street
on the left, the second street on the right, etc. Briefly
review some basic ordinal numbers (first, second, third,
fourth, fifth).
Extra: giving directions
Ask the students to work in pairs and tell each other
how to get from the school to their home. If they live a
long way from the school, they can include instructions
like Take bus 47 to ...
Extra: definitions game
Divide the class into two teams. Ask one student from
each team to come to the front of the classroom and
sit with their backs to the board. Write a word on the
board behind them. This can either be a word from
this lesson, or a word from earlier in the unit. Choose
one team to describe the word. The student must not
say the actual word, but can use synonyms, define
its meaning, give an opposite, or even give rhyming
words (e.g. it sounds like "night"; it's the opposite
of "left"—right). The two students at the front then
have to guess the word. The first student who guesses
correctly wins the point for his or her team. Ask the
other students on each team to take turns coming to
the front, and alternate which team tries to describe
the word.

Alternative
Ask the students to cover the sentences in their Workbook p. 31, Section 5
Student's Book, and tell them to look only at the
pictures. Have them work in pairs or as a whole class
and try to write the accompanying sentences for each
picture. Then have them uncover the directions in the
book and match them.

B
• Read the instructions to the class.
• Ask the students to look at the How to say it box.
Explain that these are ways of asking for and giving
directions. Ask the students to repeat the expressions,
using words for places and attractions in a city (e.g. How
do I get to the bus station?; Excuse me, where is the
art gallery?; Is there a bank near here?; Turn left on
7thAvenue; Turn right on 22nd Street.).
• Ask the students to read the model conversation.
Highlight that we say Take the first/second stre et...,
and not *Go the first/second stre e t...
• Put the students in pairs to complete the exercise.
Circulate and monitor, assisting where needed.
• When the pairs finish, listen to a few conversations from
the class.
• Note any errors in the directions, and write them on the
board. Ask the class to correct the mistakes.

H e r e , th e r e , a n d e v e r y w h e r e ! UNIT 5 T 5 4
8 Speaking: repeating
directions to check
understanding
Lead-in Draw the students' attention to the question What d o e s
• Ask the students a simple question about the school Avril n e e d ?
(e.g. Tea ch er: W h e re is th e s c h o o l ca fe te ria ? S tu d e n ts: Give the students time to read the text individually and
It's n e x t to th e library. T e a ch e r: N e x t to th e library. O K . look for the answer.
Thanks.) Tell them that repeating key information like Ask the students to compare their answers in pairs. Then
this, and adding O K , is a good way of checking the elicit the answer from the class.
information.
• Invite a volunteer to read the information in the skills Answer
panel aloud for the class. She needs directions from the bus station to the art
• Emphasize that when we repeat information like this gallery.
to check that we have heard correctly, we often say it
slowly to confirm understanding.
B
Ask the students to look at the How to say it box. Point
out that we use Hi in informal emails. The expression
30 See the Student's Book for the audio script. D o n 't g e t lost! is friendly and informal. Encourage the
Tell the students they are going to hear two students to use as many of these expressions as they
conversations. In each conversation, people are asking can in their email responses.
for directions. Read the instructions to the class. Ask them to look at
Play the audio and ask the students to underline the the map in Section 7 again, and locate the bus station
places where Speaker A repeats the directions. Check and the art gallery.
the answers with the class. Circulate and monitor, assisting where needed.
Put the students in pairs to practice the two When the students finish writing, ask them to share their
conversations. Ask them to do this twice, exchanging emails in small groups.
the roles of A and B, so that they get the maximum
exposure to the language in the conversations.
Alternative
B
You can give the writing exercise as homework and
Tell the students they will now practice asking for and check it in the next class.
giving directions to places in their own town or city.
Read the instructions to the class, and ask the students
to read the model conversation. ^ Workbook
Encourage the students to use E x c u s e m e at the ■ 5 2
beginning of their conversation and H o w d o I g e t to . . . ?
p. 32, Listen and write
to ask for directions. p. 33, Down time _______________
Put the students in pairs to complete the exercise. When
both students have asked for and given directions, elicit
a few examples from the class.

Extra activity: asking for and giving

directions
Ask the students to look at the map in Section 7 and
choose a starting point and a destination (e.g. from
the art gallery to the zoo). Ask the students to work in
pairs and take turns asking for and giving directions.
Encourage them to repeat some of the directions to
check understanding. When the pairs finish, elicit a
few examples from the class.

^ Workbook p. 31, Section 6

8 SPEAKING: repeating directions to check understanding
When you ask for directions, listen carefully and repeat the essential information to
check that you understand.

A Em 30 Listen to the conversations below.

Underline the information that Speaker A repeats
1 A: Excuse me, how do I get to the main square?
B: Take the first right, and go straight ahead.
Then turn left on Post Street.
A: O K. First right, then left on Post Street.
B: That's right.
A: Thank you.
B: You're welcom e.
2 A: Excuse me, is there a bank near here?
B: Yes, there's one on Fort Street.
A: Fort Street. O K. And how do I get there?
B: You go straight ahead, and take the third left.
A: Straight ahead, and take the second left.
B: No, not the second left, the third left.
A: Third left. O K, thanks.

B Q j Work in pairs. Take turns asking for

directions to places in your town.
A: E x c u s e m e , h o w d o I g e t fro m ... t o . . . ?
B: T a k e t h e . . . It's o n ...
■ i.

9 W R IT IN G : an email to give directions

A Read this email from a friend. W hat does Avril need?

To: m y _ fr ie n d @ m y m a il.m a c .w d

From: a v ril_ w rig h t@ m y m a il.m a c .w d

Subject: D ire c tio n s

H O W TO SAY IT
Hi! Giving directions
Thanks for inviting me to the exhibition. I don’t know where Hi, ...
the art gallery is, exactly. I need directions from the bus station O K . H e re a re th e d ire c tio n s to .
to the gallery. How do I get there? F ro m ...

Thanks a lot! T h e n ...

D o n 't g e t lost!
Avril
S e e you soon !

B Look at the map on page 54 again. In you notebook, write an email to

Avril giving her directions.

H e re , th e r e , a n d e v e r y w h e r e ! UNIT 5 55
ESTABLISHINGPRIORITIES
• Understand the criteria.
• List the options.
• Order the options according to the criteria.

A Read the comment below from a travel website.

Check (/) Danny’s two main criteria.
a) He doesn't want to spend a lot of money. 0 d) He doesn't want to visit a museum. 0
b) He wants to go shopping. e) He wants to see as much as possible.
c) He doesn't have a lot of tim e. 0

¡T ra v e l Forum: I'm in the city for one day next week

The w ebsite for
one day in ... and I don't know what to visit. I arrive
travel inspiration
Subject: at seven in the morning and leave on
Where to go? Help! the 8 p.m. bus. I don't have much
money— only $40. Please give me
HOME Posted on: 05/03/14 some ideas!
at 09:34 by Dannyl992
LOGIN Thanks!
Registered: 03/15/10
REGISTER Posts: 5

ABOUT ¡-TRAVEL Replies: 0

©
REPLY ◄ PREVIOUS I NEXT ►

B Q j Work in pairs. In your notebook,

make a list of the main attractions in W k a t? HourMuck? HourLoha?
your city. Write down as many as you
can. Then write the cost and the time
you need to visit each one.

H O W TO SAY IT
Talking about things to do
H o w lo n g d o y o u n e e d to v i s i t ...?
I th in k y o u n e e d ... h o u rs.
H o w m u c h d o e s th e ... c o s t ?
I th ink it c o s t s $ ...
I th in k it's fre e .

Step 1 Understand the criteria. (Ex. A)
Step 2 List the options. (Ex. B, Ex. C)
Step 3 Order the options according to the criteria.
(Ex. D, Ex. E)
Lead-in
• Read the target skill aloud and highlight the three-step
strategy to develop the skill. Check that the students
understand all the vocabulary.
• Relate each exercise in this lifeSkills section to the
relevant stage in the three-step strategy before you ask
the students to begin the exercise (e.g. T h e aim o f this
e x e rc ise is to u n d e rsta n d criteria. This is S te p 1 in th e
th re e -ste p strategy.).
• Tell the students that this section of the unit will help
them with organizing information by establishing
priorities.
• Ask the students when they need to prioritize (put things
in order of importance) in their lives. Elicit one or two
ideas from them (e.g. W h en we h a v e a lot o f h o m e w o rk ,
b u t we a lso w a n t to g o o u t with frien ds, etc.). Point out
that prioritizing is extremely important because it can
help them to focus more effectively.
• Before you ask the students to work in pairs and discuss
the questions, tell them to look at the expressions in
the How to say it box. Check that they understand the
meaning of fre e (you don't pay anything for something
that is free).
• Make sure the students are familiar with the local value
of $40. If you are not sure, check in the newspaper or on
the internet.
• Put the students in pairs to complete the exercise.
Circulate and monitor, assisting where needed.
• Explain that this is the second important step when
establishing criteria. After we have understood the
criteria, we list the available options.
Exfra: it's free
Have the class brainstorm a list of interesting things
tourists can do for free in their city.

A
• Read the instructions to the class, and ask the students
to read the five statements. Make sure they understand
the meaning of s p e n d (use money to pay for things).
• Ask the students to read the text and decide which two
of the five statements are Danny's main criteria. Check
the answers with the class.
• Emphasize that this email has helped the students
understand the criteria in the process of establishing
priorities: D a n n y is in th e city fo r ju s t o n e d a y a n d has
$ 4 0 to s p e n d .

H e re , th e r e , a n d e v e r y w h e r e !
• Ask the students to work in the same pairs. Ask them to
look at their list of attractions from Ex. B and decide on
the five most suitable ones. Remind them that they have
to conform to Danny's criteria (money and time).
• When the students finish, ask them to rank the five
attractions they have chosen in order of importance
from 1 (most suitable) to 5 (least suitable). Emphasize
that ordering the options according to Danny's criteria is
the last important step when establishing priorities.
D in the domains of Work and Career and Study and
• Give the students time to write their responses. This
exercise can either be done individually or in pairs as a
collaborative writing exercise.
• Highlight the framework of the response and point
out that the students need to fill in the blanks with
appropriate suggestions.
• Encourage the students to try to use all five suggestions
from Ex. C, and to write the reasons, too. Circulate
and monitor, assisting where needed. Point out any
grammatical errors in their writing, especially in the use
of imperatives.
• Put the students in groups of four or five.
• Ask the students to share their responses to Danny with
their group and decide which ones make the best use of
his budget and time.
• Invite a few volunteers to read their options to the class.
REFLECT
• Ask the students to read the Reflect question.
• Give them some time to think about different situations
Learning where the skill of Establishing priorities would
be useful.
• Elicit the following ideas: when they have many
different jobs to do, when they have a lot of work and
very little time; when they have a number of different
assignments, when they have to revise for different
exams, etc.
 Work in pairs. Complete this
Top 5 T h in g s to Do! list for Danny T o p '5 T h in g s T o V o !
using your options from Exercise B.
i
Decide w hy you think Danny should
Reason,:
see or do these things. Remember
to consider the amount of time and 2.

money he has. i> o/i rr\M,‘

Gregg's Chocolate Factory tour 3

Reason: It's cheap (only $12) and interesting. ■ Reason,:

4.

R eason,:

5.
Reason,: F—---- -------------------------..... —:____ _

D W rite a short response to Danny.

¡Travel
The website for
Forum:
one day in ...
IT Hello, Dannyl 992! There are a lot of great
things to do in my city. Here are some ideas:
travel inspiration
Subject: Go to the . It costs about
Re: Where to go? Help!
, and it takes about / you need

Posted on: 05/04/14 about .Try to see the

at 14:21 I think it costs about
HOME Registered: 07/23/10 Visit the . It's near/next to /o n

LOGIN Posts: 12 the corner of . It's free!

Replies: 0 Enjoy your visit!

REGISTER

ABOUT i-TRAVEL

E Read your options to your classm ates. R E F L E C T ...

Decide w hich ones make the best use of How can the skill of establishing
D anny’s time and money. priorities be useful to you in Work and
Career and Study and Learning?

Here, there, and everywhere! UNIT 5 57

A Look at this map. Complete the place nam es with words in the box. (4 points)

Park Street
station

Main S tre e t
theater

mam
bus square shopping
station

B Look at the map in Exercise A again and complete the sentences. (6 points)
1 You are at the bus station on 1st Street. Take the second right, go °Y ?f. the b rid g e,
and turn left. G o straight ahead and the sae is in the park, n e x tt° the café.
m useum 1
2 You are in th e main square. Turn right and go straight ah e ad . Then take the third left.
The P ° lice is on the right the bank.
station across from / across the stre e t from
8-10 correct: I can talk about places and attractions in a city and ask for and give directions.
0-7 correct: Look again at Sections 2 and 7 on pages 51 and 54.
SCORE: /10

2
Read these contributions to a chat room.(gírele)the correct options. (10 points)

In G ra n a d a , there ( i( / s y are a fantastic M oorish m o num ent— the A lham b ra Palace. It has
(2 ) a n y /(m an £ )beautiful d esig n s. T h e food in G ran ad a is e xce lle n t, and there (3) is/(are )a
lot of goocTrestaurants. But (4) y o u d o n 't /(d o n ^ e at in restaurants near the A lh am b ra—
they're very e xp e n sive .

A ntigua is a beautiful city. Th ere (5) is /(a r^ se veral pretty squares w here you can have
lunch or just drink coffee. If po ssib le, (6 )(sta y y y o u s ta y in a hotel in the main square.
(7) D o e s n 't /(^>onjt)travel in taxis in A ntigua It's sm all, and it's possible to w alk everyw here.

Ko Sam ui is a fantastic island. T h e re aren't (8) s o m e /(man^) cars, and yotj can relax
com pletely. T h e restaurants and cafés are very friendly, and there is (9)(^ l o t o f ) m a n y
go od fo o d . So m etim es there (1 0 ) is /(are)traditional d an ce s.

8-10 correct: I can use th ere is, th ere are, and quantifiers to describe where I live. I can use the imperative to give
directions and instructions.
0-7 correct: Look again at Sections 1 and 6 on pages 50 and 53.
SCORE: /10

'
Language wrap-up
Students can do the Language wrap-up exercises in
class or for homework. If you give them for homework,
remember to check the exercises at the beginning of the
next class, or collect a few to grade and identify any typical
errors.
If you decide to do the exercises in class, you can
approach the wrap-up as a two-step reviewing procedure.
First, ask the students to do the Vocabulary section
individually. When ready, encourage the students to check
their answers carefully, and then put them in pairs to
compare answers and discuss any differences. Self- and
peer-correction are two excellent ways of developing
learner independence and creating a cooperative learning
environment. After completing the Vocabulary section, you
can apply the same procedure to the Grammar section.
At the end of each section, make sure that the students
write their score out of ten. If they have a score lower
than eight, direct them to the appropriate sections of the
unit, and encourage them to read those sections again for
homework. After that, ask the students to complete the
exercise(s) again at home.
Unit 5
■
Common European Framework: unit map
Competence developed
1 Grammar can understand and use there is/there are
2 Vocabulary can describe places/attractions in a city
3 Pronunciation can correctly stress compound nouns
4 Reading can identify the main topic in a text
5 Listening can understand information in a news report
6 Grammar can understand and use the imperative
7 Vocabulary can understand and give directions
8 Speaking can repeat directions to check understanding
9 Writing can respond to and write a short email
1 Vocabulary
A
Refer the students to the map and point out the
incomplete place names 1-4. Ask the students to use the
words in the box to complete the names.
B
Ask the students to refer to the map in Ex. A. Tell them
that they need to read the text carefully and follow the
directions on the map to do the exercise.
2 Grammar
Ask the students to read through each contribution first
before they choose the correct options.
Culture note
The Alhambra, built in the 14th Century, is a palace
and fortress in Granada, Spain. The palace was once
the residence of the Muslim rulers of Granada. Today,
the Alhambra is one of Spain's major tourist attractions
and shows the country's most famous Islamic
architecture.
Antigua is a city in central Guatemala. It is known for
its beautiful Spanish architecture, as well as the well-
preserved ruins of several colonial churches.
Ko Samui is a tropical island in the south of Thailand. It
is Thailand's third largest island, and it is known for its
beautiful beaches and coral reefs.
CEF Reference (A1)
Table 1; Table 2; Sections 5.2.1.2;
6.4.7.7; 6.47.8
Table 1; Table 2; Section 4.4.3.1
Section 5.2.1.4
Section 4.4.2.2
Table 1; Table 2; Section 4.4.2.1
Table 1; Table 2; Sections 5.2.1.2;
6.4.77; 6.47.8
Table 1; Table 2; Section 4.4.3.1
Table 1; Table 2; Section 4.4.3.1
Table 2; Section 4.4.1.2;
Section 4.4.3.4
H e r e , th e r e , a n d e v e r y w h e r e ! u n it 5 T58
 ■
m i

DIFFERENT STROKES
The expression Different strokes for different folks is a saying which m eans that different peop le
like different things and that p eo p le live their lives in different ways. A sk the students if they
know any expressions in their language with the sam e or a similar m eaning.

Speaking: talking to an old friend

Ask the students what questions they usually ask when
t t
they see an old friend after several months or years.
Unit opener (p. 59) 10 min. Refer the students to the lifeSkills panel. Tell them that
• Optional downloadable unit opener 10 min. the topic of this unit's lifeSkills section is Making personal
1 Vocabulary: lifestyle adjectives (p. 60) 25 min. change. Ask them why we sometimes want to make
2 Reading: personal profiles (p. 60) 30 min. changes in our lives, and what kinds of changes people
often make.
3 Listening: for numerical (p- 61) 30 min.
information
A
4 Grammar: present progressive (p. 62) 40 min.
• Read aloud the word and phrase labels for the pictures,
5 Pronunciation: /rj/ (p. 63) 15 min. and ask the students to repeat them. Have them look at
6 Speaking: talking to an old friend (p. 63) 20 min. the pictures and give you a few examples for what each
• Optional downloadable Speaking category means.
workshop: talking to an old friend 20 min. • Read the instructions to the class, and explain that a
7 Vocabulary: a green lifestyle (p. 64) 25 min. big part of your life means something that is important
8 Grammar: present progressive vs. (p. 64) 40 min. in your life. Ask the students to work individually and
check the things that are important in their lives.
simple present
• Have the students think of other things that are also
9 Writing: simple sentences (p. 65) 30 min.
important in their lives, like pets, hobbies, family, and
lifeSkills: making personal change (p. 66) 45 min. travel. Elicit their ideas and write them on the board.
(Self and Society)
• Optional downloadable lifeSkills 45 min. B
lesson (Work and Career) • Read the instructions to the class.
• Optional downloadable lifeSkills 45 min. • Direct the students to the model conversation and have
lesson (Study and Learning) them repeat it after you, both chorally and individually.
Language wrap-up (p. 68) 15 min. • Point out that the speakers in the model conversation
add extra information to their answers. For example,
Communicative wrap-up Unit 5-6 (p. 134) 20 min.
they don't just say Food is a big part o f my life; they
Video and downloadable video worksheet 45 min.
add details to support the answer (e.g. I like going to
restaurants ...). Tell the class that this is an important
conversation skill. Write phrases on the board to help
the students add extra information (e.g. I like ..., I also
like ..., I often ..., I don't usually ...).
• Elicit preferences for the other important categories of
the students' lives that you wrote on the board and add
Lead-in
their preferences to the categories on the board. For
Direct the students' attention to the objectives in the unit example, if students mentioned pets as an important
menu and go through the information with them. Explain part of their lives, elicit what aspects of having pets are
that this unit focuses on how to talk about your life, and on important to them (e.g. dogs, cats, companionship,
the following skills which will help them do this: guardianship, taking care of their pets, etc.).
Listening: for numerical information • Put the students in groups of three or four to discuss
Ask the students in what situations they have to listen for their personal preferences. Encourage them to refer to
numerical information (numbers). Elicit examples and write the model conversation as a guide in their discussions.
them on the board (e.g. on the telephone). • When the groups finish, elicit some ideas from the class.
Writing: simple sentences Find out which activities are a big part of the lives of
Ask the students to look through the unit and find what most of the students in the class.
two things that every English sentence needs. Check the • Invite volunteers from each group to tell you about their
answer (a subject and a verb). group (e.g. Exercise is a big part of Maria's life. She
Reading: personal profiles goes to the gym three times a week. Shopping isn't a
Ask the students where they can read personal profiles. big part of Frank's life. Fie doesn't like shopping.).
Ask if other people read their personal profile and, if so,
where. Ask what kind of information we can usually find in
a personal profile (e.g. likes/dislikes).
I

UNIT 6 DIFFERENT
IN THIS UNIT YOU
Q learn language to talk about
your life A Check (/) the things on this page that are a big part of
listen for specific numbers in
your life. Think of other things that are also very important
personal profiles— listening for in your life, e.g. pets, hobbies, etc.
numerical information
write sentences about a green
lifestyle—simple sentences
read personal profiles from
a website
talk to an old friend about what
you are doing in your life
watch a video about ways to
be green

fshoppinqi
. **£ JÊ

B Work in sm all groups. Compare the things that are important in your lives.
Do most people in your group have very sim ilar or very different lifestyles?
A: F o o d is a big part o f my life. I like g oin g to restaurants, but I also like cooking at hom e.
B: M e, too. I d on't usually g o to restaurants, but I often co ok at home.

Learn to make an action plan to

change things about your life

Different strokes
1 lifestyle adjectives
A Look at these different lifestyles. W rite each word in the box under
the lifestyle it describes.

boring exciting green healthy relaxing stressful unhealthy wasteful

stressful healthy unhealthy relaxing

B Look back at the adjectives in Exercise A. How m any different endings do you notice?
Do all of the adjectives have a special ending?

C Work in pairs. Talk about the type of lifestyle you and your family have. Give reasons.
A: M y m o m h a s a h e a lth y life s ty le . S h e p la y s s p o r t s , a n d s h e e a ts h e a lth y fo o d .
B: R e a lly ? W e ll, m y d a d is 6 5 n o w , s o h is life isn 't v e r y ...

2 personal profiles
A Read these profiles. W here do you think they come from?
dating w ebsite) b) a website about famous people c) an online English course

Youandme. com Home Login Register FAQs Contact us

Find your perfect date

____J Sea cn

Name: Christina Name: Guido

Age: 19 Age: 22
Likes: reading; cooking; Likes: rock music; animals
animals; going to the fast food; surfing
ballet Dislikes: studying; soccer;
Dislikes: soccer; loud music; the winter
cold weather lifestyle is: exciting!
lifestyle is: healthy! Right now: I'm working in a
Right now: I am a college student. music store.

B Q§ Work in pairs. Answ er these questions.

1 What do Christina and Guido have in common? 3 In your opinion, is it a good idea for them to date?
2 In what ways are they different? A: S h e lik e s th e b a lle t, b u t h e lik e s ro c k m u sic.
B: Y e s, b u t th e y b o th like a n im a ls.

Lead-in
Make a list of pairs of opposites the students will know
(e.g. big/small; long/short; old/new; hot/cold). Write the
pairs on the board in random order, and ask the students
to make four pairs of opposites. Then tell them they are
going to do the same thing with some new adjectives.
A pictures, the style or the format of the page).
• Read the instructions to the class. Then read the
adjectives in the box, and ask the students to repeat
them after you.
• Highlight the pronunciation of relaxing /n'lseksirj/
(it has three syllables, with the stress on the second
syllable) and exciting /ik'saitir]/ (it is also stressed on
the second syllable).
• Ask the students to work individually or in pairs to write
the words under the pictures. Check the answers with
the class.
• Ask the students to work in pairs to match the adjectives
to their opposites. Check the answers with the class
(relaxing/stressful, healthy/unhealthy, boring/exciting,
wasteful/green).
Extra: crossword
Write unhealthy on the board in large letters, with a
little space between each letter. Put the students in
pairs to try to link all the other words of this section
together to form a crossword.
• Write the word beautiful on the board. Point out that
this adjective is formed by adding the adjectival suffix
-ful to the noun beauty (with a small spelling change).
• Ask the students to look again at the adjectives in Ex. A
and identify the different endings.
• Check the answers as a class.
Answers
The different adjectival endings are: -ing, -ful, and -y.
No, green doesn't have a special ending.
c • Ask the class to look at item 3 and discuss whether it
• Read the instructions to the class. Ask the students to
read the model conversation.
• Review additional vocabulary for family members. Elicit
vocabulary the students know for other family members,
and write the words on the board.
• Put the students in pairs to complete the exercise.
Remind them to give their reasons. Have them use as
many of the adjectives in Ex. A as possible.
• Call on individual students to report back on their
partner's answers (e.g. Paolo's sister has a stressful
lifestyle. She works a lot.).
Workbook p. 34, Section Ì
2 Reading: personal profiles
A
• Read the instructions and the answer choices to the
class. Check that the students understand profile
(personal information about a person). Elicit or explain
that a dating website is a site where you can go to meet
a new boyfriend or girlfriend.
• Give the students time to read the profiles. Then elicit
the answer from the class. Ask the students what helped
them decide on the answer (e.g. the website name, the
• Ask the students if they've ever used a dating website or
if they know anyone who has.
Extra: my profile
Ask the students to write their own personal profiles
based on the website format in Ex. A.
B
• Read the instructions to the class. Check that the
students understand have in common (do the same
things or have the same interests).
• Put the students in pairs to complete the exercise. Ask
them to read the two profiles again and discuss which
likes or dislikes that Christina and Guido have are the
same or similar.
• When the pairs finish, elicit the answers to items 1 and
2. Draw a two-column chart on the board: one column
for the things they have in common and one for their
differences.
• Draw the students' attention to the example
conversation in item 3. Explain to the students that both
is used to show that you are referring to two people or
things, and that you are saying the same thing about the
two of them. Remind them to use both in their answers
to item 1.
Answers
1 They both like animals. They both dislike soccer. They
both dislike cold weather and the winter.
2 Christina likes going to the ballet. Christina dislikes
loud music, but Guido likes rock music. Christina likes
cooking, but Guido likes fast food. Guido dislikes
studying, but Christina is a college student.
is a good idea or a bad idea for Guido and Christina
to date. Refer them to the chart on the board. Ask the
students to give reasons.
Possible answers
3 It's a good idea for Christina and Guido to date
because they both like animals / dislike soccer / dislike
cold weather. It's a bad idea for Christina and Guido
to date because Christina likes going to the ballet and
doesn't like loud music, but Guido likes rock music.
Christina likes cooking, but Guido likes fast food.
Guido dislikes studying, but Christina is studying at
college.
Different strokes unit 6 T60
 telling time.
Draw the students' attention to the skills panel. Point
out the strategies that help us when listening for
numerical information.
Elicit from the students what time they get up / have
breakfast / start school, etc., and write the times on the
board.
Elicit today's date, and write it on the board (e.g.
1/31/14). Ask the students what year it is, and write that
on the board. Tell the students that the next exercise
focuses on different kinds of numbers.
Read the instructions to the class. Give the students
time to match the figures to the types of numbers they
refer to.
Ask them to compare their answers in pairs. Then check
the answers with the class.
B August 14th this year. Are you going, too? Then please call me
31 See the Student's Book for the audio script.
Before you play the audio, ask for several volunteers to
try and say the numbers.
Play the audio so that the students can compare.
Ask them to repeat the numbers, both chorally and
individually.
Highlight the way we say years in English. We divide
them into pairs of numbers (e.g. nineteen ninety-eight,
twenty twelve). Note that the exception is the first
decade of the 21st Century. For example, 2009 is two
thousand (and) nine.
Ask the students to look at the How to say it box.
Remind them that zero (0) is often pronounced oh,
especially in telephone numbers, and the dash (-)
in telephone numbers is not said at all. Instead, the
speaker pauses between sets of numbers (e.g. 314
[pause] 586 [pause] 2864).
33 Read the instructions to the class, and give
the students time to read the three profiles. Tell them to
think about what type of number they are listening for in
each case (year, date, phone number, time).
• Highlight and review the use of on with dates and at
with times and phone numbers.
• Play the audio once. Check progress, and play it again,
if necessary. Check the answers with the class.
Audio script
1
FHi, this is Tom Edwards. Does anyone remember me? Class of
1997? I'm currently working in Mexico. I'm planning to go to
the class reunion in March. Uh, yeah March 18th. My birthday!
Hope to see you then.
2
Hello. It's me. Paul Newton. I'm hoping to travel from Sydney,
Australia, to the States for the class reunion. It's happening on
at 011 -61-2-6555-8932. Thanks!
3
This is Vanessa Hughes. I'm teaching at Glendale High School
right now. There's a class reunion for all students from the year
2004. It's at 7:30 p.m. on April 9th next year in the school gym.
Everyone is invited to come. See you there!
Give each student slips of paper with on and at written
on them, and then say dates and times in a variety
of different ways (e.g. tw enty to five, four forty, etc.).
The students should hold up the correct slip for the
date or time. This will help you to quickly assess how
well they are doing, and if they have internalized the
prepositions.

Workbook p. 35, Section 3

32 Tell the students they will hear five short
statements. In each one, they will hear a number. Tell
them to write down only the number. Remind them of
the strategies in the skills panel.
Play the audio once, and check progress. In order to
make it easier for students who are struggling, pause
the audio between each item. Play it again, if necessary.
Call on students to come to the board and write the
answers. Then have the class correct any errors.
Ask the students to tell you what type of number each
one is (item 1 is a date, item 2 is a phone number, item
3 is a time, item 4 is a person's age, item 5 is a year).
Prompt further language by asking the students for their
own phone number, age, or a special year in their lives.
3 ISTENINC for numerical information
When you hear a number, think about the way it looks. This helps you understand
what it is (e.g. a date, a time, a year, or a phone number). To help you remember
a number, say it in your head when you are writing it down.

A Read these figures. Match them to what you think they refer to.
1 (301)522-8801^^^ a) a year
2 11/30/98 ^ ----- b) a time
3 12: 52— ^ _c) a person's age HOW TO SAY IT
4 1998 — ------- d) a phone number 0 can be said as both zero and oh.
5 24 ------- - e) a date

B ||]3 1 Listen and repeat the numbers in Exercise A.

C PH 32 Listen to the statements. W rite the num bers you hear.

Practice saying the num bers in English in your head when you are
writing them down.

1 04/27/92 2 (210)378-4611 3 7:35_____ 4 _____18_____ g 1925 ___

D PH 33 Listen to three audio profiles from a high school reunion website.

Complete the information below.

H ig h S c h o o l R e u n ió

Name: Tom Edwards Name: Paul Newton Name: Vanessa Hughes

High school graduation year: Date of class reunion: August Reunion for year:
(D î997 (3) 14 (5, 2004
Date of class reunion: March Phone number: High school reunion at:
18 (4) (011)-61 -2-6555-8932 (6) Pm on:
(7) April 9

Different strokes UNIT 6 61

I

4 present progressive
A ^34 LANGUAGE IN CONTEXT Listen to part of a conversation.
Do Jonathan and Martina know each other well? How do you know?
Jonathan: It's nice to meet you in person, Martina, and not just on the dating website.
Martina: It's nice to meet you, too.
Jonathan: So ... are you meeting a lot of people on the New Friends website?
Martina: Not really. You're the first, so I'm a little nervous!
Jonathan: Yeah, me, too. W ell, tell me about yourself. You're in dental
school, right?
Martina: Yes, but I'm just studying part time this semester. I'm also
working as a receptionist at a dental clinic. W hat about you?
Jonathan: I'm in school, too. I'm studying robotics. O h, you're not eating
your hamburger. Do you want something different?
NOTICE!
Martina: O h, no. It's fine! I'm just not very hungry. Uh ... are you working, too,
Is the conversation about the
or just studying?
people's routine activities or
Jonathan: I'm just studying, but I want to work during the summer vacation. about activities during this
period in their lives?
B ANALYZE Read the conversation in Exercise A again.
Form Choose the correct option to complete the sentence. Then complete the table.
W e form the present progressive with
(a) be + verb + -ing. ) b) be + the base form of the verb.

Affirmative Negative Yes/No question Short answer Wh- question

I'm working. I'm not (1) workin9 Yes, I (3) a m ___

No, I'm not.

He/She/lt's working. He/She/lt isn't Is he/she/it working? Yes, he/she/it is. No, Where is he/she/it
working. he/she/it isn't. working?

We/They're working. We/They aren't (2) ^re Yes, we/they are. Where (4) are
working. you/they working? No, we/they aren't. you/they working?

Function Choose the correct option to complete the sentence.

The present progressive is used with situations or events that
a) happen all the time and are permanent routines.____________________________________________________
(b) are happening at the moment of speaking or during this period of time in the person's life. )

Spelling rules

When the verb ends in -e, drop the e before adding -ing:
e.g. take—taking, make—making, live—living.
When a one-syllable verb ends in double the final consonant and then add -ing:
consonant-vowel-consonant, e.g. plan—planning, get—getting, stop—stopping.

C PRACTICE Complete these sentences with the present progressive form of the verbs
in parentheses.
1 Right now, I ...am m aking ... (make) a sandwich for lunch.
A re having
you (have) a good time?
3 What you É0Ì2S. (do) these days?
isn 't talking (not talk) to me right now. I don't know why.
4 Sally
5 Com e on! We are w aiting (wait) for you!
6 Right now, Adele living (live) in Montreal.
WATCH OUT!
D NOW YOU DO IT Work in sm all groups. Talk about 0 Right now, I am studying.
things that are happening at this time in your life. Right now, I am study.
Right now I'm not working, so I'm living with my parents.
I'm looking for a new job.

4 Grammar: present
progressive
Lead-in
Ask the students what they like to eat for lunch and what
they don't like / hate. Elicit examples, such as / like pizza; I
don't like burgers.
A
34 See the Student's Book for the audio script.
Ask the students to close their books. Tell them that
they will hear a conversation between two people,
Jonathan and Martina.
Write the questions Do Jonathan and Martina know
each other well? and How do you know? on the board.
Play the audio once, and check that the students have
all written answers. If not, play it again. Check the
answer with the class.
Point out that nervous is a false cognate. In English, it
means feeling excited and worried, or a little afraid.
Answer
They don't know each other well because Jonathan says,
"It's nice to meet you In person."
NOTICE!
Ask the students to read the question carefully and
then to look at the conversation again and answer the
question.
Answer
The conversation is about the people's activities
during this period in their lives.
• Have the students read the conversation In Ex. A again.
Explain that this time, they should pay close attention to
the verbs the speakers use.
Form
• Direct the students to the Form statement. Tell them
to look back at the verbs in the conversation again and
circle the correct option to complete the sentence.
• Ask the students to work Individually or In pairs to
complete the grammar table. Tell them to use the
conversation in Ex. A to help them.
• Ask the students to compare their answers in pairs. Then
check the answers with the class.
• Highlight the contractions I'm, You're, He's, She's,
It's, We're, and They're, and point out that we usually
use these when speaking. We use the full forms when
writing. We never use contractions in the short answer.
Function
• Direct the students to the Function statement. Tell them
to use the verbs in the conversation to help them circle
the correct option to complete the sentence.
• Point out that the present progressive is used for
situations that are happening at the moment of
speaking or during this period of time in the person's
life. Explain that this Is different from the use of the
simple present, which is used for routines. Write the
following sentences on the board: / study at the library
every night. It is Tuesday night at 8:30 p.m., and I am
studying at the library. Explain that the first sentence
indicates a habit or a routine, but the second sentence
indicates an action in progress at this moment.
• Point out the language box, and invite a volunteer to
read the spelling rules governing verbs ending in -e.
Elicit some other examples from the class (e.g. have,
give, hope, and write) and ask the students to spell the
-ing forms. Write their responses on the board. Point
out that verbs ending in -ee (e.g. see) do not drop an e
(seeing).
• Highlight the fact that with one-syllable verbs ending
in consonant-vowel-consonant, we double the final
consonant in the -ing form. Other common examples
are put—putting and run—running.
• Highlight that in words containing more than one
syllable in which the final syllable is unstressed, the final
consonant is not doubled (e.g. travel—traveling).
c
• Draw the students' attention to the Watch out! box. Ask
them to tell you why the second sentence is Incorrect
(the main verb does not end in -ing). Emphasize that
we never say */ am study (but this is a very common
error). Remind them that if they want to talk about an
' event that is happening right now, they need to use
the present progressive: / am + verb + -ing (e.g. I'm
teaching now.).
• Ask the students to complete the sentences individually,
referring to the forms in the grammar table in Ex. B and
the spelling rules In the language box. Then ask them to
compare their answers in pairs. Check the answers with
the class. Point out that the contraction is possible in
items 1,5, and 6. As you check, ask the students to spell
making, having, and living to make sure that they have
omitted the final -e.
D
• Read the instructions to the class. Explain that things
that are happening at this time in their life can refer to
work, study, free time, family, etc.
• Ask the students to work in small groups and tell their
classmates what is happening right now. Encourage the
students to include interesting information, such as their
free-time activities.
• Circulate and monitor, assisting where needed. Make
sure the classmates use the correct form of the present
progressive.
^ Workbook pp. 34-35, Section 2
Different strokes u n it 6 T62

5 Pronunciation: /rç/
A information about his or her life now. Elicit that the
35 See the Student's Book for the audio script.
• Explain the task and play the audio. Ask if the
underlined sounds are the same or different.
• Play the audio again. Ask the students to repeat the
words chorally and individually.
B B
36 See the Student's Book for the audio script.
• Play the audio, pausing after each word.
• Ask the students to repeat the words chorally and
individually.
• Note that in the two-syllable words, the -ing ending is
never stressed.
A
• Give the students time to read the questions carefully
and check the ones they could ask an old friend to get
present progressive is used to talk about right now.
• Ask the students to compare answers in pairs. Then
check the answers with the class.
• Ask the students to do some choral repetition to
practice the pronunciation and intonation of the
questions.
• Read the instructions to the class. Direct the students
to the model conversation and have them repeat the
conversation after you, both chorally and individually.
• Put the students in pairs to do the exercise. Encourage
them to begin their conversations in the same way as
the model and to use the questions from Ex. A.

c
37 See the Student's Book for the audio script. Alternative
• Read the instructions to the class. Put the students in Ask the students to write the conversation before they
pairs. Ask one partner to read A and the other to read practice it.
B. Circulate while the pairs practice, listening to their
• Ask the students to repeat the conversations two conversations and noting any errors to address later.
or three times until they have a firm grasp of the When the students finish, choose a few pairs to
pronunciation of the words ending in lr\l. perform their conversations for the class. Correct any
• Play the audio for the students to check their errors in the use of the present progressive.
pronunciation.
• Ask the students to switch roles and practice the
conversations again.
Extra: homework
Ask the students to write answers to the questions
in Ex. A, using the present progressive where
6 Speaking: talkinq to an old appropriate.
friend
Lead-in
Ask the students to look at the picture and tell you who
they think the people are. Are they friends? Are they old
friends? Establish the fact that they are old friends and
are very happy to see each other again (after a long time).
Before continuing, ask the students to think about what
kinds of questions they ask people they haven't seen for a
while. Elicit their questions and write them on the board.
5 PRONUNCIATION: /g/
A 1 ^ 3 5 Listen to these pairs of words and phrases. Notice how the
speaker pronounces the underlined letters. Now listen again and repeat
the words.
thin thing walk in walking

B 1 ^ 3 6 Listen and practice these words. Pay special attention to your

pronunciation of the -ng endings.
walking planning song
working doing wrong
thinking sitting young
living taking king

C E l EH 37 P R A C T IC E Work in pairs. Practice these conversations.

Correct each other’s pronunciation of the -ng endings w hen necessary.
Listen and check.
1 A: What's Mom doing?
B: She's talking on the phone.
2 A: Why are you singing?
B: Because this is my favorite song.
3 A: Where are you working these days?
B: I'm not working. I'm studying engineering.

A Check (/) the questions you could

ask an old friend to find out about
their life now.
¡23 How are you?
[7i Where are you working right now?
¡7] What are you doing these days?
l~ l How old are you?
□ When is your birthday?
¡7] What are you studying?
□ What's your name?
[71 Are you dating anyone?
¡7] How is your family?
[7 Where are you living now?
B B i Work in pairs. You are old
friends who meet on the street.
A sk and answer the checked
questions from Exercise A.
A: HI! How are you ?
B: I'm fine! How about yo u ?
A: I'm g o o d , thanks. A n d how is you r family?

Different strokes UNIT 6 63

 7 a green lifestyle
A Am y has a very green lifestyle. Match the words and phrases below
to the pictures. Use the red boxes.

1 save water 5 buy organic food

2 turn off the lights 6 reuse bags

3 recycle 7 share a ride

4 ride a bike to school/work 8 clean up trash

B Do you have a green lifestyle? Check (/) the things from Exercise A
that you do to help the environment. Use the blue boxes.

C H| Work in groups. A sk your classm ates questions to find out who

has a green lifestyle. Make notes of your classm ates’ answers.
A: Do you ride a bike to work?
B: No, I don't, but I share a ride. What about you?

D I Q Share the information with your classmates. Is anyone similar to Amy?

I think Irina has a green lifestyle. She rides a bike to schbol every day, and she buys organic
fruit and vegetables.

A LANGUAGE IN CONTEXT Read this extract from a newsletter.

W hat does Adam want his parents to do?

s a n s
NOTICE!
A C T GREEN NEW SLETTER Look back at the text.
(^irclg)the verbs in
This month we're asking our readers to help their friends and family to green that are in the
"act green." Here is what one reader says: simple present tense,
and underline the verbs
My parentsC^jon't hav$)a very green lifestyle! Theyfjjv^lin A rizona, and that are in the present
they(use)a lot of electricity for air conditioning. My dad always^to rg e ts) progressive.
to turn off his c o m puter at night, and that(^ses)a lot of electricity, too
pA; They alsoCjjyate^their yard a lot. But they know the environm ent is
v ■ A AT
Iff; important, and they're trying to change som e things.
Now they're turning off the air conditioning and opening window s in
the m ornings when ¡10cool. T h ey're turning off lights and com puters : A.;'.«-; m
when they're not using th e m. I'm helping them plant cactus and 'i
other plants thatC^on't n e e cf)much water in their yard, so they're
using less water now. Adam Hunter
 D
7 Vocabulary: a green lifestyle • Read the instructions to the class, and choose a student
to read the example response.
Lead-in • Ask if any of the groups found someone similar to Amy.
Ask the students to read the heading a green lifestyle and Ask for volunteers to report on their group members'
tell you what they think it means (e.g. keeping the Earth green activities.
clean, recycling, etc.). • Do not correct any errors at this stage, because this will
interrupt the students and interfere with the message.
A Instead, make a note of any serious errors, and when
• Ask the students to look at the pictures while you read they have finished reporting back, write three or four on
the instructions to the class. the board and prompt the students to correct them.
• Read the list of activities aloud, and ask the students to
repeat them. Workbook p. 36, Section 4
• Go over the new vocabulary in this section (e.g. recycle:
to use old waste materials to make new ones; organic:
all-natural foods, not produced with chemicals; reuse:
use again).
• To consolidate the meaning of some of the terms, ask
8 Grammar: present
the students what things you can recycle (paper, glass, progressive vs. simple present
plastic) and what things you can reuse (plastic bags,
paper bags). Use the classroom lights to show the Lead-in
students the meaning of turn off (and turn on), and ask
Give the students a few key words from the text (e.g.
them what things they can turn off to save energy (TV,
electricity, air conditioning, environment, turn off, water)
computer, DVD player, lights).
and ask them to predict what the text is about. Answer any
• Ask the students to match the pictures to the phrases
questions about unfamiliar vocabulary. Don't say whether
individually. Make sure the students know they should
any of their guesses are correct at this stage.
use the red boxes.
• Ask the students to check their answers in pairs. Then
check the answers with the class.
A
• Ask the students what they think Act Green means.
Elicit/Explain that it means to do things in your life that
Culture note are good for the environment.
• Write the question What does Adam want his parents to
These are the essential characteristics of organic food:
do? on the board.
The use of pesticides, insecticides, and herbicides is
• Ask the students to read the text and answer the
restricted. In most countries, organic produce may not
.question.
be genetically modified.
In the U.S., E.U., Canada, and Japan, companies
need to obtain special certification from government
organizations to market food as organic.
Alternative
Ask the students to listen while you read the text
aloud. Or invite a student to read the text aloud for
B the class.
• Read the instructions to the class.
• Ask the students to work individually to check the blue • When the students finish, ask them to compare their
boxes for the things in Ex. A that they do. answers in pairs. Then check the answer with the class.

c Possible answer
• Read the instructions to the class. Note: the answer to the question is not explicit in the text.
• Direct the students to the model conversation and have He wants them to change their habits to "act green."
them repeat it after you, both chorally and individually.
• Point out the negative short answer No, I don't, and
elicit the affirmative Yes, I do.
• Ask the students why this question is in the simple
NOTICE!
present tense and not the present progressive (because • Ask the students to look at the verbs in bold green
the question asks about an activity that happens all the font in the text again.
time, not something that is happening right now). • Ask them to circle examples of the simple present
• Put the students in groups of three or four to complete and underline examples of the present progressive.
the exercise. Encourage them to suggest other things
they can do to live a greener lifestyle.

D iffe re n t s t r o k e s UNIT 6 T64

B • Have the class read your sentences and guess which
Function
• Read the instructions to the class. Ask them to work
individually and choose the correct endings for sentences
1 and 2. Then elicit the answers from the class.
• Explain the use of the simple present by asking what
words we typically use with it (always, every day, usually,
often). Have the students refer to the text in Ex. A to
find out how often Adam's dad forgets to turn off his
computer (always) and how much his parents water their
yard (a lot—in other words, every day).
• Explain tha use of the present progressive by asking
what words we typically use with it (now, right now,
today this week, these days, this month, etc.) and link
this to when we use this tense (for things happening
right now or around now).
• Ask the students to read the information in the language
box and to look at the examples in the Watch out! box.
• Highlight that some verbs are never used in the
progressive. They are mostly verbs of feeling and
perception, and they are called stative verbs. Apart from
like, know, want, and need, other common examples
include love, hate, understand, seem, and believe.
• Give the students time to read the sentences and the
options.
• Ask the students to do the exercise individually and
then compare their answers in pairs.
• Choose students to write their answers on the board. Go
over the answers with the class, and ask the students who
wrote the answers to explain why they chose the present
progressive or the simple present (e.g. in item 3, the word
usually indicates this is something that is generally true; in
item 4, want cannot be used in the progressive).
Extra: grammar practice
Ask students to complete the sentences using the
simple present or present progressive form of the
verbs in parentheses.
1 What tim e_______ you usually_______ ? (get up)
2 _______ you________to school by bus every day? (go)
3 W hat_______ your brother________right now? (do)
4 W hy________ she______________to work today? (drive)
Answers
1 What time do you usually get up?
2 Do you go to school by bus every day?
3 What is your brother doing right now?
4 Why is she driving to work today?
D ^
• Explain the task. Then write three sentences on the board
about yourself. One sentence should be in the simple
present and two in the present progressive. Make sure
one of the sentences is-false (e.g. I usually go to the gym
(true); I'm living in an apartment (true); I'm walking to
work this week (false)).
one is false. Give them the correct sentences (e.g. I'm
driving to work this week.).
• Give the students time to write their own sentences.
Circulate while they are working, helping with grammar
and vocabulary as needed.
• Invite individual students to read their sentences for the
class. The rest of the class guesses the false sentence.
Workbook pp. 36-37, Section 5
9 Writing: simple sentences
Lead-in
Refer the students to the skills panel, and have them read
the information. Make sure they understand the concepts
of subject and object. Point out that both the subject and
the object can be more than one word (e.g. in item 2 in
Ex. A, the object is an article about recycling).
A
• Read the instructions to the class, and point out the
example.
• Ask the students to complete the exercise individually.
• To check answers, choose students to write their
answers on the board. Have the rest of the class correct
any errors.
• Ask the students to look at the pictures while you read
the instructions to the class.
• Ask the students to tell you what tense they need to use
to write about the activities that are happening right
now in the pictures (present progressive).
• Give the students time to write their sentences.
• Elicit possible answers from the class.
c
• Put the students in pairs to compare answers. Tell them
that they should check their partner's answers and help
them correct any errors.
• Elicit answers from several students.
• Ask them to identify the subject, the verb, and the
object in each of the sentences.
Workbook p. 37, Section 6
Workbook
p. 38, Read and write
p. 39, Down time
B ANALYZE Read the text in Exercise A again.
Function Match 1-2 to a-b to complete the sentences.
1 The verbs in the simple present describe .a) things happening right now or around now.
2 The verbs in the present progressive d e scrib e ^ ^ b ) things that are generally true or permanent situations.

W e don't use the present progressive with some verbs:

e.g . like, know, want, need.
WATCH OUT!
l / I want to help the planet I live on.
am wanting to help the planet I live on.
C PRACTICE^ irclg)the correct option.
1 What<fre~you d o in g y do you do right now?
2 Pete (t^ iste n in d y listens to his MP3 player right now.
3 I usuali^f f ia v |) / am having lunch around 1 p.m.
4 My cousin(£yant§y is wanting to be a DJ when he finishes high school.
5 This food is delicious. I am liking /(f/ktjit!
6 Right now, M o m taking)/ takes a Spanish class.

D NOW YOU DO IT W rite four sentences about your life in general and four sentences
about your life right now. One of your sentences should be false. Read them to the class
for them to guess w hich one is false.

9 W R I T I N G : simpl e sentences
Simple statements in English always have a subject and a verb, and often have an object, e.g.
I like cats and dogs.
Subject + verb + object
They usually appear in this order: subject — verb — object.

A Double-underline the subjects of the sentences and write S.(^Ircle)the

verbs and write V. Underline the objects and write O.
S V o
I <geusej>p la s t ic b a a s .
S — V O
1 People ^A/aste)a lot of water.
S _______ V O
2 Iands7eadinq)an article about recycling.
~s"— Y °
3 W e (recyclera 11 our paper.

B Write one sentence about each situation. Make sure you include
a subject, verb, and object in the correct order.

1 ________________ ____________________________ 2 ---- ------------------ ------------------------ 3 ----------

C 3 ! Work in pairs. Compare your sentences. Correct any mistakes.

Different strokes UNIT 6 65

MAKING PERSONAL CHANGE
• Understand what you are doing and not doing right in different areas
of your life.
• Decide what you want to change.
• Make an action plan; consider what changes are realistic and how
much time you need to make each change.

A Look at the lifestyle table and the example. For each category,
write things you are doing right and things you are doing wrong at
this point in your life. Then(pircle)the number from 1 to 5 that best
indicates where you are in each category.

Things I'm doing right Things I'm doing wrong My score

Being green fn c using cloth shopping I'm, nab recycling. 1(2)3 4 5

bags nour, nabplastic. i ’nc using a Labaj- electricity
and water.
I neuer use-public transportation.

Things I'm doing right Things I'm doing wrong My score

Being green

Healthy
living

Work or
study

Social
relationships

.. •

Step 1 Understand what you are doing and not doing
right in different areas of your life. (Ex. A)
Step 2 Decide what you want to change. (Ex. B)
Step 3 Make an action plan; consider what changes are
realistic and how much time you need to make
each change. (Ex. C, Ex. D)
Lead-in
• Read the target skill aloud and highlight the three-step
strategy to develop the skill. Check that the students
understand all the vocabulary.
• Ask the class if anyone has ever made a change in their
lives (e.g. stopped a bad habit, started an exercise
program, etc.).
• Ask whether the change was easy or difficult to make.
Tell the students that in this section, they will think about
a current situation in their lives and identify an area that
they would like to change in some way. Finally, they will
work to develop an action plan to make the change.
Culture note
In many western cultures, particularly in the U.S.A.,
having the skills to make personal change and improve
oneself and one's life is very important. People often
buy "self-help" books or attend workshops and
seminars to learn how to improve various aspects of
their personalities or their lives.
• Ask the students to look at the example section (Being
green) and the example sentences in each of the two
columns. Point out that the score of 2 here indicates
that this person needs to make some changes to their
lifestyle.
• Give the students time to write what they are doing
right and wrong in the appropriate boxes, and to circle
their "scores" on the charts individually.
• When the students finish, ask them to form pairs or
small groups to compare their answers. Encourage them
to use adverbs of frequency like usually or sometimes
(e.g. I have a very green lifestyle; I always walk
everywhere.).
• Elicit a few responses from the class for each category.
• Tell the class your own personal "scores" for each
category, and explain your reasons.
Culture note
Green lifestyles and healthy lifestyles are very
important social issues around the world. People are
always looking for new ways to be green, save energy,
and help protect the environment. Many people are
also health conscious. They are careful about what
they eat, and they exercise regularly—jogging, bike
riding, or going to the gym.
Different strokes UNIT 6 T66
B
• Ask the students to work individually and choose one
category from the table that they would like to change.
This could be a category where they had a low score in
Ex. A, but it could also be one where they want to make
a small change. Point out the bullet points and explain
that students might want to use these ideas to help
them choose a category.
• Ask the students to share their choices in pairs.

c
• Tell the students that now they will think of some ideas
to help thefln make the change they want to make in
their lives.
• Ask the students to read the example of an action plan.
• Encourage the students to write notes describing how
they want to change the areas of their lives that they
chose in Ex. B.
• Draw the students' attention to the three future time
expressions in the action plan (next Saturday, in the next D
two months, in the next six months). Then ask them to • Draw the students' attention to the How to say it box.
make a similar action plan for themselves using personal • Highlight the fact that they can begin each statement
information and their ideas. Circulate and monitor, with future time expressions, using tomorrow for
assisting where needed. immediate plans and in the next month for longer-term
• Note that some learners may have problems expressing plans.
in English how they plan to change, so be prepared • Put the students in pairs to share their action plans and
to give them some help. For example, you could give ask questions about each other's plans.
them some prompts like these to help them get started: • When the pairs finish, listen to some ideas from the
Being green: refer the students to the green lifestyle class. Have the students suggest additional ideas to
vocabulary in Section 7; Social relationships: friends, help their classmates achieve their goals.
family, go out more, join a social club; Work and study:
write a schedule for the tasks I have to do, decide which
tasks are important and which are not important, do the
important tasks first; Healthy living: go jogging, go to
& REFLECT
• Ask the students to read the Reflect question.
the gym, go swimming, eat more fruit and vegetables. • Give them some time to think about different situations
in the domains of Study and Learning and Work and
Career where the skill of Making personal change would
Alternative be useful.
Some students may have problems thinking of three • Elicit the following ideas: starting a new course of study;
different things. If this happens, suggest that they finding a new career path, etc.
write statements about more than one category (e.g.
healthy living and being green).
• An area with many problems. Making big changes is very exciting!
• An area with not many problems. Sometimes it's better to start with small changes!
• An area that you are worrying about. It's good to make changes that are important to you!

C Make a realistic action plan sim ilar to this one.

Aread mmtto mokt chatujet Uv: -

i l r e la t io M r u P
S o c it
Tim e
Sjtecifu>plans
G en era l changes to m a k e

1 N e tt Saturday
1 Cooh dinnerfo r my parents
\ppmdy more tim e unth m yfondly
2 One n igh t entry m onth
2 Babysit my brother’s children

1 Oncefaweelc
1 Qo ou t w ith my bestfrie n d
Hare m orefun 2 In th e n e tttu w months
2 Hare a*party a t my house
3 jo in fa d u b tom retn zu rfn en d s 3 tn th e n e tt six months

■ V' v * - / . / >

D 31 Work in pairs. Share your action plan with your partner. Explain what you are
planning to do and w hen you are planning to do it. If you w ant to, ask questions about
your partner’s plan.
A: I'm n o t h a v in g m u c h fun t h e s e d a y s , s o I w a n t to h a v e a p a r ty a t m y h o u s e n e x t S a tu rd a y.
B: T h a t s o u n d s lik e a g r e a t id e a .

HOW TO SAY IT H
HHHHN

Talking about plans

I w ant to / n e e d to , so I'm planning to ...
I'm planning to ...
W hat are yo u planning to d o . . . ?

R EFLECT ...
% How can the skill of making personal
change be useful to you in Self and
Society and Work and Career?

Different strokes UNIT 6 67

1 V O CA BU LA RY
A Read what people say about their lifestyles. W rite the opposite of the adjective in bold
to complete the sentences. (4 points)
1 My lifestyle is pretty healthy. I exercise a lot and eat fruit. My boyfriend watches TV or plays video games all
day. He has a very unhea/thy lifestyle.
2 I work in an office every day. I guess my lifestyle is boring. My brother has a really e*£ltin9 lifestyle. He's
a police officer.
3 My sister has a really relaxing lifestyle. She studies in the morning and goes to the gym in the afternoon.
Her husband has a very stressful ||fe |-|e ^ ^ 5 from 8 a.m. to 9 p.m. every day, including Saturdays.
4 I try to be green. I recycle everything. My parents are really wasteful _ though. They throw out everything.
They never recycle.

B Jerry is talking about his “green” lifestyle. Complete the text with words in the box.
(6 points)

lights organic ride reuse save share

"I try to have a green lifestyle. I (1 ) J.aY.£. water, and I always turn off the (2 ) .. before I go to
bed. My office is pretty close to my apartment, so I usually (3 ) r'd e my bike to work. Sometimes I
(4 ) share a wjt|n a frjenc| gQ to the supermarket. I always buy (5) ___ or9.a..0.i£- fruit and vegetables,
and I always (6 ) re£s£ bags."

8-10 correct: I can talk about different lifestyles.

0-7 correct: Look again at Sections 1 and 7 on pages 60 and 64.
SCORE: /10

2 GRAM M AR
Read more of what Jerry says. Write the verbs in parentheses in the simple present or
present progressive. (10 points)

"I (1) don't know (not know) why people are so wasteful. Right now, I (2) rrl L am roading , (read) a great
book about protecting the planet. Everyone (3) knows_ (know) that pollution is a problem. It's obvious
that people (4) are destroying (destroy) the planet. Some people (5) (need) to use a car
som etim es, but not every day. Walk or ride a bicycle! I usually (6) wo,,s (work) downtown, and
I always (7) (ride) my bike to work. Right now though, I (8) m/ a m working (WOrk) from
home, so I don't need to travel anywhere! I know people (9) ^°n f a9ree (not agree) with everything
I say, but now I think people (10) are Iearnin3 (learn) that they need to do more to protect the planet."

8-10 correct: I can contrast the simple present and the present progressive to talk about general time and what is
happening now or around now.
0-7 correct: Look again at Sections 4 and 8 on pages 62 and 64.
SCORE: /10
Language wrap-up
Students can do the Language wrap-up exercises in
class or for homework. If you give them for homework,
remember to check the exercises at the beginning of the
next class, or collect a few to grade and identify any typical
errors.
If you decide to do the exercises in class, you can
approach the wrap-up as a two-step reviewing procedure.
First, ask the students to do the Vocabulary section
individually. When ready, encourage the students to check
their answers carefully, and then put them in pairs to
compare answers and discuss any differences. Self- and
peer-correction are two excellent ways of developing
learner independence and creating a cooperative learning
environment. After completing the Vocabulary section, you
can apply the same procedure to the Grammar section.
At the end of each section, make sure that the students
write their score out often. If they have a score lower
than eight, direct them to the appropriate sections of the
unit, and encourage them to read those sections again for
homework. After that, ask the students to complete the
exercise(s) again at home.
■ Framework: unit map
ropean
Unit 6 Competence developed
1 Vocabulary can describe different lifestyles
2 Reading can understand personal profiles
3 Listening can listen for numerical information
4 Grammar can understand and use the present progressive
5 Pronunciation can pronounce the /r)/ sound correctly
6 Speaking can ask a friend for news
7 Vocabulary can talk about green lifestyles
8 Grammar can differentiate between the present progressive
and the simple present
9 Writing can write simple sentences
1 Vocabulary
If you do the exercises on the Language wrap-up page in
class, begin by writing the word big on the board. Elicit
from the students what the opposite of this word is (small
or little). Tell them that the first part of the Vocabulary
section focuses on opposites. Then briefly elicit some
ideas for a green lifestyle (e.g. save water, turn off lights,
etc.) and tell them that this is the focus of the second part
of the Vocabulary section.
A
Tell the students to read the sentences carefully before
they write the opposite of the word in bold in the blanks.
B
Tell the students to read the whole text carefully before
they write the correct words in the blanks.
2 Grammar
Remind the students of the verbs that aren't used in the
present progressive (e.g. like, want, need, know,
agree, etc.).
Refer to the Communicative wrap-ups on pp. 134-
135 of the Student's Book for more activities.
CEF Reference (A1)
Table 1; Table 2; Section 4.4.1.1
Table 1; Table 2; Section 4.4.2.2
Section 4.4.3.1
Table 1; Table 2; Sections 5.2.1.2;
6.4.77; 6.47.8
Section 5.2.1.4
Table 1; Table 2; Section 4.4.3.1
Table 1; Table 2; Section 4.4.1.1
Table 1; Table 2; Sections 5.2.1.2;
6.4.77; 6.47.8
Table 2; Section 4.4.1.2
Different strokes UNIT 6 T68
 The expression You have talent! is often used to compliment people's special talents and
uniqueness. It can refer to talents for sports, languages, the arts, etc.

Write the words talent and talented on the board.

Give an example of a talented person (e.g. a talented
musician, singer, or actor). Ask the students which word
Unit opener is an adjective (talented) and which one is a noun (talent).
(p. 69) 10 min.
Establish that a talented person has many talents. Elicit
• Optional downloadable unit opener 10 min.
one or two sentences using the word talented (e.g. I think
1 Vocabulary: personality adjectives (p. 70) 25 min.
Brad Pitt is a talented actor.). This is also an opportunity to
2 Writing: a personal reference (p- 70) 20 min. recycle some of the occupation vocabulary from Unit 2.
• Optional downloadable Writing 20 min.
Refer the students to the HfeSkills panel. Tell them that the
workshop: writing a personal reference
topic of this unit's lifeSkills section Is Working as a group
3 Reading: for the main idea (p- 71) 30 min. to do a task. Ask them to say in what situations they have
4 Grammar: can/can't—ability (p- 72) 40 min. to work with other people in a group. Ask whether they
5 Pronunciation: can/can't (p. 73) 15 min. prefer to be a leader or a follower when they work in a
6 Vocabulary: talents and abilities (p. 73) 25 min. group, and say why.
7 Listening: to a review of a TV show (p. 74) 30 min.
8 Grammar: adverbs of manner (p. 74) 40 min. A
9 Speaking: showing interest 20 min. • Ask the students to look at the pictures and tell you
(p- 75)
lifeSkills: working as a group to do a task (p- 76) 45 min. what they see (clockwise from top: two chess players, an
athlete in a wheelchair, a goalkeeper catching a ball, a
(Work and Career)
DJ playing music, a woman playing the harp). Elicit what
• Optional downloadable Lifeskills 45 min.
DJ stands for (disc jockey).
lesson (Self and Society) • The pictures could provide an opportunity to explore
• Optional downloadable Lifeskills 45 min. some vocabulary. If time allows, you could focus on
lesson (Study and Learning) some of these words: chess, goalkeeper, disabled,
Language wrap-up (p. 78) 15 min. athlete, wheelchair, race, musical instruments.
Video and downloadable video worksheet 45 min. • Read the instructions to the class.
• Put the students In pairs to discuss their responses.
• When the pairs finish, elicit some Ideas from the class.
• Prompt the students to give you reasons for their choices,
and remind them to use phrases to express opinions.
Unit opener
B
Lead-in • Read the instructions to the class.
Direct the students' attention to the objectives In the unit • Direct the students to the model conversation and have
menu and go through the information with them. Explain them repeat it after you, both chorally and individually.
that this unit focuses on how to talk about personality and • Give the students a couple of minutes to think individually
abilities, and on the following skills which will help them about the talents they have. Give them a chance to check
do this: any vocabulary they don't know, and have them write a
Reading: for the main idea few notes to help them in the discussion.
Ask the students how quickly they can find out what a text • Put the students in groups of three or four to share their
Is about. Ask how they can do this. Elicit examples (e.g. talents. Circulate and monitor, assisting where needed.
key words, pictures, titles, headlines, etc.). Encourage all the students to participate in the discussion
Speaking: showing interest and to speak English.
Ask the students in what ways people can show interest in • When the groups finish, elicit some responses from the
a conversation. class.
Listening: to a review of a TV show • List the students' talents on the board next to their
Ask the students these questions: What are your favorite names to recycle third person -s endings (e.g. Tina plays
types o f TV shows? What types o f shows do you not like? the piano.).
Writing: a personal reference
Sometimes employers ask job applicants for personal
references. What types of Information do people usually
include when they write a. personal reference?
 UNIT 7 YOU HAVE TALENT!
IN THIS UNIT YO U
learn language to talk about A Look at these pictures. In your opinion,
personality and abilities
who is the most talented? W hy?
read a text about abilities according
to theories of astrology— reading
%
for the main idea
use phrases to show interest in a
% conversation—showing interest
1^1 listen to a review of a TV talent show
write a reference describing
someone's qualities and abilities
watch a video about people with
different abilities

B Q § Are you talented? Tell your classm ates what talents you have.
Use the ideas in the box as w ell as your own ideas.
cook dance play soccer
A: Let's se e ... I play the guitar. I sp ea k Italian and French.
play the guitar speak French
B: / think I'm talented. I'm a g o o d so c ce r player, and I also play basketball.
C: I'm g o o d at cooking, and I'm a g o o d dancer, too.

LIFE Learn to work in a group

to do a task
SKILLS
WORK &
- U
CAREER
You have talent! UNIT 7
$
 1 personality adjectives
A Match the personality adjectives to the statements.
1 friendlyv ,a) I'm happy. I think my life is great.
2 generous. / .b )l'm good at making plans.
3 patient /.c) I usually do very well on exams.
4 reliable^/ y r ' d) I love buying things for other people.
5 optim istic*/ \ , e ) I never tell lies.
6 o r g a n iz ^ 'V 'f ) I make friends easily.
7 sm art^ / V^g) My friends can depend on me.
8 h o n e s t/ _ ' h) I'm good at waiting for things.

B 2 ! Work in pairs. Look at these pictures. Say what personality

adjectives from Exercise A you think these people have.

I think Bill G ates is really smart becau se ...

C QS Work in pairs. Tell your partner w hich positive qualities from

Exercise A you think you have and why.
I think I'm optim istic. I'm usually happy.

2 a personal reference
A |j||3 8 Listen to this conversation. Then (circle)T (true) or F (false) for
each statement.

1 Jenny is applying for a job. T /©

2 Jonathan thinks Carmen has good qualities for an English teacher. ©/ F
3 Carmen probably makes friends easily. n r f
4 She isn't good at planning. T/©
5 Carmen speaks Spanish. Q F
6 She is patient when people are learning something. © F
1 Vocabulary: personality
adjectives
Lead-in
Begin by recycling three or four of the personality
adjectives from p. 35. Write the words on the board with
spaces instead of vowels (e.g. c__nf_d_nt, p_p_l_r,
c_ns_d_r_t_). Ask individual students to come to the
board and complete the words with the missing letters
(confident, popular, considerate). Tell the students
that they are going to learn more words to describe
personalities.
Draw the students' attention to the statements. Call on
individual students to read them aloud to the class.
Explain any unfamiliar words or phrases, especially be
good at (similar to talented, e.g. a talented singer is
good at singing), lies (things which are not true), and
depend on (when a person can depend on you, they
know you will help them when they need help). Check
that they also understand wait for (you wait for your
friends when they are late).
Ask the students to repeat the list of adjectives, first
chorally and then individually.
Read the instructions to the class. Then ask the students
to do the matching exercise individually. Circulate and
monitor, assisting where needed.
Check the answers by asking one student to read
the statement and another student to read the
corresponding adjective.
Highlight the stress in these multisyllabic words,
particularly generous, patient, optimistic, organized, and
honest. Point out also that the initial h in honest is silent.
B J:
Tell the students to look at the pictures. Ask them if they
know what these people are famous for (Bill Gates—
founder of Microsoft™, David Beckham—English
celebrity and former soccer player, Angelina Jolie—
movies, aid work with the United Nations).
Read the instructions to the class, and elicit some ideas
about the first person, Bill Gates.
If the students find it difficult to guess which adjectives
describe the people, tell them to think about each
person's job and activities, and what traits they would
need to be successful.
Put the students in pairs to discuss their ideas.
Encourage them to use the adjectives from Ex. A when
talking about the pictures. Tell them they can use more
than one adjective if they want to.
When the pairs finish, elicit some ideas from the class.
Prompt the students to give reasons for their choices of
adjective(s) for each person (e.g. I think Angelina Jolie is
organized and patient because she has a busy life and
many children.).
Refer the students back to the list of personality
adjectives in Ex. A. Give students time to write down the
two or three adjectives that describe them and to think
of reasons why.
Put the students in pairs to discuss their responses.
When they finish, listen to some examples from the
class.
r
^ Workbook p. 40, Section I
2 Writing: a personal
reference
38 Ask the students what a reference is (a letter
or email with a list of someone's qualities that says if
they are suitable for a particular job).
• Ask the students to read the statements carefully first.
• Check that they understand apply for a job (to make an
official request for a job).
• Play the audio once, and then check the students'
progress. If necessary, play it again. Check the answers
with the class.
Audio script
Jo = Jonathan, J = Jenny
Jo: Hello?
J: Hi, Jonathan. It's Jenny. Listen, Carmen Dean is applying
for a job as an English teacher at a language institute. I'm
writing a personal reference for her. Can you help me?
Jo: Of course.
OK, so I need to list at least three qualities that make
Carmen a good candidate for a job as a teacher. What
qualities do you think she has?
Jo: That's easy! First, Carmen is really friendly. She likes
meeting new people, and she loves talking to people.
J: That's true. She is really friendly, and that's important for a
teacher. What else?
Jo: Well, she's very organized and reliable. She's good at
making plans, and people can depend on her.
J: Yeah, that's good. Organized ... and reliable. Anything
else?
Jo: Yeah, you know, Carmen is also very patient. She's
helping me with my Spanish, and she often explains
things several times!
J: Great! That's all I need. Thanks, Jonathan!
Jo: You're welcome. I hope Carmen gets the job!

Possible answers
Bill Gates: generous, organized, smart •
David Beckham: friendly, optimistic
Angelina Jolie: friendly, generous, organized

You have talent! UNIT 7 T70


• Explain the task. Tell the students they can use the
positive personality adjectives from Section 1 as well as
the personality adjectives on p. 35. You can also recycle
the list of jobs on p. 20.
• Give the students some time to make notes for their
references and to ask you questions about vocabulary.
• Circulate and monitor, assisting where needed. Make
sure that the students finish this section of the unit with
an accurate piece of writing.
• Explain that To whom it may concern is used when we
don't know the addressee's name. When we know the
addresse’e's name in a formal situation, we use Dear
John. We can also use Dear Sir or Madam when we
don't know the addressee's name in a letter.
• You could encourage self-correction by putting a
small mark next to any errors, without identifying the
error type. The students can then self- or peer-correct.
Developing this critical eye is essential to improving and
progressing in their written work.
• Remind the students that they practiced reading
for the main idea when they read about people's
neighborhoods on p. 52.
• Elicit that reading for the main idea is reading a text
quickly, to understand what it is about.
• Read the information in the skills panel. Explain that
key words or phrases are the most important words in a
sentence or text.
A
• Explain the task. Give the students time to circle
the nouns and underline the adjectives in the first
paragraph.
• Ask them to tell you what the text is about (horoscopes).
• Highlight the pronunciation of horoscope—both the
stress on the first syllable and the fact that the h is
pronounced.
• Ask the class where they can find texts like this (e.g.
in magazines, online). Elicit what helped the students
decide on the kind of text (e.g. the date in the text, the
picture of the fortune teller).
B
• Set a time limit of two minutes for this exercise, and ask
the students to begin the task.
• When the students finish, ask them to compare their
words in pairs. Then choose four students—one for
each paragraph—to write their key words on the board.
Check the answers with the class. Help the students
understand which are key words and phrases, and why.
c review dates in English (e.g. Virgo is between August
• Explain that the words and phrases shown here summarize
the main idea of each paragraph. Check that the students
understand all the words and phrases, especially bad luck
(negative fortune in life) and good qualities (refer to the list
of positive adjectives in Section 1).
• Tell the students to use the key words in each paragraph
to decide which of the words and phrases best describe
each paragraph, and write the headings in the correct
places in the text.
• Give the students time to complete the exercise
individually.
• Do not check answers at this stage.
D
• Check the answers with the class and ask the students
which words helped them to make their choices (e.g.
Health: healthy lifestyle, fruit and vegetables, good at
sports; Good qualities: friendly, optimistic, positive, fun,
sing, dance, a lot of friends, loyal; Bad luck: unlucky; Work
and money: like their jobs, rich, aren't very generous).
Extra: reading practice
Ask the students to answer these questions.
1 How often do people born on February 29 have a
birthday?
2 What four adjectives in paragraph 2 describe
people born on February 29?
3 Why don't they usually give presents?
4 What do they eat?
Answers
1 every four years
2 friendly, optimistic, fun, loyal
3 because they aren't very generous
4 a lot of fruit and vegetables
E
• Read the instructions and the questions to the class. Go
over the meaning of influences our personality (makes
us change our behavior). Give the students time to think
about their answers individually.
• Put the students in groups to discuss the questions.
Circulate and monitor, assisting where needed. Make
notes on any errors to address later.
• When the groups finish, elicit some responses from
the class. Find out if anyone in the class was born on
February 29, or if they know anyone with a birthday on
that date. Is that person unlucky? Are they talented?
Find out how many of the students read their horoscope
and how many believe in astrology.
Extra: star signs
Write a list of star signs in English on the board.
Starting from January 20, the English names are:
Aquarius. Pisces, Aries, Taurus. Gemini, Cancer.
Leo. Virgo. Libra, Scorpio. Sagittarius, Capricorn.
Consolidate the new personality adjectives by asking
the students to speculate about the qualities of
people from each star sign. Alternatively, you could
23 and September 22.).
 #

B Read Jenny’s reference. Then think about your best friend and their
ideal job. Write a personal reference for your friend.

To whom it may concern:

I ’ m writing this reference for my friend Carmen Dean. In my opinion, she is ideal for a job
as an English teacher for several reasons.
First, Carmen is a very friendly person. She likes meeting new people, and she loves talking
to people. Second, Carmen is very organized and reliable. She’s good at making plans, and
people can depend on her. Finally, she is very patient. She is helping a friend with his Spanish,
and she often explains things several times.
I definitely recommend Carmen Dean for a job as an English teacher.

Sincerely yours,
Jenny Richards

3 for the main idea page

When you read for the main idea, look quickly at the text to find key words or phrases.
These can tell you the subject of each paragraph. Key words are often nouns or adjectives.

A Look quickly at paragraph 1 in the text below.(fiirclg)the nouns and

underline the adjectives. Based on these words, what do you think the
text is about?

B Now look quickly at paragraphs 2-4.(^irclg)the nouns and underline

the adjectives.

C Look at the key words you identified in all four paragraphs and write
these headings in the correct places in the text.

Bad luck! Good qualities Health Work and money

D Read the paragraphs more carefully. Check your answers to Exercise C.

iM S i H is M r a j i
M ill I H IM 1 IM
2 G o o d q u a lities
1 B a d lu ck! ________ They are very friendly and optimistic. They
First of all,(geoplg) born onCEgbruary 29 always see the positive (side) of(Tif&)They
are unlucky! They only have oneC^Jrthday are fun, and many of them can sing or
every four(yearsT) But because of this, dance very well. They have a lot oKfriencjs)
they have special(| aien^)and(^bilities ) and they are always loyal to them.

3 Work a n d m o n e y _______ 4 H ealth

People) bom onCfebruary j ^>like their These(fhscean£> usually have a healthy

■jobsjand they want to be rich. But they lifestyle) They eat a lot o f(fru i) and
don't usually give (gifts) because they ^egetables)and they are good atCsports)
aren't very generous!

E 2 ! Work in groups. Answ er these questions.

1 Was anyone you know born on February 29? Do you agree with the text? Why or why not?
2 Do you read your horoscope? Do you think astrology influences a person's personality?

You have talent! UNIT 7 71

 ca n/ca n't — ability
A LANGUAGE IN CONTEXT Match the pictures
Yes, he can. My horse can
to people’s statements about their pets.
play soccer! H e’s really
talented!
CAN YOUR PET PLAY A SPORT? OR DANCE? OR SING? J.T. Williams, Texas

Post comments about your pet s unusual talents below!

The most talented pet will win a prize of $500!

My parrot can t talk, but he

can draw. He draws pictures
with colored pencils!
Nina, Brazil

Our dog, Muffin, can balance

things on his nose. It’s very
funny!
Mrs. Hill. Scotland

NOTICES
What word do the people
use to talk about abilities?
ANALYZE Read the texts in Exercise A again.
Form Choose the correct option to complete each sentence. Then complete the table
1 After can we use verb b) a noun

2 The contraction of cannot is can b) cant

3 The correct form after He/She/lt is can b) cans

Affirmative Negative Questions Short answers

It can fly. He can't play soccer. Can they swim? Yes, he can. / No, he can't.

You (1) sing! I (3) can't sing (5) K-Can

a" you play No, I (7) can t
We (2) speak Jamal and Pierre the guitar? Yes, we (8) can
English. can't speak English. (6) Can you and
Carla drive?

Function Choose the correct options to complete the sentences.

1 W e use can/can't to talk about
a) routine activities (CTabilities)
WATCH OUT!
2 W e use can/can't to referto ______________ 0 She can dance.
a) people b) animals pQpeople and anirnaTs^> She can to dance.
(j£) She cans dance.
C PRACTICE Complete these sentences with can or can’t ■ H i H H H i
and the correct form of the words in parentheses.
1 A: Can they p la y (play) tennis? B: Yes, can.
2 Sally is a great chef. Shecan co°^ (c o o k ) French food.
3 I cant open (n o t o p e n ) the door. Can you?
4 A: Can Angela sPea^ (sp e a k ) Japanese? B: \lo ,soe car ’.
5 A: ^an he E lS Z (play) the guitar? B: Yes, can .
6 We can t hear (n o t h ea r) the TV. Please turn down your music.
 Function
• Have the students look at the two statements. Instruct
them to check the correct options to complete the
sentences. Ask the students to check their answers with
a partner. Then check answers with the class.
Ask the students if they have pets at home. Find out which
pets are the most common, and if anyone has an unusual
c
pet. Ask if anyone has (or has seen) a pet with a special • Draw the students' attention to the Watch out! box. Ask
talent, and if so, have them describe what it is. the students why the second sentence is incorrect (we
don't use to after can). Point out that we use the base
A form of the verb after can. Ask the students why the
third sentence is incorrect (can does not change in the
• Ask the students to look at the pictures. Elicit the words
third person singular).
for the animals (dog, horse, parrot). Tell the students
• Ask the students to work individually to complete the
that they are going to read a short internet chat about
exercise. Circulate and monitor, assisting where needed.
these three talented animals.
• When the students finish, ask them to compare
• Ask the students to do the exercise individually and
their answers in pairs. Then check the answers by
then to compare their answers in pairs.
calling on different pairs of students to read the short
• Check the answers with the class. Ask the students to
conversations aloud and individual students to give the
read complete sentences aloud when they give their
other answers.
answers, since these include the target language in this
section.

Extra: grammar practice

NOTICE! Complete the sentences using can or can't.
• Read the question aloud to the class. 1 I don't have any money so I _ _ _ _ _ go to the
• Ask the students to look at the comments again, movies this evening.
and then elicit the answer. 2 _______ she play the guitar? Yes, she .
3 _______ you lend me some money? No, I .
4 How many students in your class _ _ _ _ _ speak
Answer
another language?
can (and can't) 5 We ______ come to the beach with you on Saturday
because we have to visit our grandparents.

B Answers
1 can't 4 can
Form 2 Can; can 5 can't
• Have the students complete the rules individually, 3 Can; can't
referring to the three sentences in bold in the text in
Ex. A. Check the answers with the class.
• Refer the students to the examples in the grammar
table. Practice the question form and short answers by
asking the class a few questions (e.g. A: Can you fly?
B: No, I can't. A: Can you swim? B: Yes, I can.). Have the
students complete the table. Check answers with the
class.
• Highlight the fact that cannot is more formal than can't
and is normally only used in written English.

■
’fc\

You hove talent! UNIT 7 T72

D Read the instructions to the class. Then invite individual
Read the instructions to the class. Then ask the students
to repeat the phrases and check that they understand all
of them. Make sure that they can pronounce the words
correctly, especially basketball and opera. Tell them that
they can also use other abilities apart from the ones
given.
• Direct the students to the model conversation and have
them repeat it after you, both chorally and individually.
Point out that Can you? can be answered with either
Yes, / can or No, I can't.
• Highlight the fact that in the example, the second Can
you? is stressed like this: Can you?
• Put the students in pairs to complete the exercise.
• When the pairs finish, choose several students to report
back about their partner's skills (e.g. Kyle can run a
marathon. He can't dance salsa.).
39 See the Student's Book for the audio script.
Read the instructions to the class. Give the students an
example of a strong vowel (e.g. the /ae/ sound in
dancer) and a weak sound (e.g. the /a/ sound in
student).
Highlight the weak form in can /kan/ and the longer
vowel sound in can't/kaent/. Write the following
sentence on the board: I can't speak Italian, but I can
speak Spanish. Point out that when contrasting can't
and can as in the above sentence, we emphasize can
and pronounce it as /kaen/ when it occurs in the second
position of the sentence.
B thing here is that the students speak with some fluency
40 See the Student's Book for the audio script.
Have the students say the sentences to each other in
pairs.
Play the audio for the students to check and to repeat
the sentences chorally.
Have the students work in pairs again to practice
saying the sentences to each other with the correct
pronunciation of can/can't.
Call on students to say the sentences, and make sure
that can and can't are pronounced correctly.
• Review the expression be good at (able to do
something well). Tell the students they are going to talk
about things they are good at. Ask the students to look
at the picture and elicit a sentence using can (e.g. He
can play the guitar very well.).
students to read the phrases in the box aloud for the
class.
• Ask the students to complete the sentences using the
words in the box, and then check the answers with the
class.
...
Have the class brainstorm skills and talents they would
like to learn, and write them on the board (e.g. speak
Japanese, cook Indian food, paint or draw well, do
a back flip, etc.). Ask the students to write the list in
their notebooks. Then have the class circulate, asking
their classmates if they can do those things. When a
classmate answers Yes, / can, students should write the
person's name next to the skill and then move on to
ask another classmate about the next skill. At the end,
elicit which students can do the various skills.
B
• Read the instructions aloud, and give the class a model
by talking about the things in Ex. A that you can do, and
other skills and talents you have or don't have (e.g. I can
sing traditional songs. I can't drive a truck.).
• Make sure the students remember that can/can't are
followed by the base form of the verb, so they should
say, for example, / can/can't surf and / can/can't dance
salsa.
• Put the students in groups of three or four to complete
the exercise. Tell them to take notes because later they
will report back about other members of their group.
c
• Read the instructions to the class. Refer the students to
the example sentence, and encourage them to report
back in this way.
• Elicit a lot of different talents in the class to bring out
individual students' unique abilities. The most important
about the other members of their group, so try to avoid
interrupting to correct errors. Instead, make a note of
any serious errors in the use of can/can't and ask the
students to correct them when they finish reporting
back.
Extra: homework
Ask the students to write sentences using can or can't
about their family members and/or friends.
D a f NOW YOU DO IT Work in pairs. Ask and answer questions about
each other’s abilities. Use the phrases below.
• cook Italian food
• swim five kilometers
• sing opera
• dance salsa
• play basketball

A: Can you swim five kilometers?

B: No, I can't. Can you?

5 P R O N U N C I A T I O N : can/ca n't
A Em 39 Listen to the pronunciation of can and can’t in these sentences.
Notice that the vowel sound in can is weaker than in can’t.
1 I can speak French, but I can't cook French food.
2 I can't drive a car, but I can ride a bike.

B P a 40 Practice the sentences below. Then listen, check, and repeat.

1 My sister can dance, but she can't sing.
2 I can't speak Germ an, but I can understand some words.
3 I can't ride a motorcycle, but I can drive a car.
4 I can hear you, but I can't see you!

6 talents and abilities

A Complete these sentences with phrases in the box.

am good at can cook can drive can play can sing can speak

can p la y the guitar,

am g o o d at karate,
can d rive a car.
can s p e a k a foreign language,
can s in g _ opera.
can c o o k French food.

Work in groups. Which

statements in Exercise A are true for
you? What other things can you do?
Use the ideas in the box as well as
your own.

a truck healthy snacks Italian karaoke songs many languages

salsa dancing surfing traditional songs

A: / can play the guitar. What about you?

B: I can't play the guitar, but I can play the piano.
C: / can't play the guitar or the piano,'but I can cook French food.

C H§ Tell the class about a talented person in your group.

We think Emanuel is talented because he is good at salsa dancing, he can play chess, and J .

Y o u h a v e ta le n t! UNIT 7 73
A Look at this picture. What kind of TV show is it?
Do you have TV shows like this in your country?

B |)|] 41 Listen to a man giving his opinion on the

TV talent show Dream Stars.(^ ircle)th e correct option.
1 Dream Stars \s(^J3ritisRy an American show.
2 Some of the dancers /(singers)on Dream Stars are not very talented.
3 The man thinks the dancersm an)/ can't dance very well.
4 The womap saYs that most comedians
can /(car?i)make her laugh.
5 The man thinks most of the com edians on
Dream Stars^rey are not very funny.
6 In general, the man(7/kesy doesn't like the show.

C 23 Work in pairs. Discuss these questions.

1 Which TV talent shows do you like? Why? jS B B B fif
2 Which TV talent shows don't you like? Why not? jH H H B

A: / like American Idol because it's interesting.

B: Really? I don't like it. The contestants can't sing!

8 adverbs of manner
A LANGUAGE IN CONTEXT Read what a judge on a talent show thinks
about one of the contestants. Is the judge’s general impression of Ryan
positive or negative?

Contestant Genre

Ryan Gleason comedian Ryan is very smart and talented. He tells

great jokes, but he isn’t very organized.
Age: 24
That’s why he sometimes can’t remember
Nationality: Canadian his jokes very well. He also speaks very
quickly and very quietly. But Ryan is a
very funny guy and I think we can help
him learn to speak slowly and clearly.
He learns fast, and his audience loves him.

Look back at the words in bold.

B ANALYZE Read the notes in Exercise A again. How are they similar?

Function(^Trclg)the correct option to complete the sentence.

Adverbs of manner describe things or people /(actions?)

Form(^ircle)the correct option to complete the sentences. Then complete the table
on page 75 with the adverb forms of the adjectives.
1 Adverbs of manner usually end in -y ( p A )
2 Adverbs of manner usually come before /(aftefythe verb.
7 Listening: to a review of a 8 Grammar: adverbs of manner
TV show
A
• Read the instructions aloud. Check that the students
understand that a person who takes part in a talent
• Ask the students to look at the picture while you read show is a contestant.
the question. • Highlight the word for the person who gives a score
• Elicit responses to the questions from the class. If they to the contestants in a talent show—a judge. Clarify
don't provide you with the expression talent show, write positive/negative impression (good or bad opinion).
it on the board. • Direct the students to read for the main idea to decide if
• Elicit examples of talent shows from their country. What the impression is positive or negative.
talents do the contestants have (e.g. they can sing, they • Set a time limit of one minute, and ask the students to
can dance, they can play an instrument)? skim the text quickly.
• When the students finish, check the answer with the
B class. Elicit key words or phrases that helped them
• M 41 decide the answer (smart and talented, very funny,
• Tell the students they will hear a man giving his opinion audience loves him).
of a TV talent show called Dream Stars.
• Before you play the audio, ask the students to read the
sentences carefully and make sure they understand what
the options are.
• Play the audio once, and check progress. If necessary,
play the audio again. Check the answers with the class. NOTICE!
Audio s c r i p t _ _ _ _ _ _ ___ • Ask the students to look at the words in bold in the
text.
R = Reporter, M = Mike
• Check the answer with the class.
R: So, Mike, what show are you reviewing this week?
• Elicit that we use adverbs to talk about how someone
M: This week it's Dream Stars— the new British TV talent show.
does something.
R: Another TV talent show!
• Point out that fast and well are irregular adverbs,
M: Yes, but you know what? I love it! OK, some of the
and ask the students to find them in the text.
contestants in the singing competition can't sing very well,
but most of them are very good. My favorite segment is
the dance competition because all of those kids can really
Answer WÊÈÊÈ
dance! In fact, some of them also compete on that great They all end in -ly. They are all adverbs.
American show Can You D a n ce?
R: Oh, yes, that's a great show! OK, and what about the
competition for comedians? Most comedians can't make
B
me laugh. What about these?
M: Well, I don't know about you, but most of the comedians Function
on Dream Stars can certainly make me laugh!
• Direct the students to the Function statement. Have
R: OK, well, it sounds like Dream Stars can become the next
them circle the correct option to complete the sentence.
big hit in the world of talent shows!•
Check the answer with the class.
Form
• Direct the students to the model conversation and have • Direct the students to the Form statements. Have them
them repeat it after you, both chorally and individually. read the notes in Ex. A again and circle the correct
• Before you ask the students to work in pairs, give options to complete the sentences. Check the answers
them a couple of minutes to write down some ideas with the class.
individually.
• Put the students in pairs to complete the exercise.
• When the pairs finish, invite a few pairs to act out their
conversations for the class.

Y o u h a v e ta le n t! UNIT 7 T74
• Have the students complete the grammar table using
the adverb forms of the adjectives.
• Highlight that the final -y of adjectives changes to
i. Elicit other examples in English where the final -y
changes to / (e.g. in third person -s: study—studies; with
plural nouns, e.g. dictionary—dictionaries).
• Draw the students' attention to the irregular adverbs.
Explain that there are not many irregular adverbs in
English (the other common one is hard). Encourage
them to memorize these adverbs.
• Ask the students to look at the Watch out! box and note
that we do not use adjectives (e.g. good) to describe
how people do things. Actions are always described
with adverbs (e.g. She can dance beautifully.) and nouns
with adjectives (e.g. She's a beautiful dancer.). Direct the
students to the third sentence and explain that when we
use an adverb after a verb, it goes after the entire verb
phrase.
c
• Read the instructions to the students and direct them to
the example. To check the students' understanding of
the instructions, ask them to change the sentence Helen
isn't good at French in the same way (Helen can't speak
French well.).
• Ask the students to do this exercise individually and
then to compare their answers in pairs. Check the
answers with the class.
• Highlight that quickly and fast have the same meaning,
and remind the students that fast is irregular. Elicit the
other irregular adverb covered in the exercise, good—
well.
Extra: grammar practice
Rewrite the sentences using an adverb.
1 He's a good swimmer.
2 They're quick readers.
3 My father is a slow driver.
4 She's a wonderful painter.
5 He's a bad singer!
Answers
1 He swims well. 4 She paints wonderfully.
2 They read quickly. 5 He sings badly!
3 My father drives slowly.
D
• Read the instructions and give the students time to read
through the verbs and the adverbs in the boxes.
• Point out the example sentence, and draw the students'
attention to the use of the conjunction but to show
contrast.
• Put the students in groups of three or four to complete
the exercise. Circulate and monitor, assisting where
needed.
• When the groups finish, invite students to share
information about their group members (e.g. Hector can
paint beautifully, but he can't sing very well.).
Workbook pp. 4 2-43, Section 5
Lead-in
Read the information in the skills panel. Emphasize that
there are different ways of expressing interest—some of
them verbal (e.g. Wowl; How interesting!; Really?), and
others, such as facial expressions and body language.
A
• Read the instructions, and ask the class to give you their
impressions of the pictures. Elicit whether the woman
looks interested or bored in each picture.
• Encourage the students to think of other ways we show
interest in what the other person is saying (e.g. nodding,
eye contact, asking relevant questions).
B
42 See the Student's Book for the audio script.
Read the instructions to the class. Make sure the
students understand that they only have to underline
the expressions that the people in the conversations use
to show they are interested.
Play the audio once. Then check the answers with the
class.
c
U 43
• Explain to the students that they will hear the underlined
expressions of interest from Ex. B again. Instruct them
to pay close attention to how the speakers say the
expressions as they listen.
• Play the audio, and ask the students to repeat the
underlined expressions with as much interest as
possible. Have the students practice saying the
expressions in an interested way.
Audio script
1 Really? That's amazing! Me, too!
2 Wow! Really?
3 Oh, how interesting!
D
• Read the instructions to the class. Ask the students to
look at the model conversation.
• Before you ask the students to work in pairs, give them
a couple of minutes to prepare for this exercise by
taking a few notes. Encourage them to use expressions
like Wow! and Really? in response to what their
classmates say.
• When they finish working in pairs, invite volunteers to
perform their conversations for the class.
Workbook p. 43, Section 6
►► Workbook
jjjjjj^ ^ Q
p. 44, Listen and write
p. 45, Down time ________________
I
 Most adjectives: Add -ly Adjectives ending in -y: Irregular adverbs
Change y to i and add -ly

wonderful— wonderful ly happy—happily good — well

slow— slow/y noisy- (4) .™ *!!L fast — fast
clear— clear ly angry— (5) an9r^
quick— quick/y WATCH OUT!
quiet— (1) ...... °luietly She can speak English well.

n i c e - (2) J2! Z É L (^) She can speak English good.

(£ ) She can speak well English.
b a d - o) badly

C Rewrite these sentences using the verb in parentheses

and an appropriate adverb of manner.

1 Helen Is go od at French. 4 Tom and Ellle are loud talkers.

Helen can sp e a k F re n c h m il . (s p e a k F re n c h ) Tom and Ellie talK !lDudll . (talk)
2 O u r te a ch e r alw ays g ive s cle ar e xp lanatio ns. 5 You are a quick learner.
O u r te a ch e r always explains (e x p la in th in g s ) You Jeam ^guickly_ (|earn)
3 Paul isn't a f a s i rur?ner. ” ' 6 I'm not a go od swim m er.
Paul can't i fast (run) I can't jy y lU L we'll . (sw im )

D 31 NOW YOU DO IT Work in groups. Tell your group about at least

two things you do well and two things you don’t do well. Use verbs and
adverbs in the boxes or your own ideas.

cook dance draw badly beautifully

drive paint run carefully fast loudly
sing speak talk quickly slowly well

I ca n s p e a k E n g lis h w e ll, a n d I d riv e ca refu lly , b u t I s in g b a d ly , a n d I c a n 't d a n c e v e r y w e ll.

You can show interest in different w ays. O n e w ay is by using words such as Wow!
and Really? The other is by using your face and your body.

A Look at these pictures. In which picture does

the wom an look interested?

B 3 ^ 4 2 Listen to the conversations below.

Underline the expressions that the people use
to show they are interested.
1 A : So, w hat do you do ?
B: I'm a pilot.
A: R eally? That's am azing! M e, too!
2 C: Do you sp e ak any o t h e r lan g u ag es? 3 E: C an you coo k C h in e se fo o d ?
D: I can sp e ak C h in e se . F: N o, I can't, but I can cook Indian food really w ell.
C: W ow ! R eally? E: O h , how interesting!

C 5 ^ 4 3 Listen to the expressions from Exercise B. Practice saying the

expressions in an interested way.

D 31 Work in pairs. Talk about things that your family members can do.
Remember to use words to show interest.
A : M y s is t e r is g o o d a t la n g u a g e s . S h e ca n s p e a k J a p a n e s e , E n g lis h , a n d P o r tu g u e s e .
B : W o w , th a t's a m a zin g !

You have talent! UNIT 7 75

lìfeSkills
WORKING AS A GROUP TO DO A TASK
• Break up the big task into sm aller tasks and make a list.
• Identify what the group can do tog ether and what each
person can do individually.
• N egotiate who can do any remaining tasks. Be flexible!

A Work in groups. Your company wants to offer a seminar for small business owners.
Read the email from the marketing director. Then decide on at least two more things to do
for each category and add them to the list in the attachment.

Project: seminar on business management techniques

To: Marketing D epartm ent (all) Proposed date: Saturday, March 1
Target audience: local small business owners and
From: Donald Sanders managers

Subject: Small Business Sem inar Registration fee: $125 per person
Maximum number of participants: 100
Attach: Plan for small business sem inar m Seminar includes: Welcome and introduction to
seminar (Lynn Barton, CEO)
Hi all, Four sessions o f 11/2 hours each
Lunch
We want to offer a seminar for small business
Two coffee breaks
owners in this area. The basic ideas are in the
attachment. Please work out the details and 'ession topics:
'
decide who can do each thing. Can we meet a Writing or revising your business plan (Steve Ellroy,
week from today to discuss? Business Director)
Advertising and promotion: trends and methods
Thanks.
(Donald Sanders, Marketing Director)
3 Financial manacroi-no~*- n-.-i— ’
0____ _ i.cciiy, i-mance Dir
Managing your company’s growth (Ben Collins,
Market Development Director)

Plan for small business seminar

B 2 | Decide which tasks on the list the whole group

can do together. Write G (group) in column 2 next to those things.
 Alternative
Use a flipchart or a piece of paper attached to the
Step 1 Break up the big task into smaller tasks and make board to compile the list with the students instead
a list. (Ex. A) of working in groups—this will help them brainstorm
Step 2 Identify what the group can do together and what ideas without being distracted by the content in the
each person can do individually. (Ex. B) book. These notes can then serve as a permanent
Step 3 Negotiate who can do any remaining tasks. Be record of initial ideas as the lesson progresses.
flexible! (Ex. C, Ex. D)
Lead-in Possible answers
Begin this section by emphasizing the importance Location: Find out the cost of the locations. Find out
of teamwork and flexibility when performing tasks. about transportation, parking, etc.
Discuss how different talents contribute to the better Promotion: Contact local businesses by email. Write a
development of ideas and projects. slogan.
Ask if the students work in teams at school/work. If Logistics: Decide layout of seminar room. Make a
so, do they find that easy/difficult? Do they find it schedule. Find out about food, drinks, etc.
beneficial? What are the challenges?
Ask the students to look back through the unit and find
examples of when they worked in pairs or groups. Ask if
this helped them to complete tasks and whether it was • Explain the task and keep the students in the same
useful in improving their communication skills in English. groups.
Examples include: 1 Vocabulary Ex. C, 4 Grammar Ex. D, • Explain to the students that they are going to look at
6 Vocabulary Ex. B, 8 Grammar Ex. D, 9 Speaking Ex. D. their list of tasks and decide which tasks the whole
group can do. Tell them to write G next to these tasks in
the Who does it? column on the list in Ex. A.
• When the students have completed the exercise, elicit
Put the students in groups for this exercise. Tell them
their decisions, and ask them to give reasons.
that they are going to organize a seminar for small
business owners.
Ask the students to read the email. Make sure they
understand it. Check that they understand the term
attachment (a document that you send with an email).
Have the students look at the email attachment (a list of
things to do to organize a small business seminar). Ask
them to work with their groups to add at least two more
things to do to each of the three categories.
Point out, or remind the students, that ad is short for
advertisement.

Y o u h a v e ta le n t! u n it 7 T76
• Read the instructions to the class. Ask the students to
work individually to check their abilities and preferences
on the survey.
• Circulate and monitor, assisting where needed. Be
prepared to answer any questions about vocabulary, as
needed.

• Read the instructions to the class. Ask them to work

in their original groups to decide who will do the
remaining tasks on the list in Ex. A.
• Direct the students to the model conversation and have
them repeat it after you, both chorally and individually.
• Before they start their discussions, tell them to look
at the How to say it box, and encourage them to use
these expressions in their discussions.
• Ask the students to refer to their answers to the survey
in Ex. C when they are discussing their talents and
abilities.
• Ask each group to report their decisions to the rest of
the class, giving reasons for their decisions.

REFLECT
• Ask the students to read the Reflect question.
• Give them some time to think about different situations
in the domains of Self and Society and Study and
Learning where the skill of Working as a group to do a
task would be useful.
• Elicit the following ideas: organize a surprise party, help
a friend move; prepare a presentation for class, work on
a group project, etc.
 nd Society
and Career
and Learning
C Think about your preferences and abilities. Check (/)
the appropriate boxes on the survey.

Work with your abilities!

I p re fe r to w o r k . . . alone. □
with other people. □

Km g o o d a t . . . I drawing or painting. □ organizing schedules. □

design. □ managing people. □
writing. □ managing money. □
talking to people. □ solving problems. □

D H§ With your group, decide who can do

each of the remaining things on your list.
A: I'm g o o d at design, so I can design the ads.
B: A n d I'm g o o d at writing, so m aybe I can write the
slogans.
A : O K, let's do the ads together, then.
C: O K, so you and Lisa can d o the ads. What about
the sch edu le?

HOW TO SAY IT Q
Talking about what people can do
I'm good a t ..., so I can ...
I can ..., but I ca n 't...
Can you ... ? / What can you do?
Maybe w e / y o u and Gina can ... because
we/you can both ...
m m m m m rn m m t'v a m

Y o u h o v e ta le n t! UNIT 7 77
Complete this text with words in the box. (10 points)

cook drive generous honest optimistic patient play sing smart speak

My mom is 52. She is very (1 ) 9enerous ( and she buys a lot of gifts for me and my
brother. She is really good in the kitchen. She can (2 ) c2 ° t delicious food. She is
very (3 ) patient anc| never gets mad at my brother or me. She loves to go out with
her friends and (4) sin9 karaoke. My dad is 54. He is really good at math, and he
can (5) speak Italian and German, so I think he is very (6) smart |_|e can
(7 ) P^ay the piano and the violin, too. My brother, Bruno, is 17. He really enjoys
life and doesn't worry about the future, so I guess he is very (8) optimistic _ |_|e ¡s
(9) honest ( too. He doesn't tell lies, and I know I can trust him. He is only 17,
but he can (1 0 ) ;irive a car.

8-10 correct: I can talk about people's positive qualities and their abilities.
0-7 correct: Look again at Sections 1 and 6 on pages 70 and 73.
SCORE: 710

2 GRAM M AR
A Put these words in the correct order to form sentences. (6 points)

1 A: Francesca / dance / can / well / ? Can Francesca dance well?

9

B: can't / dance / no, / she / well / . No, she can't dance well.

2 A: sing / can / your sister / ? Can your sister sing?

B: she / badly / sings / very / no, / . No, she sings very badly.

3 A: you / swim / can / fast / ? Can you swim fast?

B: no, / fast / I / swim / can't / . No, I can't swim fast.

B Read the text and find four mistakes in the use of can/can’t and
adverbs of manner. Cross them out and correct them. (4 points)
fast quickly
My cat is a great pet. She can run very fastly, and she comes quick when I call her name.

At night, she sleeps quietly in her bed, but in the morning, she meows loudly for her
can well
breakfast. She eeee speak cat language very good!

8-10 correct: I can use can, can't, and adverbs of manner to talk about people's abilities.
0-7 correct: Look again at Sections 4 and 8 on pages 72 and 74.
SCORE: /10
Language wrap-up 1 Vocabulary
Students can do the Language wrap-up exercises in Before you ask the students to do the Vocabulary section,
class or for homework. If you give them for homework, point out that two types of words are being tested
remember to check the exercises at the beginning of the here—adjectives and verbs—and that there are five of
next class, or collect a few to grade and identify any typical each in the box.
errors. 2 Grammar
If you decide to do the exercises in class, you can A
approach the wrap-up as a two-step reviewing procedure.
Explain that students need to put the words in the correct
First, ask the students to do the Vocabulary section
order to make sentences.
individually. When ready, encourage the students to check
their answers carefully, and then put them in pairs to
B
compare answers and discuss any differences. Self- and
peer-correction are two excellent ways of developing Explain that there are four mistakes in the short text in the
learner independence and creating a cooperative learning use of adverbs of manner and can.
environment. After completing the Vocabulary section, you
can apply the same procedure to the Grammar section.
At the end of each section, make sure that the students
write their score out of ten. If they have a score lower
than eight, direct them to the appropriate sections of the
unit, and encourage them to read those sections again for
homework. After that, ask the students to complete the
exercise(s) again at home.

Unit 7 Competency developed CEF Reference (A1 )

1 Vocabulary can understand and use personality adjectives Table 1; Table 2; Section 4.4.1.1 ;
Section 4.4.3.1; Section 5.2.1.1
2 Writing can write a short personal reference Table 2; Section 4.4.1.2;
Section 4.4.3.4; Section 5.2.1.6
3 Reading can identify key words and phrases in a text Section 4.4.2.2; Section 5.2.1.2
4 Grammar can understand and use can to describe abilities Table 1; Table 2; Sections 5.2.1.2;
6.4.7.7; Ó.4.7.8
5 Pronunciation can correctly stress can and can't Section 5.2.1.4
6 Vocabulary can understand and use phrases to describe talents Table 1; Table 2; Section 4.4.1.1 ;
and abilities Section 4.4.3.1; Section 5.2.1.1
7 Listening can understand information in a review of a TV show Table 1; Table 2; Section 4.4.2.1
8 Grammar can use can and can't with adverbs of manner Table 1; Table 2; Sections 5.2.1.2;
6.4.7.7; 6.4.7.8
9 Speaking can use phrases to show interest Table 1; Table 2; Section 4.4.3.1;
Section 5.2.3.2

%
V

You have talent! UNIT 7 T78

 SHOPPING AROUND
The expression shopping around is common in English. When you shop around, you look in
several different stores until you find the best price for something. You can also shop around for
the best price online.

Reading: completing a survey

Unit p
Unit opener
• Optional downloadable unit opener
1 Vocabulary: clothes
2 Grammar: this, that, these, th ose
3 Speaking: asking to try on clothes
in a store
• Optional downloadable Speaking
workshop: asking about trying on clothes
4 Listening: for numerical
information *Q
5 Vocabulary: adjectives for describing (P- 82)
gadgets
6 Reading: completing a survey
7 Pronunciation: emphasis with this,
that, these, th ose
8 Grammar: comparative adjectives
9 Writing: compound sentences 'Q
lifeSkills: making choices
(Work and Career)
• Optional downloadable lifeSkills
lesson (Self and Society)
• Optional downloadable lifeSkills
lesson (Study and Learning)
Language wrap-up
Video and downloadable video worksheet
Communicative wrap-up Units 7-8
Ask the students if they have ever completed a survey. If
so, what was it about?
Speaking: asking to try on clothes in a store
iP- 79) 10 min.
Ask the students to work in pairs and discuss these
10 min.
questions: Do y o u alw ays try on c lo th e s b e fo re y o u b u y
iP- 80) 25 min.
th e m ? D o y o u s o m e tim e s try on c lo th e s in a sto re a n d
ip- 80) 40 min. th en b u y th em o n lin e ? Listen to their ideas as a class.
ip- 81) 20 min.
Bring 10 to 12 everyday objects to class with you (e.g. a
cell phone, an MP3 player, a key, a credit card, a passport),
20 min. and put them on a desk at the front of the class. Ask
the students to look at the objects for 30 seconds. Then
(p. 82) 30 min. cover the objects with a large sheet of paper, and ask
the students to work in pairs to write down as many of
25 min. the objects as they can remember. Review the English
pronunciation of the letters of the alphabet by asking
students to spell the words.
(P- 83) 30 min.
(P- 84) 15 min. Refer the students to the lifeSkills panel. Tell them that the
topic of this unit's lifeSkills section is M akin g c h o ic e s . Ask
them what kinds of choices people have to make at work.
(P- 84) 40 min.
Ask what helps people make good choices.
iP- 85) 30 min.
iP- 86) 45 min. A
• Tell the students to think about what they like to buy
45 min. when they go shopping. Elicit some responses from the
class.
45 min. • Fqcus on the general terms used to describe each
category (fo o d , clo th e s, a c c e s s o rie s , etc.). Read the
iP- 88) 15 min. category titles aloud, and ask the students to repeat
45 min. them after you.
• Read the instructions to the class, and give the students
(p. 136) 20 min.
time to check the things they like to buy.
• Elicit the students' answers, and ask them to repeat any
new words, first chorally and then individually.

B
• Read the instructions to the class.
Lead-in • Put the students in pairs to complete the exercise. Draw
Direct the students' attention to the objectives in the unit the students' attention to the example conversation.
menu and go through the information with them. Explain Read each line and have the students repeat. Suggest
that this unit focuses on language for shopping and that pairs use this format to talk to each other about
comparing products, and on the following skills which will what they like and don't like to buy.
help them talk about these topics: • When the pairs finish their discussions, listen to some
Listening: for numerical information ideas from the class. Find out which category or
Elicit the currency used in the U.S. (th e dollar). Ask the categories are the most popular and which are the least
students what other currencies they know in English (e.g. popular.
th e p o u n d , th e eu ro , th e p e s o , etc.). Ask if it is difficult for
them to understand prices in English, and why.
Writing: compound sentences
Ask the students if they remember the sentences they looked
at in Unit 6. If not, ask them to look again at the Writing
section in Unit 6 on p. 65. Ask what words they could use to
connect two simple sentences. Elicit examples like and, and
but. Ask the students to look at the Writing section in this unit
and find other words we use to connect sentences.
 SHOPPING AROUND
IN THIS UNIT YOU
O learn language for shopping and
comparing products
A Look at these items. Check (/) the things
that you like to buy.
listen to prices in different
% currencies— listening for numerical
Information
write compound sentences
% describing products— compound
sentences
Q read and complete a survey about
shopping habits
Q learn how to ask a salesperson
for help
watch a video about shopping
games

B Work in pairs. Talk about the different things you like and don’t like to buy.
Include things on this page and other things.
A: I d o n 't lik e b u y in g fu rn itu re , b u t I lo v e s h o p p in g f o r c lo t h e s a n d a c c e s s o r ie s . W h a t a b o u t y o u ?
B: I like s h o p p in g fo r fo o d !

LIFE Learn to establish criteria to make

z SKILLS
choices

W ORK &
CAREER
Shopping around K 2 S 3 2 3 K I
1 V JLARY: clothes
A Match the clothes in the picture to the words.
0 a dress
0 a jacket
0 a purse
0 a shirt
U a skirt
0 a suit
m a sweater
0 a tie
0 a T-shirt
[9] boots
[6] jeans
0 pants
[8] shoes
[2] shorts
0 sneakers

B (¡2 Work in pairs. Talk about the clothes you usually/sometimes/never wear.
A: I u su a lly w e a r je a n s a n d a T-shirt.
B: M e , to o . I n e v e r w e a r a su it.

A E l 44 LANGUAGE IN CONTEXT Listen

to the conversation below and look at the
picture. What does Sasha decide to wear?
Sasha: I don't know what to wear to the party!
Patrice: How about that blue dress?
Sasha: I don't like that one, but I like this red one.
Patrice: Yes, it's nice. O K , and what about these shoes?
Sasha: No, those are really old!
Patrice: W ell, what about those shoes over there?
Sasha: The black ones? Yeah, those are fine. Now
what about you?
Patrice: O h, I think these jeans and that purple T-shirt
are O K.
Sasha: W hat about these shoes? They go with jeans.
Patrice: Yes, I really like those shoes.

B ANALYZE Read the conversation in

Exercise A again.
Form Choose the correct option to complete the
rules below.
1 W e use th is/th a t with__________.
a) plural nouns (^ s in g ular noun§>
2 We use t h e s e / t h o s e with
C^Tpiural nouns> b) singular nouns
Instruct the students to keep their books closed. Begin by
asking them to work in pairs and brainstorm all the English
words they already know for clothes. They should know
some international words (jean s and T-shirt, fo r example).
Remind the students that sometimes words that appear
to be cognates might have a slightly different meaning
in English. Ask the students how many words they have
thought of. If appropriate, you could make it into a
competition to see who has the longest list. Then ask them
to open their books and see how many of their words are
on the list.
44 See the Student's Book for the audio script.
Before you play the audio, draw the students' attention
to the picture. Elicit the names of as many items of
clothing in the picture as possible.
Explain that the students should listen for the clothes
that Sasha decides to wear, and make a note of them.
Then play the audio once. Check progress and, if
necessary, play it again.

A Alternative
• Refer the students to the picture and the list of words.
Ask the students to cover the conversation with a
Ask individual students to say the words aloud. Correct
piece of paper so that they don't look ahead for the
pronunciation as necessary.
answer.
• Highlight that su it is pronounced /sut/. It is a very
common error to pronounce it as */swit/. Also explain • Ask the students to check their answers by reading the
that the word clo th e s only has one syllable. A simple conversation and locating the information. Check the
way to pronounce this word is to say it in exactly the answer with the class.
same way as the verb clo se .
• Ask the students to do this matching exercise
individually and then compare their answers in pairs.
Check the answers with the class.
• Highlight the fact that p a n ts, sh o rts, and je a n s are plural
in English, even though they are one clothing item.
NOTICE!
B Direct the students' attention to the words in bold in
• Before you ask the students to do this exercise, make the conversation. Ask them whether the words refer to
sure they understand the word wear. Give them one specific things or something in general.
or two examples about yourself (e.g. I w e a r je a n s on
w e e k e n d s . A t s c h o o l I alw ays w e a r a d r e s s / p a n t s .) . Answer ■..... m i l i t i l i
• Put the students in pairs and explain the instructions. specific things
• Review the meaning of the adverbs of frequency.
• Direct the students to the model conversation and have
them repeat it after you. Have pairs use the model
conversation to help them when they tell each other
what they usually/sometimes/never wear.
B
• When the pairs finish, elicit some examples from the Form
class. Encourage the students to give their answers as
• Read the instructions to the class. Have the students
complete sentences, as in the model conversation.
refer to the conversation in Ex. A to help them choose
the correct options to complete the rules. Make sure
Workbook p. 46, Section 1 they understand what the options are in each rule.
• Give the students time to do the exercise individually
and then to compare their answers in pairs. Check the
answers with the class.

S h o p p in g a ro u n d UNIT 8 T 8 0
Function
• Have the students refer to the conversation in
Ex. A again to help them choose the correct options to
complete the sentences. Check the answers with the
class.
• The students may have trouble with the pronunciation
of the th sound I b l at the beginning of this, that,
th e s e , and th o se . Take some time to go over the
pronunciation, demonstrating howto produce the
sound (i.e., by putting the tip of the tongue through the
front teeth and voicing the sound).
c a clothing store) and why (to make sure they are the
• Start by having the students look at the pictures and
telling you if the item of clothing in each picture is close
to the speaker or not. Then ask them whether the item
is sin g u la r or plural.
• Read the instructions to the class. Then ask the students
to work individually to complete the exercise.
• Check the answers with the class by asking individual
students to read the complete sentences aloud. Make
sure the students understand dirty (the opposite of
clean).
Extra: grammar practice
Complete the sentences using this, that, th e se , th o se .
1 This T-shirt is nice, but I don't like one.
2 shoes are comfortable, but those aren't.
3 These pants are too small. Can I try pants
on, please?
4 Who is airl over there?
Answers
1 that 2 These 3 those 4 that
• Before you ask the students to do this exercise, have
them look at the Watch out! box. Highlight that items
of clothing like s h o e s , sn e a k e rs, p a n ts, and je a n s are
plural, so we use th e s e (or th ose). If we want to talk
about a singular item, we have to use a p a ir o f ... (e.g. a
p a ir o f je a n s ; this p a ir o f je a n s).
• Direct students to the model conversation. Ask the
students to repeat chorally and individually after you.
Encourage them to use this model to help them when
they work in pairs.
• Ask the students to use two copies of the Student's
Book to complete the exercise. Tell them that if they
point to an item in their own book, they should use
th is/th e se , and if they point to an item in their partner's
book, they should use th a t/th ose.
• Put the students in pairs to complete the exercise.
Circulate and monitor, assisting where needed.
• Ask a few pairs to perform the conversation for the class.
Workbook p. 46, Section.
3 Speaking: asking to try on
clothes in a store '¿J
_________________________________________________________________________ ^ __i
A
. g | 45 See the Student's Book and the answers for
the completed audio script.
• Read the instructions, and give the students time to read
the questions and replies before you play the audio.
• Check that the students understand the words try on ,
size, and fit. Ask them where they try on clothes (in
correct size and color, and that they fit—they are not too
big or too small).
• Play the audio once. Make sure the students have
numbered the sentences in the correct order. If they
haven't, play the audio again.
• Highlight the fact that I'd like is a polite way of saying /
want
• Read the instructions to the class. Make sure that the
students understand the exercise.
• Set a time limit of two minutes for this exercise.
Encourage the students to use some of the clothing
vocabulary from the Vocabulary section on p. 80 and
make a list of the clothes they need or want to buy.
• When checking in class, ask for further information to
encourage genuine communication (e.g. S tu d e n t: I n e e d
to b u y a n ice d re ss. T ea ch er: W h y ? S tu d e n t: M y sister's
g e ttin g m arried. T ea ch er: O h , congratulations!).
c
• Read the instructions to the class, and direct the
students to the model conversation. Ask them to repeat
chorally and individually after you.
• Elicit additional questions and responses from the class
to continue the conversation.
• Put the students in pairs to complete the exercise.
Encourage them to use the expressions from Ex. A.
Circulate while the students are working, noting any
common errors to address later.
• When the students finish discussing their lists, listen to
some ideas from the class. Find out which items are the
most popular and which are the least popular.
Extra: shopping roie-play
Prepare cards with pictures of (or just words for) items
of clothing (e.g. a black d ress, g reen shorts, etc.).
You need two sets of the same cards. Divide the
class in two—one half will be the customers and the
other half will be the salespeople. Give one set of
cards to each group to divide among them. Ask the
salespeople to sit at desks around the classroom—in
their "stores"—with their card(s). The customers move
around the classroom, trying to "buy" the items on
their card(s). The salespeople help the customers with
their requests, but if they don't have a matching card,
they should say that they don't have that item in the
store. The game continues until all the students have
found their match(es).
 Function(jOircle)the correct option to complete the sentences.
1 W e u s e ( jh is / th e s gV th a t/ th o s e to talk about things that are close to us.
2 W e use th is / th e s e /(fKat/ t h o s e X o talk about things that are not very close to us.

C PRACTICE Look at the pictures. Complete the sentences with this,

that, these, or those.

1 I really love !^'s 2 I'd like to wear those 3 That is my favorite 4 I can't wear f^ese
dress. I wear it all shorts to the beach jacket, shoes to the party.
the time. today. They're dirty.

D NOW YOU DO IT Work in pairs. Look through the pages of

your book to find pictures of people. Ask and answer questions
WATCH OUT!
like these pants.
about the clothes they are wearing.
® l like this pants.
A: Do you like th o s e s n e a k e r s ?
—— b Yes, / do.
'Z A. Do you like th is T-shirt?
B: No, b u t I like th a t o n e .

^4 ...... *

h
3 K I N G : asking to try on clothes in a store
A Q ^45 Listen and number the sentences in the correct order 1-10.
a) Would you like to try on anything else? E]
b) O K , I'll take it. m
m c) No, it's too small. Do you have it in a size 1 0 ? ¡4]
d) No, thank you. Here's my credit card. El
e) Can I help you? m
f) Thanks. How much is it? 0
A g) Yes, here's a 10. 0
h) It's $50. s
¡) Yes, please. I'd like to try on this jacket. s
j) Sure. Is that one the right size? s

B Make a list of clothes you need or want to buy in your notebook.

C Q S Work in pairs. Student A, you are the salesperson. Student B, you

are the customer. Ask and answer questions about the clothes on your
list in Exercise B. Then switch roles.
A : C a n I h e lp y o u ?
B: Yes, I'd like to try o n t h e s e je a n s .
A: O f c o u r s e . A r e th o s e th e r ig h t s iz e ?

I ^ S h o p p in g a ro u n d UNIT 8 81
4 LISTENING: for numerical information pagem ©
When you are listening to the price of something, try to write down the numbers as
you hear them. You can then check the price by repeating it.

A 11346 Write each unit of currency under the correct price tag.
Then listen and repeat.

cents dollars
euros pounds
yen
dollars yen pounds

B HU 47 Listen to the conversations. Match each conversation

to the correct price.
Conversation 1 a) €235,450
Conversation 2 b) £17.68
Conversation 3 c) $560
Conversation 4 d) ¥999

C H348 Listen to the ads for these items. Write how much they cost.

$4.99 2 $350 3 $220,000 A $9,700

D 25 Work in pairs. Discuss how much each item in

Exercise C costs in your own currency. Guess how much
c I
Guessing how much things cost
they cost in other countries.
I th ink it c o s t s a b o u t ...
I d o n 't th in k so .

5 V O C A B U L A R Y : adjectives for describing gadgets O K , let's s a y it c o s t s ...

|

A Match the columns to complete these definitions.

When a gadget is ...
1 attractive a) it is easy to use.
2 up to date b) it doesn't cost a lot of money.
3 user-friendly c) it is small.
4 com pact d) it costs a lot of money.
5 versatile e) it can do a lot of different things.
6 expensive f) it is strong and works well.
7 powerful g) it looks good.
8 cheap h) it is very modern.

B Read the conversation below. Complete C 25 Work in pairs. Student A is a salesperson

the sentences with words from Exercise A. in an electronics store. Student B is a customer.
Ask and answer questions about the items
A: Can you tell me about this cell phone?
below. Then switch roles.
B: Yes, sure. I love this cell phone because it's so easy
to use— it really is (1) user-friendly _ /^ncj ¡t's a |so
cell phone digital camera flash drive laptop MP3 player
very (2) versatile y ou can listen to music, go
online, and it has a digital cam era, too.
A: Can y o u te ll m e a b o u t th is l a p t o p ?
A: Yeah, that's great. Is it (3) exPensive ?
B-. Yes, s u r e . It's v e r s a t ile . It c a n d o a lo t o f d if f e r e n t t h in g s .
B: No, it's actually very cheap ...
 2 You want a phone? You want an MP3 player? You want a
handheld computer? You want it all, right? Which means all you
really need is $350, arid the SMax 750 can be yours.

3 Not many people in the world have $220,000 to spend on a

car. Not many cars in the world have a top speed of nearly
_ 2, Review large num bers. Dictate a variety of large numbers, 200 miles an hour. The new Ferris Avenger. For the lion in you.
and ask the students to write the numbers in their
4 There are people who say a watch is just a watch. But then,
— + notebooks. Remind the students that they practiced
they probably don't own an 18-karat gold Monarch Supreme.
listening for numerical information on p. 61.
— Women who do own one know that at $9,700, it's the best gift
that money can buy.
____ . A
_ ^ • R s j 46 Explain the task and ask the students to work D
individually.
• Elicit the names of the items in the pictures (fa st-fo o d
• W hen the students finish, play the audio so that they m eal, sm a rtp h o n e , s p o rts car, watch).
— i can check their answers.
• Draw the students' attention to the How to say it
box. Encourage them to use these phrases in their
— Audio script discussions.
1 one thousand, five hundred dollars • Put the students in pairs. When they have agreed on a
2 three hundred and eighty-five yen price for each item, ask for several volunteers to share
— 3 one hundred and twenty-seven thousand, three hundred and their guesses.
___ i ninety-five euros
4 twelve thousand, four hundred pounds
5 fifty cents

B
• 47 Explain that in this exercise, the students
___ ^ have to listen for the num bers in a conversation.
• Play the audio once or tw ice. Then check the answers.

Audio script Lead-in

-W
k 1 Check that the students understand the word g a d g e t (a
A: Can I have five hundred and sixty from this account, small piece of equipment that does something useful). Each
____2, please? student in turn has to name a gadget they can't live without.
-m B: Certainly. How do you want that? Students cannot repeat a gadget another student has used.
A: Mmm ... in twenties, please. Students who pause for more than five seconds are out of
the game. The last person still talking is the winner.
2
C: How much is this bag?
------
A
D: It's nine hundred and ninety-nine.
C: Wow! That's a good price! • Ask the students to repeat the list of adjectives in the
first column after you.
3 • Ask the students to work individually or in pairs to
E: We'd like to buy this apartment, but it's two hundred and complete the exercise.
thirty-five thousand, four hundred and fifty.
F: Well, I can speak to the owner, and maybe he can lower B
the price for you.
• Ask the students to work individually to complete the
E: That would be great!
exercise. Then ask them to compare their answers in pairs.
4 • To check the answers, invite two volunteers to read the
G: Seventeen sixty-eight? OK. Can I pay by credit card? conversation aloud.
H: Yes, you can.
.— - G: Good. c
• Read the instructions, and ask the students to repeat
c the names of the items in the box after you. Check
— ' • M 48 Tell the students to listen and write the price that the students understand the vocabulary. Ask the
___~ under each item. class to think of possible adjectives that could be used
• Play the audio once or tw ice. Check the answers with to describe each item (e.g. M P 3 p la y e r — attractive,
the class. e x p e n siv e , etc.).
— **
• Encourage the students to use the adjectives from
Audio script Ex. A to describe the items listed, and refer them to the
-w
model conversation. Suggest that they take turns asking
—1 1 At Burger Bar we know you want good food at a great price.
and answering questions about each item.
That's why our Fun Meal, which comes with a burger, fries, and
soda, is only four dollars and 99 cents. Put a smile on your face
at Burger Bar today. Workbook p. 47, Sect

Shopping around UNIT 8 T 8 2

 B
6 Reading: completing a Explain the exercise. Ask the students to work
survey individually and answer the question. Check the answer
with the class.
Lead-in
Ask, or remind the students, what a su rv e y is (a set of
questions you ask to find out people's opinions). Ask some
more questions about surveys (e.g. What d o su rv e ys ask
q u e stio n s a b o u t? ; H o w often d o y o u c o m p le te su rv e y s?; c
D o y o u e v e r c o m p le te o n lin e s u rv e y s?; D o y o u e v e r re a d
• Direct the students to the How to say it box. Highlight
su rv e y resu lts to fin d o u t inform ation a b o u t p ro d u cts? ).
that we usually use by when we want to say what the
method of payment is (e.g. by c re d it card, b y d e b it card,
A b y c h e c k ; but with cash). We can also say / pay cash.
• Tell the students they are going to read about • Ask the students to work individually and complete the
someone's shopping habits. survey from Ex. A with answers that are true for them.
• Read the instructions and give the students time to read • When they have finished, put them in pairs and ask
the items in the survey and the responses. them to compare their answers.
• Ask the students to work individually to complete the • Listen to their ideas as a class. Find out which students
exercise and then compare their answers in pairs. spend the most on clothes, movies, books, etc.
• Check the answers with the class. Encourage the
students to give full sentences when answering (e.g. Ja y
b u y s C D s online.).

Answers
1 online
2 $150
3 by credit card
4 phones and accessories
5 clothes, shoes, and accessories; books, magazines,
e-books; music; movies; phones and accessories

Extra: reading practice

Ask the students to read the survey again and answer
the questions.
1 Where does Jay buy computers and accessories?
2 How much does he spend on music per year?
3 How often does he buy movies?
4 What does he buy every week?

Answers
1 stores 3 three times a month
2 $780 4 music
6 completing a survey
A Read the survey below about Jay’s shopping habits. Answer
these questions.
1 W here does Ja y usually buy CD s?
2 How much does he spend on movies per year?
3 How does he usually pay for books and magazines?
4 W hat does he buy only once or twice a year?
5 W hat does he pay for by credit card?

Please take about five minutes to complete our survey!

All information is confidential.
Cons'»«Ver Age: 23 / Country:
survey S M ale Fem ale U.S.A.

Where do How do you About how much

How often do you usually usually pay do you spend on
Type of item you buy it? buy it? for it? it per year?

clothes, shoes, & accessories twice a month store credit card $600

books, magazines, e-books once a month online credit card $240

music (CDs or downloads) every week online credit card $780

movies (DVDs, downloads, rentals) three times a online credit card $150
month

computers & accessories once every store check $320

three years

phones & accessories once or twice store credit card $120

a year

other electronics & accessories (tablets,

e-readers, game equipment)
—

Thank you for taking our survey!

B Now read this conversation. Jay is talking about his survey results
with his friend Ramón. Who spends more money on clothes?
Ramón: Do you buy a lot of books? HOWTO SAY ITH
Jay: I guess so. I buy about two books every month. I always buy e-books
Talking about how to pay
online, and I pay by credit card.
Ramón: W hat about clothes? How much do you spend on clothes per year?
/ u sually p a y (with) ca sh .
b y c r e d it ca rd ,
Jay: W ell, I spend about $50 a month, so about $600 a year.
What about you? b y ch eck.

Ramón: I don't spend any money on clothes. I spend

about $800 a year on movies!

C Work in pairs. Copy the survey

above and complete it for yourself. Then
discuss your shopping habits with
your partner. Use the conversation in
Exercise B to help you.

S h o p p in g a ro u n d UNIT 8 83
 7 PRONUNi emphasis with this, that, these, those
A B^j49 Listen to the conversations. Notice how we use stress to clarify
information.
1 A: Is this my cell phone? 2 A: Are these your bags?
B: No, that's your cell phone. B: No, those are my bags.

B Da S m 50 Work in pairs. Practice these conversations. Listen and check.

1 A: Do you like this sofa?
B: No, but I like that one.
2 A: Do you want to buy these jeans?
B: No, I want to buy those jeans.
3 A: Do you h a v e th a t CD ?
B: No, but I have this CD .

8 comparative adjectives
A LANGUAGE IN CONTEXT Read this review. Then check (/) the correct
option to complete the statement.
The writer: NOTICE!
□ talks about different gifts to buy on Father's Day. Look at the forms of the
\7] com pares the Reader Plus with other e-readers. adjectives in red. What is the
main form of each adjective?

Are you looking for the

perfect Father's Day gift?
Then how about the new Reader Plus e-reader? With this
e-reader, Dad can download all his favorite books and
magazines, but that's not all! The Reader Plus also has a
cam era! It's a little more expensive than other e-readers, but it's
less expensive than a tablet. It's bigger than other e-readers, but
smaller than most tablets, so it's better than a tablet for reading in
bed. Also, other e-readers are a lot heavier than the Reader Plus.
The Reader Plus is more versatile than other e-readers and easier to
use than a tablet. I'm giving the Reader Plus 4 .5 stars!

Review by Ian Atkinson, Atlanta

B ANALYZE Read the review in Exercise A again.

WATCHOUT!
Function(Circlg)the correct option to complete the sentence below. He's less old.
W e use comparative forms to compareCfwo thing§)/ more than two things. 0 He's younger.
Form Write the correct adjective forms in the table.
s h o rte r
Most one-syllable adjectives Add -er: old—older, cheap—cheaper, short—(1)
e.g. Other e-readers are cheaper than the Reader Plus.

One-syllable adjectives ending Add -r: nice—nicer, safe—(2) safer

in -e, e.g. Your cell phone is nicer than mine.

One-syllable adjectives ending Double the final consonant and add -er: thin—thinner, hot—hotter, big—
in consonant-vowel-consonant (3) b ig g e r

e.g. This e-reader is smaller/bigger than that one.

L

7 Pronunciation: emphasis
with t h i s , that, t h e s e , those
A in a magazine, on TV, etc. Prompt the students to think
49 See the Student's Book for the audio script.
Review the pronunciation of this, that, th e s e , and th o se ,
focusing in particular on the initial /5/ sound.
Ask the students to read the two conversations silently.
Then tell them to listen to the audio and notice how that
and th o s e are stressed.
Play the audio. Explain that we stress words in this way
to clarify information.
Play the audio again and have the students repeat the
conversations chorally. Then ask them to practice in
pairs.
Invite a few pairs to perform the conversations for the
class.
B Have the students look at the adjectives in red and
EU so See the Student's Book for the audio script.
Put the students in pairs. Ask the students to look at the
conversations and identify which words in Speaker B's
answers will carry the main stress (that, th o s e , this).
Ask the students to practice the conversations with their
partner. Circulate, helping with the stress as needed.
When the pairs finish, play the audio so that the
students can compare it with how they said it.
Extra: back-chaining
Give the students some practice in rhythm and
intonation by asking them to repeat the conversations
using a back-chaining technique.
T e a ch er: this so fa ?
S tu d e n ts : this so fa ?
T e a ch er: like this so fa ?
S tu d e n ts : like this so fa ?
T e a ch er: D o y o u like this so fa ?
S tu d e n ts : D o y o u like this so fa ?
8 Grammar: comparative
adjectives
Lead-in
To introduce the concept of making comparisons,
write taller than and s h o rte r than on the board. Ask
two students to stand next to each other. Then say, for
example, G a b riela is taller than Luisa. / Luisa is sh o rte r
than G abriela. Try to elicit a variety of comparisons about
the two students (e.g. Luisa has d a rk er hair, G abriela has a
b ig g e r b a g , etc.). Tell the students that they are going to
practice comparing different products.
A
• Tell the students that you want to buy a new e-reader.
Tell them that you aren't sure what kind to buy, and ask
them for advice about where you can find information.
Try to elicit the idea of a product review, either online or
about what kind of things people review (books, movies,
electronics, gadgets).
• Read the instructions and the answer choices to the class.
• Remind the students that they don't need to understand
every word in order to get the answer; they just need
to understand the main idea of the text (whether the
Reader Plus e-reader is better than other e-readers).
• Give the students one minute to read the review and
choose the answer. Check the answer with the class.
Ask the students to tell you why the reviewer likes the
Reader Plus (e.g. it's easier to use, it's more versatile).
NOTICE!
elicit the main form of each one.
Answer
comparative
B
Function
• Have the students reread the review in Ex. A and choose
the correct option to complete the sentence. Check the
answer with the class.
Form
• Read the instructions to the class. Then read the
categories in the left-hand column of the grammar
table.
• You may need to go over the concept of syllables with
the class. On the board, write an example for adjectives
with one syllable (ch eap), two syllables (corn-pact),
and three syllables (e x -p e n -siv e ), and remind the
students that word sounds are separated this way. Ask
the students to repeat the words chorally, and then
have them work in pairs to think of more examples of
adjectives for each category.
• Draw the students' attention to the grammar table.
Remind them that they can use the text in Ex. A if
they need help. Make sure that they understand that
they need to provide the comparative form of the last
adjective in each list, following the models given.
• Ask the students to complete the grammar table
individually. Check the answers with the class.
• Highlight that when we compare two things, we use the
conjunction than. Emphasize that it's different from that
and they shouldn't be confused.
• Highlight the use of less in the expression less
e x p e n s iv e than in the text in Ex. A, and make sure
the students understand it is the opposite of m o re
e x p e n s iv e than. Give one or two more examples (e.g.
le ss c o m p a c t than, less versatile than). Point out that we
use less with adjectives of two syllables or more.
S h o p p in g a ro u n d UNIT 8 T 8 4
c • Explain the task and make sure the students understand
• Read the instructions to the class. Ask the students to
repeat the adjectives in parentheses after you to review
pronunciation.
• Do the first item with the class as an example. Explain
that for some items, they can use both more and less.
• Ask the students to do the rest of the exercise
individually and then to compare their answers in
pairs. Remind them to refer to the spelling rules in the
grammar table in Ex. B.
• To check the answers, choose students to write their
answers on the board.
• Focus the students' attention on the second Watch out!
box. Tell them that we never use more before adjectives
that already have comparative endings (e.g. smaller).
• Draw the student's attention to the pictures of the two
computers. Ask them which one they would prefer to
have. Encourage them to give reasons for their choices.
• Ask the students to repeat the adjectives in the list after
you. If necessary, go over the number of syllables in
each one.
• Before you ask the students to work in pairs, give
them a few minutes to prepare what they are going
to say. Direct them to the example conversation and
remind them to use comparative forms and than when
comparing the two computers.
• Put the students in pairs to complete the exercise.
• When the pairs finish, listen to some examples from the
class, and correct any errors in the use of comparative
adjectives.
Workbook pp. 4 8 -4 9 , Section 5
Lead-in
• Remind the students about the format for writing simple
sentences (see p. 65: subject + verb + object). Elicit
some examples.
• Read the information in the skills panel. Remind the
students that they practiced writing simple sentences on
p. 65.
• Give some brief examples of using a n d for adding extra
information (This c o m p u te r is c h e a p a n d co m p a ct.); b u t
to show contrast (This ca r is old, b u t it's g o o d .); and or to
indicate a choice (You can have b e e f o r fish.).
A
that, in each case, they should write a single, compound
sentence, starting with a capital letter and ending with
the correct punctuation.
• Ask the students to work individually to complete the
exercise. Then check the answers with the class.
Answers
1 This furniture store is nice, but it's expensive.
2 These pants are really ugly, and they're too short.
3 Do you want to try on these black shoes or those red
shoes?
4 My computer is new, but it's very slow.
5 This cell phone is attractive, and it's user-friendly.
6 We can watch this movie, or we can listen to that new
CD.
B
• Read the instructions to the class. Give an example
of how or can be used to write a compound sentence
describing a gadget (e.g. You can u se this cell p h o n e to
take p ictu re s, o r y o u can u se it to m ake p h o n e calls.).
• Ask the students to work individually to write the
sentences in their notebooks.
• Circulate and monitor while the students are working.
Draw attention to any incorrect sentences and, if
necessary, help the students correct them by prompting
self- and peer-correction.
c
• Ask the students to read the model conversation.
• Elicit words for colors in English (e.g. w hite, black,
b lu e , pink).
• Ask the students to circulate to find someone who owns
gadgets similar to theirs. Write the following on the
board: I h a ve an MP3 p la y e r / la p to p / digital cam era.
H o w a b o u t y o u ? Then encourage them to begin their
conversations like this.
• When the students find someone who has a similar
gadget, they should describe them and compare.
Encourage them to add as much detail as possible
(e.g. size, color, accessories) to make the exercise as
interesting as possible.
• When the students finish, elicit some of their
comparisons. Correct any errors in the use of
comparative adjectives.
Workbook
p. 50, Read and write
p. 51, Down time
 Two-syllable adjectives Change the y to i and add -er: h a p p y — h a p p ie r, fu n n y — fu n n ie r, p r e t t y —
ending in -y (4) prettier
e .g . H is p ic tu re is fu n n ie r th an h ers.

Adjectives with two e x p e n s iv e —more/less e x p e n s iv e , v e rsa tile —more/less v e rsa tile , in te re stin g —
or more syllables (5) more/less interesting
e.g. T h e R e a d e r Plus is m o re e x p e n s iv e th an o t h e r e - re a d e rs ,

Irregular adjectives b a d —worse, g o o d —(6) better

e.g. Tom 's e - r e a d e r is w o rs e than th is o n e .

C PRACTICE Complete these sentences with the correct comparative

form of the adjective in parentheses + than.
1 This laptop Is ( v e r s a t ile ) mine.
2 Your furniture is (n ic e ) your neighbors' furniture.
3 Shopping online is (easy) going to the store. WATCH OUT!
4 My cell phone is ( u p t o d a t e ) yours. 0 This TV is smaller than that one.
5 These jeans are (g o o d ) those. This TV is more smaller than that one.
6 Mike's old MP3 player is (b ig ) his new one.

D S§| NOW YOU DO IT Work in pairs. Which of these two types of computer
do you prefer and why? Use these words.

attractive
big
cheap
compact
good
practical
user-friendly

A: I lik e d e s k t o p c o m p u t e r s b e c a u s e t h e y 'r e e a s y t o u s e .
B: / d o n 't . T h e y 'r e a lo t b i g g e r th a n l a p t o p s , a n d y o u c a n 't c a r r y t h e m a r o u n d .

9 compound sentences page65 O

We can use and, or, and butto connect two short sentences. This is called a compound
sentence. Use and to add extra information, use but to add contrasting information,
and use or to show different options. Use a comma before and, but, and or.

A In your notebook, connect these sentences using or, and, or but.

1 This furniture store is nice. It's expensive.
2 These pants are really ugly. They're too short.
3 Do you want to try on these black shoes? Do you want to try on those red shoes?
4 My com puter is new. It's very slow.
5 This cell phone is attractive. It's user-friendly.
6 W e can watch this movie. W e can listen to that new CD .

B Choose gadgets (cell phone, radio, MP3 player, etc.) that you own.
In your notebook, write three compound sentences about them using
and, or, and but.

C O f Find someone in your class who owns similar items. Talk about
why your gadgets are different.
A: My l a p t o p Is s m a lle r th a n y o u r s , a n d it's w h ite .
B: Yes, b u t m y l a p t o p is m o r e u p t o d a t e th a n y o u r s .

Shopping around u n it 8 85
MAKING CHOICES
• Understand the situation.
JfoÇOW''
• Decide what your criteria are. te f
Tfu Accmxts Deft- f r i * *
• Make a choice'.

A Read these emails and notes to an office manager. We -

Then write one sentence that summarizes his situation. Aiexit

To: jkelly
^ n*ed new fuvn^ure fiere Ut
From: smartineau

Subject: supplies

^ H a U ! Cotet iw ¿¿SC M 4 U
Hey, Jason. Can you please get these things
Becky for the CEO’s office? A nice chair and a new
printer. Thanks!

To: bleonard □
From: jkelly To: jkelly

Subject: authorization for office supplies From: bleonard

Subject: Re: authorization for office supplies

Hi, Barbara. Everyone needs office supplies this
month! The total cost of the things we need is
Hi, Jason. Our office supplies expenses are 40%
about $1,000. Can you please authorize that
higher than last year, so we really need to spend
amount? Thanks!
less. I can authorize $840 at this time, but no
more. Sorry!

B QS Work in pairs. Check (/) in the list below what is important for Jason to consider
when he orders office supplies.
□ who/which departm ent needs the supplies (Is every departm ent or person equal?)
□ which supplies are more urgent than others (Does he need to get everything now?)
□ the amount of money he can spend
□ the way the person asks for the supplies (polite, impolite, etc.)
□ the cost of each item
□ the quality of each item
the design and color of each item

C With your partner, look at the website on the next page and decide which items
Jason needs to order. Make a list with the headings below. Then add up the total of all the
items. It has to be $840 or less!
• Item • Cost per unit • Quantity • Total
Step 1 Understand the situation. (Ex. A) He needs to buy office supplies, but he also needs to
Step 2 Decide what your criteria are. (Ex. B) spend less money.
Step 3 Make a choice. (Ex. C, Ex. D) The cost of the office supplies is $1,000, but he can only
spend $840.
Lead-in
Read the target skill aloud and highlight the three-step B
strategy to develop the skill. Check that the students • Read the instructions to the class and check that they
understand all the vocabulary. understand the exercise.
Ask the students to give you examples of situations in • Put the students in pairs to check the criteria they think
which they may have to make choices at work or in their are important.
career. Elicit examples and make a list on the board (e.g. • Listen to their ideas as a class, but note that there is no
deciding which piece of equipment to buy, deciding correct answer here.
which person to hire, deciding how best to market a
product, etc.).
Review some of the gadget-related vocabulary from
c
• Put the students in pairs. Make sure they understand
Section 5. Write some of the items on the board,
that they should decide which items the office manager
but without the vowels (e.g. d_g_t_l for digital). Ask
needs to order.
the students to provide the missing letters for each
• Ask them to make a list under the different headings.
word. This will also help them recycle the letters of the
Make sure they understand the vocabulary in the
alphabet.
headings (e.g. cost per unit - price for each single item).
• When the pairs finish, ask them to tell you the total cost
of the items they have decided to order.
Read the instructions aloud to the class.
Ask the students to read the series of emails and
write one sentence to summarize the office manager's
situation.
Check the answer with the class. Note that different
answers are possible. Point out that CEO stands for
Chief Executive Officer, which is the most senior person
in the company.

S h o p p in g a ro u n d UNIT 8 T86
---------------------------------------------------------------------------------------------------------------------------------------------------------------

D
• Draw the students' attention to the expressions for
evaluating and making a choice in the How to say it
box. Ask them to repeat the useful phrases after you,
and encourage them to use these expressions when
they discuss their choices with their partner.
• Encourage the students to use this, that, these, and
those where appropriate by pointing to the pictures on
the website (e.g. I think this chair is better because ...).
Remind them to give reasons for their choices.
• Put pairs in groups of four to complete the exercise.
• When the students finish, listen to some ideas from the
class. Find out which pair spent the most money and
which spent the least.

$ REFLECT
• Ask the students to read the Reflect question.
• Give them some time to think about different situations
in the domains of Self and Society and Study and
Learning where the skill of Making choices would be
useful.
• Elicit the following ideas: decide what groceries to buy,
where to go on vacation, who to meet for lunch; decide
what kind of studies to pursue, which college to go to,
etc.
D jg] Work with another pair. Explain your choices.

HOW TO SA Y IT H R EFLECT ...

Evaluating How can the skill of making
choices be useful to you in
We can't buy this ... because it's really expensive.
Self and Society and Study
I think this ... is nicer / better / more practical than the other ...
and Learning?
(and it's less expensive).
This ... is better than that one for the CEO / reps / Sales Department.
What do you think about this ... for ...?
Making a choice
Let's buy this ... for the Sales Department and that... for the CEO.
I want these ... because they're cheaper than those ...
This ... is definitely better than th a t...
Why don't we get the ... now because it's urgent? We can g et the ...
later in the year.

S h o p p in g a ro u n d u n it 8 87
1 V O CA BU LA RY
A Look at the pictures and complete the text with the correct clothing words. (5 points)

You should buy your sister clothes— a (1) sw eater o ra pair of (2) sneakers that she can wear to the
gym. G et your brother a cool (3) T-shirt . Why don't you buy your mom a really nice (4 ) d ress or a
(5) jJ fJ I1 ? Something she can wear in the summer.

B Complete the rest of the text with words in the box. (5 points)

attractive cheap expensive powerful user-friendly

You can buy your dad a new cell phone. They're really (1) c^eaP now. You can get a good one for only
$60. Find one that's (2 ) attractive _ you |<novv— nice to look at. Buy your grandmother a camera. Something
(3 ) user-friendly — she's not good with technology, so it needs to be simple to operate. Why don't you buy
your grandfather a telescope? He loves astronomy. G et a (4) pow erful o n e so that he can see a long way.
Be careful though— some telescopes can be very (5) expensive — the best ones are over $700!

8-10 correct: I can talk about clothes and use adjectives to describe gadgets.
0-7 correct: Look again at Sections 1 and 5 on pages 80 and 82.
SCORE: /10

Read these conversations.(^ircig)the correct option. Complete the sentences with the
correct comparative form of the adjective in parentheses. (10 points)
1 A: Do you like (1) th is / (th e s e ) s h o e s , Lara?
B: Yes, but they're really expensive. Look, those red ones are (2 ) nicer (in/ce), and they're
(3) less expen sive ($expensive), too.
2 A: Hi, Dana. Look at (4)(th7s)/ t h e s e watch. It's a gift from Tony.
B: Wow— I love it. It's much (5) b e tte r (Tgood) than my watch!
3 A: Hey, Allison. Do you like (6) t h e s e /(^hosg)bags over there?
B: Yes, they're nice. I like the small one. It's (7) prettier ( f pretty) than the big one. And it's
(8) easier (Teasy) to carry. Let's buy it for Mom's birthday!
4 A: Hey, Anna. Do you see (9)({h a t)/ t h o s e man at the table? He's teaching our math class today.
B: Oh, good. I hope he's (I0 )more interestin9 ( f interesting) than our regular teacher.

8-10 correct: I can use this, that, these, and those to clarify what I am talking about and comparative adjectives to
compare things.
0-7 correct: Look again at Sections 2 and 8 on pages 80 and 84.
SCORE: 710
Language wrap-up
Students can do the Language wrap-up exercises in
class or for homework. If you give them for homework,
remember to check the exercises at the beginning of the
next class, or collect a few to grade and identify any typical
errors.
If you decide to do the exercises in class, you can
approach the wrap-up as a two-step reviewing procedure.
First, ask the students to do the Vocabulary section
individually. When ready, encourage the students to check
their answers carefully, and then put them in pairs to
compare answers and discuss any differences. Self- and
peer-correction are two excellent ways of developing
learner independence and creating a cooperative learning
environment. After completing the Vocabulary section, you
can apply the same procedure to the Grammar section.
1 Vocabulary
A
Refer the students to the illustrations and ask them to fill in
the blanks with the correct words for each item of clothing.
B
Tell the students to read the rest of the text carefully
before they do the exercise.
2 Grammar
Before the students do this exercise, remind them of the
function of the up and down arrows, which appear in
parentheses before the adjectives. The up arrow means
that they should use a comparative form with more, and
the down arrow means they should use a comparative
form with less.

At the end of each section, make sure that the students

Refer to the Communicative wrap-ups on pp. 136-137
write their score out often. If they have a score lower
of the Student's Book for more activities.
than eight, direct them to the appropriate sections of the
unit, and encourage them to read those sections again for
homework. After that, ask the students to complete the
exercise(s) again at home.

Common European Framework: unit map

Unit 8 Com petence developed C E F Reference (A1)

1 Vocabulary can understand and use clothing words Table 1; Table 2; Section 4 .4 .3 .1 ;
Section 5.2.1.1
2 Grammar can understand and use demonstratives Table 1; Table 2; Sections 5.2.1.2;
6 .4 .7 7 ; 6.4.7.8
3 Speaking can ask to try on clothes in a store and respond to Table 1 ; Table 2; Section 4.4.3.1 ;
questions Section 5.2.3.2
4 Listening can listen to identify the cost of something Section 4.4.3.1
5 Vocabulary can understand and use adjectives to describe gadgets Table 1 ; Table 2; Section 4.4.3.1 ;
Section 5.2.1.1
6 Reading can understand and com plete a survey about Table 2; Section 4 .4 .2 .2 ;
shopping habits Section 4 .4.3.4
7 Pronunciation can correctly stress dem onstratives Section 5.2.1.4
8 Grammar can form and use comparative adjectives Table 1; Table 2; Sections 5.2.1.2;
6.4.7.7; 6 .4 7 .8
9 Writing can write simple compound sentences Table 2; Section 4 .4 .1 .2 ;
Section 5.2.1.1

S h o p p in g a ro u n d UNIT 8 T88
 i ‘I <|
The expression Let's eat can be used as a suggestion (It's time to eat) or as an invitation (Should
we go and eat somewhere?). It has a joyful and participatory feel to it.

Writing: a restaurant review

Unit opener
• Optional downloadable unit opener
Vocabulary: food
Grammar: count and non-count
nouns with some, any, much, many
Listening: taking phone messages
Speaking: using phone language
Grammar: verb phrases
Vocabulary: ordering in a restaurant
Pronunciation: weak to
8 Reading: scanning for specific
information
9 Writing: a restaurant review
• Optional downloadable Writing
workshop: a restaurant review
lifeSkills: making a plan
(Self and Society)
• Optional downloadable lifeSkills
lesson (Work and Career)
• Optional downloadable lifeSkills
lesson (Study and Learning)
Language wrap-up
it
Unit opener
• é jj Point out that many restaurants have their own websites
and that there is usually a section for people to write
(p. 89) 10 min. comments about the restaurant. Ask the students what
kind of comments people write.
10 min.
(p. 90) 25 min. Ask the students to work in pairs to write as many English
(p. 90) 40 min. words for foods and drinks as they can think of. Set a time
limit of two to three minutes. Write categories on the
board: fruit, vegetables, meat, fast food, drinks, and ask
(p. 92) 30 min.
the students to write their words under the appropriate
(p- 92) 20 min.
headings. Go over any unfamiliar vocabulary, and ask
(p. 93) 40 min. the students to write any new words in their vocabulary
(p. 94) 25 min. notebooks. If possible, leave the words on the board, as
(p. 94) 15 min. they may be useful in future sections of this unit.
(p. 95) 30 min. Refer the students to the lifeSkills panel. Tell them that the
topic of this unit's lifeSkills section is Making a plan. Ask
(p. 95) 20 min. them to say in what situations they have to make plans.
20 min. Ask them to look at the lifeSkills section in this unit and
find what the people are planning.
(p. 96) 45 min.
A
45 min. • Ask the students questions about the pictures, e.g. Where
are these people?; What are they doing (besides eating)?;
How do they feel? (They are in a restaurant / outside / at
45 min.
work; They are happy; She is busy; She is adventurous,
etc.).
(p. 98) 15 min. • Ask the students to repeat the three phrases after you,
45 min. and use the pictures to help explain the meaning of
each phrase (necessity: a basic thing that we all need
to have; social activity: something we enjoy doing with
other people; adventure: something exciting).
• Ask the students to think about their own feelings about
food, and choose the phrase that best matches it.

Lead-in
Direct the students' attention to the objectives in the unit
menu and go through the information with them. Explain
that this unit focuses on language to talk about and order
food and to make and respond to invitations, and on the
following skills which will help them do this:
Reading: scanning for specific information
Ask the students to look through the unit and find different
types of texts.
Speaking: using phone language
Ask the students if they usually use polite or informal
language when they are on the phone. Ask them what
the differences are between polite and informal phone
language that they use in their own language.
Listening: taking phone messages
Ask the students to think about what kind of information they
usually listen for in a phone message (e.g. the person calling;
a contact number; information about an appointment).
Alternative
Ask the students to rank the three categories from 1
(the phrase you most associate with food) to 3 (the
phrase you least associate with food). If you follow this
procedure, when the students do the class survey in
Ex. B, you can ask them to form a group with people
who have exactly the same order as they have.
B
• Read the instructions to the class.
• Ask the students to read the model conversation, and
check they understand all the vocabulary.
• Ask the students to circulate and find people who
checked the same category as they did. The students
can say / think food is a/an ... How about you? The
students who checked the same answers should stand
together in a group.
• Count the number of people in each group. Establish
which phrase most of the students associate with food
 1^1 learn language to talk about and A What does food mean to you?
order food and make and respond
Check (/) the phrase that you most associate with food.
to invitations
read restaurant ads—scanning for
specific information
%
leave formal and informal phone
% messages— using phone language
Q listen to and take phone messages
write a review of a restaurant
watch a video about different
restaurants

B o f Take a class survey. How many people chose each phrase? Discuss the different ways
these phrases can relate to food.
A: I think fo o d is an adventure. I like trying fo o d s from different countries.
B: Yes, and I like experim enting when I cook. It's exciting.
C: F o r me, eating is definitely a social activity. I like to enjoy fo o d with friends and family.
It d o e sn 't m atter that it's not exciting.

LIFE Learn to use lists to make a plan

SKILLS
z SELF &
SO CIETY
* Let's eat! KSSQ9E3I
1 V O C A B U L A R Y : food

Veg eta b les Fruits D airy Protein Grains O ils

C b ro cco li H oranges A cheese B chicken G cereal b u tte r D

E carrots Jbananas M yo q u rt Fbeans I rice margarine

K peas L w ate rm e lo n P m ilk O beef N b re a d vegetable oil

B Look at the graph of food group proportions. Guess the

recommended total daily amount for each food group.
Recom m ended number of servings per day for adults:
Vegetables: 3 cups Protein: ~ ounces
Fruits: 2 cups Grains: 4 ounces
Dairy: 2 cups O ils (not shown in graph):
7 teaspoons

C ^51 Listen and check your answers to Exercises A and B.

D 31 Work in groups. Talk about your diet.

Who has the healthiest diet?
A: Sandra, d o you eat a lot o f veg eta b les?
B: N ot really, b ut I eat a lot o f fruit. I love apples and melon!

2 GRAMMAR: count and non-count nouns with some , any ; much , m any
A LANGUAGE IN CONTEXT Read these people’s comments about the food they have at
home. Then(^ircle)T (true) or F (false) for the statements below.
I want a ham sandwich, but How many apples
we don't have much ham. are there? I want to
But I can have some ham make an apple pie.
with a lot of cheese, and And is there any
I want some mayonnaise and sugar?
tomatoes. I don't want any
mustard. How much bread
do we have? I want
We don t have many potatoes, some toast. Oh, we
but we have a lot of rice. So don't have
for dinner we're having meat, any butter!
rice, and

1 Charlie is making a sandwich with mustard and a lot of ham. NOTICE! I

2 William is planning to have meat, potatoes, and vegetables for dinner. Which words refer
3 Lisa needs apples and sugar to make a pie. to quantities?
4 Anne can't have butter on her toast. Underline them.

Lead-in
Ask the students what kinds of foods are healthy and what
foods are not so healthy. Elicit some suggestions (e.g.
V e g e ta b le s a n d fruit are g o o d fo r yo u , b u t to o m uch fat,
Then draw the students' attention
sugar, o r salt is not.).
to the food plate. Ask the students which food group
we should eat the most of, according to the food plate,
(vegetables), and which group we should eat less of (dairy).
Read the instructions to the class, and choose students
to read aloud the food categories in the table. Be
ready to explain p ro te in (foods produced from animals,
including meat, cheese, eggs, etc., as well as nuts and
soy); g ra in s (foods such as wheat, rice, and corn that
supply our bodies with energy); and dairy (foods made
from milk, such as butter, cheese, and cream).
Direct the students to the pictures of food and go
over the names of the foods. Point out the example (D
butter) under Oils. Ask the students to complete the
table with the names of the foods under the correct
category in the table. Then ask them to compare their
answers in pairs.
Do not check answers at this stage.
B
Have the same pairs look at the food-plate graph and
guess how many daily servings of each category of food
are recommended by experts. Explain that a se rv in g
is the amount you eat at one meal. Per d a y means the
same as e v e ry d a y in this context.
Culture note
The illustration is based on the food-guide plate
published by the U.S. Department of Agriculture.
More information on the nutrition guidelines can be
found at: www.choosemyplate.gov.
Play the audio once or twice so that the
students can check their guesses to Ex. A and Ex. B.
Then check the answers with the class.
Audio script
The U.S. Department of Agriculture recommends the following
daily diet for adults.
Eat three cups of green or yellow vegetables every day, for
example, peas, broccoli, or carrots.
Eat about two cups of fruit such as bananas, oranges, or
watermelon per day.
We also need about three cups of dairy products per day,
things like milk, yogurt, and cheese.
We get protein from meat like chicken or beef, and from beans.
Eat about six ounces of protein per day.
We get grains in foods like bread, rice, and cereal. Eat about
four ounces of those foods per day.
Finally, we need only about seven teaspoons per day of oils like
butter, margarine, or vegetable oil.
• Tell the students that they are going to talk about their
diet (foods they typically eat).
• Draw the students' attention to the model conversation,
and give them a couple of minutes to prepare ideas
individually. Remind them to look at the food plate in
Ex. B for ideas.
• Put the students in groups of three or four to discuss
who has the healthiest diet. Circulate while they are
working, and make a note of any errors to address later.
• When the groups finish, elicit some responses from
individual students.
Extra: homework
Ask the students to keep a log of everything they eat
on a particular day (e.g. the day after this lesson) and,
using the food plate, put a check or a cross next to
each recommended amount. A check means that the
daily amount conforms to the recommended number
of servings. A cross means that it doesn't.
• 'Ask the students what they usually have for lunch on
weekdays and on weekends. Encourage them to use
vocabulary from Section 1. Give them an example by
telling them a few things you usually eat and don't
usually eat, and writing them on the board with the
determiners some and any (e.g. I usually e a t a san d w ich
a n d s o m e ch ip s. I d o n 't usually e a t any d e sse rt.).
• Read the instructions to the class. Then ask the students
to read the texts silently or choose students to read the
texts aloud.
• When the students finish, ask them to decide if the
statements are true or false, and circle the correct letters.
NOTICE!
• Do one example with the whole class first to
demonstrate the activity and clarify what w o rd s that
re fe r to q u a n tities means. Show them that m u ch in
the first sentence refers to a quantity.
• Ask the students to underline the remaining
quantity words in the comments. Tell them that
there are a total of 13, including m u ch in the first
sentence. Check the answers with the class.
L e t's e a t unit 9 T90
 • Make sure the students understand the exercise.
Form (count and non-count nouns)
• Ask the students to do the exercise individually, and
• Explain the exercise. For the first part of the exercise, then compare their answers in pairs, discussing any
ask the students to circle the best options to complete differences. Encourage them to refer back to the
the rules. information in Ex. B.
• Go over the difference between count and non-count • Check the answers with the class.
nouns. A count noun is any noun that we can add -s
to and make plural, as well as irregular plural nouns
like children, men, women, and people. A non-count Extra: grammar practice
noun is a noun that can't be counted, like rice, milk,
Complete the sentences using some, any, much, many.
and bread, and'for which we do not add -s. Explain that
1 How sugar do we have?
liquids are non-count. (Note that we can also use some
2 Do we need bananas?
in questions with offers and requests (e.g. Do you want
3 There are bananas on the table.
some rice? Can I have some bananas?).
4 How are there?
• For the second part of the exercise, direct the students
5 There aren't stores in this part of the city.
to the box. Explain that some of these words are count
6 I don't want coffee, thanks.
nouns, and some of them are non-count nouns. Have
students write C (count) or N (non-count) after each
food item in the box. Answers
• Check the answers for both parts of the exercise with 1 much 3 some 5 many/any
the class. 2 any 4 many 6 any
Function (quantifiers)
• Ask the students to read the sentences and choose the D
correct options. Encourage them to refer back to the
• Read the instructions to the class, and tell them they are
texts to see examples of these words in context. Check
going to discuss what food they have at home.
the answers with the class.
• Ask the students to repeat the example conversation
• Emphasize that we use the indefinite article a/an with
after you, both chorally and individually. Encourage
singular count nouns (e.g. an apple), but never with
them to use similar phrases when they work in groups.
non-count nouns (e.g. *a milk). We use some with
• Put the students in groups of three or four to complete
non-count nouns (e.g. some milk), and with plural count
the exercise.
nouns (e.g. some apples).
• When the groups finish, elicit some of the students'
Form (quantifiers) ideas. Correct any errors in the use of count and
• Ask the students to complete the grammar table non-count nouns, and a/an, some, and any.
individually. Then check the answers with the class.
• Point out that we use any with negative plurals (e.g. We ^ Workbook pp. 5 2-53, Section 2 \
don't have any apples.) and negative non-count nouns
(e.g. I don't want any rice.). We also use any in questions
with plural count nouns (e.g. Do we have any apples?)
and non-count nouns (e.g. Do we have any rice?). We
never use any with singular count nouns.
• Ask the students to complete the rules, using the
examples in the tables to help them. Check the answers
with the class. Point out that we do not use much in the
affirmative, and many is rare. We usually use a lot of
(e.g. I have a lot o f time today. She has a lot o f friends.).
B ANALYZE: COUNT AND NON-COUNT NOUNS
Form(^ircle)the correct option for each rule. Then write C
(count) or N (non-count) after each food item in the box.
1 Count nouns are nouns that you (p a n )/ c a n 't count.
They(Qavey d o n ' t h a v e a singular and a plural form, e.g. apple.
2 Non-count nouns are nouns that you c a n ( c a n } count.
They h a v e A ^ o n 't h a v $ )a plural form, e.g . rice.

k c '- c
ham cheese tomatoes
potatoes rice vegetables
apples pie sugar N

bread toast butter

ANALYZE: QUANTIFIERS Read the texts in Exercise A again.

Function(^ircle)the correct option to complete each rule. Then complete the table.
1 We use a, an to refer to(spec/’f?cy g e n e r a quantities. ______
2 W e use s o m e , an y, m u c h , and m a n y to refer to s p e c i f i c /(qenerahquantities.

Form Com plete the sentences in the table with a, an, any, so m e, m uch, or many.
Then choose the correct option to complete each sentence.

a / an / any / som e m uch / m any

Singular count Plural count Non-count Plural Non-count
nouns nouns nouns count nouns nouns

Affirmative : 1want (1) an I want (4) some I want (7) s9me Negative There aren't There isn't
apple. apples. rice. : d o many (12) m uch
vegetables. butter.
Negative I don't want I don't want I don't want
(2)--- 2----- (5) anY (8) anY.... Questions How How
potato. potatoes. bread. ; (1 1 ) many . (13) much
oranges are ham is there?
Questions Do you want Are there Do we have there?
: 0 ) — -— (6) any . (9) anL
tomato? tomatoes? butter?

14 Use before singular count nouns. 17 W e can use s o m e , a n y, and m a n y before

b) s o m e C^fpTural count nounsD b) non-count nouns.
15 a or an before non-count nouns. 18 W e use in negatives and questions,
a) Use <ETDo no tu sg) a) s o m e Cb) any
16 W e can use s o m e , a n y, and m u c h before
a) plural count nouns. <ETnon-count noiïnsp

C PRACTICE (£Îrcî§)the correct option to complete the sentences.

1 Do you want a / ( a n y - apple? 6 We don't have s o m e /(^nan^vegetables!
2 I don't want any c o o k i e / ( c o o k i e s } 7 Is t h e r e ( a n } ) / m a n y ice cream in the refrigerator?
3 Let's get(som e)/ any bananas. 8 I want s o m e (h a rn y h a m s .
4 Do we have muchQp/Vk/ m ilk s ? 9 There isn't( m u c f y / m a n y butter in the refrigerator.
5 I want a /(some)rice with my chicken. 10 How m u c h / ( m a n } ) oranges do we need?

D Q§ NOW YOU DO IT Work in groups. Ask and answer questions

about the food in your house.
A: Do y o u h a v e a n y v e g e t a b l e s in y o u r h o u s e ?
B: Y e s , we h a v e s o m e p e a s , s o m e c a r r o t s , a n d a lo t o f b r o c c o l i.

L e t's e a t UNIT 9 91
3 taking phone messages
A Read the two messages. What is each message about?
d m
While,you, were, out Ryan, - message,from , Lauren,
Caller: Dan D inner Fri> 3/13
Day/date: Thurs C a ll her.
Time: 10:15
Message: in ert a t Danis Burners, 2:30

B E^ 52 Listen to the two phone calls. Underline the incorrect

information in each message in Exercise A.

C 1^53 Listen to another phone While,you, were, out

call and write the message. Caller: E tha n,
Day/date: Friday
Time,: 5:30
Messaye:

4 using phone language

When you are speaking on the phone, it's important to think about whether the
conversation is formal or informal so that you can use the correct language.

A 8^54 Listen to the two conversations below. Which is formal and

which is informal?
1 A: G ood afternoon, Food for Fun.
B: Hello. Could I speak to Ms. Linda Jenkins, please?
A: I'm sorry, she isn't here right now. Would you like to leave a message?
B: Yes. Please ask her to call Marsha Lind. My number is (640) 806-9271.
A: Yes, of course.
B: Thank you.
A: You're welcom e.
2 A: Hello?
B: Hi^ is Olivia there?
A: No, sorry, she isn't.
B: O h, O K. Can I leave a message?
A: Sure.
B: This is Mark. Can you ask her to call me?
A: O K , no problem .
B: Thanks.

B Underline examples of formal and informal language in the

conversations in Exercise A.

C [£§ Work in pairs. Follow the instructions below.

• Student A, "call" Student B and leave a message for another classmate. Student B,
write down the m essage. Switch roles.
• Student A, "call" Student B and leave a message for your teacher. Student B, you are
an office assistant at the school. Write down the message. Switch roles.
 L: Sure, restaurant, eight o'clock, right?
E: That's right. Thanks, Lisa.
L: Sure, Ethan. Bye.
E: Bye.

A
• Read the instructions to the class, and give the students
time to find the main idea of the two messages.
• Check the answers with the class.

Lead-in
Ask the students to give you an example of a formal
greeting (e.g. G o o d m o rn in g , G o o d a fte rn o o n ) and
an informal greeting (e.g. Hi). Ask them when they use
B informal expressions (with friends and family) and when
. H 52 Tell the students they are going to hear the they use formal expressions (with people they don't know,
phone calls for the messages in Ex. A, and they have with teachers, with their manager, etc.).
to listen for differences between the messages and the
phone calls.
• Play the audio once, and check progress. If necessary, 54 See the Student's Book for the audio script.
play it again. Check the answers with the class. Read the instructions to the class. Make sure they
understand the exercise is simply to decide which
Audio script ___ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ conversation is formal and which is informal.
1 Play the audio once, and check the answers with the class.
W = Woman, J - John
W: Good morning, Tina Baker's office. Answers
J: Hi. Could I speak to Tina, please?
1 formal 2 informal
W: I' m sorry, she isn't in. May I take a message?
J: Yes. Please ask her to meet John at Dan's Burgers at 12:30.
W: Meet John at Dan's Burgers at 12:30.
J: That's right. Thank you. • Ask the students which words in the conversations in
W: You're welcome. Ex. A helped them determine the answers to Ex. A
(fo rm al: G o o d a fte rn o o n , W o u ld y o u like to ...? ;
2
inform al: H ello ?, n o p ro b le m , etc.).
M = Man, L = Lauren • *Read the instructions to the class, and give them time
M: Hello? to complete the exercise individually. Circulate while the
L: Hi, is Ryan there, please? students are working, and assist as needed.
M: No, he isn't. Do you want to leave a message? • When the students finish, elicit some ideas from the class.
L: Yeah. This is Lauren. Please tell him that dinner is on
Friday, March 30th. c
M: Friday, March 30th?
• Ask the students to read the instructions carefully.
L: Yes. And can you ask him to call me?
Discuss which message will be formal (the second) and
M: Sure.
which will be informal (the first).
L: Thanks.
• Give the students a few minutes to work individually and
M: You're welcome.
think about which classmate they will leave a message
for, and what they are going to say. Encourage them
c to use the expressions in the conversations in Ex. A
. Ü3 53 Read the instructions to the class, and elicit and also to follow the format of these conversations.
what information they need to listen for. Circulate and answer questions about vocabulary or
• Play the audio once, and check progress. If necessary, expressions they would like to use.
play it again. Check the answer with the class. • Put the students in pairs to complete the exercise.
Ask them to sit back-to-back. This makes the listening
Answer more difficult because the listeners cannot see the
Message: meet him (Ethan) at the restaurant at 8:00 other person's face, and so it more closely replicates a
telephone conversation.
Audioscript • When the students finish, invite a few pairs to perform
L = Lisa, E = Ethan their conversations for the class.
L: Hello?
E: Hi, this is Ethan. Is Emily there? ok p. 53, Section 3
L: Hi, Ethan, this is Lisa. Emily isn't here. Do you want to
leave a message?
E: Yeah, can you tell her to meet me at the restaurant at eight
o'clock?

L e t's e a t UNIT 9 T 9 2
5 Grammar: ver
A • Highlight that we use W o u ld y o u like ...? to invite
. H 55 See the Student's Book for the audio script.
• Ask the students to look at the pictures and guess what
the people are saying.
• Read the instructions to the class. Explain that they only
need to listen for the reason Jane says she can't go out.
Alternative
Ask the students to keep their books closed. Tell them
they are going to hear a conversation in which one
character (Paul) invites another (Jane) to go out to
dinner. They only have to answer one question: W hy
ca n 't J a n e g o o u t to n ig h t?
c
• Before you ask the students to do this exercise, focus on
the examples in the Watch out! box.
people to do things and Do y o u like ...? to ask about
people's preferences. It is incorrect to use Do you
like . . . ? to invite people to do things.
• Read the instructions to the class. Remind the students
to use phrases from the grammar table in Ex. B.
• Put the students in pairs to complete the exercise.
Point out that for some of the questions, more than one
answer is possible.
• Check the answers by calling on individual students to
read the lines of the conversation, inserting their answers.
Elicit any additional possible answers for the blanks.

• Play the audio once, and check progress. If necessary,

play it again. Check the answer with the class.
• Ask the students to practice the conversation in pairs,
changing partners and roles several times.

Answer
Because she has to study (for a big math test tomorrow).

Elicit a few examples of phrases we can use to invite

someone to do something (e.g. W o u ld y o u like to . ..? ;
Ask the students to look at the text and find the
D o y o u w ant to ...?), to accept invitations (e.g. I'd love
underlined phrases to answer the question. Check
to ; I'd like to), and to refuse invitations (e.g. Sorry, I'd
the answer with the class.
like to b u t I ca n 't / I h a ve to ...).
Answer • Draw the students' attention to the activities in the
Let's try, how about list, and elicit more activities they could invite different
t classmates to do (e.g. g o to a m o vie, g o to a g a m e ,
etc.).
B Direct the students' attention to the model conversation
and have them repeat after you both chorally and
Function individually.
• Ask the students to look at the grammar table. Draw their Have the students circulate, inviting as many of their
attention to the four different categories in the table. classmates as possible. Remind them to give a reason
Check that the students understand each category. each time they refuse an invitation.
• Ask the students to work individually and find examples
of expressions for each category of the table in the
conversation in Ex. A.
• Ask the students to compare their answers in pairs, When the students accept an invitation, tell them to
discussing any differences. Check the answers with the discuss the date, time, and place.
class.
When the students have finished, listen to a few
Form examples. Cprrect any errors in the use of verb phrases.
• Focus on items 1-3, and elicit the answers from the
class. Workbook p. 54, Section 4
• Highlight that we use both expressions W o u ld y o u
like ...? and Do y o u w a n t ...? to invite people, but the
first one is more formal than the second one. You can
present this by writing the two expressions on the board
and asking students what they think the difference is.
• Draw the students' attention to the expression Let's in
the table, and emphasize that it is followed by the base
form. We use this expression to make suggestions (as in
the title of this unit, Let's eat).
 5 verb phrases
A E m 55 LANGUAGE IN CONTEXT Listen to the conversation below.
Why can’t Jane go out tonight?
Paul: So. would you like to ao out to dinner
tonight?
Jane: W ell, I'd love to . but I can't.
Paul: Why not?
Jane: Because I have to study. I have a big math
test tomorrow, and I want to get a good
grade.
Paul: O h, too bad. W ell, do you want to have
dinner tomorrow night?
Jane: Sure. Let's try that new Italian restaurant.
Paul: O K. I'd like to try it, too. I need to ao to
the gym first, so how about seven-thirty?
Jane: Seven-thirty is fine. See you tomorrow!
Paul: O K , bye.
Look at the underlined phrases.
Which two phrases don't involve
— * B ANALYZE Look at the underlined phrases in Exercise A. an infinitive (to + base form)?
mm
Function Com plete the table.
Expressing wishes and desires Making invitations Making suggestions Expressing obligation
and necessity
W o u ld y o u

(1) 'd like to try it. (4) fw go out for (6) \ (8) need t0 go to
Howaboutseven-thirty?
w ant to dinner tonight? (7) ^-et s try that new the gym first.
I (2) get a good grade,
(5) b>oyou want to have Italian restaurant. (9) h ave to study.
I (3) 'd lo ve to (but I can't).
dinner tomorrow night?

Form(^ircle)the correct option.

1 W hat form of the verb is used after w o u ld like , lo v e , h a v e , n e e d , and w a n t ?
[a) infinitive (to + base fo rm )) b) base form
2 W hat form of the verb is used after le t's ?
a) infinitive (to + base form) Cbpoase fom j>
3 W hat w o rd does t h e 'd in I'd represent?
a) h a d Cb) w o u lc T )

C PRACTICE Complete this conversation with phrases from Exercise B.

In some cases, there is more than one correct answer.
David: Kirsty, (1) go to a movie tomorrow night?
Kirsty: Oh, sorry. I (2) , but I can't. I (3) ___________ work. How about WATCH OUT!
Friday night? I (4) see that new Will Smith movie. 0 Would you like to
David: O K. Sounds good. And (5) have dinner after the movie? go out tonight?
Kirsty: Sure. (6) have pizza. I (7) go to the Big Cheese! Do you like to go
David: Great! See you then! out tonight?

D Q§ NOW YOU DO IT Invite different classmates to do things.

Accept or refuse their invitations. When you refuse, give a reason.
When you accept, make suggestions for places to go and times to meet.

go for coffee go shopping go swimming have dinner

A: W o u ld y o u lik e to g o s h o p p in g to m o r r o w ?
B: I'd lo v e to , b u t I h a v e to v is it m y g ra n d p a re n ts .

L e t's e a t UNIT 9 93
 ordering in a restaurant beef chicken cream juice
A Complete the menu with the words from the box. pie salad spaghetti water

MAIN COURSES DESSERTS

Fish (grilled or fried) ■
P -;£ (apple, cherry,
with pasta $ 1 0 .5 0 chocolate cream) $ 4 .7 5

Roast beef $ 1 1 .2 5 o Cheesecake 5 5 .5 0

Baked ch icke n $ 8 .5 0
Hií Strawberries and cream $ 5 .2 5

H S p a g h e tti and meatba||s

$ 6 .5 0 Fresh fruit salad $ 5 .2 5

MENU SIDES
lce cream
5 4 .1 0

All main courses are served with your choice BEVERAGES

APPETIZERS
Shrimp cocktail $ 6 .5 0
of two vegetables: baked potato, rice,
broccoli, spinach, peas
m Coffee/Tea (hot or iced) $ 2.10

Green salad
4 Soft drinks $ 2 .6 0

Fruit i uice $ 3 .7 5
Mushrooms in garlic sauce $ 5 .2 0
M-
£ Bottled w a te r $ 1 .7 0
Soup of the day $ 5 .7 5 Bread $ 2.00

B Em 56 Listen to Jenny and Alan at a restaurant. Write the letters in

the blanks to complete what they say.
Waiter: Good evening.....c a) I'd like the soup, please.
jenny: Yes, please. What's the soup of the day? b) And the same for me.
Waiter: It's tomato and basil soup, c) Are you ready to order?
jenny: O K , . A And then the d) A green salad to start
grilled fish with rice and peas. e) And what would you like to drink?
Waiter: Sure. And for you, sir?
Alan: b , and then the roast beef with
a baked potato and spinach.
Waiter: Would you like any dressing with your salad, sir?
Alan: Yes, vinaigrette, please.
Waiter: Fine. e
Jenny: Ju st some water for me.
Alan: J l_
Waiter: O K. I'll be right back with your drinks.

Work in groups. Role-play ordering in a restaurant. Use the menu above.

weak to
A Kfl 57 Listen to the conversations below. Notice how to is weak in the
first sentence and strong in the second.
1 A: Do you want to watch a DVD? B: I'd love to.
2 A: Would you like to go out tonight? B: I'd like to, but I can't.

B B1 ^ 5 8 Work in pairs. Practice this conversation. Listen and check.

A: Would you like to have dinner? A: Do you want to go for a walk first?
B: I'd like to, but I'm not hungry right now. B: Yes, I'd love to.
 6 Vocabulary: ordering in a 7 Pronunciation: weak to

^0 restaurant
Lead-in
Play an anagram game. Prepare five or six anagrams of
the food from Section 1 (e.g. g te s v e a lb e for v e g e ta b le s).
Divide the class into teams of three or four students. Write
the anagrams on the board. The first team to write the
correct spelling of all the words is the winner.
A form.
Read the instructions to the class. Draw the students'
attention to the words in the box. If there is any
unfamiliar vocabulary (e.g. p ie , b o ttle d ), encourage
the students to figure it out by using the pictures
and a process of elimination. Check that the students
understand a p p e tize rs (the first course), main co u rs e s
(the second course), s id e s (vegetables served with the
main course), d e s s e rts (a sweet dish that finishes the
meal), and b e v e ra g e s (a very formal word for drinks).
Highlight that the word d e s s e r t /di'z3rt/ is pronounced
with the stress on the final syllable.
Ask the students to work individually to complete the
menu. Circulate while the students are working, and
help as needed.
When the students finish, ask for volunteers to write
their answers on the board.
. H J 56 See the Student's Book for the audio script,
• Read the instructions to the class, and explain that they
will listen for the lettered sentences that complete the
conversation.
• Play the audio once, and check the answers with the
class.
57 See the Student's Book for the audio script.
Ask the students how many examples of to they can find
in the conversations (four). Tell them that they will hear
to pronounced in two different ways. Explain that in the
first sentence in each conversation, the to is reduced
to /ta/, the weak form, and in the second sentence it
is pronounced with a full vowel sound, /tu/, the strong
Play the audio once or twice for the students to listen
for the differences in pronunciation of the vowel sounds
in to in each position.
Highlight that when to occurs in the final position of a
sentence or clause, as in I'd lo v e to, it is pronounced
as the strong form. When to is used in verb phrases,
like w an t to g o and like to h ave, it is pronounced as the
weak form /ta/.
B
58 See the Student's Book for the audio script.
Give the students time to read the conversation and
think about the way to is pronounced.
Put the students in pairs to practice saying the
conversation. Remind them to use the correct
pronunciation of to.
When the students finish, play the audio and ask them
to compare the version on the audio with their version.
Play the audio again, stopping after each line of the
conversation for the students to try to mimic the
pronunciation they hear as they repeat.

c
• Read the instructions to the class.
• Put the students in groups of three or four. One student
should play the role of the waiter, and the other
students should play the role of diners.
• Give the students two or three minutes to prepare what
they are going to order, using the menu in Ex. A and the
verb phrases in Section 5.
• Encourage the students to use the format of the
conversation in Ex. B as a model for their role-play.
• Give groups a few minutes to practice their role-plays.
• When the groups have finished, invite a few groups to
perform their conversations for the class.

^ Workbook pp. 5 4-5 5, Section 5

L e t's e a t u n it 9 T94

Lead-in
• Read the information in the skills panel. Emphasize that
when we scan a text, it is important not to read every
word.
• Ask the students how they read in their language when
they look for a number in a telephone directory. Ask
them whether they start at the beginning and read every
word in order, or whether they look through quickly to
find the name and number they are looking for.
• Elicit other types of texts we scan, (e.g. menus, ads,
movie and TV listings, train schedules, etc.).
A
• Explain that the students need to read the situation
carefully and underline only the most important
information.
• Have them compare answers in pairs. Check the answers
with the class.
• Make sure the students understand that they need to
find a restaurant that conforms to all the important
information in the situation in Ex. A. Remind them not
to read every word, but to look at the ads quickly to find
specific words and numbers.
• Set a time limit of one minute, and tell the students to
begin scanning.
• Check the answer with the class. Encourage the
students to explain why the other restaurants are not
suitable (e.g. at Amber you have to make a reservation
on weekends, Bartlett's closes at 9 p.m., Brazil! doesn't
have any vegetarian dishes, etc.).
Answer
Carlotta's Burgers
• Check that the students understand location (place)
and that they should look at the ad they chose in Ex. B
(Carlotta's Burgers).
• Set a time limit of one minute, and ask the students to
complete the exercise.
• Check the answers with the class.
Extra: reading practice
Answer the questions about the restaurants.
1 What time does Amber close on Saturdays?
2 What time does Brazil! open?
3 Which restaurant is not open on Mondays?
4 Where is Bartlett's Bar and Grill?
1 1 a.m. (early Sunday morning)
2 6 p.m.
3 Amber
4 4701 Airport Boulevard
D
Ask the students to look at the How to say it box
while you read the expressions aloud. Check that they
understand quiet (silent) and its opposite, noisy (loud). To
explain traditional, elicit some traditional foods from the
students' own countries—foods that are unique to their
culture. Encourage the students to use these expressions
when they discuss the questions in groups.
Put the students in groups of three or four, and ask
them to discuss the questions. Circulate and monitor
the students' discussions, assisting as needed. If the
students have problems thinking of kinds of restaurants,
suggest they discuss different national/regional cuisines
(e.g. Italian, Japanese, Chinese, American).
When the groups have finished, direct the questions to
the class, and elicit responses from several students.
Workbook p. 55, Section 6
û
Lead-in
Ask the students how to find out information about
restaurants (e.g. recommendations from a friend, a review
in a magazine or on the internet, etc.).
A
• Ask the students to look quickly at the text and tell you
what it is (a blog about restaurants). Explain that they
need to find two things the writer likes about the restaurant.
• Give the students one minute to complete the exercise.
• Have the students compare their answers in pairs.
Answer
the food (excellent), and the jazz band (very good)
B
• Explain to the students that their blogs have to contain
the same kinds of information as in Ex. A. Write the
different kinds of information on the board (name of
restaurant; location; type of restaurant; prices—low,
average, high; recommended items on the menu,
entertainment).
• Explain low price (cheap), high price (expensive), and
average (not cheap or expensive, but in the middle).
• Ask the students to work individually and make notes
about the key information for their restaurants.
• Ask the students to use their notes to write a blog entry
in their notebooks.
• Encourage them to use the blog in Ex. A as a model.
c
• Read the discussion questions to the class. Put the
students in groups of four or five, and ask them to read
each other's blogs and discuss the questions.
Workbook
p, 56, Listen and write
p. 57, Down time _______________
8 ÂDIN scanning for specific information
To find specific information in a text, don't read every word. Look at the text quickly
to find the words or numbers that give you the information.

A Read this situation. Underline the important information.

You and your friends want to eat dinner late on Saturday because you are going to the
theater first. You don't want to make a reservation. One of your friends is a strict vegetarian.
B Scan the ads and find the best restaurant for the situation.

BRAZIL! C a r lo t t a ’s
B u rgers
Bartlett V
Traditional Brazilian B a r & G r ill
barbecue Steaks, burgers,
Huge salad bar pizza, and more
Open 6 p.m. to 11 p.m daily Try our specialty
Reservations: (212) 456-9172 vegetable plates!
801 South Main St. Live music Friday &
Saturday nights
Family-style seating
Hours:
Mon-Thurs, 11 a.m.-lOp.m.
Fri & Sat, 11 a.m.-2 a.m.
61 East Sixth St.
(212) 472-6643

C Read the ad for the restaurant you chose in Exercise B.

Find this information as quickly as you can. Underline each item.
• the type of food • the phone number
• entertainment • the location HOW TO SAY IT U
Expressing likes and dislikes
D Q | Work in groups. Discuss these questions.
I like vegetarian/steak/seafood restaurants.
1 Do you prefer eating out or eating at home? Why?
I don't like noisy/quiet restaurants.
2 W hat are your favorite kinds of restaurants?
I prefer restaurants with traditional food/live music. J
3 W hat kinds of restaurants don't you like?

a restaurant review
Read this blog. What two things does the writer like about the restaurant?
All That Jazz
GOOD Home Login Register Help Contact
Miller Street

FOOD All That J a z z is a N e w Orleans-style restaurant and music club.

The prices a re a little high, but the food is excellent. Try the
BLOG jumbo fried shrimp or the C u b a n rice and b eans. There is a
very good ja z z band on Frid ay and Saturd ay nights.

Posted by on f~Add comment Email

B Write a blog entry in your notebook like the one in Exercise A.

C 53 Work in groups. Read each other’s blog entries. Discuss these questions.
1 Which of the restaurants in the blog entries do you know? Do you agree with the blog entry? Why or why not?
2 Which of the restaurants would you like to try? Why?
Let's eat UNIT 9 95
lifeSkills
MAKING A PLAN
• M ake a list o f th e th in g s you n e e d to d o .
• W rite th e th in g s you n e e d to d o in a lo g ical order.
• A d d sp e c ific d e ta ils to ea ch th in g on yo u r list.

A Work in groups. Look at these pictures of two styles of meals.

Decide which style of meal you would like to prepare for a group meal and why.

A: I'd like to p r e p a r e m e a l A b e c a u s e it's m o re e le g a n t.

B: R e a lly ? I'd like to p r e p a r e m e a l B . It's le s s fo rm a l a n d m o re fun!

B Q Now decide on the most logical order for planning the meal and number the steps.
f~l
Decide what dishes to have. Include drinks and appetizers.
PIDecide how much money you can spend.
□ Decide what kind of meal you want (formal or informal).
□ Decide when and where to have the meal.
Check to see if anyone in the group doesn't eat certain foods.
□ Make a shopping list. Include ingredients for the dishes and things you need apart from food, e.g. ice.
□ On the day, get together to prepare your meal, and have fun!
 B
lifeS kills: m aking a p la n Ask the students to stay in their groups from Ex. A.
Step 1 Make a list of the things you need to do. (Ex. A, Emphasize that there isn't a correct answer for a logical
Ex. B) order for planning a meal, although some orders would
Step 2 Write the things you need to do in a logical order. be illogical (e.g. deciding how much money you can
(Ex. B) spend as a last step in the process).
Step 3 Add specific details to each thing on your list. Give the groups time to read the steps and ask any
(Ex. C) questions they may have about vocabulary.
Have the groups do the exercise. Write some phrases
Lead-in on the board to help them complete the exercise in
Tell the students that in this section, they will learn English (e.g. First, I think we should ...).
useful skills for making a plan. When the groups have finished, listen to their
Ask them why they think it's important to make a plan suggestions and accept any logical orders groups have
before beginning something (e.g. it can save time, make listed.
things more efficient, help you remember what you have
to do, etc.).
Point out that this plan is in the context of Self and
Society.
Ask the students to work in pairs and describe their
perfect meal. Tell them they can discuss the food,
the people they have their perfect meal with, and the
location or type of restaurant. Elicit some ideas from the
class.

A
Invite the students to imagine they are going to plan a
meal for their class.
Before you ask the students to discuss the meals in
the pictures, quickly review comparative forms with
the class. Encourage the students to use comparative
adjectives to explain which type of meal they would like
to prepare.
Direct the students' attention to the model conversation
and have them repeat after you, both chorally and
individually.
Put the students in groups of four or five to discuss the
meals.
When the groups finish, listen to their ideas as a
class. Find out how many students prefer each meal.
Encourage the students to give reasons.
c
• Ask the students to stay in the same groups. Alternative
• Before the students begin the activity, remind them to
be careful when using count and non-count nouns and Ask each group of students to give the meal plan they
to refer to the grammar table on p. 91, if necessary. read a mark out of 10 (from 1 for very bad, to 10 for
• Give the groups time to complete their plan. Circulate excellent). Then repeat the process until all the groups
and monitor, assisting where needed. Be prepared to have seen all the meal plans.
answer questions about the items of vocabulary that
have not yet appeared in the Student's Book, or refer
them to earlier pages in this unit. Make sure that all the REFLECT
members of each group complete the information in the
form in the Student's Book. • Ask the students to read the Reflect question.
• Give them some time to think about different situations
D in the domains of Work and Career and Study and
Learning where the skill of Making a plan would be
• Ask the students to stay in the same groups.
useful.
• If possible, give each group a large sheet of poster
• Elicit the following ideas: organize a new project at
paper and some markers on which to write their meal
work, recruit new staff, organize an office move; study
plan.
for an exam, plan a series of tasks for an assignment,
• When the groups have finished, ask them to post their
decide which areas of study to focus on, etc.
plans on the wall.

Alternative
If it is not possible for the students to put their plans
on the classroom wall, ask each group to pass their
sheet to the group on their left.

• Ask the students to circulate and read the different meal

plans. Ask them to decide with their original group
which meal they would like to be invited to.
• Have the groups report on their impressions. Find out
which meal plan is the most popular, and why.
C Complete the notes for planning the celebration.

Date:

Place:

Num ber of people:

Style: □ Guests at table □ Buffet □ Picnic □ Barbecue Other:

Budget:

Appetizer Main course Dessert Drinks

D 0 Make a copy of your meal plan on a piece REFLECT...

of paper. Put your plan on the wall. Read other How can the skill of making a
groups’ plans. Which plan is your favorite? plan be useful to you in Work and
Career and Study and Learning?

Let's eat unit 9 97

Complete the conversation with the words from the box. (10 points)

bread cream dessert fried green pie salad shrimp soup water

Waiter: Good evening. Are you ready to order?

Bruno: Yes. I'd like the d) soup of the day to start, and then the baked chicken.
Valerie: I'd like the (2 ) shrim p cocktail as an appetizer, and then the fish.
Waiter: Would you like the fish grilled or (3) ?
Valerie: Uh, grilled, please.
O K. Would you like any ( 4 ) salad
Waiter: or vegetables?
Bruno: Yes, please. I'd like a (5 ) green salad with some vinaigrette.
Valerie: And, I'd like potatoes and broccoli. W e'd like a bottle of (6) water too.
i /
Bruno: Oh, and I'd like some (7) oteaa 3nd butterj please.
Waiter: O K, thank you.
Bruno: So, do you think you'd like to have (8) d e sse rt later?
Valerie: Yes, I'd like to try some apple (9) pie or strawberries and (1 0 )

8-10 correct: I can talk about food and order food in a restaurant.
0-7 correct: Look again at Sections 1 and 6 on pages 90 and 94.
SCO RE: /10

2
A Complete the email with the phrases from the box. (5 points)

I'd like to cook I have to go I need to get up would you like to come would you like to watch
W ould you
Hi, Leah! How are you? I'm at work. (1) to com e to my apartment for dinner tonight?
(2 ) ^d % e to co°k something really nice, and I don't want to eat alone! Can you bring
something to drink, and maybe something for dessert? Oh, and (3) w o^ d y ° LJ,!lkea movie
after dinner, too? I can't go to bed too late, though— ( 4 ) 1neec^tci,9 et UP early tomorrow for
a m eeting. Anyway, (5) 1t l now. I have a lot to do. Call me later— hope to see
you tonight. Love, Suzy

B Circle)the correct option to complete Leah’s answer. (5 points)

Sure! That sounds good, Suzy. Let's have (i)(some)/ any ice cream for dessert. Should I
bring an appetizer, too? W e can have (2 ) a /(TormAcheese and (3'(bready breads before
dinner. Do you have (4)(an$y many cheese? UFTTand don't make steak, O K ? I'm not
eating ( 5 many meat these days, but fish is fine! See you later! Leah

8-10 correct: I can use count and non-count nouns and verb phrases to talk about plans,
invitations, suggestions, and obligations.
0-7 correct: Look again at Sections 2 and 5 on pages 90 and 93.
SCO RE: /10
Language wrap-up
Students can do the Language wrap-up exercises in
class or for homework. If you give them for homework,
remember to check the exercises at the beginning of the
next class, or collect a few to grade and identify any typical
errors.
If you decide to do the exercises in class, you can
approach the wrap-up as a two-step reviewing procedure.
First, ask the students to do the Vocabulary section
individually. When ready, encourage the students to check
their answers carefully, and then put them in pairs to
compare answers" and discuss any differences. Self- and
peer-correction are two excellent ways of developing
learner independence and creating a cooperative learning
environment. After completing the Vocabulary section, you
can apply the same procedure to the Grammar section.
At the end of each section, make sure that the students
write their score out often. If they have a score lower
than eight, direct them to the appropriate sections of the
unit, and encourage them to read those sections again for
homework. After that, ask the students to complete the
exercise(s) again at home.
1 Vocabulary
• Go over any new vocabulary included in this exercise
(e.g. cream: the thick, fat part of milk; fried: cooked in
hot oil).
• If you do this section in class, ask the students to
practice the conversation in pairs after they have
checked that their answers are correct.
Extra: disappearing conversation
While the students are doing the Vocabulary section,
copy the conversation on the board with the same
blanks as on the page. When they have finished and
you have checked the answers, point to the board,
and ask them to say the conversation and try to supply
the missing words. If they are doing well, delete a few
more words and see if they can say the conversation
again. Continue until you feel the students have
reached the maximum number of deleted words they
can manage.
2 Grammar
A
Tell the students to read through the email first before they
complete it with the phrases in the box.

B
Explain to the students that the text is Leah's answer to
Suzy's email in Ex. A. Tell them to read through her answer
carefully before choosing the correct options.

Common European Framework: unit map

Unit 9 C o m p etence d evelo ped C E F R eference (A1)

1 Vocabulary can talk about food Table 1; Table 2; Section 4 .4 .3 .1 ;

Section 5.2.1.1
2 G ram m ar can use count and non-count nouns correctly Table 1; Table 2; Sections 5.2.1.2;
6 .4 .7 .7 ; Ó.4.7.8
3 Listening can understand and take simple phone messages Table 1; Table 2; Section 4.4.2.1
4 Speaking can use simple phone language and leave messages Table 1; Table 2; Section 4.4.3.1;
Section 5.2.3.2
5 G ram m ar can use verb phrases to express desire and obligation, Table 1 ; Table 2; Sections 5.2.1.2;
make suggestions and invitations 6 .4 7 .7 ; 6 .4 7 .8
6 Vocabulary can order food from a menu Table 1; Table 2; Section 4.4.3.1
7 Pronunciation can differentiate between the strong and weak forms of to Section 5.2.1.4
8 Reading can scan a simple text for specific information Table 2; Section 4 .4.2.2
9 W riting can write a simple blog entry with comments about a Section 4.4.1.2
restaurant

Let's eat U N IT 9 T98

H

The expression S p e a k i n g o f . . . is u sed in co n v e rsa tio n to in tro d u ce a n ew to p ic th a t is so m e h o w

c o n n e c te d to th e o n e w e are ta lk in g a b o u t. S p e a k i n g o f t h e p a s t m a ke s a re fe re n ce to talkin g
a b o u t p ast e v e n ts or m e m o rie s o f th e p ast.

Writing: sequencing and connecting ideas

Ask the students the following question: When you
write or talk about an event or experience, how do you
usually order your ideas? Elicit some ideas. Ask them to
Unit opener (p. 99) 10 min.
look quickly at Section 7 on p. 104. How are the ideas
• Optional downloadable unit opener 10 min
organized?
1 Grammar: simple past—affirmative (p. 100) 40 min Reading: a survey
statements Check that the students remember the word survey. Ask
2 Pronunciation: -ed endings (p. 101) 15 min. what kinds of topics we often find in online surveys and ask
3 Reading: a survey (p. 101) 30 min the students if they often participate in online surveys, and
4 Vocabulary: adjectives with (p. 102) 25 min why or why not.
-ed and -ing Speaking: talking about a past experience
Ask the students to work in pairs and think of examples
5 Grammar: simple past—questions (p. 102) 40 min
of one negative and one positive experience. Listen to
and negative statements their ideas as a class. Then ask them to look through the
6 Listening: understanding the (p. 103) 30 min. unit and find two examples of experiences that people
main idea describe.
7 Writing: sequencing and connecting (p. 104) 30 min
Ask the students to keep their books closed. Ask them to
ideas think about what kinds of activities they did for fun in the
8 Vocabulary: memorable experiences (p. 105) 25 min past month. Elicit a variety of activities, and list them on
9 Speaking: talking about a past (p. 105) 20 min the board using the simple past forms.
experience
Refer the students to the lifeSkills panel. Tell them that
• Optional downloadable Speaking 20 min the topic of this unit's lifeSkills section is Taking notes on a
workshop: talking about a past text. Ask them when people take notes, and why.
experience
lifeSkills: taking notes on a text (p. 106) 45 min A,
(Study and Learning) • Ask the students to look at the pictures and describe
• Optional downloadable lifeSkills 45 min what they see in each one (e.g. people dancing in
lesson (Work and Career) a club, people watching a movie, a group of friends
eating together, a group of friends watching a game,
• Optional downloadable lifeSkills 45 min
etc.). Write some key words on the board (e.g.
lesson (Self and Society)
nightclub, (American) football, restaurant, etc.).
Language wrap-up (p. 108) 15 min • Tell the students that this unit focuses on the past.
Communicative wrap-up Units 9-10 (p. 138) 20 min Check that they understand in the past month, and write
Video and downloadable video worksheet 45 min the dates that represent the past month on the board
(e.g. November 6 to December 5).
• Read the instructions to the class, and prompt the
students to check the activities that they did during the
past month.
r ie r
• When the students have finished, ask them to compare
their answers in pairs.
Lead-in
Direct the students' attention to the objectives in the unit B
menu and go through the information with them. Explain • Read the instructions to the class. Ask the students
that this unit focuses on language to talk about past to count the number of checked boxes and read the
experiences, and on the following skills which will help information that corresponds to their total.
them do this:
Listening: understanding the main idea c
Put the students in pairs. Write the following questions • Refer the students to the modal conversation and invite
on the board: Do you always hear every word of a two volunteers to read it aloud for the class.
conversation? How do you understand the conversation • Put the students in pairs to talk to their partners and find
if you don't hear every word? Ask pairs to discuss the out how many checks they have.
questions. Then discuss their ideas as a class.
 -

UNIT 10
IN THIS UNIT YOU
O learn language to talk about past A Check (/) the pictures that represent
experiences
the activities you did in the past month.
listen to conversations about past
% experiences— understanding the
main idea
write about something that
% happened to you—sequencing
and connecting ideas

o read and answer a survey about

your year

o talk about a past experience

watch a video about vacations in
different cities

B Count the boxes you checked and look at your score below.
0-2 Are you bored? Try to have more fun!
3-5 A nice balance!
6-7 Whoa! Make sure you take tim e to relax, too!

C ^ Talk to your partner. How many checks does he/she have?

A: How many checks d o you have?
B: I have three. It's a nice balance. What about yo u ?
A: I have six!
B: Whoa! Try to relax tool

LIFE L e a rn to ta k e n o te s o n th e
i m p o r t a n t i d e a s in a t e x t
SKILLS
-*> STUDY &
LEARNING
Speaking of the past | 5 y i X E a E 9
 1 simple past— affirmative statements
A LANGUAGE IN CONTEXT Read this tour evaluation.
Answer the questions.
1 W ere Pam and her husband happy with the tour?
2 W ere there any problems? NOTICE!
Look at the simple past verbs in
bold. What is the ending of most
simple past verbs in English?
mm
PAM JOHNSON

My husband and I recently went to Ecuador with WTS, and we had a fantastic time. The mountains
around Quito were amazing, but the altitude was difficult for us! Our favorite thing was Iguana
Park in Guayaquil. Its real name is Bolivar Park, but our tour guide explained that everyone calls it
Iguana Park because there are hundreds o f iguanas there! W e took lots o f pictures o f them!
W e enjoyed everything on the tour, and we learned a lot about Ecuador’s culture and history. Our
guide spoke excellent English, and he knew a lot o f interesting facts. He was very helpful— he even
carried m y bag for me! W e stayed in nice hotels and ate very good food. W e loved Ecuador, and we
wanted to stay longer!

B ANALYZE Read the text in Exercise A again.

The complete list of
Function Choose th e co rrect option to com plete the rule below. irregular verbs is on
page 129.
W e use the sim ple past to talk about
C jaTevents in the pas^>
b)events that began in the past and are still happening at the moment of speaking

Form C o m p lete th e tab le w ith the co rrect sim ple past verb fo rm s. Spelling rules fo r sim ple
Regular verbs Irregular verbs past regular verb s:
Most verbs, add - e d : p la y —
Base form Simple past form Base form Simple past form
p la y e d
carry (-!) carried be w a s / (6) weI e. Verbs ending in -e, add -d :
enjoy enjoyed eat ate p re p a re — p re p a re d
explain (2) explained have (7)., ha.d___ Verbs ending in consonant
learn learned know («) knew + -y, change -yto -le d :
s t u d y — s t u d ie d BUT p la y —
love (3) _ Jo v e d _ _ see saw
p la y e d
stay (4) staYed speak (9) spoke
The verb be has two simple
want ,5, wanted take (10) toofc.— past forms: w as ( l/h e /sh e /lt)
tell told and w e r e (y o u / w e / th e y )

C PRACTICE Complete this email with the simple past of the verbs in parentheses.

was (be)
Hey, Tracy! Last month Susan and I (1 ) went (go) on a tour in Tanzania, and it (2)
stayed
incredible! We traveled from the town o f Arusha to a volcanic crater called Ngorongoro. We ( 3)
(stay) in a cabin near the crater, and the first evening we (4) watched (watch) the sunset over the volcano—
wow! The next day we walked into the crater, and we (5) saw (see) a lot of wild animals, including
zebras, elephants, and lions! I (6) t92k (take) a lot of pictures! Our guide (7) explained (explain) the
■o f the crater, and he also ( 8 ) to^ _ i (tell) us about the people and the animals in the region. We
(9) earned (¡earn) a lot, and we (10) had (have) a great time!

D NOW YOU DO IT Work in groups. Talk about Time expressions:

the last trip you took. yesterday
M y fa m ily / frie n d s a n d I w e n t to . . . We s t a y e d a t . . . It w a s . . .
last Tuesday/week/month/year
three hours/days/weeks/months/years ago
in March/2010

A dictionary if they come across a verb with a form that is
• Draw the students' attention to the picture. Elicit that it's
a picture of an iguana. Explain that it is found in Ecuador
and they'll read more about it.
• Read the instructions to the class. Explain that an
evaluation is like a review: it is someone's written
opinion about something (e.g. a movie, a restaurant, or
a trip). Invite a student to read the two questions aloud.
Elicit that were is the simple past form of are. Tell the
students not to worry if they don't understand every
word in the text.
• Give the students time to complete the exercise
individually. Check the answers with the class.
NOTICE!
Ask the students to look at the simple past verbs in
bold in the text.
Answer
Most simple past verbs end in -ed.
B
Function
• Ask the students to read the text again and then choose
the correct option to complete the Function statement.
• Check the answer with the class. Highlight that we use
the simple past to talk about events in the past that
happened at specific times (e.g. yesterday, last week, in
2011, etc.).
Form
• Direct the students to the grammar table. Read the
instructions to the class. Explain that the past tense
has both regular and irregular verb forms. Remind the
students to look at the text in Ex. A to find the simple
past forms of the verbs.
• Ask the students to complete the grammar table. Then
check the answers with the class. Explain that be is the
only verb that has two simple past forms.
• Ask the students to look at the spelling rules in the
language box. Elicit which number in the grammar table
is an example of a verb ending in -e (item 3) and which
is an example of a verb ending in consonant + -y (item
1). Elicit why stayed doesn't change its spelling (because
it's a vowel + -y).
• Highlight that there are no spelling rules for forming
simple past irregular verbs, and that they simply have
to be memorized. Advise the students to refer to the
table of irregular verbs on p. 129 of their books. Remind
students that irregular verb forms are listed in the
not in the Student's Book table.
c
• Read the instructions to the class, and give the students
time to read the email.
• Tell the students that the simple past forms of all of the
verbs in parentheses can be found somewhere on this
page.
• Ask the students to do the exercise individually and
then to compare their answers in pairs, discussing any
differences.
• To check the answers, choose students to write the
answers on the board. Ask the class to correct any errors
in form or spelling.
Extra: grammar practice
Complete the sentences using the simple past of the
verbs in parentheses.
1 W e _______to the beach last Sunday, (go)
2 Our teacher_______ us a funny story, (tell)
3 I _______a great movie last week, (see)
4 It _______ a British movie, (be)
5 I really_______ it! (love)
Answers
1 went 2 told 3 saw 4 was 5 loved
D
• Tell the students they are going to talk about a trip
they took in the past. Give them a couple of minutes
to remember the last trip they took and to take some
notes.
• Elicit some topics they can include in their travel
descriptions, and write them on the board (e.g. food,
hotel, sights, activities). Also, elicit some adjectives
they can use in their descriptions (e.g. delicious,
(un)comfortable, cheap, expensive, interesting, fun,
boring, amazing, etc.).
• Point out the model sentences, and encourage the
students to recycle the simple past forms they have
encountered on this page.
• Give the students a model by describing a recent trip
you took.'
• Put the students in groups of three or four to complete
the exercise. Circulate and monitor, assisting where
needed, especially in the use of the simple past.
• When the groups have finished, elicit a few examples
from the class. Correct any errors in the use of the
simple past.
► Workboo
Speaking of the past unit io T100
2 Pronunciation: -ed e
59 See the Student's Book for the audio script.
Explain that there are three different ways to pronounce
the endings of simple past regular verbs in English.
Model the three sounds /d/, /t/, and /id/ to the class.
Highlight the difference between the voiced /d/ sound
and the voiceless /t/ sound.
Ask the students to listen to the audio and notice the
different pronunciations of the -ed endings.
Highlight the fact that many students make the
mistake of trying to pronounce all -ed endings as /id/.
Emphasize that only after verbs ending in -t or -d do we
pronounce the ending in this way. All other -ed endings
are pronounced either /d/ (after voiced consonants
and vowels) or /t/ (after voiceless consonants), and no
extra syllable is created. If the students have problems
understanding when the verb ending is voiced, ask
them to place their fingers lightly on their throats when
they say the verb ending: if they can feel vibration,
this means that the sound is voiced, and if there is no
vibration, then the sound is voiceless.
B
60 See the Student's Book for the audio script.
Play the audio so that the students can listen to the
correct pronunciation of the verb pairs.
Play the audio two more times, pausing between items
for the students to repeat. Ask them to repeat chorally
first, and then call on individual students to repeat.
Correct any pronunciation errors. Make sure the
students don't pronounce the /t/ and Id/ endings as
/id/. This is a common mistake, since students are
influenced by the spelling.
Put the students in pairs and ask them to practice saying
the verb pairs.
3 Readì
Lead-in
Ask the students if they ever answer surveys (questions to
find out people's opinions or preferences), for example,
online or over the telephone. Ask them what some
possible topics of surveys are (e.g. travel, shopping habits,
lifestyle, health, etc.).
A Alternative
• Read the instructions to the class. Choose a student to
read the answer choices.
• Remind the students that they have practiced reading
for the main idea before, and encourage them to apply
the strategy to the text.
• Give the students a minute to read the first paragraph
to determine the topic.
Aiiernative
Ask the students to go straight to reading the first
paragraph and determining the topic without looking
at the answer choices first.
• When the students finish reading the first paragraph,
elicit the answer from the class.
B
• Explain the exercise. Ask students to read the text and
survey and decide if the statements are true or false.
• Have the students work individually to complete the
exercise and then to compare their answers in pairs.
Extra: reading practice
1 What was the name of the magazine?
2 How many readers did they email?
3 When did they email them?
4 What was question 9 of the survey about?
Answers
1 It's Your Life 3 on their birthdays
2 100 4 pets
c
• Read the first survey statement to the class. Then
invite individual students to read the remaining survey
statements aloud.
• Go over any unfamiliar vocabulary (e.g. romantic (love)
relationship, discovered (found or learned about).
• Ask the students to answer the questions individually
and then calculate their score. Ask them to compare
their results in pairs.
• Focus on the new irregular simple past verbs: felt, said,
met, did, read, and got. Elicit the base forms of these
verbs (feel, say, meet, do, read, get).
• Highlight the pronunciation of read (simple present) /
ri:d/ and read (simple past) /red/, pronounced like the
color red.
D
• Read the instructions and the questions to the class.
• Ask the students to circulate, asking questions to find
out the information. Tell them to take notes to keep
track of each student's answers.
Divide the class into three groups, and put each group
in charge of gathering the answers to one of the
questions only. You can also ask the students to do the
activity in groups of four to six students.
• To wrap up, lead a class discussion to find out details
about the students' travel experiences, hobbies, pets,
new friends, etc.
 2 -erf endings
59 Listen to the verbs. Notice that the -ed endings are pronounced differently.
1 /d/ listened, played 2 /t/ liked, watched 3 /id/ wanted, decided

B 60 Work in pairs. Listen and repeat the verb pairs.

want— wanted end— ended practice— practiced stay— stayed
like— liked work— worked hate— hated watch— watched

3 R E A D I N G : aI survey
A Read the first paragraph of the article. What is the topic of the survey?
A . l l U . U U l U . U . l U i U l l l l U U . U . l U l

a) readers' birthdays b) readers' email use CcfTeaclers' e x p e rie n ce ?}

HOW WAS YOUR YEAR?

t’s Your Life emailed 100 readers on their birthdays and asked them how they felt
I about the past year of their lives. Then they com pleted a survey about specific positive
experiences during the year. Many people were surprised at the results! For exam ple, a
lot of people who said, "It was O K ," really had a fantastic year, according to the survey.
Sometimes we focus too much on the bad or boring things in our lives! Now you try i t ...

M y past year w a s ... great! O K. not very good.

Now(cirde)yes or n o for each statem ent about your past year.

took an interesting or fun trip. yes no Now look at your score.

Every "yes" equals 1 point
went to som e great parties. yes no
and every "no" equals 0
met some new friends. yes no points. Does your general
opinion of your past year
had a romantic relationship. yes no
match your score?
went out with my friends a lot. yes no
did a lot of exercise or sports. yes no 6-10 It looks like you had a
great year!
discovered some great music. yes no
3-5 Your year was fun! But
read some good books. yes no maybe you can do more ...
0-2 Why not try some
got a new pet. yes no
more of the thinqs on the
learned a new hobby. yes no list?

B Read the whole survey andCcircle) T (true) or F (false).

• The magazine asked the readers how they felt about the previous month. /(P )
2 The survey was about positive experiences. ( /
3 A lot of people were surprised by the results. Q jf
4 People who say their year was "O K " are often right. ,
5 Seven statements in the survey relate to hobbies and activities. /\FJ
6 Four statements in the survey relate to relationships and socializing. © F

C Now answer the survey for yourself.

D Take a class poll. Answer these questions.

1 Flow many people in the class did each thing on the survey?
2 How many people had a great year?
3 How many people were surprised by the results?

Speaking of the past u n it 10 101

 4 adjectives with -erf and -ing
A Read these examples. Answer the questions.
A: Do you think this movie is interesting? A: Are you interested in this movie?
B: No. It's boring. B: Not really. I'm kind of bored.

1 Which adjectives refer to the movie? W hat is the ending on the adjectives?
2 Which adjectives refer to the person who is watching the movie?
W hat is the ending on the adjectives?

B Check that you know the meanings of the adjective pairs in the
message. Then (circle)the correct options to complete the message.

Hi Rachel,

We had a great weekend in New Orleans!

It’s an (p(|mazing)/ amazed city! We went to
several jazz bars( and I loved them, but Sam
isn’t very (2) interesting /(interested in jazz. Poor
Sam—he was (3) boring /(bored^u t we also
went on a boat on the Mississippi River, and
that was really (4)(gxcitingy excited ! We walked
all around the historical district, and it was
very (5)(jnteresting y interested . We were pretty
(6) tiring/mred)on Sunday night, but it was fun.

Love, Jodi
P.S. Here’s a picture of New Orleans!

C ¡21 Work in pairs. Talk about the topics below. Use -ed and -in g adjectives.
WATCH OUT!
• the last movie you saw • your last vacation • the last sports event you saw
The party was boring.
A: Last month I w ent to a baseball gam e. It was really exciting. ^ I was bored there!
B: Really? I w atched a so cce r gam e on TV last night, but it was kind o f boring. was boring there!

5 simple past— questions and negative statements

A Egj 61 LANGUAGE IN CONTEXT Listen to the conversation below.
Did Gary and Monica have fun last weekend?
Gary: Hey, Monica. How(was)your weekend?
Monica: Itw asrm very good. ljWerrf)dandng with some friends on Saturday night, but
Ic^fdn't fegfrwell. I^ icln'f hav^fun at all. K^jdn't d d a n ything on Sunday—
it^asja boring day. What about you? What(^jd you B g)this weekend?
Gary: Oh, I ^Idn 'td g )m u ch. Let's see, on Friday night I stayed)
home and (Jvatched)TV. l(badra)w ork on Saturday, but I
(w e n jo u t on Saturday night. Kristin and l(trieg)that new
Italian restaurant on Fifth Street.
Monica: Oh, yeah?<^jd~youJj^g)it?
Gary: lt(was)OK— nothing special. Then on Sunday, I
basketball.
Monica: Oh,(was)it a good gam e?
conversation
Gary: No, it(^asnd) My team(fost)
Say which verb you think each simple past
Monica: W ell, next weekend has to be better! tense form is, e.g. was—the verb b e .

( f fa

Lead-in
Ask the students to look briefly at the text about Ecuador
in Section 1. Ask them to tell you what the Johnsons said
about Quito. Elicit the sentence The mountains around
Quito were amazing. Then tell them to close their books.
Ask them if they know any other adjectives like this to
describe places (e.g. interesting, exciting, boring). Ask
them to brainstorm words while you write them on the
board.
Write the words interested/interesting and bored/boring
on the board. Tell the students they are going to learn
the difference between these similar words.
Ask the students to read the conversations.
Read the two questions and elicit the answers from the
class.
Answers
1 interesting, boring; -ing ending
2 interested, bored; -ed ending
• Explain to the students that we use the -ing adjectives
to describe something (e.g. The book is boring) and we
use the -ed adjectives to describe the way someone
feels (e.g. I am bored).
• Check the students' understanding of the different
kinds of adjectives by putting some sentences on the
board and asking them to decide which sentence is
correct (e.g. The movie was fascinating/fascinated; I am
exciting/excited about meeting my friends).
• Highlight that the adjectives with -ed endings follow
the same pronunciation rules as the regular simple past
verbs with -ed endings (e.g. bored ends in a /d/ sound,
but excited ends in an /id/ sound). Refer the students to
Section 2.
B
Ask the students to look at the picture of the boat on
the Mississippi and to tell you anything they know about
New Orleans.
Ask the students to repeat the adjectives in green in the
message after you, first chorally and then individually.
Go over the meanings of any unfamiliar words. Check in
particular that the students understand tiring/tired.
Give the students time to complete the message with
the adjectives. Circulate and monitor, assisting where
needed. Check the answers with the class.
Before you ask the students to work in pairs, focus on
the Watch out! box. Tell them that It is possible to say
I was boring, but that this means that everyone was
bored because of me!
Read the instructions and the list of topics to the class.
Give the students a couple of minutes to think of ideas
and make some notes.
• Direct the students' attention to the model conversation
and have them repeat after you, both chorally and
individually.
• Put the students in pairs to complete the exercise.
Encourage them to use the -ed and -ing adjectives in
their discussion.
• When the pairs have finished, elicit some examples from
the class.
Lead-in
• Ask the students to look at the picture of the two
people (Gary and Monica). Ask them to work in pairs
and discuss where they think they are, how they think
they are feeling, and what they are talking about. Listen
to their ideas and prompt further speculation with your
questions.
• Direct the students to the title of this section and
explain that they will hear a conversation in which
simple past questions and negative statements will be
used.
A
.H 61 See the Student's Book for the audio script.
• Read the instructions to the class. Check that the
students understand have fun (have a good time).
• Play the audio once or twice, and ask the students to
listen for whether Gary and Monica had fun.
• Check the answer with the class.
No, they didn't.
NOTICE!
• Ask the students to find and circle all the simple
past verbs in the conversation and then to write the
base form of each verb.
• Point out that there are a total of 20 examples of
the simple past in the conversation.
• Check the answers as a class. Point out that lost is
the irregular simple past form of lose.
Answers
was (be), wasn't (be), went (go), didn't feel (feel),
didn't have (have), didn't do (do), was (be), did
you do (do), didn't do (do), stayed (stay), watched
(watch), had to (have to), went (go), tried (try), Did
you like (like), was (be), played (play), was (be),
wasn't (be), lost (lose)
Speaking of the past u n it 10 T102
B
Form
• Tell the students to use the conversation in Ex. A to help
them complete the sentences in the grammar table.
• Check the answers with the class. Read the rule below
the grammar table, and elicit the answer from the class.
• Focus on the simple past form of be (was/were and
wasn't/weren't). Emphasize that we do not use did/
didn't to form questions and negatives with be.
• Highlight that the main verb is always in the base form
I didn't go; Did you go?, and not *Did you went?
• Refer the students to the Watch out! box. Highlight
that the verb do (as in do an activity) needs the auxiliary
did/didn't in negative statements and questions. The
confusion for the students may be the fact that do
appears twice—once as a main verb (do) and once as a
simple past auxiliary (did).
• Check that the students understand that they have to
complete the questions and then match them to the
answers.
• Ask the students to work individually to complete the
exercise.
• When the students have finished, ask them to compare
their answers in pairs, discussing any differences.
Extra: grammar practice
Make questions from these prompts using the simple
past.
1 you / go out / on Friday night?
2 where / you / go?
3 what / you / do / on Saturday?
4 the game / good?
Answers
1 Did you go out on Friday night?
2 Where did you go?
3 What did you do on Saturday?
4 Was the game good?
D
• Direct the students' attention to the model conversation
and have them repeat after you both chorally and
individually.
• Give the students a couple of minutes to think about
what they did over the weekend and to make some
notes. Refer them to Ex. C, and encourage them to use
some of those questions to find out about their partner's
weekend.
• Put the students in pairs to complete the exercise.
Circulate and monitor, assisting where needed, asking
more questions to encourage them to give details.
• When the pairs finish, elicit some ideas from the
class. Correct any errors in the use of the simple past,
including the pronunciation of the -ed endings.
Workbook pp. 59-60, Section 3
6 L is t e n in g : understanding the
m a in id e a
Lead-in
Read the information in the skills panel. Emphasize that it's
not important to understand every word. Remind the class
to listen for key words and repeated words.
A
62 Give the students time to look at the answer
choices. Be ready to pre-teach or explain some of
the vocabulary from the audio (e.g. vacation, terrible,
festival.) Play the audio once, and check progress. Play it
again, if necessary.
Audio script
1
W = Woman, E = Eric
W: Oh, hi, Eric! How was your vacation?
E: It was terrible!
W: Oh, no! Why?
E: We went on a tour of Hawaii, but it wasn't fun. The tour
guide wasn't very friendly, and he didn't give us much
information about the Hawaiian Islands.
W: Oh, it's too bad the guide wasn't good.
E: Yeah, he was terrible. I complained to the tour company.
W: I' m sorry you didn't have fun.
2
M = Man, K = Karen
M: How was your weekend, Karen?
K: It was fantastic!
M: Oh, good! What did you do?
K: ' Well, my boyfriend took me to dinner on Friday night.
We went to a really nice French restaurant, and the food
was excellent. On Saturday my friend and I went to a
neighborhood festival, and it was really fun. On Sunday my
boyfriend and I saw a really good movie. So it was a fun
weekend.
M: Good. You were really tired on Friday, so I'm glad you had
a good weekend.
K: Thanks.
B
• Give the students time to read the answer choices. Play
the audio again and ask the students to circle the main
idea. Check the answers with the class.
• Read the instructions to the class. Ask the students to
tell you the words in each conversation that helped
them understand the main idea (e.g. item 1: terrible,
complained; item 2: fantastic, fun).
Answers
1 terrible, Oh (no), wasn't/ didn't have (fun), wasn't
good / very friendly, didn't give much information / it's
too bad, complained, I'm sorry
2 fantastic, good, really nice, excellent, fun, a fun / good
weekend, I'm glad
Workbook p. 60, Section 4
B ANALYZE Read the conversation in Exercise A again.
Form C o m p lete th e ta b le . Then choose the co rrect option to co m plete the sentence below.
Be Other verbs

Negative statements It wasn't very good. I (4)_ feel well.

Yes/No questions (1) Was it a good game? you like It?

Short answers Yes, it was. / No, (2) it wasn t Yes, we did. / No, we didn't.

Information How (3) was What (6) you

questions your weekend? do this weekend?

In negative statements, questions, and short answers, use d id or d id n 't with . . . .

a) be. CbTother ve rb s?}

C PRACTICE Complete the questions 1-6. Then match them to

the answers a-f.
WATCH OUT! I
—
k

go out on Saturday night? , a) 1went to lunch at Whole Earth

*<
It
o
c

you g o ? ------- - f- b) 1went to a club.

^ What did you do
2 Where
3 Was last weekend?
it fun? v j Yes, 1did.
<8> What you did last
4 Who d id you go w i t h ? ^ ^ \ y d) It was excellent!
weekend?
5 W hat d id you do on SundaynV r - e ) 1went with my friends.
6 How was the fo o d ? -------------- ' ' f) Yes, it was.

D H NOW YOU DO IT Work in pairs. Ask about your partner’s weekend.

A: D id y o u g o o u t o n F rid a y ?
B: No, I d id n 't. I s t a y e d h o m e a n d w a tc h e d a D V D . W h a t a b o u t y o u ?

6 L I S T E N I N G : understanding the main idea ............................................................................................................................- - - - -

It isn't necessary to understand every word of a conversation to understand the topic

and the main idea. Listen for key words and repeated words.

^¡]62 Listen to these conversations.

(^ircl§)the topic of each one.
i<^Ta"vacatio n } b) work c) the man's wife
2 aTalestival b) a trip weekend^}

B Listen again.(^ircl§)the main

idea of each conversation.
1 a) T h is person had a good t ime.
<S ~ Th is person had a bad tim eIT>
2<gTTFiis person had a good tim e>
b) This person had a bad time.

C What key words or

repeated words did you
hear? Listen again if
necessary.

I f
Speaking of the past U N IT 10 103
 7 R U I N G ; sequencing and connecting ideas
o When we write or talk about an event, we usually tell the story in chronological order.
We use specific words and phrases to indicate sequence.

A Read this blog entry. Answer the questions below.

SUPER COOL PETS

wo months ago, I found a dog in the street.
First, I asked my neighbors if it was their dog,
but it wasn't. Then, I made posters and put
them around the neighborhood. Nobody called me.

A fter that, I put an ad in the newspaper. A week

later, a man called, but it wasn't his dog. Finally,
I decided to keep the dog. His name is Joey,
and he's great!

Add comment Email

1 Which words indicate the order of events in the story?

2 W hat punctuation do we usually use after sequencing words or phrases
at the beginning of a sentence?

B Number the sentences in a logical order to form

a story. There is more than one correct order!
m - i had an amazing day!
[6] She had tickets for a concert to see my favorite band that night!
The concert was amazing.
QD she really surprised me!
|2l It was my birthday, and my girlfriend picked me up at my house in
the morning.
m ... we went home at about midnight. It was really an incredible
birthday!
we went shopping. She bought me some CD s and a jacket.
4 3 - she took me to a really nice restaurant for lunch.

C Write the story in your notebook. Add the sequencing

words and time expressions in the box below.

After that Finally First Then Two months ago

D Q Work in pairs. Read your stories. Are they exactly

the same? If not, are they both logical?
^5

Lead-in
• Write three events on the board. These should be
events that occur in a specific order (e.g. I walked to the
store. I bought some groceries. I cooked dinner, etc.).
Write them in random order, and ask the students to put
them in the correct order. Then ask them if they know
any words they could use to indicate the order of the
events. They may know finally, for example, and they
encountered first in an earlier unit. Tell the students that
we use words like these to indicate a sequence, (i.e., the
order in which events happen in a story).
• Read the information in the skills panel to the class.
• Explain that we can use a number of sequencing words
and phrases to help us tell a story chronologically.
Extra: reading for the main idea
Ask the students to read the story in Ex. A quickly and
tell you what the main topic/idea is (a girl found a dog
and kept it).
c
• Tell the students they are going to write the story.
Explain that they should use sequencing words they
listed in Ex. A to complete the exercise (the places
indicated with ... in the sentences), and they should
begin Two months ago, ...
• Give the students time to complete the exercise
individually. Circulate and monitor, assisting where
needed, and check that they use commas after the
sequencing words.
• When the students finish writing, take the opportunity to
encourage peer-correction by having the students hand
their story to the person next to them to correct.
• Remind the students that it would also be logical to go
shopping after going to the restaurant.
is m m im r .
Two months ago, I had an amazing day! It was my
birthday, and my girlfriend picked me up at my house in
the morning. First, we went shopping. She bought me
some CDs and a jacket. Then she took me to a really
nice restaurant for lunch. After that, she really surprised
me! She had tickets for a concert to see my favorite
band that night! The concert was amazing. Finally, we
went home at about midnight. It was really an incredible
birthday!

D
Give the students time to read the blog entry. Answer
any questions about unfamiliar vocabulary. • Read the instructions to the class.
Focus the students' attention on the questions below • Put the students in pairs to read their stories.
the blog. Ask them to discuss their answers in pairs. • When the pairs finish, have a brief class discussion about
Then check the answers with the class. any differences in the stories.
To wrap up, ask the class to reconstruct the events
of the story in their own words. Alternatively, ask the
class if anyone has a similar story about a lost pet, and •Extra: homework
encourage the students to tell their stories. Ask the students to describe an interesting day or an
interesting trip to another city, using the simple past
Answers tense and the sequencing words and time expressions
they learned in this section.
1 Two months ago, First, Then, After that, A week later,
Finally
2 a comma (,)
Workbook
B
Read the instructions to the class. Give the students
time to read the sentences.
Ask them to complete the exercise individually.
Encourage the students to work in pencil so that they
can change their order, if necessary. Point out that there
is more than one possible order.
When the students finish, ask for volunteers to read the
lines of the story in their chosen order.
Point out that the last two lines could logically be the
other way around.

Speaking of the past UNIT 10 T104

 «V
•HIS B #B B H mora b le
experiences
Lead-in
Ask the students to keep their books closed. Begin by
writing on the board a true sentence about yourself (e.g.
In 2009, I had an amazing experience.). In order to create
interest and to carry on with the theme of reading for the
main idea, write a few key words from the story so that
they have further clues about what happened (e.g. soccer,
famous, behind, shook hands). Don't tell the students what
happened. Tell them to ask questions to find out, but they
cannot simply ask What happened? You can only answer
questions with yes or no (e.g. Was it a soccer game? Did
you meet a famous person?). Continue until the students
find out exactly what happened.
A win money, but only in a lottery or a competition (to
• Check that the students understand the exercise. Ask
them to match the verbs to the noun phrases.
• Have the students complete the exercise individually
and then compare their answers in pairs.
B
• Ask the students to look at the pictures and match them
to the phrases in Ex. A (e.g. get a fantastic gift to the
first picture). Then give the class one or two examples
that are true for you (e.g. Once, I took an amazing trip.
I went to Russia; Once, I saw a fantastic concert. I saw
Elbow in Los Angeles.).
• Ask the students to work individually to write their
own true sentences. Highlight the use of the time
expressions used with the simple past at the beginning
of each sentence.
• Encourage them to write one sentence for each of the
six experiences and to recycle adjectives with -ed and
-ing endings.
• Circulate and monitor, assisting where needed.
c • Elicit some questions the students can ask their group
• Before you ask the students to work in groups, have
them look at the model conversation.
• Remind the students that we use words like Really? and
Wow! to show interest. Ask them to repeat the words
after you, focusing on natural intonation.
• Put the students in groups of three or four to complete
the exercise.
• When the students finish comparing their experiences,
listen to responses from the class. Find out who has
had amazing experiences, and remind the students to
use expressions that show interest and surprise with the
correct intonation.
► Workbook p. 61, Section 6
A
63 See the Student's Book for the audio script.
• Ask the students to keep their books closed. Tell them
they are going to listen to a conversation between two
friends in which one of them describes an experience
they had. They should listen and tell you if the
experience was good or bad.
• Play the audio once, and check the answer with the
class. Elicit key words that helped them understand the
answer (Wow!, won, amazing).
• Highlight the irregular simple past form won, and ask
the students to find the base form in the text (win). Tell
them that you win a competition or a prize. You can also
talk about the money you receive for working, use the
regular verb earn).
• Ask the class to tell you what the experience was
(winning $2,000 on a TV show). Play the audio again, if
necessary.
• Ask the students to open their books, and then put
them in pairs to practice the conversation.
B
• Read the instructions aloud. Explain that the students
can use the time expressions in Section 8, Ex. B as well
as sequence words from Section 7.
• Give the students time to write their notes individually,
and be prepared to help, as needed. If some students
cannot think of an experience, encourage them to
invent one.
c
members to find out more about their past experiences
(e.g. Where were you?; When did it happen?; What
happened next?). Refer them to the questions in Section
5 if they need additional ideas.
• Put the students in groups of three or four to complete
the exercise. Circulate and monitor, assisting where
needed. Make notes of any errors to address later.
• When the groups have finished, listen to a few examples
from the class.
Workbook
m m
p. 62, Read and write
p. 63, Down time
8 memorable experiences
A Match the verbs and
noun phrases to make
collocations for memorable
experiences.
a picture of ...
a famous person
a fantastic gift
a special letter
an amazing concert
a trip to ...

B Write sentences that

are true for you using the
ideas in Exercise A and
your own ideas. Add more
information.
A year / A week / Six months ago,
saw
Once,
took
Last week/month/year,
got
In March/2011,

C ES Work in groups. Compare your sentences.

A: O nce, I saw a famous person. I saw G eo rg e C looney at the airport.
B: Really? Wow!

9 talking about a past experience

A Bf%63 Listen to the conversation below.
Did Sally have a good experience or a bad experience?
Sally: I was on TV three months ago.
Anna: Really? W hat show were you on?
Sally: My boyfriend and I were on Dance Craze.
Anna: Wow! Did you win?
Sally: Yes, we did! We won $2,000!
Anna: Really? That's amazing!

B Think of an experience that happened to you.

Write notes.
The experience:
When it happened:
W here it h a p p e n e d :___ _____________________________ _
O ther information:

C S3 Work in groups. Talk about your

experience. Answer any questions from
people in your group.

Speaking of the past io 105

 V V ll
TAKING NOTES ON A TEXT
• Read the text to understand the main idea. Don't take notes.
• Read the text again. Underline the important information.
• Write key words and phrases in your notebook. Don't copy
complete sentences.
• Reread your notes. Are they logical? Do they help you remember
what you read?

A Read this magazine article. Why is the culture of New Orleans different from the
culture in other parts of the U.S.?

T
he biggest cultural influence in the U.S. is from Mexico and
Great Britain, but one exception to that is in New Orleans,
on the Mississippi River. In the 17th Century, the French explorer
LaSalle claimed the river for France, and in 1718, the French
founded New Orleans. The city became a favorite port for
pirates! In 1762, France ceded New Orleans to Spain, but in
1800, Spain returned the city to France. Finally, in 1803, France
sold the territory, including New Orleans, to the U.S.
Many Americans went to live in New Orleans, but
French speakers continued to dominate in the 19th
and early 2 0 th Centuries. They did not come only from
France, but also from Haiti (a former French possession)
and from Canada. The French-speaking Canadian
immigrants were Acadians (called Cajuns). The French,
the Cajun, and the Haitian cultures joined together to
create the unique architecture, cuisine, and music that
are famous in New Orleans today.

Thekistory of Prendi speakers in New Orleans

B Read the text again. Underline Ctntuy — I * ^ j d è M id ià iìa à s ^ K u w fr frame,

information that relates to this question: 1718 — prendifounded New Orleans

What is the history of French speakers in 1762— Prendi yaw New Orleam to Spain
New Orleans? 1800— Spain returned New Orleans to franse

C Read these notes. Compare the 1803— Prance sold New Orleans to the U.S.
information in the notes with the 10^ & early 2.0th C enturies: P r e n d i speakersfro m ,

information you underlined. Is it the same? Prance, H a iti, Canada, (C a ju n s) d om in a n t

 • Read the instructions to the class. Emphasize that
this time, the students are looking at the text only to
underline information that will help them answer the
Step 1 Read the text to understand the main idea. Don't question.
take notes. (Ex. A, Ex. D) • Ask the students to complete this exercise individually
Step 2 Read the text again. Underline the important and then to compare their answers in pairs.
information. (Ex. B, Ex. E) • Do not check answers since this is the purpose of Ex. C
Step 3 Write key words and phrases in your notebook. (see the notepad there for the information the students
Don't copy complete sentences. (Ex. C, Ex. F) should have underlined).
Step 4 Reread your notes. Are they logical? Do they help
you remember what you read? (Ex. C, Ex. F) c
Lead-in • Read the instructions to the class. Ask the students to
• Ask the students when they need to take notes for the compare the information they underlined in the text
purposes of Study and Learning. Elicit suggestions with the notes on the notepad.
from the class and make a list on the board. Possible • Briefly find out what some of the differences were.
examples include when listening to lectures, when • Highlight that we do not normally use the articles the,
reading and summarizing articles or books, when a/an in notes, but that we need to use them when we
recording key vocabulary and expressions. are doing other forms of writing.
• Write N.Y.C. and L.A. on the board. Ask the students
what the abbreviations stand for (New York City and Los
Angeles). Tell them that using abbreviations like these Extra: our country
when we take notes helps us save time. Elicit any other Ask the students what important dates there are in
abbreviations the students may know. their country's history, and write them on the board
in chronological order. Ask the students to use
A these dates to tell you the history of their country.
• Ask the students to read the title of the text and then Alternatively, ask them to do this as homework.
tell you what type of information they normally find in
this type of text (dates, major events, important people
or groups of people). Go over the meaning of some of
the unfamiliar words. Encourage the students to figure
out the meanings of any cognates by themselves, but
you may need to help with early in this context (at the
beginning of a period of time).
• Emphasize that the students should focus on
understanding the main idea of the text and answering
the question, not on understanding every word.
• Ask the students to read the text individually, and then
check the answer with the class.

Answer
Because it has culltural influences from France, Haiti, and
Canada.

Speaking of the past UNIT 10 T106

D G
• Ask the students to look at the pictures, and elicit any
information they know about the two places.
• Put the students in pairs, and ask them to decide who is
Student A and who is Student B. Tell them to cover their
partner's text with a piece of paper so they cannot see it
(Student A reads about Dubai, so they should cover up
the text about Hong Kong).
Answers
Student A: Because it was an important port, and
because oil was discovered there in 1966.
Student B: Great Britain took possession of Hong Kong
from China in 1842. It was a colony from then until 1997,
when it was returned to China.
E • Give them some time to think about different situations
• Read the instructions to the class.
• Emphasize that this time, the students are reading the
text only to underline information that will help them
answer the question above their text.
• Check the answers with the individual As and Bs.
F information as part of a presentation at work or in order
• Ask the students to use the information they underlined
in Ex. E to write notes about their text.
• Encourage the students to use the example notes in
Ex. C as a model. Tell them that they will need to make
their notes clear so that they will be able to understand
them later.
• Circulate and monitor, assisting where needed.
Draw the students' attention to the example
conversation as a model for the exercise.
• Ask the students to close their books when they talk
about their texts.
• Make sure the students use their notes and have their
books closed.
• Working with the same partner from Ex. D, ask the
students to listen carefully to their partner while they
talk about their text and to write down key information
that they hear. When they finish, prompt them to
read their partner's text in Ex. D and check that the
information their partner gave them was correct.
& REFLECT
• Ask the students to read the Reflect question.
in the domains of Self and Society and Work and
Career where the skill of Taking notes on a text would
be useful.
• Elicit the following ideas: to remember information you
want to look into further or you want to cross check, to
remember to discuss something with a friend; to use key
to support your views in a meeting, etc.
D Work in pairs. Student A, read the question and the
text about Dubai. Student B, read the question and the text about Hong Kong.
Student A
How did Dubai becom e a wealthy city?

Dubai, on the Arabian Gulf, is an important international center of finance and tourism.
Many people think that Dubai's success is only because of its petroleum, but petroleum
is only one factor. In the 19th Century, Dubai became a major port and center of
commerce on shipping routes from India. It also had an enormous international
market for its pearls. Dubai was already a wealthy city, and the discovery of oil in
1966 made it much, much wealthier.

Sheikh Rashid, Dubai's leader since 1958, used oil money to modernize the
infrastructure of Dubai. He made Dubai a free port, and it became the major
business center for the region. Rashid also promoted Dubai as a tourist
destination. In the 1970s, Dubai joined with six other emirates to form the
United Arab Emirates. The UAE is now one of the richest nations in the world.

Student B
W hat was the role of Great Britain in the history of Hong Kong?

Before the 19th Century, the island of Hong Kong had a very small population. The residents were Chinese fishermen
(and a number of pirates!). In 1842, Britain defeated China in a war and took possession of the island of Hong Kong.
(The island gets its name from the abundance of flowers that grow there. "Hong Kong" means "fragrant harbor.") In
a second war, Britain took Kowloon, across the harbor from Hong Kong. Finally, in 1898, a large area next to Kowloon
also became British property. This annexation gave the British more space to expand the colony. Britain established a
major port in Hong Kong, and the city became famous for shipping, banking, and insurance. Many people immigrated
to Hong Kong from China in the 20th Century. In 1984, Britain agreed to return Hong Kong to China in 1997. On July 1,

E Read your text again and underline information that relates to the question.
F Use the underlined information in your text to write notes in your notebook. Then
reread your notes to check that you can understand them.
G Close your book. Use your notes to tell your
partner about the text you read: REFLECT...
A: What was you r q uestion?
How can the skill of taking notes
B: My question was: "H ow d id Dubai b eco m e a wealthy city?"
be useful to you in Self and
A: So what d id you find out?
Society and Work and Career?
B: Well, Dubai initially becam e wealthy in the 19th Century as ...

Speaking of the past u n it 10 107

Languagewra
1 V O CA BU LA RY
Complete these sentences with phrases in the box. Then(girclg)the correct option.
(10 points)

got a fantastic gift got a special letter met a famous person saw a concert took a trip

1 I had a terrible weekend. My friend and I (1) iook a tnP to the mountains, but it
rained and we stayed inside all day. It was really (2) b o red Ad o rin g )
2 It was my birthday yesterday. Ij3 ) _9°ta J ^ tastlc from my paren^-s They gave me a
digital camera. I was really jA'C^xcite^y^exciting.
3 My husband (5) 3 0 t^ pecia in the mail yesterday. It was an invitation to meet the
President. He was really (6(jm a z e d )/ amazing.
4 I had a great weekend. I (7) sawa concert on Saturday night. Manu Chao played in
Detroit. The trip was pretty (8) tired /(tirinq) but it was a fantastic night!
met a Famous ... r v----- . , ^
5 I (9)
person once. He is a famous movie director. He sat next to me on a flight to
New York. W e talked a lot about movies. He was very (10) interested (interesting^

8-10 correct: I can talk about memorable experiences and use adjectives with -ed and -ing endings.
0-7 correct: Look again at Sections 4 and 8 on pages 102 and 105.
SCORE: /10

2 C AR
Complete this postcard with the simple past form of the verbs in parentheses. (10 points)

Hi JaMMMie,
Here I am in New York. I t ’sgreat. The hotel U excellent,

JSf' M id the people are really friendly. When I arrived at

I the airport, saw (see) the Statue o f
s ..
li.liil Liberty from, the plane. I t wax amazing! From, the
i ll airport, 1 (2) took a. ta xi to tha h otel
« ”
I k the afternoon. 1(3, went ( j ° ) * » * * tot ° f ™ Jaxmlne Brown.
■lil iiii
fliii Empire State Building. The views (4) w ere ( )
255 M ain Street
fissl
ll f speAaoular! In. the evening, 1(5) met (m oot)
III ■myfrie n d Amy fo r d in n er We :«
Am arillo, T X 79119

a.pizza.— t wax really deuriows. I

(n o t stay) ou t too late, though.. /(8) was (* * )
really tired. And how are you? What (9) '
m do (do) to celebrate y ou r birthday?
Sorry i m wasn'f (be) there!
Louisa.

8-10 correct: I can use the simple past to talk about past events and to ask questions about past events.
0-7 correct: Look again at Sections 1 and 5 on pages 100 and 102.
SCORE: /10
Language wrap-up 1 Vocabulary
Students can do the Language wrap-up exercises in Encourage the students to read each sentences carefully
class or for homework. If you give them for homework, before they complete it with the correct phrase in the box
remember to check the exercises at the beginning of the and by circling the correct option.
next class, or collect a few to grade and identify any typical 2 Grammar
errors.
• Before the students do this exercise, ask them questions
If you decide to do the exercises in class, you can about what people do or go to see when they visit New
approach the wrap-up as a two-step reviewing procedure. York.
First, ask the students to do the Vocabulary section • Highlight that take can collocate with a number of
individually. When ready, encourage the students to check different nouns (e.g. a taxi and a picture).
their answers carefully, and then put them in pairs to
compare answers and discuss any differences. Self- and Refer to the Communicative wrap-ups on pp. 138-
peer-correction are two excellent ways of developing 139 of the Student's Book for more activities.
learner independence and creating a cooperative learning
environment. After completing the Vocabulary section, you
can apply the same procedure to the Grammar section.
At the end of each section, make sure that the students
write their score out often. If they have a score lower
than eight, direct them to the appropriate sections of the
unit, and encourage them to read those sections again for
homework. After that, ask the students to complete the
exercise(s) again at home.

Unit 10 Competence developed CEF Reference (A1)

1 Grammar can form affirmative statements in the simple past Table 1; Table 2; Sections 5.2.1.2;
6 .4 .7 7 ; 6 .4 7 .8
2 Pronunciation can correctly pronounce the simple past of regular verbs Section 5.2.1.4
3 Reading can understand a short survey Table 2; Section 4.4.2.2
4 Vocabulary can understand and use - e d and -in g adjectives Table 1 ; Table 2; Section 4.4.1.1 ;
Section 4 .4 .3 .1 ; Section 5.2.1.1
5 Grammar can form questions and negative statements in the Table 1; Table 2; Sections 5.2.1.2;
simple past 6 .4 .7 7 ; 6 .4 7 .8
6 Listening can understand the main idea of a simple conversation Table 1; Table 2; Section 4.4.2.1
7 Writing can order and connect simple ideas Table 2; Section 4 .4 .1 .2 ;
Section 4 .4 .3 .4 ; Section 5.2.1.6
8 Vocabulary can use set phrases to talk about past experiences Table 1; Table 2; Section 4.4.1.1 ;
Section 4 .4 .3 .1 ; Section 5.2.1.1
9 Speaking can describe a past experience Table 1; Table 2; Section 4 .4 .3 .1 ;
Section 5.2.3.2

Speaking of the past UNIT io T108

UNITI!
The expression great lives refers to the lives of great people—people famous for their
accomplishments and contributions to the world.

Ask the students to keep their books closed. Tell them to

Unit pi think about "great" people from around the world who are
no longer living. Explain that in this sense, great person
Unit opener means someone who achieved great things in politics, art,
(p. 109) 10 min.
sports, etc. Elicit names and write them on the board, as
• Optional downloadable unit opener 10 min.
well as each person's occupation or accomplishments.
1 Vocabulary: life events (p. 110) 25 min.
2 Listening: to a life story (p. 110) 30 min. Refer the students to the lifeSkills panel. Tell them that
the topic of this unit's lifeSkills section is Brainstorming
3 Grammar: simple past with (p. 111)40 min.
in a group. Ask them what brainstorming is (a way of
when clauses
developing new ideas through a discussion, in which
4 Reading: scanning for specific (p. 112) 30 min. several people make a lot of suggestions and the best
information /Q ones are chosen). Ask them why this skill is useful.
5 Vocabulary: historical events (p. 112) 25 min.
6 Speaking: taking time to think (p. 113) 20 min. A
7 Grammar: direct and indirect objects (p. 114) 40 min. • Ask the students to look at the pictures, and ask for
8 Pronunciation: object pronouns (p. 115) 15 min. volunteers to read the names aloud.
9 Writing: a short biography (p. 115) 20 min. • Put the students in pairs or groups to discuss the people
they recognize and their professions.
• Optional downloadable Writing 20 min.
• Elicit some ideas from the class. Write the professions
workshop: a short biography
on the board.
lifeSkills: brainstorming in a group (p. 116) 45 min.
(Study and Learning)
• Optional downloadable lifeSkills 45 min.
Gianni Versace—fashion designer
lesson (Work and Career) Indira Gandhi—former Prime Minister of India
• Optional downloadable lifeSkills 45 min. Luciano Pavarotti—opera singer
lesson (Self and Society) John F. Kennedy—former President of the U.S.
Language wrap-up (p. 118) 15 min. Cleopatra—Egyptian queen
Video and downloadable video worksheet 45 min. Coco Chanel—fashion designer
Martin Luther King Jr.—American civil rights leader

Lead-in
Direct the students' attention to the objectives in the unit
menu and go through the information with them. Explain
that this unit focuses on language to talk about events in
the past, and on the following skills which will help them
do this:
Reading: scanning for specific information
Ask the students what a biographical text is. Elicit that it is
the story o f someone's life. Ask what facts we often want
to find quickly when we read a biographical text (e.g. date
and place of birth, nationality, why they were famous, etc.).
Speaking: taking time to think
Ask the students why we sometimes need to think when
we are having a conversation. Elicit possible answers.
Listening: to a life story
Ask the students if they have ever watched a movie or
listened to a story about famous people.
Writing: a short biography
Elicit from the students what kinds of information were
included in the biographical movies they have seen.
B
• Read the instructions to the class, and ask the students
to look at the model conversation. Draw attention to the
fact that Chanel and Versace are in a group because they
were both involved in fashion design; Kennedy and King
could be in a group because they were both American.
• If necessary, prompt the students with categories (e.g.
politics, nationality, profession, male/female). Encourage
the students to be as creative as possible when thinking
of the different combinations.
• Put the students in pairs to complete the exercise.
Circulate and monitor, assisting where needed.
• When the pairs finish, elicit some ideas from the class.
Possible answers
Gandhi, Cleopatra, and Kennedy were heads of state.
Pavarotti and Versace were both from Italy.
Pavarotti, Versace, and Chanel were all from Europe.
Kennedy, Cleopatra, Luther King and Versace all died
young.
Kennedy, Gandhi, Luther King and Versace were all
assassinated, and they and Cleopatra all died unnatural
deaths.
Gandhi, Kennedy, Luther King, and Versace were all born
and all died in the 20th Century.
 IN THIS UNIT YOU
0 learn language to talk about
people and events in the past
A How many of these people do you recognize?
What were their professions?
read about the life of a famous
% person—scanning for specific
information
learn phr&ses when thinking about
% answers to a quiz—taking time to
think
Q listen to biographical information
about the life of a famous person
0 write a short biography
watch a video about the lives of
famous people

B Q| Work in pairs. Put the people in Exercise A in

different groups or pairs according to their similarities.
Think of as many combinations as possible.
A: W h a t d o C o c o C h a n e l a n d G ia n n i V e rs a c e h a v e in c o m m o n ?
B: T h e y w e r e b o th fa sh io n d e s ig n e r s .

LIFE Learn to use brainstorming in a

group to think of ideas
SKILLS
STUDY &
LEARNING
Great lives U N IT 11 109
1 \ f : life events
A Write the phrases in the box under the pictures.

get a job graduate have children retire

B Work in pairs. Tell your partner about a family member’s life.

Use the simple past form of as many of the expressions in Exercise A as you can.
My grandfather was born in 1940. He grew up in a small town. He graduated from high school in 1958 ...

2 , to a life story
A E^ 64 Look at these notes and think about what information
you need to listen for. Then listen to the life story. Do not try to
complete the notes yet.
• • • § • •% • • • • « » S i
Audrey Hepburn

Date o f birth: (1) _ M ay 4, 1929

Place o f birth: Brussels, Belgium

Profession: (2) a ctre ss

Her age when she moved to New York: (3) ^2

Year she won her first Oscar: (4) ^

Her last movie: "Always'', with director Steven Spielberg, 1989

Type o f work in her later life: Working with U N IC E F to help children

Date she died: (5) Ja n u a ry 20, 1993

B Listen again and complete the notes in

Exercise A.

C ¡¡Jf What other information did you learn about

the life of Audrey Hepburn?

1 Vocabulary: life events
Lead-in
Ask the students to keep their books closed. Ask them to
think of important or memorable events in their own lives
or in people's lives in general. Try to elicit as many of the
events from Ex. A as you can.
Ask the students to look at the pictures and tell you
what's happening in each one.
Read the instructions to the class. Then ask the students
to repeat the phrases in the box and under Pictures 1,2,
5, and 8, first chorally and then individually.
Ask the students to do this exercise individually and
then to compare their answers in pairs.
B in 1989. She decided to end her acting career because she
Tell the students they are going to talk about the life
of someone in their family. Encourage them to choose
someone they think has led an interesting life—it may
be someone who is still living, or who has already died.
Point out the model sentences.
Give the students a few minutes to write what they know
about the person's life. Encourage them to use as much
of the vocabulary from Ex. A as possible.
Put the students in pairs to complete the task.
When the pairs finish, invite individual students to share
their stories with the class. Correct any errors in the use
of the simple past, and prompt the students to describe
what they learned about other people's relatives.
Workbook pp. 65-66, Section 3
T3
2 Listening: to a life story
Lead-in
Review the skill of listening for numerical information,
since students will have to write missing numbers in Ex. A.
Prepare a few years and dates (e.g. 1984; May 13, 1999;
September 2003, etc.). Read them aloud and ask the
students to write them down. Check that they have written
them correctly by asking them to read the dates aloud.
64 Ask the students to look at the picture, and
elicit any information they know about Audrey Hepburn.
If she is completely unknown to them, ask them what
job they think she did. Elicit that she was an actress.
Give the students time to read the notes silently. Then
ask them to work in pairs and predict what information
could go in each blank (e.g. Profession—model).
Encourage them to look at the picture because it may
provide some additional clues.
• Tell the students that they will hear Audrey Hepburn's
life story, and they need to follow the notes and listen
for the missing information. Tell them not to write
anything at this stage, but to compare the information
with their predictions.
• Before you play the audio, elicit that writing down the
numbers we hear helps with understanding. Remind the
students to repeat the number back to make sure that it
sounds the same.
Audio scrip t_ _ _ _ _ _ ___
Audrey Hepburn was born on May 4th, 1929, in Brussels,
Belgium. Her career as an actress began in London in 1948,
but she moved to New York when she was only 22 to become
a Broadway actress. Soon after that, Hepburn began acting in
Hollywood movies, and she quickly became very, very famous.
She won her first Oscar® in 1954 when she was only 24 years
old, and she won many more awards during her career.
Hepburn's last movie was Always, directed by Steven Spielberg,
wanted to help children around the world. She worked with
UNICEF and traveled to many countries in Asia, Africa, and
Latin America. She died at her home in Switzerland on January
20th, 1993. Audrey Hepburn was a great actress and a great
humanitarian.
B
• Before you play the audio again, ask the students to
work in pairs to discuss any details they remember
about Audrey Hepburn's life story.
• Explain that this time, the students should listen to
the story and try to complete the notes. Remind
them to write only key words and phrases, and to use
abbreviations where possible.
• Play the audio once or twice, and ask the students to
complete the exercise.
• To check answers, ask for volunteers to write their
answers on the board.
c
• Read the instructions to the class.
• Ask the students to do this exercise in pairs, and then
elicit ideas from the class. If they do not have any more
information about Audrey Hepburn, play the audio
again and ask them to listen for one or two more facts. If
necessary, play the audio a third time.
• Check the answers with the class, and stimulate
discussion by asking if they remember her or if they've
heard about her. Prompt them to talk about famous
actresses from their country.
Answer
Her career began in London, in 1948; she won many
awards during her career; she traveled with UNICEF to
countries in Asia, Africa, and Latin America; she lived in
Switzerland during the last part of her life.
Culture note
Audrey Hepburn starred in a number of well-known
films, including Breakfast at Tiffany's, My Fair Lady, and
Wait Until Dark. She won an Academy Award (Oscar)
for best actress for her role in Roman Holiday.
Great lives unit 11 T i l 0

3 G r a m m a r : simple past with
when clauses
Lead-in
Write a sentence about a true experience on the board
(e.g. When I was 22, I had a lucky escape.). Prompt the
students to ask you yes/no questions in the simple past
tense. Their aim is to find out what happened to you.
Getting the students to ask you yes/no questions in this
way can be a very effective way of giving them practice in
question formation using different tenses.
A (including item 1) and tell you how many of them have
• First, focus on the picture. Ask the students if they know
who the man in the picture is (Steve Irwin) and what
animal they see (a crocodile).
• Read the instructions to the class. Emphasize that the
students should focus on the question Why do people
remember Steve Irwin? Tell them that there are several
possible answers.
• Give the students a few minutes to read the article.
• Briefly focus on some of the vocabulary in the text (e.g.
conservationist: someone who works to protect the
environment from damage or destruction—pronounced
/konsar'veijanist/, wildlife park: an area where wild
animals live and tourists can visit, and cardiac arrest:
when the heart stops; a heart attack).
• Highlight the irregular verb sting—stung, and ask the
students to record it in their notebooks.
Answer
He did excellent work conserving endangered species.
He was a famous conservationist and TV show host.
He died young and unexpectedly when a stingray stung
him.
NOTICE!
• Briefly remind the students what a clause is (a part
of a sentence that contains a subject and a verb).
• Have the students look at the sentence in bold in
the article and then choose the correct answer to
complete the statement.
B class.
• Read the instructions to the class. Then ask a student to
read the sentence in bold in the text in Ex. A aloud.
Function
• Explain to the students that they should consider the
meaning of the statement in bold in the text, and then
complete the sentence with the correct option.
• When the students have finished the task, prompt them
to compare their answers in pairs.
Form
• Ask the students to underline three more sentences with
when in the text (... he got a python for his birthday
when he was six years old; When Steve was older, he
learned to work with crocodiles; ... when Steve went to
the Great Barrier Reef..., a stingray stung him.).
• Ask the students when a comma is used in the
sentences (when the when clause comes first in the
sentence).
• Ask the students to read the statements a-e and check
the correct ones. Check the answers with the class.
• Ask the students to look at the four examples in the
Watch out! box. Elicit why the first and third sentences
are correct (they follow the punctuation rules for when
clauses) and why the second and fourth sentences are
incorrect (they don't follow the punctuation rules for
when clauses).
• Ask the students to read through all the sentences
a comma (four). Elicit from them why these sentences
have a comma (because they start with the when
clause). Remind them to use commas when they rewrite
the sentences that do not begin with when clauses.
• Highlight that if the sentence contains a noun and a
pronoun referring to that noun, the noun should come first
in the sentence. For example, they will need to switch the
noun and pronoun in item 2. Explain that in order to use
a pronoun, we need to know who or what it's referring to
first, which is why we need the noun to come first.
• Ask the students to do the exercise individually and
then compare their answers in pairs.
• Invite volunteers to write their sentences on the board.
Ask the class to check that all of the sentences are
punctuated correctly, with commas where needed.
Extra: grammar practice
Two of these sentences have incorrect punctuation.
Find and correct them.
1 When I heard the news I was very angry.
2 When I was in the park, I saw our teacher.
3 I called my friends when I finished school.
4 She was surprised, when she got the present.
Answers
1 When I heard the news, I was very angry.
4 She was surprised when she got the present.
• Read the instructions and the example sentences to the
• Give the students a couple of minutes to make some
notes in preparation for the group speaking exercise.
Circulate and monitor, assisting where needed.
• Put the students in groups to complete the exercise.
• When they finish discussing their ideas, elicit some
examples from the class. Correct any errors in the use of
when clauses and the simple past, and encourage the
students to express themselves in complete sentences.
Workbook p. 65, Section 2
3 Gfte A simple past with when clauses
A LANGUAGE IN CONTEXT Read this article.
W hy do people remember Steve Irwin?

The Real Crocodile Huntei

Steve Irwin was a famous conservationist and TV show host.
He was born in Australia in 1962, and he grew up in his parents’
wildlife park: Steve loved reptiles, and he got a python for his
birthday when he was six years old! When Steve was older,
he learned to work with crocodiles. In 1996, Irwin started his
TV show, T h e C ro c o d ile H u n t e r , and it became popular in many
countries. On September 4, 2006, when Steve went to the Great
Barrier Reef to film ocean animals, a stingray stung him. He
died that day of cardiac arrest. People all over the world were
sad w h en Steve Irwin died. Many people still remember his
excellent work in the conservation of endangered species.

WATCH OUT! NOTICE!

0 When Steve was six years old, he got a python. 1 Look back at the sentence in
(£) When Steve was six years old he got a python. 2 Which action happened first?
0 Steve got a python when he was six years old. a) People were sad.
(£) Steve got a python, when he was six years old. CTjpSteve Irwin diedl^b

■I m Kim m m iw m m m i pp«* *-

B ANALYZE Read the sentence in bold in the text in Exercise A.

Function Complete the sentence below with the correct option.
The action in the when clause happens ... the other event.in the sentence.
C^fatthe same time or before> b) after

Form Look back at the text and underline the sentences with when. Which
statements are true? Check (/) those which are correct.
a) Q When clauses always go at the beginning of a sentence.
b) Q When clauses always go at the end of a sentence.
c) [3 When clauses can go at the beginning or at the end of a sentence.
d) [2 We always use a comma if a when clause comes at the beginning of a sentence.
e) D We never use a comma with when clauses.

C PRACTICE Rewrite these sentences, changing the position of the when clause.
1 When my friend told me the news, I was surprised. I mis swrpvtieA* when m yfriend to ld news.
2 Sally was happy when she got a new car. When Sally got a new car, she was happy.
When I was ten, I got a puppy.
3 I got a puppy when I was ten.
I loved going to the movies when I was little.
4 When I was little, I loved going to the movies.
5 People were surprised when my dad got a new job. When my dad got a new job, people were surprised.

6 When I went shopping, I saw my teacher. I saw my teacher when I went shopping.

7 When our friends arrived, my roommate was asleep. My roommate was asleep when our friends arrived.

D NOW YOU DO IT Work in groups. Tell your group about something:

• that happened when you were young
• you loved when you were little
• that happened the last time you went out
When I was young, I broke my arm. I had to go to the hospital.

Great lives u n it l l 111

4 READING: scanning for specific information page 95

When you come across a slightly more difficult text, try to focus only on the information you need to find out.

A Work in pairs. Student A, scan the first paragraph and complete sentences 1-5.
Student B, scan the second paragraph and complete sentences 6-10.

T
he story o f the American automobile industry began on July 30, 1863, when
Henry Ford was born on a farm in Michigan. As a boy, Ford did not like school
or farm work, but he was interested in mechanical things. In 1879, when Ford was
16, he left home and moved to the city o f Detroit. He worked as a machinist there
for three years and then returned to his family’s farm. O n the farm, he operated and
repaired steam engines in farm machines. In 1891, he returned to Detroit and got a
job as an engineer. He began experimenting with internal combustion engines, and in
1896, he invented a vehicle called the Quadricycle. He experimented with different
vehicles for several more years, and in 1903, he started the Ford Motor Company.

Many people think Henry Ford invented the automobile, but he didn’t. Gottlieb
Daimler and Karl Benz invented vehicles powered by gasoline engines in 1885—
1886. Henry Ford actually became famous because he invented the assembly line, in
1913. At the new Ford automobile plant in Highland Park, Michigan, workers did
not move around the factory. T h e cars moved, but the workers stayed in one place.
This system was fast and efficient, and cars became less expensive. Ford sold more
than 15 million Model T cars from 1908 to 1927!

Student A Student B he invented the

1 Henry Ford was born in (place) Michigan 6 Henry Ford became famous because (reason) assem^!y l'ne
2 Ford was born on (date)3uly 30' \863 7 n e invented the assembly line in (year) ,999 -n/gh/and Park
3 Ford got a job as an engineer in (year) 39 ' . 8 The new Ford automobile plant was in (place) „Michigan
4 In 1896, he invented (name o f invention) Q uarj riCy Cie 9 Ford sold more than (number o f cars)'5 milllon Model T cars.
5 In 1903, Ford started (name o f company) Ford Motor 10 Ford stopped production of Model Ts in (year) '999 .
Company
B Q f Ask your partner questions to complete the sentences for the other paragraph.
A: W here was Henry Ford born? B: He was born in ... Why d id Henry Ford b ecom e fam ous?

C Read both paragraphs more carefully. Check all your sentences for mistakes.
D Q j W hat other “great lives” do you know about? Give as much information
about their lives as you can.

• L A R Y : historical events
A Complete the sentences about historical events with the words from
1 The U.S.A. won its independence from Great Britain in 1783.
2 Marco Polo explored China for the first time in 1271. , ...
built composed
3 Gustave Eiffel _ built the Eiffel Tower in 1889. discovered explored
4 The Egyptians invented cosmetics in 4000 B.C. fought invented
5 Anton van Leeuwenhoek discovered bacteria in 1683.
6 Cervantes wrote Don Quixote in 1605.
7 Napoleon fought the Battle of Waterloo in 1815.
8 Georges Bizet composed the Qpera Carmen in 1875.

B Write a history question using one of the verbs in

Exercise A. Ask your classmates the question.
A: Who wrote Hamlet? B: Shakespeare. WATCH
^ Who ii
(g)Whoc

|: scanning for
ormation -q
Lead-in
• Ask the students to look at the picture, and ask them if
they know anything about the history of the car industry
and, in particular, Ford.
• Invite a student to read the information in the skills
panel aloud for the class. Explain that this text will be
slightly more difficult, but that they should try to look
only for the information they need and not to worry
about the difficulty of the text as they scan. Remind
the students that they practiced scanning for specific
information on p. 95.
A 5 Vocabulary: historical events
• Read the instructions to the class.
• Remind the students that they do not need to understand
every word, but they need to find the information as quickly
as possible. Also remind them to look for key words and
numbers (depending on the information they are looking
for).
• Put the class in pairs, and ask them to decide who is
Student A and who is Student B in each pair. Check
that the students understand which part of the text they
should read and which sentences they should complete.
Since this is a fill-in activity, it will work best if the students
cannot see their partner's text. Ask them to cover up the
text they are not reading with a piece of paper.
• Ask the students to read their assigned sentences, and
give them time to ask questions about any unfamiliar
vocabulary or expressions. Be ready to explain
potentially challenging vocabulary such as steam
(water vapor), and assembly line (a system for making
products in a factory in which each worker or machine is
responsible for adding or checking a particular part).
• Give the students time to complete the task individually.
Do not check answers at this stage, as the students will
compare their answers in Ex. B.
• Elicit the question words the students will need here, and
write them on the board: What, When, Where, Why, How
many.
• Point out the connection between the question Where
was Henry Ford bom? in the model conversation, and
the sentence prompt for Student A, Henry Ford was
born in (place).
• Draw the students' attention to the fact that they should
use the simple past in their questions and answers.
• Give the students time to think individually of all the
questions they need to ask. Then ask the pairs to
complete the exercise.
• Do not check the answers yet, since the students will
read the text more carefully and check answers in Ex. C.
c
• When the pairs have finished Ex. B, prompt them to
check their answers by looking at the text again and
reading all of it in detail.
• Check the answers with the class.
D
• Read the instructions to the class, and give the students
two to three minutes to write down the names of any
human or animal heroes they know, and what they did.
• Put the students in groups to share their information and to
think of any facts they know about the heroes on their list.
• When the groups finish, elicit some ideas from the class.
Ask some questions to encourage further discussion
(e.g. Where was he/she born? What did he/she do?
When did he/she die?, etc.).
Workbook p. 64, Section 1
O
• Direct the students' attention to the picture and ask them
who they think the person is. (Napoleon Bonaparte,
Emperor of France from 1804-1815.)
• Ask the students to read through the sentences and
tell you the names or places they recognize. Elicit a few
facts the students know about the historical references.
• Go over some of the more challenging vocabulary (e.g. win
independence: become a free country; cosmetics: make­
up; bacteria: tiny organisms that can cause illness; germs).
• Elicit from the class the base forms for each of the
verbs: build—built, compose—composed, discover—
discovered, explore—explored, fight—fought, invent—
invented, win—won, write—wrote.
• Ask the students to work individually or in pairs to
complete the exercise.
• Check the answers with the class. Point out the
difference between invent (make something completely
new) and discover (find something that already exists).
Also point out that compose means to write music.
B
• Read the instructions to the class. Elicit the wh- question
words the students will need (Who, When, What).
• Ask the students to look at the Watch out! box.
Highlight that when Who is the subject of a question in
the simple past, the auxiliary did is not used. Compare:
Who saw you? Jo e saw me. / Who did you see? I saw
Sam.
• Give the students time to write their question. Guide
them to correct any errors in their question formation.
• Put the students in groups of four or five to ask and
answer their questions.
• Ask each group to select two or three questions to ask
to the class.
Workbook p. 67, Section 6
Great lives e s s e
6 Speaking: taking time
to think
Lead-in
• Draw the students' attention to the information in the
skills panel. Read the text aloud.
• Prompt the students to think about what they do in their
language if they cannot answer a question immediately.
Are there any sounds, words, or phrases they use while
they are thinking of an answer?
Alternative
Make the quiz a competition in which each group
competes against the rest of the class. Ask the
questions, and tell the students to discuss the answers
in their group. Encourage them to use the expressions
from Ex. A if they need time to think of an answer. At
the end of the quiz, have the groups exchange papers
so that each group marks another group's answers.
The group with the most correct answers is the winner.

A c
• P| 65 See the Student's Book for the audio script, • Ask the students to check their answers against the
• Read the instructions to the class. Tell the students that answers upside down at the bottom of the quiz, and ask
when they hear the audio, they should underline the them to add up their scores. Have each group tell the
words the speakers use when they need to take time to class their scores to find out which group is the winner.
think.
• Play the audio once or twice, and check the answers
with the class.
• To wrap up, ask the students to repeat the lines of the
conversation one by one, focusing on the intonation in
the sentences with the thinking expressions. Then ask
the students to practice the conversation in pairs.

B
• Focus the students' attention on the quiz.
• Ask the students to read the quiz questions. Tell them
not to look at the answers at the bottom of the quiz.
• Explain any unfamiliar vocabulary, such as tenor (a male
singer with a higher-range voice).
► Workbook p. 66, Section 4
• Put the students in groups of three or four to complete
the exercise. Encourage the students to use the
expressions from Ex. A if they need time to think of an
answer. Circulate and monitor, assisting where needed.

Alternative
Tell groups to choose one person to be the
"quizmaster" (the person who asks the questions and
writes down the answers). The other members of the
group must answer the questions. Make sure that the
quizmaster is the only person in each group whose
book is open.
Sometimes we need time to think of the answer to a
question, or we need to think about the language to use.
We use certain words and phrases to give us time to think.

A ||^65 Listen to the conversation below.

Underline the words and phrases the
speakers use to take time to think.
Alison: What were the names of all The Beatles?
Jenny: Uh. I can't remember.
Chris: Let me think. Oh, yeah. Their names were
John, Paul, George, and Ringo.
Alison: That's right. And when did George die?
Jenny: Just a second. I'm not sure, but I think he
died in 2001.
Chris: Did your parents like The Beatles?
Alison: Well, my dad did, but my mom didn't like
them very much.

B Work in groups. Do the quiz together. Take time to think before

answering if necessary.

TWo points per correct answer

Q W hat famous tenor died in 2007?
Q W ho was the male star in the movie Titanic ?
Q Where was Coco Chanel born?
Q W ho was Christian Bale’s character in The Dark Knight Rises?
Q In what city did John Lennon die?
@ W hat famous book did Mary Shelley write?
0 W ho was the “King of Pop”?
Hill
^ Where did the character Harry Potter go to school?
Q W ho was the first CEO of Apple®?
W hat nationality^vas Indira Gandhi?

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uosjpef peipijAi L uiajsuajjuwj g msn s
UEUijEa f (anuines jo u a v o j sqi) bdueij £
OUdB3IQ0pjBU091 Z tUOJBAEd OUBpnq X :SJ9MSUV

c Check your answers and calculate your score. Which group is the winner?

Great lives u n it n 113

7 direct and indirect objects
A LANGUAGE IN CONTEXT Read this text. How many
Nobel Prizes did Marie Curie win?
A young woman, Maria Sklodowska, went from Poland to Paris in 1891 to study at the
Sorbonne. Pierre Curie was a lab director at the university. Maria (people now called her
Marie) met Pierre there and they fell in love. She married him in 1895 and they began
to work together. In 1898, they discovered polonium and radium, and in 1903, the
Swedish Academy gave them a Nobel Prize. They gave it to them for their discovery <
of radioactivity. When Pierre Curie died, Marie continued their work.
The Academy gave her a second Nobel Prize in 1911. They gave it to
her for her work in chemistry.
NOTICE!
B ANALYZE: OBJECT PRONOUNS Look at the text in 1 Look at the words in bold.
Who or what do they refer to?
Exercise A again.
2 Look at the underlined words.
Function(^ irde)the correct option to complete the sentence. Which are subjects and which
A pronoun replaces(^nouny a verb. are objects?
Form Com plete the table. .WWMMNM J
Subject pronouns I you he she we you they

Object pronouns me you (1 )

him ( 2) her (3) it you (4) them

ANALYZE: DIRECT AND INDIRECT OBJECTS Read the text in Exercise A again.
Form Com plete the tables with more examples,
subject + verb + person or thing (object)

Maria met him there.

They discovered polonium.

a She married him in 1895. / Marie continued their work.

subject + verb + person (indirect object) + thing (direct object)

The Swedish Academy gave them a Nobel Prize.

The Academy gave her a second Nobel Prize.

subject + verb + thing + preposition + person

(direct object) (indirect object)

They gave it to them for their discovery of radioactivity.

They gave it to her for her work in chemistry.
Note: Verbs like repeat and explain always follow this structure.

Function (circie)the correct options to complete the rules.

WATCH OUT!
0 She met him.
1 When a verb takes two objects, the direct object is usually
(^) She met to him.
(a^thin^y a person and the indirect object is usually a thing /(gjaerson^
2 Pronouns always come before /(afteha verb or a preposition.

C PRACTICE Look back through the unit. Answer the questions.

Replace the underlined word or words with the correct object pronoun.
1 Who wrote Frankenstein? M ary Shelley wroter it.
2 Who gave the Curies a Nobe l Prize? The Swedish Academy gave it to them.
3 What company sold Model T cars? Ford sold them.
4 When did the Academy give Audrey Hepburn her first Oscar? The Academy gave it to her in 1954.
5 Who directed Audrey Hepburn in the movie Always? Steven Spielberg directed her in it.

D NOW YOU DO IT Work in groups. Ask and answer these questions.

1 Who is your best friend? When did you meet him/her?
2 What was the last present someone gave you? Did you like it? Why or why not?

__

7 Grammar: direct and
indirect objects
Lead-in
Elicit what a Nobel Prize is and what it is awarded for (an
international prize for achievements in science, literature,
economics, and peace). Ask them if they know any famous
Nobel Prize winners (e.g. Gabriel García Márquez,
Nelson Mandela, the European Union).
Culture note’
The Nobel Prize has been awarded since 1901. It was
established by the Swedish chemist Alfred Nobel in his
will in 1895. Each prize consists of a medal, a personal
diploma, and a cash award, and is awarded every year
on December 10, the anniversary of Nobel's death.
A Function (direct and indirect objects)
• Ask the students if they know anything about the woman
in the picture, Marie Curie. What can they guess from the
picture? (She was a scientist. She lived a long time ago.)
• Explain that students should read specifically for the
answer to the question How many Nobel Prizes did
Marie Curie win?
NOTICE!
• Write these sentences on the board: Lucy saw
James yesterday. She gave him the message. Ask
the students what the word him refers to. Elicit that
it refers to James and that we use it to replace the
word James so we do not need to use it twice.
• Ask the students which word in the first sentence is
the subject (Lucy) and which is the object (James).
To reinforce the point, ask the students to analyze
the second sentence in the same way (subject: She;
object: the message).
• Ask the students to look at the text and decide what
the words in bold refer to.
• Then ask them to decide which of the underlined
words are subjects and which are objects.
Answers
1 her-Marie, him-Pierre, them-Marie and Pierre,
it-the Nobel Prize, them-Marie and Pierre,
her-Marie, it-the second Nobel Prize, her-Marie
2 Subjects: Maria, She, they, the Swedish Academy,
The Academy
Objects: him, polonium, them, a Nobel Prize, it,
them, her, a second Nobel Prize, it, her
B
Function (object pronouns)
• Ask the students to look at the text in Ex. A again, and
to decide on the correct option.
• Check the answer with the class.
Form (object pronouns)
• Read the instructions to the class. Ask the students to
work individually to complete the grammar table. Remind
them to look back at the text in Ex. A if they need help.
• Ask the students to compare their answers in pairs. Then
check the answers with the class.
• Ask the class which object pronouns are different from
their corresponding subject pronouns (me, him, her, us,
them) and which are the same (you, it).
Form (direct and indirect objects)
• Ask the students to look at the grammar table. Ask them
to look at the text in Ex. A and find another example
for each of the three sentence types (1-3). Check the
answers with the class.
• Highlight that in item 2, we would not say *The Swedish
Academy gave them it. In this pattern, it is incorrect
to use a direct object pronoun immediately after an
indirect object pronoun. In this situation, the direct
object must be a noun.
• Ask the students to use the examples to help them
complete the two rules. Elicit the answers.
• Ask the students to look at the Watch out! box. Point
out that we do not use the preposition to before direct
objects. We do not usually use an indirect pronoun and
a direct pronoun together (e.g. we say She gave it to me
and not *She gave me it.).
c
• Explain that the students will use information provided
earlier in the unit to answer the questions.
• Do the first example with the whole class (Mary Shelley
wrote it). Highlight the use of the object pronoun.
• Have the students compare their answers in pairs.
*
Extra: grammar practice
Replace the underlined words with an object pronoun.
1 They wrote the magazine article.
2 Who gave the present to Rosie?
3 What did you tell Peter and Jane?
4 Did you give Anne the message?
5 What did you tell James?
Answers
1 it 2 it 3 them 4 her 5 him
D
• Give the students time to read the questions and to
make some’notes to prepare for this exercise.
• Ask the students to work in groups of three or four.
Encourage them to use object pronouns in their
answers. Circulate and monitor, assisting where needed.
• When the groups have finished, elicit some examples
from the class. Correct any errors with object pronouns.
^ Workbook pp. 66-67, Section 5
Great lives u n i t n Til 4

8 Pronunciation: object
pronouns
A done).
6 6 See the Student's Book for the audio script.
• Ask the students to read the sentences silently and to
Identify the object pronouns in each one (item 1: them;
item 2: him).
• Ask the students to listen to the sentences and notice
that the object pronouns are stressed or unstressed.
• Play the audio once.
• Point out that the stressed words are: / met them at a
party: I saw him at the mall.
67 See the Student's Book for the audio script,
Direct the students' attention to the sentences. Ask the
students to read the sentences as you play the audio.
• Put the students in pairs. Explain that they should take
turns reading each of the sentences several times.
Remind them not to stress the object pronouns.
• Play the audio again for the students to compare. The
sentences will normally be stressed like this:
1 My dad loved them. 2 I gave her an MP3 player.
3 Cervantes wrote it in 1605.
A
• Tell the students they are going to read about an
important inventor.
• Ask them to read the text about Ray Tomlinson and find
out what he invented (email).
Extra: reading for detail
Ask the students to look at the text again and figure
out how old Ray was when he did these things:
graduated with a Master's degree (24); got a job at a
technology company (26); wrote a program to send
email between different computers (30).
B
• Read the instructions to the class, and choose students
to read the notes about Tim Berners-Lee.
• Check that the students understand the word
achievement (something successful that someone has
• Tell the students to use the text in Ex. A as a model for
this writing task. The aim of this exercise is to expand
the notes to create a similar biography.
• Help the students to get started by eliciting the first
sentence from the class (Tim Berners-Lee invented one
of the most important things in the computer world—
the World Wide Web). Circulate and monitor, assisting
where needed.
Possible answer
Tim Berners-Lee invented one of the most important
things in the computer world—the World Wide Web.
He was born in London, England, on June 8, 1955. He
graduated from Oxford University in 1976. The same
year, he got a job as a computer programmer at a
telecommunications company. He invented the World
Wide Web in 1990, and in 1991 the Web started on the
internet.
c
• Explain the task and put the students in groups of three
or four.
• Encourage the students to use some of the verbs from
Section 5 when describing what each person did.
• Ask the groups to share their lists with the class, and
correct any errors.
8 P R O N U N C I A T I O N : object pronouns
A q ^ 66 Listen to these sentences. Notice that object pronouns are not
usually stressed.
1 I met David and Lisa at a party. 2 I saw my teacher at the mall.
I met them at a party. I saw him at the mall.

B P I fiffj67 Work in pairs. Listen to these sentences. Practice saying

them. Then listen again and check.
1 My dad loved Fleetwood Mac. 2 I gave my sister an MP3 player. 3 Cervantes wrote Don Quixote in 1605.
My dad loved them. I gave her an MP3 player. Cervantes wrote it in 1605.

9 T I N G : a short biography
A Read this biographical information about Ray Tomlinson and
underline the facts and important information.

Modern inventors Ray Tomlinson

Ray Tomlinson invented
one of the most important
things in the modern
world— electronic mail,
or email. Tomlinson
was born in Amsterdam,
New York, in 1941.
He graduated from the
Massachusetts Institute
of Technology with a Master's
Degree in electrical engineering
in 1965. Two years later, he got
a job at a technology company. In
1971, Tomlinson wrote a program to
send electronic mail between different
computers.

Tomlinson used the symbol @ to separate the user

from the computer, and we still use that symbol
today. We express the symbol as at.

B Use the fact file on the right to write
a similar biography of Tim Berners-Lee.
C Work in groups. Make a list
of ten people in history. Read your
list to the class and say what each
person did.
William Shakespeare wrote many famous plays.
i 'r e ■ e e < ■* "" ' «
Tim Berners-Lee
Achievement: invented the World Wide Web
Born: London, England, June 8 ,1 9 5 5
College: graduated from Oxford University in 1 976
First job: at a telecommunications company, as a
programmer (1 9 7 6 )
Year he invented the World Wide Web: 1990
Year the Web started on the internet: 1991

Great lives UNIT 11 115

 BRAINSTORMING IN A GROUP
• Brainstorm (think of ideas) by yourself.
• Brainstorm with other people. Combine your ideas.
• Choose and develop the best idea or ideas.

A Read the description of the project and the tips for

brainstorming. Then brainstorm ideas by yourself.
In your notebook, write as many names in each
category of the table below as you can.

Lere /spourproject

% k m to doose oneperso, to / M « aweésite aèoutpreat dires.

LoLow tf/escpu/defit'nes.

• 7~leperson shoufidieJrontpour countrp.

• Lieperso, con ke afire or oleacl,

■ rU p w ,, ik s iU m siA sttm . i f U / U if .

l u t o

Cjreat Lures
Politics Pop culture The arts

BRAINSTORMING TIPS1
• Think of ideas as fast as you can.
• Do not stop to analyze an idea.
• Do not reject any idea at this time.

B [J§ Work in groups. Make a combined list

of great lives. W hat do you notice about the
combined list compared to your personal list?

BRAINSTORMING TIPS 2
When you brainstorm in a group, ask one person to be the moderator.
That person sets a time limit and checks that everyone is contributing
ideas. Another person in the group can write down the ideas.

s: brainstorming in a
Step 1 Brainstorm (think of ideas) by yourself. (Ex. A)
Step 2 Brainstorm with other people. Combine your
ideas. (Ex. B)
Step 3 Choose and develop the best idea or ideas.
(Ex. C, Ex. D, Ex. E)
Lead-in
• Ask the students to read the title of this lifeSkills section,
brainstorming in a group. Elicit what they understand by
brainstorming (to think of, and write down a lot of ideas
before choosing the best ones).
• Ask them when they have used brainstorming in this
course (to make lists of words, to write down names, to
remember items from previous sections, etc.).
• Remind them that when brainstorming, we want to
make a note only of all the ideas that come to mind,
so they should write every idea they think of. It is
during the stage after brainstorming that we analyze,
categorize, amend, add, and discard.
• Explain that in this section the students will have a
chance to brainstorm in groups, an effective way to
accomplish a job.
Culture note
The English proverb Two heads are better than one
means that we can usually perform tasks more quickly
and effectively if we do them in collaboration with
other people. Ask the students if there is an equivalent
expression in their language.
• Read the instructions for this activity to the class. Direct
the students to the project description and make sure
the class understands it.
• Remind the students of the meaning of the word
achievement (an important success), and point out that
the people they list in the table should have a minimum
of one major achievement.
• Direct the students to the first brainstorming tips box.
Invite a volunteer to read the tips. Explain that students
should remember these tips as they do this exercise.
Check that the students understand what they will
brainstorm for. Explain that pop culture means popular
culture. Briefly check what kinds of things are covered
by the word pop culture (TV shows, movies, pop
music, sports), and what things are covered by the arts
(literature, the theater, dance, classical music, painting).
Set a time limit of five minutes for this exercise. Tell the
students to work individually and to write a minimum of
three names for each column in their notebooks. If they
have problems thinking of people, prompt them to look
back through the unit at the famous people from other
countries as this may give them some ideas.
Emphasize that the purpose of a brainstorming exercise
is to write as many ideas down as quickly as possible
and that it doesn't matter at this stage if not all of their
ideas are good ones.
• Divide the class into groups of four or five students.
Direct them to the second brainstorming tips box and
ask a student to read the information aloud for the class..
Point out that groups should choose a moderator to
make sure everyone is contributing ideas. They should
also choose a secretary to write down the group's ideas.
Emphasize that if the students think of other ideas
at this point, they should add them, too. Remind the
students to write down everyone's ideas, and emphasize
that they should not be evaluating ideas at this stage.
• Read the instructions to the class, and remind the
students that they are still brainstorming ideas for the
project outlined in Ex. A. Explain that the members
of the groups will put their ideas together to make a
combined list of great lives.
• Give the groups about ten minutes to make their
.combined list. Circulate and monitor, assisting where
needed.
• When the groups finish, ask them what was different
about their combined lists compared to the students'
personal lists.
• Survey the class to find out which group has the longest
list for each category.
Great lives n g r e x n m f l
• Before you ask the students to do this exercise in
groups, draw their attention to the How to say it box.
Point out the difference between What are his/her
achievements? (He's/she's still living) and What were his/
her achievements? (He's/She's no longer alive). Ask the
students to repeat the expressions chorally. Encourage
them to use these expressions when they discuss who to
choose in their groups.
• Remind the students that they will have to write a short
biography about the person they choose, so they need
to know several interesting facts about them.
• When the groups have decided, ask a few groups to
share with the class the person they chose and the
reasons why.
D class to circulate and read the other groups' texts. If
• Read the instructions to the class.
• Briefly explain to the students the main advantages of
taking notes in word web form as opposed to list form
(e.g. word webs appeal to visual learners; they make It
easier to organize your ideas into a logical order; the
use of color and highlighting can emphasize important
facts and connections between different parts o f the
word web, etc.).
• Explain that the students don't have to complete the
whole word web, but they should try to provide as much
information as possible. Tell them that they can add
more areas if they want to.
• Give the groups time to complete the task. Circulate
and monitor, assisting where needed.
• Have the groups choose someone to read aloud their
biographies. The reader should not be the same person
as the writer.
• When students are reading their texts, ask the rest of
the class to listen for errors.
• To practice note-taking, you could ask the listening
students to write down one or two key facts they find
interesting to share with the class when the speaker has
finished.
Alternative
If reading all of the biographies aloud to the whole
class is too time-consuming, ask the students to
display their biographies on the wall. Ask the whole
this is not possible, ask each group to pass their paper
to the group next to them. Repeat this process until
everyone has read all of the biographies.
REFLECT
• Ask the students to read the Reflect question.
• Give them some time to think about different situations
in the domains of Self and Society and Work and
Career where the skill of Brainstorming in a group
would be useful.
• Elicit the following ideas: solving a problem/resolving a
situation, deciding on a new strategy, etc.

E
• Point out that this is a collaborative writing exercise—
the students should work as a team and not individually.
• Ask each group to choose one person to write the
biography. Tell the others to actively help by providing
ideas.
• You might like to give the students some time to go to
the library or use the internet to check facts, or to do
further research at home in preparation for this exercise.
• Tell the students to write five to eight sentences in their
biography.
• They should also check the writing for accurate spelling
and grammar.
 ety

C |5f With your group, look at your combined list from

Exercise B. Choose one person from the list to describe in a web entry.

H O W TO SAY IT
Discussing people with interesting lives
I think ... is good because (s)he is/was a very famous
Do you know a lot about him/her?
What are/were his/her achievements?
I prefer ... because ...
■mmmmtmmmmmmmmmmmmmmmmrmmmmmmmmmmmimmmsmim

With your group, complete as much of the word web as you can.

r n
Place
L J

First jo b / r i
r n Year
Place of birth achievem ent L J
L J

r n
Date of birth
L J

r n
Died
L J O ther
achievem ents
Later life

r ' 1
Retired
L J

E [5£ Write a short biography of the person

you chose. Choose one person in the group to
write the text. The others help with information, REFLECT ...
grammar, and spelling. How can the skill of brainstorming in
a group be useful to you in Self and
F ¡ U Choose one person in the group to read Society and Work and Career?
the biography to your classmates.

Great lives U N IT 11 117

 Complete the sentences with the words or phrases in the box. (10 points)

built composed discovered explored got married graduated grew up had retired wrote

1 Leo Tolstoy was a Russian novelist. He _ wrote War and Peace

2 Alexander Fleming was a Scottish bacteriologist. He
discovered p e n ic illin .
3 The actor Tommy Lee Jones graduated fr0m Harvard University in 1969. His roommate was Al Gore.
4 Prince William of Great Britain and Catherine Middleton 9ot married _ ¡n Apr¡| 2011 in London.
5 Pelé was one of the world's greatest soccer players. He finally rPtirec^ from the game in 1977.
6 Mozart ..composed Allegro in C when he was only five years old.
7 Maria Sharapova was born in Russia, but she grew up ¡n the U.S.
8 Christopher Columbus ...explored the world in the 15th Century.
9 The actor and comedian, Charlie Chaplin, ^a c^ 11 children.
10 The emperor Shah Jahan hüilí. the Taj Mahal in the 17th Century.
t* ■
"

8-10 correct: I can talk about life events and historical events.
0-7 correct: Look again at Sections 1 and 5 on pages 110 and 112.
SCORE: 710

2
A Rewrite the second sentence in each pair. Replace the underlined words with object
pronouns. (6 points)
1 The Olympic Committee gave medals to the athletes. The athletes thanked the members of the
Olympic Committee.
The athletes thanked them.

2 The judges gave the gold medal to Usain Bolt yesterday. He won the gold medal in the 100-meter race.
He won it in the 100-meter race.

3 I know that you and John like this magazine. I saved this magazine for you and John.
I saved it for you.

4 I'm interested in the life of Eleanor Roosevelt. I wrote a short biography about Eleanor Roosevelt.
I wrote a short biography about her.

5 Oh, this article is about John Lennon! I like to read about John Lennon.
I like to read about him.

B Rewrite the sentences using a when clause. Use a comma if necessary. (4 points)
1 My girlfriend sent me a postcard from Paris. I was very happy.
I was verV happy when my girlfriend sent me a postcard from Paris.

2 Joanna and Marcus invited us over for dinner. We were really surprised.
yye were really surprised when Joanna and Marcus invited us over for dinner.

3 The teacher gave George an A on his history exam. He was really excited.
When teth er gave George an A on his history exam, he was really excited.

4 Anna's husband gave her a nice gift. She hugged him.

When Anna's husband gave her a nice gift, she hugged him.

8-10 correct: I can use simple past when clauses and object pronouns to link ideas in a sentence.
0-7 correct: Look again at Sections 3 and 7 on pages 111 and 114.
SCORE: 710

(B D
Language wrap-up
Students can do the Language wrap-up exercises in
class or for homework. If you give them for homework,
remember to check the exercises at the beginning of the
next class, or collect a few to grade and identify any typical
errors.
If you decide to do the exercises in class, you can
approach the wrap-up as a two-step reviewing procedure.
First, ask the students to do the Vocabulary section
individually. When ready, encourage the students to check
their answers carefully, and then put them in pairs to
compare answers and discuss any differences. Self- and
peer-correction are two excellent ways of developing
learner independence and creating a cooperative learning
environment. After completing the Vocabulary section, you
can apply the same procedure to the Grammar section.
At the end of each section, make sure that the students
write their score out often. If they have a score lower
than eight, direct them to the appropriate sections of the
unit, and encourage them to read those sections again for
homework. After that, ask the students to complete the
exercise(s) again at home.
I Framework: unit
ropean
Unit 11 Com petence developed
1 Vocabulary can talk about major life events
2 Listening can understand a short monologue
3 Grammar can understand and produce sentences with simple
when clauses
4 Reading can scan a simple text for specific information
5 Vocabulary can name historical events
6 Speaking can use set phrases to buy time to think
7 Grammar can understand and correctly use object pronouns and
direct and indirect objects
8 Pronunciation can use correct stress on object pronouns
9 Writing can write a short biography following a model
1 Vocabulary
• Tell the students they have to use each word or phrase
once only. When checking the answers in open class,
note that wrote could also be the answer to item 6, but
composed cannot be used in item 1.
• Highlight that write is a verb that can collocate with
many nouns: write a book, write a letter, write a poem,
write a piece of music, write a song, but compose is
only normally used with music.
2 Grammar
A
Before the students do the exercise, remind them that
object pronouns are used to replace nouns.
B
• Remind the students that you can use a when clause at
the beginning of the sentence or at the end. Tell them
to read each sentence carefully and think about which
action happened first before they do the exercise.
• Make sure the students check that they have used the
correct punctuation.
C E F Reference (A1)
Table 1; Table 2; Section 4.4.3.1
Table 1; Table 2; Section 4.4.2.1
Table 1; Table 2; Sections 5.2.1.2;
Ó.4.7.7; 6.4.7.8
Table 2; Section 4.4.2.2
Table 1; Table 2; Section 4.4.3.1
Table 1; Table 2; Section 4.4.3.1
Table 1; Table 2; Sections 5.2.1.2;
Ó.4.7.7; 6.4.7.8
Section 5.2.1.4
Table 2; Section 4.4.1.2;
Section 4.4.3.4
Great lives U N IT l l T118
 The expression in th e n e a r fu tu re means in th e n e x t fe w w e e k s , rather than next year or some
later time in the future. It is the opposite of in th e d ista n t fu tu re.

Unit plan
Unit opener
• Optional downloadable unit opener
Grammar: present progressive as
future
Pronunciation: verbs ending in -y+-ing
Listening: understanding the main
idea
Vocabulary: phrases with go
Grammar: going to
Speaking: talking about plans
• Optional downloadable Speaking
workshop: talking about intentions
7 Vocabulary: intentions
8 Writing: sequencing and connecting
ideas ^5
9 Reading: a blog
lifeSkills: analyzing strengths and
weaknesses (Study and Learning)
• Optional downloadable lifeSkills
lesson (Work and Career)
• Optional downloadable lifeSkills
lesson (Self and Society)
Language wrap-up
Communicative wrap-up Units 11-12
Video and downloadable video worksheet
Ask the students what their plans for the near future are
(e.g. for this evening or next w eekend). Ask them to work
in pairs and make a list of the things they plan to do. Don't
119) 10 min. expect them to produce any future form s here (present
10 min. progressive or going to). If they write things like dinner
120) 40 min. with friends on Friday night, that is sufficient at this point.
As a class, find out what different students plan to do.
W rite some exam ples on the board (e.g. go to the movies,
121) 15 min.
play tennis, etc.).
121) 30 min.
Refer the students to the l i f e S k i l l s panel. Tell them that the
topic of this unit's lifeSkills section is Analyzing strengths
122) 25 min.
and weaknesses. Ask them why we need to understand
122) 40 min.
what our strengths and w eaknesses are. Listen to their
124) 20 min. ideas as a class.
20 min.
A
124) 25 min. • Read the instructions to the class.
124) 30 min. • Choose students to read the three statem ents aloud.
C heck that the students understand the meaning of
125) 30 min. major (important).
• Ask the students to work individually to check the
126) 45 min.
statem ent that best describes them . Do not ask them to
com pare their choices, since they will do this in Ex. B.
45 min.
45 min. • Ask the students to look at the model conversation,
and then work in groups of four or five to discuss the
128) 15 min. statem ents in Ex. A. Tell them to find out how many
140) 20 min. people chose each statem ent.
45 min. • Elicit some ideas from the class.
• Encourage them to talk about their attitudes towards
life's events. Do they like to plan ahead, or do they react
spontaneously?

Unit opener
Lead-in
Direct the students' attention to the objectives in the unit
menu and go through the information with them . Explain
that this unit focuses on language to talk about plans and
intentions, and on the following skills which will help them
do this:
Listening: understanding the main idea
Elicit examples of key words the students would expect to hear
in a conversation about a vacation. Make a list on the board.
Writing: sequencing and connecting ideas
Ask the students to look quickly at the Writing section on
p. 124. W hat ideas are connected?
Speaking: talking about plans
Ask the students to work in pairs and discuss how they feel
about making plans. Listen to their ideas as a class.
Reading: a blog
Ask the students if they post things on the internet. If so,
do they ever post their plans and where they'll take place?
Ask them to look quickly through the unit and find what
people are posting about.
Alternative
Designate one area of the classroom for each o f the
statem ents in Ex. A, and tell the students to stand in
the area that m atches the statem ent they chose. When
the students are all standing in their places, it will be
interesting to point out which attitude is the most
prevalent, and what students have in common with
their classm ates.
Extra: people I know
Ask the students to look at the statem ents again
and think about m em bers of their fam ily or their
friends. Ask them to work in pairs and talk about their
fam ily and friends in this way: My sister always plans
everything very carefully, but my friends don't make
plans.
71
n
n
-■
UNIT 12 IN THE NEAR
FUTURE
IN THIS UNIT YOU

O learn language to talk about plans

and intentions
A How much do you plan your
life? Check (/) the statement that
listen to a conversation about describes you.
% vacation plans— understanding
the main idea □ I plan my life carefully. I don't like
surprises!
write about plans for changes
% in your life—sequencing and
connecting ideas
□ I plan major things, but not
everything.

o read online posts about people's

plans
□ I don't make many plans. I like
surprises!

o talk about New Year's resolutions

watch a video about future plans
►

Compare with your classmates. How many

people chose each statement? Say what types of things
you like to plan and what you don’t like to plan.

To do:
yo to the bastie

buy breads mlilc> choose

■make desvtilt ayp^isvtmestt

clean car

■write ewuul to Sosti

call M om

A: So, how do you feel about

making plans?
B: Well, planning m akes me feel
organized so I plan everything
carefully. I d on't like surprises!
What about yo u ?
A: I'm the same.

Learn to analyze strengths and

weaknesses to set goals

STUDY &
LEARNING
In the near future UNIT 12
 1 GRAM M AR present progressive as future
A Erfl68 LANGUAGE IN CONTEXT Listen to the conversation below.
(^irclg)the time Victor is free to meet his friend.
Victor: H ello?
Amy: HI, Victor. It's Am y.
Victor: O h , hi, Am y.
Amy: Do you have any plans fo r this even in g ?
victor: I'm staying hom e. I have to study.
Amy: O h , O K . That's too bad! W hat ab o ut tom orrow afternoo n?
victor: Let's see ... No, I'm not doing anything. W hy do n't w e have lunch to g e th e r?
Let's go to G re e n s. I love that place.
Amy: O K . Hey, I'm having a party on Friday. Do you w an t to co m e?
victor: O h , I can't! I'm going out of tow n on Friday.
Amy: Too bad . A nyw ay, see you tom orro w afternoo n,
victor: Yeah, sure. See you tom orrow !

V icto r is free ... ____________________

a) this evening . CSTto m orrow afte rnoqnT> c) Friday evening. NOTICE!
Is the conversation about activities
B ANALYZE Read the conversation in Exercise A again. the people are doing right now or
Function(Grcle)the correct option to complete the statements below. activities in the future?
1 T h e conversation is a b o ut th e p r e s e n t /(m e fu tu re ? ) Underline the sentences that refer
to plans.
2 Victor's plans are(^efinitey possible but not definite.
mm
Form(^ircie)the correct option.
V icto r uses the s im p le p r e s e n t / (p r e s e n t p r o g r e s s iv e ) to talk ab o ut his plans.

C PRACTICE Complete these sentences with the verb in parentheses

in the correct form.
1 I can't see you tom orrow . I am goin g [g o ) to a m ovie with Ja m e s.
2 W hat you (do) tom orrow night? WATCH OUT!
3 We are visiting (vis/t) my g ran d p aren ts this w e e ke n d .
0 I'm staying home tonight.
4 Lorena and Ali are co m 'n9 (come) for d inn er on Friday.
« > ' staying home tonight.
5 I am not d °m9 (not do) anything tom orrow . Do you w ant to have lunch?
(§?) I stay home tonight.
6 Sim on working (w o ry next w e e k?

NOW YOU DO IT Check (/) or complete the activities you are

definitely planning for the weekend. Then discuss your plans in pairs.
|~1 w orking
□ studying
|~1 going to a m ovie
□ going shopping
□ going out
[~| visiting fam ily
[~~1 going sw im m ing
□ o t h e r :______________________ _____

A: What are you doing this weekend?

B: Well, on Saturday I'm not working.
I'm going to a movie with some
friends, and then we're going
dancing. On Sunday ...

Lead-in
• On the board, draw a simple weekly calendar, with the
headings of the days from Sunday through Saturday.
Write today on today's day. If your class is on a
Thursday or a Friday, be sure to include two weeks
on the calendar. Write tomorrow on the next day in
the calendar. Ask the students to tell you other time
expressions that relate to the future (e.g. tomorrow
afternoon, this weekend, next week, etc.). Emphasize
that we say this evening/morning/afternoon and not
*today evening/morning/afternoon.
• Fill in some of the activities you plan to do tomorrow, as
well as over the next few days. Tell the students about
your plans using the present progressive, and write
the sentences on the board (e.g. Tomorrow, I'm having
dinner with a friend.).
6 8 See the Student's Book for the audio script.
Read the instructions to the class. Emphasize that the
students will hear two friends making plans together.
Tell them that they should listen specifically for when
Victor is free.
Ask the students to read the partial sentence and the
answer choices.
Play the audio once or twice, and check progress. Then
elicit the answer from the class.
NOTICE!
• Ask the class the question and elicit the answer.
• Ask the students to find and underline four
sentences that refer to future plans.
Answer
The conversation is about activities in the future.
• Ask the students to look at the examples in the Watch
out! box. Highlight that the second example is incorrect
because it is in the present progressive, but the form
of be (am/'m) is not included. Remind the students
that this was covered in Unit 6 when it was used for
actions happening as we speak; here it is used for future
arrangements. Explain that the third example is in the
simple present, and the simple present is used for facts
and habitual present actions. This sentence talks about a
plan, so the simple present is not appropriate here.
Extra: invitations
Ask the students to look at the conversation and elicit the
expressions Victor and Amy use to invite each other to do
something (Do you have any plans for...?; What about..?;
Why don't we ...?; Do you want to ...?). Encourage the
students to write them in their notebooks, as they are
useful for inviting people to places and making plans.
• Ask the students to read the conversation in Ex. A again
and choose the correct options.
• Ask them to compare their answers in pairs. Then check
the answers with the class.
• Emphasize that we use the present progressive for the
future to talk about plans that are definite.
Form
• Choose a present progressive sentence from the
conversation in Ex. A, and write it on the board (e.g. I'm
staying home). Elicit the same sentence using different
pronouns (e.g. He's staying home, They're staying home,
etc.). Focus on the contractions of the verb be.
• Have the students look back at Victor's plans again. Ask
them whether he uses the simple present or the present
progressive when he talks about his plans. Have them
circle the correct option. Highlight that the present
progressive can be used to talk about future plans as
well as present continuing actions.
• Ask the students to work individually to complete
the exercise and then instruct them to compare their
answers in pairs.
• When the students have finished, check the answers
with the class. Encourage the students to answer in
complete sentences.
Extra: grammar practice
Make sentences from the prompts using the present
progressive.
T What / you / do / tomorrow evening?
2 I / go / to the movies
3 you / stay home / this evening?
4 Yes. I / have dinner / with my family
Answers
1 What are you doing tomorrow evening?
2 I'm going to the movies.
3 Are you staying home this evening?
4 Yes. I'm having dinner with my family.
D
• Read the instructions to the class. Ask the students to
repeat the activities chorally.
• Give the students time to think about the activities they
are (or are not) doing this weekend. Then have them check
or complete the activities they are definitely planning.
Encourage them to complete the other category and think
of different activities that are not included in the list.
• Put the students in pairs and direct their attention to
the example conversation. Encourage them to use the
model to help them as they discuss their plans.
• When the students have finished discussing their plans,
elicit some responses from the class. Correct any errors
in the use of the present progressive.
Workbook p. 70, Section
In the near future 12 T120
2 Pronunciation: verbs ending
in -/ + -ing
. E | 6 9 See the Student's Book for the audio script,
• Direct the students to the instructions and explain that
there is a difference in pronunciation between -ing verbs
that end in -y after a consonant and those that end in
-y after a vowel. Point out that when the -ing verb ends
in consonant -f -y, there is an extra syllable—the -y is
clearly pronounced. When the -ing verb ends in vowel +
-y, the -y is not pronounced separately.
• Have the students listen for the extra syllable in the first
column.
• Play the audio once for the students to listen. Then play
it again for the students to listen and repeat. Remind
them to try to copy the pronunciation exactly as they
hear it.
B
7 0 See the Student's Book for the audio script.
• Put the students in pairs to practice saying the
sentences.
• Ask which of the -ing verbs in the sentences have an
extra syllable (studying, marrying). Suggest that the
students practice these words carefully with the correct
pronunciation before they practice the sentences.
• Play the audio for the students to listen and check.
Play it again for the students to repeat each sentence
chorally and individually.
3 Listening: understanding the
main idea 'o
Lead-in
Remind the students that they practiced understanding
the main idea on p. 103.
A
• IfT i 7 1 Ask the students to look at the picture. Ask
some questions to set the scene (e.g. Where are the
people? (on a college campus); How old are they? (in
their late teens / early twenties); Is the situation formal
or informal? (informal—they look very relaxed).
• Tell the students that they will hear a conversation
between the two people in the picture and that some
words in the conversation will be repeated. They need
to write these words as they listen.
• You may need to pre-teach a number of key words
(e.g. ruins, tour, beaches, ancient). It's best to teach the
plural forms as well as the singular, as these are the ones
which are heard in the audio. Check the meaning and
pronunciation of each word, chorally and individually.
• Play the audio once, and check progress. Play it again, if
necessary. Check the answers with the class.
Audio script
R= Rick, C = Charlie
R: So where are you going on your vacation, Charlie?
C: Mexico, Guatemala, and then down to Peru.
R: Wow! Cool!
C: Yeah, I know, Rick. It's a ruins tour.
R: A what?!
C: You know, ruins? I'm going to see the ancient cities of the
Mayans and the Incas.
R: Oh, well, that's cool. Those Mayan ruins are in the Yucatán,
right? Some of the best beaches in the world.
C: Uh, yeah, I guess so. I'm not really going to beaches
though.
R: Not going to beaches? Why not?
C: Well, I don't have much time, and I want to see the Mayan
and Inca cities.
R: Wow, well, whatever. Have an awesome time in those
ruins.
B
• Explain the task and give the students time to read the
questions and answer choices. Remind them to use their
notes from Ex. A to help them.
• Ask the students to complete the exercise individually or
in pairs.
• When the students finish, play the audio again so that
they can check their answers.
c
• Ask the students to read the questions carefully first.
• Play the audio. Check progress and, if necessary, play
the audio again.
• Ask the students to compare their answers in pairs and
then check the answers with the class.
D
• Ask the class to brainstorm popular vacation
destinations in their country. List the destinations on
the board, and lead a brief class discussion about the
places. Ask whether any students have been to the
places, what visitors can do there, the best time to go,
etc.
• Read the instructions to the class.
• Give the students two or three minutes to think about
their favorite vacation destinations in their country and
why they like them. Ask them to make some notes in
preparation for the speaking exercise.
• Discuss the question as a whole class exercise (making
sure everyone says something), or have students work
in pairs or small groups, and then elicit some examples
from the class.
• Stimulate discussion by asking further questions
about the students' opinions about the places,
recommendations, etc.
Workbook p. 71, Section 2
2 verbs ending in -y -ring
69 Listen to these words. Notice that there is an extra syllable
w hen -y comes after a consonant.
Consonant + -y +ing Vowel + -y +ing

worrying : playing

marrying staying

studying paying

B 0 Work in pairs. Practice saying these sentences.

^70
Listen and check.
1 I'm playing in the so cce r final on Saturday.
2 I'm staying hom e and studying on Sunday.
3 M y sister is marrying her fiancé next Saturday.

3 understanding the main idea page 103 tQt

A Listen to this conversation. Write down
any key words you hear that are repeated.
ruins

Mayan/s

Inca/s

beaches

cities

B Look at your list of key words and answ er these questions. Then
listen again to check.
1 W hat is the topic of the conversation? _________________________
a) History of the Mayans b) Rick's favorite beachesC^cTCharlie's vacation plan^>
2 W hat is Charlie's main interest?
a) beaches <E)jancient civilizations) c) modern cities
3 Does Rick think Charlie's vacation sounds exciting? Why or why not? No, because he isn't going to the beaches.

C Listen again. Answ er the questions.

1 W hat is Charlie doing in M exico, Guatem ala, and Peru? visiting ruins
2 Is Charlie visiting many beaches in M exico? no

D (5§ W hat are your favorite vacation destinations in your country?

A: M y favorite place fo ra vacation is ... because I'm interested in history.
B: Really? I p re fe r ... becau se I love nature.

In the near future UNIT 12 121

4 phrases with go
A jH 2HI72 Listen and repeat the phrases. Say w hich activities in the pictures you do.

I sometimes go running. I never go swimming.

B ^ Work in groups. Talk about which of the things in Exercise A you are
doing in the near future.
A: I'm going swimming tomorrow.
B: Where?
A: At my gym.
C: How often do you go swimming?
A: Three times a week.

5 going to
A 73 LANGUAGE IN CO N TEXT Listen to the conversation below,
W hy is Jorge unhappy?
Jorge: O h, no! Look at this grade! That's it. I'm going to
improve my English!
Matt: How? W hat are you going to do?
Jorge: W ell, first, I'm going to study every day.
Matt: O h, sure!
Jorge: I am! And I'm going to get a summer job in the U.S.
Matt: Oh, yeah? And are you going to get an American
girlfriend, too ... ?
Jorge: Yes, I am! So I'm not going to speak Spanish at all.
Only English.
Matt: They sound like good ideas. Don't worry about it now,
anyway. I'm going out with some friends tonight. Do
you want to go?
Jorge: Sure, that sounds fun. W hat time are you going?
Matt: W ell, we're going to a Chinese restaurant for dinner
first, so we're meeting at Lenny's at 7:30.
Jorge: O K, great. Listen, I have to go. I'm going swimming NOTICE!
with Julio. Look at the u
Matt: O K, have fun. can you repla
Jorge: Thanks. See you at Lenny's!
4 Vocabulary: phrases with go I 5 Grammar: g o in g to
A
7 2 See the Student's Book for the audio script. . | | 7 3 See the Student's Book for the audio script
Read the instructions to the class. • Ask the students to keep their books closed. Tell them
Play the audio once, and ask the students to just listen they are going to hear a conversation between Jorge
and follow along with the words on the page. and Matt. Explain that they will listen to find out why
Play the audio again, pausing after each expression and Jorge is unhappy.
asking the students to repeat each one chorally and • Play the audio once. Check the answer with the class.
individually. Make sure they understand the word grade in this
Choose one of the activities, and tell the students how context (a score on a test or examination, or overall at
often you do it (e.g. I go swimming twice a week.). Write the end of a course).
the sentence on the board, and elicit another word that • Put the students in pairs and ask them to practice
we can use instead of twice a week (e.g. often—/ often reading the conversation, changing roles and partners
go swimming.). Encourage the students to name any several times.
other adverbs of frequency that they can remember
(never, rarely, sometimes, often, usually, always). Write
them on the board.
Give the students time to discuss in pairs which of these
activities they do, and how often.
Listen to some examples from the class, correcting any
errors with go + gerund.
NOTICE!
• Have the students look at the three underlined
B phrases in the text. Ask them which of the phrases
can be replaced with plan.
• Read the instructions, and ask the students to read the
• Elicit the answer from the class.
model conversation.
• Focus on the use of Where? and How often? to ask for
specific details. Remind the students that they should Answer
talk about definite plans in the near future (tomorrow, I'm going to study—I plan to study.
this weekend, next week, next month, etc.).
• Before the students discuss their plans in groups, give
them a few minutes to make some notes individually.
Encourage them to use some of the activities in Ex. A.
• Put the students in groups of three or four to complete
the exercise.
Extra: listening practice
• When the groups have finished, elicit some examples Ask the students to listen to the audio again and tell
from the class. you if Matt feels the same way as Jorge, and what
grade he got on his English course.
Workbook p. 71, Section 3
5 5 a Answer
Matt is not worried about his grade. He doesn't say
what grade he got on the course.

In the near future UNIT 12 T122

B • Read the instructions to the class, and give the students
time to write a sentence about the people's intentions
Function or future plans using going to.
• Read the instructions to the class. Choose a student to • Ask the students to compare their answers in pairs. Then
read the rules. check the answers with the class. Accept any answers
• Ask the students to look at the conversation in Ex. A that are logical and grammatically correct.
again to complete the rules with the correct options.
• Ask the students to compare answers in pairs before you
check the answers with the class. Extra: grammar practice
Form Write sentences from the prompts using going to.
1 What / you / study / in college?
• Ask the students to look at the conversation in Ex. A to
2 We / buy / a new car.
find out what form of the verb is used after going to.
3 She / learn / Russian.
• Have the students circle the correct option to complete
4 I / do / more exercise.
the statement.
5 He / lose weight.
• Refer the students to the grammar table, and point
out the future form with going to. Elicit that it is
Answers
always preceded by the simple present form of be and
followed by the base form of the verb. 1 What are you going to study in college?
• Ask the students to complete the grammar table with 2 We're going to buy a new car.
the correct forms of be going to. 3 She's going to learn Russian.
• Check the answers with the class. 4 I'm going to do more exercise.
• Highlight that we do not use the words going to in 5 He's going to lose weight.
short answers. We use the appropriate form of the verb
be.
• Review the short answer forms by asking several
students additional questions (e.g. Are you going to • Point out the Watch out! box, and elicit why the second
study this weekend?; Are your friends going to come to sentence is incorrect (the verb be is necessary in this
your house tonight?; Is your English teacher going to structure).
give a test tomorrow?). • Give the students two or three minutes to think about
• Highlight the difference between the present some of their future plans and intentions, and to write a
progressive and going to when talking about future few notes. Tell them to look at Ex. A and Ex. C for ideas.
plans. Emphasize that we use the present progressive • Put the students in groups to discuss their intentions.
when the plans are definite, i.e., we have made all the Encourage them to use the example conversation to
arrangements for something (e.g. made a reservation at help them in their discussions.
a hotel, bought movie tickets, invited friends for dinner, • When the groups have finished, elicit some ideas from
etc.). In these cases, we can say I'm staying a t ..., We're the class. Correct any errors in the use of going to.
going to a movie tonight, and John and Susan are
coming for dinner. Emphasize that we use the going to
form to express plans in the form of intentions (things
that we strongly want to do). So Jorge says I'm going to
improve my English.
• Highlight that in casual spoken English, going to is
usually pronounced gonna /'gana/.
• Direct the students' attention to the language box and
highlight that we usually avoid going to go.

c
• Ask the students to look at the pictures, and elicit some
of the actions people are doing (e.g. putting a DVD in
the DVD player, looking at travel information, looking at
a cookbook). Tell the students to think about why these
people are doing these things. Ask What are they going
to do?
B ANALYZE Read the conversation in Exercise A again.
Function(6ircle)the correct option to complete the rules.
1 We use going to / R e p r e s e n t prog ressivi to talk about definite plans and arrangements.
2 We us ed g in g t t y the present progressive to talk about less definite plans and intentions.

Form(^lirdg)the correct option to complete the sentence. Then complete the table.
With going to, we use the verb in the<^aseforrrp/ -ing form.
be + going to + verb

Affirmative statements I (1) m 9 ° ' n9 to improve my English.

Negative statements I (2)......!H.!J.9l.9.9.!I19 to speak Spanish.

Questions and answers (3) _ ^re you 9 om 9 t0 get an American girlfriend?

Yes, (4) 1am- / No, I'm not.
What (5) are . you do to improve your English?

With go + gerund, we usually do not include going to:

We're going to go dancing. = We're going dancing.

C PRACTICE Look at these pictures. W rite about what each person is going to do.

1 He's g o in g to w atch a D VD .

3 H e s g o in g to learn to c o o k . / He's g o in g to co o k . 4 S h e 's g o in g to re a d s o m e b o o k s / s t u d y / w rite an essay.

5 T h e y 're g o in g to b u y a car. 6 H e's g o in g to learn to p la y th e guitar.

D Q!| NOW YOU DO IT Work in groups. Tell your group

WATCH OUT!
about some of your intentions.
j / He's going to call me tonight. |
A: I'm going to study harder in math.
(£?) He going to call me tonight.
B: And I'm going to visit my grandparents more often.
C: Well, I'm going to travel to a foreign country next year.

In the near future U N IT 12 123

6 talk in g ab out p lans
A 5 ! Work in pairs. Read the conversation about people’s plans. Then answer the questions below.
Jenny: It's almost summer vacation! What are you guys going to do over the summer?
Michael: I'm not going to have a lot of free time this summer because I'm volunteering at an animal shelter.
I'm starting in two weeks, as soon as classes finish. I love animals, and I'm probably going to adopt a
dog and a cat from the shelter. I'm really excited!
Georgia: My cousin is arriving from Australia next week, and she's staying for a month. I'm excited because I'm
going to meet her in person for the first time! We're having a big family reunion in July, and other
family members are coming from all over the world. It's going to be lots of fun.
jenny: I love bike riding, so I'm going to join the South Florida Bike Club. They're having a 50-mile ride
around Fort Lauderdale next month, and I'm going to do that. I need to get in shape for it!
1 Why isn't Michael going to have a lot of 3 Why is Georgia excited?
free time during the summer? 4 What is her family going to do in July?
2 What is he probably going to do? 5 Why does Jenny need to get in shape?

B Make some notes about what you are going to do on your next vacation.

C Work in sm all groups. Tell your group about your vacation plans.
I h a ve tw o b ig p la n s fo r su m m e r va ca tio n . I'm g o in g to ... I'm p ro b a b ly g o in g to ... T h e n I'm g o in g to ... in C a n a d a .

f f 'K jij
fe d h é A id y
RY: intentions
A Look at the pictures and check (/) the good habits.

B In your notebook, write six sentences that are true for you using phrases from Exercise A.
I'm going to start exercising.
I'm going to stop ...
I want to stop ...

C Work in pairs. Read the sentences you wrote in Exercise B and make appropriate
responses to your partner’s sentences.
A: I'm g o in g to s t o p e a tin g fa st fo o d .
B: M e , to o ! A n d I w a n t to sta r t e x e r c is in g .
A: G o o d id e a .

A Check (/) five things that you want to change in your life.
□ exercise Q study more □ stop smoking □ think positively
□ stop eating fast food Q organize my time d lose weight [ I change my appearance
□ do more fun things f j spend more time with friends q |earn

B W rite the five things in the order that you’re going to do them.

C Write about the changes you are going to make. Remember to use sequencing words.
I'm g o in g to m a k e s o m e c h a n g e s in m y life . F irs t, I'm g o in g to ... T h e n I'm g o in g to . . .
 -------------------- 7 “ ------------------------------------------- •
B
• Tell the students to think about their own good and bad
habits. What do they want to stop doing and what do
they want to start doing?
Lead-in • Ask the students to work individually to complete the
exercise. Explain that they can use habits other than the
Talk about your plans for the summer (e.g. I'm working
ones in Ex. A if they like.
this summer. We're going on vacation in July.). Ask the
• Do not elicit ideas at this stage.
students if they make plans for summer vacation and
whether they have plans for next summer.
c
A • Explain the task and have the students read the model
conversation. Focus on the expressions Me, too! and
• Give the students time to read the text and find the
Good idea. Encourage the students to use expressions
answers to the questions about the conversation.
like these to show interest in what their partner says.
• When the students have finished, ask them to compare
• Elicit other examples of expressions to show interest
their answers in pairs. Then check the answers with the
(e.g. Wow! Really? That's amazing.).
class.
• Have students complete the exercise in pairs.
• Make sure the students understand all the vocabulary
in the conversation, in particular animal shelter (a place
where pets that have no owners are kept until a new
home is found for them).

A n s w e rs
1 Because he's volunteering at an animal shelter.
2 He's probably going to adopt a dog and a cat from
the shelter.
3 Because she's going to meet her cousin in person for
Lead-in
the first time.
4 They're going to have a big family reunion. • Read the information in the skills panel. Make sure the
5 Because she's going to do a 50-mile bike ride around students remember the sequencing words and discuss
Fort Lauderdale next month. why we use these words when writing.
• Remind the students that they practiced sequencing
and connecting ideas on p. 104.
B
Give the students a couple of minutes to make some
notes about their plans for their next vacation.
• Explain the task and ask the students to repeat the
Encourage the students to use some of the vocabulary
phrases. Point out that they can add numerous different
from Ex. A as well as from Section 4.
things to the learn to ... option (e.g. learn to drive, learn
to speak Japanese, etc.).
• Give the students time to complete the exercise
Put the students in small groups to tell their classmates individually.
about their vacation plans. • Elicit a few examples from the class.
Direct the students' attention to the example phrases
and encourage the students to use either the present B
progressive (for definite plans) or going to (for strong
• Tell the students to work individually and organize their
intentions).
five things in chronological order, starting with the one
After groups finish the activity, invite volunteers to share
they are going to do first.
their ideas with the class.

• Ask the students to look at the example. Point out the

Lead-in
Ask the students to think of one or two bad habits they
have. Encourage them to use frequency adverbs (always,
never, etc.). Listen to their ideas as a class, and find out
which bad habits are the most common in the class.
A to the class.
• Ask the students to work in pairs and look at the
pictures. Ask them to divide the pictures and the
activities they show into two groups: good habits and
bad habits. Ask them to check the good habits. Check
the answers with the class.
use of the sequencing words in the skills panel, which
are followed by a comma (first, next, after that, and
finally).
• Give the students time to write their paragraphs.
• When the students have finished the exercise, ask them
to compare their writing in pairs and discuss similarities
and differences.
• To wrap up, ask for volunteers to read their paragraphs
Workbook p. 73, Section

In the near future UNIT 12 T 124

9 Reading: a blog
Lead-in
Write the phrase New Year's resolution on the board,
and explain or elicit the meaning (a decision we make on
January 1st about something we are going to do or stop
doing during the new year). Elicit one or two examples
using going to and some of the vocabulary from Section
7 (e.g. I'm going to start exercising, I'm going to stop
worrying.). Ask the students Do you usually make New
Year's resolutions? Are you good at keeping them? Why
do people make "New Year's resolutions? Why do so many
people fail to keep them?
A
• Tell the students they are going to read a blog about
people's New Year's resolutions around the world. Ask
the students if they know what a blog is (a public online
diary). Ask the students if they read blogs regularly or if
they have ever read a blog.
• Give the students time to read the text and answer
the three questions. Tell the students not to read the
comments section yet because they will read that
section in the next activity.
• When the students have finished, ask them to compare
their answers in pairs. Then check the answers with the
class.
A n s w e rs
1 As a symbol for change and a new beginning.
2 It depends on their traditional calendar.
3 People make New Year's resolutions about changes
they are going to make in their lives.
B with another group, and then read the other group's
• Direct the students' attention to the comments section.
Explain that a common feature of blogs is that there is
an opportunity for readers to comment on a blog post
(an individual entry in the blog). Ask the students if any
of them have ever commented on a blog post.
• Make sure the students understand all the vocabulary in
the resolutions (especially lose weight).
• Have the students read the comments on this blog post
and circle T (true) or F (false) for each statement.
• Check the answers with the class.
c
• Tell the students they are going to add a comment to
the blog about their New Year's resolutions. Give the
class a model by telling them a few of your own New
Year's resolutions.
• Encourage the students to use going to (for their
intentions) in their posts. Also, encourage them to use
some of the vocabulary from Section 4 (phrases with
go).
• Give the students some time to think about what they
are going to do and to make some notes.
• Ask the students to work individually to write their
comments. They should write them on a separate piece
of paper. Circulate and monitor, assisting where needed.
• Put the students in groups. Explain that they are going
to read their comments to the other members of their
groups. Instruct them to choose one person in the
group to write their comments on a single piece of
paper.
• When the groups finish, ask them to post their
comments on the wall.
• Ask the students to circulate, reading all of their
classmates' comments.
• Guide the class as they discuss the questions about the
comments. You could take a class vote to find out the
most interesting or unusual resolutions.
Alternative
If it is not possible for the students to post their papers
on the wall, ask them to exchange their comments
comments. Repeat this procedure until they have read
all the posts.
Workbook
p. 74, Read and write
p. 75, Down time
_______________
 A Read the blog and answer the questions.
1 Why do people celebrate the end of one year and the beginning of another year?
2 Why don't all countries celebrate New Year on December 31 ?
3 What do New Year's celebrations have in common?

People all over the world celebrate the beginning of a new year as a symbol for
« t ’s r e .< f „ . change and new beginnings. Different cultures celebrate New Year at different
times, depending on their traditional calendar. In most Western countries, the
last day of the year (New Year’s Eve) is December 31, but the dates of Chinese
New Year and Islamic New Year are different every year. However, most New
Year’s celebrations have one thing in common. In many countries, people
make New Year’s resolutions about changes they are going to make in their
lives and things they are going to do in the coming year. Of course, most of us
forget about our New Year’s resolutions very soon after New Year and go back
to our old bad habits!
\ V I V V V V V V V V V

We want to know if New Year’s resolutions are similar in different cultures

and countries. We’re asking you to leave a comment and tell us some of your
resolutions. So tell us, what are your New Year’s resolutions this year?

Cathy, Australia: Friday, 09:14

I w ant to be healthier. I ’m going to stop eating fa st food. Definitely.

D hom , T h aila n d : F rid a y l2 :3 6

I'm very busy with m y job, but I’m going to try to spend more time with

Y ?I -SaCS ' i r m y family.

*
A b d u l, A lg e ria : Friday, 14:40
I'm going toTtrork harder because I hope to get a promotion this year.

Sigi, G erm an y: Friday,19:21

I’m finally going to stop smoking. M y fam ily is.going to help me. This time
I'm not going to give up!

A lic ia , C olom b ia: Friday, 23:57

I ’m going to lose weight. I ’m going to join a gym and a walking club.

Leo, M e x ic o : Saturday 02:46

I’m going to start exercising. That’s a comm on resolution, but I ’m really
V M

going to do it!

B Read the comments section and choose T (true) or F (false).

1 Cathy wants to eat less fast food.
2 Dhom wants to see more of his family.
3 Abdul is going to study less.
4 This is the first time Sigi is trying to stop smoking.
5 Alicia is happy with her weight.
6 Leo wants to exercise more.

C Add a comment to the blog. W rite the resolutions that you are going
to make on the next New Year’s Day.

D Q3 Work in groups. Read all your comments in your group. One person writes
the comments down. Then “post” your comments on the wall.

E g i Walk around and read all of the comments. Then discuss these questions as a class.
• Are many of the resolutions similar to each other?
• Are they also similar to the resolutions in the blog in Exercise A?
• What are the most common resolutions?
• Why do you think New Year's resolutions tend to be similar?

In the near future UNIT 12 125

ANALYZING STRENGTHS AND W EAKN ESSES
• Determine the areas where you want to evaluate yourself.
• Evaluate your strengths and weaknesses.
• Identify ways to improve your weaknesses.
• Set realistic goals.

A You are going to evaluate your abilities in English. Look at the areas of English in the
table below and think of two more to complete the list.

B Evaluate your abilities in these areas of English. W hat things do you find easy and
what do you find difficult? Check (/) the appropriate column in the table. Then look at the
table as a whole. W hich areas are strengths for you? W hich are w eaknesses?

C Complete the table below to help you identify activities to improve your English.
• Check (/) Column 1 for activities that are easy to do in your town, city, or country.
• Check (/) Column 2 for activities that you enjoy.
• In Column 3, write the letter of the skill that the activity helps you improve. Write L (listening), S (speaking),
R (reading), W(writing), G (grammar), V (vocabulary), P (pronunciation).
• Many of the activities give practice in several areas, so Column 3 can have more than one answer.

Things that can help your English Easy to do in your area? Enjoyable? Skill(s) it improves

Reading magazines in English

Watching DVDs without subtitles

Watching TV without subtitles

Talking to people from other countries

Forming a conversation group

Traveling to other countries

Listening to radio stations in English

Listening to songs / the radio in English

Reading articles in English on the internet

Chatting online with international friends

Writing emails in English


Step 1 Determine the areas where you want to evaluate
yourself. (Ex. A)
Step 2 Evaluate your strengths and weaknesses. (Ex. B)
Step 3 Identify ways to improve your weaknesses. (Ex. C,
Ex. D)
Step 4 Set realistic goals. (Ex. E, Ex. F)
Lead-in
• Ask the studepts to keep their books closed. Elicit from
them what different skills they have practiced while
using this book. Elicit speaking, reading, listening, and
writing.
• Ask them which of these skills is the easiest and which is
the most difficult, and why. Then ask them what general
areas of language they have practiced. Elicit grammar,
vocabulary, and pronunciation.
• Ask them which of these they think is the most
important, and why. Finally, ask them to say which skills
and areas of language they like the most/least, and why.
• Tell the students that now that the course is ending, it
will be important for them to continue learning on their
own. Tell them that this section will give them some
ideas for how to make a personalized learning plan that
they can use to keep improving their English skills.
Ask the students to look at the headings in the table.
Check that they understand average (it is OK, but could
be better).
Point out that there are two blanks in the left column.
Tell them to think of the two missing areas of English
and add them to the table. Then compare their answers
in pairs.
Check the answers with the class.
• Explain to the students that they need to reflect
on their performance in the different areas of their
English language learning in order to identify their
strengths and weaknesses. They can think about active
participation in the class, their grades on different
exercises, confidence in using the language, etc.
• Have the students check the appropriate column for
each area.
c
• Before you do this exercise, ask the students to work in
pairs or small groups to discuss different ways in which
they can improve their English outside the classroom.
Make sure they keep their books closed during this
exercise.
• Elicit some ideas from the class, and list the students'
suggestions on the board.
• Tell the students to open their books and compare the
list on the board with the one in the table. Find out how
many of the suggestions are the same. Find out which
extra ones there are in the table in the book.
Extra: vocabulary building
You could also check a couple of items of vocabulary
at this stage (e.g. subtitles (the words at the bottom of
the screen in a movie), and chatting (talking informally
to friends).
• Before the students complete the table individually,
make sure they understand the instructions above the
table. In particular, be sure that they understand what
they have to write in the third column (i.e., the letter
L if the exercise helps improve listening, S if it helps
improve speaking, etc.). Emphasize that they can write
more than one letter in the third column (e.g. they could
write both W and V for Writing emails in English).
In the near future u n it 12 T 126
D
• Before you ask the students to do this exercise, draw
' their attention to the How to say it box. Make sure that
they understand the phrases, and encourage them to
use them while working in groups.
• Put the students in groups of four or five, and ask them
to compare their completed tables in Ex. C.
• Tell them that they can add to or change their
answers in Ex. C depending on what other members
of the group say (e.g. Listening to songs in English .
can improve listening skills, but it can also improve
pronunciation and vocabulary.).
E
• Read the instructions to the class. Make sure the
students understand that they need to create their own
action plan.
• Draw the students' attention to the example of an
action plan. Point out the different sections in the action
plan. Ask them what other areas could go in the first
column (e.g. speaking, grammar, etc.) and what other
expressions could go in the How often column (e.g.
twice a week, every day).
• Focus on the advice in the box on the right. Tell the
students to choose only the most important goals for
their action plan and to be realistic.
• Encourage the students to use ideas from Ex. C and/or
their own ideas.
• Give the students plenty of time to complete the action
plan individually. Circulate and monitor, assisting where
needed.
• Read the instructions to the class. Plave the students
repeat the example sentences chorally and individually.
• Ask the students to look at and repeat the expressions
in the How to say it box. Encourage the students to
use some of these expressions to ask questions or make
suggestions about their group members' action plans.
• Divide the class into groups of three or four students for
this exercise.
• When the students finish their discussion, listen to a few
examples as a class. Find out which activities are most
popular for improving the students' English.
REFLECT
• Ask the students to read the Reflect question.
• Give them some time to think about different situations
in the domains of Self and Society and Work and
Career where the skill of Analyzing strengths and
weaknesses would be useful.
• Elicit the following ideas: giving friendly advice, being a
good listener; leading successful work meetings, saying
no, etc.
D [Jjj Work in groups. Compare your answers in Exercise C.
If necessary, change your answers.

.
Talking about activities
I think ... is easy to do.
Which things are easy in our area?
What do you like doing?
Chatting online can improve your
speaking.

.i f
¡3§j

E Look back at your evaluation in Exercise B. Use the ideas for activities in Exercise C as
well as your own ideas to make an action plan for improving the weak areas of your English.

Goals for improving my English

When you make a plan, don't try
Areas I want to improve Things I'm going to do How often to plan too much. It's better to
Listening W a tc h D l/Dr w ith o u t su b titles O n c& crw eek
start with a few goals and then
increase your goals little by little

F Work in groups. Explain your plan. Your group can ask questions
or make suggestions.
I want to improve my listening and my speaking.
I'm going to watch DVDs without subtitles at least once a week. I'm also going to ...
A Complete these sentences w ith words in the box. (5 points)

bike riding . dancing running swimming walking

1 I really should go blke ridin9 more. I never use my bicycle.

2 I want to go swim m ing again. There's an amazing pool near my apartment.
3 I'm going E ! E ! 2 next week. I want to learn samba.
4 I should go running ¡n the park. | just need to buy some sneakers.
5 I want to go w alking more. There are a lot of nice places to explore near here.

B Complete these sentences with start or sto p and words in the box. (5 points)

eating fast food exercising going out studying worrying

1 I'm going to _ start studyin.9 more. I want to improve my grades.

2 I'm going to stop ^ast ■All these burgers and fries are not good for me.
3 I'm going to start exercisin g every week. There's a really good gym on the next block.
4 I'm going to sto p worry ,n9 about the future so much. Life is too short.
5 I really want to start 9 oin9 out w jth my friends more. I stay at home too often.

8-10 correct: I can use expressions with go, start, and stop to talk about intentions.
0-7 correct: Look again at Sections 4 and 7 on pages 122 and 124.
SCO RE: 710

2 GRAM M AR
A Use Max’s datebook to complete these
D e s c r ip t io n
sentences using the present progressive. (5 points) D ay \ T im e
1 Max ...is having ..... |unch with Mr. Austin at 12:30 p.m.
2 He and Mr. A u stin ___ — fiL the office at 2 p.m. F ri 1 JM -
3 Max is working ¡n ^¡s 0 ffjce a || afternoon.
2 :0 0
4 He J l meetin9____Emma for dinner at 7:30 p.m. 4
5 Max and Emma are having dinner at Le Bistro.
3 :0 0 -
6 :0 0
B Complete the conversation between Max and
Jim with goin g to and the verb in parentheses. 7 :3 0
(5 points)
Jim: Hey, I hear you're going to the beach next week. What 8 :3 0
d) are you 9om9 to do (do) while you're there?
Max: Well, I(2) £HL.t0 (relax). I( 3 (not think)
about work for a week. I (4) am t0 (read) a good
book, play tennis, and lie on the beach. Emma
(5) ,s t0 (take) surfing lessons. She doesn't like
too much relaxation.

8-10 correct: I can use the present progressive to talk about plans and arrangements and going to to talk about
plans and intentions.
0-7 correct: Look again at Sections 1 and 5 on pages 120 and 122.
SCORE: /10
Language wrap-up
Students can do the Language wrap-up exercises in
class or for homework. If you give them for homework,
remember to check the exercises at the beginning of the
next class, or collect a few to grade and identify any typical
errors.
If you decide to do the exercises in class, you can
approach the wrap-up as a two-step reviewing procedure.
First, ask the students to do the Vocabulary section
individually. When ready, encourage the students to check
their answers carefully, and then put them in pairs to
compare answers and discuss any differences. Self- and
peer-correction are two excellent ways of developing
learner independence and creating a cooperative learning
environment. After completing the Vocabulary section, you
can apply the same procedure to the Grammar section.
1 Vocabulary
Encourage the students to read the sentences in both
these exercises carefully before they choose their answers.
Remind the students to add start and stop before the
words and phrases they choose in Ex. B.
2 Grammar
A
Focus students attention on the datebook. Tell students
that they need to use the information in it to complete the
sentences.
B
Tell students to read the conversation carefully before they
do the exercise. Remind them that they must use going to
and the word in parentheses to complete the sentences.

At the end of each section, make sure that the students

Refer to the Communicative wrap-ups on pp. 140-141
write their score out of ten. If they have a score lower
of the Student's Book for more activities.
than eight, direct them to the appropriate sections of the
unit, and encourage them to read those sections again for
homework. After that, ask the students to complete the
exercise(s) again at home.

Common European Framework: unit map

Unit 12 Com petence developed C E F Reference (A1)

1 Grammar can understand and use the present progressive with Table 1; Table 2; Sections 5.2.1.2;
future meaning 6.4.7.7; 6.47.8
2 Pronunciation can correctly pronounce verbs ending in -y +ing Section 5.2.1.4
3 Listening can understand the main idea of a short conversation Table 1; Table 2; Section 4.4.2.1
4 Vocabulary can use phrases with go Table 1; Table 2; Section 4.4.1.1 ;
Section 4.4.3.1; Section 5.2.1.1
5 Grammar can use going to to talk about intentions Table 1; Table 2; Sections 5.2.1.2;
6.4.77; 6.47.8
6 Speaking can talk about plans Table 1; Table 2; Section 4.4.3.1;
Section 5.2.3.2; Section 5.2.1.6
7 Vocabulary can use phrases with start and stop to talk about intentions Table 1; Table 2; Section 4.4.1.1;
Section 4.4.3.1; Section 5.2.1.1
8 Writing can order and connect simple ideas Table 2; Section 4.4.1.2;
Section 4.4.3.4
9 Reading can read a short blog entry and comments Table 2; Section 4.4.2.2

In the near future UNIT 12 T 128

 Communicative wrap-up
Bl Work in pairs. Look at this famous person’s family tree. Ask and answer questions
Umts 1-2 about the people and their connections to each other.

A E § Work in pairs. Student A, you want to register with an agency to help you find
friends. Student B, you work at the agency. Interview Student A and complete the form.
Then switch roles.

Friends EXPRESS Agency

mD fD

Telephone number:

Country Nationality.

Date ofbirth:

Occupation:

B 0 Work as a class. You are at a Friends Express meeting. You meet each person for
two minutes and try to find out as much as you can about him or her. Use the ideas
below to help you. When you hear the signal, change partners.

NAME Family? B l Work in pairs. Student A, you are a famous person. You can only say yes or no.
Student B, ask questions to find out about the famous person. You can ask up to 20 questions.

Age? Then guess who Student A is

,W ,
Are you a singer?

; Yes.
Is your sister an actor?

O ccu p a tio n ? Yes.

Are you Beyoncé?

W i Yes!

A: Tell me about your family. SCORE YOURSELF!

B-. My brother's name is Julian. Score 1-5for the items below. Score 5 for things that are t
a: What does he do? I can introduce myself.
B: He's a mechanic. I can exchange personal information.
A: And your parents? I can talk about occupations,
B: Their names are ... ftan talkabout family members.
If you give yourself 1or 2 for any of the statements, look a

Communicative wrap-up UNITS 1-2 131

Units 1-2
These fun, communicative activities closely mirror real-
life tasks and situations. They are designed to help the
students consolidate the strategies, skills, and language
items learned in the units. The focus is on fluent
communication, through speaking and collaborative
listening, with the main goal of achieving the task at hand.
At the end of the activities, ask the students to evaluate
themselves in terms of what they can do, say, and talk
about. The intended outcome is a sense of progress and
applicability to the real world.
In this Communicative wrap-up, the students practice the
following activities:
• Completing a registration form (Section 1)
• Talking about a family tree (Section 2)
• Guessing the name of a famous person (Section 3)
1 What about you?
Activity: complete a form; find out about people
Lead-in
Show the students the registration form in the Student's
Book. Elicit what key information people need to write in a
registration form (e.g. name, address, telephone number,
email address, nationality, sex, date of birth, passport
number, occupation, etc.). Write the words Friends Express
Agency on the board. Ask the students what this agency
could be for (to find new friends).
A
• Tell the students they are going to complete a
registration form.
• Read the instructions to the class.
• Elicit the questions the students will need to complete
the exercise (e.g. What is your ...?).
• Make sure the students know that on the form, M stands
for male and F stands for female.
• Put the class into pairs, and clarify who is Student A (the
caller) and who is Student B (the person who works at
the agency). If possible, ask the pairs to sit back-to-back,
as if making a phone call.
• Circulate and monitor, assisting where needed. Make
sure students are using English at all times and check
that they are using the correct punctuation and spelling
when completing the registration form. Note any
important errors so that you can draw the students'
attention to them at the end of the exercise.
• When both Student A and Student B have completed
the forms, invite a few students to read their partner's
details aloud to the class.
• On the board, write some common errors you heard,
and invite the students to correct them. Give each
student a marker, and ask them to write the corrections
on the board.
• Remind the students that they achieved the goal—to
find out about someone and complete a registration
form. With this ability, they can buy things on the
internet, apply for jobs, join clubs, etc.

(^ )
B 3 20 questions
• Explain or elicit the concept of speed dating (see the
Culture note).
• Read the instructions to the class. Explain that they'll
meet each person for two minutes only. Tell the students
how you will indicate that the two minutes have finished
(e.g. clap your hands, shout "OK," ring a bell, etc.). At
this point, students should find a different partner.
• Ask students to read the model conversation.
Encourage the students to ask and answer questions
similarly, using the ideas given.
• Check that the students remember the question How
old are you?
• Ask the students to circulate to do the activity two or
three times, so they have the chance to practice the
exercise with several classmates.
• Allow students to talk even when you hear mistakes.
• Ask a few students to report back on the people they
have spoken to, but ask them not to include the name
(e.g. He has two sisters.). The class guesses who it is.
• Give positive feedback to the students. Remind them
of the importance of asking questions when they meet
people for the first time.
Culture note
Speed dating began in Los Angeles in 1998. It became
very popular in the U.S. Speed dating works on the
principle that first impressions are very important, and
the idea that people can usually decide if they like
someone or not after just a few minutes.
2 Family act
Activity: talk about a family tree
Lead-in
Ask students to look at the picture of Ben Stiller. Ask
What do you know about him? What does he do? Elicit
or explain the word comedian (someone whose job is to
make people laugh by telling jokes). Explain that comic
can be used also.
• Tell students they are going to discuss Ben Stiller and
his family.
• Ask students to read the model conversation.
• Elicit two more sentences about Anne Meara to
demonstrate to the class that they can make more than
one sentence about each person in the family tree (e.g.
She is Jerry Stiller's wife; She is Ben Stiller's mom.).
• Ask the students to do the exercise in pairs. Circulate
and monitor, assisting where needed. Make sure they
are using English at all times, and check that they are
using the possessive 'sand the indefinite article before
the different jobs. Make notes of correct language you
hear.
• To wrap up, point out some examples of correct
language you heard.
Activity: guess the famous person
Lead-in
Ask the students to keep their books closed. In pairs,
students write the names of three famous movie stars, three
sports personalities, and three singers. The first pair to finish
wins the game.
• Tell students they are going to talk about famous people.
• Ask the students to open their books. Read the
instructions to the class. Ask students to read the model
conversation. Elicit the different types of questions they
can ask (man/woman; nationality; occupation; family).
• Divide the class into pairs. Make sure that they
understand their roles. Student A needs to think of a
famous person and can only say yes or no. Student B
has to find out who it is by asking yes/no questions.
• Demonstrate the exercise as a class. You take the role of
Student A. Think of the name of a famous person (e.g.
Barack Obama). Tell the students who are Student B that
you are a famous person, and invite them to ask you
questions to find out who you are. You can only answer
yes or no (e.g. B: Are you a man? A: Yes. B: Are you an
actor? A: No, etc.). While the students are asking you
questions, keep a tally of the number of questions they
ask. Remind them they can only ask you 20 questions.
• Ask each student to think of a famous person and write
it in a secret place (so that their partner cannot see it).
• Ask the students to write down the number of questions
their partner asks them. If their partner cannot guess
who the person is after 20 questions, they should tell
them the answer. Then they change roles.
• When the students finish asking and answering in pairs,
ask them as a class who the famous people were.
Score yourself!
When the students finish doing all the exercises in the
Communicative wrap-up, ask them to complete the
evaluation table. Alternatively, you can ask them to score
themselves as they complete the corresponding task,
rather than waiting until the end of the wrap-up.
Ask the students to circle 5 if something is easy and 1 if
something is difficult. Tell any students who have scored 2
or 1 for any of the questions to look again at the relevant
material and exercises in Units 1 and 2. It is common
for students who lack confidence to underestimate their
abilities. Since this is their first attempt at self-evaluation,
encourage them not to be too hard on themselves. Ask,
for example, if they were able to exchange information
and complete the registration form in the first activity,
despite some small errors. If the answer is yes, you could
suggest they raise their first score.
Communicative wrap-up
 Communicative wrap-up
I Work in pairs. Look at this 24-hour clock o f one person’s typical weekday.
Ask your partner about their typical weekday and complete the other clock.
Compare your clocks. Are your typical weekdays similar?

_I Work as a class. Find someone who likes each o f the free-tii e activities below.
Find out how often he or she does that activity.

My partner's typical day

going to parties,
playing sports.
A: How often do you play them?
B: Oh, I rarely play video games. I don't have time.

B H Work in pairs. Tell your partner about any interesting facts that you found out ir
Exercise'A.
A: Ana likes going to the movies. She goes every Saturday night.
B: Really? Helen likes going to the movies, but she rarely has time to go!
What time do you get up?
k / usuallyget up at seven-thirty. And you?
IT 'S A HABIT! v: I get up at six o'clock on weekdays.
B j Work in groups. Take turns rolling a die. When you land on a square, answer the
question. The rest o f the group can ask more questions if they like. The winner is the first
person to reach the end. ONE W ORD
Work in pairs. Choose one o f the words below to describe each person and explain why.

• shy • sociable • confident • considerate • funny • loyal • popular

A: Which word describes your best friend?
B: Uh ... funny, because he likes tellingjokes. Which word describes your mom?
A: Hmm ... considerate, because ...

SCORE YOURSELF!
Score 1-5 for the Items below. Score 5for things that are easy and 1 for things that are diff
I can talk about lilc« end drslikes 1 2 3
I can talk about routines. 1 2 3
I can talk about when and howoften things happen. 1 23
I can talk about what people are like. 12 3
Ifyou give yourself 1or 2 for any of the statements, look at the material in Units 3 and 4 ag

Communicative wrap-up

• Ask students to read the model conversation.

Units 3 -4 Encourage the students to ask and answer questions in
a similar way, using the ideas in the table.
In this Communicative wrap-up, the students practice the
• Model the exercise with two or three students,
following activities:
preferably sitting in different parts of the room. Use
• Talking about likes and dislikes (Section 1)
concept questions to check that the instructions are
• Discussing habits (Section 2)
clear (e.g. John doesn't like playing video games.
• Comparing a typical day (Section 3)
Should I write his name in the Name column? No, only
• Describing people (Section 4)
write the person's name when they like doing that
activity; Peter likes playing video games. Do I write the
1 Find out! word "yes" in the Name column? No, write his name;
Should I ask him a follow-up question? Yes; Can I ask
Activity: talk about likes and dislikes
him the next question or do I find someone else? Ask
Lead-in someone else.).
Ask the students to keep their books closed. Think of your • Set a time limit of 15 minutes for this exercise. Students
three favorite free-time activities (e.g. playing tennis, going should circulate, asking and answering questions.
shopping, and watching TV). Ask the students to find out • Circulate and monitor, assisting where needed. Note
what your three favorite free-time activities are by asking any errors in the use of frequency adverbs and simple
questions (e.g. Do you like playing sports?; Do you like present questions, without interrupting their discussions.
running?). Continue until they have found all three. At the end of the activity, write five or six of these errors
on the board, and ask the students to correct them.
A • Where appropriate, give positive reinforcement to
• Tell the students they are going to talk about things they students for their achievements, reminding them that
like and dislike. Ask the students to open their books we often talk about likes and dislikes In the real world.
and read the instructions. Then focus on the columns.
Point to the first column. Explain that they are going to
B
ask each other questions about these activities. Elicit • Ask the students to read the model conversation.
the question forms the students will need to complete • Ask students for an example of something they found
the exercise (e.g. Do you like ...?). Point to the second interesting. Encourage them to talk to their partner in a
column. Explain to the students that if someone says yes similar way.
to the question, they write the person's name. Finally, • Ask the students to work In pairs and tell their partner
point to the third column and elicit some of the words about different people in the class, using interesting
we use to say how often we do things (every day, every information they found out in Ex. A.
weekend, usually, often, rarely, never) as well as the
question form (How often do you ...?).

2 It’s a habit!
Activity: discuss your habits
Lead-in
Ask the students to keep their books closed. To introduce
the topic of habits, write three sentences on the board
about yourself (use the simple present and frequency
adverb in each sentence). Two should be true and one false.
Ask the students to guess which one is false. Take a class
vote. Tell them that they are going to talk about their habits.
• Note that you will need one die per group of four or five
students for this exercise. The students will also each
need a game piece. They can choose something small
and simple, like a coin, an earring, or a paper clip.
• Show the class a die. Ask them what we do with a die
(roll it). Pre-teach other useful vocabulary for playing
games (e.g. It's your turn, Hurry up!, I won!).
• Point out that if the students cannot answer a question,
they should go back to the square they were on before
they rolled the die.
• Ask the students to look at the exercise. Tell the
students to read the model conversation. Encourage
them to ask follow-up questions in a similar way.
• Divide the class into groups of four or five students for
this activity. Give each group a die. Ask them to choose
a game piece each and put it on the "START" square.
• You can assign one person in each group to be the
"English Monitor" (their role is to make sure people speak
English at all times). Other roles that can be assigned are:
"Secretary" (the person who reports back at the end),
"Rule Observer" (the person who checks that no one is
cheating!) and "Tally Person" (the person who makes a
note each time someone asks a follow-up question).
• When there is a winner in each group, ask them to
report back on some of the answers from their group
(e.g. Anna never does homework on the weekend,
Alberto prefers studying at night, etc.).
3 24 hours
Activity: talk about a typical day
Lead-in
Ask the students to keep their books closed. Draw a circle
on the board. Write the numbers 6, 12, 18, and 23 in the
correct places as on a 24-hour clock. Then elicit the other
numbers from the class. Only write numbers on the clock
if the students say them correctly (e.g. sixteen, not sixty).
Highlight that when we talk about the time in the afternoon
or evening using a 24-hour clock, we usually say at five
o'clock (in the afternoon) or at nine o'clock (in the evening)
and never at seventeen o'clock or at twenty-one o'clock.
• Tell the students they are going to discuss a typical day.
• Ask students to open their books and read the model
conversation. Encourage them to ask and answer
questions in a similar way when they are working in
pairs.
• Elicit the question form the students will need to
complete the exercise, and ask them to give you some
examples (e.g. What time do you go home?).
• To encourage discussion, ask the students to sit facing
their partners, not next to them.
• Students should do the exercise in pairs, writing their
partner's answers in the empty clock diagram.
------------------------------------------------------------------- •
• Ask the students to compare their clocks. What
similarities and differences are there? Then have them
join another pair. In groups of four, ask the students to
tell each other the similarities and differences they found
(e.g. Andrea gets up at 7, but I get up at 7:30, etc.).
Culture note
Most countries use the 24-hour clock, but in some
countries, e.g. the U.S. and Canada, it is not common,
and is called 'military time' or 'astronomical time'.
4 One word
Activity: describe a character
Lead-in
Ask the students to keep their books closed. Write the
seven adjectives on the board. Encourage students to
guess the meaning of each word. Does the word look like
a word they know in their own language?
• Write the heading Vocabulary on the board. Ask
students to describe these types of people (e.g.
a considerate person thinks about other people's
feelings; a loyal person supports his or her friends; a
shy person is nervous in the company of other people;
a funny person tells jokes). Write any new vocabulary
under the heading for the students to use later.
• Ask the students to open their books. Read the
instructions to the class. Give the students five minutes
to write the word that best describes each of these
people, and the reasons why.
• Ask the students to read the model conversation.
Encourage them to ask and answer questions in a similar
way when they work in pairs.
• When the students finish, ask them to continue working
with the same partner. The students tell their partner
how much they can remember from the discussion
(e.g. Your best friend Simona is very sociable. She likes
going to parties. Your sister is popular. She has a lot of
friends.). The students earn one point for each correct
fact. If the fact is wrong, their partner corrects them
(e.g. No, her name isn't Simona. It's Mary!).
• Circulate and monitor, assisting where needed. Remind
students to use he/she/it + -s without interrupting their
discussions. Write the letter s on a large card. If students
forget to use this, show them the card.
Score yourself!
When the students have finished doing all the exercises
in the Communicative wrap-up, ask them to complete the
evaluation table. Alternatively, you can ask them to score
themselves as they complete the corresponding task,
rather than waiting until the end of the wrap-up. Ask the
students to circle 5 if something is easy and 1 if something
is difficult. Tell any students who have scored 2 or 1 for any
of the questions to look again at the relevant material and
exercises in Units 3 and 4.
Use this opportunity to ask students why they find certain
things difficult and how you can help.
Communicative wrap-up T132
 Units 5 -6
13 Work in small groups. Read the rules below.
• Each player puts a marker, such as a coin or an eraser on the "Start of the tour" square.
• Players take turns rolling a die and moving that number of squares on the board.
• Follow the instructions that appear on the squares.
• When you land on a picture square, say what it is, who you can see, and what they are doing there, e.g.
for Square 2: This is a movie theater. There are a lot of people. They are watching a movie.
• The winner is the first person to reach the “End of the tour!" square.

I Work in pairs. Follow the steps below.

• Look at the map. You are at the bus station.
• Choose a place on the map and describe how to get there to your partner.
• Your partner guesses the place.
A: Turn right. Go straight ahead on this street. Take the first street on the left. It's on the right, opposite the

B: Is it the movie theater?

Com
municativewrap-up UNITS5-6 135

• Put the students into groups of four to do the exercise.

5 -6 • Circulate and monitor, assisting where needed,
noting any vocabulary problems you hear (e.g. make
In this Communicative wrap-up, the students practice the
homework). Write these on the board at the end of the
following activities:
game, and ask the students to correct them. Teach any
• Discussing lifestyles (Section 1)
new vocabulary that you feel the students need.
• Giving directions (Section 2)
• Talking about places in a city (Section 3)
Alternative
1 Lifestyle charades Before the students begin the guessing game, write
Activity: guess the lifestyle some key expressions on the board which will serve as
simple cues (e.g. Student A: Are you ...-ing?
Lead-in Student B: No, I'm not. / Yes, I am.
Prepare five or six slips of paper. Write a common daily Student C: How often do you ...? or Where do you ...?
activity on each one (e.g. watch TV, go shopping, play Student D: Do you have a ... lifestyle?
video games, ride a bike, write an email, etc). Hand them Student B: Yes, I do. / No, I don't.).
out to individual students, who take turns miming their The students carry out the game as a whole class,
activity for the class. The other students guess the activity rather than in groups.
(e.g. A: Are you writing a letter? B: No, I'm not. A: Are you
writing an email? B: Yes, I am.).
• Ask the students to open their books. Draw their
attention to the lifestyle adjectives, and elicit the Culture note
meaning of each one. Charades is' a popular party game in the U.S.,
• Ask the students to choose an adjective and think especially at parties and family gatherings. In this
about four activities that are related to that kind of game, you can use only actions or movements to
lifestyle (e.g. green: recycling, turning off lights, saving help the other players to guess a word or a phrase.
water, taking the bus). Charades is pronounced /Ja'reidz/.
• Read the instructions to the class. Make sure that the
students understand that the aim of the exercise is to
guess the following: the activity; where, when, or how
often the person does the activity; and the lifestyle
adjective that is being mimed.
• Ask the students to read the model conversation.
Encourage the students to ask and answer questions in
a similar way.
2 Guess where
Activity: give directions
Lead-in
Ask the students to keep their books closed. In pairs or
groups, have them write down as many places in the
neighborhood as they can think of (e.g. bus station,
stadium, bank, supermarket, park) on a piece of paper.
Give them a time limit. Hand out one marker to each
group, and ask them to write their ideas on the board.
Then hand the markers out to other students, who each
check a place which is near the school. Keep the activity
quick, collaborative, and fun.
Tell the students they are going to practice asking for
and giving directions.
Ask the students to open their books. Read the
instructions to the class. Point out that they can choose
one of the examples, one of the words on the board, or
use their own ideas.
Ask the students to read the model conversation.
Encourage the students to give directions in a similar
way. Tell them that they should give directions from the
bus station to the place they have chosen.
Write some useful expressions on the board (e.g. Sorry,
I don't understand; Can you please say that again?) to
facilitate the conversations.
The students should do this exercise in pairs.
Ask individual students to give their directions to the
class. Ask the other students to guess what the place is.
If appropriate, congratulate your class on completing
the activity, reminding them that asking for and giving
directions is very useful in real life.
• Give each group a die. Make sure the students have
different game pieces to indicate their position on the
board. They should place their game piece on the "Start
of the tour" square.
• Have the students do this activity in groups of three
or four.
• While the students are playing the game, circulate and
be prepared to help them with vocabulary, grammar, or
other questions they have.
Alternative
If you don't have a die available for each group, give
each group six small pieces of paper. Ask them to
write 1 to 6 on the sheets of paper, writing 1 on the
first sheet, 2 on the second sheet, etc. Then ask them
to fold the sheets of paper four times and mix them
up on the desk in front of them. Instead of rolling a
die, they should choose a piece of paper, unfold it,
and read the number on it. When they have answered
their question, they should re-fold the paper and mix
it up again with the other pieces of paper.
Culture note
A tourist trail is a route that tourists often follow and
which passes a number of tourist attractions. In New
York, for example, Central Park, Times Square, the
Empire State Building, and the Statue of Liberty are all
on the tourist trail.

The tourist trail Score yourself!

When the students finish doing all the exercises in the
Activity: talk about places in a city and what people
Communicative wrap-up, ask them to complete the
are doing
evaluation table. Alternatively, you can ask them to score
Lead-in themselves as they complete the corresponding activity,
Elicit or explain the meaning of a tourist trail. Ask the rather than waiting until the end of the wrap-up. Ask the
students to suggest some places a tourist should see in students to circle 5 if something is easy and 1 if something
their city (e.g. the zoo, a museum). is difficult. Tell any students who have scored 2 or 1 for any
of the questions to look again at the relevant material and
Ask the students to open their books. Read the exercises in Units 5 and 6.
instructions to the class.
Note that you will need one die per group of three or The end of this wrap-up could be a good opportunity to
four students for this exercise. Use concept questions to discuss ways in which the students can help themselves
make sure that students fully understand the rules, e.g. with vocabulary. For example, review new words after
What should you do when you land on a picture square? class each day, make flashcards, make a flip chart, draw
Say what kind of place it is (e.g. a zoo), say who they can pictures next to new words in their notebooks, etc. Choose
see (e.g. a woman), and say what they are doing (e.g. members of the class to say what they do to learn new
she's taking a picture of some penguins). vocabulary.
Tell the students that they must give these three pieces
of information about the picture correctly. If the group
decides the information about the picture is incorrect,
then the player must go back to the square they were
on before they rolled the die.
You can assign one person in each group to be the
"English Monitor" (whose role is to make sure people
speak English at all times). Other roles that can be
assigned are: "Secretary" (the person who reports back
at the end), "Rule Observer" (the person who checks
that no one is cheating!) and "Tally Person" (the person
who makes notes each time someone asks a follow-up
question).

Communicative wrap-up m l
 Communicative wrap-up
Si Work in pairs to play this guessing game. Read the rules below.
Umts 7-8 • Choose one person in your class that you know well. Describe their personal qualities and talk about what
they can and can't do. Your partner has to guess who you're describing.
• If the student who is guessing gets the answer right within three attempts, he or she gains a point.
• Ifthe studentwho is guessing gets the answer wrongthree times, you tell them him/her the answer and gain a point.
• The winner is the person with the most points after five minutes. Good luck!
D a Work in pairs. Take turns choosing a person from the pictures. Describe what he or A: This person is friendly. A: No, it isn't. This person can dance well.
she is wearing and speculate on his or her personality. Your partner guesses the person. B: Is it Billy? B: Is it Georgina?
A: This person looks ... and is wearing ... A: No, it isn't. This person can sing. A: Yes, it is.
B: Is it Person I ... ? B: Is it Paula?
A: That's right!

E l Work in groups of four. Read the descriptions o f the three people below. Then read the
information about the two phones. Choose the best phone for each person.

A gS Work as a class. You are going to find out your classmates’ talents and abilities.
Ask each student to tell you what they can do well and complete the table.
A: Jenny, what can you do?
B: Well, I'm good at music, and I can sing well. I can't dance though.

B E l Work in pairs. Follow the steps below.

• You are going to organize a talent show, based around a theme
A.- I think the Easytalker isfor...
(e.g. musical show, dance show, comedy show, magic show).
• Look at the things that your classmates are good at. B: Yes, and the AP400 Smartphone is more powerful, so ...
• Decide what type of talent show to hold. SCORE YOURSELF!
• Select classmates to be in the show. Score 1-5 for the items below. Score 5for things that are e,
A: A lot of our classmates can dance salsa, so I think we should have a dance show. I can talk about dothes and personality.
B: Yes, that's a good idea. Let's choose Ann, Rita, Martha, and Mike. They can all dance salsa. I can comparegadgets.
A: And David is good atjazz, so let's choose him, too. I can comparepeople.
I can talk about talents and abilities.
C E l Tell the rest o f the class about your show. If you giveyourself 1or 2 for any of the statements, look at

• Pre-teach expressions such as No, it's not; Try again!;

Give me another duel, etc.
• The students should do this exercise in pairs, taking
In this Communicative wrap-up, the students practice the
turns until they have talked about all the people in the
following activities:
pictures.
• Talking about clothes and personality (Section 1)
• To wrap up, the students choose one adjective that best
• Discussing talents and abilities (Section 2)
describes each person. Have a class vote on each picture.
• Comparing people (Section 3)
• Recommending gadgets for people (Section 4)
2 Talent show
1 Guess who Activity: talk about talents and abilities
Activity: guess which person someone is describing Lead-in
Lead-in Ask the students to open their books. Point to the
title. Elicit or explain the meaning of a talent show
Ask the students to keep their books closed. Have
(a competition in which people sing, dance, etc., to
the students work in pairs. Ask them to stand up, face
show their ability; competitors in a talent show are not
their partners, and look at them very carefully for a few
professionals). Ask the students to name examples of
moments to see what they are wearing. Then ask the pairs
talent shows on television, (e.g. American Idol) and tell
to stand back-to-back with their partners and say what
you what kind of things people do in the shows (e.g. sing,
their partners are wearing (e.g. I think you are wearing a
dance, act).
white shirt, black pants, and black shoes; I'm not sure, but I
think you are wearing a black T-shirt, blue jeans, and white
A
sneakers.).
• Tell the'class that they are going to find out what people
• Tell the students they are going to describe people. in their class can do.
• Ask the students to open their books. Read the • Read the instructions to the class. Point to the first
instructions to the class. Remind them to talk about column of the table, and explain to students that they
what the people are wearing and what kind of people should write the names of their classmates. Point to the
they are. second column, and explain that they should write what
• Elicit some useful words to describe personalities (e.g. people can do (e.g. play soccer, speak English, sing, etc.).
friendly, generous, reliable, optimistic; etc.). Encourage • Ask the students to read the model conversation.
the students to refer back to Unit 7 for more ideas. Encourage the students to ask and answer in a similar
• Choose two students to read the model conversation way.
aloud to the class. Encourage the students to ask and • Model the activity by asking two students from different
answer questions in a similar way. parts of the classroom about what they can do.

(^
 • Elicit the question forms they will need for this activity
(e.g. What can you do? What are you good at?).
• The students should do this exercise as a mingling
activity. Ask them to circulate and complete the form.
Set a time limit of ten minutes for this activity.
B cell phone to point out some of the physical features
• Read the instructions to the class. Use concept
questions to ensure the students understand the steps
in this activity.
• Direct the students to the model conversation and
encourage them to discuss their choices in a similar way.
• Circulate and monitor, assisting where needed.
Encourage students to keep the conversation going by
giving prompts (e.g. Why don't you include a song?;
Who can sing?, etc.).
c
• Ask each pair to report back to the class (e.g. We are
having a music show because Rita and Martha can sing
well, Paula and Daniel play the piano, and John plays
I ' the guitar.).
3 Guess who
Activity: guess who people are talking about
Lead-in
Ask the students to keep their books closed. Demonstrate
this exercise to the class. Think of a person that all the
students know well (preferably a colleague or a student
in the class). Use examples (e.g. I'm younger than this
person; This person is taller than me; This person is better
at dancing than me.). Encourage the students to guess the
name of the person.
• Ask students to open their books and read the
instructions and the model conversation.
• Check that the students understand the rules for gaining
points. Emphasize that they only have three attempts to
guess the right answer.
• Point out that only two people speak at one time. While
they are talking, the other two people in the group
should keep track of the points won/lost.
• Students should work in pairs, taking turns being the
speaker and the person guessing the answer.
• Find out which student was the winner in each group.
4 The gadget review
Activity: read about and select a gadget from a review
Lead-in
Ask the students to open their books. Ask them to look at
the pictures of the three people and cover the text. Elicit
information about each picture (e.g. This woman is pretty
old. I think she is a grandmother; This man is pretty young.
I think he likes traveling; This woman is a businesswoman.
She probably travels a lot.). After a few minutes, have
students uncover the descriptions and read the text under
the pictures. Were their guesses correct?
• Tell the class they are going to choose the best cell
phone for these three people.
• Ask the students to read the instructions and the
information about the phones individually. Help
the students with unfamiliar vocabulary (e.g. voice
recognition, easy-to-use, caller ID). If possible, use a real
(e.g. the keypad).
• Ask the students to tell you which cell phone is the
cheapest / the most compact / the heaviest / the most
expensive / the most powerful, etc.
• Focus on the model conversation, and explain that the
students need to give reasons for their choices.
• Put the students into pairs, and have them discuss which
phone is best for each person.
• Listen to the students' suggestions as a class. Ask them
to say why each phone is best for each person.
P o s s ib le A n s w e r s
Jane: L50 Easytalker, because it is the cheapest, the
largest, and it has an easy-to-use keypad.
Mark: AP400 Smartphone, because it is the most
compact, it has the internet, and it has a camera.
Alannah: AP400 Smartphone, because it has lots of
useful features for a businessperson. It's the most
powerful, and very modern.
Extra: team game
Ask the students to work in groups of four and discuss
which of these cell phones they would and wouldn't
choose for themselves, and why. Listen to their ideas
as a class, making sure they give reasons for their
choices (e.g. I don't like the second phone because it's
very heavy and you can't take pictures or videos with
it; I like the first phone because it has internet, you can
take pictures, and it's very light and compact.).
Score yourself!
When the students finish doing all the exercises in the
Communicative wrap-up, ask them to complete the
evaluation table. Alternatively, you can ask them to score
themselves as they complete the corresponding task,
rather than waiting until the end of the wrap-up. Ask the
students to circle 5 if something is easy and 1 if something
is difficult. Tell any students who have scored 2 or 1 for any
of the questions to look again at the relevant material and
exercises in Units 7 and 8.
Use this opportunity to talk about dictionaries and what
they contain (e.g. spelling, grammar, pronunciation). If time
allows, show students how to use a dictionary effectively.
Communicative wrap-up T136
 Communicative wrap-up
A 5 1 Work in pairs. Use the pictures below. Number the pictures in the order you think
the events happened. Then write one or two sentences to go with each picture. Include
the words in the box.

After that Finally First Last Friday On Tuesday Then

A Think about a place you went to eat recently. Read the questions below and think
about your answers.
1 Can you tell me about a place you went to eat recently? 5 What did you order?
2 Where is a What things did you really like about the place?
I Tell your story to another pair. Are your stories the same?
3 Why did you choose the place? 7 What, if anything, did you not like?
4 Was it expensive? 8 Do you recommend it?

| Work in pairs. Take turns asking and answering the questions.

I Work in groups. Follow the instructions below to play the game.
• Choose one player to answer questions.
• The other players take turns asking questions.
| Work as a class. Find a person for each of the statements below. Write his or her • All the questions must be about the past.
name in the “Name” column. Ask questions to find more information and take notes in • If you can't think of a question within five seconds when it's your turn, you're “out"
the “Notes” column. • The last player in the game is the winner.
player 1: Didyou do your homework last night? Player3: What did you do after your homework?
Interviewee: Yes, I did. Interviewee: / watched TV
player2: What v/asyour homework? Player4: Uh ... did... uh ...
Interviewee: English and math. Group: You're out!

SCORE YOURSELF!
Score 1-5 for the items below. Score 5 for things tl
I can order food froma menu.
I can describe a restaurant
I can use connectors to tell a story or anecdote 1 2 3 4 S
ÆAlexandra, would you like t< work in a restaurant? I can findout about other people's activities and experiences <2 3 4 5
A: Why? or 2 for any of the statements, look at the material in Units 9 and 10 again.

I Work in pairs. Tell your partner what you found out about your classmates.

Communicative wrap-up 1

• Circulate and monitor, assisting where needed. Make notes

Units 9-10 on pronunciation problems that hinder communication (e.g.
dessert vs. desert, soup vs. soap, etc.).
In this Communicative wrap-up, the students practice the
• Give feedback on pronunciation problems you heard.
following activities:
• Ordering from a menu (Section 1)
C
• Describing a restaurant (Section 2)
• Telling an anecdote (Section 3) • Tell the students they are going to order food and drinks
• Finding out about other people's experiences (Section 4) from their menus.
• Talking about the past (Section 5) • Ask the students to stay in their groups of four. Ask
them to choose one person to be the server and to
practice ordering meals from their group's menu.
1 Make a menu • Circulate and monitor, assisting where needed, without
Activity: create and order from a menu interrupting the role-play. When two people in each
group have had a turn acting out the role of the server,
A listen to one or two groups as a class.
• Point out some of the positive things you noticed,
• Tell the students they are going to create a menu.
and congratulate students, where appropriate, for
• Ask the students to open their books. Read the
completing the activity successfully.
instructions to the class.
• Elicit the meaning of the five categories in the box. Ask
students to give you examples for each category. 2 Do an interview
• The students should do the exercise in pairs.
Activity: interview someone about a restaurant
• Remind the students to put at least two food items in
each category and to put a price for each item in the Lead-in
local currency. Ask the students to keep their books closed. Elicit some
examples of things that people like in restaurants (good
B service, friendly servers, good food, live music, fun or
• Ask the students to read the model conversation. relaxing atmosphere) and things that people don't like
Encourage the students to discuss their menus in a (bad service, unfriendly servers, bad food, cold food, noisy
similar way, making sure their menu is complete. atmosphere).
• Ask each pair to join another pair to form groups of
four. Set a time limit of five minutes for them to create a
menu that the whole group agrees on.
A A
• Tell the students they are going to talk about restaurants
they know.
• Ask the students to open their books. Read the
instructions to the class.
• Ask the students to read the questions.
• Give the students sufficient time to make brief notes for
their answers. Tell them that if they haven't eaten out
recently, they can invent the information.
B • Ask the students to write some brief notes about what
• Put the students in pairs to ask and answer the
questions. Remind the students to ask follow-up
questions if possible.
• Elicit some examples from the class. Have the students
report back on their partners (e.g. John went to a
Chinese restaurant downtown last week. It was cheap
and the food was delicious.).
3 Find out!
Activity: ask questions to find out information about
your classmates
A managing to tell the story fluently.
• Tell the students they are going to learn more about
their classmates.
• Read the instructions to the class.
• Ask the students to read the information in the Find a
person who ... column.
• Ask students to read the model conversation.
• Elicit the other questions the students will need to ask:
Are you feeling tired right now?; Do you think cooking is
boring?; Do you need to study this weekend?; Do you have
to go to work after this class?; Are you interested in jazz?
• Tell the students that when they find someone who
answers a question in the affirmative, they should write
their name in the Name column. Also remind them to
ask for a reason and then write it in the Notes column.
• Ask the students to circulate and find a person for each
question.
B
• Ask the students to work in pairs and tell their partners
some interesting information they found out about their
classmates.
• Get feedback by asking the class questions (e.g. Who
is feeling tired right now?; Who thinks that cooking is
boring? Why?; Who is interested in jazz? What are your
favorite bands?).
4 What’s the story?
Activity: order the events in a story
Lead-in
Ask the students to keep their books closed. On the
board, write three things you did yesterday evening (e.g.
I went to bed; I wrote an email; I had dinner.). Ask the
students to put the three events in the order in which they
think the events happened. Then elicit from the class the
sequencing words they could use to make the sentences
into a short story (e.g. First, I wrote an email. Then I had
dinner. Finally, I went to bed.).
• Read the instructions to the class. Explain that there are
two steps in this exercise. First, the students order the
pictures in sequence, and then, using the words in the
box, they write sentences about each picture.
• Ask the students to look at the pictures and to tell you
what they can see in each of them (e.g. a young man,
his girlfriend, a pizza delivery, a dog).
• Ask the students to work in pairs and number the
pictures in order from 1 (the beginning) to 6 (the end).
happened in each picture. Remind them to use the
simple past and the connectors in the box to highlight
the sequence of events in the story.
B
• Ask each pair to join another pair to form groups of four.
The students should take turns telling each other their
stories and listening for differences.
• Circulate and monitor, assisting where needed. Make
notes of any common errors relating to the past tense or
connectors. Write some of the errors on the board at the
end of the activity, and ask students to correct them.
• Congratulate the students, where appropriate, on
5 The last word
Activity: play a game with questions about the past
• Read the instructions to the class, and nominate five
students to read aloud the five rules of the game. Make
sure they understand the rules of the game.
• Choose students to read aloud the two example
conversations, and emphasize that to win the game,
they should have a question ready when their turn
comes. Elicit the tense the students should be using
to ask their questions, as well as some additional
suggestions for topics.
• Put the students in groups of four or five. Ask them to
decide who will be answering the questions.
• Play the game until only one player is left in each of the
groups. Congratulate the winners.
Score yourself!
When the students finish doing all the exercises in the
Communicative wrap-up, ask them to complete the
evaluation table. Alternatively, you can ask them to score
themselves as they complete the corresponding activity,
rather than waiting until the end of the wrap-up. Ask the
students to circle 5 if something is easy and 1 if something
is difficult. Tell any students who have scored 2 or 1 for any
of the questions to look again at the relevant material and
exercises in Units 9 and 10.
Students who read a "simplified story" (reader) can
greatly improve their grasp of all four skills, as well as their
grammar, vocabulary, and pronunciation (if they use an
audio CD). Given that the students now have sufficient
English, suggest they try a reader. Discuss the benefits of
using a reader and provide some tips on when/how to use
one.
Communicative wrap-up T138
 B3 Work in small groups. Follow the instructions to play “Backward and Forward.”
• Roll a die. The person with the highest number starts.
• When it's your turn, roll the die and move the number of spaces indicated.
• Follow the instructions on the square. Answer in complete sentences.
• If you answer the question, stay on your space. If you can't answer the question, move back to the

I Work in pairs. Interview your partner and take notes o f their answers.

The Past The Future

© When and where were youbom? Q What are you doing this weekend?

0 Where are you going on your next vacation?

B a ck w a rd and F o rw a rd
0 Who gave it to you?

© What was your favorite food when you wi © How are you going to improve your English?
younger?
0 What are you going to stop doing in the future?
0 When did you start listening to pop music?
o What are you going to start doing?
© Who was your favorite group then?

B B l Work with another pair. Tell them what you learned about your partner.
This weekend, George is going to a concert with some friends. He's going to see a pop band.
He started listening to pop music when he was ...

A Think of something you did that you are not going to do again, or that you are going tc
do differently next time. Answer the questions.
1 What did you do?

What went wrong?

Are you going to do it again? If not, why not? If so, what are you going to do differently?

SCORE YOURSELF!
Score 1-5 for the items below. Score 5 for things that are easy and 1for things that are difficult.
I can talk about historical events. 1 2 3 4 5
| Work in small I can talk about past events using when. 1 2 3 4 5
i groups. Talk about youi I can talk about plans and scheduled events 1 2 3 4 S
experiences. Ask for If you give yourself 1or 2 for anyofthe statements, look at the material in Units 11 and 12 again.

I more information
when necessary.

Communicative wrap-up UNITS 11-3

• Ask the students to work in pairs. Student A should

Units 11-12 begin by asking Student B the questions and writing
down the answers. Then Student B asks Student A the
In this Communicative wrap-up, the students practice the
questions and writes down the answers.
following activities:
• Circulate and monitor, assisting where needed and note
• Talking about past events and future plans (Section 1)
any significant errors. When they have completed the
• Discussing past experiences (Section 2)
exercise, ask them to correct the errors.
• Talking about historical events and future plans (Section 3)

1 Tell me more! • Ask the students to read the instructions and the model
Activity: interview someone about past events and answer. Encourage them to report back in a similar way
future plans when talking about their partner's future plans. Remind
them to use the simple past when talking about their
Lead-in partner's past life.
Ask the students to keep their books closed. Think of your • Ask each pair to join another pair to form groups of
own answers to some of the questions in Ex. A, and write four students. Each student must tell the group some
the answers on the board (e.g. 1975, Miami, spaghetti, interesting information about their partner that they
take a vacation). Tell the students that two of the answers learned in Ex. A.
refer to the past and two to the future. Elicit from them • Listen to a few examples from the class. Correct any
possible questions for these answers (e.g. When were you errors in the use of the simple past for the past events
born?; Where are you going on your next vacation?, etc.). and the present progressive for future plans.

A
• Tell the students they are going to talk about their lives, Alternative
in the past and future. Have the students prepare three sentences about the
• Ask the students to open their books. Read the partner they interviewed. Two sentences are true, and
instructions to the class. one sentence is false. Allow students five minutes to
• Ask them to read through the questions individually, and prepare these sentences. Each pair joins another pair
check that they understand all of them. Show how to ask to form a group of four. Each student reads aloud
a follow-up question and take notes.' three sentences and the other pair guesses which one
• Pre-teach a few useful expressions (e.g. I'm sorry. What is false.
did you say?).
• Give the students a couple of minutes to think about
their answers to the questions.
 --------------------------------------------------------------- m

2 Speaking of the p ast...

Activity: talk about a past experience
Lead-in
Ask the students to keep their books closed. Think of
something bad that happened to you and tell the class
about it (e.g. a bad vacation—the plane was delayed; the
hotel was bad; I got sick; the weather was cold, etc.). Tell
them what you are going to do differently next time (e.g.
I'm not going to go there again, Next time I'm going to
spend my vacation at the local beach.).
A
Culture note
People who built famous buildings or structures
include Frank Lloyd Wright (the Solomon R.
Guggenheim Museum in New York City, 1959),
Frédéric Bartholdi (the Statue of Liberty, 1886), and
Gustave Eiffel (the Eiffel Tower, 1889).
People who fought famous battles include Napoleon
Bonaparte, Julius Caesar, Simón Bolívar, and George
Washington.
Some of the best-known composers of classical music
are Beethoven, Mozart, and Tchaikovsky.

• Tell the students that they are going to tell a story about
an experience they had. Alternative
• Ask the students to open their books. Read the
If you don't have a die available for each group, give
instructions to the class. Ask them to read through the
each group six small pieces of paper. Ask them to
questions and check that they understand them all,
write 1 to 6 on the sheets of paper, writing 1 on the
especially What went wrong? (What problem did you
first sheet, 2 on the second sheet, and so on. Then
have?).
ask them to fold the sheets of paper and mix them up
• Ask the students to work individually, and give them four
on the desk in front of them. Instead of rolling a die,
minutes to write their brief answers to the questions.
they should choose a piece of paper, unfold it, and
• Circulate and monitor, assisting where needed.
read the number on it. When they have answered their
question, they should re-fold the paper and mix it up
B
again with the other pieces of paper.
• Divide the class into groups of three or four students for
this activity.
• Ask the students to ask and answer the questions in
Ex. A. They should take turns asking and answering the Score yourself!
questions. When the students finish doing all the exercises in the
• Encourage them to ask follow up questions to get Communicative wrap-up, ask them to complete the
more information. Elicit possible examples (e.g. What evaluation table. Alternatively, you can ask them to score
happened?; What did you do?; How did you feel?). themselves as they complete the corresponding activity,
rather than waiting until the end of the wrap-up. Ask the
students to circle 5 if something is easy and 1 if something
3 Backward and forward is difficult. Tell any students who have scored 2 or 1 for any
Activity: answer questions about the past and about of the questions to look at the relevant material again as
future plans well as the exercises in Units 11 and 12.
Lead-in Discuss ways in which the students can practice their
Ask the students to keep their books closed. Draw a slide English outside the classroom (e.g. listening to song lyrics
and a ladder on the board. Ask the students if they know and podcasts, watching TV and DVDs, reading, playing
the game "Chutes and Ladders." Ask what happens in the games, etc.).
game if you land on a square with a ladder (you go up or
forwards) and if you land on a square with a chute (you go
down or backwards). Tell the students that this game works
in the same way.
• Read the instructions to the class. Ask the students what
happens if they answer the question correctly (they stay
on the space) and if they don't answer it correctly (they
move back to the space they were on before they rolled
the die).
• Check that they understand all the questions, especially
Where did you grow up? (Where did you live when you
were a child?), and all the vocabulary in the questions
(e.g. retire: stop working because you are too old;
compose: write a piece of music; battle: a fight between
two armies in a war).
• Note that the composer could be a composer of
classical music (see the Culture note) or a composer of
pop music (e.g. Paul McCartney, Manu Chao, etc.).
• Have the students work in groups of three or four. The
first person in each group to reach the last square is the
winner. Continue until there is a second winner.

Communicative wrap-up T140

The Grammar reference provides 5 I go bowling with my friends after I
further consolidation of the grammar finish work. / After I finish work, I go
points covered in each unit. It can be 1 bowling with my friends.
found on pp. 142-159 of the Student's 1 My brother like music and he 6 I go to the gym before I go to work.
Book. For each grammar point, there downloads lots of songs, (likes) / Before I go to work, I go to the gym.
are clear notes and tables outlining 2 Do Sarah have any interesting
the form and function, as well as two hobbies? (Does)
exercises providing further practice. It 3 I love this song, but my girlfriend
is designed to be done on a unit-by- don't like it at all! (doesn't)
unit basis and can either be covered 1
4 I doesn't buy many CDs, but I buy a
as part of the unit, as a follow-up to 1 Are there 2 There is / There's
lot of MP3s. (don't)
each Grammar section, or at the end 3 There aren't 4 There aren't
5 This sounds like a great song! Does
of the unit in a test format. 5 Are there 6 There isn't
you like it? (Do)
6 Does Kyle plays the piano? Yes, he 2
does, (play) 1 many 2 several 3 a lot of
4 some 5 any
2
1 1 wakes up 2 has 3 leaves 4 works
1 is 2 are 3 not 4 aren't 5 opens 6 don't have 7 serve 1
5 isn't 6 am 7 Is 8 Are 8 Does; like 9 doesn't pay 1 No get lost! (Don't)
10 doesn't have 2 Please to sit down, (sit)
2
3 Turn you left at the traffic lights.
1 C 2 e 3 b 4 d 5 a (Turn)
1
4 Doesn't worry about the exam.
1 / 2 stays (stay) 3 / 4 V
1 (Don't)
5 does (do)
1 is your name 2 Where 5 Please talk not during the movie,
3 are they 4 When 2 (don't talk)
5 Who 6 is your number 1 When does Will play golf?
2
2 Where do you work?
2 1 Turn 2 be 3 Don't run
3 Why do Rafael and Mike arrive late
1 What is / What's your address? 4 Walk 5 don't watch 6 Make
every day?
2 How old are Richard and Mark? 4 Who does Leon look like?
3 When is / When's your birthday?
5 What do I need for the meeting?
4 Who is / Who's your brother?
5 Where is / Where's our class?
1
1 running 6 having
2 studying 7 worrying
3 giving 8 seeing
1 is always 2 often think
1 4 waiting 9 sitting
3 Do; always catch 4 are never
1 a; a 2 the; a 5 swimming 10 visiting
5 rarely show 6 am/'m sometimes
3 - (no article); The 4 an; an 2
5 a; an 2
1 Are; going; they are
1 week 2 always 3 often
2 2 is; studying; is/'s studying
4 once 5 rarely
1 a 2a 3b 4b 5c 3 Is; working; isn't; is/'s working
4 Are; dating; I'm not
1 5 is; talking; is/'s talking
1 1 b 2a 3b 4a 5a 6b
1 books 2 Laura's 3 children's
4 Smiths' 5 Jason's 6 parents' 2 1
1 I finish studying before I call my 1a 2b 3a 4b 5b
2
friends. / Before I call my friends, I
1 Whose are the books? They're 2
finish studying.
theirs. 2 Olivia and Sara play tennis until they
1 'm m aking; is /'s
2 Whose pen is this? It's his. get tired and stop. / Until they get
2 are; doing
3 Are they Amy's video games? No, 3 do; do
tired and stop, Olivia and Sara play
they're ours. tennis.
4 'm stu d yin g ; w orking
4 Is he Paul's brother? No, he's mine. 5 d riv e ; a re /'re riding
3 My wife washes the dishes after I
5 Whose jacket is this? It's hers. 6 u n d e rstan d ; are/'re saying
cook. / After I cook, my wife washes
the dishes.
4 The children play outside until it's
time to eat. / Until it's time to eat, the
children play outside.
 2 1
1 do; want / would; like 1 her 2 it 3 them; to him
2 would like to / would love to / 4 We; it 5 him; him; them
1 My brother can paint very well. want to 2
3 want to 1 My parents gave me their old car. /
2 Can you ride a motorcycle?
4 have to / need to My parents gave their old car to me.
3 I can't play the guitar.
5 Do; have to / Do; need to 2 Sarah saw John in the supermarket.
r 4 My sister and I’ can'tcook.
5 She can speak French and German.
6 have to / need to
7 want to
/ Sarah saw him in the supermarket.
3 Our teacher explained object
2 8 Let's pronouns to us. / Our teacher
1 can 2 Yes, I can. 3 can't 9 Let's explained them to us.
4 can 5 No, I can't 6 can
4 My brother won a prize. He won it in
a spelling competition.
1 5 We bought him a present. / We
1 good 2 quickly 3 well bought a present for him.
4 bad 5fast 6happily
Regular past tense verbs:
2
1 carried 2 learned 3 liked
1 well 2 slowly 3 quietly
4 stayed 5 studied
4 noisily 5 fast
6 visited 7 watched
Irregular past tense verbs:
1 was/were 2 did 3 went
4 had 5 read 6 saw 7 took
2
1 was; am/'m going
1 2 2 go; am/'m meeting
1 that 2 these 3 those 1 went 2 was 3 learned (read/saw) 3 is/'s; opening; want
4 this 5 that 4 studied 5 saw 6 were 4 are giving
7 carried 8 read 5 am/'m going; Do; want
2
1 these 2 This 3 that 4 Those
1 1
1 was 2 Did; did 3 like 1 am/'m going to get
1
4 go 5 wasn't 2 is going to give
1 more/ 5 more/
less beautiful less practical 2 3 are; going to do
2 prettier 6 crazier 1 did; do 2 stayed 3 was 4 am/'m going to answer
3 nicer 7 hotter 4 did; paint 5 didn't want 5 isn't / 's not going to be
4 bigger 8 cooler 6 am/'m not going to complain

2 2
1 more famous than 1 cannot replace with present
2 more casual than progressive
3 not as cool as 2 Peter loves photography. He's going
4 fatter than shopping for a new camera tomorrow.
5 less expensive than 2 3 cannot replace with present
(Note that when clauses can be at the progressive
beginning or end of the sentence.) 4 My friend from Australia is visiting
1 When I woke up, I saw my birthday next week.
present. / I saw my birthday present 5 I'm meeting my friends at the movie
when I woke up. theater tonight.
Count nouns: apple, bean, orange, 2 I got a surprise email when I logged
potato, sandwich, strawberry on. / When I logged on, I got a
Non-count nouns: bread, cheese, fruit, surprise email.
meat, soup, yogurt 3 My sister got a job as an architect
when she graduated from college.
2
/ When my sister graduated from
1 some 2 some 3 much
college, she got a job as an architect.
4 any 5 any 6 many/some1
6
5
4
3
2
4 I was happy when I passed my
exam. / When I passed my exam, I was
1 happy.
1 I'd love to see that movie. 5 .When my mother was born, her
2 Would you like to go out to dinner family moved to Chicago. / My
tonight? mother's family moved to Chicago
3 / when she was born.
4 A: Would you like to go to the zoo?
B: Yes, I'd love to!

r 5 Let's meet at seven.

6/
Grammar reference answer key T142
r
WORKBOOK ANSWER KEY
Exercise B
1 Section 6
Exercise A 1 doctor 2 engineer 3 firefighter
1 Where 2 What 3 How 4 When 4 police officer 5 taxi driver 6 writer
Section 1
Exercise B Section 2
Exercise A
First name: Lucy Exercise A
Possible answers:
Last name: Cheng a: musician, singer, teacher
Words that should be circled:
Country: China an: actor, artist, engineer
French, English, Spanish, computer
Age: 20 no article (-): lawyers, students, writers
science, video, music, sports, class
Telephone number: (555) 841-0789
Exercise B Exercise B
Exercise C 1 an 2 the 3 - 4 the 5 -; The
1 c 2d 3 f 4a 5b 6 e
1 What is (What's); Lucy
2 What is (What's) her last name?; Exercise C
Section 2 1 Are you a teacher?
Exercise A Cheng
3 Where is (Where's) she from?; China 2 They are doctors in a hospital.
1 spell 2 speak 3 say 4 repeat 3 My brother is a doctor.
4 How old is she?; 20
5 mean 6 help 4 Is Dave a lawyer?
5 What is (What's), (555) 841-0789
Exercise B 5 I am not a student.
1 Can you spell that? Watch out! 6 My brother is a teacher in a school.
2 Can you repeat that, please? Where are you from? The school is in Boston.
3 What does that mean?
Listen and write Watch out!
4 Can you speak more slowly?
Exercise A He is a musician.
5 How do you say that in English?
6 Can you help me? First name: Kate
Last name: Robinson Section 3
Section 3 Age: 19 Exercise A
Birthday: December 7th 1 Clara 2 Bianca 3 Hector
Exercise A
Email: kate192@mail.com 4 Martin 5 Rita 6 Juan
1 is 2 Are 3 isn't 4 Are
7 Lisa 8 Sasha
5 am 6 is
Down time
Exercise B
Exercise B
Exercise A 1 grandma 2 parents 3 brother
1 is 2 isn't 3 am/'m 4 are
(S E V E N T E E N T H) 4 sister 5 Martin 6 Lisa/Sasha
5 Is; isn't 6 Are; are 7 Are; am
7 Lisa/Sasha 8 grandparents
8 Are; aren't 9 is (F I R S T) L W Y N V F

Watch out! \C T M N X Y L Q H T Section 4

She is 25 years old. (F \EV nh N D 'D ) X T T N Exercise A
D/ 1 c 2b 3d 4a 5 e 6 f
Exercise C O 9 \R G y 4 iy -"b , / n) E W T
1 'm 2 'm 3 's 4 'm 5 's 6 Are Exercise B
u (9 \E ) 9 / / E/ 9 N P P
1 Jones 2 Seattle 3 8:30 a.m.
< O y

7 'm not 8 'm 9 Is 10 isn't 11 's

R x i/ <c) L T "6 ) 4 exciting 5 engineer 6 daughter
12 Are 13 am 14 're
\ E y K y

T B , <F> <t) \J Y _H 9 , 9
Section 4
V

Section 5
[ h. "By < r sPS 9 K
9 Exercise A
( ¡ y A y

Exercise A
F R, "M 9/9 c L 1 has; doesn't have
1 Excuse me 2 please 3 Thank
w ' K y

you/Thanks 4 Thanks / Thank you Q <£y 9 K K F <T>9 N N L 2 doesn't have; has

5 You're welcome 3 don't have; have
Exercise B 4 have; don't have
Exercise B
1 is 2 eighth 3 speak 4 help Exercise B
1 Excuse me 2 please 3 You're
5 old 6 mean 7 spell 1 sister's 2 children's 3 Tom's
welcome
Letters in circles: 1 i 2 g 3 e 4 h 4 mother's 5 grandparents’
Section 5 5 I 6 n 7 s 6 parents'
Exercise A Exercise C
Watch out!
1 9th 2 1st 3 25th 4 31st English
My cat's name is Tippy.
5 17th 6 12th
Exercise C
Exercise B 1 Her 2 mine 3 theirs
1 ninth 2 first 3 twenty-fifth
4 ours; yours 5 his 6 Her; his
4 thirty-first 5 seventeenth
6 twelfth Section 1 Section 6
Exercise C Exercise A Exercise A
1 2 7 th 2 11th 3 13th 4 22nd 1 doctor; D 2 firefighter; B 1 f; My birthday is in November.
5 4th 6 30th 3 taxi driver; A 4 engineer; F 2 b; We are from Peru.
5 police officer; C 6 writer; E 3 a; They study English.

©
4 g; My sister and i are doctors. Section 5
5 c; My teacher is Mr. Daniels. 1 d; What do you 3 a; What's your
6 h; |t is five o'clock. 2 c; How about 4 b; Do you
7 d; Antonia lives in Jexas. Section 1
8 e; Your class is on Wednesday. Exercise A Section 6
Exercise B 1 listens Exercise A
1 My sister Alison is a writer. 2 doesn't watch; doesn't read 1 funny 2 shy 3 sociable
3 Does, play; No, doesn't 4 considerate 5 loyal 6 popular
2 She writes short stories and books
for children. 4 Do, buy; Yes, do
Exercise B
3 Her job is very interesting, but it is 5 Does, read; No, doesn't
1 shy 2 confident 3 sociable
also difficult. Exercise B 4 funny 5 extrovert 6 loyal
4 She sometimes travels around the 1 likes 7 introvert 8 funny
country and talks about her work. 2 doesn't play
5 Her books are very popular with 3 don't listen Listen and write
children and adults. 4 buys Exercise A
6 She has two awards for best Exercise C their personality, their daily activities,
children's books of the year. 1 Do you listen their free-time activities, their friends
Read and write 2 do you play Exercise B
3 Do your parents listen 1 A 2 J 3 J 4 J
Exercise A 4 Do you buy write new songs: J/A
He's a sound engineer. 5 buy go bowling: A
Exercise B see friends: A/J
1 33 Watch out!
go to parties: J
2 Yes, he is, because he listens to Yes, he does. watch a movie: A
great bands from all over the world, work out at the gym: J
Section 2
and he meets famous musicians. practice the guitar: A
Exercise A
3 No, it isn't.
Possible answers: Exercise C
4 Alan 1 sociable 2 confident 3 popular
mystery, puzzles, solution, detectives,
5 She's a piano teacher. 4 funny 5 shy 6 sad
fantasy, novels, characters, biographies,
Exercise C historical, real, fantasies, romantic, story
Name: Max Garcia Down time
Exercise B Exercise A
Age: 33
1 Leo 2 Danni, Monica 3 Leo
Nationality: American 1 go online
4 Monica 5 Suzie; Danni 2 go bowling
Lives in: London
Languages: French, Spanish, English 3 play tennis
Section 3
Job: sound engineer 4 play video games
Exercise A
5 listen to music
Opinion about job: loves it 1 b 2g 3e 4 f 5 h 6 d
6 watch TV
Family members: two brothers, one 7 c 8 a
7 go to the movies
sister, mother, father
Exercise B
Other information: He visits his family Exercise B
1 go to the movies 1 funny 2 sociable 3 confident
twice a year. 2 play sports 4 shy 5 popular 6 friends
Down time 3 work out
7 extroverts 8 introverts
4 go bowling
Exercise A
5 listen to music
1 Eleanor 9 Susan
6 watch TV
2 Richard 10 Tim
3 Edward 11 Andrew
Section 4
4 Annette 12 Rick
Exercise A Section 1
5 Lauren 13 Clare
1 d 2e 3b 4 f 5c 6a . Exercise A
6 Brenda 14 Sara/Sophie
7 Mike 15 Sara/Sophie Exercise B
8 Sam 16 Naomi 1 What 2 Why 3 When
4 Who 5 Where
Edward, Annette, Eleanor, and Richard
are Emma's grandparents. Exercise C
1 What does Lisa like to do in her free
Exercise B
time?
singer, software engineer, lawyer,
.2 Who does Lisa/she play tennis with?
artist, firefighter, police officer, soldier,
3 When does Lisa/she play tennis?
taxi driver, architect, journalist, doctor
4 Where does Lisa/she play tennis?
Exercise C 5 Why does Lisa/she like to play tennis?
well-paid; interesting work; good
salary; hard-working; job security Watch out!
What does she do in her free time?

Workbook answer key T144

Exercise B
1 It's eight twenty. / It's twenty after
eight.
2 It's nine o'clock.
3 It's a quarter after six. / It's six
fifteen.
4 It's eleven forty-five. / It's a quarter
to twelve.
5 It's five thirty. / It's half past five.
6 It's seven fifteen. / It's a quarter after
seven.
Section 2
Exercise A .
1 always 2 usually 3 often
4 sometimes 5 rarely 6 never
Exercise B
1 We are always at home In the
evening.
2 Frank and Emilia have dinner in a
restaurant once a week.
3 Yolanda rarely watches TV.
4 My brother Is often online in the
morning.
5 Hector never has any free time.
6 Clare drives to work three times a
week.
Watch out!
He is never late.
Exercise C
1 Suzanna always takes the bus.
2 Frank and Liz often go to the
movies.
3 Matt always goes swimming on his
lunch break.
4 Marie rarely eats in a restaurant.
5 We usually drive to work.
r Saturdays.
6 Leona is sometimes absent.
7 Toby never gets up early on Sundays.
Section 3
Exercise A
1 b 2d 3a 4c 5g 6f 7 e
Exercises B and C
Hi. My name is Greg. I'm an architect
(a businessman). On Mondays, I usually
stay home and work on the computer.
The rest of the week I work at home (in
the office). I finish work at about three
o'clock. On Tuesday nights, I stay home
(work out in the gym). On Wednesday
nights, I have dinner with a friend. On
Thursday nights, I usually go swimming
(stay home). On Friday nights, I go to
the movies (shopping). On Saturdays,
I go dancing (to the movies and
see friends), and on Sundays, I go
shopping (practice the guitar).
Section 4
Exercise A
on: the weekend, Wednesday,
weekdays
at: four o'clock, midnight, night
in: the afternoon, the evening, the
morning
Exercise B
1 on 2 in 3 at 4 in 5 on 6 on
Exercise C Exercise B
He gets up.; He takes a shower.; 8:00 - Phoebe starts work.
He eats breakfast.; He reads the 8:30 - She has a staff meeting.
newspaper.; He goes to work.; He 9:30 - She answers emails.
goes to the park.; He reads the 12:00 - She works on new projects.
newspaper.; He goes to the store.; He 2:00 - She has lunch.
goes back to the office.; He finishes 3:00 - She sometimes has meetings
work.; He goes home.; He watches with clients.
the news.; He has dinner.; He reads a 8:00 - She finishes work.
book.; He goes to bed. 9:00 - She arrives home.
10:00 - She sometimes watches TV or
Section 5 reads professional magazines.
Exercise A
1a 2a 3b 4b
Down time
Exercise A
Watch out! 1 sociable 2 online 3 always
He takes a shower after he has 4 noon 5 boring 6 loyal 7 before
breakfast. 8 go for a walk 9 an 10 rarely
Exercise B Exercise B
1 We go to the movies after we go 1 Time waits for no man.
shopping. 2 Time flies when you are having fun.
2 Danny goes to the library before he 3 The early bird catches the worm.
goes to his English class.
3 My children watch TV until we have
dinner.
4 I practice the piano until it is eight
o'clock.
Section 1
5 After Zach and Mina cook dinner,
they watch TV. Exercise A
6 Before Becky has lunch, she goes to 1 is 2 are 3 is 4 aren't 5 aren't
the gym. Exercise B
1 aren't 2 are 3 Is 4 many
Section 6 5 any 6 Are 7 several 8 are
Exercise A
Watch out!
1 ToshihikotftartsXvork at 7:30.
2 Jt@sunny and warm today. There are a lot of festivals.
3 Emil and Renatartigvto the gym on
Section 2
4 My brothertfia^a very interesting Exercise A
1 movietheater 2 museum
job. He©a travel writer.
3 shopping mall 4art gallery
5 We(6uy)music online. We rarely (gu^
CDs from a store. 5 park 6 zoo
6 jt£§)five o'clock. Exercise B
Exercise B Students should check the following:
Adam usually finishes work at 5:30 art gallery, park, café, museum
p.m. After work, jne goes to his English Exercise C
class. His class finishes at 7 p.m. Before 1 shopping mall 2 bus station
he goes home, he goes to a coffee 3 chocolate factory 4 movie theater
shop with his friends. Adam gets home
at around 8:30 p.m. After dinner, he Section 3
does his homework until jt is time to go Exercise A
to sleep. Blog 1 c Blog 2 a Blog 3 b
Read and write Exercise B
1 positive
Exercise A Words that can be underlined: Spend
I'm usually very busy, and I rarely have a day, awesome, amazing walking
free time. I often work 12 hours a trails, unforgettable experience
day. My day in the office always starts
2 positive
at 8 a.m. At 8:30 a.m. I have a staff Words that can be underlined: is
meeting for an hour. Then I answer a must, Enjoy, elegance, large,
emails until 12 p.m. After that, I usually
comfortable, Enjoy
work on new projects. I eat lunch at
3 negative
2 p.m. in my office. I sometimes have Words that can be underlined: Don't
meetings with clients at 3 p.m. My go, isn't any air conditioning, aren't
work day never finishes before 8 p.m. helpful, terrible, cold, no flavor, too
I arrive home at 9:00 p.m., and I cook
expensive
dinner. After that, I sometimes watch
TV or read professional magazines.
Section 4 Listen and write Exercise C
Exercise A Exercise A 1 In picture 1, the boy is playing with
Rick: Excuse me. How do I get to 1 interesting 5 August
a dog, but in picture 2, he is eating ice
the subway station? 2 buildings 6 comedy cream.
Martina: Go straight ahead on this 3 walking tour 7 book a hotel
2 In picture 1, the girl is using a tablet,
street for two blocks. Turn 4 10 p.m. 8 one million
but in picture 2, she is reading a
right on Fifth Avenue and go magazine.
Exercise B 3 In picture 1, the man is listening to
one block. Turn left on
1 interesting (Edinburgh), old (part of music, but in picture 2, he is playing
Ninth Street and walk for
town), beautiful (buildings), historical the guitar.
about 200 meters. Don't
(monuments), famous (places from the 4 In picture 1, the woman is feeding
cross the street. The subway
Harry Potter movies), warm (clothes), the birds, but in picture 2, she is
station is there on the left.
famous international (arts events). playing with a dog.
Don't worry. It's easy to find!
2 ... because there you can learn about 5 In picture 1, the students are having
Rick: Thank you very much.
Scottish kings and queens and see the a picnic, but in picture 2, they are
Martina: You're welcome.
crown jewels. This way you can visit eating ice cream.
Exercise B famous places ... because there are
1 give 6 Don't forget over one million visitors during that Watch out!
2 Visit 7 Don't stay month; because, this way The boy is playing with a dog.
3 have 8 Take
4 Eat 9 Walk Down time Section 3
5 drink 10 Don't go Exercise A Exercise A
1 Red Square 2 San Diego Zoo 1 29 4 1949
Watch out! 2 4:05 5 04/17/1993
3 Trevi Fountain 4 Guggenheim
Don't forget your umbrella. 3 (555) 315-7082
Museum 5 Central Park
Exercise C Exercise B
Exercise B
1 Don't visit New York in the winter. Name: Leonardo Oliveira
2 Go to some shows on Broadway. H E R P E T H E ADA y Account number: 5421390426
3 Don't take a taxi—they're expensive! R E A A N D Ay Ary b ID :11488566
4 Buy some designer clothes and shoes. F
Amount on statement: $526
5 Don't spend too much money! E M O R) V R/ 'A y / E R
Problem: there's a $59 charge
6 Take a ride around Central Park. W Y W H Ey R E N Telephone number: (555) 431-3237
X

Section 5 Y B K Q/ Ay K S N K
Section 4
Exercise A O W T 'v Z L F M Exercise A
police station Ay' h L F Q M B le 2a 3 f 4b 5 d 6c
R T L
Exercise B w) Exercise B
(k T A (m O S C O
1 fountain 2 art gallery 1 reuse 2 share 3 clean, up
3 bus station 4 park 4 save 5 turn off 6 organic
Exercise C
Start at the zoo on River Street. Go over Section 5
the bridge and straight ahead. Turn left Exercise A
and go straight ahead. Take the second Section 1 1 do you do; write
street on the left. The café is on the left, 2 is he going; is going
Exercise A
on Park Avenue, across from the park. 3 do they have
1 exciting 2 stressful 3 relaxing
4 Does she like; don't know
4 unhealthy 5 boring 6 green
Section 6 Exercise B
Exercise A Exercise B
1 I am studying now. I have an exam
A: Excuse me, how do I get to the 1 stressful 2 relaxing 3 green
4 exciting 5 unhealthy 6 boring tomorrow.
library? 2 Albert is working very hard on his
B: First, turn left here and then take project. He needs to finish it today.
the first street on the right. Section 2
3 Raul usually plays basketball three
A: Turn left. Then take the first street Exercise A
Add -¡rig: happening, studying, times a week. He wants to have a
on the left. healthy lifestyle.
B: No, the first street on the right.
talking, waiting
4 Kirsty doesn't know Ben. They aren't
A: Ah! First street on the right. OK, Drop e and add -ing: having, living,
taking, writing friends.
thanks.
Double final consonant and add -ing: Watch out!
Exercise B planning, running, swimming, winning I love you.
1 You go straight ahead and take the
second left. Exercise B Exercise C
2 You take the first right. Then go 1 is reading 4 is listening 1 are, doing 2 am studying
2 are talking 5 is standing 3 am taking 4 Do, like 5 want
straight ahead.
3 Turn left here and then take the third 3 are drinking 6 play 7 am working 8 like
right.
Section 6
Exercise A
1 object 2 verb 3 subject
4 object 5 subject 6 verb
Exercise B
1 verb 2 object 3 object
4 verb 5 subject 6 verb

Workbook answer key T146

Exercise C Exercise D Listen and write
1 walk 2 newspapers 3 energy 1 Marisa and Julia can speak Italian. Exercise A
4 use 5 neighbor 6 turn off 2 Can your brother cook Indian food? 1 Sara loves music. She's friendly and
3 My best friend can sing and dance
Read and write generous. She can play the guitar and
the tango. / My best friend can dance sing. She's good at making friends.
Exercise A the tango and sing. 2 He's smart and honest. He can speak
planting trees, informing people about 4 I can read music, but I can't play the
English and Spanish / play chess. He
ecological problems, riding bikes, piano. / I can play the piano, but likes reading and doing quiet activities.
using public transportation, selling I can't read music. 3 She's patient and reliable. She can
local food, cleaning up trash, save 5 She can play tennis, but she can't
cook well / make delicious sushi. She
water, recycle bottles and paper swim. / She can swim, but she can't likes doing new things.
play tennis. 4 He's athletic. He likes sports and
Down time
Exercise B Watch out! doing exciting things. He can play
1 save 4 share They can play the guitar. basketball.
2 turn off 5 take Exercise B
3 use 6 clean up Section 4 1H 2F 3 C 4 D 5 E 6 B
Exercise A 7 A 8 G
Ns E L P I O cook: Chinese food, dinner, traditional
Exercise C
[t \LS NP (E K A T) dishes
Possible answers:
play: chess, the guitar, the piano
u sM T A E Sara likes go to dinner parties / take
F drive: a car, to school, to work
salsa classes because she likes music /
R A cs S V Exercise B making friends / because she's friendly.
N V K RS s£> N Chloe:can play the piano, can sing Dominic likes to do crosswords / go
opera and traditional songs fishing because he's smart/quiet.
O [ e (u S e J \° Alicia: can do karate and play soccer, Brianna likes to go to dinner parties /
F J P O c AS can dance salsa and merengue go fishing / do crosswords because she
Tony: can speak Russian and German, likes cooking / is patient and likes new
If . (S H A R E) U can cook Russian food things.
Dean likes to go bike riding / visit
Section 5 archeological sites / go to a concert
Exercise A because he likes sports and exciting
A djective A dverb things.
slow slowly
Section 1 easy easily Down time
Exercise A beautiful beautifully Exercise A
1 generous 2 friendly 3 organized noisy noisily Possible answers:
4 patient 5 optimistic 6 reliable good well nose, smart, sad, honest, sports, hop,
7 smart 8 honest bad badly on, post, tram, dart, dam, art, map,
fast fast rose, no, rap, nest, part, pad, rat, trap,
Section 2 quiet quietly mad
Exercise A
Exercise B Exercise B
c
1 He can't swim fast. smart, fast, friendly, honest, patient,
Exercise B 2 She can't speak Japanese fluently. organized, optimistic, beautiful
1 Social life 2 Money 3 Health 3 She can't play chess very well.
4 Work 5 Family 6 Health 7 Work 4 He can't talk quietly.
8 Money 5 He can't read books quickly.
6 They can't ride their bikes fast.
Section 3
Exercise C Section 1
Exercise A
1 Pedro can paint beautifully.
1 can 2 can 3 can't 4 can't Exercise A
2 Kathy and Sally can run fast.
Exercise B 3 Francesca and Theo can speak Elena: jacket, skirt (suit), shoes, shirt
Ricky can play a sport, speak another Chinese fluently. Fabio: T-shirt, shirt, jeans, sneakers
language and cook.
Bella can speak another language, but Watch out! Section 2
she can't play a sport or cook. She can play the piano very well. Exercise A
Close to the person speaking: T-shirt:
Watch out! Section 6 this; shorts: these; jeans: these
Jeremy can speak Korean. Exercise A Not close to the person speaking:
Exercise C 1 a 2 b 3 b T-shirt: that; shorts: those; jeans: those
1 Ricky can play tennis. Exercise B Exercise B
2 Bella can't play a sport. Conversation 1 / 1 this 2 that 3 those
3 Can Bella and Ricky speak another Conversation 3 / 4 that 5 these 6 those
language? Yes, they can.
4 Can Bella cook? No, she can't. Watch out!
5 Can Ricky cook spaghetti? Yes, he I like these jeans.
can.
Section 3 Exercise C
Exercise A 1 An electronic dictionary is better
1 sweatshirt, $49.95 2 shoes, $112 than a book dictionary.
3 T-shirts, $3.50 4 shirt, $29.50 2 This camera is smaller than my cell Section 1
phone. Exercise A
Exercise B 3 Our new TV is larger than our old TV. 1 peas 2 yogurt 3 meat
refrigerator: $250 4 watermelon 5 oranges 6 milk
4 Phone calls on the internet are
TV: $550 cheaper than by cell phone. 7 bread 8 rice 9 broccoli
necklace: $1,000 5 News on the internet is more up-to- 10 bananas 11 chicken 12 potatoes
date than the newspaper. 13 cheese
Section 4
6 My n e w c o mp u t e r is fast er t han my Exercise B
Exercise A
ol d one. Fruit: bananas, oranges, watermelon
1 expensive 2 compact 3 versatile
7 My new tablet is more user-friendly Vegetables: broccoli, peas, potatoes
4 powerful 5 user-friendly
than my old one. Grains: bread, rice
Exercise B 8 My laptop is heavier than yours. Protein: chicken, meat
1 versatile 2 expensive Dairy products: cheese, milk, yogurt
Exercise D
3 user-friendly 4 compact
1 The laptop computer is more
5 powerful Section 2
expensive than the desktop computer.
2 The dress on the left is smaller than Exercise A
Section 5 Count nouns (singular): apple, banana,
the dress on the right. / The dress on
Exercise A tomato, watermelon
Comparative form the right is bigger than the dress on
Adjective Count nouns (plural): cookies, onions,
smaller the left.
small oranges, potatoes
3 The phone on the right is more up-
smart smarter Non-count nouns: bread, butter,
bigger to-date than the phone on the left.
big meat, milk
happy happier
Section 6 Exercise B
compact more/less compact
Exercise A 1 a, some 3 many, some
up-to-date more/less up-to-date
1 and 2 but 3 or 2 a, much 4 any/much, some
cheap cheaper
4 but 5 or 6 and
old older Exercise C
attractive more/less attractive Exercise B 1 I don't want any ice cream with
popular more/less popular 1 a 2 b 3 b 4 a my pie.
exciting more/less exciting Read and write 2 I don't want any vegetables.
bad worse 3 I want some rice with my fish.
good better Exercise A 4 How many bananas do we have?
pretty prettier 1 No, she doesn't. The headphones are 5 Do you have any bread?
expensive more/less expensive heavy and the games aren't up to date. 6 Do you want a cookie?
easy easier 2 He doesn't need a lot of songs. It's
more expensive. Watch out!
slow slower
higher 3 He likes that it is more compact. It I don't drink much milk.
high
has a bigger screen. It can store more
Exercise B pictures and songs, and has faster Section 3
1 A game console is less expensive internet. Exercise A
than a laptop. 1 Hi. Is Janice there?
2 An MP3 player is more up-to-date Down time 2 I'm sorry. She's out. Can I take a
than a CD player. message?
3 A digital camera is more compact 3 Yes, please. Can you ask her to call
than a film camera. me tonight? It's important.
4 Text messages are cheaper than 4 Sure. What's your name?
phone calls. 5 It's Alice, and my number is 568-
5 My old computer is bigger than my 4312. Thanks!
new computer. 6 No problem.
6 Desktop computers are more
The conversation is informal.
powerful than laptops.
7 My new smartphone is less user- Exercise B
friendly than my old cell phone. 1 Could I 2 isn't here 3 Would you
8 My new office chair is less 4 Could you 5 Thank you
comfortable than my old chair. Exercise C
9 This e-reader is easier to use than Possible answer:
that e-reader. Exercise B Fred: Good afternoon. Could I speak
10 His desk is smaller than yours. 1 cheap 5 attractive to Helen Stevens, please?
2 compact 6 versatile Lily: I'm sorry. She isn't here right
Watch out!
3 powerful 7 expensive now. Would you like to leave a
This computer is better than that one.
4 user-friendly 8 up-to-date message?
Fred: Yes, please. Could you ask her
to call me back? My name's Fred
Stevens, and my number is 450-
3232.
Lily: Yes, of course.
Fred: Thank you.
Lily: You're welcome.

Workbook answer key H48

Section 4 Section 5
Exercise A Exercise A
1 like 2 to study 3 want A 4 B 2 C 1 D 3
4 to go 5 to meet 6 need Section 1
Exercise B
7 make 8 to take Exercise A Possible answer:
Add -ed: explained, played, stayed, Yesterday morning, Frank was on his
Watch out!
watched way to meet some friends when he
Let's go to the movies tonight. Add -d: decided, liked, lived, prepared found a wallet on the sidewalk. First,
Exercise B Change y to i and add -ed: carried, he looked around to find the owner.
1 d 2e 3c 4a 5b married, studied, tried Then, he looked inside the wallet.
Exercise B He found the name and address of
Section 5
Base form Simple past form the owner on a driver's license. After
Exercise A
do did that, he went to the address on the
1 b 2d 3a- 4c
know knew card. The wallet belonged to a senior
Exercise B go went citizen. $he was very happy to get her
1 green salad 3 vegetable soup give gave wallet back.
2 shrimp cocktail 4 fried fish get got
Exercise C meet met Section 6
1 Appetizers 3 Desserts speak spoke Exercise A
2 Main courses 4 Beverages be was/were 1 saw 2 took 3 got 4 saw
read read 5 got 6 took
Exercise D
tell told Exercise B
Circled: mushroom soup, chicken
salad, apple pie with ice cream Exercise C 1 e 2d 3a 4 f 5b 6c
Underlined: spinach and cheese pie, 1 went 2 was 3 stayed 4 swam
Read and write
spaghetti with meatballs, cheesecake, 5 saw 6 took 7 ate 8 had
coffee Exercise A
Watch out! Contrast: but
Exercise E I wrote you a postcard last week. Addition: and
Jessica's order: $20.48 Consequence: so
Brian's order: $28.49 Section 2 $equence: Then, After that
Total: $48.97 Exercise A
1 excited 2 boring 3 tired
Exercise B
Section 6 4 amazing 5 interested
3, 1,2, 4, 6, 5
Exercise A Exercise C
Exercise B
1 Menu 3 2 Menu 1 3 Menu 2 1 di d
1 Marta's job is tiring. By the end of
4 Menu 4 2 I went to a restaurant.
the day she's really tired.
2 The soccer game is very exciting. 3 Who
Listen and write
Francisco is excited about the soccer 4 I went with some friends.
Exercise A 5 What
game.
Circled: spinach, strawberries, nuts, 6 I saw the singer of my favorite band.
3 Diana's new boyfriend is really
butter, oil, vinegar, paprika, onion 7 How
boring. She listened to him for an
Exercise B 8 I felt nervous, but excited. / I felt
hour, and she was so bored.
1 Melt the butter over medium heat. excited, but nervous.
2 Add the nuts. Section 3 Down time
3 Cook for about one minute. Exercise A
4 Put the spinach, strawberries, and 1 Did, eat; she did
Exercise A
nuts in a bowl. 1 saw 2 watched 3 liked 4 was
2 Did, eat; he didn't
5 Combine the oil, vinegar, paprika, 5 carried 6 listened 7 put 8 ate
3 Did, meet; they did
and onion. 9 found 10 practiced 11 met
4 Did, watch; they didn't
6 Pour this over the salad. 12 tried 13 returned
5 did, do; didn't cook / didn't eat
6 did, do; didn't eat Exercise B
Down time
Exercise B $he went to Peru.
Exercise A
1 What 2 Where 3 Did 4 Who Exercise C
1 protein 2 products 3 Baked
5 How 6 Was 1 b 2b 3c 4c 5b 6a
4 vegetables 5 shrimp 6 Beef
7 drinks 8 salt 9 Green 10 fruit Watch out!
Exercise B What did they do on the weekend?
apple pie Exercise C
a 5 b 3 c 1 d 4 e 6 f 2
Section 1
Section 4 Exercise A
Exercise A 1 Chico Mendes, Juliana Rotich
1a 2b 3a 2 Marco Polo
3 Jane Goodall
Exercise B
4 Aung San-Suu Kyi
1 negative 2 positive 3 positive
5 Stephen Hawking
Exercise C 6 Aung 3an Suu Kyi
Possible answers:
1 exam, questions, very hard, failed
2 trip, mountains, snow, slopes
3 game, celebrating, won, two-
nothing, tickets
Section 2 Section 4
Exercise A Exercise A
1 When Sam got home, he took a 1 Well 4 I'm not sure, but
shower. 2 Oh, yeah 5 Let me think Section 1
2 Danuta learned to speak English 3 Just a second 6 I can't remember Exercise A
when she was four. / Danuta was four 1 F 2 T 3 F 4 T
when sfie learned to speak English. Section 5 Exercise B
3 Mike and Patty saw the Opera Exercise A 1 is Pete d o ing
House when they visited Sydney. 1 her 2 it 3 them 4 us 2 is he g o ing
4 When Emi was 16, she went to 5 me/us 6 him 3 is he m eetin g
the U.S.A. Exercise B 4 is he m eetin g
5 Sonny started working when he was 1 She bought it for me for my birthday. 5 Is he p layin g
21. / Sonny was 21 when he started 2 They gave it to him when he retired. 6 Is he d o ing
working. 3 I sent it to her this morning.
Watch out!
6 Alannah and Kacey went 4 We showed it to them last week.
A re you g o ing to th e m o vies to m o rro w
backpacking when they were 18. / 5 He gave it to me when I graduated.
nig ht?
Alannah and Kacey were 18 when they 6 He bought them for me on our
went backpacking. anniversary. Exercise C
1 W h at are you doing to m o rro w night?
Exercise B
Watch out! 2 T h e y are w a tch in g a s o c c e r g am e on
1 When I saw the crocodile, I
She gave him a present. Saturday.
screamed. / I screamed when I saw the
3 is yo u r frien d staying hom e this
crocodile. Section 6 w eekend?
2 Rosa got her first bicycle when she Exercise A 4 T h e y are eating o u t in a C h in e se
was 12 years old. / When she was Base form Simple past form re stau ran t to n ig h t.
12 years old, Rosa got her first bicycle. build built 5 I am stud ying fo r an exam to n ig h t.
3 When we went to India, we visited
win won 6 T h e y are not w orking here next w eek.
the Taj Mahal. / We visited the Taj compose co m p o se d 7 W e are visiting m y paren ts to n ig h t.
Mahal when we went to India. discover d isco v e re d
4 When Gustav graduated
explore exp lo re d Section 2
from college, his parents gave him a fight fo u g h t Exercise A
graduation party. / Gustav's parents invent in vented 1
gave him a graduation party when he write w rote
graduated from college. Exercise B
5 Sarah learned to speak Portuguese Exercise B Possible answers:
when she lived in Brazil. / When she 1 built 2 invented 3 composed v aca tio n , ju n g le , B o rn e o , trek,
lived in Brazil, Sarah learned to speak 4 discovered 5 won 6 wrote river trip , w ild an im als, am azin g ,
Portuguese. 7 fought 8 explored d a n g e ro u s, exp lo rin g , excitin g
Exercise C Exercise C
Watch out! a5 b8 c 4 d 6 e 3 f 1 1 Bo rn eo
When he was 23 years old, Pietro got
g 7 h 2 2 trek through the ju n g le and then go
married.
on a river trip to tak e p ictu res o f w ild
Listen and write
Section 3 anim als
Exercise A 3 e x p lo rin g unusual and excitin g
Exercise A 1 yes p lace s fa r aw ay from civilizatio n
1 She was born in Lima, Peru. 2 a biography 4 am azing b u t d a n g ero u s
2 She left school. 3 Women didn't work. They got
3 She got married.
married. Section 3
4 She had her daughter Paula.
Exercise B Exercise A
5 She had her son Nicolás.
a English author b 1775 c writing 1 T h e y 're g o ing out.
6 She moved to Venezuela.
d to get married e fell in love 2 T h e y 're g o ing o u t o f to w n .
7 She published her first novel.
f sad 3 T h e y 're g o ing o u t to eat.
8 She became a U.S. citizen.
Exercise C Exercise B
Exercise B
1 b 2e 3 f 4 d 5c 6a 1 They are g o ing b ike riding.
1 When did she leave school?; g
2 They are g o ing sh o p p in g .
2 When did she get married?; a Exercise D
3 They are g o ing sw im m in g .
3 When did she become a U.S. Positive: enjoyable, exciting, fast-
4 They are g o ing w alkin g /ru n n in g .
citizen?; b moving, fascinating, funny, happy,
4 When did she have her second imaginative Section 4
child?; e Negative: boring, predictable, slow
Exercise A
5 Where did she grow up?; i
Down time 1 am /'m g o ing to im pro ve
6 When was she born?; f
2 is/'s g o ing to learn
7 Where was she born?; j Exercise A
3 is/'s g o ing to bake
8 When did she move to Venezuela?; h graduated, retired, invented,
4 're not (aren't) g o ing to do
9 When did she have her first child?; d composed, discovered, wrote
5 're not (aren't) g o ing to go out
10 When did she publish her first Exercise B
novel?; c Exercise B
1 the daughter 2 20 3 850
1 are you g o ing to go
2 are you g o ing to do
3 are you g o ing to go
4 are you g o ing to stay
5 A re you g o ing to stu d y; am

Workbook answer key T150

Exercise C
1 is/'s going to be a lawyer
2 is/'s going to save money
3 am/'m going to go to China
4 is/'s going to study harder
5 are/'re going to get up earlier
6 are/'re going to go running
7 are/'re going to read magazines in
English
Watch out!
They're going to go out tonight.
Section 5
Exercise A
Toshi: start: bringing a packed lunch
to work, drinking fresh fruit juice;
stop: eating junk food, drinking soda
Pete: start: riding his bike to work,
drinking fruit juice;
stop: eating chocolate, drinking soda
Exercise B
1 Toshi is going to start bringing a
packed lunch to work and stop eating
junk food and drinking coffee.
2 Pete is going to stop eating
chocolate and start riding his bike to
work.
3 Toshi and Pete are both going to ,
start drinking green tea.
Section 6 Read and write
Exercise A Exercise B
Possible answers: Consequence: so
1 stop spending money on clothes Reason: because
and CDs Other examples: I like to make plans,
2 start saving money so I wrote a list...
3 buy a video camera / write a movie I'm going to learn to scuba dive so I
script can visit the coral reef ...
4 take a course in movie directing I didn't learn a foreign language at
5 write a movie script / buy a video school because I chose to ...
camera I didn't travel much when I was young
6 make a short movie because my family preferred ...
7 enter a movie competition . . . I want to go somewhere far away
Exercise B and very different, so maybe ...
Possible answers: Down time
Raul wants to be a movie director. This 1 b 2a 3c 4a 5c 6c 7b
is his plan. First, he's going to stop 8 b 9 b 10 a 11 a 12 b
spending money on clothes and CDs,
and he's going to start saving money.
Then he's going to buy a video camera.
After that, he's going to take a course
in movie directing. Next, he's going to
write a movie script and make a short
movie. Finally, he's going to enter a
movie competition. He's going to win
the competition, and he'll be a famous
movie director.