Edoc - Pub - Open Mind Study Book Teacher
Edoc - Pub - Open Mind Study Book Teacher
Edoc - Pub - Open Mind Study Book Teacher
Teacher's Book
Premium *ack
Tim Bowen
Mickey Rogers
Joanne Taylore-Knowles
Steve Taylore-Knowles
Concept development:
M A C M IL L A N Mariela Gil Vienna
is part of the ground-breaking Mi nd series,
series, a general
T e ac
ac h e r ' s C o m p o n e n t s
• Teacher's Book Premium Pack: Print Teacher's Book; Class Audio CD; D VD
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Center, plus: Downloadable class video worksheets; Extra Life Skills lesson
plans; Unit, Mid-course, End-of course and Placement tests
COMMON EUROPEAN FRAMEWORK
Al A2 Bl
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M A C M IL L A N on ef lf fh enalish
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Teacher's Book
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Mickey Rogers
Joanne Taylore-Knowles
Steve Taylore-Knowles
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INTRODUCTION TO THE COURSE page iv
n ■
_ _ . . . V
' .C STUDENT'S BOOK SCOPE AND SEQUENCE page xxii
n
h G R A M M A R R E V I EW page T6
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
: D I F F ER E N T S T R O K E S page T59
* J« !
_ _ _ _ d W J t . . . 1 YOU HAVE TALENT! page T69
T ' r%
n ^
JÈÈ ê 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 T H E N E A R F U T U R E page T119
O
_ j n y COMMUNICATIVE WRAP-UPS page T129
o
M G R A M M A R R E F ER E N C E A N S W E R K E Y page T141
o
W O R K B O O K A N S W E R KE Y page T143
IN T R O D U C T IO N T O T H E C O U R S E
W e lc o m e t o t h e openMind T e a c h e r 's B o o k !
Function Choose the correct option to complete the sentence. Step 3 - A naly ze
The present progressive is used with situations or events that
a) happen all the time and are permanen t routines. This stage focuses on a guided inductive
b) are happening at the moment of speaking or during this period o f time in the person's life. presentation that uses examples from the
Spelling 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 , g et — get ting , s top —stopp ing. about the new structure's form and also
C PR ACT ICE Complete these sentences with the present progressive form of the verbs
about its function and purpose. Having
a in parentheses. done the tasks, the students are left with
I 1 Right no w, I ---------------------------------[make) a sandwich for lunch. a complete grammar presentation on the
yo u ---------------------- (have) a good time?
2 ---------------------
page.
3 W ha t----------------------yo u ------------ - — ------- [do) these days?
4 Sally —— — ----- L----------------- (not talk) to me right now. I don't know why.
5 Come on! W e ---------- ------- -- — — — (wait) for you!
6 Right now, Ad ele ..... ... - - _ _... •. (live) in Montreal.
WATCHOUT!
............... ... .
D NOW YOU DO IT Work in small groups. Talk about ^ Right now, I am studying. Watch out!
things that are hap penin g at this time in your life. (^5 Right now, I am study.
Right now I'm no t working, so I'm living with my parents.
A feature that draws the
I'm looking for a new job. 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 - N ow 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.
o
C Pronunciation Approaches to teaching the
Accurate pronunciation is a key element of successful
four skills
communication. Mastering pronunciation requires
awareness and practice at three key prosodic levels: The four language skills—listening, reading, speaking,
sound, word, and sentence—all of which are focused on in and writing—are informed by the two modes of
openM'md. communication: spoken and written language. Each of
those has a receptive and a productive aspect. To ensure
First of all, there are the individual sounds (phonemes) of fluency, it is essential that learners of a language get
English. Here it is important to focus on those sounds that practice in all four skills. However, mere practice alone
are different from those in the students' mother tongues is not enough. The four skills need to be developed in a
and that therefore cause the greatest difficulty, both in planned, coherent way, something that many textbooks
terms of recognition (listening and understanding) and in have neglected up to now.
terms of production (speaking and being understood).
Second, there’ is the area of word stress, where English, Each of the language skills consists of a number of
with its numerous word stress patterns, may differ different abilities, or "subskills." For example, the skill of
considerably from the students' mother tongues. Finally, reading consists of the meaningful use of subskills such
there is the question of rhythm and intonation, where as scanning, skimming, recognizing the main idea, etc.
English is characterized by a relatively high number of In actual use, we employ a variety of skills and subskills
falling tone patterns in comparison with many other simultaneously. Consequently, in order to develop the
languages. Level-appropriate aspects of these three areas students' skills, it is important to identify and focus on
of pronunciation are carefully developed and presented. subskills in turn. In openMind, we have devised a skills
syllabus that is methodically researched, carefully planned
Each Pronunciation section in openMind typically consists and balanced, and which focuses on subskills that are most
of two or three steps. The Pronunciation sections are likely to be of use to learners at their respective levels.
supported by audio—both for the presentation and the
All four skills are present in every unit in the openMind
practice steps.
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.
I n t ro d u c t io n t o t h e c o u r s e VII
1 Teaching subskills (skills development Speaking
sections—"on" skills) In openMind 1, training is given in the Speaking sections
Each skills development section starts with a skills panel, in the development of the following key subskills:
which informs the students in clear, direct terms what the • using polite language (Unit 1)
subskill is, why it is important, and how to apply it. The • asking for opinions (Unit 3)
subskill section builds on the information provided in this • checking understanding (Unit 5)
feature. The students are always given the opportunity to • showing interest (Unit 7)
apply the subskill at the end of the section. • using phone language (Unit 9)
• taking time to think (Unit 11)
"On" skill indicated by cog.
Apart from the skills development sections, which cover
speaking, there are constant opportunities for speaking
for numerical information
throughout each unit of openMind: the students are
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
encouraged to give their own opinions, to discuss their
a number, say it in your head when you are writing it down. own experiences, and to communicate with one another
on a variety of topics. A specific speaking stage can always
In each level of the course, three subskills are covered for
be found in the Grammar section (Now you do it), in the
reading, listening, and writing. Each of these is covered
Vocabulary section, and in the lifeSkills section.
twice, the second time in further detail or in a more
challenging context. There are six subskills for speaking
Writing
per level. Further practice of the subskills is provided in the
Workbook. In openMind 7, training is given in the Writing sections in
the development of the following key subskills:
Listening • understanding the mechanics (using correct
In openMind 1, training is given in the Listening sections in capitalization and punctuation, writing complete
the development of the following key subskills: sentences) (Units 2 and 4)
• listening for specific information (Units 2 and 4) • writing sentences (simple and compound) (Units 6
• listening for numerical information (Units 6 and 8) and 8)
• understanding the main idea (Units 10 and 12) • sequencing and connecting ideas (Units 10 and 12)
Effective L2 listening is the ability to understand an aural At this level, many students find writing a difficult skill,
message in another language and respond appropriately. so give them plenty of preparation time. The writing
Without the ability to listen effectively, the students exercises in openMind take a step-by-step approach and
will be unable to communicate successfully in the gradually build up the students' confidence. Don't expect
target language. Listening is an essential component the students to be able to produce long pieces of written
of openMind. For many students, listening can be the text at this level. Expand your students' writing practice by
most difficult of the four skills, and in the classroom it can encouraging them to work with the Listen and write / Read
often seem the most intimidating. Help your students and write pages in the Workbook.
to become better listeners by training them in effective
All skills strategies are practiced in the Workbook, and the
listening strategies.
Teacher's Book pinpoints sections where you can recycle
Reading any subskills previously taught.
In openMind 1, training is given in the Reading sections in 2 Integrating and practicing skills (skills
the development of the following key subskills: practice sections—"off" skills)
• recognizing cognates (Units 1 and 3)
These sections (two per unit) provide the students
• reading for the main idea (Units 5 and 7)
with opportunities to practi ce skills with a focus on the
• scanning for specific information (Units 9 and 11)
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.
G R E A T L IV E S
IN THIS UNIT YOU
Coco Chanel
I n t ro d u c t io n t o t h e c o u r s e
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 Work in pairs. Look at this famous person’s family tree. Ask and answer questions
about the people and their connections to each other.
Anne Meara
A ¡H Work in pairs. Student A, you want to register with an agency to help you find new
comedian
friends. Student B, you work at the agency. Interview Student A and comp lete the form.
The n sw itch ro les.
mQ ?Q
Email address:
Telephonenumber: _
Country Nationality:
Occupation:
n a m e ? Family? | Work in pairs. Student A, you are a famous person. You can only say yes or no.
Age?
Student B, ask questions to fi nd out about the famo us person. You can ask up to 20 questions.
Then gu ess who Student A is.
Occupation? Yes.
Are you B eyoncé ?
o
The life skills in openMind feature as parts of three
Teaching life skills domains: Se lf 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.
7
S e l f a n d S o c i e ty
Tasks:
A How well do you m anage your time? Complete this quiz. 0 do the laundry 2 hours |
Compare your answers in pairs. How accurate is the quiz?
C 0 Work in pairs. Ask and answer 0 go to the bank 1hour
W h a t c a n y o u do to im p r o v e y o u r t i m e m a n a g e m e n t ? w
questions about your lists. Use the 0 go to the movies 3 hours
diagram and mark each task depending
on how important and how urgent it is.
b) Help! I have a thousand things to do more. to-do lists. Can you do everything in the
today! 16-18 You need to manage time you 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 to...
I suppo se 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?
UNIT7 YOUHAVETALENT!
1 VOCABULARY: personality adjectives 3 GRAMMAR: am/mn't— ability
A Read the sentences and (^irclejthe correct option. A j||j22 Listen and Circle)can or can’t.
1 George always buy s presents for his friends. He's veryoptimistic/ generous/ h onest. 1 Elena can / can't play the piano.
2 Everyone likes Patricia. She knows a lot of people. She's verysmart/ patient / friendly. 2 Peter can / can't dance.
3 Yumi always makes a list before she goes shopping. She's veryorganized / generous / optimistic. 3 I can/ can't sing.
4 Steve feels angry when he has to wait for a long time. He's not veryreliable/ 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 pat ient / r eliable / organ ized. B EH 23 Listen and check (/) the things that Ricky and WATCH OUT!
7 Denise always gets good grades in college. She's verysmart/ friendly/ honest. Bella can do. Cross ( / ) the things they can’t do.
8 Stan is always truthful, and you can always believe him. He's very pa tien t/ h one st/ gener ous.
B C h o o s e o n e a d j e c t i v e f r o m E x e r c i s e A t h a t d e s c r i b e s yo u a n d o n e
adjective that describes your best friend. Ex plain why.
I am optimistic because I never feel sad.
speak another language
SCORPIO October 23 -November 21 D Put the words in the correct order to form sentences and questions.
(5) .... Be patient with relatives. Don't argue with people Sometimes there is mo re than one correct answer.
close to you. 1 Marisa and Julia / speak / can / Italian / .
- ( 6) - This monthis a good time to start your new diet.
WATCH OUT!
____
' Go to the gym, eat fresh fruit andvegetables, r ide your bike to work. 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 toogenerous this month. You shouldnt
I / read music / play the piano / but / I / c<
B R e a d t h e t e x t i n E x e r c i s e A a g a i n . W r i t e t h e h e a d i n g s i n t h e c o r r e c t p l a c e.
~-.(°rt efepJ
Ssia»«
«CSS«»
L°ok at t/j '"■¿Si
«**
ne*tten
!*•*• Wn
' “ "tebooi
,g b short tex.
lis»»“
DOWN TIME
A Read the text about Emma’s family. Answer the question and write
the names o f the people next to the correct picture.
Hi! I'mE mma. 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,
_____________________________________
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 down time (stress on down) means the same as free time or 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).
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.
> I n t ro d u c t io n t o t h e c o u r s e xv
lesson plans will present this same skill through the two
openMind Digital other domains (for example, Self and Society and Work
and Career).
Flexible digital resources are a central part of the
openMind approach to language teaching. The range of Besides offering alternatives to the Student's Book
online and downloadable components and resources can material, the aim of these extra lifeSkills lessons is to
be tailored to each class's needs and facilities, allowing show learners how they can apply the same life skill from
for flipped and blended approaches as well as more the Student's Book to other contexts, thereby further
traditional teaching styles. developing these competencies and empowering the
students.
For students, the Online Workbook and self-study video
worksheets and video on the Student's Resource Center Speaking and Writing Workshops
consolidate classroom learning and promote autonomy The Speaking and Writing workshops are each a page
and awareness. long and can be used at the end of alternate units. Each
For teachers, open Mind's digital components provide workshop provides more in-depth analysis as well as extra
tools to save you time and add to the class experience, support of the respective skill when this is an "off" skill
together with testing that ranges from a placement test in the unit, and therefore the function in the workshop is
to customizable unit and midcourse tests and an end-of- always the same as the function of that skill in the core
course test. unit. The structure of both the speaking and writing
workshops is based on a common concept: the students
Teacher's and Student's Resource Centers are first presented with a model, next they analyze it,
The online Resource Centers for teachers and students then they work on their own production, and finally they
are bursting with materials to support the course, as well self- and peer-assess. For more independent writing
as audio and video. Some features are available to both consolidation practice, encourage the students to work
students and teachers, while others can only be accessed with the Listen and write and Read and write pages in the
through the Teacher's Resource Center. See the lists at the Workbook, which follow the same concept.
end of this page for a complete overview.
Tests
Video All the tests you need for placement, progress, and
Each Student's Book unit is accompanied by a new achievement purposes are on the Teacher's Resource
video (see screenshot below), linked to the unit's theme Center. These are available both in ready-to-print PDF
and target language. Videos feature authentic footage versions and customizable Word versions, and comprise:
and genres, such as reportage, travel shows, and • openMind course placement test, with instructions on
documentaries, to provide fascinating lead-ins or jumping- delivering this
off points for each unit of the course. • 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
All videos are accompanied by downloadable worksheets. • CEF R checklists
These worksheets offer a variety of tasks and activities • Word lists
that build on the students' prior knowledge, generate Teacher's Resource Center—the complete
interest in the topic, check the students' comprehension, package
and practice grammar and vocabulary. Each worksheet
The Teacher's Resource Center includes everything on the
presents tasks to be done before, during, and after
Student's Resource Center, as well as:
watching, and comes with teacher's notes and answer key.
• openMind video classroom worksheets
Extra lifeSkills support • openMind video teacher's notes and answer keys
The Teacher's Resource Center includes twenty-four • Extra unit opene r lessons
lifeSkills lesson plans—two for every lifeSkills double-page • Extra lifeSkills lessons
spread in the Student's Book. Each lifeSkills section • Speaking and Writing workshops
in the Student's Book presents a skill (for example, • Tests
Understanding your learning style) through one domain • Placement test
(for example, Study and Learning), while the extra lifeSkills
T* Online Workbook
ré The Online Workbook provides extra skills, grammar,
and vocabulary practice to support the Student's Book. It
r é
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 Access is easy. The Presentation kit can be downloaded
Book designed for enhanced classroom presentation. It onto your interactive whiteboard or laptop for use with a
features all the content of the print Student's Book with projector—no disks are required. It's ideal for work in open
embedded video, class audio, full answer keys, and simple class as an alternative to "eyes down" work, as well as for
interactive whiteboard tools. checking and reviewing students' work.
»
Introduction to the course XVII
Dr. Spencer Kagan and Miguel Kagan communicative context for natural language acquisition.
Kagan Publishing & Professional Development Cooperative learning offers a powerful alternative for
www.KaganOnline.com language teaching—interaction! Many teachers believe
they are doing cooperative learning by introducing pair
Kagan Structures are instructional strategies designed
and group work. Flowever, unstructured pair and group
to promote cooperation and communication in the
work lacks the basic principles of effective cooperative
classroom, bbost students' confidence, and retain their
learning and therefore does not produce the gains of true
interest in classroom interaction. The Structures work in
cooperative learning. There is a vast difference between
all teaching contexts—regardless of subject, age group,
Kagan Structures and conventional pair or group work.
and number of students in class—and are a particularly
Kagan Structures carefully engine er student interaction
powerful tool for teaching a foreign language.
to maximize cooperation, communication, and active
In this article, we contrast a conventional classroom engagement by all.
lesson and its environment with a classroom where Kagan
The teacher who is fluent with a number of Kagan
Structures are brought in. We discuss the benefits of the
Structures would teach the same lesson quite differently.
Structures and explain why this alternative approach to
She would likely still provide some direct instruction, but
classroom organization works much better and has a
skip the whole-class question-and-answer session and not
long-term learning effect. Then, we present three of our
do the individual exercise. Instead, she would choose a
favorite Kagan Structures that are particularly suitable for
Kagan Structure that will
the language-learning context, and we offer you an Kagan Structures carefully
involve everyone, and
overview and the support to apply them in your daily engineer student interaction
encourage sharing and
teaching routines. to maximize cooperation,
cooperation. On the
For an in-depth presentation of the Structures and our subject of directions, the communication, and active
approach to cooperative learning, you can read Kagan teacher might have the engagem ent by all.
Cooperative Learning (2009). 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
strategies vs. Kagan's opposite sides of a barrier. One partner, the Sender, places
cooperative structures items in an arrangement. The other student, the Receiver,
tries to match the Sender's arrangement, using only the
Let's compare a typical, traditional English lesson to an sender's verbal directions. Students use the direction
English lesson using Kagan Structures. For example, we vocabulary in a functional way: Place the square next to
might want to teach direction vocabulary with prepositions the triangle. Place the circle below the triangle.
of place and direction: next to, down, into, out, up, above, Choosing a cooperative learning structure over traditional
below. methods creates a dramatic positive difference in English
In a traditional classroom, the teacher may provide some language learning. We now know that there are many
direct instruction, then do a whole-class question-and- styles of learning and multiple intelligences. What works for
answer session. During the question-and-answer session, some may not work well for everyone. Therefore, we need
the teacher usually asks questions, then has students raise a variety of strategies to reach and teach our students with
their hands to volunteer answers. Alternatively, the teacher different learning styles and intelligences. If we always use
may ask a question and nominate a student to respond. lectures and independent exercises, we may inadvertently
Finally, the teacher may assign an activity for individual create barriers to English learning for many students.
work and have the students individually practice the new If, instead, we use a variety of structures as we teach, we
skill. Sound familiar? engage the different learning styles and students' multiple
intelligences. The variety creates greater novelty, increases
Traditional learning is either whole-class, with the teacher motivation, and maintains attention. Kagan Structures also
leading the class, or independent practice work. As create greater engagement, lower anxiety, and promote
we'll see below, traditional learning lacks a high level of natural language acquisition. Let's see how.
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.
Learning and using a foreign language can be stressful.
In the traditional English classroom, the teacher quizzes
One attribute that sets cooperative structures apart from students in front of the entire class. Students may not know
traditional instruction is that structures don't call for the correct answer, may be apprehensive about speaking
voluntary participation. In the traditional classroom, the in public, or may be self-conscious about their accent. In
teacher asks students a question, and only those who global surveys, public speaking ranks as people's greatest
know the answer, or who are daring enough to respond, fear, beating fear of death, spiders, flying, and confined
raise their hands. The rest of the class can opt out. spaces. Whole-class settings for language learning are
often perceived as threatening situations. We know from
When students have the option of nonparticipation, many
both language learning theory and brain research that
don't participate. This is especially true for shy students,
stress negatively impacts on attitudes, learning, and
lower achievers, and early language learners. The result:
memory.
they don't learn as much or as quickly.
With Match Mine and Flashcard Game, students are
With Kagan Structures, participation is not voluntary.
working with just one other student. Most Structures
Participation is required by the Structure. In Flashcard
encourage pair work or work in teams of four.
Game, students
There is a direct connection take turns to play a Students who would experience anxiety in a whole-class
between student collaborative game. With setting feel more comfortable speaking English in a more
participation, engagement, Match Mine, students intimate setting. Cooperative groups are less intimidating
communication, and must communicate than whole-class settings. This is especially true in
subsequent language accurately to complete cooperative classrooms in which the teacher uses team
learning. the task. In the traditional building to establish trust and encourage support among
classroom, the structure teammates.
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 There's a big difference between learning about a
a time, the ratio of active engagement is quite low. What's language and actually acquiring the language. Too many
more, the rest of the class sits quietly and there is very little language courses teach students about the language.
involvement. During our cooperative learning practice, Not enough courses allow students to actually use the
the class is divided into pairs, and at least half of the class language in a functional way. In our example of the
is generating language at any time and the other half is traditional classroom, students learn about directional
directly receiving comprehensible input and practicing vocabulary. They learn to correctly complete exercises. But
active listening. This radically increases the opportunity to are they really building fluency? Results say no.
decode and produce language. 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 X IX
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
1 Match Mine
learn about language, but they actually implement it to
accomplish a goal. Natural language acquisition among Language functions:
infants is based on frequent social interaction. Cooperative Vocabulary builder, Functional communication, Oral
structures provide the social setting for language use language production
and offer students many more opportunities to receive Advantages:
input, interact in the target language, and practice oral • Develops target vocabulary based on the content of the
production of the language. 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.
Developing English fluency consists of four major
interrelated language objectives: we want to build oral Description:
comprehension skills, so students can understand what The instructor puts students into pairs. Each partner
they hear; we want to build oral fluency skills, so students receives an identical game board and game pieces.
can communicate with others; we want to build writing The game board and game pieces can be based on any
skills, so students can express themselves clearly and vocabulary topic, such as food, clothing, sports, careers,
correctly; we want to build reading skills, so students can verbs, and so on. For example, to practice human body
read with comprehension and accuracy. vocabulary, the game board is an illustration of a person.
The game pieces are numbered arrows.
To accomplish these four language goals—reading,
The pair sets up a file folder barrier between them so they
writing, speaking, and listening—we need an array of
can see each other's game boards. Student A (the Sender)
teaching tools. That's exactly what Kagan Structures
arranges the numbered arrows pointing to different body
are. Each Structure is a different language-teaching tool
parts. Then, the Sender describes the arrangement of
designed to develop different skills. Some Structures
arrows on the illustrated body and Student B, the Receiver,
are more suitable to build vocabulary skills (e.g., Match
attempts to match the Sender's arrangement exactly.
Mine). Others are ideal for practicing language skills,
Arrow number 1 is pointing to her left ear. When the pair
such as comprehension and fluency (e.g., Timed Pair
thinks they have correctly made a match, the Sender and
Share). Then, Structures
Receiver compare their arrangements to see how well
A wonderful feature o f the like Flashcard Game
they did.
Kagan Structures is that they are great for simply
are instructional strategies memorizing the breadth If the game pieces are arranged identically, the pair
that can be used repeatedly. of vocabulary terms and celebrates their success. If the game pieces don't match,
phrases students need they congratulate their efforts, then discuss how they
to learn. Many Structures simultaneously address multiple could have communicated better to make the match.
objectives that go beyond the four language objectives
Match Mine is terrific for developing communication
outlined above.
skills. Students must use the target vocabulary correctly to
We have developed over 200 Kagan Structures for achieve a successful match.
promoting interaction in the classroom. Because
2 Flashcard Game
cooperation and communication are two hallmarks of
the Kagan Structures, they are particularly well adapted Language functions:
to English learning. A wonderful feature of the Kagan Vocabulary, Grammar, Memorization
Structures is that they are instructional strategies that can Advantages:
be used repeatedly. They are not limited to one particular • Develops mastery through repetition and peer tutoring.
exercise, but are designed as shells so you can slot in • Students learn by quizzing and being quizzed.
any activities and target language. Once you learn some • Studerits receive immediate feedback.
basic Structures, you can integrate them easily into your
daily English lessons. For example, you may use Flashcard Structure summary:
Game today for directional words, but you can use it again Partners (Student A and Student B) proceed through three
tomorrow for proper use of correct tenses. rounds as they quiz each other with flashcards, master the
content, and win their cards.
Here are three sample Kagan Structures we encourage you
to experiment with. 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 class probably doesn't add up to much, but when you
answer is on the back. For grammar, the card can have consider how often teachers ask questions every day,
simple present on one side and simple past on the other then multiply that by the number of days the course lasts,
side. Once the cards are made up, students proceed this simple little Structure has the power to dramatically
through three rounds in pairs to memorize the content. In improve language skills.
Round 1, Student A shows and reads the front and back of
Variation:
the flashcard. Then, Student A shows the front of the card
Progressive Timed Pair Share. In Progressive Timed Pair
and Student B gives the answer for the back. If Student
Share, students take turns sharing with different partners
B answers correctly, Student A offers praise and gives
on the same topic. Each time they share on the topic, the
Student B the card. If Student B answers incorrectly, he or
time limit is increased. This gives students the opportunity
she does not win the flashcard. Student A offers a. hint or
to start small and work their way up to more elaborate
shows the answer again. When they have gone through
sentences, phrases, and ideas. As they hear ideas and
all the cards4the partners switch roles and go through the
language from their partners, they can incorporate what
cards again.
they've heard into their own turn to speak.
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,
Dr. Spencer Kagan is an internationally acclaimed
this time without showing the card. Student B tries to win
researcher, public speaker, and author of over 100
back the cards with the correct answer.
books, chapters, and journal articles. He is a former
Flashcard Game is done in rounds to improve the clinical psychologist and full professor of psychology
likelihood of success at each round. As Student A and and education at the University of California. He is the
Student B, students get repeated practice and immediate principal author of the single most comprehensive book
feedback. for educators in each of four fields: cooperative learning,
multiple intelligences, classroom discipline, and classroom
3 Timed Pair Share
energizers. Dr. Kagan developed the concept of structures;
Language functions: his popular brain-based, cooperative learning and multiple
Fluency, Elaboration, Oral comprehension intelligences structures like Numbered Heads Together
Advantages: and Timed Pair Share are used in teacher-training institutes
• Half the class is actively producing language at any and classrooms worldwide. He has taught workshops
time, while the other half is actively listening. and given keynote speeches in over 20 countries, and his
• All students must participate. books are translated into many languages. Dr. Kagan has
• Students listen attentively so they can respond been featured in leading educational magazines, including
appropriately. Educational Leadership, Instructor, Learning Magazine,
• Students regularly practice producing language on and Video Journal.
various topics. Miguel Kagan is Executive Director of Kagan Publishing
Structure summary: & Professional Development, an educational organization
Partners take timed turns listening and sharing. that offers publications and workshops on cooperative
learning, language learning, and active engagement.
Description: Miguel, together with Dr. Kagan, coauthored a radical
Timed Pair Share is one of the simplest cooperative revision of the classic book, Kagan Cooperative Learning.
learning Structures—and one of the most powerful. The Miguel has also written, designed, and developed a
teacher states a discussion topic, how students are to pair, multitude of books, SmartCards, software programs,
how long students will have to share, and selects who will learning games, and electronic devices for Kagan
go first. It is perhaps the easiest way to infuse cooperative Publishing. He is the editor of Kagan Online Magazine,
interaction into just about any point of the lesson. For Kagan's webzine that offers articles, research, and tips for
example, What do you pred ict this text will be ab out? educators implementing Kagan Structures.
Work in pairs and share for thirty second s each. Partners
with the darkest clothes begin. References
High, Julie (1993). Seco nd Language Learning Through
When you compare Timed Pair Share to its traditional Cooperative Learning. San Clemente, CA: Kagan Publishing. This
counterpart—selecting one student to share with the book applies Kagan Cooperative Learning Structures to language
class—its true power is revealed. With Timed Pair Share, learning.
half the class is active at any one time, while the other half Kagan, Spencer & Kagan, Miguel (2009). Kagan Cooperative
listens attentively. Learning. San Clemente, CA: Kagan Publishing. This is a recent
revision of Dr Kagan's classic book on cooperative learning. It Is
In the traditional class, only a single student in the whole
the most popular and comprehensive book in the field.
class is active at any time; the rest of the class may easily
tune out. With Timed Pair Share, no students get left Kagan, Miguel (2009). Match Mine Language Builders. San
behind. Everyone must participate. Clemente, CA: Kagan Publishing. Based on the Structure Match
Mine, this book contains 30 ready-made cooperative learning
Students practice speaking and sharing their thinking and games covering common vocabulary words and concepts.
opinions in English. They practice listening attentively. A
single Timed Pair Share vs. selecting one student in the
i
UNIT 2 Reading acelebrity biography USTEN1NG FOR SPECIFIC Talking about family UNDERSTANDING THE
INFORMATION: an informal MECHANICS: using correct i
WHAT DO FUNCTION understanding FUNCTION giving personal
conversation capitalization and punctuation
YOU DO? personal information information
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
• describing your personality
• talking about bobbies and
interests
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 MAIN Listening to anews 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
VOCAB ULARY FESKILLS
~*SOUNDS: the alphabet BE-STATEMENTS AND YES/NO QUESTIONS USEFUL QUESTIONS SELF AND 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
■4
■
4 organizations
POSSESSION
FAMILY MEMBERS FUNCTION categorizing
different jobs to find the most
FUNCTION learning to talk about families
4 FUNCTION using the apostrophe, whose, possessive suitable career
pronouns
■4
4
__SOUNDS: third person -s SIMPLE PRESENT-STATEMENTS AND FREE-TIME ACTIVITIES STUDY AND 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 howyou learn
4 FUNCTION using the simple present to ask questions people and what they like doing English
about people's habits and hobbies
4
DWORDS: days of the week FREQUENCY ADVERBS TELLING TIME SELF AND SOCIETY: managing
AND ADVERBIAL PHRASES FUNCTION learning howto say what time your time
4
FUNCTION using frequency adverbs and adverbial it is FUNCTION thinking about how
phrases to talk about bowoften 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 AND ATTRACTIONS SELF AND SOCIETY:
4 SEVERAL, A LOT OF, MANY IN A CITY establishing priorities
FUNCTION using there is/ there are and quantifiers to FUNCTION learning howto describe where FUNCTION thinking about
describe places and attractions you live specific criteria in order to plan a
THE IMPERATIVE LOCATIONS AND 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
^ SOUNDS: /r j / PRESENT PROGRESSIVE LIFESTYLE ADJECTIVES SELF AND 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
•% S t u d e n t 's B o o k S c o p e a n d s e q u e n c e XXI II
Æ
READING SPEAKING
UNIT 7 © READING FOR THE Listening to a review of a IV show COMMUNICATION Writing a personal reference
MAIN 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 totry 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 howmuch 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
SEQUENCING AND
*
UNIT 10 Reading asurvey UNDERSTANDING THE Talking about apast experience
MAIN 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 sequenceideas
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
UNIT 12 Reading a blog ©UNDERSTANDING THE Talking about plans and intentions © SEQUENCING AND C-
MAIN IDEA: an informal CONNECTING IDEAS: using
IN THE NEAR FUNCTION thinking about FUNCTION talking about
intentions and resolutions conversation vacation plans connectives like first, then, next,
FUTURE 4P
after that, and finally to sequence
ideas in a text
*
p
^ p r o n u n c i a t io n GRAMMAR VOCABULARY LIFESKILLS
WORDS: can/can't CAN/CANT—ABILITY PERSONALITY ADJECTIVES WORK AND CAREER:
■*4 FUNCTION using ca n and can't to talk about abilities FUNCTION using adjectives to describe working as a group to do a task
people
40 ADVERBS OF MANNER FUNCTION identifying
FUNCTION using adverbs of manner to talk about TALENTS AND 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, THESE, THOSE CLOTHES WORK AND 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 GADGETS choices
FUNCTION using comparative adjectives to compare
40 gadgets FUNCTION using adjectives to talk about
technology
~4
-4
'SENTENCE RHYTHM: weak to COUNT AND NON-COUNT NOUNS WITH FOOD SELF AND SOCIETY: making a
SOM E,ANY, MUCH, MAN 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 agroup meal
VERB PHRASES FUNCTION learning howto interpret menus
-4 FUNCTION using phrases like I'd like to, let's, and and phrases to order food from awaiter
40 1 have to to make, accept, and refuse invitations and
suggestions and to express obligations
40
SOUNDS: -e d endings SIMPLE PAST-AFFIRMATIVE STATEMENTS ADJECTIVES WITH -ED AND - I N G STUDY AND LEARNING:
40 FUNCTION using the simple past to describe FUNCTION using adjectives to talk about taking notes on atext
a vacation feelings and states FUNCTION identifying the
4 SIMPLE PAST-QUESTIONS AND 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 E N CLAUSES LIFE EVENTS STUDY AND LEARNING:
pronouns FUNCTION using the simple past with when to talk FUNCTION learning to talk about key events brainstorming in agroup
about the order of events in the past in people's lives FUNCTION brainstorming to
DIRECT AND INDIRECT OBJECTS HISTORICAL EVENTS come up with ideas for subjects for
4 FUNCTION using object pronouns to avoid repeating FUNCTION learning to talk about key events a biography
nouns in a description of a person's life in history
-WORDS: verbs ending in -y PRESENT PROGRESSIVE AS FUTURE PHRASES WITH GO STUDY AND LEARNING:
L+ -ing FUNCTION using the present progressive to talk about FUNCTION using gerunds and the verb g o to analyzing strengths and
4 future plans and arrangements talk about activities weaknesses
4 *
G O IN G T O INTENTIONS FUNCTION evaluating areas
for future improvement in learning
FUNCTION using go in g to to talk about future plans, FUNCTION using start and stop + gerund to
4 intentions, and resolutions talk about good and bad habits and intentions English
for the future
4
-Zi
5
/Wk St u de nt 's Bo ok Scop e an d sequ en ce xxv
y
G R A M M A R R E V IE W
Grammar review
1 ( C i rc l e ) t h e c o r r e c t o p t i o n t o c o m p l e t e t h e s e n t e n c e s .
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 l e t e t h e s e n t e n c e s w i t h t h e c o r r e c t p o s s e s s i v e a d j e c t iv e .
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 addres s [email protected]".
3 L o o k a t t h e p i c t u r e a n d c o m p l e t e t h e s e n t e n c e s w i t h i s o r ar e .
2
o
3
Gram m ar r ev iew 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
---------------------------------------------------------- •
5 Complete the questions with the correct question words in the box.
6 P u t t h e w o r d s i n th e c o r r e c t o r d e r t o f o r m q u e s t io 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 / doe s / class / what / finish / your / ?
5 lunch / you / have / what / do / for / ?
6 like / does / Kelly / job / her / ?
7 Look at the table. Com plete the sentences with can / can’t and a verb from
the table.
Me X ✓ X
Chris ✓ ✓ ;x
Marion ✓ X *
Complete the questions 1-6. Then match them to the answers a-f.
Margarita play the guitar? a) No, I'mnot.
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
—
©
T*
¿ É -
Answers
-4 watch a movie at Michael's house.) 1 Caroline's sister usually checks her email every day.
6 mem brother'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.
.....
1 1 R e w r i t e t h e s e n t e n c e s , u s i n g c on t r a c t i o n s w h e r e p o s s i b l e .
1 Hi! My nickname is Don.
2 They are not expensive.
3 What time is your train?
4 Martin is not busy. _ . _ _ .........
1 2 L o o k a t t h e f r e q u e n c y a d v e r b th e r m o m e t e r o n t h e r i g h t a n d p u t t h e
w o r d s i n t h e b o x i n t h e c o r r e c t p l ac e i n t h e s e n t e n c e s . C h a n g e t h e v e r b
form if necessary.
—
—
G r a m m a r re v ie w T8
The expression Nice to m eet you! is usually used when we meet someone for the first time,
especially when we are introduced to someone.
o
U N IT 1
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
B B I Work in pairs. Role-play a conversation at a party. You meet some one you don ’t know.
Tell your partner abou t yours elf and ask qu estions to find out about them.
A: Hello! My name's Anthony.
B: Oh, hello, Anthony. N ice to meet you. I' m Jenna.
MYFRIENDS
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!
Country
Security question
Email address When is your birthday?
e.g. March 19,1991
Telephone number
...........«
B Complete the online registration with your personal information.
W ha t’s your username? W ha t’s your password?
2 R E A D I N G ; r e c o g n iz in g c o g n a t e s
Many words are similar in different languages. Look for these words when you read.
Use them to help you understand the text.
Extra: homework
Ask the students to fill in the same form for a family
member or a friend.
W orkbook p. 4, Section
B Complete the survey.
Find friends similar to you. We have students from all over the world.
Complete the survey with information about yourself and click send.
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 : u s e f u l q u e s t io n s
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?
• C an you spell that?
• Can you repeat that?
• What doe s that mean?
N O T IC E !
1 In statemen ts, the verb be comes the subject,
a) before (b) after)
2 In questi ons, the verb be comes the subject.
(afbe fore) b) after
Affirmative Negative
(3) Are you/they from Mexico? Yes, I am. / No, I'm not.
Function Cho ose the correct option to comp lete 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.
0
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
Lead-in correct option to complete it. Then check the answer
with the class.
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
Extra: age
Where is he/she from?, and elicit the response He's/She's Ask the students to look at the conversation in
from .... Remember that this is only an introduction, so Ex. A again and tell you how old Ana is. Write the
don't worry about error correction at this stage. question How old are you? on the board and have the
students repeat it chorally. Ask one or two students,
A and elicit simple answers (e.g. I'm 17, I'm 22, etc.).
Then ask the students to work in pairs and ask and
• Tell the students they will read a short conversation. Ask
answer how old they are. At the end, get feedback
the students to open their books. Draw their attention to
on people's ages from the class (e.g. Teacher: How
the two statements under the conversation. The students
old is Elena? Students: She's 20), so that the students
have to find the answers to fill in the blanks in the
produce and practice different pronouns.
conversation.
• Ask the students to read the text and find the answers.
• Elicit the answers from the class, and write them on the c
board.
• Ask the students to look at the error in the second
Watch out! box. Emphasize that we don't say / have
^ NOTICE! with age in English. Point out that we can say I am/l'm
20 years old, or simply, I am/l'm 20.
• Ask the students to read the two statements and • Read the instructions to the class. Ask the students to
the different possible answers carefully. circle the correct options individually, paying attention
• To reinforce the points in the statements, ask to the forms presented in the grammar table in Ex. B.
the students to underline 11 examples of the • When the students finish, have them compare answers
subject before the verb be in statements and the in pairs. Encourage them to discuss any differences
two examples of the subject after the verb be in in their answers and refer back to the grammar table
questions. before deciding which one is correct. Check the answers
with the class.
B
Extra: grammar practice
Form
Write the following prompts on the board:
• Direct the students to the grammar table. Give them 1 They / English
time to look over the sentences in the table. Explain that 2 she / Chinese?
affirmative means yes and negative means no. 3 They / not / from Mexico
• Ask the students to work individually or in pairs to 4 He / not / a student
complete the grammar table. Tell them that all the 5 We / 19 years old
information needed to complete the table can be found 6 1/21
in the conversation in Ex. A. Ask the students to work in pairs and write full
• When the students finish, ask them to compare answers sentences from the prompts using the correct form
in pairs. Then check the answers with the class. of be. Invite individual students to come to the board
• Highlight the abbreviated forms (I'm, You're, He's, She's, and write their sentences.
It's, We're, and They're) and the fact that we usually use
these when speaking. Typically, we use the full forms when Answers ... .
Lead-in
Extra: homework • Ask the students to look at the words and expressions
Ask the students to choose two of the people in Ex. D in the skills panel. Make sure they understand the
and write a conversation like the one they practiced. meanings of the expressions.
• Highlight the importance of being polite. Briefly focus
on the pronunciation of each expression.
Workbook p. 5, Section 3
■
• 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.
D 0 NOW YOU DO IT Wo rk in pairs. Choose two of the people below.
Role-play a conversation like the one in Exercise A.
5 t h e a lp h a b e t
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
•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 EHWork 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: u s i n g p o l i t e l a n g u a g e
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 [email protected].
Lucas: And your phone number?
David: It's (338) 414-2870.
Lucas: Thank you very much,
David: You're welcome .
7 ,h 3
rd 7
3 th
s e v e n th t h ir d t h ir t e e n t h
11th <pth
e le v e n t h te n th 1 0 th n in t h
15th 12 th '
f i f t e e n t h tw e lf t h
4
th H O W T O S AY IT Q Q
f o u r t h s e c o 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 Oct ob er 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 2ndOctober
6 My birthday is on
Tney come
'afbefore') b) after
i
►
7 Vocabulary: ordinal
H
E x t r a : b i r t h d a y lin e - u p s
«
.
numbers Have the students stand, and tell them that they need
to line up according to their birthdays (e.g. those born
Lead-in in early January should be at the front of the line). The
Review the cardinal numbers 1 to 25. A fun way to do students need to circulate and ask their classmates
this is to go around the classroom and have the students for their birthdays so that they can determine where
count numbers up to the number of students in the class. they should stand in the line. Circulate and monitor,
Each student adds a number for his/her turn. If a student assisting where needed. Make sure the students
makes a mistake, that student starts counting again from 1. are saying the ordinal numbe rs correctly. When the
Continue until you have reached the number of students in students finish, start at the front of the line and have
the class (e.g. if you have 25 students, count up to 25). the students say their birthdays.
A
• Tell the students that this exercise introduces ordinal Workbook p. 7, Section 5
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 8 Grammar: be-wh-
spelling of the ordinal numbers. Point out that all other
ordinal numbers end in -th and that the short forms of questions
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. 04 See the Student's Book for the audio script.
• Ask the students to do the exercise individually and Have the students look at the picture, and ask some
then compare their answers in pairs. Check the answers questions about it (e.g. Where are the people?).
with the class. 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
E x t r a : - t e e n o r - t y the conversation carefully before you play the audio.
Some learners find it difficult to distinguish between Play the audio once, and check progress. If necessary,
13th and 30th, 14th and 40th, 15th and 50th, etc. This is a play it again.
question of both hearing the difference and producing Ask the students to compare their answers in pairs. Then
the difference. Draw the students' attention to the check the answers with the class.
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 Alternative
numbers until they can produce the correct stress (e.g. After checking the answers, have the students practice
thirteenth and thirtieth, fourteenth and fortieth, etc.). the conversation in pairs, first with the original
information, and then adding their own information.
B
• Briefly review the months of the year. Write the first
letters on the board (e.g. J, F, M) and elicit the words NOTICE!
from the class. Ask the students to spell the words. • Ask the students to read the first instruction and
• Before you ask the students to do this exercise, draw underline examples of these words in the text.
their attention to the How to say it box. Remind them • Ask them to read the second statement and two
that we use ordinal numbers when we say dates (e.g. possible answers. Then they read the text and
January twenty-second, Jun e twelfth). We use the choose the correct answer.
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.
N i ce t o m e e t y o u ! UNITI T14
• When thè students finish, elicit answers from a few
• Ask the students what question words (words that begin students (e.g. Adam has a birthday in Augus t. Laura is
questions) they know in English. Elicit some examples from another town. She is from ...).
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? an d _____ 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 • A
• Draw the students' attention to the grammar table, and . H 05 Read the instructions aloud. Check that
emphasize that we use what to ask about things. the students understand what voicemail is. Emphasize
• Ask them to look at the middle column of the grammar that it's a short message that people leave on your
table. Tell them they need to find the question words telephone when you are out or cannot answer. Ask
we use to ask about the other categories ( places, dates, them what kind of information they normally hear in
age). Make sure the students know the meaning of each a voicemail message (e.g. name of caller, who the
word. Refer them to the conversation in Ex. A to find message is for, a phone number to call back, an address
the underlined question words and complete the first where to meet, a brief message, etc.).
column of the grammar table. • Give the students time to read the questions and the
• Check the answers to items 2-4 with the class. Then ask possible answers.
the students to complete the examples items 5-8. • Play the audio once, and check progress. If necessary,
• Elicit the answers, and then have the students repeat play it again. Check the answers with the class.
the questions chorally.
• Highlight that in items 5 and 7 we can use either the Audio script _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
full form or the contracted form. Emphasize that the Hi. This is Carla. Where are you? Anyway, listen—it's my
contracted form is normally used in conversation. 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.
• Have the students read the answers either silently or
aloud. Make sure they understand that they should think B
of questions that would precede the answers. • Read the instructions aloud. Make sure the students
• Have the students complete the exercise individually or understand the two roles.
in pairs. Then check the answers with the class. • 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
Extra: grammar practice (their birthday), the time of the party, and the place
Write the following fill-in questions on the board. (which could be their home address or someplace
1 ______ she from? downtown).
2 ______ his birthday?
3 ______ her sister's name?
4 ______ o ld _______ he? Alternative
5 ______ o ld _______ your brother? Before the students do the role-play, give them one
Put the students in pairs and ask them to complete the or two examples of your own. Have them listen while
questions using the correct question words and the you role-play leaving a voicemail message about your
correct form of be. Check the answers with the class. own birthday party. Then ask them for the date, place,
and time.
Answers
1 Where is she from? 4 How old is he? • Put the students in pairs to complete the role-play.
2 When's his birthday? 5 How old is your brother? • After they have switched roles and done the exercise
3 What's her sister's name? a second time, invite a few pairs to present their
voicemails to the class. Correct any errors in dates
and times.
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.
Workbook
p. 8, Listen and w rite o5
• Prompt the students to circulate, asking and answering
p. 9, Down tim e
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.
B ANALYZE Read the conversation in Exercise A again.
Function Com plete the table with words from the conversation.
—* Question word Function Example
(3)
when dates (7) your birthday? When
(4)
how old someone's age (8) you? H ow old are
- 1
_ 1 c PRACTICE Read these answers. Write questions.
1 A W hat' 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: Sep tem ber 8th.
Where are you from 9
4 A B: I'm from Argentina. What about you?
How old is your brother
5 A
9
B: My brother? He's 30 years old.
w What's his (your brother's) name 9
6 A B: His name is George.
9 IS T E N IN C to a v o ic e m a il m e s s a g e
A fifl05 Listen to the voicemail
me ssa ge.( ^hd ^th e correct option
to complete the sentences.
The message is from . ______
1
B B13o 6
Read these forms.(^irc lg)the correct type of form.
Then listen and complete the missing information.
MAK E A PAYMENT
Full Name Card type
Yousef Mahuad VISA
-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.
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
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
Postcode [
Please state the date that you moved into this address
Wo rk in pairs. Role-play D D M M Y Y Y Y
Contact Details
asking each other questions about Dayt ime/ mobi le tele pho ne num ber , | | | || || | [ | [ | | | | | [ | | | | |] |
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 Dece mb er . ( fou rteenth)
4 . L
j
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 1 Vocabulary
Students can do the Language wrap-up exercises in A
class or for homework. If you give them for homework, Encourage the students to read through both parts of the
remember to check the exercises at the beginning of the conversations before they choose the correct word for
next class, or collect a few to grade and identify any typical each one.
errors.
If you decide to do the exercises in class, you can B
approach the wrap-up as a two-step reviewing procedure. Remind the students that they need to write the digits,
First, ask the students to do the Vocabulary section not words, for the numbers in the blanks.
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 July 4this an important date in the U.S.A. because it
learner independence and creating a cooperative learning marks the anniversary of the signing of the Declaration
environment. After completing the Vocabulary section, you of Independence by the colonists from Great Britain.
can apply the same procedure to the Gram mar section. People usually celebrate this day with parades and
At the end of each section, make sure that the students fireworks displays in public places.
write their score out of ten. If they have a score lower
than eight, direct them to the appropriate sections of the 2 Grammar
unit, and encourage them to read those sections again for • Ask the students to read the entire email first.
homework. After that, ask the students to complete the • Point out that there may be a few cognates. Check that
exerdse(s) again at home. they understand the word friend.
• Have the students read the email again and circle the
correct options. Check answers with the class.
C o m m o n E u r o p e a n F r a m e w o r k : u n it m a p
-* Unit 1 Com petence developed C E F Reference (A1)
Sé 1 W riting can give basic personal information Table 1; Table 2; Section 4.4.1.2;
Section 5.2.1.6
2 R ea din g can r eco gnize co gn ate s and use them to give bas ic 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 ;
S é
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;
A LANGUAGE IN CONTEXT Read White Nights. The band is fun, but hard work!
Our next concert is at the Olympic® Park in Sydney!
these texts. W ha t job or jobs does
each person do?
W h a t d o . Q
i y o u d o
B §||09 Listen to Katy and write the correct wo rd in the box unde r
each name in Exercise A.
5 f o r s p e c i fic in f o r m a t io n
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.
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.
B • Play the audio once, and ask the students to fill in the
blanks.
• H 09 Ask the students to work in pairs and predict
• Check the students' progress, and, if necessary, play the
which words in the box could match to the people in the
audio again. Ask the students to compare answers in
picture.
pairs. Then check the answers with the class.
• 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.
A ud io scrip t
My name is Rachel Wiseman, and I'm a teacher. I work in a
A u d io sc ript 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.
Hi. I'm Katy. I'm a doctor. Greg is my brother. He's a firefighter.
I leave school at three o'clock, and then I work at home. My
Here are my parents, Lisa and Bob. My mom, Lisa, is a teacher,
husband has a difficult job, too. He's a firefighter.
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.
12 Go over the questions, and check that the
C students know what they are listening for in each case,
(a job, a place, an adjective, and a job).
10 Before you play the audio, ask the students
• Play the audio once. Check progress, and, if necessary,
to work in pairs to match the words. Make sure the
play it again. Ask the students to compare answers in
students understand that they should match the family
pairs. Then check the answers with the class.
words that go together and not look for words that
mean the same thing. Point out the example: parents —
children.
A u d io s c r ip t _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
• Play the audio so that the students can check their R = Rachel, L = Lisa
predictions. Check the answers with the class. R Hi, Lisa! How are you?
L I'm great, Rachel. Good to see you!
Audio script R You, too! What do you do now?
L Well, I'm a lawyer.
1 Lisa and Bob are my parents. Greg and I are their children.
R Wow! Really?
2 Greg is my brother. I'm his sister.
L Yes. I work in an office. It's not far from here.
3 Lisa's my mom, and Bob is my dad. I am their daughter, and
R Do you like your job?
Greg is their son.
L It's very interesting.
4 Joshu a is my boyfriend. I am his girlfriend.
R And what about your sister, Jane?
5 Martha and Steve are my grandparents. Greg and I are their
L Oh, she's fine. She's a doctor now.
grandchildren.
R: Fantastic! Let's meet for coffee some time.
6 Bob is my dad. Lisa is his wife. Bob is her husband.
L: Great idea!
W orkbo o
¡ .• s a
W hat do you do? UNIT 2 T2 2
• 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
A of their ideas. Find out if any students have parents,
• Read the instructions aloud. Ask the students if they grandparents, or other relatives who do the same job.
know any families of actors in their country (families • Draw the students' attention to the Watch out! box.
where father and son, mother and daughter, etc., are all Explain that although with most occupations the stress
actors, e.g. Henry Fonda and Jane Fonda, Kirk Douglas is on the first syllable, engineer is an exception, and the
and Michael Douglas). stress is on the last syllable.
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.
Lead-in
Alternative
• Check that the students understand that each sentence
Before the students answer the questions, elicit the type has one or more mistakes. There might be a capital
of information they are looking for in each question letter instead of a lower-case letter, or there might be a
(1 a place, 2 a job, 3 the names of awards). mistake with punctuation.
• Ask the students to do this exercise Individually and
• When the students have found the answers to the
then to compare answers in pairs.
questions, ask them to compare their answers in pairs.
• Ask them which category in the skills panel each
Check the answers with the class.
answer belongs to (e.g. Egypt —a country, English—a
language).
E x t r a : re a d in g p r a c t ic e B
For extra reading practice, write these questions on
• Give the students time to read the questions.
the board: 1 What does Jav ier Bardem's mother do?
• Ask the students to do this exercise individually.
2 What's his uncle's name? 3 Where is Javier famous?
Explain that for item 4, they should give the person's
Answers relationship as well as his or her name. Circulate and
1 She's an actor. monitor, assisting where needed.
2 Juan Antonio Bardem • When they finish, elicit responses from several students.
3 In the Spanish-speaking world and the English-
speaking world
Extra: homework
Look at Ex. A again. Write five new sentences,
changing the country in item 1, the month in item 2,
Culture note the day in item 4, the language in item 5, and the
name in item 6.
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 o f 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.
6 a c e le b r it y b i o g r a p h y
A Many actors come from acting families. Is this true in your country?
SPANISH STAR IN
HOLLYWOOD
Javier Bardem is an actor from Spain. He comes
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 Globe for his role
in N o Country for Old Men.
3 What awards does Javier Bardem have? He has an ° scar and a Golden Globe award
u n d e r s ta n d in g t h e m e c h a n i c s
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.
W h a t do yo u d o ? UNIT 2 23
8 3 R A M M Â R : p o s s e s s io n
A LANGU AGE IN CONTEXT Read wha t this
person says and(0rcIg)T (true) or F (false).
whose
w h o s e + noun + verb
e.g. Whose job (3) __ ! L the best?
Possessive pronouns
I you he she we you they
Form c
• First, ask the students to complete item 1 and item • Do the first sentence with the class as an example.
2 in the grammar table. As the students are working, • Ask the students to do the exercise individually.
draw the table on the board. When the students have • Ask the students to compare answers in pairs. Then
finished, ask for volunteers to write the correct answers check the answers by nominating students to write
on the board. their sentences on the board. Ask the class to help you
• Have the students look at the first Watch out! box. Tell correct any mistakes on the board.
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. E x t r a : g r a m m a r p r a c t ic e
• Hig hlig ht that there is a difference in the position of the Write these fill-in sentences on the board.
apostrophe with singular or plural nouns e.g. sister's or 1 She _______ have any brothers or sisters.
sisters'. 2 _______ you have a pet?
• Focus on the example of the irregular plural possessive. 3 _______ pen is this?
Point out that this example is common. 4 That book is yours. This one is _______ .
• Read the examples in the language box, and remind the Ask the students to work in pairs and find words to fill
students th at 's is also the contracted form of is. in the blanks. Check the answers with the class.
• Check that the students understand the meaning of
whose. Use classroom items to illustrate it (e.g. Whose
Answers
bag is this? It's Elena's. Whose book is that? It's Tom's.)
Have the students complete item 3 in the grammar 1 doesn't 3 Whose
table. Check the answer with the class. 2 Do 4 mine (his/hers)
• 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.).
E x t r a : i s o r p o s s e s s i v e ' 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.
W h a t do yo u d o ? UNIT 2 T24
• Tell the students to look at the pictures. Put the students Alternative
in pairs, and give them time to share any information Ask the students to keep their books closed. Write the
they know about the people in the pictures. two questions for the exercise on the board. Play the
• Ask a student to read aloud the example sentences. audio once, and ask the students to compare answers
• Ask the pairs to make as many sentences as they can in pairs. Then ask the students to open their books, and
using the possessive forms. Encourage them to write play the audio again so they can check their answers.
their sentences.
• Circulate and monitor, making sure that they are using
the possessive forms correctly.
Answers
• Invite volunteers to share their sentences with the
class, and correct any errors in the use of the 1 She's a teacher.
possessive forms. 2 She's a salesperson in a store.
P o ss i b l e a n s w e r s
Will Smith is an actor. His wife, Jada Pinkett Smith is an Extra: conversation practice
actor, too. They have two children. Ask the students to practice reading the conversation
Sofia's dad is a movie director. She has two children and in pairs. When they are comfortable, have them insert
a brother. Her brother's also a movie director. their own information about their family members.
Owen Wilson is an actor. His brother, Luke, is an actor, too.
B
• Draw a simple version of your family tree on the
Culture note
board. Write the names of your husband/wife, parents,
Will Smith first became famous when he starred in the brothers, sisters, and children, but don't explain their
TV show The Fresh Prince of Bel-Air. He married Jada relationship to you. Ask the students to tell you the
Pinkett Smith in 1997. She has appeared in more than relationships of your family members to you (e.g.
20 movies, including three Madagascar movies and Teacher: Who is Francisco? Student: He is your father.
Europe's Mo st Wanted. Teacher: OK, then who is Patricia? Student: Patricia is
Sofia Coppola is an actor and director who won three your mother, etc.). As the students give you the correct
Golden Globes and an Oscar for Lost in Translation. answers, write the family vocabulary under the names.
Her father, Francis Ford Coppola, has directed • Ask the students to draw their own family tree on
numerous movies, including The Godfather and a sheet of paper, but only writing the names, not
Apo calypse Now. the relationships.
Owen Wilson has appeared in Shanghai Knights and • Ask them to work in pairs and ask and answer questions
Marley & Me. Luke Wilson has appeared in Legally in the same way (Who is Luisa?, etc.).
Blonde and The Wendell Baker Story.
c
• Ask the students to work in the same pairs. Point out the
Workbook pp. 12 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
9 Speaking: talking about
r .i ^ v;
you something about their partner's family (e.g. Maria's
father is a doctor.). Correct any errors in the use of
family 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
A Lauren, or *This is the pen of Maria in English.
. m 1 3 See the Student's Book for the audio script.
Workbook
a -
• Ask the students to look at the picture, and tell them
that they are going to hear these two friends talking
p. 14, Read and write
about the woman's family.
• Give the students time to read the questions carefully. p. 15, Down time
• Play the audio once, and check progress. If necessary,
play it again.
• Check the answers with the class.
D q | NOW YOU DO IT Say what you kno w about these people. Say what
their relatives do. Wo rk in pairs.
9 SPEAKING: t a lk i n g a b o u t f a m i ly
A afl 13 Listen to the conversation below.
Ans wer 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?
W h a t do yo u d o ? UNIT 2 25
lifeSkills
CATEGORIZING
• Understand the purpose of categorizing.
• Categorize the items using relevant characteristics.
• Use the information to make a decision.
A Look at the web site on the next page. W ho is it for? Choose the correct option.
This website is for people who ...
CaTwan t to find their ideal jo E^ b) want to find some one to do a job.
B ¡{| Wo rk in pairs. Wri te these careers in the different categories below. Each career
can be in more than one category.
creative jobs:
well-paid jobs:
office jobs:
W h a t do yo u d o ? 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, dream, and p er f ec t.
Elicit the personality traits that are used in the
• Give the students time to read the questionnaire.
questionnaire (c a r e f u l , i n d e p e n d e n t , h a r d - w o r k i n g ,
Explain that they can choose more than one answer to
creative, patient ). 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 l o n e (just you), j o b
se cu r i ty (the knowledge that your job is permanent as
long as you want it to be), i n d e p e n d e n t (not depènding
on other people), h a r d - w o r k i n g (someone who puts a lot
$51 REFLECT 7
of effort intô their work), p a t i en t (the opposite of a n g r y
• Ask the students to read the Reflect question.
a n d u p s e t —calm), and d e s c r i b 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 t e g o r i z i n 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 j o b f or A n d y i s a p i lo t
becau se he's I think an archi tect is a per fect career for
Sa r ah b ec 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 Wo rk in pairs. Compare your answ ers, and complete the sentence belo w 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 . . .
REFLECT ...
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 i s 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?
W h a t do yo u d o ? UNIT 2 27
o Mir
1 VOCABULARY
Look at Mark’s family tree. Then complete
these sentences with one wor d. There are
three job s 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
Sarah
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!
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.
C o m m o n E u r o p e a n F r a m e w o r k : u n it m a p l* * 3 l
Unit 2 Com petence developed CEF Reference (A1)
o
10am
4p m
5p m
► watch a video about different
6p m
free-time activities 7p m
8p m
9p m
10pm
11pm
A ^ For each day, check (/) the times whe n you are
free. With a partner, compare your routines. Who has
more free time?
A: Are you f r e e o n M o n d a y m o r n i n g ?
B: N o , I ' m n ot .
A: W h at a b o u t M o n d a y e v en 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 se v e n .
Spelling rules
W A TC H O U T !
We add -s to the form of the verb used with he, she, or i t (e.g. l i k e s ) . Also: Do you like music?
Yes, I do.,
With verbs ending in ... we ...
(5?) Do you like music?
consonant + y, (e.g. st u dy ) , replace y with -ies, (e.g. st u d i es ) Yes, I like.
s, sh , ch, x, z, o, (e.g. watch, fix, miss, g o), add -es, (e.g. w a t c h e s , f i x e s , m i s s es , g o e s )
Answer
He buys MP3s online; he buys a new album every week. Extra: grammar practice
Do this exercise in the same way as Ex. C.
1 My father _______ the car every Saturday, (wash)
NOTICE! 2 My sister is a teacher. Sh e _______ French, (teach)
1 Explain that the students should underline all the 3 _______Suzie and Carla ________ rock music? (like)
verbs in the conversation in the simple present. After 4 _______ Peter ______ to the radio? (listen)
they underline the verbs, elicit how many instances of
the simple present there are in the conversation. Answers
2 Have the students look at the conversation again to
find out whether it is about general facts and habits, 1 washes 3 Do, like
2 teaches 4 Does, listen
or only about the present situation.
Answers
1 20
2 It is about general facts and habits.
E x t ra : v o c a b u l a ry n o t e b o o k s
Encourage the students to record phrases rather than
single words in their notebooks. For example, if they
write listen, they should write listen to music or listen
B to the radio. Memorizing chunks of language will help
them use new vocabulary correctly in context.
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 • First, ask the students to look at the How to say it box.
to help them. Remind them to use these questions when doing the
• Ask the students to do the exercise individually and exercise. Tell them that H o w a b o u t y o u ? means A n d
then to compare their answers in pairs. y o u ?
• Highlight the contracted forms of the auxiliary verbs • Direct the students' attention to the example
don't (do not) and d o e s n ' t ( d o e s n o t) and the fact that conversation and remind them that the main verb is not
we use the contracted forms in speaking and the full repeated in short answers Yes, / d o and N o , I do n ' t .
forms in formal writing. Ask the students to repeat these • Elicit the verbs the students could use with the four
forms chorally, and then individually. phrases (e.g. listen to with h i p - h o p , c o l l e ct with st am ps ,
• Ask the students to look at the first Watch out! box. d r i v e with a car, p la y with the piano).
Point out that we never use the main verb in short • Put the students in pairs to do the exercise.
answers. Then draw the students' attention to the • When the students finish, elicit some questions and
second Watch out! box. Emphasize that this is the only answers from several pairs. Correct any errors in
change to the verb in thesimple present-. question formation and short answers.
i
\
•
I sl sound (likes) and which in a I zl sound (listens).
Focus on the /iz / ending and point out the fact that this
Culture note
ending occurs after verbs that end in a Isl, ///, /tf/, /CJ3/, Tom Hanks is an American actor, writer, and director.
/ks/, ox I zl sound (e.g. pr a ct i ce , w as h, w at ch , j u d g e, He has appeared in numerous movies, including
relax, close). Encourage the students to reproduce the A p o ll o 13 , T h e G r ee n M i le, and F o r r e s t G u m p .
words themselves, and ask them to repeat the words Quentin Tarantino is an American film director
first chorally, and then practice them individually. and actor. He became famous with his cult movies
• For additional practice, drill the third person ending by R e s er v o i r D o g s and Pulp Fiction.
saying the verbs and asking the students to produce the Mila Kunis is a Ukrainian-born American actress. She
correct ending. is the voice of Meg in the TV series Family Guy. Her
movies include T ed and Black Swan.
B
By 16 See the Student's Book for the audio script.
Ask the students to read the sentences individually first. • Ask the students to do this exercise individually and
Then put them in pairs, and have them take turns saying then to compare their answers in pairs. Encourage them
the sentences. to discuss any different answers they have and decide
When the pairs finish, play the audio so that the with their partner which one is correct.
students can check their pronunciation of the words. Ask • Check the answers with the class. Ask them to explain
them to practice saying the sentences again. how the pictures helped them to make their choices
Ask them to tell you how the third person ending in each (e.g. P i c t u r e A s h o w s a n o l d b o a r d g a m e , etc.).
sentence is pronounced (1 I zl 2 /iz/ 3 I sl 4 hzl).
3 r e c o g n i z in g c o g n a t e s 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 wo rds in your
language . Compare the word s you find with a partner.
D O YO U 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?
Movie director
Quentin Tarantino
has a collection of old boa rd gam es and toys from
television shows!
Th e valu e o f a board ga m e in per fect condition is
$5-$50 o r more. Like Tarantino, try to selec t a theme.
For exam ple, Tarantino likes gam es and toys from action
movies and superhero television shows.
Actor
M i l a K u n is
plays the online video gam e World of Warcraft!
In this game, you find and destroy you r enemies.
Characters in the Warcraft universe work in groups or
as individuals. It's a ve ry com plica ted g am e and it can
continue for a lon g time. It’s important to practice p laying
similar video games before you play Warcraft.
D o w n t im e u n it 3 31
4 to a ra d io s h o w
A El] 17 Listen to the discussion. (^ircle)the
correct person for each sentence.
1( ^ p g e t i c ÿ ) / T y l e r likes sports games.
2 A n g e li c a /Qy/ej) pr ef er s action ga m es.
3 A n g e li c a /(J ÿ l e ?)doesn't like puzzle games.
5 f r e e - t i m e a c t iv i t ie s
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?
0
4 L i s t e n i n g : to a r a d i o show 5 Vocabulary: free-time
Lead-in
activities
Ask the students D o y o u l i s t en t o t h e r a d i o ? Ask them
Lead-in
what shows they listen to (e.g. news, music, sports, etc.). ,
Tell the students what you do in your free time (e.g. I
A watch TV, I watch movies, I read books.). Tell them how
often you do these things (e.g. / w a t ch T V e v e r y d a y , I
• H 17 Tell the students to read the sentences watch a movie once a week.). Check that the students
silently. Emphasize that they need to choose A n g el i ca or know the meaning of the expression once a w e e k (one
Tyler in each case. time a week).
• Play the audio once, and check the students' progress. If
necessary, play the audio again. A
• Ask the students to compare answers in pairs. Che ck the
• Check that the students understand all the vocabulary in
answers with the class.
this exercise before they start. Most words will be clear
from the pictures, but you may need to check w o r k o u t
Audio script _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ (exercise to keep fit).
B = Brandon, A = Angelica, T = Tyler • Make sure the students understand that they have to do
B: Hello, I'm Brandon. Welcome to Gaming World, the two things. First, they ch eck the activities, and then they
show that's all about video games. This week, I have write the number of hours they spend on each one.
Angelica and Tyler with me.
ATT: Hi.
B: Now, Angel ica, what games do you like? Alternative
A: Well, I play soccer and tennis games.
If you have a monolingual class, ask the students to
B: And you, Tyler?
teach each other the vocabulary before they begin
T: I prefer games with more action. I don't really play
the exercise. Before class, make cards with the free
sports or puzzle games.
time activity written in English on the front and the
B: So what do you think of this week's game,
translation of the word on the back. Hand out one or
Automania?
two cards to each student and explain that they have
T: I play a lot of driving games, and this one is very
to teach their words to their classmates. Chec k that
good. It has a lot of action, and the story is great.
the students know how to pronounce the words on
B: And how about you, Angelica? Do you feel the same
the cards. The students then circulate, teaching each
as Tyler?
other the new words. Write some helpful prompts on
A: Yes, well, I don't play driving games, but this game
the board (e.g. Y o u d o t h i s o u t s i d e / i n s i d e / at h o m e /
has a lot of action, and I like the story.
with fri ends / alone. You n eed a ball / a comp uter ...).
B: OK, thank you both very much for your opinions.
Encourage the students to try to explain the words.
Then they can use the translation to confirm.
B
• Make sure the students understand the question D o y ou
pl ay v i d eo g a m es ? B
• Ask the students to look at the diagram and think about • Read the instructions aloud to the class. Model the
their answers to the questions. Gi ve them time to write exercise with a student by asking W h a t d o y o u l i k e t o d o
their favorite games and sports, any other games they i n y o u r f r e e t i m e ? Then share the activities from Ex. A
play, etc. that you like to do.
• Put the students in groups to complete the task. • Put the students in pairs to complete the exercise.
Monitor while the students are working, and check that Encourage them to group the free-time activities they
all the students have a chance to ask and answer the do into two categories: d o i n g t h i n g s a l on e , and d o i n g
questions. thing s with other people.
• Elicit some ideas from the class. Ask the students to • When the students have compared their free-time
report back on the other members of their group (e.g. activities in pairs and have discussed whether they
Tom d o e s n ' t li k e s p o r t s g a m e s , H e l en l i k e s p u z z l e prefer to do things alone or with other people, ask
g a m es , J a d e pl ay s ba sk et ba ll , etc). Correct any errors in several students to tell you about their partner (e.g.
the pronunciation of the third person singular endings. A d a m pl ay s v i d eo g a m es ev er y da y wi th hi s f r i en ds . H e
pl ay s f or 2 0 h ou r s a w ee k . H e p r ef er s d o i n g th i ng s wi th
o t h e r p e o p l e . ) . This will give the students practice using
the third person singular form of the simple present.
Encourage them, and praise their efforts.
D o w n t im e UNIT 3 T32
• Start by having the students look at the W a t ch o u t !
box. Ask them to tell you what word is missing in the
incorrect sentence (do). Emphasize the fact that the
Lead-in use of d o / d o e s is a particularly tricky aspect of simple
present information questions.
Write the word fa n on the board. Ask who in the class is a
• Remind the students to use a capital letter at the
music fan, and who is a sports fan. Ask what the word fan
beginning of each sentence. Encourage them to C
is short for (fanatic, which might be a cognate or
look back at the grammar table in Ex. B to help them
loan word). C
complete the sentences.
• Ask the students to work individually and then compare
A c
their answers in pairs. Check the answers with the class.
• Invite a student to read the instructions aloud.
• Ask the students to read the text individually and think
about their answers. Extra: grammar practice
• Ask the students to compare their ideas in pairs before
Ask the students to correct the errors in these
you elicit responses from the class.
sentences.
1 What you do in your free time?
N O T IC E ! 2 Where Tom lives?
3 Why does he likes soccer?
• Ask the students to underline the question words in
4 Where she go after school?
the ad.
5 What they do in the evening?
• Ask which verb follows the question word in each
information question.
Answers
Answer 1 What do you do in your free time?
2 Where does Tom live?
do
3 Why does he like soccer?
4 Where does she go after school?
5 What do they do in the evening?
Form D
• Before you ask the students to look at the text again • Go over the questions in the How to say it box. Drill
and complete the grammar table, review the concepts them chorally and individually. Note the stressed words
behind the question words (see pp. 14-15) by writing in the questions W h a t d o y o u d o i n y o u r f r e e t i m e ? :
the question words W h a t, W h e r e , W h e n , W h y, and W h o W h o d o y o u p l a y [ t en n i s ] w i t h ? ; W h y d o y o u l i k e i t ? Ask
on the board in one box, and the words t i m e , o b j e c t , the students which of the questions in Ex. C we can
p la ce , p er s o n , and reason in another box. Have the answer with B e c a u s e i t' s f u n / i n t e r e s t i n g / e x c i t i n g (item 1).
students match the question words with their meanings • Put the students in pairs to complete the exercise.
(What—object, Where—place, When—time, Why— Circulate and monitor, assisting where needed. Listen
reason, Who— person). for any problems with the formation of information
• Direct the students' attention to the grammar table. questions. Don't correct any errors now, but wait until
Write W h e r e d o e s h e g o ? on the board and underline after the students finish to address any errors.
the word d o e s . Have the students look at the ad in Ex. • When the students finish working in pairs, elicit some
A to find another auxiliary word that is used after the ideas from the class. Find out which students have
question words in the questions. Have them write the similar free-time activities. Encourage them to use
word they find in the blank In the grammar table. sentences like We like the same activi ties. I like goi ng to
t h e m o v i e s , a n d s h e l i k es g o i n g t o t h e m o v i e s , t o o ; or
Function
W e like diff erent activi ties. I like playing soccer, and she
• Ask the students to circle the correct option to complete l i k es g o i n g o n li n e.
the sentence.
• Check the answer with the class.
• Elicit one wh - question for each question word from
W orkbook p . 18, Section 4
the class using the words in the table (e.g. W h y d o y ou
w a t ch m o v i e s ? ) . Write the questions on the board, and
have the class repeat the sentences chorally.
6 s im p le p r e se n t — in f o rm a tio n q u e stio n s
A LANGUAGE IN CON TEXT Read this ad. Answer the questions.
D o w n t im e UNIT 3 33
7 a s k i n g f o r o p i n io n s
When you want to know what somebody thinks, you can use different
phrases to ask for their opinion.
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 abou t you?
□ Do you agree?
8 p e r s o n a lit y a d je c t iv e s
A ¡S3 Check (/ ) A or B to complete this quiz. Calculate your score.
Then compare with a partner.
A r e yo u an or an
introvert J extrovert?
TAKE OUR QUIZ AND FIND OUT!
Q
1 I love parties. 1 I like quiet evenings at home.
2 It’s great to meet new people. ,J 2 I get nervous with people I don’t know.
3 I like to talk ... a lot! 3 I like being alone.
4 I hate being alone. 4 I prefer to listen rather than talk.
5 I tell a lot of jokes. 5 I have a few close friends.
6 I have a lot of friends. 8 I always help my friends when they need me. Q
Number of As: Number of Bs:
O
Lead-in Lead-in
• Ask the students what movies they have seen recently. Write the words i n t r o v e r t and e x t r o v e r t on the board.
Then ask some simple questions to elicit their opinions Make sure that the students understand that an e x t r o v e r t
of the movies (e.g. D o y o u l i k e i t ? ; D o y o u l i k e [ a ct or ] ? ) . is a person who talks and socializes a lot, while an i n t r o v e r t
• Read aloud the information in the skills panel. Point out is a quiet person who prefers to stay at home and spend
that we can use a variety of phrases to ask for people's time alone. To help the students remember the meanings,
opinions. point out that the prefixes i n- and ex- can have the
meaning of i n s i d e and o u t s i d e , respectively.
A
A
’ H 18
Draw the students' attention to the question,
and make sure they understand that they only need to • Go over the meaning of the words jo k e (a funny story),
listen for the topic of the discussion. a l o n e (by yourself, just one person), n e r v o u s (scared,
• Play the audio once. Elicit suggestions from the class. afraid), c l o s e f r i e n d (a friend you know well).
• Ask the students to complete the personality quiz
A u d io sc rip t_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ individually.
• When the students finish the quiz, ask them to calculate
O = Oliver, J = Jenny, C = Caroline, A = Andy
the number of A answers and the number of B answers
O: So Jenny, what movies do you like?
they have.
J: Well, I really like love stories. I think they're great. And you?
• Ask the students to compare their scores in pairs to
O: I don't really like love stories. I think they're boring. I prefer
find out who has more A answers and who has more B
action movies. Hey, Caroline, what's your opinion?
answers. To encourage language practice, remind them
C: Um, I don't like love stories or action movies. I love
to use the full sentences when they compare, rather
science-fiction movies!
than just saying A or B . ( I h a v e x A s , h o w m a n y d o y o u
O: Really? How about you, Andy?
h a v e ? H o w m a n y B s d o y o u h a v e? )
A: I like things that are funny, so comedies are my favorite.
• Find out if anyone in the class has six A answers or six B
answers.
Answer
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 ha t' s v ou r op i n i on ? ;
D o y o u a g r e e ? : W h a t d o y o u t hi n k ? ; 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 t im e UNIT 3 T34
B
Answers
• Make sure the students understand that if they have watching TV; playing video games with his friends;
more A answers on their personality quiz, they should running; playing basketball; going to the movies;
read the text on the left first, and if they have more 8 meeting new people
answers, they should read the text on the right first.
• Briefly check their understanding of the adjectives
c
highlighted in bold type. Some could be cognates, but
you may need to explain or define c o n f i d e n t (sure of • Encourage the students to take a few notes before they
yourself), s oc i a b le (enjoying being with other people), begin to write. Explain that they can use the adjectives
po p u la r (having many friends), shy (a shy person is from Section 8 and the free-time activities from
nervous in the company of other people), c o n s i d e r a t e Section 5. Tell them to make a short list in each category
(kind and thoughtful to others). before they start writing. Suggest that they use the tex t
• Ask the students to read the other text, too, and in Ex. B as a model for their writing.
compare with a partner. Encourage them to use phrases
such as I t hi n k H ow about you?; What is your
opinion? A lt e r n a t i v e
Give the students a template with blanks to complete.
Write it on the board (e.g. Hi, I'm___________. I' m
• Before you ask the students to work in pairs, give them __________ years o l d . .. ).
a little time to think about who they are going to talk
• Draw the students' attention to the Watch out! box. The
about.
verb like is followed by the - i n g form of a verb. Point out
• Encourage them to use the adjectives in Ex. B, and
that love, hate, prefer, and d o n ' t l i k e all follow the same
suggest that they make a few notes before they begin.
pattern as like.
• Give the students a simple model by having them listen
• Ask the students to write on a sheet of paper. While
while you describe a person you know well.
they are writing, circulate and monitor, assisting where
• Put the students in pairs to complete the exercise.
needed. Help the students correct any errors before you
• When the pairs finish, elicit a few examples from the
move on to Ex. D. Check in particular that they have
class. Make sure they also give you a reason why the
used the simple present, l i k e + - i n g , and the personality
person is, for example, loyal.
adjectives correctly. This is a key time to assess the
students' grasp of the material introduced in the unit.
W orkbook p. 19 , Section 6
D
• Ask the students to put their descriptions on the wall.
Then have the class circulate, reading the descriptions.
A lt e r n a t i v e
If you cannot hang the papers on the wall, another
A approach is to collect all the papers. Then ask the
students to work in groups. Give each group a number
• Read the question aloud. Ask the students to choose a
of papers to read and discuss. Then pass the papers
classmate they think they know fairly well.
on to a different group until everyone has had a
• Give the students a little time to prepare their ideas.
chance to read and discuss all the papers. Or, for large
Encourage them to use some of the adjectives that
classes, ask the students to work in groups and read
describe extroverts and introverts, and to think about their group members' papers.
things that their classmates like and do.
• Do this exercise with the whole class. Ask the students • When the students have read their classmates'
being described to say whether or not they agree with descriptions, ask them to stand in groups with people
their classmates' descriptions of them.• with similar interests. Then ask the students to share
some interesting facts they learned about their
classmates.
• Make sure the students understand the question W h a t
i n t er e st s d o e s M a r k m e n t i o n ? Explain that they need to Workbook
find out what things he likes to do in his free time.
• Give the students time to read the webpage, and then
p. 20 ; Listen and w rite
elicit the answer from the class. p. 21 ; Down time __________________
Alternative
Ask the students to listen while you read the webpage
aloud.
B E l Read about your personality type. Do you think wh at it says is correct?
Compare with a partner.
C Ei
Wo rk in pairs. Think of someone you k now well. Describe them to
your partner. Use the adjectives in bold from Exercise B.
My s i s t e r i s 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 li k es .. .
9 WRITING: a b o u t y o u r s e lf a n d y o u r in t e r e s ts
A E l How well do you know your classmates? Choose one person and say three things
you kno w about them.
Message Connect
Check (/) your answers to complete this learning style questionnaire. Calculate your scores.
2 Think about learning En glish. 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.
Student A Student B
• satellite dish • lecture
• current affairs • domain name
• broadcast • tabloid
Interpersonal Visual
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
Kinesthetic Linguistic
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 word s in Exercise C and test each other.
How many words do you remember?
A: Tell me one o f 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. Wha t is your second color? Use the
instructions above to learn the ne w words below. After a few minutes,
test each other. Which of the two ways of learning do you prefer?
B Read about Ann a 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 s oci 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.
C o m m o n E u r o p e a n F r a m e w o r k : u n it m a p
Unit 3 Competence developed CEF 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 t im e UNIT 3 T38
D A Y IN , D A Y O U T
The expression day in, day out means every day for a long time and emphasizes routine.
E x t r a : s a y i n g s w i th time
Write on the board two more sayings with time:
There's no time like the present and B etter late than
Unit opener never. Ask the students to speculate on what they
might mean. Explain that the first one is similar to
Lead-in S ei z e th e m om en t ( C a r p e di em ) .
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 B
routines, and on the following skills to help them talk • Read the instructions aloud.
about these topics: • Put the students in pairs to discuss whether they agree
Listening: for specific information with the sayings in Ex. A.
Tell the students what your favorite day of the week is. Tell • Ask the students to think of similar sayings about time
them what you usually do on that day (e.g. M y f av or i te in their language. Elicit ideas from the class. Note that
d a y i s Sa t ur d a y . I n t h e m o r n i n g , I r e a d t h e n e w s p a p e r a n d some students find similarities and differences between
in the afternoon, I watch spor ts on TV). Ask the students their language and English in the use of proverbs and
what their favorite day of the week is. Ask what they sayings very interesting. Focusing on this will help the
usually do on that day. students remember the English expressions more easily.
Writing: understanding the mechanics
Write the sentence J o h n li k es te n n i s 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.
(2 )
U N IT 4 D A Y IN , D A Y O U T
IN THIS UNIT YOU
learn language to talk about time A 0Read these sayings about time. Wi th 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 t h i n k t h e f i r s t o n e m e a n s ?
routines— listening for specific
% B: M a y b e i t m e a n s t h a t t i m e n e v e r s t o p s . O r t h a t n o o n e ca n s t o p t i m e.
information
A: Y e s, I th i n k y o u ' r e r i g 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
Z SKILLS
1^ SELF &
SOCIETY
Day in, day out K 5 k l l Q E 9 l
1 V t e l li n g t im e
A Match these sentences to the correct times.
Some times match more than one sentence.
noon = 12:00 in the middle of the day
m i d d a y = around noon
m i d 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 3 1 Work in pairs. Say what time you usually do these things on weekdays.
• get up • get to school/w ork • have dinne r
• leave for school/work • have lunch • go to bed
A: W h a t t i m e d o y o u h a v e l u n c h ?
B: I h a v e l u n ch a t ( a r ou n d ) t w o . A n d y o u ?
2 a m a g a z in e a r t ic le
A Read this article. Wha t is the difference betw een
i larks a nd owls?
A
E x t r a : re a d in g p r a c t ic e
• Focus on the expressions in the information box.
Ask the students to answer these questions.
Remind students of the meaning and usage of a.m.
1 How many people are larks?
(ante meridiem) and p .m . (post meridiem). Elicit that
2 How many people are owls?
a.m. is used before noon (12 o'clock) and p.m. is used
3 Which of these are larks: doctors, writers, artists?
after noon, but before midnight.
4 When does Scott Adams draw?
• Read the instructions for the exercise aloud. Make
sure the students understand that some of the pictures
match more than one sentence. Answers
• Ask the students to do the exercise individually. 1 one in ten
2 about two in ten
3 writers and artists
Culture note 4 from 6 a.m. to 7 a.m.
^ W o r k bo o k p . 2 2 , S ec tio n 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. What 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 week, 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: Oh , three or four times a m onth. 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? A li ci a
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 f t e r }
Function Complete the diagram with two words from the conversation. WATCHOUT!
We use frequency adverbs to talk about how often something happens.
0 i am always happy,
0 % ^-----------------------------------------------------------------------------------► 100 % always am happy.
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.
watch the news 4 times a week ... He often wa tches the news.
Co; —--- ------ — --- --------------- -------- ———— ---- ---------- ----
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 alwa ys on the
first syllable.
Sun»day M o rrday Tues»dav We dnes«dav Thurs»day Fn»day Sat* ur«dav
E Monday C Thursday
F Tuesday D Friday
A Wednesday B Saturday
4 Pronunciation: days of the E x t r a : d a i ly r o u t in e s 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 an d
tell you what day It Is. Ask them to spell it for you. Elicit all have breakfast, and they say E x c u s e m e , w h a t d o
seven days, if possible. y ou ea t f or br ea k f as t? You answer toast, and they can
then say D o y o u h a v e i t w i th b u t t e 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 che ck 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 : m eet Sa tu r da y s, on S u n da y s) to mean every Saturday, every
friends, etc.). Su nd ay , 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 ide as 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 both ... for the things which
Play it again if necessary. are similar.
• Ask the students to compare thei r 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 T42
6 Vocabulary: prepositions of
time
Lead-in
Review m o r n i n g , a f t e r n o o n , and e v e n i n g . Do this by
writing 6 : 0 0 a . m . t o 1 2 : 0 0 n o o n , 1 2 : 0 0 n o o n t o 6 : 0 0 p . m . , 24 See the Student's Book for the audio script.
and 6 : 0 0 p . m . t o 1 1 : 0 0 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 befor e, after, and until. If they have
problems understanding these words, ask them if they
Extra: shadow reading
go out with their friends b e f o r e work (or school) or after
work. Tell them the school is open until 10 o'clock (for Use the conversation as a sh a d o w r ea d i n g exercise.
example) and then it is closed. Play the audio and ask the stu dents to read along.
• Ask them to read the three statements carefully. Make
sure they understand later and earlier (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 pl ay ball
• Ask the students to find examples of on, at, in, before,
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 - i n g , e.g. sk i i ng ) .
• Ask the students to work individually to complete the
• Explain that students should ask both y es / 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 morning and in the eveni ng but
speak to at least five other students.
highlight that we do not say in the night. We say at night.
3 I always brush my teeth I take a shower. 6 My dad us ually plays tennis work.
a) until db T before) c) at a) on (b) after) c) in
A
Answer the questions.
Ava: So, Owen. What do you do in your free time?
Owen: I usually have a very busy week. I do different activities almost
every evening.
Ava: Really? What activities do you do?
Owen: Well, I go in-line skating twice a week. And I take an art class
on Wednesday 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!
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 th i n g u n u s u al ea c h w e e k ?
B: On T u e s d a y s , I t a k e a d a n c e c l a s s.
D a y in , d a y o u t UNIT 4 43
8 GRAMMAR clauses with u n t i l , b e f o r e , a f t e r
A LANGUAG E IN CONTE XT 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!"
NOTICE!
Underline after, before, and until in the text. They come ...
(a) between clauses or at the start of a clause?)
b) between the sub ject and the verb.
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 /Qeconœeve nt.
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.
3 Christina stud ies every day. She stops when she finishes all her schoolwork.
Christina studies every day she finishes all her schoolw ork.
A: W h a t d o y o u d o b e f o r e y o u l ea v e th e h o u s e i n t h e m o r n i n g ?
B: B efore I leave the hou se in the m ornin g , I ...
o
■
Function
D
• Have the students read the text again. Then ask them to
repeat the model sentences in the grammar table after • Invite two students to read the model conversation.
you. Then put the students in pairs to do the exercise.
• Ask the students to circle the correct options in the • When the pairs finish, elicit some examples from the
grammar table individually and then to compare their class. Ask the students to report back on their partners
answers in pairs. Check the answers with the class. (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,
Alternative and until correctly.
D a y in , d a y o u t UNIT 4 T44
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.
Lead-in • While the students are writing, circulate and monitor,
assisting where needed.
• Write two incorrect sentences on the board (e.g. * H a v e
c o f f e e ev e r y m o r n i n g and *H e nev er late for class).
D
Tell the students there is a mistake in each sentence,
and ask them to work in pairs to correct the mistakes. • Put the students in pairs. Ask them to read each other's
Emphasize that the first sentence is incorrect because sentences and discuss the similarities and differences.
it has no subject, and the second sentence is incorrect • Ask for several volunteers to read their sentences to the
because it has no verb. class. Have the class try to guess the person's job, based
• Remind the students that they practiced understanding on the description of the routine.
the mechanics on p. 23.
• Ask the students to read the information in the skills E
panel carefully. Emphasize that sentences in English • Tell the students they are going to help each other
always have a subject and a verb. correct any errors in their sentences.
• If in your students' language the subject can be omitted, • Put the students in pairs, and have them exchange
encourage the students to remember to include the books. Remind them that sentences in English always
subject in English. have a subject and a verb.
• While the students are correcting each other's work,
A circulate and monitor, assisting where needed. Make
• Before the students do this exercise, remind them to sure that the final versions are correct.
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 Extra: language auction
complete the exercise. Circulate and monitor, assisting On the board, write a list of about 10 correct and 10
where needed. incorrect sentences covering aspects of the language
• Check the answers with the class. Invite individual the students have recently covered, such as the
students to come to the board and write the correct third person singular form, adverbs of frequency,
versions of the incorrect sentences. Ask other students if positioning of adverbs in sentences, and prepositions
they agree with the versions on the board. of time. Put the students in groups, and explain that
each group has $10,000 to spend. They should try
B to "buy" as many correct sentences as possible.
• Ask the students to look at the picture. Ask them where When the auction starts, they bid for their sentences,
the man (Jake) works and what his job is. Try to get the viith the sentences being sold to the highest bidder.
students to predict his daily routine (e.g. He g et s u p at Keep a tally at the side of the board of how much
9 : 0 0 a . m . ; H e st a r t s w o r k r i g h t a w a y; H e g e t s t o b e d each group has spent—teams have to stop bidding
around four in the morning, etc.). when they run out of money. At the end, reveal which
• Tell the students that they will read a text about the man sentences are correct and who got the most for their
in the picture, and that the text has three sentences with money.
mistakes. Ask them to find the mistakes and underline
them.
• When the students finish, ask them why the sentences W o r k b o o k p . 2 5 , S e ct io n 6
are incorrect. Elicit the corrected sentences from the
B IS
students and write them on the board.
• Highlight that if there are two verbs in one sentence, Workbook
and the subject is the same for both verbs, it is not p . 2 6 , R e a d an d w r i te
necessary to repeat the subject. An example from the
p . 2 7 , D o w n t im e
text is: H e p u t s a ll t h e e q u i p m e n t a w a y a n d f i n al ly g e t s
to sleep at around four in the morning .
• 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
g e t ends
in -s for he/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.)
I
2 B i t is twenty to seven.
3 B Is cold today. It is cold today.
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 take s four hours and fifty peop le! 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!
D a y in , d a y o u t UNIT 4 T46
B D
• Refer the students to the to-do list. Note that the stress • This is a reflective task, so give the students plenty of
is on d o. Ask the class how many of them make to-do time to do this. Explain that they will need to reorganize
lists regularly. Ask them what three categories are their original to-do lists based on how important
included in the to-do list (the day or date, the tasks, or urgent each task is. Highlight the importance of
the estimated time for each task). Che ck that they prioritizing.
understand the word task (something that you need to • Emphasize that the students may find it helpful to
do, often something that is difficult). balance out their to-do lists if they move tasks from one
• Ask the students to make a similar to-do list for all the day to another.
days of the next week. Write the three categories on the • While the students are doing this task, circulate and
board to remind the students to include them all. Give monitor, assisting where needed.
them plenty of time to think about this before you move
on to Ex. C. • E
• Read the instructions to the class.
• Put the students in pairs, and have them compare their
A l t e r n a t iv e lists. Write a few helpful phrases on the board (e.g.
Ask the students to make a to-do list for just two or W h a t d o y o u h a v e t o d o o n M o n d a y ? I n e e d t o c le a n m y
three days of the next week. r o o m . ) . Encourage them to evaluate each other's lists
and decide if they have enough time to do everything
they have listed.
c • When the pairs finish, briefly get some feedback from
• Ask the students to look at the diagram. Explain that the class. Take a class poll to find out which students
this is one possible way of prioritizing tasks when writing think they have enough time to do everything. If there
a to-do list — important/not important, urgent/not are any students who don't have enough time, ask if
urgent. Explain how to decide whether something is others can help them to prioritize their tasks.
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 REFLECT
way to determine whether something is important or • Ask the students to read the R e f l e c t question.
urgent is to think about what will happen if you don't do • Give them some time to think about different situations
it. Explain that to decide how urgent something is, think in the domains of Work and Career and Study and
about the amount of time you have to complete it. Learning where the skill of M a n a g i n g y o u r ti m e would
• Point out the How to say it box, and ask the students to be useful.
repeat the sentences chorally, and then individually. • Elicit the following ideas: prioritizing jobs at work,
• Put the students in pairs, and tell them to exchange having a deadline, when you need to make time for
their to-do lists with their partners. Encourage them •meetings or for discussions with colleagues; studying for
to use the questions in the How to say it box to find an exam when you have a bit of homework, when you
out whether the tasks in their partner's to-do list are have a deadline for an assignment, etc.
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.
B Make a list of things to do in the
coming w eek. Estimate the time
you need for each one. Look at the
example.
Key to diagram:
■ -
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
Thursday
HO 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 en ( o' clo ck )
at
B Rita is talking about other parts of her day.(^irci^)the correct prepositions. (4 points)
1 I always have breakfas t at/(^eforg)/ after / until I go to school.
2 I some times go for coffee with friends until / at /Rafter)/ on school.
3 / bnt/V / A t Saturd ay nights, I use my com pute r or watch a mo vie before / 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 so ccer gam e that he plays with his brother.
100% ----------------------------------------------------------------------------------------------------------------------- ► 0%
„ L eo , David , M ar i na . S am u el q Lol a
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 h a s d i n n e r b e f o r e h e p la y s g a m e s o n h i s c o m p u t e r . (b e f o r e )
2 Marina talks to friends online. Sh e stops when it's time for bed.
M ar i na tal k s to f r i en ds on li n e un ti l i t's ti m e f or b ed . ( un ti l)
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 Se ctions 3 and 8 on pag es 41 and 44.
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, Make sure the students understand that they should write
remember to check the exercises at the beginning of the a verb in the first blank and the time that the watch shows
next class, or collect a few to grade and identify any typical in the second blank.
errors.
If you decide to do the exercises in class, you can B
approach the wrap-up as a two-step reviewing procedure. Encourage students to read the sentences carefully before
First, ask the students to do the Vocabulary section they choose their answers.
individually. When ready, encourage the students to check
2 Grammar
their answers carefully, and then put them in pairs to
compare answers and discuss any differences. Self- and A
peer-correction are two excellent ways of developing Focus the students' attention on the scale under the
learner independence and creating a cooperative learning text. Then ask them to read the text carefully, and then
environment. After completing the Vocabulary section, you underline the names and frequency adverbs before they
can apply the same procedure to the Gram mar section. write the names in the correct order on the scale.
At the end of each section, make sure that the students
write their score out often. If they have a score lower B
than eight, direct them to the appropriate sections of the Remind the students that they have to use the word in
unit, and encourage them to read those sections again for parentheses when they rewrite the sentence and to check
homework. After that, ask the students to complete the that they have used the correct punctuation. Elicit which
exercise(s) again at home. 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 ...).
1 Vocabulary can tell time In a variety of ways Table 1; Table 2; Section 3.5;
Section 4.4.3.1
2 Reading can read and respond to a short magazine article Section 4.4.2.2
3 Grammar can understand and use frequency adverbs Table 1; Table 2; Sections 5.2.1.2;
6.4.7.7; 6.47.8
4 Pronunciation can correctly stress days o f the week Section 5.2.1.4
5 Listening can listen for sp e cific inform ation Table 1; Tab le 2; Section 4 .4.2 .1
6 Vocabulary can understand and use prep ositions of time Table 1; Table 2; Section 4.4.3.1
7 Speaking can talk ab out interesting activities Section 4.4.3.1
8 Grammar can understand and use clauses with u n t i l , b e f o r e , a f t e r Table 1; Table 2; Sections 5.2.1.2;
6.47.7; 6.47.8
9 Writing can write sentences and use subjects 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 T48
U N IT 5 H E R E , T H E R E , A N D E V E R Y W H E R E ! 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.
V
1 GRAMMAR: t h e r e i s / t h e r e a r e with s o m e , a n y , s e v e r a l , a l o t o f , m a n y V
A LANGUA GE IN CONTEX T Read about the UFO festival. V
Ans wer the questions. I
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!”
NOTICE!
1 Where is the UFO Festival?
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 i s / 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.)
© r
■
H e re , th e r e , a n d e v e r y w h e r e ! unit 5 T50
2 Vocabulary: places and I 3 Pronunciation: compound
attractions in a city______________ I nouns
A A
• H 25Ask the students to look at the picture, and >H] 26 See the Student's Book for the audio script.
elicit that the information is about a Chinese New Year • Explain that compound nouns are words with two
festival and parade. parts—two nouns that together form one new word or
• Ask the students to look at the map. Use the icons to phrase. Point out the examples.
help with the meanings of unfamiliar vocabulary. • Play the audio once, and ask the students to notice the
• Tell the students they will hear a guide for visitors to the stressed word in each pair.
festival. Explain that they should listen and circle the • To reinforce the stress on the first noun in the
places on the map that the speaker mentions. compound, have the students say the first noun
• Play the audio once, and check progress. Play it again, if more loudly than the second one. Emphasize that in
necessary. Check the answers with the class. compound nouns of more than one syllable, the stress
falls on the first syllable in the first word. The stressed
Au dio script _ _ _ _ syllables here are: science museum, shopping mall,
Hello, and welcome to our phone guide for this year's Chinese chocolate factory, movie theater.
New Year festival. There's a lot for everyone to enjoy. Between
January 23rd and 28th, there's a special exhibition of Chinese B
paintings at the art gallery on Park Street. There are special • Read the instructions to the class. Then invite volunteers
events at the zoo for children under ten, and Chinese dancers to read the example compound nouns aloud. Correct
and musicians in the park every day at 11 a.m. Chin ese food is the pronunciation as needed.
available from special stalls at the shopping mall on weekends. • Put the students in pairs to think of new nouns using the
Please note that there are special buses that leave hourly prompts. Circulate and monitor, assisting where needed.
from the bus station and take you straight to the center o f .. . • 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.
• Read the instructions and the question in item 1 aloud.
• Put the students in pairs to answer the first question. Possible answ ers
Encourage the students to use both affirmative and art museum, maritime museum; bus station, police
negative forms of there i s / there are when talking about station, gas station; shoe factory, phone factory
their town (e.g. There is a park. Ther e aren't any art
g al ler i es. ) .
• When the students finish, elicit the answers from the
class. E x t ra : m o r e c o m p o u n d n o u n s
• Read the instructions for item 2. Elicit some other compound nouns related to towns
• Ask the students to work in pairs again and list as many and cities: p o s t of f i ce, b a s eb a ll / s o cc er st ad i u m ,
other places in their town as possible. Give them time sw i m m i n g p o ol , sp or ts cen te r , b u s st op . Have the class
to ask questions about unknown vocabulary. You can repeat the words after you, making sure they place the
expect the students to mention possible cognates stress on the first word in each pair.
or loan words, such as b a n k , s u p e r m a r k e t , h o t el , and
museum.
c
• Write new words on the board, marking the stress, and
ask the students to copy the words in their notebooks. • 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 there are in their sentences.
► W o rkb o o k pp. 2 8 - 2 9 , Sectio n 2 O 1» • Have the students read their sentences aloud to each
i other.
• Choose some pairs to read their sentences aloud to the
class. Correct any errors in the use of there's and t h e r e
ar e 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
main
square
movie
bus station theater art gallery
shopping mall
2 How many other places in your town can you name in English?
A: T h e r e a r e a l o 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 .
B B1 W ork in pairs. Make ne w com poun d nou ns for places in your city. Then practice
saying the words.
1 history museum 2 train station 3 car factory
museum station factory
C (JH W ork in pairs. Use c ompound nouns from above, or think of others, and write
sentences about things in your town. Practice reading your sentences.
T h e r e a re t w o s h o p p i n g m a l ls h e re . T h e r e 's a h is t o r y m u s e u m a n d a n a r t m u s e u m .
H e re , th e r e , a n d e v e r y w h e r e ! UNIT 5 51
IN G : for
for the
the main ide
idea
When you read a text, think about these questions. What is the general topic?
What is the writer saying about the topic?
"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
only problem is that it's a littl
li ttle
e boring sometimes because
because there aren't any clubs. There's
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
neighbors are my friends.
friends. There aren't
aren' t many big shopping
shopping malls
mall s near here, but there are some
nice small
small stores. There's
There's also an art gallery,
gal lery, a movie theater, and a gym. Oh, and
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 o f wh ere they live
live..
E m i l e ^ p o s i t i ve
v e ))// n e g a t i v e M e l i s s a : p o s i t iv
iv e / (n iv e ) C a r l o s ( p o s i t iv
( n e g a t iv iv e ) / n e g a t i v e
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 t i n a festival happens in ... a) September.
Qjjg2
jjg28
8 Listen to the
the rest of the report.
report. Choose
Choo se the
correct option.
1 Mary speaks to a man from
from ... (afSpa m?) bj th eU .S . c) Germany.
2 All the people go to ... to have breakfast.
<3£the
<3£the ma in sq ua re^ b) the park c) the ir hous es
3 At eleven o'clock, everyone ...
a) goes home. C ^throws tomato esTl>esTl> c) eats tomato es.
4 Th e festival contin ues f o r .. . a) two wee ks. b) two days . <cftwo hqurs^>
C Q | Give
Give your opinion. W ha t do you think
think about
La Tomatina? What do you think about festivals in
general?
general? Give reason s.
I think they're fun.
I d o n ' t l ik
ik e t h e m b e c a
©
------------------------------------------------------------------- •
A
27Read the instructions aloud. Ask the students
Lead-in to look at the picture and tell you what they think the
festival is about.
• Ask the students to read the information in the skills
• Give the students time to read the sentences
sentence s and
and
panel.
options. Emphasize that they are listening for the name
• Emphasize that when they are trying to identify the main
of the city and the month when the festival takes place.
topic of a text, they can often run their eyes quickly over
• Remind them not to worry if they don't understand
a text to find the main topic from key vocabulary items every word they hear. Explain that they have worked on
(both words and phrases) in the text. listening for specific information in earlier units, and that
they should apply this same skill here.
A • Play the audio once. Ask the students to compare their
• Read the instructions and topic options to the answers in pairs. Play it again, if necessary.
class. Check that the students understand the word
n e i g h b o r h o o d (the area around where you live). Audio script_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
• Ask the students to read the three texts as quickly as as Now, everyone likes a food fight. In the town of Bufiol,
possible. Give them a time limit of no more than two they have perhaps the biggest food fight in the world.
minutes, and then ask them to close their books. Bufiol is near Valencia in Spain. They have a tomato
• Ask the students to discuss the answer in pairs. festival called La Tomatina. It happens in August and
everyone in the town throws tomatoes. About 30,000
B people enjoy this festival every year.
• Read the instructions to the class. Explain
Ex plain that the
people say both positive and negative things about B
where they live, but the students should try to 28
Make sure the students understand all the
understand the person's general feeling about the vocabulary in the sentences, especially throw.
place. • Give the students time to read through the sentence s,
• Check
Chec k answers and ask the students what helped them and elicit some predictions from the class.
decide whether the people had a positive or negative • Play the audio once, and ask the students to listen only.
only.
attitude toward their neighborhoods (e.g. key words like Then play it again, and ask the students to circle their
f r i end ly , b or i n g , bu sy , no i sy , g r ea t, f an ta st i c). answers.
• Ask the students to compare their answers in pairs.
pairs.
E x t r a : i m p e r a t ivi v e g a m e
Lead-in To consolidate the rules for forming imperatives,
play a quick game. Ask the students to stand up.
Elicit some positive things students can do if they want to Give instructions like these using the imperative and
learn English well (e.g. s pe a k on ly En g li sh In cla ss , w at ch negative imperative for the students to act on: Si t
ei r h o m e w o r k ) , and write them on
E n g l i s h m o v i e s , d o t h ei
d o w n . S t a n d u p a g a i n . D o n ' t s i t d o w n . L o o k a t th
th e
the board. Then ask them to tell you things they shouldn't b o a r d . L o o k a t y o u r n e i g h b o r . S i t d ow
ow n . D o n ' t s t an
an d
do if they want to learn English well (e.g. D o n ' t s p ea ea k y o u r
up. D on' t look
look at the board. Stand up. Loo k at you r
lang uag e in clas
class.).
s.).
book. The students will get further practice in
Ex. D.
A
< H 2 9 See the Student's
Student's Book for the audio script.
• Explain the exercise. Ask the students to read the c
sentence beginnings and the different possible endings • Do one exampleexamp le with the class to illustrate the activity.
carefully first. Write these words on the board: this street ahead on
• Play the audio once.
once. Che ck progress and, if necessary,
necessary, st r ai g ht g o. Tell the students the words are in the wrong
play it again. order and elicit the correct order from from the class (Go
• Check
Che ck the answers with the class. For item 2, point out st r ai g ht a h ea d on th i s st r eet .) .
that Sophia mentions both the street where the bank is • Ask the students to do the exercise
exercis e individually. Tell
located (It's on Mason Street) and how to get there (e.g. them to use the examples in Ex. A and Ex. B to help
le f t o n R i v e r S t r e e t ...).
t u r n le them complete the exercise. Remind the students
to capitalize the first word in each sentence and put
periods at the end of the sentences.
NOTICE! • Ask the students to to compare their answers in pairs.
• Ask the students to read the statements and the Check the answers with the class.
different possible answers fully first.
first.
• Ask them to look atat the underlined
underl ined words in the D
conversation and choose the best answers. Check • Put the students in groups of three or four.
the answers with the class. • If possible,
possi ble, ask them to stand up and
and use the whole
space of the classroom.
• The students take turns
turns giving
giving instructions. The other
B students in their group follow the instructions.
Form
• Ask the students to
to read the examples of affirmative
affirmative Extra: homework
and negative imperatives in the grammar table. Ask the students to write a list of D o s and D o n ' t s
• Direct the students'
students ' attention to item
item 1 and item
item 2. for tourists visiting their country. Ask them to use
Ask them to choose the best answers. imperatives to write at least five tips for things visitors
should do and things they shouldn't do (e.g. D r i v e on on
Function
the right! D on' t sm oke in restaurants.
restaurants.).
).
• Ask them to choose the best answer in the Function
section.
• When they have written a further example
examp le in each
each ^ W o rk
r k b o o k p . 3 0 , S ec
e c tit i o n 4
column, check the answers with the class.
• Invite volunteers to read their
their examples aloud for the
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.
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 abo ut half a block. The bank is on the
the
left, next to the supermarket. Dòn't go into the bank.
The ATM is outside.
Rick: OK, right on Park Street, and then left on River é r 9 M
Street.
Sophia: That's right. Don't worry. It's easy to get there!
Rick: Thank you very much.
Sophia: You're welcome.
1 Rick
Rick wants to ... 2 Sophia tells him ...
i^ e t m o n e ^ ) a) the location of the bank,
b) buy something. b) directions to get there.
c) eat lunch.
Affirmative Negative
1 In the impe rative form, there i s /(7s n o h a subject before the base form of the verb.
2 Negative imperatives have ~ 3 o e s n ' t before the base form of the verb.
H e r e , th e r e , a n d e v e r y w h e r e ! UNIT 5 53
ocation
tions and directi
directions
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.
Alternative
Ask the students to co ver the sentences in their W o r k b o o k p . 3 1 , S e c tio n 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 sent ences 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
7thAv enue; Turn right on 22nd Street.).
• Ask the students to read the model conversation.
Highlight that we say Take the first/second st re et ...,
and not *Go the first/second street...
• 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 T54
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 A vr i l n e e d ?
(e.g. T e a ch e r : W h e r e i s t h e s c h o o l c a f e t er i a ? S t u d e n t s : Give the students time to read the text individually and
It's nex t to the library. Teacher: N ext to the library. OK . 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 H i in informal emails. The expression
30 See the Student's Book for the audio script. D o n ' t g e t l os t! 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. ^ W o rk b o o k
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 . 3 2 , L i st e n a n d w r it e
to ask for directions. p . 3 3 , D o w n t im e _______________
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.
^ W o r k b o o k p . 3 1 , S e c tio n 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.
From: [email protected]
Subject: Directions
H O W TO SAY IT
Hi! Giving directions
Thanks fo r invi ting m e to t he exhi bition. I don ’t know w here Hi, ...
the art gallery is, exactly. I need directions from the bus station O K . H e r e ar e th e d i r e c t i o n s t o .
to the gallery. How do I get there? From ...
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.
©
REPLY ◄ PREVIOUS I NEXT ►
H O W TO SAY IT
Talking about things to do
H o w l o ng d o y o u n e e d t o v i s i t . . . ?
I th i n k y o u n e e d . .. h o u r s .
H o w m u c h d o e s t h e . .. c o s t ?
I t h i n k i t c o s t s $ . ..
I think it's free.
• Before you ask the students to work in pairs and discuss
Step 1 Understand the criteria. (Ex. A) the questions, tell them to look at the expressions in
Step 2 List the options. (Ex. B, Ex. C) the How to say it box. Check that they understand the
Step 3 Order the options according to the criteria. meaning of f r ee (you don't pay anything for something
(Ex. D, Ex. E) that is free).
• Make sure the students are familiar with the local value
Lead-in of $40. If you are not sure, check in the newspaper or on
• Read the target skill aloud and highlight the three-step the internet.
strategy to develop the skill. Check that the students • Put the students in pairs to complete the exercise.
understand all the vocabulary. Circulate and monitor, assisting where needed.
• Relate each exercise in this lifeSkills section to the • Explain that this is the second important step when
relevant stage in the three-step strategy before you ask establishing criteria. After we have understood the
the students to begin the exercise (e.g. The aim o f this criteria, we list the available options.
exerci se is to understand criteria. This is Step 1 in the
three-step strategy.).
• Tell the students that this section of the unit will help Exfra: it's free
them with organizing information by establishing
Have the class brainstorm a list of interesting things
priorities.
tourists can do for free in their city.
• 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 l o t o f h om e w o r k ,
b u t we also want to g o out with fri ends, etc.). Point out
that prioritizing is extremely important because it can
help them to focus more effectively.
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 en 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 anny is in the city for jus t one day and has
$40 to spend.
H e re , th e r e , a n d e v e r y w h e r e !
• Ask the students
student s to work in the same pairs. Ask
As k them to • Put the students in groups of four or five.
look at their list of attractions from Ex. B and decide on • Ask the students to share their responses
respon ses to Danny with
the five most suitable ones. Remind them that they have their group and decide which ones make the best use of
to conform to Danny's criteria (money and time). his budget and time.
• When the students finish, ask as k them to rank the five • Invite a few volunteers to read their options to the class.
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 REFLECT
the last important step when establishing priorities. • Ask the students to read the Reflect question.
• Give them some time to think
think about different
different situations
situations
D in the domains of Work and Career and Study and
• Give the students time to
to write their responses. This Learning where the skill of Establishing priorities would
exercise can either be done individually or in pairs as a be useful.
collaborative writing exercise. • Elicit the following ideas: when they have many
many
• Highlight the framework of the response and point different jobs to do, when they have a lot of work and
out that the students need to fill in the blanks with very little time; when they have a number of different
appropriate suggestions. assignments, when they have to revise for different
• Encourage
Encoura ge the students to try to use all
all five suggestions exams, etc.
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.
Work in pairs. Complete this
Top 5 Things to Do! list for Danny T o p '5 T h i n g s T o V o !
using your options from Exercise B.
i
Decide why you think Danny should
Reason,:
see or do these things. Remember
to consider the amount of time and 2.
4.
R e a s on
on , :
5.
R e a s on
on , : F—
.....
---- -------------------------
____
____ _
—: _
¡Travel
The website for
Forum: IT Hello, Dannyl 992! There are a lot of great
one
one day
day in
i n ... things to do in my city. Here are some ideas:
travel inspiration
Subject: Go to the . It costs about
abo ut
Re: Where
Where to
to go? Help!
Help!
, and it takes about / you need
ABOUT i-TRAVEL
H e r e , th
th e r e , a n d e v e r y w h e r e ! UNIT 5 57
A Look at this map. Complete the place names with words in the box. (4 points)
Park Street
station
Main Street
theater
mam
bus
bu s square shopping
station
B Look at the map in Exercise A again and complete the sentences. (6 points)
You are at the bus station
1 on 1st
1st Stre et. Take the sec ond right, go °Y?f. the bridge,
and turn left.
left. G o straight ahead and the sae
is in the park, n e x t t ° the café.
museum 1
2 You are in the main square. Turn right and go straight ahead. Then take the third left.
The ic e
P ° l ic is
is on the right the bank.
station across from / across the street from
correct: I can talk about places and attractions in a city and ask for and give directions.
8-10 correct:
0-7 correct: Look again
aga in at Sectio ns 2 and 7 on pages
page s 51
51 and 54.
SCORE: /10
2
Read the se con tributio ns to a cha t room .(gírele)the
.(gírele)the co rrect options. (10
(10 points)
points)
Antigua is a beautiful city. There (5) is /(ar^several pretty squares where you can have
lunch or just drink coffee . If pos sible, ( 6 ) (s
(s t a y y y o u s t a y in a hotel in the main square.
(7) D o e s n ' t /(^>o
/(^>on
njt)travel
jt)travel in taxis in Antigu a It's
It's sm all, and it's po ssible to w alk eve ryw her e.
'
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, Refer the students to the map and point out the
remember to check the exercises at the beginning of the incomplete place names 1-4. Ask the students to use the
next class, or collect a few to grade and identify any typical words in the box to complete the names.
errors.
If you decide to do the exercises in class, you can B
approach the wrap-up as a two-step reviewing procedure. Ask the students to refer to the map in Ex. A. Tell them
First, ask the students to do the Vocabulary section that they need to read the text carefully and follow the
individually. When ready, encourage the students to check directions on the map to do the exercise.
their answers carefully, and then put them in pairs to
2 Grammar
compare answers and discuss any differences. Self- and
peer-correction are two excellent ways of developing Ask the students to read through each contribution first
learner independence and creating a cooperative learning before they choose the correct options.
environment.
environment. After
A fter completing the Vocabulary section, you
you
can apply the same procedure to the Grammar section.
Culture note
At the end of each section, make sure that the students
The Alhambra, built in the 14thCentury, is a palace
write their score out of ten. If they have a score lower
and fortress in Granada, Spain. The palace was once
than eight, direct them to the appropriate sections of the
the residence of the Muslim rulers of Granada. Today,
unit, and encourage them to read those sections again for
the Alhambra is one of Spain's major tourist attractions
homework.
homework. After
Afte r that, ask the students to complete the
and shows the country's most famous Islamic
exercise(s) again at home.
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.
Unit 5
■
C o m m o n E u r o p e a n F r a m e w o r k : u n iti t m a p
Competence developed CEF Reference (A1)
1 Gram
rammar can understand and use there i s/there are
are Table 1; Table 2; Sections 5.2.1.2;
6.4.7.7; 6.47.8
2 Vocabulary can describe places/attractions in a city Table 1; Table 2; Section 4.4.3.1
3 Pronunciation can correctly stress com p ound nouns Section 5.2.1.4
4 Reading can identify th e main top ic in a text Section 4.4.2.2
5 Listening can understand information in a news report Table 1; Table 2; Section 4.4.2.1
6 Grammar can understand and use the imperative Table 1;
1; Table 2; Sections 5.2.1.2;
6.4.77; 6.47.8
7 Vocabulary can understand and give directions Table 1;
1; Table 2; Section 4.4.3.1
8 Speaking can re
repea t directio ns
ns to ch ec
ec k unders ta
ta nd
nding Table 1;
1; Table 2;
2; Se
Section 4
4..4.3.1
9 Writing can respond to and write a short email Table 2; Section 4.4.1.2;
Section 4.4.3.4
H e re , th e r e , a n d e v e r y w h e r e ! unit 5 T58
■
m i
D IF F E R E N T S T R O K E S
The expression D ifferent strokes for dif ferent folks
folks is a saying which means that different people
like different things and that people live their lives in different ways. Ask the students if they
know any expressions in their language with the same or a similar meaning.
fshoppinqi
. **£ JÊ
B Work in sm all groups. Com pare the things that are important in your lives.
Do most people in your group have very s im ilar or very different lifestyles?
A: Fo od is a big part o f my life. I like going to restaurants, but I also like cooking at home.
B: Me , too. I do n't usually go to restaurants, but I often coo k at home.
Different strokes
1 l if e s t y l e a d j e c t iv e s
A Look at these different lifestyles. Write each word in the box under
the lifestyle it describes.
B Look back at the adjectives in Exercise A. How many 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 reason s.
A: M y m o m h a s a h e a l t h y l if e s t y le . S h e p l a y s s p o r t s , a n d s h e e a t s h e a l t h y f o o d .
B: R e a l l y ? W e l l , m y d a d i s 6 5 n o w , s o h i s l i f e i s n ' t v e r y . . .
2 p e r s o n a l p r o f ile s
A Read these profiles. Where do you think they come from?
dating website) b) a website about famous people c) an online English course
A Read these figures. Match them to wh at you th ink they refer to.
1 (30 1)5 22- 880 1^ ^^ a) a year
2 11/30/98 ^ ---- - b) a time
3 12: 52— ^ _c) a person's age HOWTOSAY IT
4 1998 — ------- d) a phone number 0 can be said as both zero and oh.
5 24 ------- - e) a date
C PH 32 Listen to the statemen ts. W rite the num bers you hear.
Practice saying the num bers in E nglish in your head wh en you are
writing them down.
D PH 33 Liste n to three audio profiles from a high school reun ion website.
Complete the information below.
H ig h S c h o o l R e u n i ó
4 p r e s e n t p r o g r e s s iv e
A ^ 3 4 L A NGU A GE IN C ON TE X T Liste n 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. Well, 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. What about you?
Jonathan: I'm in school, too. I'm studying robotics. Oh, you're not eating
your hamburger. Do you want som ething different?
NOTICE!
Martina: Oh, 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.
We form the present progressive with
(a) be + verb + -ing. ) b) be + the base form of the verb.
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?
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 — ge tting, stop — stopping.
C PRACTICE Complete these sentences with the present progressive form of the verbs
in parentheses.
1 Right now, I ... am making ... (make) a sandwich for lunch.
A re you having (have) a good time?
3 What you É0Ì2S. (do) thes e days?
4 Sally isn't talking (not talk) to me right now. I don't know why.
5 Come on! We are waiting (wait) for you!
6 Right now, Adele living (live) in Montreal.
W A TC H O U T !
D NOW YOU DO IT Work in small groups. Talk about 0Right now, I am studying.
things that are happening at this time in your life. Right now, I am study.
Ri g ht now I 'm not work ing , so I'm living with my parents.
I' m looki ng for a new job.
Function
4 Grammar: present • Direct the students to the Function statement. Tell them
progressive to use the verbs in the conversation to help them circle
the correct option to complete the sentence.
Lead-in • Point out that the present progressive is used for
situations that are happening at the moment of
Ask the students what they like to eat for lunch and what
speaking or during this period of time in the person's
they don't like / hate. Elicit examples, such as / like pizza; I
life. Explain that this Is different from the use of the
don't like burgers.
simple present, which is used for routines. Write the
following sentences on the board: / study at the library
A
every night. It is Tuesday night at 8:30 p.m., and I am
34 See the Student's Book for the audio script. studying at the library. Explain that the first sentence
Ask the students to close their books. Tell them that indicates a habit or a routine, but the second sentence
they will hear a conversation between two people, indicates an action in progress at this moment.
Jonathan and Martina. • Point out the language box, and invite a volunteer to
Write the questions Do Jonathan and Martina know read the spelling rules governing verbs ending in -e.
each other well? and How do you know? on the board. Elicit some other examples from the class (e.g. have,
Play the audio once, and check that the students have give, hope, and write) and ask the students to spell the
all written answers. If not, play it again. Check the -ing forms. Write their responses on the board. Point
answer with the class. out that verbs ending in -ee (e.g. see) do not drop an e
Point out that nervous is a false cognate. In English, it (seeing).
means feeling excited and worried, or a little afraid. • Highlight the fact that with one-syllable verbs ending
in consonant-vowel-consonant, we double the final
Answer consonant in the -ing form. Other common examples
They don't know each other well because Jonathan says, are put—putting and run—running.
"It's nice to meet you In person." • 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).
NOTICE!
c
Ask the students to read the question carefully and
• Draw the students' attention to the Watch out! box. Ask
then to look at the conversation again and answer the
them to tell you why the second sentence is Incorrect
question.
(the main verb does not end in -ing). Emphasize that
Answer we never say */ am study (but this is a very common
The conversation is about the people's activities error). Remind them that if they want to talk about an
during this period in their lives. ' 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
• Have the students read the conversation In Ex. A again. the spelling rules In the language box. Then ask them to
Explain that this time, they should pay close attention to compare their answers in pairs. Check the answers with
the verbs the speakers use. the class. Point out that the contraction is possible in
items 1,5, and 6. As you check, ask the students to spell
Form making, having, and living to make sure that they have
• Direct the students to the Form statement. Tell them omitted the final -e.
to look back at the verbs in the conversation again and
circle the correct option to complete the sentence. D
• Ask the students to work Individually or In pairs to • Read the instructions to the class. Explain that things
complete the grammar table. Tell them to use the that are happening at this time in their life can refer to
conversation in Ex. A to help them. work, study, free time, family, etc.
• Ask the students to compare their answers in pairs. Then • Ask the students to work in small groups and tell their
check the answers with the class. classmates what is happening right now. Encourage the
• Highlight the contractions I'm, You're, He's, She's, students to include interesting information, such as their
It's, We're, and They're, and point out that we usually free-time activities.
use these when speaking. We use the full forms when • Circulate and monitor, assisting where needed. Make
writing. We never use contractions in the short answer. sure the classmates use the correct form of the present
progressive.
c
37 See the Student's Book for the audio script. A lt e r n a ti v e
• 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.
E x tra : h o m e w o r k
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^ 35 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^ 36 Liste n and practice these words. Pay spec ial attention to your
pronunciation of the -n g endings.
walking planning song
working doing wrong
thinking sitting young
living taking king
B Do you have a green lifestyle? Check (/) the things from Exercise A
that you do to help the environment. Use the blue boxes.
s a n s
NOTICE!
A CT GREEN N EW 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 Arizona, and that are in the present
they(use)a lot of electricity for air conditioning. My dad always^torgets) progressive.
to turn off his computer at night, and that(^ses)a lot of electricity, too
pA; Th ey alsoCjjyate ^their yard a lot. But they know the enviro nm ent is
v ■ A AT
Iff; important, and they're trying to chan ge som e things.
Now they're turning off the air conditioning and opening windows in
the mornings when ¡10cool. Th ey're turn ing off lights and com puters : A.;'.«-; m
when they're not using them. I'm helping them plant cactus and 'i
other plants thatC^on't neecf)much water in their yard, so they're
usin g less wat er 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
A
check the answers with the class.
• Ask the students what they think Ac t Green means.
Elicit/Explain that it means to do things in your life that
Culture note are goo d 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 P o ss i b l e a n s w e r
• 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. NOTICE!
• Ask the students why this question is in the simple
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 NOW YOU DO IT Write four sentences about your life in general and four sentences
about your life right now. One of your se nten ces should be false. Read them to the clas s
for them to guess which one is false.
9 W R I T I N G : s im p l e s e n t e n c e s
Simple statements in English always have a subject and a verb, and often have an object, e.g.
I lik e cats and dogs.
Subject + verb + object
They usually appear in this order: subject — verb — object.
B Write one sentence about each situation. Make sure you include
a subject, verb, and object in the correct order.
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 you r life. Then(pircle)the nu mb er from 1 to 5 that best
indicates where you are in each category.
Being green
Healthy
living
Work or
study
Social
relationships
.. •
• 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
Step 1 Understand what you are doing and not doing that this person needs to make some changes to their
right in different areas of your life. (Ex. A) lifestyle.
Step 2 Decide what you want to change. (Ex. B) • Give the students time to write what they are doing
Step 3 Make an action plan; consider what changes are right and wrong in the appropriate boxes, and to circle
realistic and how much time you need to make their "scores" on the charts individually.
each change. (Ex. C, Ex. D) • When the students finish, ask them to form pairs or
Lead-in small groups to compare their answers. Encourage them
to use adverbs of frequency like usually or sometimes
• Read the target skill aloud and highlight the three-step
(e.g. I have a very green lifestyle; I always walk
strategy to develop the skill. Check that the students
everywhere.).
understand all the vocabulary.
• Elicit a few responses from the class for each category.
• Ask the class if anyone has ever made a change in their
• Tell the class your own personal "score s" for each
lives (e.g. stopped a bad habit, started an exercise
category, and explain your reasons.
program, etc.).
• Ask whether the change was easy or difficult to make.
Tell the students that in this section, they will think about
Culture note
a current situation in their lives and identify an area that
they would like to change in some way. Finally, they will Green lifestyles and healthy lifestyles are very
work to develop an action plan to make the change. 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
Culture note also health conscious. They are careful about what
they eat, and they exercise regularly—jogging, bike
In many western cultures, particularly in the U.S.A.,
riding, or going to the gym.
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.
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 REFLECT
important tasks first; Healthy living: go jogg ing, go to • Ask the students to read the Reflect question.
the gym, g o 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
A l t e r n a t iv e 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 chan ges is very exciting!
• An area with not many problems. Some times it's better to start with small changes!
• An area that you are worrying about. It's good to make chan ges that are important to you!
1 N e tt Saturday
1 Cooh dinn er fo r my parents
\ppmdy mo re tim e un th m yfond ly
2 One nigh t entry m onth
2 Babysit my brother’s ch ild re n
1 Oncefaweelc
1 Qo ou t w ith my best fr ie n d
Hare m orefun 2 Inth en etttu w months
2 Ha re a*party at my house
3 joinfadubtom retnzurfnend s 3 tnt h 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 when you are planning to do it. If you want to, ask questions about
yo ur pa rtne r’s pla n.
A: I 'm n o t h a v in g m u c h f u n t h e s e d a y s , s o I w a n t t o h a v e a p a r t y a t m y h o u s e n e x t S a tu r d a y.
B: T h a t s o u n d s l i k e a g r e a t i d e a .
REFLECT ...
% How can the skill of making personal
change be useful to you in Self and
Society and Work and Career?
B Jerry is talking about his “green” lifestyle. Comp lete the text wit h wo rds in the box.
(6 points)
"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'de 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 vege tables,
and I always (6 ) re£s£ bags."
2 G R A M M A R
Read more of what Jerry says. Write the verbs in parentheses in the simple present or
present progressive. (10 points)
"I (1) (not know) why people are so wasteful. Right now, I (2)
don't know rrl L am roading , (r ead) 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 eve ry day. Wa lk 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/am 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
wrap-up 1 Vocab
Vocabula
ulary
ry
Students can do the Language wrap-up exercises in If you do the exercises on the Language wrap-up page in
class or for homework. If you give them for homework, class, begin by writing the word big onbig on the board. Elicit
remember to check the exercises at the beginning of the from the students what the opposite of this word is (small
next class, or collect a few to grade and identify any typical or little). Tell
little). Tell them that the first part of the Vocabulary
errors. section focuses on opposites. Then briefly elicit some
ideas for a green lifestyle (e.g. save water, turn off lights,
If you decide to do the exercises in class, you can etc.) and tell them that this is the focus of the second part
approach the wrap-up as a two-step reviewing procedure. of the Vocabulary section.
First, ask the students to do the Vocabulary section
individually. When ready, encourage the students to check A
their answers carefully, and then put them in pairs to
Tell the students to read the sentences carefully before
compare answers and discuss any differences. Self- and
they write the opposite of the word in bold in the blanks.
peer-correction are two excellent ways of developing
learner independence and creating a cooperative learning
B
environment.
environment. After
A fter completing the Vocabulary section, you
can apply the same procedure to the Grammar section. Tell the students to read the whole text carefully before
they write the correct words in the blanks.
At the end of each section, make sure that the students
write their score out often. If they have a score lower 2 Grammar
than eight, direct them to the appropriate sections of the Remind the students of the verbs that aren't used in the
unit, and encourage them to read those sections again for present progressive (e.g. like, want, need, know,
homework.
homework. After
Afte r that, ask the students to complete the agree, etc.).
agree, etc.).
exercise(s) again at home.
Refer to the Communicative wrap-ups on pp. 134-
135 of the Student's Book for more activities.
r o p e■
a n F r a m e w o r k : u n iti t m a p
Unit 6 Competence developed CEF Reference (A1)
1 Voca
Vocabbular
ulary
y can describe different lifestyles Table 1; Table 2; Section 4.4.1.1
2 Reading can understand personal profiles Table 1; Table 2; Section 4.4.2.2
3 Listening can listen for numerical information Section 4.4.3.1
4 Grammar can understand and use the present progressive Table 1; Table 2; Sections 5.2.1.2;
6.4.77; 6.47.8
5 Pronunciation can pronounce the /r)/ sound correctly Section 5.2.1.4
6 Speaking can ask a friend for news Table 1; Table 2; Section 4.4.3.1
7 Vocabulary can talk about green lifestyles Table 1; Table 2; Section 4.4.1.1
8 Grammar can
can dif
diffe
fere
rent
ntia
iate
te betwee
between
n the
the pre
prese
sent
nt prog
progre
ress
ssiv
ive
e Tabl
Table e 1;
1; Tabl
Table e 2; Sec
Secti
tion
onss 5.2.
5.2.1.
1.2;
2;
and the simple present 6 . 4 . 7 7 ; 6 .4 7 . 8
9 Writing can write simple sentences Table 2; Section 4.4.1.2
2 a p e r s o n a l r e fef e r e n c e
A |j || 3 8 List en to this c onve rsation. The n (circle) T (tru
(true)
e) or F (fals
(false)
e) for
for
each statement.
1 Jenny
Jen ny is applying for
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 Vocabu
Vocabula ry:: personality
lary Refer the students back to the list of personality
adjectives adjectives in Ex. A. Give students time to write down the
two or three adjectives that describe them and to think
Lead-in of reasons why.
Put the students in pairs to discuss their responses.
Begin by recycling three or four of the personality
When they finish, listen to some examples from the
adjectives from p. 35. Write the words on the board with
class.
spaces instead of vowels (e.g. c__nf_d_nt, p_p_l_r,
c_ns_d_r_t_). Ask
c_ns_d_r_t_). Ask individual students to come to the r
board and complete the words with the missing letters ^ Workboo
orkbook
k p. 40,
40, Section I
(confident, popular, considerate). Tell
considerate). Tell the students
that they are going to learn more words to describe
personalities.
2 Writing: a personal
Draw the students' attention to the statements. Call on
reference
individual students to read them aloud to the class.
Explain any unfamiliar words or phrases, especially be
go od at (similar
(similar to talented, e.g.
talented, e.g. a talented singer is
go od at singing), lies (things
lies (things which are not true), and 38 Ask the students what a reference is
reference is (a letter
depend on (when
on (when a person can depend on you, they or email with a list of someone's qualities that says if
know you will help them when they need help). Check they are suitable for a particular job).
that they also understand wait for (you (you wait for your • Ask the students to read
read the statements carefully first.
friends when they are late). Chec k that they understand apply for a job (to
• Check job (to make an
Ask the students to repeat the list of adjectives, first official request for a job).
chorally and then individually. • Play the audio once, and then check the students'
Read the instructions to the class. Then ask the students progress. If necessary, play it again. Check the answers
to do the matching exercise individually. Circulate and with the class.
monitor, assisting where needed.
Check the answers by asking one student to read Audio script
the statement and another student to read the Jo = Jonathan, J = Jenny
corresponding adjective. Jo : Hello?
Highlight the stress in these multisyllabic words, J: Hi, Jonathan. It's Jenny. Listen, Carmen Dean is applying
particularly gen erous, patient, optimistic,
particularly gen op timistic, o rganized, and
rganized, and for a job as an English teach er at a language institute. I'm
honest. Point
honest. Point out also that the initial h in honest is is silent. writing a personal reference for her. Can you help me?
Jo : Of course.
course.
B J: OK, so I need to list at least three qualities that make
Tell the students to look at the pictures. Ask them if they Carmen a good candidate for a job as a teacher. What
know what these people are famous for (Bill Gates— qualities do you think she has?
Jo : That's easy! First, Carmen is really friendly. She likes
founder of Microsoft™, David Beckham—English
celebrity and former soccer player, Angelina Jolie— meeting new people, and she loves talking to people.
movies, aid work with the United Nations). J: That's true. She is really friendly, and that's important for a
Read the instructions to the class, and elicit some ideas teacher. What else?
about the first person, Bill Gates. Jo : Well, she's very organized and reliable. She's good at
If the students find it difficult to guess which adjectives making plans, and people can depend on her.
J: Yeah, that's good. Organized ... and reliable. Anything
describe the people, tell them to think about each
person's job and activities, and what traits they would else?
Jo : Yeah, you know, Carmen is also very patient. She's
need to be successful.
Put the students in pairs to discuss their ideas. helping me with my Spanish, and she often explains
things several times!
Encourage them to use the adjectives from Ex. A when
J: Great! That's all I need. Thanks, Jonathan!
talking about the pictures. Tell them they can use more
than one adjective if they want to. Jo : You're welcome. I hope Carmen gets the job!
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.).
P o ss
ss i b l e a n s w e r s
Bill Gates: generous, organized, smart •
David Beckham: friendly, optimistic
Angelina Jolie: friendly, generous, organized
B
• Set a time limit of two minutes for this exercise, and ask Extra: star signs
the students to begin the task.
Write a list of star signs in English on the board.
• When the students finish, ask them to compare their
Starting from January 20, the English names are:
words in pairs. Then choose four students—one for
Aquarius. Pisces, Aries, Taurus. Gemini, Cancer.
each paragraph—to write their key words on the board.
Leo. Virgo. Libra, Scorpio. Sagittarius, Capricorn.
Check the answers with the class. Help the students
Consolidate the new personality adjectives by asking
understand which are key words and phrases, and why.
the students to speculate about the qualities of
people from each star sign. Alternatively, you could
c
review dates in English (e.g. Virgo is between August
• Explain that the words and phrases shown here summarize 23 and Sep tem ber 22.).
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).
#
B Read Jenny’s reference. Then think about your best friend and their
ideal job. Write a person al reference for your friend.
Sincerely yours,
Jenny Richards
3 f o r t h e m a i n id e a 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.
C Look at the key words you identified in all four paragraphs and write
these headings in the correct places in the text.
D Read the paragraphs more carefully. Check your answ ers to Exercise C.
iM S i H is M r a j i
M ill IH I M 1 I M
2 G o o d q u a li ti e s
1 B a d l u ck ! ________ They are very friendly and optimistic. They
First of a ll, (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 Health
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(fr u i) and
don't usually give (gi fts ) because they ^egetables)and they are good atCsports)
aren't very generous!
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
It can fly. He can't play soccer. Can they swim? Yes, he can. / No, he can't.
• 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\
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
39 See the Student's Book for the audio script. followed by the base form of the verb, so they should
Read the instructions to the class. Give the students an say, for example, / can/can't su rf and / can/can't dance
example of a strong vowel (e.g. the /ae/ sound in salsa.
dancer) and a weak sound (e.g. the /a/ sound in • Put the students in groups of three or four to complete
student). the exercise. Tell them to take notes because later they
Highlight the weak form in can /kan/ and the longer will report back about other members of their group.
vowel sound in can't/ kaent/. Write the following
sentence on the board: I can't speak Italian, but I can c
speak Spanish. Point out that when contrasting can't • Read the instructions to the class. Refer the students to
and can as in the above sentence, we emphasize can the example sentence, and encourage them to report
and pronounce it as /kaen/ when it occurs in the second back in this way.
position of the sentence. • Elicit a lot of different talents in the class to bring out
individual students' unique abilities. The most important
B
thing here is that the students speak with some fluency
40 See the Student's Book for the audio script. about the other members of their group, so try to avoid
Have the students say the sentences to each other in interrupting to correct errors. Instead, make a note of
pairs. any serious errors in the use of can/can't and ask the
Play the audio for the students to check and to repeat students to correct them when they finish reporting
the sentences chorally. back.
Have the students work in pairs again to practice
saying the sentences to each other with the correct
pronunciation of can/can't. Extra: homework
Call on students to say the sentences, and make sure Ask the students to write sent ences using can or can't
that can and can't are pronounced correctly. about their family members and/or friends.
5 P R O N U N C IA T IO N : c a n / c a n ' t
A Em 39 Listen to the pronuncia tion o f can and can’t in these sentences.
Notice that the vowel sound in can is weaker than in can’t.
1 I can speak Fre nch, but I can't cook French food.
2 I can't drive a car, but I can ride a bike.
6 t a l e n t s a n d a b i l i t ie s
A Complete these sentences with phrases in the box.
am good at can cook can drive can play can sing can speak
Y o u h a v e t a le n t ! UNIT 7 73
A Look at this picture. Wha t kind of TV sho w is it?
Do you have TV s hows like this in your country?
8 a d v e rb s o f m a n n e r
A LANGUAGE IN CONTEXT Read what a judge on a talent sho w thinks
about one of the contestants. Is the ju dg e’s general imp ression of Ryan
positive or negative?
Contestant Genre
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 /(aftefy t he 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 judg e. Clarify
don't provide you with the expression talent show, write positi ve/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. N O T IC E !
A u d io 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 Dance?
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 t a 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 Lead-in
changes to / (e.g. in third person -s: study —studies; with Read the information in the skills panel. Emphasize that
plural nouns, e.g. dictionary — dictionaries). there are different ways of expressing interest—some of
• Draw the students' attention to the irregular adverbs. them verbal (e.g. Wowl; How interesting!; Really?), and
Explain that there are not many irregular adverbs in others, such as facial expressions and body language.
English (the other common one is hard). Encourage
them to memorize these adverbs. A
• Ask the students to look at the Watch out! box and note • Read the instructions, and ask the class to give you their
that we do not use adjectives (e.g. good) to describe impressions of the pictures. Elicit whether the woman
how people do things. Actions are always described looks interested or bored in each picture.
with adverbs (e.g. She can dance beautifully.) and nouns • Encourage the students to think of other ways we show
with adjectives (e.g. She's a beautiful dancer.). Direct the interest in what the other person is saying (e.g. nodding,
students to the third sentence and explain that when we eye contact, asking relevant questions).
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 B
the instructions, ask them to change the sentence Helen 4 2 See the Student's Book for the audio script.
isn't goo d at French in the same way (Helen can't speak Read the instructions to the class. Make sure the
French well.). students understand that they only have to underline
• Ask the students to do this exercise individually and the expressions that the people in the conversations use
then to compare their answers in pairs. Check the to show they are interested.
answers with the class. Play the audio once. Then check the answers with the
• Highligh t that quickly and fast have the same meaning, class.
and remind the students that fast is irregular. Elicit the
other irregular adverb covered in the exercise, go od — c
well.
U 43
• Explain to the students that they will hear the underlined
expressions of interest from Ex. B again. Instruct them
Extra: grammar practice
to pay close attention to how the speakers say the
Rewrite the sentences using an adverb. expressions as they listen.
1 He's a good swimmer. • Play the audio, and ask the students to repeat the
2 They're quick readers. underlined expressions with as much interest as
3 My father is a slow driver. possible. Have the students practice saying the
4 She's a wonderful painter. expressions in an interested way.
5 He's a bad singer!
A u d i o s c r ip t
Answers 1 Really? That's amazing! Me, too!
2 Wow! Really?
1 He swims well. 4 She paints wonderfully.
3 Oh, how interesting!
2 They read quickly. 5 He sings badly!
3 My father drives slowly.
D
• Read the instructions to the class. Ask the students to
look at the model conversation.
D
• Before you ask the students to work in pairs, give them
• Read the instructions and give the students time to read a couple of minutes to prepare for this exercise by
through the verbs and the adverbs in the boxes. taking a few notes. Encourage them to use expressions
• Point out the example sentence, and draw the students' like Wow! and Really? in response to what their
attention to the use of the conjunction but to show
classmates say.
contrast. • When they finish working in pairs, invite volunteers to
• Put the students in groups of three or four to complete perform their conversations for the class.
the exercise. Circulate and monitor, assisting where
needed.
• When the groups finish, invite students to share W o r k b o o k p . 4 3 , S e c tio n 6
information about their group members (e.g. Hector can
paint beautifully, but he can't sing very well.).
►► Workbook
jjjjjj^ ^ Q
Workbook pp. 42-43, Section 5 p . 4 4 , L is te n a n d w r it e
p . 4 5 , D o w n tim e ________________
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 no isy - (4) .™ *!!L fast —fast
clear—clear ly angry— (5) an9r^
quick—quick/y W A TC H O U T !
quiet— (1) ......°luietly She can speak English well.
I can speak English well, and I drive carefully, but I sing badly, and I can't dance very well.
You can show interest in different ways. One way is by using words such as W o w !
and Really? The other is by using your face and your body.
D 3 1 Wo rk in pairs. Talk about things that your family m emb ers can do.
Remember to use words to show interest.
A: M y s is t e r is g o o d a t l a n g u a g e s . S h e c an s p e a k J a p a n e s e , E n g l is h , a n d P o r t u g u e s e .
B: Wow, that's amazing!
Y o u h a v e t a le n t ! 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 togeth er and what each
person can do individually.
• Neg otiate who can do any remaining tasks. Be flexible!
A Wo rk in groups. Your company want s to offer a seminar for small busines s 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.
Y o u h a v e ta le n t! unit 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.
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.
n d S o c ie t y
a n d C a re e r
and Learning
C Think about your preferences and abilities. Check (/)
the appropriate boxes on the survey.
the schedule?
HOW TO SAY IT Q
Talking about what people can do
I'm good a t ..., so I can ...
I can ... , b ut I ca n't ...
Can you ... ? / What can you d o?
Maybe we/you and Gina can ... because
we/you can both ...
m m m m m r n m m t'v a m
Y o u h o v e t a 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 Ge rman, 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 doe sn'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 G R A M M A R
A Put these word s in the correct order to form sentences. (6 points)
B: can't / dance / no, / she / well / . No, she can't dance well.
B: she / badly / sings / very / no, / . No, she sings very badly.
B Read the text and find four mistakes in the use of can/can’t and
adverbs of manner. Cross them out a nd correct them. (4 points)
fast quickly
My cat is a great pet. She can run very fastly, and she com es 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 Gram mar 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.
%
V
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 exam ple 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. ( the dollar). Ask the categories are the most popular and which are the least
students what other currencies they know in English (e.g. popular.
t h e p o u n d , t h e eu r o , t h 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.
S H O P P IN G A R O U N D
IN THIS UNIT YOU
O learn language for shopping and A Look at these items. Check (/) the things
comparing products
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 li ke b u y i n g f u rn i tu r e , b u t I l o ve s h o p p i n g f o r c lo t h e s a n d a c c e s s o r i e s . W h a t a b o u t y o u ?
B: I l ik e s h o p p i n g f o r fo o d !
B (¡2 Work in pairs. Talk about the clothes you usually/sometimes/never wear.
A: I u s u a l l y w e a r j e a n s a n d a T - s h ir t.
B: M e , t o o . I n e v e r w e a r a s u i t .
A A l t e r n a t iv e
• 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. Corre ct
piece of paper so that they don't look ahead for the
pronunciation as necessary. answer.
• Highlight that su i t 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 clothes 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 close.
• 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 pa n ts , sh or ts , and je a n s are plural
in English, even though they are one clothing item.
N O T IC E !
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 j e a n s o n
w e e k e n d s . A t s c h o o l I al w ay s w e ar a d r e s s / p a n t s . ) . Answer ■..... m il it il 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
W o r k b o o k p . 4 6 , S ec tio n 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 T80
Function
• Have the students refer to the conversation in
3 Speaking: asking to try on
Ex. A again to help them choose the correct options to clothes in a store '¿
complete the sentences. Check the answers with the _________________________________________________________________________ ^ __
class.
• The students may have trouble with the pronunciation A
of the th sound I b l at the beginning of this, that, . g | 45 See the Student's Book and the answers for
t h e s e , and those. Take some time to go over the the completed audio script.
pronunciation, demonstrating howto produce the • Read the instructions, and give the students time to read
sound (i.e., by putting the tip of the tongue through the the questions and replies before you play the audio.
front teeth and voicing the sound). • Check that the students understand the words try on,
si ze , and fi t. Ask them where they try on clothes (in
c a clothing store) and why (to make sure they are the
• Start by having the students look at the pictures and correct size and color, and that they fit—they are not too
telling you if the item of clothing in each picture is close big or too small).
to the speaker or not. Then ask them whether the item • Play the audio once. Make sure the students have
is si n g u la r or pl ur al. numbered the sentences in the correct order. If they
• Read the instructions to the class. Then ask the students haven't, play the audio again.
to work individually to complete the exercise. • Highlight the fact that I ' d l i k e is a polite way of saying /
• Check the answers with the class by asking individual want
students to read the complete sentences aloud. Make
sure the students understand d i r t y (the opposite of
clean). • Read the instructions to the class. Make sure that the
students understand the exercise.
• Set a time limit of two minutes for this exercise.
Extra: grammar practice Encourage the students to use some of the clothing
Complete the sentences using this, that, these, those. vocabulary from the Vocabulary section on p. 80 and
1 This T-shirt is nice, but I don't like one. make a list of the clothes they need or want to buy.
2 shoes are comfortable, but those aren't. • When checking in class, ask for further information to
3 These pants are too small. Can I try pants encourage genuine communication (e.g. S tu d en t: I n ee d
on, please? t o b u y a n i c e d r e s s. T e a ch e r : W h y ? S t u d e n t : M y si s t er ' s
4 Who is airl over there? g et ti n g m ar r i ed . T ea ch er : O h , co ng r at ul at i on s! ) .
Answers c
1 that 2 These 3 those 4 that • 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.
• Before you ask the students to do this exercise, have • Put the students in pairs to complete the exercise.
them look at the Watch out! box. Highlight that items Encourage them to use the expressions from Ex. A.
of clothing like s h o es , sn ea k er s, pa n ts , and je a n s are
Circulate while the students are working, noting any
plural, so we use t h e s e (or those). If we want to talk
common errors to address later.
about a singular item, we have to use a pa i r o f ... (e.g. a • When the students finish discussing their lists, listen to
pa i r o f je a n s ; th i s pa i r o f je a n s) .
some ideas from the class. Find out which items are the
• Direct students to the model conversation. Ask the
most popular and which are the least popular.
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
E x t r a : sh o p p i n g r o ie - p l a y
Book to complete the exercise. Tell them that if they Prepare cards with pictures of (or just words for) items
point to an item in their own book, they should use of clothing (e.g. a black dress, green shorts, etc.).
this/these, and if they point to an item in their partner's
You need two sets of the same cards. Divide the
book, they should use that/those. class in two—one half will be the customers and the
• Put the students in pairs to complete the exercise. other half will be the salespeople. Give one set of
Circulate and monitor, assisting where needed. cards to each group to divide among them. Ask the
• Ask a few pairs to perform the conversation for the class. 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
W o r k b o o k p . 4 6 , S e c t io n . 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 ( j h i s / t h e s gV t h a t / t h o s e to talk about things that are close to us.
2 We use this/these /(fKat / th o s e X o talk about things that are not very close to us.
1 I really love !^'s 2 I'd like to wear those 3 That is my fa vo rite 4 I c an 't w ea r f^ese
dress. I wear it all shorts to the beach jacket, shoes to the party.
the time. today. They're dirty.
^ 4 ...... *
3 K I N G : a s k in g to t r y o n c lo t h e s in a s t o r e
h
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) OK, 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, p lease . I'd like to try on this jacke t. s
j) Sure. Is tha t one the righ t size ? s
I ^ S h o p p in g a r o u n d UNIT 8 81
4 LISTENING: for n u m erica l in form atio n page m ©
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
C H348 Listen to the ads for these items. Write how much they cost.
5 V O C A B U L A R Y : a d je c t i v e s f o r d e s c r ib i n g g a d g e t s O K , l et ' s s a y i t c o s t s . . .
|
A u d i o s c r ip t Lead-in
-W
k 1 Check that the students understand the word g a d g et (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 twice. C heck the answers with to describe each item (e.g. M P 3 p la y er —attractive,
the class. e x p e n s i v e , etc.).
— **
• Encourage the students to use the adjectives from
A u d i o s c r ip t Ex. A to describe the items listed, and refer them to the
-w
model conversation. Suggest that they take turns asking
—1 1 A t 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. W o r k b o o k p . 4 7 , S e ct
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
E x t r a : re a d in g p r a c t ic e
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 c o m p le t in g a s u r v e y
A Read the survey below about Jay’s shopping habits. Answer
these questions.
1 Where does Jay usually buy CDs?
2 How much does he spend on movies per year?
3 How doe s he usually pay for books and m agazines ?
4 What does he buy only once or twice a year?
5 What do es he p ay for by credit card?
clothes, shoes, & accessories twice a month store credit card $600
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
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? HOWTOSAY 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: What about clothes? How much do you spend on clothes per year?
/ usually pay (with) cash.
Jay: Well, I spend about $50 a month, so about $600 a year. by credi t card,
S h o p p in g a r o u n d UNIT 8 83
7 PRONUNi e m p h a s is w it h t h i s , t h a t , t h e s e , t h o s e
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.
8 c o m p a r a t iv e a d j e c tiv e s
A LANGUA GE 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] compares the Reader Plus with other e-readers. adjectives in red. What is the
main form of each adjective?
One-syllable adjectives ending Double the final consonant and add -er: thin—thinner, hot — hotter, big—
in consonant-vowel-consonant (3) bi g g er
L
A
7 Pronunciation: emphasis
• Tell the students that you want to buy a new e-reader.
with t h i s , that , t h e s e , those 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
A in a magazine, on TV, etc. Prompt the students to think
49 See the Student's Book for the audio script. about what kind of things people review (books, movies,
Review the pronunciation of this, that, these, and those, electronics, gadgets).
focusing in particular on the initial /5/ sound. • Read the instructions and the answer choices to the class.
Ask the students to read the two conversations silently. • Remind the students that they don't need to understand
Then tell them to listen to the audio and notice how that every word in order to get the answer; they just need
and t h o s e are stressed. to understand the main idea of the text (whether the
Play the audio. Explain that we stress words in this way Reader Plus e-reader is better than other e-readers).
to clarify information. • Give the students one minute to read the review and
Play the audio again and have the students repeat the choose the answer. Check the answer with the class.
conversations chorally. Then ask them to practice in Ask the students to tell you why the reviewer likes the
pairs. Reader Plus (e.g. it's easier to use, it's more versatile).
Invite a few pairs to perform the c onversations for the
class.
N O T IC E !
B Have the students look at the adjectives in red and
elicit the main form of each one.
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 Answer
answers will carry the main stress (that, those, this). comparative
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. B
Function
Extra: back-chaining • Have the students reread the review in Ex. A and choose
the correct option to complete the sentence. Check the
Give the students some practice in rhythm and answer with the class.
intonation by asking them to repeat the conversations
using a back-chaining technique. Form
Teacher: this sofa? • Read the instructions to the class. Then read the
S tu d en t s: th i s so f a ? categories in the left-hand column of the grammar
Teacher: like this sofa? table.
S tu d en t s: li k e t hi s so f a ? • You may need to go over the concept of syllables with
Teacher: D o you like this sofa? the class. On the board, write an example for adjectives
S tu d en t s: D o y ou li k e t hi s so f a ? with one syllable (cheap), two syllables (corn-pact),
and three syllables (e x - p e n - s i v 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
8 Grammar: comparative adjectives for each category.
adjectives • 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
Lead-in
they need to provide the comparative form of the last
To introduce the concept of making comparisons, adjective in each list, following the models given.
write taller than and s h o r te r th an on the board. Ask • Ask the students to complete the grammar table
two students to stand next to each other. Then say, for individually. Check the answers with the class.
example, Gabr iela is taller than Luisa. / Luisa is shor ter • Highlight that when we compare two things, we use the
than Gabriela. Try to elicit a variety of comparisons about
conjunction than. Emphasize that it's different from that
the two students (e.g. Luisa has darker hair, G abriela has a and they shouldn't be confused.
b i g g e r ba g , etc.). Tell the students that they are going to
• Highlight the use of less in the expression less
practice comparing different products. e x p e n s i v e t h a n in the text in Ex. A, and make sure
the students understand it is the opposite of m o r e
e x p e n s i v e t h an . Give one or two more examples (e.g.
less com pact 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 r o u n d UNIT 8 T84
c • Explain the task and make sure the students understand
• Read the instructions to the class. Ask the students to that, in each case, they should write a single, compound
repeat the adjectives in parentheses after you to review sentence, starting with a capital letter and ending with
pronunciation. the correct punctuation.
• Do the first item with the class as an example. Explain • Ask the students to work individually to complete the
that for some items, they can use both more and less. exercise. Then check the answers with the class.
• Ask the students to do the rest of the exercise
individually and then to compare their answers in Answers
pairs. Remind them to refer to the spelling rules in the 1 This furniture store is nice, but it's expensive.
grammar table in Ex. B. 2 These pants are really ugly, and they're too short.
• To check the answers, choose students to write their 3 Do you want to try on these black shoes or those red
answers on the board. 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 use this cell ph on e to
take pictur es, or you can u se it to mak e ph on e calls.).
• Focus the students' attention on the second Watch out! • Ask the students to work individually to write the
box. Tell them that we never use more before adjectives sentences in their notebooks.
that already have comparative endings (e.g. smaller). • Circulate and monitor while the students are working.
• Draw the student's attention to the pictures of the two Draw attention to any incorrect sentences and, if
computers. Ask them which one they would prefer to necessary, help the students correct them by prompting
have. Encourage them to give reasons for their choices. self- and peer-correction.
• Ask the students to repeat the adjectives in the list after
c
you. If necessary, go over the number of syllables in
each one. • Ask the students to read the model conversation.
• Before you ask the students to work in pairs, give • Elicit words for colors in English (e.g. whi te, black,
them a few minutes to prepare what they are going blue, pink).
to say. Direct them to the example conversation and • Ask the students to circulate to find someone who owns
remind them to use comparative forms and than when gadgets similar to theirs. Write the following on the
comparing the two computers. board: I have an MP3 p la y er / laptop / d i g i t a l c a m er a .
• Put the students in pairs to complete the exercise. H o w a b o u t y o u ? Then encourage them to begin their
• When the pairs finish, listen to some examples from the conversations like this.
class, and correct any errors in the use of comparative • When the students find someone who has a similar
adjectives. 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
Workbook pp. 48-49, Section 5
interesting as possible.
• When the students finish, elicit some of their
comparisons. Correct any errors in the use of
comparative adjectives.
Lead-in
Workbook
• Remind the students about the format for writing simple
p . 5 0 , R e a d a n d w r it e
sentences (see p. 65: subject + verb + object). Elicit
some examples. p. 51, Down time
• 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 an d for adding extra
information ( T h i s c o m p u t e r i s c h e a p a n d c o m p a ct . ) ; b u t
to show contrast (This car is old, bu t it's g ood.) ; and or to
indicate a choice (You can have b eef or fish.).
A
Two-syllable adjectives Change the y to i and add -er: h a p p y — h a p p i e r , f u n n y —
f u n n i er , p r et t y —
ending in -y (4) prettier
e . g . H i s p i c t u r e i s f u n n i e r t h an h e r s .
D S§| NOW YOU DO IT Work in pairs. Which o f these two types o f computer
do you prefer and why? Use these words.
attractive
big
cheap
compact
good
practical
user-friendly
A: I li k 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 l ot 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 c o m p o u n d s e n t e n c e s page 65 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.
3 Do you want to try on these black sho es? Do you want to try on those red sho es?
4 My com pute r is new. It's very slow.
5 This cell phone is attractive. It's user-friendly.
6 We can watch this movie. We 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 Of Find someone in your class who owns similar items. Talk about
why your gadgets are different.
A: My l a p t o p I s s m a l l e r t h a n y o u r s , a n d i t ' s w h i t e .
B: Yes, b u t m y l a p t o p i s m o r e u p t o d a t e t h a n y o u r s .
Shopping around u n it 8 8 5
M A K IN G C H O IC E S
• Understand the situation.
JfoÇOW''
• Decide what your criteria are. te f
Tfu Accmxts Deft- f r i * *
• Make a choice'.
We
A Read these emails and notes to an office manager. -
Then write one sentence that summarizes his situation. Ai exi t
To: jkelly
^ n*ed n ewf uvn^ ur e fiere Ut
From: smartineau
Subject: supplies
^ H a U ! Cotet iw ¿¿SC M 4 U
Hey, Jason. Can you please g et th ese things
Becky for the CEO’s office? A nice chair and a new
printer. Thanks!
To: bleonard □
From: jke lly To: jke lly
B QS Work in pairs. Check (/) in the list below what is important for Jason to consider
when he orders office supplies.
□ who/which departmen t needs the supplies (Is every departme nt 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.). c
Review some of the gadget-related vocabulary from
• 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
Chie f 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
---------------------------------------------------------------------------------------------------------------------------------------------------------------
$ 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.
H O W TO SA Y IT H REFLECT ...
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 C EO / 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 ... b ecause they're c heaper than those ...
This ... is definitely better than that...
Why don't we get the ... now because it's urgent? We can get the ...
later in the year.
S h o p p in g a r o u n d unit 8 87
1 V O C A B U L A R Y
A Look at the pictures and comple te the text with the correct clothing words. (5 points)
You should buy your sister clothe s— a (1) sweater ora pair of (2) sneakers that she can wear to the
gym. Get your brother a cool (3) T-shirt . Why don't you buy your mom a really nice (4 ) dress 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)
You can buy your dad a new cell phone. They're really ( 1) c^eaP now. You can ge t a goo d one for only
$60. Find one that's (2 ) attractive _ you |<novv— nice to look at. Buy your gran dm othe r a cam era. Som ething
(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. Get a (4) po w er fu l o n e so that he can see a long way.
Be careful though— some telesc ope s can be very (5) expensive — the best ones are over $700!
8-10 correct: I can talk about clothes and use adjectives to describe gadgets.
0-7 correct: Look again at Sections 1 and 5 on pages 80 and 82.
SCORE: /10
Read these conversations.(^ircig)the correct option. Complete the sentences with the
correct comparative form of the adjective in parentheses. (10 points)
1 A: Do you like (1) this /(these )sh o es , Lara?
B: Yes, but they're really expensive. Look, those red ones are (2 ) nicer (in/ce ), and they're
(3) less expensive ($ expensive), too.
2 A: Hi, Dana. Look at (4)(th7s)/ t h e s e watch. It's a gift from Tony.
B: Wo w— I love it. It's much (5) better (T good ) than my watch!
3 A: Hey, Allison. Do you like (6) t h e s e /(^hosg) ba gs ov er there?
B: Yes, they're nice. I like the small one. It's (7) p re tt ie r (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)({hat)/ tho se man at the table? He's teaching our math class today.
B: Oh, good. I hope he's (I0)more interestin9 ( f inte rest ing ) than o ur 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 1 Vocabulary
Students can do the Language wrap-up exercises in A
class or for homework. If you give them for homework, Refer the students to the illustrations and ask them to fill in
remember to check the exercises at the beginning of the the blanks with the correct words for each item of clothing.
next class, or collect a few to grade and identify any typical
errors. B
If you decide to do the exercises in class, you can Tell the students to read the rest of the text carefully
approach the wrap-up as a two-step reviewing procedure. before they do the exercise.
First, ask the students to do the Vocabulary section
2 Grammar
individually. When ready, encourage the students to check
their answers carefully, and then put them in pairs to Before the students do this exercise, remind them of the
compare answers and discuss any differences. Self- and function of the up and down arrows, which appear in
peer-correction are two excellent ways of developing parentheses before the adjectives. The up arrow means
learner independence and creating a cooperative learning that they should use a comparative form with more, and
environment. After completing the Vocabulary section, you the down arrow means they should use a comparative
can apply the same procedure to the Grammar section. form with less.
C o m m o n E u r o p e a n F r a m e w o r k : u n it m a p
Unit 8 Competence developed C E F Reference (A1)
1 V oc ab ula ry 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;
6.4.77; 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 complete a survey about Table 2; Section 4.4.2.2;
shopping habits Section 4.4.3.4
7 Pronunciation can correctly stress demonstratives 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; 6.47 .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 som ew here?). It has a joyful and participatory feel to it.
Lead-in
Direct the students' attention to the objectives in the unit A lt e r n a t i v e
menu and go through the information with them. Explain Ask the students to rank the three categories from 1
that this unit focuses on language to talk about and order (the phrase you most associate with food) to 3 (the
food and to make and respond to invitations, and on the phrase you least associate with food). If you follow this
following skills which will help them do this: procedure, when the students do the class survey in
Reading: scanning for specific information Ex. B, you can ask them to form a group with people
Ask the students to look through the unit and find different who have exactly the same order as they have.
types of texts.
Speaking: using phone language
Ask the students if they usually use polite or informal B
language when they are on the phone. Ask them what • Read the instructions to the class.
the differences are between polite and informal phone • Ask the students to read the model conversation, and
language that they use in their own language. check they understand all the vocabulary.
Listening: taking phone messages • Ask the students to circulate and find people who
Ask the students to think about what kind of information they checked the same category as they did. The students
usually listen for in a phone message (e.g. the person calling; can say / think food is a/an . .. How about you ? The
a contact number; information about an appointment). 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 Wha t 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 food is an adventure. I like trying foods from different countries.
B: Yes, and I like experimenting when I cook. It's exciting.
C: For me, eating is definitely a social activity. I like to enjoy food with friends and family.
2 GRAMMAR: c o u n t a n d n o n - c o u n t n o u n s w it h s o m e , a n y ; m u c h , m a n y
A LANGUAGE IN CON TEX T Read these people’s comments about the food they have at
home. Then(^ircle)T (true) or F (false) for the statements below.
Eat about two cups of fruit such as bananas, o ranges, or the first sentence refers to a quantity.
watermelon per day. • Ask the students to underline the remaining
We also need about three cups of dairy products per day, quantity words in the comments. Tell them that
things like milk, yogurt, and cheese. there are a total of 13, including m u c h in the first
We get protein from meat like chicken or beef, and from beans. sentence. Check the answers with the class.
Eat about six ounces of protein pe r 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.
L e t 's e a t unit 9 T 9 0
• 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 E x t r a : g r a m m a r p r a c tic e
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 ^ W o r k b o o k p p . 5 2 - 5 3 , S e ct io n 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 of time today. She has a lot of 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-coun t nouns are nouns that you ca 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
Form Complete the sentences in the table with a, an, any, some, much, or many.
Then choose the correct option to complete each sentence.
a / an / any / som e much / many
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 The re aren't Th ere isn't
apple. apples. rice. : do many (12) much
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?
L e t 's e a t UNIT 9 91
3 t a k in g p h o n e m e s s a g e s
A Read the two messages. What is each message about?
d m
4 u s in g p h o n e la n g u a g e
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
• 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 r n i n g , G o o d a f t er n o on ) 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
( f or m al : G o o d a f te r n oo n , W ou ld y ou li k e to .. .? ;
2
etc.).
i n f o r m a l: H e l lo ? , n o p r o b l e m ,
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
c
5 Grammar: ver • Before you ask the students to do this exercise, focus on
the examples in the Watch out! box.
A • Highlight that we use W o u ld y o u l i k e ...? to invite
people to do things and Do y ou li k e ...? to ask about
. H 55 See the Student's Book for the audio script. people's preferences. It is incorrect to use Do you
• Ask the students to look at the pictures and guess what
l i k e . . . ? t o invite people to do things.
the people are saying.
• Read the instructions to the class. Remind the students
• Read the instructions to the class. Explain that they only
to use phrases from the grammar table in Ex. B.
need to listen for the reason Jane says she can't go out.
• Put the students in pairs to complete the exercise.
Point out that for some of the questions, more than one
answer is possible.
A l t e r n a t iv e • Check the answers by calling on individual students to
Ask the students to keep their books closed. Tell them read the lines of the conversation, inserting their answers.
they are going to hear a conversation in which one Elicit any additional possible answers for the blanks.
character (Paul) invites another (Jane) to go out to
dinner. They only have to answer one question: W h y
c an ' t J a n e g o o u t t o n i g h t ?
Answer
Because she has to study (for a big math test tomorrow).
(1) 'd like to try it. (4) fw go out for (6) \ (8) need t0 go to
Howaboutseven-thirty?
want to dinner tonight? (7) ^-et s try that new the gym first.
I (2) get a good grade,
'd love to (5) b>oyou want to have Italian restaurant. (9) have to study.
I (3) (but I can't).
dinner tomorrow night?
A: W o u l d y o u lik e t o g o s h o p p i n g t o m o r r o w ?
B: I ' d l o v e t o , b u t I h a v e t o v i s it m y g r a n d p a r e n t s .
L e t 's e a t UNIT 9 9 3
o r d e r in g in a r e s t a u r a n t beef chicken cream juice
A Complete the menu with the words from the box. pie salad spaghetti water
M A IN C O U R S ES DESSERTS
Fish (grilled or fried) ■
P -;£ (appl e, cherry,
with pasta $10.50 chocolate cream) $4.75
MENU SIDES
lce cream
54.10
Green salad
4 Soft drinks $2.60
B Em 56
Listen to Jenny and Alan at a restaurant. Write the letters in
the blanks to complete w hat they say.
Waiter: Good evening .....c a) I'd like the soup, please.
jenn y: 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?
jenn y: 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
weak to
^0 restaurant
Lead-in 57 See the Student's Book for the audio script.
Play an anagram game. Prepare five or six anagrams of Ask the students how many examples of to they can find
the food from Section 1 (e.g. g t es v ea lb e for v e g e t a b l e s) . in the conversations (four). Tell them that they will hear
Divide the class into teams of three or four students. Write to pronounced in two different ways. Explain that in the
the anagrams on the board. The first team to write the first sentence in each conversation, the to is reduced
correct spelling of all the words is the winner. to /ta/, the weak form, and in the second sentence it
is pronounced with a full vowel sound, /tu/, the strong
A form.
Read the instructions to the class. Draw the students' Play the audio once or twice for the students to listen
attention to the words in the box. If there is any for the differences in pronunciation of the vowel sounds
unfamiliar vocabulary (e.g. p i e, b o tt le d ) , encourage in to in each position.
the students to figure it out by using the pictures Highlight that when to occurs in the final position of a
and a process of elimination. Check that the students sentence or clause, as in I' d love to, it is pronounced
understand a p p e t i z e r s (the first course), main courses as the strong form. When to is used in verb phrases,
(the second course), s i d es (vegetables served with the like w a n t t o g o and like to have, it is pronounced as the
main course), d e s s e r t s (a sweet dish that finishes the weak form /ta/.
meal), and b e v e r a g e s (a very formal word for drinks).
Highlight that the word d e s s e r t /d i'z 3r t/ is pronounced B
with the stress on the final syllable. 58 See the Student's Book for the audio script.
Ask the students to work individually to complete the Give the students time to read the conversation and
menu. Circulate while the students are working, and think about the way to is pronounced.
help as needed. Put the students in pairs to practice saying the
When the students finish, ask for volunteers to write conversation. Remind them to use the correct
their answers on the board. pronunciation of to.
When the students finish, play the audio and ask them
to compare the version on the audio with their version.
. HJ 56 See the Student's Book for the audio script, Play the audio again, stopping after each line of the
• Read the instructions to the class, and explain that they conversation for the students to try to mimic the
will listen for the lettered sentences that complete the pronunciation they hear as they repeat.
conversation.
• Play the audio once, and check the answers with the
class.
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.
^ W o r k b o o k p p . 5 4 - 5 5 , S e ct io n 5
L e t 's e a t unit 9 T9 4
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
Lead-in explain traditional, elicit some traditional foods from the
students' own countries—foods that are unique to their
• Read the information in the skills panel. Emphasize that
culture. Encourage the students to use these expressions
when we scan a text, it is important not to read every
when they discuss the questions in groups.
word.
Put the students in groups of three or four, and ask
• Ask the students how they read in their language when
them to discuss the questions. Circulate and monitor
they look for a number in a telephone directory. Ask
the students' discussions, assisting as needed. If the
them whether they start at the beginning and read every
students have problems thinking of kinds of restaurants,
word in order, or whether they look through quickly to
suggest they discuss different national/regional cuisines
find the name and number they are looking for.
(e.g. Italian, Japanese, Chinese, American).
• Elicit other types of texts we scan, (e.g. menus, ads,
When the groups have finished, direct the questions to
movie and TV listings, train schedules, etc.).
the class, and elicit responses from several students.
A
W o r k b o o k p . 5 5 , S e c tio n 6
• Explain that the students need to read the situation
carefully and underline only the most important
û
information.
• Have them compare answers in pairs. Check the answers
with the class.
Lead-in
• Make sure the students understand that they need to
Ask the students how to find out information about
find a restaurant that conforms to all the important
restaurants (e.g. recommendations from a friend, a review
information in the situation in Ex. A. Remind them not
in a magazine or on the internet, etc.).
to read every word, but to look at the ads quickly to find
specific words and numbers.
A
• Set a time limit of one minute, and tell the students to
begin scanning. • Ask the students to look quickly at the text and tell you
• Check the answer with the class. Encourage the what it is (a blog about restaurants). Explain that they
students to explain why the other restaurants are not need to find two things the writer likes about the restaurant.
suitable (e.g. at Amber you have to make a reservation • Give the students one minute to complete the exercise.
on weekends, Bartlett's closes at 9 p.m., Brazil! doesn't • Have the students compare their answers in pairs.
have any vegetarian dishes, etc.).
Answer
Answer the food (excellent), and the jazz band (very good)
Carlotta's Burgers
B
• Explain to the students that their blogs have to contain
• Check that the students understand location (place) the same kinds of information as in Ex. A. Write the
and that they should look at the ad they chose in Ex. B different kinds of information on the board (name of
(Carlotta's Burgers). restaurant; location; type of restaurant; pric es—low,
• Set a time limit of one minute, and ask the students to average, high; recommended items on the menu,
complete the exercise. entertainment).
• Check the answers with the class. • 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
Extra: reading practice about the key information for their restaurants.
• Ask the students to use their notes to write a blog entry
Answer the questions about the restaurants.
in their notebooks.
1 What time does Amber close on Saturdays?
• Encourage them to use the blog in Ex. A as a model.
2 What time does Brazil! open?
3 Which restaurant is not open on Mondays?
c
4 Where is Bartlett's Bar and Grill?
• 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.
1 1 a.m. (early Sunday morning)
2 6 p.m.
3 Amber
Workbook
4 4701 Airport Boulevard p , 5 6 , L is te n a n d w r it e
p . 5 7 , D o w n t im e _______________
8 ÂDIN s c a n n in g f o r sp e c i fic i n f o r m a t io n
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 beca use 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.
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
FOO D All That Jazz is a New Orleans-style restaurant and music club.
The prices are a little high, but the food is excellent. Try the
BLOG jum bo fried shrimp or the C uban rice an d beans. Th ere is a
very good jazz band on Friday and Saturday nights.
Posted by on f~Add comment Email
A: I ' d li ke t o p r e p a r e m e a l A b e c a u s e i t's m o r e e l e g a n t .
B: Really? I'd like to prepare meal B. It's less forma l and more fun !
B Q Now decide on the most logical order for planning the meal and numb er the steps.
f~l
Decide what dishes to have. Include drinks and appetizers.
PIDecide how much money you can spend.
□ Dec ide 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 ingredie nts 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!
lif e S k ills : m a k in g a p la n B
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.
Date:
Place:
Budget:
bread cream dessert fried green pie salad shrimp soup water
8-10 correct: I can talk about food and order food in a restaurant.
0-7 corr ect: Look again at Sections 1 and 6 on pages 90 and 94.
SCORE: /10
2
A Complete the email with the phra ses 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
Would you
Hi, Leah! How are you? I'm at work. (1) to come 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) wo^ d y ° LJ,!lkea movie
after dinner, too? I can't go to bed too late, though — ( 4 ) 1 ne ec^tci,9 et UP early tom orrow for
a meeting. Anyway, (5) 1t l now. I have a lot to do. Call me later— hope to see
you tonight. Love, Suzy
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.
SCORE: /10
Language wrap-up 1 Vocabulary
Students can do the Language wrap-up exercises in • Go over any new vocabulary included in this exercise
class or for homework. If you give them for homework, (e.g. cream: the thick, fat part of milk; fried: cooked in
remember to check the exercises at the beginning of the hot oil).
next class, or collect a few to grade and identify any typical • If you do this section in class, ask the students to
errors. practice the conversation in pairs after they have
checked that their answers are correct.
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 Extra: disappearing conversation
individually. When ready, encourage the students to check
While the students are doing the Vocabulary section,
their answers carefully, and then put them in pairs to
compare answers" and discuss any differences. Self- and copy the conversation on the board with the same
peer-correction are two excellent ways of developing blanks as on the page. When they have finished and
learner independence and creating a cooperative learning you have checked the answers, point to the board,
environment. After completing the Vocabulary section, you and ask them to say the conversation and try to supply
the missing words. If they are doing well, delete a few
can apply the same procedure to the Grammar section.
more words and see if they can say the conversation
At the end of each section, make sure that the students again. Continue until you feel the students have
write their score out often. If they have a score lower reached the maximum number of deleted words they
than eight, direct them to the appropriate sections of the can manage.
unit, and encourage them to read those sections again for
homework. After that, ask the students to complete the 2 Grammar
exercise(s) again at home.
A
Tell the students to read through the email first before they
complete it with the phrases in the box.
C o m m o n E u r o p e a n F r a m e w o r k : u n it m a p
Unit 9 Competence developed CEF Reference (A1)
1 V o ca bu la ry can talk abou t food Table 1; Table 2; Section 4.4.3.1;
Section 5.2.1.1
2 G ra m m ar can u se c ou nt and n on-cou nt nou ns co rrectly 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 Grammar can use verb phrases to express desire and obligation, Table 1; Table 2; Sections 5.2.1.2;
make suggestions and invitations 6.47.7; 6.47.8
6 Vocabulary can ord er 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 Writing can write a simple blog entry with comments about a Section 4 .4.1.2
restaurant
UNIT 10
IN THIS UNIT YOU
O learn language to talk about past A Check (/) the pictures that represe nt
experiences
the activities you did in the past month.
listen to conversations about past
% experiences—understanding the
main idea
write about som ething that
% happened to you—sequencing
and connecting ideas
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 time to relax, too!
LIFE L e a rn to ta k e n o te s o n th e
im p o r t a n t id 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 s im p l e p a s t — a f fir m a t iv e s ta t e m e n t s
A LANGUAGE IN CONTEXT Read this tour evaluation.
Answer the questions.
1 Were Pam and her husband happy with the tour?
2 Were there any problems?
NOTICE!
Look at the simple past verbs in
bold. What is the ending of most
simple past verbs in English?
mm
N My husband and I recently wen t to Ecuador with WTS, and we had a fantastic time. The mountains
O around Quito were amazing, but the altitude was difficult for us! Our favorite thing was Iguana
S
N Park in Guayaquil. Its real na me is Bolivar Park, but our tour guide explained that everyone calls it
H Iguana Park because there are hundreds o f iguanas there! We took lots o f pictures o f them!
O
J W e enjoyed everything on the tour, and we learned a lot about Ecuador’s culture and history. Our
guide spoke excelle nt English, and he knew a lot o f interesting facts. He was very h elpful— he even
M carried my bag for me! We stayed in nice hotels and ate very good food. We loved Ecuador, and we
A
P wanted to stay longer!
Form Complete the table with the correct simple past verb forms. Spelling rules for simple
Regular verbs Irregular ver bs past regular verbs:
Most verbs, add - e d : p l a 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 r e p a r e — p r e p a r e d
explain (2 ) explained have (7)., ha.d___ Verbs ending in consonant
learn learned know («) knew + -y, change -yto -led:
(3) _ Jo v e d _ _
—
stud y— stu d ied BUT p la y
love se e 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: was ( l/he/she/lt)
tell told and w er e ( y o u / w e/ th e y )
C PR AC TIC E 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 of Arusha to a volcanic crater called Ngorongoro. We ( 3)
(stay) in a cabin near the crater, and the first even ing we (4) watched (watch) the sunset over the volc ano—
wow ! The nex t day we walk ed into the crater, and we (5) saw (see) a lot of wild animals, includin g
zebras, elephants, and lions! I (6) t92k (take) a lot o f pictures! Our guide (7) explained (explain) the
■of the crater, and he also ( 8 ) to^ _ i (tell) us about the peo ple and the anim als in the region. We
(9) earned (¡earn) a lot, and we ( 10 ) had (have) a great time!
Function D
• Ask the students to read the text again and then choose • Tell the students they are going to talk about a trip
the correct option to complete the Function statement. they took in the past. Give them a couple of minutes
• Check the answer with the class. Highlight that we use to remember the last trip they took and to take some
the simple past to talk about events in the past that notes.
happened at specific times (e.g. yesterday, last week, in • Elicit some topics they can include in their travel
2011, etc.). descriptions, and write them on the board (e.g. food,
hotel, sights, activities). Also, elicit some adjectives
Form
they can use in their descriptions (e.g. delicious,
• Direct the students to the grammar table. Read the (un)comfortable, cheap, expensive, interesting, fun,
instructions to the class. Explain that the past tense boring, amazing, etc.).
has both regular and irregular verb forms. Remind the • Point out the model sentences, and encourage the
students to look at the text in Ex. A to find the simple students to recycle the simple past forms they have
past forms of the verbs. encountered on this page.
• Ask the students to complete the grammar table. Then • Give the students a model by describing a recent trip
check the answers with the class. Explain that be is the you took.'
only verb that has two simple past forms. • Put the students in groups of three or four to complete
• Ask the students to look at the spelling rules in the the exercise. Circulate and monitor, assisting where
language box. Elicit which number in the grammar table needed, especially in the use of the simple past.
is an example of a verb ending in -e (item 3) and which • When the groups have finished, elicit a few examples
is an example of a verb ending in consonant + -y (item from the class. Correct any errors in the use of the
1). Elicit why stayed doesn't change its spelling (because simple past.
it's a vowel + -y).
► W o rk b o o
Lead-in D
Ask the students if they ever answer surveys (questions to • Read the instructions and the questions to the class.
find out people's opinions or preferences), for exam ple, • Ask the students to circulate, asking questions to find
online or over the telephone. Ask them what some out the information. Tell them to take notes to keep
possible topics of surveys are (e.g. travel, shopping habits, track of each student's answers.
lifestyle, health, etc.).
A Alternative
• Read the instructions to the class. Choose a student to Divide the class into three groups, and put each group
read the answer choices. in charge of gathering the answers to one of the
• Remind the students that they have practiced reading questions only. You can also ask the students to do the
for the main idea before, and encourage them to apply activity in groups of four to six students.
the strategy to the text.
• Give the students a minute to read the first paragraph • To wrap up, lead a class discussion to find out details
to determine the topic. about the students' travel experiences, hobbies, pets,
new friends, etc.
2 -e rf e n d i n g s
59 Listen to the verbs. Notice that the -ed endings are pronounced differently.
1 /d/ listene d, played 2 /t/ liked, wat ched 3 /id/ wan ted, dec ided
I
3 R E A D I N G : a su rv ey
l A Read the first paragraph of the article. What is the topic of the survey?
a) readers' birthdays b) readers' email use CcfTeaclers' experience?}
U
l
.
HOW WAS YOUR YEAR?
t’s Your Life emailed 100 readers on their birthdays and asked them how they felt
U
I about the past year of their lives. Then they com pleted a survey about specific positive
experien ces during the year. Many people were surprised at the results! For example, a
. lot of people who said, "It was OK," really had a fantastic year, according to the survey.
Sometim es we focus too much on the bad or boring things in our lives! Now you try i t ...
U
My past year wa s ... great! OK . not very good.
Now(cirde)yes or n o for each statem ent abo ut your past year.
U
l took an interesting or fun trip. yes no Now look at your score.
l Every "yes" equals 1 point
went to some great parties. yes no
and every "no" equals 0
l
met some new friends. yes no points. Does your general
l opinion of your past year
had a romantic relationship. yes no
match your score?
U went out with my friends a lot. yes no
i 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
U
3-5 Your year was fun! But
read some good books. yes no maybe you can do more ...
l
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?
U
.
1 Which a djectives refer to the movie? What is the ending on the adjectives?
2 Which adjectives refer to the person who is watching the movie?
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,
Love, Jodi
P.S. Here’s a picture of New Orleans!
C ¡21 Work in pairs. Talk about the topics below. Use -ed and -ing 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 went to a baseball game. It was really exciting. ^ I was bored there!
B: Really? I watch ed a soc cer gam e on TV last night, b ut it was kind of boring. was boring there!
5 s im p l e p a s t — q u e s tio n s a n d n e g a t iv e s t a t e m e n t s
A Egj 61 LANGUAGE IN CO NTEXT Listen to the conversation below.
Did Gary and Monica have fun last weekend?
Gary: Hey, Monica. How(was)your weekend?
Monica: Itw asr m ver y good. ljWerrf)dandng with some friends on Saturday night, but
Ic^fdn't fegfrwell. I ^ icln 'f hav^fun at all. K^jdn't dd a n ything on Sunday—
it^asja boring day. What about you? What(^jd you Bg)this weekend?
Gary: Oh , I ^Idn 'td g) m u ch . Let's see , on Friday night I staye d)
home and (Jvatched)TV. l(ba dra )w ork on Saturday, but I
(wenjout 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 game?
conversation
Gary: No, it(^asnd) My team(fost)
Say which verb you think each simple past
Monica: Well, next weekend has to be better! tense form is, e.g. was —the verb b e.
(ffa
• 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
Lead-in
their discussion.
Ask the students to look briefly at the text about Ecuador • When the pairs have finished, elicit some examples from
in Section 1. Ask them to tell you what the Johnsons said the class.
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.
E x t r a : g r a m m a r p r a c tic e 2
M = Man, K = Karen
Make questions from these prompts using the simple
past. M: How was your weekend, Karen?
1 you / go out / on Friday night? K: It was fantastic!
M: Oh, good! What did you do?
2 where / you / go?
3 what / you / do / on Saturday? K: ' Well, my boyfriend took me to dinner on Friday night.
4 the game / good? 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
Answers
boyfriend and I saw a really good movie. So it was a fun
1 Did you go out on Friday night? weekend.
2 Where did you go?
M: Good. You were really tired on Friday, so I'm glad you had
3 What did you do on Saturday? a good weekend.
4 Was the game good? K: Thanks.
B
D
• Give the students time to read the answer choices. Play
• Direct the students' attention to the model conversation the audio again and ask the students to circle the main
and have them repeat after you both chorally and idea. Check the answers with the class.
individually.
• Give the students a couple of minutes to think about
what they did over the weekend and to make some
• Read the instructions to the class. Ask the students to
notes. Refer them to Ex. C, and encourage them to use
tell you the words in each conversation that helped
some of those questions to find out about their partner's
them understand the main idea (e.g. item 1: terrible,
weekend.
complained; item 2: fantastic, fun).
• Put the students in pairs to complete the exercise .
Circulate and monitor, assisting where needed, asking
Answers
more questions to encourage them to give details.
• When the pairs finish, elicit some ideas from the 1 terrible, Oh (no), wa sn't / didn't have (fun), wasn't
class. Correct any errors in the use of the simple past, good / very friendly, didn't give much information / it's
including the pronunciation of the -ed endings. too bad, complained, I'm sorry
2 fantastic, good, really nice, exce llent, fun, a fun / good
weekend, I'm glad
W o r k b o o k p p. 5 9 - 6 0 , Se c tio n 3
W o r k b o o k p . 6 0 , Se c tio n 4
B ANALYZ E Read the conversation in Exercise A again.
Form Complete the table. Then choose the correct option to complete the sentence below.
Be Other verbs
Short answers Yes, it was. / No, (2) it wasn t Yes, we did. / No, we didn't.
In negative statements, questions, and short answers, use d id or d i d n ' t with . .. .
a) be. CbTothe r ve rb s? }
6 L I S T E N I N G : u n d e r s t a n d in g t h e m a in id e a
....................... .....................................................................................................- - - - -
I f
Speaking of the past UN IT 10 103
7 R U I N G ; s e q u e n c in g a n d c o n n e c t in g id e a s
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.
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
Lead-in indicated with ... in the sentences), and they should
begin Two months ago, ...
• Write three events on the board. These should be
• Give the students time to complete the exercise
events that occur in a specific order (e.g. I walked to the
individually. Circulate and monitor, assisting where
store. I bought some groceries. I cooked dinner, etc.).
needed, and check that they use commas after the
Write them in random order, and ask the students to put
sequencing words.
them in the correct order. Then ask them if they know
• When the students finish writing, take the opportunity to
any words they could use to indicate the order of the
encourage peer-correction by having the students hand
events. They may know finally, for example, and they
their story to the person next to them to correct.
encountered first in an earlier unit. Tell the students that
• Remind the students that it would also be logical to go
we use words like these to indicate a sequence, (i.e., the
shopping after going to the restaurant.
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 is m m im r .
and phrases to help us tell a story chronologically. 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
Extra: reading for the main idea me! She had tickets for a concert to see my favorite
band that night! The concert was amazing. Finally, we
Ask the students to read the story in Ex. A quickly and went home at about midnight. It was really an incredible
tell you what the main topic/idea is (a girl found a dog birthday!
and kept it).
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 • Ex tra : h o m e w o r k
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 (,)
W o rk b o o k
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.
9 t a l k i n g a b o u t a p a s t e x p e r ie n c e
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? What 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!
S e ak in of the a st io 105
l
l
V
V
T A K IN G N O T E S O N A T E X T
• 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 mag azine article. Wh y is the culture of New Orleans different from the
culture in other parts of the U.S.?
information that relates to this question: 1718 — prend ifounded New Orleans
What is the history of French speakers in 1762— Pren di yaw New Orleam to Spain
New Orleans? 1800— Spain return ed New Orleans to fran se
C Read these notes. Compare the 1803— Prance sold New Orleans to th e U.S.
information in the notes with the 10^ & ea rly 2.0th C en turies: Prendi speakers fro m ,
information you underlined. Is it the same? Prance, H aiti, Canada, (Ca jun s) dom ina nt
• 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
Ste p 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
Ste p 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
Ange les). 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.
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 19thCentury, 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
What 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 wer e 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 your question?
How can the skill of taking notes
B: My question was: "Ho w did Dubai becom e a wealthy city?"
be useful to you in Self and
A: So what did you find out?
Society and Work and Career?
B: Well, Duba i initially bec am e w ealthy in the 19th Cen tury as ...
got a fantastic gift got a special letter met a famous person saw a concert took a trip
1 I had a ter rible w ee ke nd . My friend and I ( 1) iook a tnP to the mountains, but it
rained and we stayed inside all day. It was really ( 2) bored Adoring)
2 It was my birthday yesterday. Ij3 ) _9° ta J ^ tastlc from my pare n^-s Th ey g av e me a
digital camera. I was really jA'C^x cite ^y ^e xciting .
3 My husband (5) 3 0 t ^ pecia in the mail yesterd ay. It was an invitation to meet the
President. He was really (6(jm az ed )/ amazing.
4 I had a gre at week en d. I (7) sa wa 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. We 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 A R
Complete this postcard with the simple past form of the verbs in parentheses. (10 points)
Hi JaMMMie,
Here I am in New York. It ’sgreat. The hote l U excellent,
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.
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
Lead-in were both involved in fashion design; Kennedy and King
Direct the students' attention to the objectives in the unit could be in a group because they were both American.
menu and go through the information with them. Explain • If necessary, prompt the students with categories (e.g.
that this unit focuses on language to talk about events in politics, nationality, profession, male/female). Encourage
the past, and on the following skills which will help them the students to be as creative as possible when thinking
do this: of the different combinations.
Reading: scanning for specific information • Put the students in pairs to complete the exercise.
Ask the students what a biographical text is. Elicit that it is Circulate and monitor, assisting where needed.
the story o f someone's life. Ask what facts we often want • When the pairs finish, elicit some ideas from the class.
to find quickly when we read a biographical text (e.g. date
and place of birth, nationality, why they were famous, etc.). P o ss i b l e a n s w e r s
Speaking: taking time to think
Gandhi, Cleopatra, and Kennedy were heads of state.
Ask the students why we sometimes need to think when
Pavarotti and Versace were both from Italy.
we are having a conversation. Elicit possible answers.
Pavarotti, Versace, and Chanel were all from Europe.
Listening: to a life story
Kennedy, Cleopatra, Luther King and Versace all died
Ask the students if they have ever watched a movie or
young.
listened to a story about famous people.
Kennedy, Gandhi, Luther King and Versace were all
Writing: a short biography
assassinated, and they and Cleopatra all died unnatural
Elicit from the students what kinds of information were
deaths.
included in the biographical movies they have seen.
Gandhi, Kennedy, Luther King, and Versace were all born
and all died in the 20thCentury.
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 Work in pairs. Tell your partner about a family mem ber’s life.
Use the simple past form of as many of the expressions in Exercise A as you can.
My gra nd fa th er wa s bo rn in 1940 . He gre w up in a small to wn . He gra du ate d from hig h sc hool in 1958 .. .
2 , t o a lif e s t o r y
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
G r e a t l iv e s unit 11 T i l 0
• Ask the students when a comma is used in the
3 G r a m m a r : simple past with sentences (when the when clause comes first in the
when clauses sentence).
• Ask the students to read the statements a-e and check
the correct ones. Check the answers with the class.
Lead-in
• Ask the students to look at the four examples in the
Write a sentence about a true experience on the board Watch out! box. Elicit why the first and third sentences
(e.g. When I was 22, I had a lucky escape.). Prompt the are correct (they follow the punctuation rules for when
students to ask you yes/no questions in the simple past clauses) and why the second and fourth sentences are
tense. Their aim is to find out what happened to you. incorrect (they don't follow the punctuation rules for
Getting the students to ask you yes/no questions in this when clauses).
way can be a very effective way of giving them practice in
question formation using different tenses.
• Ask the students to read through all the sentences
A
(including item 1) and tell you how many of them have
• First, focus on the picture. Ask the students if they know a comma (four). Elicit from them why these sentences
who the man in the picture is (Steve Irwin) and what have a comma (because they start with the when
animal they see (a crocodile). clause). Remind them to use commas when they rewrite
• Read the instructions to the class. Emphasize that the the sentences that do not begin with when clauses.
students should focus on the question Why do people • Highlight that if the sentence contains a noun and a
remember Steve I rwin? Tell them that there are several pronoun referring to that noun, the noun should come first
possible answers. in the sentence. For example, they will need to switch the
• Give the students a few minutes to read the article. noun and pronoun in item 2. Explain that in order to use
• Briefly focus on some of the vocabulary in the text (e.g. a pronoun, we need to know who or what it's referring to
conservationist: someone who works to protect the first, which is why we need the noun to come first.
environment from damage or destruction—pronounced • Ask the students to do the exercise individually and
/konsar'veijanist/, wildlife park: an area where wild then compare their answers in pairs.
animals live and tourists can visit, and cardiac arrest: • Invite volunteers to write their sentences on the board.
when the heart stops; a heart attack). Ask the class to check that all of the sentences are
• Highlight the irregular verb sting — stung, and ask the punctuated correctly, with commas where needed.
students to record it in their notebooks.
Answer E x t r a : g r a m m a r p r a c tic e
He did excellent work conserving endangered species. Two of these sentences have incorrect punctuation.
He was a famous conservationist and TV show host. Find and correct them.
He died young and unexpectedly when a stingray stung 1 When I heard the news I was very angry.
him. 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.
NOTICE!
• Briefly remind the students what a clause is (a part Answers
of a sentence that contains a subject and a verb). 1 When I heard the news, I was very angry.
• Have the students look at the sentence in bold in 4 She was surprised when she got the present.
the article and then choose the correct answer to
complete the statement.
W A TC H O U T ! 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 K i m m m iw m m m i pp «* *-
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 comm a 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 mi s swrpvtieA* wh en my fr i end told news.
2 Sally was happy when she g ot 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.
4 When I was little, I loved going to the movies.
I loved going to the movies when I was little.
5 Peo ple were surprised when my dad got a new job. When my dad got a new job, people were surpri sed.
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 fri ends arri ved.
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 of 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 of Detroit. He worked as a machinist there
for three years and then returned to his family’s farm. On 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 com bust ion 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 H enry Ford invented the automobile, but he didn’t. Go ttlieb
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
191 3. A t the new Ford automobile plant in Highland Park, Michigan, workers did
not move around the factory. The 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 1 908 to 1927!
C Read both parag raphs more carefully. Check all your sentences for mistakes.
D Q j What other “great lives” do you know about? Give as much information
about their lives as you can.
• L A R Y : h is to r ic a l e v e n t s
A Complete the sentences about historical events with the words from
1 The U.S.A. won its inde pen den ce 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 cos metics in 4000 B.C . fought invented
5 Anton van Leeuwenhoek discovered bacteria in 1683.
6 Cervantes wrote Don Quix ote in 1605.
7 Napoleon fought the Battle of Waterloo in 1815.
8 Georges Bizet composed the Qpera Carmen in 1875.
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 • Direct the students' attention to the picture and ask them
as possible. Also remind them to look for key words and who they think the person is. (Napoleon Bonaparte,
numbers (depending on the information they are looking Emperor of France from 1804-1815.)
for). • Ask the students to read through the sentences and
• Put the class in pairs, and ask them to decide who is tell you the names or places they recognize. Elicit a few
Student A and who is Student B in each pair. Check facts the students know about the historical references.
that the students understand which part of the text they • Go over some of the more challenging vocabulary (e.g. win
should read and which sentences they should complete. independence: become a free country; cosmetics: make
Since this is a fill-in activity, it will work best if the students up; bacteria: tiny organisms that can cause illness; germs).
cannot see their partner's text. Ask them to cover up the • Elicit from the class the base forms for each of the
text they are not reading with a piece of paper. verbs: build — built, compose — composed, discover—
• Ask the students to read their assigned sentences, and discovered, explore — explored, fight —fought, invent —
give them time to ask questions about any unfamiliar invented, win— won, write— wrote.
vocabulary or expressions. Be ready to explain • Ask the students to work individually or in pairs to
potentially challenging vocabulary such as steam complete the exercise.
(water vapor), and assembly line (a system for making • Check the answers with the class. Point out the
products in a factory in which each worker or machine is difference between invent (make something completely
responsible for adding or checking a particular part). new) and discover (find something that already exists).
• Give the students time to complete the task individually. Also point out that compose means to write music.
Do not check answers at this stage, as the students will
compare their answers in Ex. B. B
• Read the instructions to the class. Elicit the wh- question
words the students will need (Who, When, What).
• Elicit the question words the students will need here, and • Ask the students to look at the Watch out! box.
write them on the board: What, When, Where, Why, How Highlight that when Who is the subject of a question in
many. the simple past, the auxiliary did is not used. Compare:
• Point out the connection between the question Where Who saw you? Jo e saw me. / Who did you see? I saw
was Henry Ford bom ? in the model conversation, and Sam.
the sentence prompt for Student A, Henry Ford was • Give the students time to write their question. Guide
born in (place). them to correct any errors in their question formation.
• Draw the students' attention to the fact that they should • Put the students in groups of four or five to ask and
use the simple past in their questions and answers. answer their questions.
• Give the students time to think individually of all the • Ask each group to select two or three questions to ask
questions they need to ask. Then ask the pairs to to the class.
complete the exercise.
• Do not check the answers yet, since the students will
read the text more carefully and check answers in Ex. C.
W o r k b o o k p . 6 7 , S e ct io n 6
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.
Great lives e s s e
6 Speaking: taking time
A lt e r n a ti v e
to think
Make the quiz a competition in which each group
competes against the rest of the class. Ask the
Lead-in questions, and tell the students to discuss the answers
• Draw the students' attention to the information in the in their group. Encourage them to use the expressions
skills panel. Read the text aloud. from Ex. A if they need time to think of an answer. At
• Prompt the students to think about what they do in their the end of the quiz, have the groups exchange papers
language if they cannot answer a question immediately. so that each group marks another group's answers.
Are there any sounds, words, or phrases they use while The group with the most correct answers is the winner.
they are thinking of an answer?
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).
► W o r k b o o k p . 6 6 , S e ctio n 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.
A lt er n ativ e
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.
c Check your answers and calculate your score. Which group is the winner?
ANALYZE: DIRECT AND I NDIR ECT OB JECTS Read the text in Exercise A again.
Form Complete the tables with more examples,
subject + verb + person or thing (object)
c
• Explain that the students will use information provided
earlier in the unit to answer the questions.
N O T IC E ! • Do the first example with the whole class (Mary Shelley
wrote it). Highlight the use of the object pronoun.
• Write these sentences on the board: Lucy saw • Have the students compare their answers in pairs.
Jam es yesterday. She gave him the message. Ask *
the students what the word him refers to. Elicit that
it refers to Jam es and that we use it to replace the E x t r a : grammar practice
word Jam es so we do not need to use it twice. Replace the underlined words with an object pronoun.
• Ask the students which word in the first sentence is
1 They wrote the magazine article.
the subject (Lucy) and which is the object (James).
2 Who gave the present to Rosie?
To reinforce the point, ask the students to analyze
3 What did you tell Peter and Jane?
the second sentence in the same way (subject: She; 4 Did you give Anne the message?
object: the message). 5 What did you tell James?
• Ask the students to look at the text and decide what
the words in bold refer to. Answers
• Then ask them to decide which of the underlined
1 it 2 it 3 them 4 her 5 him
words are subjects and which are objects.
Answers
D
1 her-Marie, him-Pierre, them-Marie and Pierre, • Give the students time to read the questions and to
it-the Nobel Prize, them-Marie and Pierre, make some’notes to prepare for this exercise.
her-Marie, it-the second Nobel Prize, her-Marie • Ask the students to work in groups of three or four.
2 Subjects: Maria, She, they, the Swedish Academy,
Encourage them to use object pronouns in their
The Academy answers. Circulate and monitor, assisting where needed.
Objects: him, polonium, them, a Nobel Prize, it, • When the groups have finished, elicit some examples
them, her, a second Nobel Prize, it, her from the class. Correct any errors with object pronouns.
^ W o r k b o o k p p . 6 6 - 6 7 , S e ctio n 5
B
9 T I N G : a s h o r t b io g ra p h y
A Read this biogra phical information about Ray Tomlinson and
underlin e the facts and important information.
l u t o
Cjreat Lures
B R A IN S T O R M IN G T IP S 1
• Think of ideas as fast as you can.
• Do not stop to analyze an idea.
• Do not reject any idea at this time.
B R A I N S T O R M IN G T IP S 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.
Check that the students understand what they will
s: brainstorming in a brainstorm for. Explain that po p culture means popu lar
culture. Briefly check what kinds of things are covered
by the word pop culture (TV shows, movies, pop
Step 1 Brainstorm (think of ideas) by yourself. (Ex. A) music, sports), and what things are covered by the arts
Step 2 Brainstorm with other people. Combine your (literature, the theater, dance, classical music, painting).
ideas. (Ex. B) Set a time limit of five minutes for this exercise. Tell the
Step 3 Choose and develop the best idea or ideas. students to work individually and to write a minimum of
(Ex. C, Ex. D, Ex. E) three names for each column in their notebooks. If they
have problems thinking of people, prompt them to look
Lead-in back through the unit at the famous people from other
• Ask the students to read the title of this lifeSkills section, countries as this may give them some ideas.
brainstorming in a group. Elicit what they understand by Emphasize that the purpose of a brainstorming exercise
brainstorming (to think of, and write down a lot of ideas is to write as many ideas down as quickly as possible
before choosing the best ones). and that it doesn't matter at this stage if not all of their
• Ask them when they have used brainstorming in this ideas are good ones.
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
• Divide the class into groups of four or five students.
make a note only of all the ideas that come to mind,
Direct them to the second brainstorming tips box and
so they should write every idea they think of. It is
ask a student to read the information aloud for the class..
during the stage after brainstorming that we analyze,
Point out that groups should choose a moderator to
categorize, amend, add, and discard. make sure everyone is contributing ideas. They should
• Explain that in this section the students will have a also choose a secretary to write down the group's ideas.
chance to brainstorm in groups, an effective way to Emphasize that if the students think of other ideas
accomplish a job. 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.
Culture note • Read the instructions to the class, and remind the
The English proverb Two heads are better than one students that they are still brainstorming ideas for the
means that we can usually perform tasks more quickly project outlined in Ex. A. Explain that the members
and effectively if we do them in collaboration with of the groups will put their ideas together to make a
other people. Ask the students if there is an equivalent combined list of great lives.
expression in their language. • 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
• Read the instructions for this activity to the class. Direct about their combined lists compared to the students'
the students to the project description and make sure personal lists.
the class understands it. • Survey the class to find out which group has the longest
• Remind the students of the meaning of the word list for each category.
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.
Great lives n g r e x n m f l
• Before you ask the students to do this exercise in • Have the groups choose someone to read aloud their
groups, draw their attention to the H ow to say it box. biographies. The reader should not be the same person
Point out the difference between What are his/her as the writer.
achievements? (He's/she's still living) and What were his/ • When students are reading their texts, ask the rest of
her achievements? (He's/She's no longer alive). Ask the the class to listen for errors.
students to repeat the expressions chorally. Encourage • To practice note-taking, you could ask the listening
them to use these expressions when they discuss who to students to write down one or two key facts they find
choose in their groups. interesting to share with the class when the speaker has
• Remind the students that they will have to write a short finished.
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 Alternative
share with the class the person they chose and the If reading all of the biographies aloud to the whole
reasons why. class is too time-consuming, ask the students to
display their biographies on the wall. Ask the whole
D class to circulate and read the other groups' texts. If
• Read the instructions to the class. this is not possible, ask each group to pass their paper
• Briefly explain to the students the main advantages of to the group next to them. Repeat this process until
taking notes in word web form as opposed to list form everyone has read all of the biographies.
(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 REFLECT
word web, etc.). • Ask the students to read the Reflect question.
• Explain that the students don't have to complete the • Give them some time to think about different situations
whole word web, but they should try to provide as much in the domains of Self and Society and Work and
information as possible. Tell them that they can add Career where the skill of Brainstorming in a group
more areas if they want to. would be useful.
• Give the groups time to complete the task. Circulate • Elicit the following ideas: solving a problem/resolving a
and monitor, assisting where needed. 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
HO 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
r n
Place
L J
First job / r i
r n Year
Place of birth achievement L J
L J
r n
Date of birth
L J
r n
Died
L J Other
achievements
Later life
r ' 1
Retired
L J
built composed discovered explored got married graduated grew up had retired wrote
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 underlin ed wor ds wit h object
pronoun s. (6 points)
1 The Olym pic Com mitte e gave me dals 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 Joh n.
I saved it for you.
4 I'm interested in the life of Eleanor Roosevelt. I wrote a short biography about Elean or Roose velt.
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.
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 teach er gave Geo rge an A on his history exam. He was really excited.
When tether gave Georg e an A on his history exam, he was really excited.
8-1 0 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
BD
Language wrap-up 1 Vocabulary
Students can do the Language wrap-up exercises in • Tell the students they have to use each word or phrase
class or for homework. If you give them for homework, once only. When checking the answers in open class,
remember to check the exercises at the beginning of the note that wrote could also be the answer to item 6, but
next class, or collect a few to grade and identify any typical composed cannot be used in item 1.
errors. • Highlight that write is a verb that can collocate with
many nouns: write a book, write a letter, write a poem,
If you decide to do the exercises in class, you can write a piece of music, write a song, but compose is
approach the wrap-up as a two-step reviewing procedure. only normally used with music.
First, ask the students to do the Vocabulary section
individually. When ready, encourage the students to check 2 Grammar
their answers carefully, and then put them in pairs to A
compare answers and discuss any differences. Self- and
Before the students do the exercise, remind them that
peer-correction are two excellent ways of developing
object pronouns are used to replace nouns.
learner independence and creating a cooperative learning
environment. After completing the Vocabulary section, you
B
can apply the same procedure to the Grammar section.
• Remind the students that you can use a when clause at
At the end of each section, make sure that the students the beginning of the sentence or at the end. Tell them
write their score out often. If they have a score lower to read each sentence carefully and think about which
than eight, direct them to the appropriate sections of the action happened first before they do the exercise.
unit, and encourage them to read those sections again for • Make sure the students check that they have used the
homework. After that, ask the students to complete the correct punctuation.
exercise(s) again at home.
r o p e Ia n F r a m e w o r k : u n it
Unit 11 Competence developed CEF Reference (A1)
1 Vocabulary can talk about major life events Table 1; Table 2; Section 4.4.3.1
2 Listen in g can understand a short m onologue Table 1; Table 2; Section 4.4.2.1
3 Grammar can understand and produce sentences with simple Table 1; Table 2; Sections 5.2.1.2;
when clauses Ó.4.7.7; 6.4.7.8
4 Reading can scan a simple text for specific information Table 2; Section 4.4.2.2
5 Vocabulary can name historical events Table 1; Table 2; Section 4.4.3.1
6 Speaking can use set phrases to buy time to think Table 1; Table 2; Section 4.4.3.1
7 Grammar can understand and correctly use object pronouns and Table 1; Table 2; Sections 5.2.1.2;
direct and indirect objects Ó.4.7.7; 6.4.7.8
8 Pronunciation can use correct stress on object pronouns Section 5.2.1.4
9 Writing can write a short biography following a model Table 2; Section 4.4.1.2;
Section 4.4.3.4
Ask the students what their plans for the near future are
Unit plan (e.g. for this evening or next weekend). Ask them to work
in pairs and make a list of the things they plan to do. Don't
Unit opener 119) 10 min. expect them to produce any future forms here (present
• Optional downloadable unit opener 10 min. progressive or going to). If they write things like dinner
Grammar: present progressive as 120) 40 min. with friends on Friday night, that is sufficient at this point.
As a class, find out wha t different students plan to do.
future
Write some examples on the board (e.g. go to the movies,
Pronunciation: verbs ending in -y+-ing 121) 15 min.
play tennis, etc.).
Listening: understanding the main 121) 30 min.
idea Refer the students to the li f eS k i lls panel. Tell them that the
topic of this unit's lifeSkills section is Analyzing strengths
Vocabulary: phrases with go 122) 25 min.
and weaknesses. Ask them why we need to understand
Grammar: going to 122) 40 min.
what our strengths and weaknesses are. Listen to their
Speaking: talking about plans 124) 20 min. ideas as a class.
• Optional downloadable Speaking 20 min.
workshop: talking about intentions A
7 Vocabulary : intentions 124) 25 min. • Read the instructions to the class.
8 Writing: sequencing and connecting 124) 30 min. • Choo se students to read the three statements aloud.
ideas ^5 Check that the students understand the meaning of
9 Readin g: a blog 125) 30 min. major (important).
• Ask the students to work individually to check the
lifeSkills: analyzing strengths and 126) 45 min.
statement that best describes them. Do not ask them to
weaknesse s (Study and Learning)
compare their choices, since they will do this in Ex. B.
• Optional downloadable lifeSkills 45 min.
lesson (Work and Career)
• Optional downloadable lifeSkills 45 min. • Ask the students to look at the model co nversation,
lesson (Self and Society) and then work in groups of four or five to discuss the
Language wrap-up 128) 15 min. statements in Ex. A. Tell them to find out how many
Commun icative wrap-up Units 11-12 140) 20 min. people chose each statement.
Video and downloadable video worksheet 45 min. • Elicit some ideas from the class.
• Encou rage them to talk about their attitudes towards
life's even ts. Do the y like to plan a head , or do they react
spontaneously?
Unit opener
Alternative
Lead-in Designate one area of the classroom for each of the
Direct the students' attention to the objectives in the unit statements in Ex. A, and tell the students to stand in
menu and go through the information with them. Explain the area that matches the statement they chose. When
that this unit focuses on language to talk about plans and the stude nts are all standing in their place s, it will be
intentions, and on the following skills which will help them interesting to point out which attitude is the most
do this: prevalent, and what students have in common with
Listening: understanding the main idea their classmates.
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 stud ents to look quickly at the Writing section on Extra: people I know
p. 124. What ideas are connected? Ask the students to look at the statements again
Speaking: talking about plans and think about members of their family or their
Ask the stud ents to work in pairs and discuss how they feel friends. A sk them to work in pairs and talk about their
about making plans. Listen to their ideas as a class. family and friends in this way: My sister always plans
Reading: a blog everything very carefully, but my friends don't make
Ask the stud ents if they post things on the internet. If so, plans.
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. 71
n
n
U N I T 1 2 IN T H E N E A R
IN THIS UNIT YO U
FUTURE
O learn language to talk about plans A How much do you plan your
and intentions
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
□ I don't make many plans. I like
read online posts about people's
plans surprises!
To do:
yo to the bastie
call Mom
STUDY &
LEARNING
In the near future UNIT 12
1 G RA M M A R p r e s e n t p r o g re s s iv e a s f u tu re
A Erfl68 LANGUA GE IN CON TEX T Listen to the conversation below.
(^irclg)the time Victor is free to meet h is friend.
Victor: Hello?
Amy: HI, Victor. It's Amy.
Victor: Oh, hi, Amy.
Amy: Do you have any plans for this evening?
victor: I'm staying ho me . I have to study.
Amy: Oh, OK. That's too bad! What about tomorrow afternoon?
victor: Let's see ... No, I'm not doing anything. Why don't we have lunch together?
Let's go to Green s. I love that place.
Amy: OK. Hey, I'm having a party on Friday. Do you want to come?
victor: O h, I can't! I'm goin g out of town on Friday.
Amy: Too bad. Anyway, see you tomorrow afternoon,
victor: Yeah, sure. See you tomorrow!
mm
Form(^ircie)the correct option.
Victor uses the s i m p l e 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 about his plans.
• Explain the task and give the students time to read the
B
questions and answer choices. Remind them to use their
7 0 See the Student's Book for the audio script. notes from Ex. A to help them.
• Put the students in pairs to practice saying the • Ask the students to complete the exercise individually or
sentences. in pairs.
• Ask which of the -ing verbs in the sentences have an • When the students finish, play the audio again so that
extra syllable (studying, marrying). Suggest that the they can check their answers.
students practice these words carefully with the correct
pronunciation before they practice the sentences. c
• Play the audio for the students to listen and check. • Ask the students to read the questions carefully first.
Play it again for the students to repeat each sentence • Play the audio. Check progress and, if necessary, play
chorally and individually. the audio again.
• Ask the students to compare their answers in pairs and
then check the answers with the class.
worrying : playing
marrying staying
studying paying
3 u n d e r s t a n d in g t h e m a i n id e a page 103 t Q t
A Listen to this conversation. Write down
any key w ords you hear that are repeated.
ruins
Mayan/s
Inca/s
beaches
cities
B Look at your list of key words and answer these questions. Then
listen again to check.
1 What is the topic of the conversation? _________________________
a) History of the Mayans b) Rick's favorite beachesC^ cTCharlie's va catio n pl an^>
2 Wh at is Cha rlie's main interest?
a) beache s <E)jancient civilization s) c) modern cities
3 Does Rick think Charlie 's vacation sou nds excitin g? Why or why not? No, because he isn't going to the beaches.
B ^ Work in groups. Talk about whic h of the things in Exercise A you are
doing in the near future.
A: I'm g oing swimming tomorrow.
B: W here?
A: A t my g ym.
C: How often do you g o swimming ?
A: Three times a week.
5 g o i n g to
A 73 LANGU AGE IN CO NT EXT Listen to the conversation below,
W hy is Jorge un happ y?
Jorge: Oh, no! Look at this grade! That's it. I'm going to
improve my English!
Matt: How? What are you going to do?
Jorge: Well, first, I'm going to study every day.
Matt: Oh, sure!
Jorge: I am! And I'm going to get a sum mer 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. What time are you going?
Matt: Well, we're going to a Chinese restaurant for dinner
first, so we're meeting at Lenny's at 7:30.
Jorge: OK, great. Listen, I have to go. I'm going swimming N O T IC E!
with Julio. Look at the u
Matt: OK, 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 grad e 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
Answer
specific details. Remind the students that they should
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 p r a c tic e
• 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
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 g oi ng to / R ep r e s e n t pr og r es si v i to talk about definite plans and arrangem ents.
2 We us edg in g t ty 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 g oi ng to, we use the verb in the<^ aseforr rp/ -ing form.
be + g oing to + verb
Affirmative statements I (1) m 9 ° ' n 9 to improve my English.
C PRACTICE Look at these picture s. Write about wh at e ach pe rson is going to do.
1 He's g o in g to w at ch a DVD.
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 v e t w o b i g p l a n s f o r s u m m e r v a c a t i o n . I' m g oi n g t o . . . I' m p r o b a b l y g o i n g t o . . . T h e n I' m g o i n g t o . . . in C a n a d a .
f f 'K j ij
fedhéAidy
RY: i n t e n t io n s
A Look at the pictures and check (/) the good habits.
B In your notebook, write six sentences that are true for you using p hrase s from Ex ercise 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 i n g t o s t o p e a t i n g f a s t f o o d .
B: M e , t o o ! A n d I w a n t t o s ta r t e x e r c i s in g .
A: G o o d id ea .
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 spen d more time with friends q |earn
B Write the five things in the order that you’re going to do them.
C Write about the changes you are going to make. R emember to use sequencing w ords.
I 'm g o i n g t o m a k e s o m e c h a n g e s in m y li fe . F i r s t, I 'm g o i n g t o . . . T h e n I 'm g o i n g t o . . .
-------------------- 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 sh elter (a place
where pets that have no owners are kept until a new
home is found for them).
A n s w e r s
A
• Tell the students they are going to read a blog about • Put the students in groups. Explain that they are going
people's New Year's resolutions around the world. Ask to read their comments to the other members of their
the students if they know what a blog is (a public online groups. Instruct them to choose one person in the
diary). Ask the students if they read blogs regularly or if group to write their comments on a single piece of
they have ever read a blog. paper.
• Give the students time to read the text and answer • When the groups finish, ask them to post their
the three questions. Tell the students not to read the comments on the wall.
comments section yet because they will read that
section in the next activity.
• When the students have finished, ask them to compare • Ask the students to circulate, reading all of their
their answers in pairs. Then check the answers with the classmates' comments.
class. • Guide the class as they discuss the questions about the
comments. You could take a class vote to find out the
A n s w e r s most interesting or unusual resolutions.
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 A l t e r n a t iv e
they are going to make in their lives. If it is not possible for the students to post their papers
on the wall, ask them to exchange their comments
B with another group, and then read the other group's
• Direct the students' attention to the comments section. comments. Repeat this procedure until they have read
Explain that a common feature of blogs is that there is all the posts.
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. Workbook
• Make sure the students understand all the vocabulary in p. 74, Read and write
the resolutions (especially lose weight).
• Have the students read the comments on this blog post
p. 75, Down time _______________
and circle T (true) or F (false) for each statement.
• Chec k the answers with the class.
A Read the blog and answer the questions.
1 Why do peo ple celeb rate the end of one year and the beginning of another year?
2 Why don't all countries celebrate New Year on Dece mb er 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 o f the year (New Year’s Eve) is December 31, but the dates o f 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
We want to know if New Year’s resolutions are similar in different cultures
V and countries. We’re asking you to leave a comment and tell us some of your
resolutions. So tell us, what are your N ew Year’s resolutions this year?
V
V
Cathy, Australia: Friday, 09:14
V I w a n t t o be h ea l th i e r . I ’m g o i n g t o stop e a t i n g f a s t f o od . D e f i n i t e l y .
V
C Add a comm ent to the blog. W rite the resolu tions that you are going
to make on the nex t New Year’s Day.
D Q 3 Work in groups. Read all your comments in your group. One person writes
the comm ents down. Then “post” your com ments on the wall.
E g i Walk around and read all of the comments. Then d iscuss these questions as a class.
• A re many of the resolutions similar to each other?
• Are they also similar to the resolutions in the blog in Exerc ise A?
• What are the most common resolutions?
• Why do you think New Year's resolutions tend to be similar?
A You are going to evaluate your abilities in Eng lish. Look at the areas of Eng lish in the
table below and think of two more to complete the list.
B Evaluate your abilities in these areas of English. What 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. Which areas are strengths for you? Which are weaknesses?
C Complete the table below to help you identify activities to improve your English .
• Ch eck (/) Column 1 for activities that are easy to do in your town, city, or country.
• Ch eck (/) Column 2 for activities that you enjoy.
• In Column 3, write the letter of the skill that the activity helps you imp rove. 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 Colum n 3 can have more than one answer.
Things that can help your English Easy to do in your area? Enjoyable ? Skill(s) it improves
E
• Read the instructions to the class. Make sure the REFLECT
students understand that they need to create their own • Ask the students to read the Reflect question.
action plan. • Give them some time to think about different situations
• Draw the students' attention to the example of an in the domains of Self and Society and Work and
action plan. Point out the different sections in the action Career where the skill of Analyzing strengths and
plan. Ask them what other areas could go in the first weaknesses would be useful.
column (e.g. speaking, grammar, etc.) and what other • Elicit the following ideas: giving friendly advice, being a
expressions could go in the How often column (e.g. good listener; leading successful work meetings, saying
twice a week, every day). no, etc.
• 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.
D [Jjj Work in groups. Compare your answ ers in Ex ercise C.
If necessary, change your a nswers.
.
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.
F Work in groups. Explain your plan. Your group can ask questions
or make suggestions.
I want to im prove my listening and my speaki ng .
I' m goi ng to watch D VD s without subtitles at least once a week. I' m also g oing to ...
A Complete these sentences with words in the box. (5 points)
B Complete these sentences with start or stop and words in the box. (5 points)
8- 1 0 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.
SCORE: 710
2 G R A M M A R
A Use Max’s datebook to complete these
Description
sentence s u sing the present progressive. (5 points) Day \ Time
1 Max ...is having ..... |u nch with Mr. Austin at 12:30 p.m.
2 He and Mr. Austin ___ — f i L the office at 2 p.m. F ri 1 JM -
3 Max is working ¡n ^¡s 0ffjc e a || afte rno on.
2 :0 0
4 He J l meetin9____Emma for dinner at 7:30 p.m. 4
5 Max and Emm a are having dinn er at Le Bistro.
3:00-
6:00
B Complete the conversation between Max and
Jim with goin g to and the verb in parentheses. 7:30
(5 points)
Jim: Hey, I hear you're going to the beach next week. Wh at 8:30
d) are you 9om9 to do (do) while you're there?
Max: Well, I(2) £HLt0 (relax). I(
. 3 ( not think)
abo ut 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 1 Vocabulary
Students can do the Language wrap-up exercises in Encourage the students to read the sentences in both
class or for homework. If you give them for homework, these exercises carefully before they choose their answers.
remember to check the exercises at the beginning of the Remind the students to add start and stop before the
next class, or collect a few to grade and identify any typical words and phrases they choose in Ex. B.
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.
Focus students attention on the datebook. Tell students
First, ask the students to do the Vocabulary section
that they need to use the information in it to complete the
individually. When ready, encourage the students to check
sentences.
their answers carefully, and then put them in pairs to
compare answers and discuss any differences. Self- and
B
peer-correction are two excellent ways of developing
learner independence and creating a cooperative learning Tell students to read the conversation carefully before they
environment. After completing the Vocabulary section, you do the exercise. Remind them that they must use going to
can apply the same procedure to the Grammar section. and the word in parentheses to complete the sentences.
C o m m o n E u r o p e a n F r a m e w o r k : u n it m a p
Unit 12 Competence developed CEF Reference (A1)
1 Gramm ar 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 g o Table 1; Table 2; Section 4.4.1.1 ;
Section 4.4.3.1; Section 5.2.1.1
5 Grammar can use g oi ng 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
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 com plete the form.
Then switch roles.
Telephonenumber:
Country Nationality.
Date of birth:
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 ou t 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 pers on.You can ask up to 20 questions.
,W ,
Are you a singer?
; Yes.
Is your si ster an actor?
O c c u p a t io n ? Yes.
Are you Beyoncé?
W i Yes!
A
Units 1-2
• Tell the students they are going to complete a
These fun, communicative activities closely mirror real- registration form.
life tasks and situations. They are designed to help the • Read the instructions to the class.
students consolidate the strategies, skills, and language • Elicit the questions the students will need to complete
items learned in the units. The focus is on fluent the exercise (e.g. What is your ...?).
communication, through speaking and collaborative • Make sure the students know that on the form, M stands
listening, with the main goal of achieving the task at hand. for male and F stands for female.
At the end of the activities, ask the students to evaluate • Put the class into pairs, and clarify who is Student A (the
themselves in terms of what they can do, say, and talk caller) and who is Student B (the person who works at
about. The intended outcome is a sense of progress and the agency). If possible, ask the pairs to sit back-to-back,
applicability to the real world. as if making a phone call.
• Circulate and monitor, assisting where needed. Make
In this Communicative wrap-up, the students practice the sure students are using English at all times and check
following activities: that they are using the correct punctuation and spelling
• Completing a registration form (Section 1) when completing the registration form. Note any
• Talking about a family tree (Section 2) important errors so that you can draw the students'
• Guessing the name of a famous person (Section 3) 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
1 What about you? details aloud to the class.
Activity: complete a form; find out about people • On the board, write some common errors you heard,
Lead-in and invite the students to correct them. Give each
Show the students the registration form in the Student's student a marker, and ask them to write the corrections
Book. Elicit what key information people need to write in a on the board.
• Remind the students that they achieved the goal—to
registration form (e.g. name, address, telephone number,
find out about someone and complete a registration
email address, nationality, sex, date of birth, passport
number, occupation, etc.). Write the words Friends Express form. With this ability, they can buy things on the
internet, apply for jobs, join clubs, etc.
Ag enc y on the board. Ask the students what this agency
could be for (to find new friends).
(^ )
B
3 20 questions
• Explain or elicit the concept of speed dating (see the Activity: guess the famous person
Culture note).
• Read the instructions to the class. Explain that they'll Lead-in
meet each person for two minutes only. Tell the students Ask the students to keep their books closed. In pairs,
how you will indicate that the two minutes have finished students write the names of three famous movie stars, three
(e.g. clap your hands, shout "OK," ring a bell, etc.). At sports personalities, and three singers. The first pair to finish
this point, students should find a different partner. wins the game.
• Ask students to read the model conversation.
• Tell students they are going to talk about famous people.
Encourage the students to ask and answer questions
• Ask the students to open their books. Read the
similarly, using the ideas given.
instructions to the class. Ask students to read the model
• Check that the students remember the question How
conversation. Elicit the different types of questions they
old are you?
can ask (man/woman; nationality; oc cupation; family).
• Ask the students to circulate to do the activity two or
• Divide the class into pairs. Make sure that they
three times, so they have the chance to practice the
understand their roles. Student A needs to think of a
exercise with several classmates.
famous person and can only say yes or no. Student B
• Allow students to talk even when you hear mistakes.
has to find out who it is by asking yes/no questions.
• Ask a few students to report back on the people they
• Demonstrate the exercise as a class. You take the role of
have spoken to, but ask them not to include the name
Student A. Think of the name of a famous person (e.g.
(e.g. He has two sisters.). The class guesses who it is.
Barack Obama). Tell the students who are Student B that
• Give positive feedback to the students. Remind them
you are a famous person, and invite them to ask you
of the importance of asking questions when they meet
questions to find out who you are. You can only answer
people for the first time.
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
C u lt u r e n o t e
ask. Remind them they can only ask you 20 questions.
Speed dating began in Los Angeles in 1998. It became • Ask each student to think of a famous person and write
very popular in the U.S. Speed dating works on the it in a secret place (so that their partner cannot see it).
principle that first impressions are very important, and • Ask the students to write down the number of questions
the idea that people can usually decide if they like their partner asks them. If their partner cannot guess
someone or not after just a few minutes. 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,
2 Family act ask them as a class who the famous people were.
Activity: talk about a family tree
Lead-in Score yourself!
Ask students to look at the picture of Ben Stiller. Ask When the students finish doing all the exercises in the
What do you know about him? What does he do ? Elicit Communicative wrap-up, ask them to complete the
or explain the word comedian (someone whose job is to evaluation table. Alternatively, you can ask them to score
make people laugh by telling jokes). Explain that comic themselves as they complete the corresponding task,
can be used also. rather than waiting until the end of the wrap-up.
Ask the students to circle 5 if something is easy and 1 if
• Tell students they are going to discuss Ben Stiller and something is difficult. Tell any students who have scored 2
his family. or 1 for any of the questions to look again at the relevant
• Ask students to read the model conversation. material and exercises in Units 1 and 2. It is common
• Elicit two more sentences about Anne Meara to for students who lack confidence to underestimate their
demonstrate to the class that they can make more than abilities. Since this is their first attempt at self-evaluation,
one sentence about each person in the family tree (e.g. encourage them not to be too hard on themselves. Ask,
She is Jerry Stiller's wife; She is Ben Stiller's mom.). for example, if they were able to exchange information
• Ask the students to do the exercise in pairs. Circulate and complete the registration form in the first activity,
and monitor, assisting where needed. Make sure they despite some small errors. If the answer is yes, you could
are using English at all times, and check that they are suggest they raise their first score.
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.
Communicative wrap-up
C o m m u n ic a t iv e w r a p - u p
I Work in pairs. Look at this 24-hour clock of 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 of the free-tii e activities below.
Find out how often he or she does that activity.
goingto parties,
playings ports.
A: How often do you play them?
B: Oh, I rarely play videogames. 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 themovies. She goes everySaturday night.
B: Really? Helen likes going to the movies, but she rarely has time to go!
What timedo you g et up?
k / usually get up at seven-thirty. A nd you?
IT'S A HABIT! v: I g et 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 of the group can ask more questions if they like. The winner is the first
person to reach the end. ONE WORD
Work in pairs. Choose one of the words bel ow to describe each person and explain why.
SCOREYOURSELF!
Score 1-5 for the Items below. Score 5 for things that areeasy and 1 forthings that are diff
Icantalkaboutlilc«enddrslikes 1 2 3
Icantalkaboutroutines. 1 2 3
Icantalkaboutwhenandhowoftenthings happen. 1 2 3
Ican talkaboutwhat people are like. 12 3
Ifyou give yourself 1or 2 for any of the statements, lookat the material in Units 3 and 4 ag
Communicative wrap-up
C o m m u n ic a t iv e w r a p - u p T132
U n i ts 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 instructionsthat 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. Th ey are watching a movie.
• T he winner is the first person to reach the “End of the tour!" square.
Com
municativewrap-up UNITS5-6 135
C o m m u n ic a t iv e w r a p - u p m l
C o m m u n ic a t iv e w r a p - u p
Si Work in pairs to pla y this guessing game. Read the rules below.
U m ts 7 - 8 • Choose one person inyour class that you knowwell. 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 studentwho is guessing gets the answer right withinthre e attempts, he orshe gains a point.
• Ifthestudentwhois guessinggetsthe answerwrongthreetimes,you tellthemhim/hertheanswerandgaina point.
• The winner is the person withthe most points after five minutes. Good luck!
Da 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 wea ring 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. Thisperson can sing. A: Yes, it is.
B: Is it Person I ... ? B: Is i t Paula?
A: That's right!
El Work in groups o f four. Read the descriptions of 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, whatcanyou do?
B: Well, I'm g ood at music, and I can sing well. I can't dance though.
(^
• Elicit the question forms they will need for this activity • Tell the class they are going to choose the best cell
(e.g. What can you do? What are you good at?). phone for these three people.
• The students should do this exercise as a mingling • Ask the students to read the instructions and the
activity. Ask them to circulate and complete the form. information about the phones individually. Help
Set a time limit of ten minutes for this activity. the students with unfamiliar vocabulary (e.g. voice
recognition, easy-to-use, caller ID). If possible, use a real
B cell phone to point out some of the physical features
• Read the instructions to the class. Use concept (e.g. the keypad).
questions to ensure the students understand the steps • Ask the students to tell you which cell phone is the
in this activity. cheapest / the most compact / the heaviest / the most
• Direct the students to the model conversation and expensive / the most powerful, etc.
encourage them to discuss their choices in a similar way. • Focus on the model conversation, and explain that the
• Circulate and monitor, assisting where needed. students need to give reasons for their choices.
Encourage students to keep the conversation going by • Put the students into pairs, and have them discuss which
giving prompts (e.g. Why don't you include a song?; phone is best for each person.
Who can sing?, etc.). • Listen to the students' suggestions as a class. Ask them
to say why each phone is best for each person.
c
• Ask each pair to report back to the class (e.g. We are P o s s ib le A n s w e rs
having a music show because Rita and Martha can sing Jane: L50 Easytalker, because it is the cheapest, the
well, Paula and Daniel play the piano, and John plays largest, and it has an easy-to-use keypad.
I ' the guitar.). 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
3 Guess who useful features for a businessperson. It's the most
Activity: guess who people are talking about powerful, and very modern.
Lead-in
Ask the students to keep their books closed. Demonstrate
this exercise to the class. Think of a person that all the E x t ra : te a m g a m e
students know well (preferably a colleague or a student Ask the students to work in groups of four and discuss
in the class). Use examples (e.g. I'm younger than this which of these cell phones they would and wouldn't
per son ; This person is taller than me; This person is better choose for themselves, and why. Listen to their ideas
at dancing than me.). Encourage the students to guess the as a class, making sure they give reasons for their
name of the person. choices (e.g. I don't like the secon d phon e becau se it's
very heavy and you can't take pictures or videos with
• Ask students to open their books and read the
it; I like the first phone because it has internet, you can
instructions and the model conversation.
take pictures, and it's very light and compact.).
• 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 Score yourself!
they are talking, the other two people in the group When the students finish doing all the exercises in the
should keep track of the points won/lost. Communicative wrap-up, ask them to complete the
• Students should work in pairs, taking turns being the evaluation table. Alternatively, you can ask them to score
speaker and the person guessing the answer. themselves as they complete the corresponding task,
• Find out which student was the winner in each group. 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
4 The gadget review of the questions to look again at the relevant material and
Activity: read about and select a gadget from a review exercises in Units 7 and 8.
Lead-in Use this opportunity to talk about dictionaries and what
Ask the students to open their books. Ask them to look at they contain (e.g. spelling, grammar, pronunciation). If time
the pictures of the three people and cover the text. Elicit allows, show students how to use a dictionary effectively.
information about each picture (e.g. This woman is pretty
old. I think she is a grand mother; 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?
A Think about a place you wen t to eat recently. Read the questions below and think
about your answers.
1 Can you tell me about a place youwent to eat recently? 5 What did you order?
2 Where is a What things did youreally likeabout 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?
SCOREYOURSELF!
Score 1-5 for the items below.Score 5 for things tl
I can order foodfroma menu.
Ican describea restaurant
Icanuse connectors to tell a story or anecdote 1 2 3 4 S
Æ Alexandra, wouldyou liket< work in a restaurant? Ican findoutabout otherpeople's activities andexperiences <2 3 4 5
A: Why? or 2foranyofthe statements,lookat the material in Units 9 and 10again.
I Work in pairs. Tell your partner what you found o ut about your classmates.
Communicative wrap-up 1
Chinese restaurant downtown last week. It was cheap • Ask each pair to join another pair to form groups of four.
and the foo d was delicious.). The students should take turns telling each other their
stories and listening for differences.
• Circulate and monitor, assisting where needed. Make
3 Find out! notes of any common errors relating to the past tense or
Activity: ask questions to find out information about connectors. Write some of the errors on the board at the
your classmates end of the activity, and ask students to correct them.
• Congratulate the students, where appropriate, on
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.
5 The last word
• Ask the students to read the information in the Find a Activity: play a game with questions about the past
pers on who ... column. • Read the instructions to the class, and nominate five
• Ask students to read the model conversation. students to read aloud the five rules of the game. Make
• Elicit the other questions the students will need to ask: sure they understand the rules of the game.
Are you feeling tired right now?; Do you think cooking is • Choose students to read aloud the two example
boring?; Do you need to study this weekend?; Do you have conversations, and emphasize that to win the game,
to go to work after this class?; Are you interested in jazz? they should have a question ready when their turn
• Tell the students that when they find someone who comes. Elicit the tense the students should be using
answers a question in the affirmative, they should write to ask their questions, as well as some additional
their name in the Name column. Also remind them to suggestions for topics.
ask for a reason and then write it in the Notes column. • Put the students in groups of four or five. Ask them to
• Ask the students to circulate and find a person for each decide who will be answering the questions.
question. • Play the game until only one player is left in each of the
groups. Congratulate the winners.
B
I Work in pairs. Interview your partner and take notes of their answers.
© What was yourfavorite food when you wi © How areyou going to improve your English?
younger?
0 What areyou going to stopdoing in the future?
0When did you start listeni ng to pop music?
o What are you going to start doing?
© Who was your favorite group then?
B B l W ork with another pair. Tell them what you learned about your partner.
This weekend, Georg e 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 o f 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?
Are you going to do it again? If not, why not? If so, what are you going to do differently?
SCORE YOURSELF!
Score 1- 5for the items below.Score 5 for things that aree asy and 1for things that are difficult.
I cantalk about historicalevents. 1 2 3 4 5
| Work in small I can talk about past events usingwhen. 1 2 3 4 5
i groups. Talk about youi I cantalkaboutplans andscheduled events 1 2 3 4 S
experiences. Ask for
I
If yougive yourself 1or 2 for anyof the statements, lookat the material inUnits 11and 12again.
more information
when necessary.
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, A l t e r n a t iv e
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
Speaking of the p a s t ...
Activity: talk about a past experience C u ltu r e n o te
Lead-in People who built famous buildings or structures
include Frank Lloyd Wright (the Solomon R.
Ask the students to keep their books closed. Think of Guggenheim Museum in New York City, 1959),
something bad that happened to you and tell the class Frédéric Bartholdi (the Statue of Liberty, 1886), and
about it (e.g. a bad vacation—the plane
plane was delayed; the Gustave Eiffel (the Eiffel Tower, 1889).
hotel was bad; I got sick; the weather was cold, etc.).
cold, etc.). Tell People who fought famous battles include Napoleon
them what you are going to do differently next time (e.g. Bonaparte, Julius Caesar, Simón Bolívar, and George
Washington.
I'm not going to go there again, Next time I'm going to
Some of the best-known
best-known composers of classical music
spend my vacation at the local beach.).
are Beethoven, Mozart, and Tchaikovsky.
A
• Tell the students that they are going to tell a story about
an experience they had. A lt e r n a t iv e
• Ask the students
student s 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
on the sheets of paper, writing 1 on the
especially What went wrong? (What problem did you
first sheet, 2 on
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
Circulat e and
and monitor,
monitor, assisting where needed.
neede d.
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
questi ons 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
Encoura ge 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,
activity,
rather than waiting until the end of the wrap-up. Ask the
students
student s to circle 5 if something is easy and 1 if something
3 Backwar
Bac kward
d and forward is difficult. Tell any students who have scored 2 or 1for 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 exercis
exer cises
es in Units 11
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.).
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
instructions to the class. Ask the students what
happens if they answer the question correctly (they stay
on the space) and
space) and if they don't answer it correctly (they
( they
move back to the space they were on before t hey rolled
the die).
• Check that they understand
understand all
all the questions, especially
Where did you gro w up ? (Where did you live when when you
child?), and all the vocabulary in the questions
were a child?), and
(e.g. retire:
retire: stop working
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
compose r could
could be a composer
compo ser of
classical music (see the Culture note) or a composer of
pop music (e.g. Paul McCartney, Manu Chao, 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.
Communicati
unicative wrap-up
wrap-up T140
The Grammar reference provides 5 I go bowling with my friends after
af ter 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. 142-15
14 2-159 9 of the Student's 1 My brother
brother like
like music
music and he 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,
work, I go to the gym.
gym.
are clear notes and tables outlining 2 Do Sarah have any interesting
interes ting
the form and function, as well as two hobbies? (Does)
exercises providing further practice. It 3 I love this song, but my girlfriend
girlfri end
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'
doe sn'tt buy many CDs, CDs , but I buy a
as part of the unit, as a follow-up to lot of MP3s. (don't) 1 Are there 2 There is / There's
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 he 2
2 2
1 more
more famous
famous tha
than
n 1 cannot replace with present
2 more casual than progress
prog ressive
ive
3 not as cool as 2 Peter
Pete r loves photography. He's
He's going
4 fatter than shopping for a new camera tomorrow.
5 less expensive than
than 2 3 cannot replace with
with prese nt
(Note that when clauses can be at the progress
prog ressive
ive
beginning or end of the sentence.) 4 My friend from Australia is visiting
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
surpr ise email when I logged
potato, sandwich, strawberry
strawberry on. / When I logged on, I got a
Non-count nouns: bread, cheese, fruit,
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 fromfrom
1 some 2 some 3 much
college, she got a job as an architect.
4 any 5 any 6 many/some1
many/some6
5
4
3
2
1
4 I was happy
hap py when
when I passed
passe d my
exam. / When I passed my exam, I was
1 happy.
1 I'd love to see that movie.
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!
5 Let's meet at seven.
r 6 /
G r a m m a r re
r e fe
f e re
re n c e a n s w e r k e y T142
r
W O R K BO O K A N SW ER K EY
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
Exercise A Section 2
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 c 2d 3 f 4a 5b 6 e 1 an 2 the 3 - 4 the 5 -; The
1 What is (What's
(What's);
); Lucy
2 What is (What's) her last name?; Exercise C
Section 2
Cheng 1 Are you
you a teacher?
teacher?
Exercise A 2 They are doctors in a hospital.
3 Where is (Where's) she from?; China
1 spell 2 speak 3 say 4 repeat 3 My brother
brot her 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.
stude nt.
1 Can you
you spell
spell that?
that? Watch out! 6 My brother is a teach er 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
Age: 19 Exercise A
Section 3
Birthday: December 7th 1 Clara 2 Bianca 3 Hector
Exercise A
Email: [email protected] 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
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 (S
7 Lisa/Sasha 8 grandparents
8 Are; aren't 9 is (F I R S T) L W Y N V F
Q H T Section 4
Watch out! \C T M N X Y L
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 i y , / n ) E
-"b , / W T
1 'm 2 'm 3 's 4 'm 5 's 6 Are Exercise B
u (9 \E ) / / E/ 9
9 / / N P P
1 Jones 2 Seattle 3 8:30 a.m.
< O y
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;
has; doesn't
doesn't have
have
1 Excuse me 2 please 3 Thank
w ' K y
you/Thanks 4 Thanks
Thanks / Thank you
you Q <£y 9 K K F <T
<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
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
12 7th
7th 2 11th 3 13th 4 22nd 1 doctor
doc tor;; D 2 firefigh
fire fighter
ter;; B 1 f; My birthday is in November.
5 4th
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
do you 3 a; What's your
6 h; |t is five o'clock.
o'clock . 2 c; How about
abou t 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 list
listen
enss Exercise A
1 My sister Alison is a write
writer.
r. 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,
inte resting, 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 like
likess 7 introvert 8 funny
country and talks about her work. 2 doesn't play
3 don't listen Listen and write
5 Her books are very popular with
children and adults. 4 buys Exercise A
6 She has two awards for best Exercise C their personality,
personality, their daily activities,
children's books of the year. 1 Do you
you listen
listen their free-time activities, t heir friends
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
buy write new songs: J/A
He's a sound engineer. 5 buy go bowling: A
Exercise B see friends: A/J
Watch out!
1 33 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
mystery, puzzles, solution, detectives, 1 sociable 2 confident 3 popular
5 She's a piano teacher. 4 funny 5 shy 6 sad
fantasy, novels, characters, biographies,
Exercise C historical, real, fantasies, romantic, story Down time
Name: Max Garcia
Exercise B
Age: 33 Exercise A
1 Leo 2 Danni, Monica 3 Leo 1 go online
onli ne
Nationality:
Nationality: American 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
Family members: two brothers, one 6 watch TV
7 c 8 a
7 go to the movies
sister, mother, father
Exercise B
Other information: He visits his family Exercise B
1 go toto the
the movies
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 Elea
Eleanor
nor 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
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,
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?