FC2 Teacher's Book

Jack C.
Richards· David Bohlke

with Diana Renn
Teacher's Edition
B C AMBRIDGE
V UNIVERSITY PRESS
Cambridge University Press
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Singapore, Sao Paulo, Delhi, Mexico City
Cambridge University Press

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© Cambridge University Press 20 12
This publication is in copyright. Subject to statutory exception

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no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2012

2nd printing 2013
Printed in Hong Kong, China, by Golden Cup Printing Company Limited
A catalog record for this publication is available from the British Library
ISBN 978-0-521-12716-5 Student's Book 2 with Self-study CD-ROM

ISBN 978-0-521-12701-1Workbook2
ISBN 978-0-521-12688-5 Teacher's Edition 2 with Assessment Audio CD I CD-ROM
ISBN 978-0-521-12681-6 Class Audio CDs 2
ISBN 978-0-521-12663-2 Classware 2
ISBN 978-0-521-12677-9 DVD 2
For a full list of components, visit www.cambridge.org/fourcorners
Cambridge University Press has no responsibility for the persistence or

accuracy of URLs for external or third-party Internet Web sites referred to in
this publication, and does not guarantee that any content on such Web sites is,
or will rema in , accurate or appropriate. Information regarding prices, travel
timetables, and other factual information given in this work are correct at
the time of first printing, but Cambridge University Press does not guarentee
the accuracy of such information either.
Book design: Adventure House, NYC

Art direction, photo research: Nesbitt Graphics
Layout services: A+ Comunica<;iio
Audio production: CityVox, New York
Video production: Steadman Productions
t
Introduction
Scope and sequence.................... .................................................. iv
Introduction to Four Corners............................................................ viii
Essential teaching tips.................................... ...... .. ........................ xii
Core series components................................................................. xiii
Walkthrough of the Student's Book.................................................... xiv
Walkthrough of the Teacher's Edition .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . xx
Walkthrough of the Workbook and Self-study CD-ROM.......................... xxi
Introduction to the Video program......................... .. .......................... xx ii
Walkthrough of the Video program .................................................... xx iv
Introduc tion to Glassware .. .. .. .. .. .. .. .. .. .. .. .. . .. .. .. .. .. . .. .. .. .. .. .. .. .. .. .. .. .. .. . xxv
Glassware activity types .................................... .. ........................... xxviii
Information on the CEFR .................................................................. xxxiii
Teaching notes
Welcome ......................................................... .......................... T-2
Classroom language ................................................................. T-4
1 My interests ............................................. ........................... T-5
2 Descriptions ....................................................................... T-15
3 Rain or shine ....... .. .............................................................. T-25
4 Life at home ........................................................................ T-35
5 Health ................................................................................ T-45
6 What's on TV? ...................................................................... T-55
7 Shopping ............................................................................. T-65
8 Fun in the city ..................................................................... T-75
9 People ................................................................................. T-85
10 In a restaurant .................................................................... T-95
11 Entertainment ....................................................................T-105
12 Time for a change ................................................................ T-115
Keep talking ........................................... .................................. T-125
Grammar reference .................................................................. T-153
Additional resources
Workbook answer key ....................................................................T-155
Class audio scripts .............. .. .........................................................T-165
Video activity sheets ...................................................................... T-177
Video notes ..................................................................................T-201
Video scripts .. .. ............................................................................ T-225
Language summaries ..................................................................... T-233
iii
Scope and sequence
LEVEL 2 Learning outcomes Grammar Vocabulary
'
'
Welcome Unit Pages 2- 3 Students can ... Classroom instructions

Classroom language Page 4 El ask questions about English words
...~-~--------------------------------------------
My interests Students can .. . Present of be Interests
A I'm interested in fashion . El ask and talk about interests Simple present Sports and exercise
B Can you repeat that, please? El ask for repetition
El ask someone to speak more slowly
C Do you play sports? El ask and talk about sports and exercise habits
D Free time El talk about people's free-time activities
Descriptions Students can ... What . . . like?; be + Personality adjectives

A He's talkative and friendly. El ask and talk about people's personalities adjective(+ noun) Appearance
B I don 't think so. El say they think something is true and nottrue What .. . look like?; order
C What do they look like? El ask and talk about people's appearance of adjectives
D People's profiles El describe their personality and appearance
l!U- '------------------------------------------c
Rain or shine Students can .. . Adverb s of intensity; Weather
A It's extremely cold. El talk about the weather and seasons quantifiers with verbs Indoor activities
B In my opinion, . . . El ask for and give an opinion Would like+ infinitive
C /' d like to play chess. El talk about what they would like to do
D Where would you like to go? El talk about a place they would like to visit
Life at home Students can ... How many/much; Things in a home

A There's a lot of light. El ask and answer questions about their home quantifiers before Household chores
B Can you turn down the music? El make and agree to requests noun s
C I always hang up my clothes! El talk about household chores Separable two-word
D What a home! El describe a home phrasal verbs
Unit 5
Health Students can ... Imperatives; adverbs of Parts of the body
A Breathe deeply. El give and follow instructions manner Healthy habits
B I'm not feeling well. El say how they feel How questions
El wish someone well
C How healthy are you? El ask and talk about healthy habits
D Don 't stress out! 921 discuss ways to manage stress
!lilfitt.- . . __________________________________________
What's on TV? Students can ... Verb+ infinitive Types of TV shows
A /love watching game shows. El talk about types of TV shows they like or gerund Televi sion
B I don't really agree. El agree and disagree with an opinion Present continuous for
C I'm recording a documentary. El describe future plans future plans
D Popular TV El give their opinions about popular TV shows
iv
Functional Listening and Reading and Speaking
language Pronunciation Writing
• Discussion about English words
Interactions: Listening: Reading: • Interview about interests

Asking for repetition About a party " Wh at's your hobby?" • Keep talking: Board game about favorites
Asking someone to speak An unusual interest Blog posts • Class contact list
more slowly Pronunciation: Writing: • Interview about sports and exercise
Intonation in yes I no and An interest • Keep talking: " Find someone who " activity about
Wh- questions free-time activities
• Discussion about other people's interests
Interactions: Listening: Reading: • Descriptions of family member personalities

Saying you think People's personalities " Onlin e Profiles" • Keep talking: Quiz about confidence
something is true An online profile Awebp age • Discussion about people at a party
Saying you think Pronunciation: Writing: • Guessi ng game about physical appearances
something isn't true Is he or Is she A description of yourself • Keep talking: Different physical appearances
• Personal descriptions
Interactions: Listening: Reading: • True or false information about the weather

Asking for an opinion Weather in different cities "Canada Through the • Keep talking: Information gap activity about
Giving an opinion A good time to visit places Seasons" the weather
Pronunciation: A brochure • Opinions about the weather
Reduction of would you Writing: • Decisions about things to do
An email to a friend • Keep talking: Things to do someday
• Discussion about places to visit
Interactions: Listening: Reading: • Discussion about homes

Making a request Friendly requests " Unusu al Houses from • Keep talking: Memory game about a home
Agreeing to a request A tour of Graceland Around the World" • Problems and requests
Pronunciation: An article • Interview about chores
Intonation in requests Writing: • Keep talking: Decisions about chores
Dream home • Description of a dream home
Interactions: Listening: Reading: • Instructions

Saying how you feel What's wrong? "Feeling stresse d? " • Keep talking: Exercises at your desk
Wishing someone well Creative ways to manage An article • Role play about health problems and
stress Writing: not feeling well
Pronunciation: Managin g stress • Questions about healthy habits
Reduction of and • Keep talking: Quiz about health
• Tips for living with stress
Interactions: Listening: Reading: • "Find someone who" activity about TV preferences

Agreeing with an opinion What to watch on TV "Reality Shows" • Keep talking: Debate about things to watch
Disagreeing with an Favorite TV shows An online article • Opinions about television
opinion Pronunciation: Writing: • List of shows to record
Sentence stress My favorite TV show • Keep talking: Pl ans for tomorrow
• Discussion about reality TV shows
v
LEVEL 2 Learning outcomes Grammar Vocabulary
Unit 7
Shopping Students can .. . Comparative adjectives Opposites
A It's lighter and thinner. El describe and compare products Enough and too Adjectives to describe
B Would you take $ 10 ? El bargain clothing
C This hat is too small. El describe how clothing looks and fits
DA shopper's para dise El discuss good places to shop
11@1:-
Fun in the city Students can ... Should for Places to see
A You shouldn 't miss it! El say what people should do in a city recommendations; can Adjectives to describe
B /' d recommend going ... El ask for and give a recommendation for possibility cities
C The best and the w orst El make comparisons about their city Superlative adjectives
D The best place to go El discuss aspects of a city
••moo-
People
A Where was he born ?
Students can ...
El ask and talk about people from the past
Was I Were born; past
of be
Careers
Personality adjectives
B I'm not sure, but I think . .. El express certainty and uncertainty Simple past; ago
C People I admire El describe people they admire
D M aking a difference El describe people who made a difference
MINI·-
In a restaurant Students can ... Articles Menu items
A The ice cream is fantastic! El talk about menus and eating out Present perfect for Interesting food
B /'II have the fis h, please. El order food in a restaurant experience
C Have yo u ever . .. ? El ask about and describe food experiences
D Restaurant experiences El describe restaurant experiences
11m1-
Entertainment Students can ... So, too, either, and neither Types of movies
A I'm not a fa n of dra mas. El talk about their movie habits and opinions Determiners Types of music
B Any suggestions? El ask for and give suggestions
C All of us love music. El report the results of a survey
D M usicians from around the world El describe important singers and musicians
11mf'-
Time for a change Students can . . . Infinitives of purpose Personal goals
A Persona/ change El give reasons for personal changes Will for predictions; may, Milestones
B I'm happy to hear that! El react to good and bad news might for possibility
C I think/' II ge t a job. El make predictions about the future
D Drea ms and aspirations El discuss their dreams for the future
vi Scope and sequence

Functional Listening and Reading and Speaking
language Pronunciation Writing I
Interactions: Listening: Reading: • Comparison of products

Barga inin g for a lowe r Barga ining at a yard sale "Chatu chak Weekend • Keep talking: Three products
price A weekend market in Market" Role play of a bargain ing situation
Suggesting a differe nt London Awebpag e • Discussion about clothe s
price Pronunciation: Writing: • Keep talking: Different clothing items
Linked sounds An interesti ng market • Discussion about good places to shop
Interactions: Listening: Reading: • Discussion about things to do in one day

Aski ng for a Cities "Austin or San Antonio? " • Keep talking: Discussion of possible things to do
rec omm endation At a tourist information A messag e board • Role play at a tourist information desk
Giving a rec omm en dation desk Writing: • Comparison of places in a town or a city
Pronunciation: A messag e board • Keep talking: City quiz
Word stress • Discussion about aspects of a city
Interactions: Listening: Reading: • Guessing game about famous people

Expressin g certaint y Friends playing a board "A Differ ent Kind of • Keep talking: Information gap activity about people
Expressing uncertai nty game Banker" from the past
People who made a A biography • Guessing game about famous people
difference Writing: • Descriptions of admirable people
Pronunciation: A biography • Keep talking: Discussion about inspiring people
Simple past -ed endings • Description of a person who made a difference
Interactions: Listening: Reading: • Discussion about eating out

Ordering food Customers ordering food "Restaurant s with a • Keep talking: A menu
Checki ng informati on Restaurant impressions Differen ce" • Role play of a restaurant situation
Pronunciation: Awebpage • Discussion about food experiences
The before vowel and Writing: • Keep talking: Board game about food experien ces
consonant sounds A review • Restaurant recommendations
Interactions: Listening: Reading: • Movie talk

Ask in g for suggesti ons Fun things to do "African Supers ta rs! " • Keep talking: Movie favorites
Giving a sugge stion An influential world A mag azine arti cle • Suggestions aboutthe weekend
musician Writing: Class musical preferences
Pronunciation: A popular musician • Keep talking: Class survey about music
Reduction of of • A playlist
Interactions: Listening: Reading: • Discussion about changes

Reacti ng to bad new s Sharing news "Students Raise Money • Keep talking: Reasons for doing things
Reacting to good news An interview with an for Baseball Team" • Good news and bad news
athlete An article • Predictions aboutthe future
Pronunciation: Writing: • Keep talking: Predictions about next year
Contraction of will A dream come true • Dream planner
Scope and sequence vii

to lour earners
About t he c ourse The syllabus
Four Corners is an exc iting new integrated four- skill s The Four Co rners syllabus is an integrated communi cati ve
course in Ameri can Eng li sh fo r adults and yo ung adults. sy ll abus linking grammar, vocabul ary, skill s, and functions
T hi s fo ur-level course is fo r students who want to use and is info rmed by the CEFR. Thi s sy ll abus al so includes
Eng lish effecti vely in dail y life. Easy and enjoyable to ite ms tested in standardi zed ELT exams. The amount of new
teach, Four Corne rs prov ides content-ri ch topi cs in every language students are ex pected to learn in each lesson is
un it, extensive opportuniti es to practi ce natural Eng li sh, manageabl e and so pro vides a firm found ati on fo r effecti ve
integrated skill s, and a wide vari ety of engag ing speaking communi cation. The language taught is recyc led within and
activities. ac ross leve ls.
The writin g of Fou r Co rners was in fo rmed by the Common
European Framework of Reference (CEFR) fo r languages, The four strands
and the course ta kes students from the CEFR A I leve l
The content of Four Co rners has been care full y organi zed
(true beg inner level) th ro ugh to a stro ng CEFR BI level
to develop students' communicati ve competence in Eng li sh.
(m id-i nter medi ate level).
Each uni t incl udes these four related stra nds:
A special fea ture o f Four Corners is the opportunity to
I. Acc uracy
learn throug h different medi a, such as interac ti ve
whi teboard software, web- and CD-ROM- based acti vities, 2. F un c ti o n~ language
and other optio ns.
3. Skills
The approach 4. F luency

1. The accuracy strand. Thi s strand draws on vocabu lary
Altho ugh many language learners have studi ed E ngli sh fo r
and grammar and the abi lity to use grammati call y we ll -
several years or more, they often find they still cannot use
formed sentences in communi catio n. In Four Corners,
Eng lish effecti vely fo r real-world purposes. A common
grammar and vocabul ary are presented in Lessons A and C
comment fro m students is: " l know lots of grammar and
of each unit as key elements of accurate co mmunicati on.
vocabul ary, but I can' t use my E ngli sh."
2. The functional language strand. Thi s strand is fo und in
Four Corne rs addresses thi s probl em by foc using on
Lesson B of each unit and focu ses o n fun cti onal speakin g
practi cal co mmuni cati ve skill s at every level of the course.
skill s - the ability to use core functi onal language in speech
It uses a communi cati ve methodo logy co mbined with a
- fo r example: agree ing and di sagreeing, compl ainin g,
framewo rk of language learning o utcomes (or goa ls). The
apolog izing, accepting and dec lining invitatio ns.
course teac hes the language, skill s, and competencies
needed to carry out a co mmunicati ve speak ing acti vity at 3. The skills strand. Thi s invo lves using language ac ross
the end o f each lesson and to achieve a practi cal learning the different modaliti es of speaking, li stening, reading, and
outcome - the "can do" statement. T hi s approach means that writing. In Four Co rners, speaking is stron gly emphasized.
there is a strong foc us on de finin g what learners There are several opportuniti es fo r students to speak
"can do" with the language at each stage of the course, throughout the lesson, but there is a main speaking ac tiv ity
prov id ing benchmarks to measure students' progress. at the end of each lesson. Speaking is also the main foc us of
T hese outcomes in turn are the building bl ocks of the Lesson B. There are two form al li stening acti viti es within
students' co mmuni cati on skill s. each unit, but students have the oppo rtunity to li sten to
recorded secti ons severa l times th roughout the unit. Reading
Four Corners uses these learning outcomes as a key
and writing are the main foc us of Lesson D.
organ izing principle. Every level, from beginner to
in termed iate, fo ll ows a carefu ll y designed set of outcomes 4. The fluency strand. As each unit develops, the foc us
map ped to the CEFR. The learni ng outcomes themselves shifts fro m accuracy to fluency. In Lesson D , students have
are practical, tra nsparent, and easy to measure. opportunities to prac ti ce fluency, espec iall y in the speak in g
acti vity at the end of the lesson .
T he foc us on practi ca l learning outcomes is re fl ected in
an outcomes-based approach to assess me nt. Students and
teac hers ca n measure success after every lesson to find
o ut if they can use what they learned. If students need
additional practi ce, they can use many other Fou r Co rners
componen ts, such as the Student CD-RO M.
viii Introduction
Benefits of the Four Corners How to teach a Four Corners unit
approach and syllabus
This information takes you through a unit, section by
The communicative methodology and outcomes-based section.
approach combined with the Four Corners syllabus offer
numerous advantages to students and teachers: Warm-up
Clarity. Four Corners' clear outcomes at regular This page introduces the overall unit topic in a creative
intervals provide a learning path for students, so they context in order to activate schema and create interest in the
know where they are going and why. topic. Students do not need to use the target language from
the unit at this point. The exercises are designed so that
"Can do" approach . The carefully designed
language from previous units is recycled here.
outcomes provide learners with the opportunity to use
their English in a variety of real-world contexts. The second part of the Warm-up (Part B) is usually a
• Communication. The carefully graded grammar and personalization exercise so that students begin to relate the
vocabulary syllabus provides a firm foundation for unit topic to their own lives.
effective communication. In addition, the syllabus Both activities can be done in pairs, groups, or as a class.
enables students to practice communicating regularly.
Confidence. By dividing the task of learning a Teaching Notes
language into manageable segments, combined with Direct students' attention to the picture(s) on this page.
the "can do" statements, Four Corners increases Go over the instructions. Have students complete the
students' confidence inside and outside the classroom activity. Then go over answers with the class.
and prepares them for success in the real world. Go over the instructions. Have students complete the
activity. Set a time limit if necessary. Discuss students'
Unit organization answers.
After you have finished the Warm-up activities point to

Objectives Typical unit
the four boxes at the top of the page and explain that this
organization
is the language that students will be learning in Lessons
Warm-up Introduces students Unit overview; two
A-D. These boxes act as a first signpost and help students
to the topic and Warm-up activities
understand the structure of the unit.
activates schema.
Lesson A Presents and Vocabulary,
practices first set of Language in Vocabulary
vocabulary and first context, Grammar, The aim of this section (in Lesson A and C) is to teach eight
grammar point of the Speaking, (Extra or more lexical items related to the topic of the lesson. The
unit. speaking: Keep new vocabulary is accompanied by attractive illustration s
talking) or photos , which aid comprehension and motivate students.
Lesson B Presents and Interactions Students generally listen and repeat the target vocabulary or
practices the (functional do an exercise, such as labeling, categorization, or matching,
functional language. language), and then personalize the vocabulary orally in pairs.
Pronunciation,
Listening, Speaking Teaching Notes
Lesson C Presents and Vocabulary,
• Go over the instructions and point out the example.
practices second set Conversation,
Have students work in pairs or groups to complete
of vocabulary and Grammar, Speaking ,
second grammar (Extra speaking: the activity. Students check their answers against the
point of the unit. Keep talking) audio.
Lesson D Practices the skills Reading , Listening, • Go over the instructions and point out the example.
of reading, writing, Writing, Speaking Have students work individually, in pairs, or in groups
speaking (and to complete the activity. Finally, elicit the answers
sometimes listening). from individual students.
Wrap-up Reviews the target Quick pair review , In
language; helps the real world
students find
Language in context
examples of English Target vocabulary is recycled and new grammar is
in the real world . previewed here within a variety of text types, such as emails,
advertisements, messages, short texts, and short exchanges.
The section includes a written and I or listening activity,
followed by personalized oral practice. Note that it is not
necessary to teach the grammar at this point.
Introduction ix
Teaching Notes Interactions
• Direct stude nts' attention to the pictures to set the The ability to use essential functional language is an
scene. Elicit or explain the meaning of unfamiliar important ski ll developed in Four Corners . The aim of
words. Go over the instructions and play the audio. Lesson B is to focus specificall y on functional language
Have students listen and complete the activity. Go (in the Interactions section) presented in the context of a
over the answers with the class. conversation.
• Model the personalized speaking activity. Have Teaching Notes
students work in pairs or small groups and discuss the
• Direct students' attention to the pictures to set the scene.
questions. Call on individual students for feedback.
• Play the audio. Have students answer the question
as they listen and read si lently. Then have students
Conversation
practice the conversation in pairs.
Just as in the Language in context section, target vocabulary
is recycled , and new grammar is previewed here in a • Point out the target functional expressions in the
conversation between two or three speakers. The students conversation (for example, reacting to good news:
li sten and practice the conversation. That 's great! That 's excellent, etc.). Elicit or explain
what they mean. Play the audio and have students
In the second part, the students listen to the rest of the listen and read silently. Model the activity. Then have
conversation and answer a comprehension question . students practice the conversation again using the new
expressions.
Teaching Notes
• Direct students' attention to the picture to set the scene.
Elic it or explain the meaning of unfamjliar words. Play the
Pronunciation
The aim is to present general pronunciation issues related to
audio and have the students listen and read silently. Then
vocabu lary or grammar. Activities include awareness raising
have the students practice the conversation in pairs.
and practice in aspects such as word stress, reduction ,
• Go over the instructions. Have students listen to the intonation, and individual sounds.
rest of the conversation and an swer the question. Go
over the answers with the class. Teaching Notes
• Use the audio program to introduce the pronunciation
Grammar point. To develop awareness, encourage students,
The aim is to present and practice the grammar which while listening, to pay particular attention to the
appeared in the previous section: i.e. , Language in context pronunciation point before they practice it. Play the
(Lesson A) or Conversalion (Lesson C). The grammar box is audio again and have students repeat.
bri ef and clear, without written rules, so that the teacher can • Go over the instructions and the words. Play the
either elicit or explain them. Some of the examples in the audio. Have students listen and do the activity. Have
grammar box are usually taken directly from the Language students check their answers with a partner.
in context or Conversation, which enables teachers to link
the two activities. In the controlled practice stage, students
Listening
carry o ut a number of activities, ranging from multiple
Listening is addressed at several places throughout a unit,
choice to gap-fills to matching. The oral practice that
but the skill is usually specifically developed in Lesson s B
fo ll ows enables students to personali ze the grammar.
and D. Jn Lesson B, students listen in order to practice and
Teaching Notes confirm comprehension of the functiona l language prese nted
in lnteraclions. The Listening in Lesson D provides
• Direct students' attention to the grammar box . Elicit
valuable practice in "top-down" (listening for the gi st of
o r explain the differences between the sections of the
the information) and "bottom-up" (listening for detailed
box . To develop grammatical awareness , encourage
information) li stening.
students to refer to the previous section and circle
or underline examples of the new grammar in Teaching Notes
the tex t(s). Play the grammar box audio and have
• Optional: Use the pictures or the title to set the scene.
students practice pronunciation.
Go over the instructions and pre-teach unknown
• Go over the instructions and point out the model vocabu lary that is essential for the activity. Play the
answe r. If helpful , do the second example orally as audio. Have students listen and do the first activity.
a cl ass. Then have the students complete the written Have students check answers with a partner.
exerc ise. Have students compare their answers with a
• Go over the instructions. Play the audio again and
partner. Call on students to read their answers aloud or
have students listen and do the second activity. Go
write them on the board. Check answers as a class.
over the answers with the class.
• Go over the instructions and model the activity with a
student. Have students practice the activity in pairs or
small g roups. Check answers.
x Introduction
Reading Speaking and Keep talking
The readings in Four Corners reflect the real world, both The grammar, functional language, and vocabulary learned
in terms of content and text type (w ith a special emphasis so far in the unit are only a means to an end. Students need
on electronic types, such as biogs, ads, online articles, to use them successfully to communicate. For this reason ,
webpages, etc.) Making students familiar with these real- the Speaking activities in Lessons A- D enable students to
world readings may help students to feel confident to read practice communicating in a real-world context- through
outside the classroom. role plays, information gaps, interviews, surveys, discussions,
and so forth. Impo11antly, these Speaking activi ties lead
The readings, found in Lesson D, also draw upon a variety
students to the lesson "outcome": a "can do" statement. On
of integrated ski ll s. The prereading and postreading
successful completion of the Speaking activity in Lessons
exercises promote speaking. Texts are recorded on audio, so
A- D, students check the "can do" statement.
you can ask students to listen and read along. Importantly,
the readings provide a lead-in to the Writing sections, which Speaking is addressed in every lesson of Four Corners .
follow them. However, the speaking practice varies in purpose and
focus. In Lessons A- C, for example, the students practice
Teaching Notes using new grammar, vocabu lary, and functional language
• Introduce the topic of the reading, and use the acc urately in a real-world situation. In contrast, the ability
discussion questions to activate background to speak fluently is developed in the culminating speaking
know ledge. Pre-teach vocabulary. activity in Lesson D , and the Keep talking activity (Lessons
• Go over the instructions. Have students read silently A and C) provides freer speaking practice for students in
and do the activity. Then go over the answers. pair or group settings.
• Go over the instructions. Have students read again, Teaching Notes
this time in more detail , and do the activity. Go over Model the activity with the students. Remind students to ask
the answers with the class. follow-up questions and to show interest in their partner's
• Model the postreading activity. Have students discuss comments. Students work in pairs or groups to complete the
the topic in pairs. activity. As you monitor the class, offer help and encourage
students to keep talking. Also, take notes of errors you
Writing hear students make in the use of the target language,
The writing activities in Four Corners contain practical and encourage students to correct them at the end of the
outcomes, for examp le, writing a thank-you note or a blog speaking activity.
entry about a movie. Since many students find writing
difficult, even in their own language, the Writing section Wrap-up
in Lesson D provides practice on how to write. Guidance The unit Wrap-up consists of two sections: Quick pair
includes a writing model and practice of target language review and In !he real world. The Quick pair review provides
from the unit, and a set of initial questions to help them with students with an opportu nity to consolidate what they
content. The activity usually encourages students to share learned in the unit through lively pair-work activities, e.g. ,
their work. Brainstorm, Do you remember? Find out! Guess! or Test
your partner. The Quick pair review activities can be
Teaching Notes written or spoken.
• Go over the instructions and model the activity. Have
In 1he real world encourages students to find examples of
students comp lete the activity.
the target language from the unit in the real world outside
• Have students read the writing model. Show how the the classroom. Students are actively encouraged to use
questions in Part A are answered in the text. Have sources of English such as movies, magazines, TV, the
students write a simi lar text, using their notes from Internet, and books to learn more about a topic of interest.
Part A . Ask studen ts to share their work with other
students and comp lete the task.
Introduction xi
Classroom management Teaching lower-level students
• Teach the Classroom language on page 4 and put
Error correction useful language up in the classroom, so the students
• During controlled practice accuracy activities, correct get used to using Engli sh.
students' wrong use of the target language right away, • Don't rush. Make sure all the students have had
either by correcting the error yourself or, whenever enough time to practice the material.
possible, having the student identify and I or correct • Do a lot of repetition and drilling of the new target
the error. This way, the focus is on accuracy, and language.
students can internalize the correct forms, meaning,
• Encourage students to practice and review target
and use of the language.
language by doing activ ities in the Workbook, and
During oral fluency activities, go around the room Self-study CD-ROM.
and take notes on errors you hear. Do not interrupt
• Eli cit answers from your students and involve them in
students. Instead, take notes of their errors in the
the learning process. Even though they are beginners,
use of target language and write these errors on the
they may have a passive knowledge of Engli sh. Find
board . Encourage students to correct them first. Be
out what they already know by asking them questions.
sure to point out and praise students for language used
correctly as well! • Use the Extra activity boxes within the procedural
notes of this Teacher's Edition to add variety to your
lessons.
Grouping students
It is good to have students work in a variety of settings:
individually, in pairs, in groups and as a class. This creates Teaching reading and listening
a more student-centered environment and increases student • Reading and Listening texts are meant to help the
talking time. students become better readers I li steners, not to test
• The easiest and quickest way to put students in pairs is them. Explain to yo ur students why they need to read
to have two students sitting close to one another work or li sten to a text several times.
together. This is good for when students need to have • Adapt the reading speed to the purpose of the reading .
a quick discussion or check answers. When the students read for gist, encou rage them to
• To ensure students don't always work with the same read quickly. When students read for detail, give them
partner and I or for longer activities, pair students by more time.
name, e.g. , Maria work with Javier.
A more comprehensive list of teaching tips can be found
• One way to put students in groups is to give them a on the Four Corners Teacher Support website:
number from I to 4, and then have all number Is work www.cambridge.org/fourcorners/teacher
together, all number 2s work together, and so forth.
Instructions
• Give short instructions and model the activity for the
students.
• Check your instructions, but avoid asking, Do you
understand? Instead ask concept questions such as,
Are you going to speak or write when you do this
activity?
Monitoring
• Make sure you go around the room and check that
the students are doing the activity and offer help as
necessary.
• Monitor closely during controlled practice, but don ' t
make yourse lf too accessible during fluency activities;
otherwise, students may rely on you to answer
questions rather than focus on communicating their
ideas to their partner or group.
xii Introduction
fore series components
Four Corners has a variety of core components to help you and your students meet their language
learn ing needs. Here is a li st of the core components.
I
COMPONENT DESCRIPTION
Student's Book with The Student's Book is intended for classroom use and contains 12 ten-
Self-study CD-ROM page units. Keep talking activities for additional speaking practice are
included after the 12 units.
The Self-study CD-ROM provides additional vocabulary, grammar,
functional language, pronunciation, listening , and video-viewing practice .
Class Audio CDs The Class Audio CDs are intended for classroom use. The CDs provide
audio for all the audio sections in the Student's Book .
Teacher's Edition with The interleaved Teacher's Edition with Assessment Audio CD I CD-ROM
Assessm ent Audio CD I includes:
CD-ROM • Page-by-page teaching notes with step-by-step lesson plans
• Audio scripts, video scripts, and answer keys for the Student's Book
and Workbook
• Photocopiable video activity sheets
• Video teaching notes
• Language summaries for each Student's Book unit's grammar,
vocabulary, and functiona l language
• A comp lete assessment program, including oral and written quizzes, as
wel l as unit tests in printable PDF and Microsoft Word® formats
Workbook The Workbook's eight-page units can be used in class or for homework.
Each unit provides students with additional vocabulary, grammar, functional
language, and reading practice .
DVD Videos for each unit provide furth er practice of the unit's vocabulary,
grammar, and functiona l language in a real-world context and serve as
mode ls fo r students to make their own videos.
Classware Classware presentation software can be used on an interactive whiteboard

with portable interactive software technology, or with a computer and
projector. This software is intended for classroom use and presents the
Student's Book, audio, and video.
For a co mpl ete li st of components, visit www.cambridge.org/fourcorners or contact your local

Cambridge University Press representative.
Introduction xiii
Walkthrough
of the Student's Book
Every unit in Four Corners contains four lessons, each of which has its own learning
outcome and culminates in a personalized speaking activity.
Warm-up Each unit begins with a Warm -up page that previews the language of
the unit and introduces students to the unit theme .
Warm-up
• Introduces the overall topic in a creative context in order to
activate schema and create interest in the topic
• Offers opportunities for personalized discussion
xiv Introduction
Lesson A presents and practices useful vocabulary and grammar in a
communicative context. The lesson ends in a speaking activity which is tied
to a specific "can do" statement and which allows students to immediately
apply what they have just learned to talk about themselves.
Vocabulary It's extremely cold.

• Clearly presents vocabulary related to the lesson topic
A .-. Labelthepictureswiththecorrectwords.Thenhstenandcheckyouranswers.
• Uses illustrations, photos, definitions, and activities to aid , Weather Temperature
comprehension
cloudy rainy snowy sunny w111dy cold cool hot warm '
..
-
B Pair work What's the weather like in yQur country in each season! Complete the
language in context chart with the words lrom Part A. then compare answers.
fall
• Previews the meaning and use of the target grammar in a

variety of contexts
2 Language in context Favorite seasons
• Recycles target vocabulary A oC· Ustentopeopletalkabou!theirfa110riteseason. Whichplacesarecooll
• Provides personalized oral practice ............... .,._.

- .._.. - ~.:-r ... . .:. ~._
Myravoriteseasonisspring.lt'sfairlycool,andit llikesumrne1alot.lt's11eryw111dy-g1eatfor
rains quite a bit, but if's a good time to ~e windsurfing! Andi! doesn't 1ain al all 1hen.
.......
flowers -/an. lisse. Mo/land - fouad. [ssaouira. Morocco
Grammar
.....
• Provides a clear presentation of new grammar structures
• Presents examples from the Language in context
Falt is my favorite. l!'s su nny and cool. and in late I love winter. It's extremely cold and it snows a
October. 150 million butterflies arrive! lot, but that's when the Sapporo Snow Festival is.
• Includes controlled and personalized practice of the - /uan.MoreUa.Mexico - Rie.Sapporo./apan
B What about YoU! What's your favome season! Whars the weather lik.e !lien/
target grammar
~ Grammar .. Adverbs of intensity; quantifiers with verbs

Adverbs of Inte nsity Quan tifie rs w ith verbs
ll's elrtreme ly cold. 11 snows a lot .
lt 'S Vet')' Wfndy. ttrains quftea bit.
lt 's rea lly hoL It snows a little.
It's pretty sunny.
lt's fairty cool.
It doesn't rain very much.
It doesn't rain at a ll.
listening
It's somewtu1t cloudy.
• Helps students develop listening skills and build confidence
Add 1he adverbs and quantifiers to the sentences. Then compare with a pdrtner.
I . It snows in Moscow in the winter. (a lot)

2. t1 rainsinScattleinthe wimer. (qui1eabit)
It 6l'IOW6 a lot in M o5eow in the winter . • Provides practice in "top-down" (listening for the gist of
3. ti's cold in 8usan in 1anuary. (exnemety)
4. It's cool in Rabat in the rainy season. (fairly)
5. It snows in tima in 1uty. (not ... at all)
6. ll's wmdyinWe!tl!1g1on a!lyea1.(pret1y)
information) listening
4 Listening Th ink about t he weather!
A ._ listen to people talk .1bout 1he weather in th1ec d1ies. which d1y is one of 1he
people planning to vis1t!C11detherny.
-
~
I
I Istanbul.Turkey
2. l\migua.Guatemala
n's coldin1hewimer.
Th< _ _ _ seasonisfrorn Novembertol\pril
Speaking
3 Beijing.China n's and _ _ _ in1hespring.
• Provides personalized speaking activities using the lesson
B oC listen again. Complete the sentences with the correCI words.
vocabulary and grammar
5 Speaking True or fal se>
A Write two !me sentences and two false sentences about the weather where you
-
~
• Relates directly to the learning outcome of the lesson

live. USC lhesc words and exJ)fessions.
: pretly sunny rain a lot somewhat cloudv
: e>Ctremely hot verv windy fairly cool .
really co ld
B Pair work Read yoor sentences. Your partne1

correclsthela lsesentences.Takcturns.
A: Ir's preiry sunny in rhe winier.
"Can do" statement
B: I think rho!'s folse. lf's preuycloudyin the winter.
• Presents a clear and measurable learning outcome
6 Keep talking!
Student A go to pil ge 129 ilnd Student B go to pilge 13 1 for more prilC tlce.
• Helps assess progress
l can talkabouttheweatherandseasons. a ..
27
~--~ • Appears at the end of every lesson
Introduction xv
Lesson B presents the unit's functional English strand. Students practice
language functions and strategies in relevant, transferable contexts. A final
speaking activity encourages students to personalize the new language, and
is tied to a specific "can do" statement. -
inion,.
1 Interactions M•J.11,!! ,!,(W
A Oo you ever make phone ca lls over lhe Internet! What do you hkt about itr
What doo' t you likt l
B listen 10 the conve~t ion. Whtre are 1he thrtt peoplel

Thcnl)l'actt<ethec~ tion .
Interactions
• Introduces practical functional language that students can
use in real life
• Focuses on language that helps students sound more like
Cind y: SO. Luk. howarethmgsm Bangkok!
Luk: G1eat.U'swarmandsunnytoday.
Brliln : lt!1mk fall1sagood time. The
weathe1 1sgrea1,and 1here·salot
native speakers
811iln:lt'sreallycoldhereinChKago.SO to do
whenareyoucomingtoseeus! Cind y: Veah.wecanallgotoabaseball
Lu k: Well,when'sagood11metovis11l game then
Cindy: Hmm rm not sure Luk: Thal would beg1eat!
Luk : 811anl Whatdoyouthmk'
C Llstentotherxpressions.Thenp1awcrtheconvers.auonagamwith1he
neweJtpressioos.
pMl·'I"'·'@•
Wh;i,1 do you 1hmkf
p»U·W W
llh•nk
Wh.il Me your thoughts~ l'd'>.ly
Wh<ll"\YolJIOJllOioof 111 myopi1ion.
D Numbc1 the sentences from 1 to 6. Then compare with a pa11ne1

A: Well • what's YoUr favofite season /
1 A: When are you gomgto NewV01kl
A: l thmksp1ingis agreat11me 1ovisit.lt"s usuallywarmand sunnythen.
B: '1 don't know. What do voo think / When's a good 1ime to visi t /
B: Really/O K. Maybe we'll go to NewV01k in May.
B: My favorit e season is spring.
28
2 Listening When's a good time to visit'

U
Ol! n
A listen to three people talk to friends about a good time to visit these c111es. Are
their friends' opinions thes.ameordifferentlCircleyouranswers.
Listening
• Helps students develop listening skills and build confidence
• Provides practice in "top-down" (listening for the gist of
information) listening
B Listenagam.Wrnef (true)orF(lalse)nexttothesentences
I. Gabrielisfroml!iodelaneiro,bu181ancaisn·1. F
2.lt'sveryhotinl!iodeJanei101nfeb1uary
3. Patnciathmksit'shnetov1s1t NewZealandany1ime
4 tt'sextremelycoldinNewZealandmJutyandAugust
5. <,ophieisfromMarseille.
6. AlotolstoresandrestaurantsmfranceclosemAugust
Speaking
• Provides a communicative task that enables students to 3 Speaking Good time, bad time
A P11ir work 01scuss the weather and seasons
personalize the new functional language w hereyoulive.Giveyouropinions.
• When's a good season to v1s1tl
• What months are especially good/
• Relates directly to the learning outcome • What'stheweatherlikethenl

• Whatkmdsofthingsdopeopledothen/
• When·s not a good time to visit/ Why no1!
A:/ lhink sprins is a sood seoson ro visir
Who1 do you 1hink?
B: Yes, I'd say May is 3ood.
A: rhewea1heris warm 1hen.
B: And there are somesrea1 /eslivals
8 Group work Share your opinions wnh

ano1her pair. Do you have1hesameopinions/
I can ask for and give en op1mon.
xvi Introduction
Lesson C presents and practices useful vocabulary and grammar in a
communicative context. The lesson ends in a speaking activity which is tied to a
specific "can do" statement and which allows students to immediately apply what
they have just learned to talk about themselves.
I'd like to lay chess.

Vocabulary Completethephrasesw1ththecorrectwords. Then listen and check
• Clearly presents vocabulary related to the lesson topic your answers
a board game coo ldes a jigsaw puzzle popcorn

chess a crossword a video
• Provides personalized speaking practice using the target
vocabulary
a bake b.do <do d. make
e. make I. play g. play h.take
B Pair w o rk Rank these activities from 1 (lun) to 8 (not flm at all). Then
compa re answers
A: !doacrasswardeveryday, so!Ihinkrha!'srea/ly/un. Howabou/you?
Conversation 8: ! never rake a nap. I don"! tfJink tfJat's /im m al!. It's my number ei3fJ1.
• Previews the meaning and use of the target grammar in the ~-~~2 Conversation It's rain ing!
A
context of a conversation Listen and practice
Joanie: Oh.no! it'sraining!
Evan: Wecan"tgoonourpicnic
Joanlt: No.So,whatwouldyou like to do/
• Recycles target vocabulary would you liketodoajigsawpuzzle?
Evan: Not rea ll y.Wouldyou like toplaychess!
Joanit: Urn.yeah. I would
• Provides structured listening and speaking practice Evan: Wecanmakesornepopcorn, too

Joanit: Great idea Butlet"splayalittlelater
Evan: OK.Why/
)oanle:rdliketotakeashortnap.
Listen totheirconversationla terintheday.

WhatdoesEvanwanttodo?
JO
3
unit n
Grammar Would like+ infinitive Grammar
What w o uld you like to d o ? Wou ld you like to do a jigsaw puz;;le'
l' dlik eto play chess Yes, I wou ld . No, I wo uld n 't • Provides a clear presentation of new grammar structures
Where would he like topl ay <:hess? Wo uld they like to take anap?
He'd like to pla y right here. Yes, they would. No, they would n 't.
A Circlethecorrectwords.Thenpract1cew11hapartner
• Presents examples from Conversation
I A: Whichgarne wouldyoulike pl ay / toplay ?
8: l'dliketo / l wouldtoplaychess.
2. A: Wouldyoulike do /todoa crosswordnow?
• Includes controlled and personalized practice of the
8: No, 1'dno1 / 1wouldn'1.1don't like crosswords. target grammar
3. A: What do / would you like 1odo1on igh1!
8: l'dlike / l would 1owa1chTVwi1 h my friends
8 Pair wo r k Make true sentences with r'd like IO or 1woufdn'i like IO

Tell your partner
have class outside play chess after class stay in this weekend take a nap right now
Pronunciation
4 Pronunciation Reduction of would you
A Listen and repeat. Notice how would you is pronounced /wud-.µ/ • Provides practice on pronunciation issues related to the
Woul d you like to play a board game? Which game w o uld yo u like to play?
target language in the lesson
B Pair work Practice the questions in bercise 3A again. Reduce would you to /wr.xJ~.
5 Speaking I'd like to .. • Focuses on aspects of pronunciation such as word stress,

A Pair work Look out t!1ese windows and desuibe the weather. Then decide what
you"dliketodotogetheroneachday.Takenotes. sentence stress, reductions, intonation, and individual
sounds
I
3.
A: !t'scoalandrainy/Oday. What wauldyoulikelOda!
8: I'd like iado ajissawpuzz!e. Howabour you?
Speaking
B Group wo r k Share your ideas with another pair. Ask and answer questions for
more information. • Provides personalized speaking activities using the lesson
6 Keep talking! vocabulary and grammar
Co to p~ge 132 lor more pr~ctke
f can talk abour whar I would !tke to do

Introduction xvii
Lesson D develops students' reading and writing skills. The unit-ending
speaking activity promotes personalization and fluency.
Where would you like to go?

1 Reading
Reading
A Re,;id the article_ Where do you think 11 is from f Ch~k (,/ )the correct answer.
a vacation blog a tourist brochure a~atherre port
• Uses a variety of real-world text types
• Develops a variety of reading skills, such as skimming,
scanning, and deducing meaning from context
• Promotes personalized discussion
Spring can amw: in February in Victoria on the wcit rout. In

or her parr, of Canada, ir ~ts warm m early April, and spring
weather continues until June. In British Columbia, you nn k:iyak,
camp.orrakca1r.1.intrip throughthcRocky M ou1111ins.
Sumn~r brings warm to hot weather from May ro September.

1his ;, a great time to fah in one ofC~nada'1 many laka; kay:ik
1mong whales in Churchill, Manitoba; or have some Wild Wat
funatthcCalgaryStampcdc.
Fall brings oool 1tmprr.1.turcs in ~pt<'mlx-r and October. lf1 a

good ume of year to sec the f.dl lca\'C!I in cutcrn CllOada, enjoy
hiking,""'" mu5ellf'IH,Or go 10 the Toronto International
FilmFcstiv.il
Snow lxgms 10 fall m NCM"mber,and tcmpcntura drop. lli) I

an:~hon 111w1111cr,buryouc:rn du,goman IC'C fesm'1ll.orscc: the:
nonhc:rn hgh1s In partsofBnmh Columbia, the: inow do«n·1
'!nlonganJroucangolfall>ur'
B Read1hea111cleaga1n_WhencanyouusethC'SethmgsfWritetheseason
C Group work Imagine you ca n visit Canada When and where would you gof
Why!01scuss your ideas.
32
2 Writing An email to a friend

Umin
A Thmkofaplaceandafr1endyouwouldlike1ovisit.Answerthequestions.
• what isyourfriend'sname! • Whendoyouplantovisit?

• Where does your fr iend live! • What would you hke to do there?
B Write an email to a friend abou t your travel plans. Use the model and your answers
in PartAtohelpyou.
Writing f Kate Spencer to Hee·jin Choi
• Provides a variety of real-world text types, such as emails, HiHee-j in,

I have good news. I can visit you m Seoul this summer!
postcards, and notes Tell me about Seoul What's the weather hke in the
summer?lsitreallyhot?
As you know. I'm very interested in art and food So I'd like
to visit the Na\IOflal Museum and go to some really good
• Provides prewriting steps to help students organize their restaurants What aboul you? What would you like 10 do?
This 1s so excilmgl See you soon
thoughts before they write
• Provides a model writing sample C Pair work Sha1e your writing. Ask and answer quC'St1ons for more information.
J Speaking A place I'd like to visit

A Thinkabou1aplaceyou'dhke 1ovis1tinyourowncountryoradifferen1coun1ry
Take notes
Pl~
Wh"' WCM11d rou 1111• lO 101 wirr wou..i rou !Ille top 1M11? What wald ,ou Ilk• to 119 tfilefef
Speaking
• Provides communicative activities that develop oral fluency
B Group work Share your ideas. ASk and answer quest ions for more informa!ion.
A: rd really like 1aso 10 i:yoro in 1hesprln9.

• Helps students use all the language they have learned to B: Whywouldyoulikeroso 1henl
A: Bl'causerdlike 1osee 1hecherryblossoms.
express themselves C: Whal else would you like roda there l
xviii Introduction
Wrap-up Each unit ends with a Wrap-up page that consolidates the vocabulary,
grammar, and functional language from the unit and encourages students to use
different sources to learn more about a topic of interest.
Wrap-up
Wrap -up :- , Quick pair review
L e sson A Brainstorm! Make a list of words for weather and words for
Quick pair review I
temperature. How many do you know! You have two minutes.
L esson B Do you remember? Check(,/) the questions you can ask when
• Provides a quick review of each lesson's vocabulary, youwamsomeone'sopinion. Youhaveoneminu1e

O what'syouropinion !
grammar, and functional language through lively O what'syourteacher'sname!

O what'stheweatherliketoday!
pair-work activities 0 Whatareyourthoughts!

O whatareyoulike!
O whatdoyouthink!
Lesson C Find outl What is one thing both you and your partner would hke to
dooutsidethisweekend!Whatisonethingyou bothwou!dliketodoinside! Take
rums. Youandyourpartnerhave twominutes
A: I'd like lo play chess inside. Would you ?
8: No. I'd like to bake cookies. Would you ?
A: Yes. !would
Lesson D Guess! Describe a famous place in your coumry. but don't s.ay its
name. Canyourpartnerguesswhereit is/Take turns. Youandyourpartnerhave
two minutes
A:lr'sllo1,andir'sabi3ci1y.Peoplellavepar1ies on11lebeacll.
Wrap -up 8:/sitRiodefaneiro?
A: Yes, it is
In the real world ~--,•2 In the real world

• Encourages students to take their learning outside the Wherewou ldyoulike togo!Goonlineandfindtht typical wea1herfo1 1hatplacein
every season. Then write about it
classroom by using the Web or real-world texts Chica90

l'dliketo9ot0Chlca90. There
arefour!u~asons. /t'sextremely
• Encourages students to write about the information they find co/din thewinter. /t'svery
windyinthesprin9 . .
unit 2 LessonC
Find the differences Keep talking

Stu den t A
Pa ir work You and your panner have pictures of the same people, but six thing s
• Provides additional speaking practice expanding on the topic,
are d1fferen1. Describethepinuresandaskquestionstof mdthed1ffer ences
Ci rcle them
vocabulary, and grammar of the lesson
• Promotes fluency through a range of enjoyable
communicative activities
A: In my p ie/Ure, Brian is young . Is he youns in your picture?

8: Yea h, so tha/'51he same.1nmypicwre,hehasshortstraishthair.
A: Min e,/Oo. What color is. ?
K eep talking!
Introduction xix
Walkthrough
of the Teacher's Edition
The Teacher's Edition provides complete support for teachers who are using
Four Corners. It contains comprehensive teaching notes for the units in the
Stu dent's Book, accompanied by suggestions on how to incorporate Classware
into eve ry unit. It also contains Workbook answer keys, class audio and video
scripts, photocop iable video act ivity sheets, video teaching notes, and language
summaries for every unit. Here are selected teaching notes for a sample lesson
from Fo ur Corners Level 1.
LESSON C owerv1ew
Vocabul"l')'' '' "'""act""e&
Grammar. M~.;,,,,. • •1!0>1.....,
Teaching notes
Pwnunclalion: lltdJo-1•::<iolWOUldJ(>J
Speaking: ~ ar>outtfw>Jslodc
• Lesson overview provides a breakdown of each lesson
1 Vocabulary Indoor activ it ies 2 Conve r-tion It's rain ing! and includes the target language and skills presented
~ob;Ktin:UH~l<W1ndoot l aamlngobj9clin: Pnlc1""'•"""""'sar'°"about
IOCliYltlo>• lndoor""lmtlft. in each lesson
A & .... (C01,Traci<~2l
•Di"""S'3!tccn""""''"""""'1'"""'""1""""" o l>irKth•l"'nlKlft!olhc1n<:!un:lo .... lhc0«ncA•l
A,,.rn,,,.,....,,..,,..
hpl .. nlh>ol1hepo<:•u,.,,.....,.,.,ndoo<act1•1!~
• OJ>t- Pot1Mou<th;M,.·h<n1"®o<l'>nodie<t1""
(•,.J,~.,..,-,,, ..,,..,f111toc" ..,_, Whoffi,.·•"-"' ""'""
i.-.,..,,,,,,...i,,,,.•r1..,t,~,..,!W0.<(•
,.,.,.,...,i.,.,/,~r"'l"'-'•·•'llluin>.)WMtJu)""'l~!ld
1¥1aoy,,./i:Jn(ubo«l'fn..•·,.,1/u>•.•lo<J1..cri1·'1wJl"'1
• Includes Learning objectives for each activity
rnndr>)
::·;:~::::.: . .'.~;:;:.:~::;·b::;:.:," • l~•y 1hea<>d1<> ft.vc s, l111cnll>dmoil<1kn~y lf
~~-~~;:. "7 ...,..i, .,.j '"'"""le 1-• Whm·-, T""'' l'l<lpful,playlhoaud><>hncbyhncll'<IO.,•S•h-ion>nd
"""
• Provides step-by-step lesson plans
•Go.,...,1<h«•O"l\IC1•>l"bpl>1ntl>aloplt"'"""l""'V • Ha••S•""°-mp111f'l<>ptX<><•lh<ron•"Cr''"'""
ol,.,,..J'""h•part..:uW""'onin1.TcllS•1ll<yv. ,lllldd • Opl10tt C•ll011!W<1p:>l"'OOC!ltOU!forlhccla>•
_,,_,fromthc......,,.bn>!<.>thc••rt>.l>c~"''""I""'"~'
mmal.ephrhe.• IJo1h<li"'"""'"l'•thcr~oc1.,,
l'ouit<othcpo:t""' onilehn11h<on•wcr· oo;,.,-,~.i,.,.,
• Suggests Extra activities for expansions and alternative
'°"""•'""''"""""""''E>."'"'""""s'""'"''"•"'
•lt."<S•o.<l<t1nd"'l<lually1<>«>n>ri<"'""'rh"''"
F....,,....S,k'l...an"1lli1hc"""'1h""'Y l """"'ll'<l'hcn
pu<hcone<d••1•rc""'""""'
11t.. JoarucondEvarrU1lb"1;bl<f,nthc<loy
• f'r<·l<><~<hev.pn''"""'""''""'"dd'n~'(lt """
opr<>>""'<>f"'rpn"'Sin11Wupn:J..1or1>on:A,..""'
presentations
· ~ ll•Y<S•ch<cl""""'"'""h ap.>nnc" ""'"~'IA""""'""""''llr""''b.'lin"'")
•l'laylhcau.l1ol!»<:S>l"1rnf0<lh<11n••..•<<>lhc
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Self-study CD-ROM
xx Introduction
Walkthrough
of the Workbook and
Self-study CD-ROM
Four Corners provides students with many additional opportunities to practice the
language taught in the Student's Book on their own or in the classroom or lab with
the Workbook and Self-study CD-ROM in the back of the Student's Book.
I'd like to play chess.

1 (om ple1e the sentences with l word lrom el ch bo1 . Use rn e simple pre~m torm
of th e verbs
Oa ke ./ do ma ke p!s y aboa rdgame ./apgsawpunle av 1deo cookies

do play take acro$swo rd a nap chvn "°pcorn
Workbook
The Workbook provides additional IUSUJ l ly doajig~p~ Sorn,.times,we
my ch ild ren
• vocabulary
• grammar
• functional language Sometimes, my w ife and r J Butwealw<iys
_ o n f ridayevem ngs on Sunday mornings
• reading practice
' J J /'J JJ 1:1
Self-study CD-ROM
The Self-study CD-ROM in the Student's Book provides t. 0 a... .,<tMdc•i..evwiCOll-.
additional interactive practice. It contains t. QQ Mldcl~Va.1QO<i1,,..lll11t•w1nt.,..
• vocabulary exercises
f (1 "
'
> - OO s... • i..t10~ .
4. o o S...lli..tcd4wHtllH.
• grammar exercises
• listening exercises
1, •.Q
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5.
a.
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• functional language practice

J llt>out V.,,couvw.
• pronunciation practice
• video comprehension practice
• word lists
• grammar reference
• functional language reference
• interactive quizzes
• a progress chart
Introduction xxi
lntraduetian ta tllle ~idem l 1agra111
Video Program Action Video Teaching Notes
The Four Corners Video Program is an exciting and The Action Video Teaching Notes provide teachers with step-
dynamic supplementary video program. The program by-step instructions and ideas for students to make their own
consists of a variety of entertaining videos, each designed to videos. The notes are structured into Planning, Making, and
be watched after the Student 's Book unit has been taught. As Sharing sections to help students engage with the Student's
a comp le ment to the Student's Book, each of the 12 videos Book language as they create their own videos. In struction s
provides further practice of that unit's grammar, vocabulary, are rich with language prompts , optional ideas, and activities
and functional language in a natural , real-life context. for individual students, pairs, and small groups.
Students have the opportunity to see and hear conversational
language from the Student 's Book come to life in engaging Additional techniques for
and li vely situation s. The videos also feature close-captioned
su btitles to a id in understanding as students listen and read
teaching video
simultaneously.
Picture-only viewing
The Four Co rners Video Program presents home movies , Playing the video with the sound off makes students pay
how-to 's, inte rviews , and commercials that serve as a model attention to the visual information on the screen and engages
for students to make their own Action Videos. The Four their imagination to complete activities. Types of videos
Corne rs videos are short - three to five minutes long - and with a rich background and a lot of activiti es are well suited
provide realistic examples for students to imitate as they go to silent viewing.
beyond the Student's Book to create their own personalized
• Say the words For a video with a lot of vocabulary
videos. Thi s familiar style of video provides a powerful
words in it or a sequence of events, play the video
motivation for students to master the new topics, grammar,
with the sound off. Have students li st the things they
and vocabul ary in order to put their English into practice.
can see.
And the Action Videos allow teachers a concrete way to
assess students' oral learning. • What's my line? Play a short scene with two or more
characters. Choose a scene that is rich with emotion ,
facial expressions, and gestures. Have pairs of
Video Activity Sheets students write what they think the dialogue is for the
The Video Activity Sheets correspond to each of the 12 scene. Then play the video to check their pred iction s.
video segments and are designed to facilitate effective use • What's happening? Choose a scene or two that
of the Video Program in the classroom. Each two-page shows a setting and a lot of action. Write a 4 Wh- chart
unit includes pre-viewing, viewing, and post-viewing on the board:
activities that provide students with step-by-step support and
guidance in understanding the events and language of the Who Where When What
video segment. Before You Watch activities introduce the (time of day)
context, characters, and vocabulary necessary to understand
the video. The While You Watch section contains easy-to-
comp lete activities to get students to pay attention to the
important facts and events while watching the video. The
After You Watch section contains comprehension activities Have Ss complete the chart.
that all ow teachers to confirm their students understood the
• What happens next? Choose a video with a sequence
ma in points of the video and personalization activities that
of events or actions. Play the first half of the video
ex pand the spoken language from the Student 's Book. The
and then stop at a point where there could be several
Video Activity Sheets are provided in the Teacher's Edition
outcomes. Have students guess wh at will happen nex t.
fo r teachers to photocopy.
Write their ideas on the board. Play the scene again and
check how many correct ideas there were.
Video Teaching Notes
Sound-only viewing
The Video Teaching Notes provide teachers with short Playing the video with the sound on but the picture off
summari es of the video and language points, and step-by- makes students pay attention to the spoken information
step in structions and optional teaching ideas to complete the they hear. Types of videos in which the character has an
photocopiable Video Activity Sheets. The Video Teaching expressive voice or which contain a specific language
Notes also include a brief summary of the Action Video function are a good choice for these activities . Students
ass ignment for each unit. should not have watched the video beforehand.
xxii Introduction
Describe the scene C hoose a scene that is rich in • A new ending After view ing a video, have pairs or
d ialogue and backg round . Wri te info rmation questi ons small groups of students script a new and different
on the board . ending that rewrites the fin al scene or creates a new
How many people are in the scene? How many men ? scene of what wo uld happen nex t. Have students wri te
How many women ? their script and the n perfo rm it fo r the class. Thi s can
also become an Action Video assignment if yo ur
Wh ere are they?
students enjoy role-playing.
Whal are they do ing?
How are !hey fee ling? Action Video viewing
Pl ay the scene and have students li sten and answer the
questi ons. After students have viewed the unit video and compl eted
Describe the person C hoose a scene in whi ch the the Video Activity Sheel, they are ready to create the ir own
character has several lines. Pl ay the scene, and then Action Video. Use these techniques with the class during
e li c it words to desc ribe the character's personality and the Pl anning and Sharing stages. Re mind stude nts that the ir
appea rance on the board . Pl ay the video to see how videos can be simpl er and shorter than the Four Corners
close ly the students' descripti o ns match the character. videos.
Normal viewing with subtitles Planning

Pl ay ing the video no rm all y, with the sound and picture, • Outline Thi s is use ful if students are havin g diffi culty
a ll ows stude nts to pay atte nti o n to both the visual and during the pl anning stage and to he lp them understand
spoke n infor mation in the video . Many of the activities the genre o f video they are go ing to make. With the
invo lve stopping and repl ay ing video at a critical point so c lass, fas t forward thro ugh the video, pausing at
that in fo rmatio n can be e li cited. each critical po int to li st the e le ments o f the video's
Repeat the lines Thi s is useful to give Ss practice structure. For example, li st the questions interviewers
with vocabul ary, ex pressio ns, and intonation patterns. as ked , the number of slides presented in a video di ary,
Pl ay a scene up to the appro pri ate point, stop the or for a narrati ve, note the number of characters,
video, and have Ss repeat and mimic the speakers scenes, and/o r settings.
as cl osely as they can. Then replay the line(s) again ,
several times for Ss to mas ter it. Sharing
If it's appropriate, you can treat the students' Action Videos
• Freeze frame Thi s is an excell ent activity for as additi onal course content and use the teaching techni q ues
checkin g comprehension. C hoose a scene with one o r li sted above with the videos, fo r exampl e: stopping to ask
more impo rtant acti ons or language points. Pl ay the Wh at happens next?
scene, pa use at the criti ca l po int, and then ask students
a questi on. For exampl e, have students describe what • News report Thi s is an excell ent acti vity fo r
is happen ing or has happened in a scene, describe the practi cing reported speech. Have pairs of students
characters (who they are or how they are behaving), create and give a news report about one o f the ir
or have the m note detail s about the setting or predict c lass mates' videos. For exampl e, pairs can give a
what will happen nex t. news report about wh at they saw in someone's da il y
routine video: John went to work in the morning. He
Subtitle answer check Use the video to check said he usually ta kes the bu s, but that day he walked.
answers fo r in fo rmatio n gap questi ons from the We asked John wh y he walked .. . Other styles of
Acti vity Sheets. After Ss have compl eted the Acti vity reports are mov ie rev iews and opini on pieces.
Sheet section, turn on the subtitl es and pl ay the
conve rsatio n again , hav ing Ss read the subtitl es to • Student-created worksheets Have pairs produce an
check the ir an swers. oral quiz about the ir video. Pl ay their video fo r the
c lass and then have students qui z the ir cl ass mates on
• What happens next? For more complex video what they saw.
seg ments, thi s acti vity, described prev iously in the
Picture-on ly view ing secti on, can also be done with
the sound and subtitles on.
• Role play Choose a scene with two or more speaking
characters. Tell students that they will watch the video
and the n ro le-pl ay the conve rsatio n. Ass ign characters.
Play the video at least tw ice. Then have students
practi ce the rol e pl ay and perfo rm it in pairs, groups,
or fo r the c lass. Gi ve students a copy of the script for
sup port, if necessary.
Introduction xxiii
Walkthrough
of the DVD, Video Activity Sheets,
and Video Teaching Notes
Four Corners presents an exciting video program that provides students with
extra practice of the Student's Book vocabulary, grammar, and functional language
through real-life context videos. Photocopiable video activity sheets in the Teacher's
Edition provide structured activities for classroom use. Video teaching notes provide
support for teaching the videos on the DVD along with the video activity sheets.
DVD
• Has a video for extra practice of each unit of the
Student's Book
• Practices vocabulary, grammar, and functional language
presented in the Student's Book unit
• Presents language in a real -life context
January or July? '41- -.-- a.Q

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While you w • l c h
• Provide activities to help students understand the language
•-1' . ,.,.,. ,.,. < !V"-
and situations presented in each video
January or Ju
• Provide activities for before watching, while watching, and
after watching each video
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Video teaching notes
"f::::~~~:f.::;.:_::;~:==- 1-
io. ....... .., .... " _ ... ,.. _ _ , ' 8 • Provide support for teachers to integrate the DVD and video
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~- •:::~::::_:..:.::~~--==•• - I
:~=~~=§."~~i !:~::=~-:.--~=-
• Provide Action video notes with ideas on how students can
use the videos on the DVD as models for their own videos
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xxiv Introduction
About Classware The Text Box too l all ows you to insert tex t boxes
anywhere on a page. You can type into them using a
Fou r Co rners Class ware combines the contents of the keyboard . You can also in sert im ages or attach fil es
Student's Book, the class audi o, and the video for eac h to them.
level of the seri es into a conveni ent one-stop presentati on The Hide I Show tools can be used to conceal a
so luti on. C lassware can be used w ith all types o f interacti ve spec ific area of a page.
w hiteboards or with ju st a proj ector and a computer to The Pen too l enabl es you to write and dra w on a page
present Four Co rners core materi als in the cl assroom in a or on audi o scripts. It includes a vari ety of co lors and
li vely and engaging way. pen w idth opti ons.
C lassware provid es an effective medium to focu s students' The Highlighter tool can be used to hi ghli ght any
attenti on on the content bein g presented and practi ced. It image or tex t, including audi o scri pts.
ca n also help promote their parti cipati on and interacti on The Eraser and Erase-all-annotations tools ca n
w ith the materi al in a more dynamic w ay. The sof tware can be used to remove annotati ons such as pen lines or
also simpl ify severa l of the teac hing tas ks that take place hidden I show n areas or to delete attachments.
in the classroom . You can use C lassware to zoom in on a
The Zoom too l can be used to enl arge any part
secti on of a page, play audi o or video without hav ing to use
of a page.
a separate C D or DVD pl ayer, di splay sc ripts whil e students
li sten to the audi o or watch a video segment, and access The audio player, acti va ted when you cli ck on an
on line di ctionari es. The easy-to-u se tools of Cl assw are also audi o icon on a page or the titl e of an audi o clip in
all ow manipul ati on of all the di giti zed tex ts, pictures, audi o, the Contents panel , includes the bas ic fun cti ons of an
and video in an uncomplicated w ay. You can add text to the audi o player and the scripts. You can cli ck on a line
page, hi ghlight text or pi ctures, draw lines or circl es, erase, on the script to pl ay onl y that line.
and co nceal tex t or pi ctures - or ask students to go to the The video player, acti vated w hen yo u cli ck on the
board and do so. titl e o f a video clip in the Contents panel , includes
the bas ic fun cti ons of a video pl ayer. It also all ows
The software also includes features that fac ilitate the lesson
you to play the video on full screen, with subtitl es,
preparati on process. For exampl e, you can attach fil es w ith
or even w ithout the im age (play in g the audi o onl y).
your ow n su ppl emental materi al, such as ex tra activiti es,
sli de show presentati ons, images, audio, video or even The Attach file from my computer fun cti on all ows
web links to the pages and open these at the ri ght moment you to attach to the page different types of fil es from
w i th a si mp le click. You can save these attac hments and your computer.
an notati ons added to the Student 's Book pages as "sess ion s" The Attach a blank page fun cti on allows you to
and return to them at any time - or even share them w ith attach a bl ank page, whi ch you ca n annotate or use
other teachers. as a mask .
In additi on to the in fo rmati on in thi s introduction , you will The Attach a web link fun cti on all ows you to add
also fi nd tips and suggested acti viti es using Classw are in the a link to a website, whi ch you can access when you
notes fo r each lesson in thi s Teac her's Editi on. A detailed are online.
exp lan ati on of all the C lass ware features is also ava il able The Attach a page link functi on all ow s you to add
in the C lassware User's Guide, w hich can be accessed a link to another page of the Student's B oo k so that
through the Help button on the component home screen. We yo u can nav igate between pages and secti ons qui ckl y
hope that thi s info rm ation will help you ex pl ore the many and easil y.
ways th at C lassware can bring a new level of fl exibility and
The Save session fun cti on all ow s you to save the
interacti vity to th e Four Co rners cla ssroom.
book pages with your annotati ons and attachments
so that you can use them later.
Classware key functions The Export session fun ction all ows you to save your
and tools sess ions anywhere on your computer or on other
dev ices, such as a pen dri ve.
These are some of the too ls and functi ons avail abl e in
If you are connected to the Intern et, the dictionary
Classw are:
button all ows you to access one of the Cambridge
A Contents panel li sts all the book pages, audi o online di cti onari es.
cl ips, and video clips. You can access any of these by
simpl y cl ickin g on their titl es.
The Arrow too l can be used to drag pages, text
boxes, and attachments on screen.
Introduction xxv
How to use Classware when Interactions
teaching a Four Corners unit For slightly more chall enging practi ce, you can use the
Hide or Pen tools to concea l the functional ex press ions
in the di alogue before students prac ti ce it substi tuting the
Warm-up ex pressions from the boxes .
You might wa nt to foc us on the pictures to prev iew or
review con tent, or acti va te students' prev ious kn ow ledge.
Pronunciation
U se the Zoom tool to enl arge the pi ctures or Hide I Show
You can use the Pen tool to underlin e stressed sy ll abl es,
to concea l the tex t around them. You can also ask students
draw arrows to indicate the intonati on, and identi fy reduced,
to go to the board and circle or label key elements in the
contracted or linked sounds - or ask students to do so on the
pi ctures or text using the Pen or Hi ghli ghter.
board - when checkin g the answers to the acti vity.
Vocabu lary Listening

You might want to zoo m in on the secti on to present the
Zoom in on the image to set the scene before li stening to
vocabu lary w ith larger pi ctures or tex t. You can al so concea l
the audi o. A fter the students have done the acti viti es, you
the word s nex t to the pi ctures using the Pen tool before you
mi ght want to play the audio w ith the script on. You can
play the aud io so that students foc us on the pronunciation of underline or hi ghli ght words in the script and go over their
the word s. You can have students go to the board and do the
pronunciati on or meaning. You can also cli ck on a line of the
activity usin g the Pen too l before rev iewing answers w ith
script to repeat a passage.
the who le class .
Reading
Language in context You can use the Zoom or the Hide tool to focus on the title
You ca n use the Zoom or the Hi de too l to foc us on the of the tex t and eli cit the topi c or the main idea. You can also
pictures and ask questi ons to set the scene fo r the tex t. You as k students to go to the board and, using the Hi ghlighter or
can as k students to go to the board and identi fy the word s
the Pen too l, identi fy the passages in the text that provide
taught in the vocabul ary section using the Hi ghli ghter or the
the answer for the comprehension questi ons.
Pen tool. You can also use the Hi ghli ghter to identi fy new
word s and eli cit their definit ion.
Writing
You can use the di fferent colors of the Pen tool to identi fy -
Conversation or ask students to identify - the answers to the questi ons in
You can zoom in on the conversati on and leave it on the
Part A in the model tex t.
board so that students can work w ith books closed. You can
conceal some of the word s students already know using
Speaking and Keep talking
the Pen too l so that they fi II these in w hen practi cing the For some acti vities, you can keep the model di alogue or
dialogue. ouidi no qu estions on the board so that students can refer
b b
to them whil e practicing w ith books cl osed. You can also
Grammar attach a Bl ank Page to li st some of the errors students made
You ca n use the di ffe rent co lors of the Pen too l to identify in order to correct them at the end of the acti vity.
the vari ous elements of the structure being presented in
the gramm ar box. You can ask students to go to the board Wrap-up
and use the Hi ghli ghter to identify exampl es of the new You mi ght want to add a Bl ank Page to coll ate a li st of item s
grammar in the Language in contexl or Conversation
brain stormed by students at the end of the acti vity. You can
section s. You ca n also ask students to go to the board and write the items yourse l f using the Pen tool or as k students to
compl ete the written exercise using the Pen tool to rev iew
go to the board to do so.
the an swers.
xxvi Introduction
1 Analyzing the model 3 Disappearing dialogue
Purpose: To prepare Ss for the writing activity. Purpose: To practice speaking.
For use with: Writing sections with questions in For use with: Conversation , Interactions.
Part A and model in Part B. Classware tools: Zoom, Pen.
Classware tools: Zoom, Pen. Preparation: None.
Preparation: None.
• Books cl osed. Zoom in on the di alogue.
• Books closed. Zoom in on Parts A and B of the Writing • Have Ss work in pairs and practi ce the di alogue once
section, making sure to include the questions and model. with all the words visible on the board.
• Use the Pen tool to underline each questi on in Part A • As Ss practice, use the thi ck Pen too l to hide parts of
with a diffe rent co lor. the di alogue littl e by little.
• Expl ain to Ss that each sentence in the writing mode l • The pairs change ro les and prac ti ce again using the
(Part B) answers a diffe rent question fro m Part A. remaining words on the board fo r guidance.
• Ask the class which sentence in the writing model • Continue hiding the lines until all lines are covered and
corresponds to the fi rst questi on. U nderline thi s pairs practice with no gui da nce.
sentence in the model in the color corresponding to
the firs t q uesti on.
• Have diffe rent Ss go to the board and underline the
other sentences in the model in the color corresponding 4 Fill in the text
to the q ues ti on they answer.
Purpose: To practice or review target vocabulary.
For use with: Language in context , Conversation .
Classware tools: Zoom, Hide or Pen, Eraser.
2 Choose ABC Preparation: Before class, hide the target words in
the text using the Hide or thick Pen tool. Save the
session.
For use with: Vocabulary with pictures.
Classware tools: Zoom, Hide or Pen, Eraser. • Zoom in on the tex t with the hidden words.
Preparation: Before class, hide the target words • Books closed. Have Ss look at the text wi th the hidden
using the Hide or thick Pen tool so that Ss can see words o n the board.
only the p ictures. Save the session. • Have Ss work in pairs and fi ll in the bl anks in the text
Prepare a list with three choices (A, B, and C) for each with the missing words.
picture, one of which should be the correct answer. • Have different Ss go to the board and reveal the first
Prepare sets of three cards with the letters A, B, and C hidde n word using the Eraser tool.
for each S, or ask them to bring these to the next class. • Co ntinue the acti vity until all the words are revea led.
Option: Follow the steps above, but pl ay the audio before
• Books closed. Zoom in o n the area with the pictures
revealing answers so that Ss can check their answers.
and hi dden words.
• Point to a picture and call out the three choices li sted,
e.g., A. noisy; B. interesting; C. boring .
• Ss hold up o ne of the three cards as the ir answer.
• Revea l the answer (using the Eraser tool if the word is
under the picture).
• Conti nue the activity until all answers are revealed.
Option: Before cl ass, post large A, B, and C signs in the
classroom. Instead of holding up cards, Ss make the ir
choice by moving to the sign with the corresponding letter.
Introduction xxvii
5 Find the match 7 Guided brainstorming
Purpose: To practice or review target language . Purpose: To review target vocabulary.
For use with: Language in context, Conversation . For use with: Brainstorm! activities in the Wrap-up.
Classware tools: Zoom, Hide, Pen, Text Box, Eraser. Classware tools: Attach a Blank Page, Pen, (or
Preparation: Before class, hide target language items Text Box).
in the text using the Hide or the thick Pen tool. On the Preparation: Before class, attach a Blank Page next
margin of the text, or wherever there is space, insert to the section and write a list with the first letter of
a Text Box and type the hidden words in a different likely brainstorming answers either using the Pen tool
order in the box. Save the session. directly onto the Blank Page or typing the list into a
Text Box added to the Blank Page. Save the session.
• Books closed. Zoom in o n the area with the hidden
words and the Tex t Box. • After Ss do Brainstorm!, di vide the cl ass into two
• Have Ss work in pairs and give them some time to (or more) teams.
complete the text with the wo rds in the Text Box. • Di spl ay the attached Bl ank Page with the li st of
• Have a S fro m each pair (or volunteers) go to the board first letters.
and, using the Pen tool, draw a line fro m a hidden word • Books open. Have teams alternate calling o ut answers
to its correct match in the Tex t Box. that start with any of the letters on the board . F ill in the
• Continue the acti vity until all items are matched. answers on the board using the Pen tool or typing into
the Text Box.
• Reveal the hidden words using the Eraser tool and
confi rm the answers. • Teams get a point for each cotTect answer.
Option: Number the words in the Text Box so that the Ss • The team with the most points wins.
can wri te the number of the word over the hidden word . Option 1: For more chall enge, ask Ss to close their boo ks
and try to remember answers.
Option 2: Give a time limit fo r groups to answer.
6 Fix it!
Purpose: To practice or review target language.
8 Highlight and say it!
For use with: Vocabulary, Grammar, answers to
reading comprehension questions. Purpose: To practice pronunciation.
Classware tools: Zoom, Pen. For use with: Any previously taught section with
Preparation: Before class, write an incorrect answer several examples of target pronunciation items.
for each item in the selected exercise using the black Classware tools: Zoom, Highlight.
Pen tool. Save the session. Preparation: None.
• Zoom in on the exercise with the wrong answers written • After pronunci ation practice, zoom in on the area
in. Te ll Ss these answers are incorrect. (suggested in the teaching notes).
• Divide the class into pairs and have Ss correct the • Have Ss work in pairs and give them some time to
mistakes with their books cl osed. identify target pronunciation ite ms in the zoomed
• Have Ss go to the board to cross out the mi stakes and area, e.g., " words with stress on the first sy llable" or
correct the m using a di ffe rent color of the Pen tool. "questi ons wi th ri sing intonation."
Option: For more cha ll enge, have Ss close their books • When the time is over, have a S from each pair (or
before do ing the acti vity (onl y fo r Vocabulary and vo lunteers) go to the board, hi ghli ght o ne target
Grammar) . pro nunciatio n item, and say it.
• Continue until all items have been hi ghlighted and read
out loud .
xxviii Introduction
9 Label that picture 11 List that
Purpose: To review vocabulary. Purpose: To review language.
For use with: Any pictures including several target For use with: Wrap-up, Speaking.
vocabulary items. Glassware tools: Attach Blank Page, Pen (or
Glassware tools: Zoom, Pen. Text Box).
Preparation: If using a section with several labeled Preparation: Before class, attach a Blank Page next
pictures (as in some Vocabulary sections), before to the section and divide it into columns (one for
class, hide the labels using the thick Pen tool. Save each team) using the Pen tool (or Text Box). Save the
the session. session.
• Books closed. Zoom in on the picture or area with • After Ss do Brainstorm! (in the Wrap-up) or gather data
pictures so that no text is showi ng. (in Speaking), di vide the class into two (or more) teams.
• Divide the class into two (or more) teams, and have • Give the teams some time to co ll ate their indi vidual
them stand in straight lines faci ng the board. answers into a team li st.
• Have a S from one team go to the board and, using the • When the time is over, have the teams face the board
Pen tool , label any target vocabulary item in the picture and alternate calling out answers (not given by other
in 15 seconds. Other members of the team can suggest teams).
items to label. • Write each team's answer in their colu mn on the Blank
• The team gets one point for each correct label. Page (or type them into the correspond ing Text Box).
• Conti nue the game, alternating between the teams, until • The teams get one point for each correct answer.
all items are labeled. • The team with the hi ghest score wins.
• The team with the highest score wins. Option: Instead of writing the answers on the board , have
Ss go to the board and write it in their team's column.
10 Language switch
Purpose: To practice speaking and target language.
12 Make connections
For use with: Interactions, Conversation . Purpose: To activate Ss prior knowledge, to preview
Glassware tools: Zoom, Highlight. content of unit, to review language.
Preparation: Before class: For use with: Warm -up.
Glassware tools: Zoom, Pen.
For the Conversation section, hi gh li ght all instances of
Preparation: None.
the target vocabulary in the dialogue and the possible
substitute words for each in the Vocabulary section above. • Have Ss work in pairs.
For lnleractions, hi ghli ght all expressions in the dialogue • Give the pairs some time to look at the Warm-up page
and in the boxes. Save the session. and link any items in the pictures to any words in the
• Books closed. Have Ss work in pairs. Have Ss look at lesson overviews at the top of the page, e.g., the image
the board and practice the dialogue by substituting the of a dish to the word food. If necessary, discuss the
highlighted items in the dialogue with hi ghlighted items connection between the image and the word .
from the correspondi ng section. • Have a S from each pair (or a volunteer) go to the board
Option 1: For more challenge, hide the items in the and, using the Pen tool , connect an item in a picture to a
dialogue using the Hide or thi ck Pen tool. word in the overview above.
Option 2: For even more challenge, hide the items in • Have the S (or the pair) explain the connection.
the dialogue using the Hide or thick Pen tool, and don 't • Continue the activity until all possible connections have
hi ghlight the possible substitute items. been made. (If Ss don ' t come up with all possible ones,
e licit these from them.)
Introduction xxix
13 Preview the unit 15 Revealing grammar
Purpose: To activate Ss prior knowledge, to preview Purpose: To review grammar.
content of unit, to review language. For use with: Grammar.
For use with: Warm-up. Classware tools: Zoom, Pen, Eraser.
Classware tools: Hide, Pen, Eraser. Preparation: Before class, hide key parts of the
Preparation: Before class, hide the bullet lists below grammar box using the Pen tool. Save the session.
the lesson headings at the top of the Warm-up page
using the Hide tool. Save the session. • Books closed. Zoom in on the grammar box with
hidden items.
• Books closed. Have Ss foc us on the pi ctures on the • Have Ss work in pairs and give them some time to
Warm-up page on the board . Ask Ss questi ons about the co mplete the gramm ar box.
pictures to eli cit words re lated to the theme and topi cs
• As k a pair what the first hidden tex t is. As they say it,
of the un it, e.g., What do you see in the pictures? What
ask a question to eli cit the use of the hidden tex t, e.g.,
type of things are these ?
Why do we need did here?
• Using the Pen tool, write some key words menti oned by
• After the S answers the question, use the Eraser too l to
the Ss on the board, nex t to the pi ctures.
reveal the tex t. Di scuss as appropri ate.
• Reveal the lesson overviews on the top of the page
• Continue the acti vity until the complete box is revealed.
using the Eraser too l. Use the key words e licited to
briefly explai n the items on the li sts. Option: Have Ss go to the board to suggest the text,
answer your questi on and reveal the text.
• Tell Ss that they will learn more about these things in
the un it.
16 Right or wrong?
14 Restoring text Purpose: To practice or review target language .
Purpose: To review language. For use with: Vocabulary, Grammar.
For use with: Language in context , Conversation , Classware tools: Zoom, Pen.
Interacti ons. Preparation: Before class, write some correct and
Classware tools: Zoom, Hide, Eraser, Show. some incorrect answers, or circle some of the wrong
answers for the selected exercise using the black Pen
Preparation: Before class, hide the text using the
tool. Save the session.
Hide tool. Then , randomly, erase parts of the hidden
area with the Eraser tool until roughly half of the text • Zoom in on the exercise. Te ll Ss some of the answers
is showing. Save the session. are incorrect.
• After Ss read and practi ce the tex t, have them close • Point to the first ite m. Have Ss raise their ri ght hand if
their books. they think the answer is correct.
• Zoom in on the parti all y hidde n tex t. • Ask one of the Ss who identified an incorrect answer to
correct it.
• Have Ss work in pairs, and give them some time to
re-create the text o n a piece of paper. • If none of the Ss identified an incorrect answer, say it is
incorrect and e li cit the correcti on from the class.
• When the time is over, either pl ay the audio or " reverse"
the hidde n area using the Show too l fo r Ss to check • Continue the acti vity until all answers are revealed.
their answers. Option: If appropri ate to the point be ing practi ced and the
• Reveal the full tex t using the Eraser tool. level of the cl ass, as k Ss to expl ain the correcti on.
xxx Introduction
17 Search and highlight 19 Swipe and guess
Purpose: To review vocabulary and I or grammar. Purpose: To review target vocabulary.
For use with: Vocabulary, Language in context, For use with: Vocabulary with labeled pictures.
Conversation, Reading. Classware tools: Zoom, Hide, Text Box, Eraser.
Classware tools: Zoom, Highlight. Preparation: Before class, hide the pictures using the
Preparation: None . Hide tool, and cover the words using Text Boxes. Save
the session.
• Books closed. Zoom in on the appropriate section.
• Divide the class into two (or more) teams. • Zoom in on the area with the hidden pictures
and words .
• Have a S from one team go to the board.
• Divide the class into two (or more) teams, and have
• Say a type of word , and have the S highlight an
them stand in straight lines facing the board.
example in the text, e.g., Highlight a count noun.
• Have a S from one team go to the board and, using
• The S has 15 seconds to highlight the word using the
the Eraser tool, swipe once through one of the hidden
Highlight tool and can be helped by the team.
images to reveal part of it.
• If the S highlights a coITect word, the team gets one
• That S's team has one chance to try to guess the word .
point. If not, the other team(s) gets the point.
If they don't guess it correctly, the other team(s) has
• Continue the game, alternating between the teams (have) a chance to guess. If they do, they get one point
and having Ss highlight the same or a different type and reveal the rest of the picture using the Eraser tool.
of word.
• Continue the game, alternating between the teams .
• The team with the most points wins.
• The team with the most points wins.
Option: Hide both the pictures and the words using the
Hide tool so that swiping reveals parts of both.
18 Show the word!
For use with: Vocabulary with pictures. 20 Which word?
Classware tools: Zoom, Hide or Pen, Eraser.
Purpose: To practice target vocabulary.
Preparation: Before class, hide the target words
For use with: Language in context, Conversation.
using the Hide or thick Pen tool so that only the
Classware tools: Text Box (or Hide or Pen).
pictures are visible. Save the session.
Preparation: Before class, cover each target item
• Zoom in on the area with the pictures and with a Text Box (or hide the items with the Hide or Pen
hidden words . tool, and add a Text Box to the margin of the text).
• Divide the class into two (or more) teams, and have Type in the covered item and another item from the
them stand in straight lines facing the board. Vocabulary set. Save the session.
• Say one of the hidden words. Have a S from one • Books closed. Before Ss read the text, zoom in on the
team go to the board and reveal the word under the area with the items covered by the Text Boxes.
corresponding picture using the Eraser tool.
• Have Ss work in pairs and choose the correct word .
• If the S guesses coITectly, the team gets one point.
• Play the audio. Have Ss listen and check their answers.
If not, the other team(s) gets the point.
• Have Ss cal l out the answers for each item or go to
• Continue the game, alternating between the teams.
the board and reveal the original text by deleting the
• The team with the most points wins. Text Boxes.
Option 1: Play the game as a race. The S from each
team who gets to the board first has the chance to reveal
the word.
Option 2: For Vocabulary sections where the words are
not under the pictures, have Ss use the Pen tool to check
the coITesponding pictures.
Introduction xxxi
Introduction to the fE~R
Introduction to the
Common European Framework of Reference (CEFR)
The overall aim of the Council of Europe's Common This was followed in 2001 by the publication of the
European Framework of Reference (CEFR) is to provide Common European Framework of Reference, wh ich
objective criteria for describing and assessing lang uage describes 6 levels of communicative ability in term s of
proficiency in an internationally comparab le manner. competences or "can do" statements: A I (Breakthrough) ,
A2 (Waystage), BI (Threshold), B2 (Vantage) , C I (Effecti ve
The Counc il of Europe's work on the de finition of
Operational Proficiency), and C2 (Mastery). In conjunction
approp ri ate learning objectives for ad ult language learners
with the CEFR descriptors, the Council of Europe also
dates back to the seventies . Their first publication was
developed the E uropean Language Portfolio, a document
the Threshold series (J. A. Yan Ek and J. L. M. Trim,
which enables learners to assess their language ability and to
Cambridge Un iversity Press, 1991) wh ich provided a
keep an internationa ll y recogni zed record of the ir language
detailed description in functional , notional, grammatical,
learning experience.
and soc iocultural terms, of what a language user needs
to be ab le to do in order to communicate effectively in
the sort of situations common ly encountered in everyday
li fe. Three levels of proficiency were identified called
Waystage, T hresho ld , and Vantage (roughly correspondin g
to Elementary, Intermediate, and Upper Intermediate).
Four Corners and the

Common European Framework of Reference
The CEFR was used as a point of reference throughout the development of the Four Corners series and informed the choice
of language content and activ ity. The table be low shows how Four Corners correlates with the Council of Europe 's various
levels and with so me major international examinations.*
Four Corners CEFR Council of Cambridge IELTS TOEFLiBT TOEIC

Europe ESOL
Level 1 Al /A2 Breakthrough 120+
Level 2 A2 Waystage KET (Key 3.0 225+
English Test)
Level 3 Bl Threshold PET 3.5-4.5 57- 86 550+
(Preliminary
Level 4
English Test)
Sources:
http ://www. ielts-test-pract ice. co m/ ieIts-scores. htm I
http://www.ets.org/Med ia/Research /pdf/CEF _Mappi ng_Study _I nteri m_Report. pdf
http ://www.sprac hen markt. de/fi lead mi n/sprachen markt/ets_i mages/TO EI C_Can-do-table_CE FR_2008. pdf
xxxii Introduction
Four Corners Level 2
Four Corners Level 2 completes the CEFR competences for A2, which students started in Four Corners Level l.
The table be low contains the general competences described in the CEFR se lf-assessment grid for this level.
A2
u Listening I can understand phrases and the highest frequency
N vocabulary related to areas of most immediate
D personal relevance (e.g. , very basic personal and
E family information , shopping, local area,
employment). I can catch the main point in short,
R
clear, simple messages and announcements.
s
T Reading I can read very short, simple texts. I can find specific
A predictable information in simple everyday material,
N such as advertisements, prospectuses, menus,
D and timetables, and I can understand short simple
I personal letters .
N
G
s Spoken I can communicate on simple and routine tasks
p Interaction requiring a simple and direct exchange of information
E on familiar topics and activities . I can handle very
A short social exchanges, even though I can't usually
understand enough to keep the conversation going
K
myself.
I
N
Spoken I can use a series of phrases and sentences to
G describe in simple terms my family and other people,
Production
living conditions, my educational background, and my
present or most recent job.
w Writing I can write short, simple notes and messages relating

R to matters in areas of immediate need. I can write
I a very simple personal letter, for example, thanking
T someone for something.
I
N
G
A strong foc us on speakin g characterizes Four Corners. Sources:

The speaking outcomes at the end of every lesson, which Common European Framework of Referen ce for Lan guages:
allow teachers and students to assess progress against the Learning, teaching, assessment (2001) Council of Eu rope,
lesson' s objectives, mirror the CEFR "can do" state ments Cambridge University Press .
for this ability. The tables on pages xxxiv-xxxvii list the The Council of Europe Europea n Language Portfolio, (2000)
detailed speaking co mpetences for A2, and shows exactly Swiss National Foundation Project ,
where each CEFR "can do" statement is covered in the (http://www.coe . i nt/T/DG4/Portfol io/documents/append ix2. pdf) .
Student's Book. The Li stening, Reading, and Writing tables Waystage 1990 (1991) J. A. Van Ek and J. L. M. Trim ,
Council of Europe , Cambridge University Press.
con tain the same type of information for these abilities, and
also inc lude information on the Workbook contents.
Further in for mati on on how Four Corners correlates to the
CEFR and an in-depth breakdown of Level 2 content by unit
is availabl e o n the Four Corners website.
Introduction xxxiii
Speaking
Handle very short social exchanges.
SBlB SB4B
Use simple everyday polite forms of greeting and

address. SBlB SB4B
Can participate in short conversations in routine

contexts on topics of interest. SB2B SB3B
Say what he I she likes and dislikes.

SB3C SB4A
SBlA
SB3D SB4D
Express how he I she feels and express thanks.
Can express opinions and attitudes in a simple way.

SB2B SB3B
SBlD
SB2D SB3D
Discuss what to do, where to go, and make

arrangements to meet. SB3D
Discuss what to do in the evening, on the weekend. SB3C

SB3Wu
Make and respond to suggestions.
Agree and disagree with others.
Exchange relevant information and give his I her opinion

on practical problems.
SB3B
Communicate in simple and routine tasks and discuss

what to do next. w
Ask and answer questions about habits and routines.
SBlC
SBlD SB4C
SBlWu
Ask for and provide personal information.

SBlA
SBlB
Can find out and pass on straightforward factual

information. SB3A
xxxiv Introduction
SB5B -
SB5B SB12B
SB6B SB8B SB9B SBllB SB12B
SB6A SB7A SBlOA SBllA

SB7C SB8A SB9A SBlOC SBllB
SB6D
SB7D SBlOD SBl lC
SB5B SB12B
SB5A SB6B SB9B

SB8C SBllA
SB5D SB6D SB8D SB9D
SB9Wu SBllD
SB8B SBllB
SBllB
SB5D SB8B SBllB
SB6B SB8A
SBllA
SB6D SB8D
SB7B SB8A
SB7C SB8B SBlOD
SB8D
SB7D
SB5C SBlOA SBllA
SB7Wu
SB9A
SBl lC
SB9B
continued
Introduction xxxv
Speaking (continued)
A language user at A2 can:

I w 1 2 3 4
Give simple instructions.
Make simple transactions in shops, post offices,

and banks.
Give and receive information about quantities numbers

and prices.
Get simple information about travel.
Order a meal.
Ask for and provide everyday goods and services.
Describe past activities and personal experiences.
Describe people, places, and possessions in simple

terms. SB2A
SB2B SB3B
SB4D
SB2C SB3D
SB4Wu
SB2D SB3Wu
SB2Wu
Describe his I her family, living conditions , educational

background, and job. SB2A SB4A
Use simple descriptive language to compare objects and

possessions.
Give short basic descriptions of events and activities.
Describe plans and arrangements.
Ask for clarification about key words .

w
Ask for repetition when he I she doesn't understand.
SBlB
W =Student's Book, Welcome unit SBlA =Student's Book , Unit 1, Lesson A Wu = Student's Book, Wrap-up section
xxxvi Introduction
5 6 7 8 9 10 11 12
SB5A
SB7B
SB7B
SB8B
SBlOB
SBlOB
SBlOC SB12A
SB9C SBlOD SB12B
SB9D
SBlOWu SB12D
SB8A
SB7A SB8B SB9C
SB7C SB8C SB9D SBlOWu SBllD
SB7D SB8D SB9Wu
SB8Wu
SB7A
SB7C
SB7D
SB12B
SB6Wu SB12C
SB12A
SB6C SB12B
SB6Wu SB12C
SB12D
Introduction xxxvii
Listening
A language user at A2 can:
Understand and extract the essential information from
short recorded passages dealing with everyday matters .
- SBlB
SBlD
-- SB2B
SB2C
SB2D
SB3B
SB3C
SB4B
SB4C
SB4D
Identify the topic of discussion around him I her.

SBlC
Catch the main point in short, clear, simple messages or

announcements.
Understand what is said to him I her in simple everyday

con versation . This compete nce is pract ised throughout the course.
Can follow simple instructions.

w
W = Student's Book , Welcome unit SBlA = Student's Book, Unit 1, Lesson A
Reading
A language user at A2 can: w 1 2 3 4
Understand short simple personal letters, emails,
and biogs about aspects of everyday life. SBlD SB3D
SB2D WB4D
SBlWu WB3D
Identify specific information in simpler written

material such as brochures, short newspaper
articles, and webpages. SBlWu SB2Wu SB3D
SB4DSB4Wu
WBlD WB2D SB3Wu
Identify specific information in simple

advertisements, prospectuses, menus, and
timetables.
Understand simple instructions on equipment

encountered in everyday life.
Guess the meaning of unknown words from their

context in short texts on everyday topics.
W =Student's Book, Welcome un it SBlA =Student's Book, Unit 1, Lesson A Wu = Student Book 's, Wrap-up section
xxxviii Introduction
SB6B SB7B SB9B SBlOB SBllB SBllB
SB5B SB7C SB8B SB9C SBl lC SB12C
SB6C SB8C SBlOD
SB5D SB6D SB7D SB9D SBllD SB12D
SB5C SBllB
SBlOC
SB5A
5 6 7 8 9 10 11 12
SB8D WBllD
SB9A SB12D
SB6D SB8A SB9D SBlOD SBllD
SB5D SB6Wu SB7D SB8Wu SB12Wu
SB5Wu SB7Wu SB9Wu WBlOD SBllWu
WB6D WB8D WB12D
WB9D
SBlOWu
WBlOD
SB5A
WB7D
WB5D
SB6D SB7D SB9C

SB9D
WBl A = Workbook , Unit lA
Introduction xxxix
Writing
A language user at A2 can: w 1 2 3 4
Write about aspects of his I her everyday life (people,
places, family, hobbies, job, school). SBlD SB2D SB4D
SB3Wu
SBlWu SB2Wu SB4Wu
Describe events, past activities, and personal

experiences in simple sentences.
Write very simple personal letters and emails using

simple expressions for greeting, addressing, asking, or
SB3D
thanking somebody.
Write short simple notes and messages relating to

matters of immediate need.
Write short simple biographies.
W = Student's Book , Welcome unit SBlA =St udent's Book, Unit 1, Lesson A Wu = Student's Book , Wrap-up section
xi Introduction
5 6 7 8 9 10 11 12
SB5D
SB5Wu SB8Wu SBlOWu
SB6D SB7D SB9D SBlOD

SB6Wu SB7Wu SBllWu SB12D
SB9Wu
SB8D
SB9D
SBllD SB12Wu
SB9Wu
Introduction xii
Welcome
1 Working with a partner
A .1 Complete the conversations with the correct sentences. Then listen and check
your answers.
• Can I borrow your pen? • Whose turn is it?
• Let's compare our answers! • Are you ready?
B Pair work Practice the conversations.
2
Welcome
1 Work ing with a partner
Learning objective: Use expressions for working
with a partner.
A (CD 1, Track 2)
• Direct Ss' attention to the pictures. Explain that these
Ss are working with partners . Say that there are many
ex press ions we can use when we work with a partner in
class.
• Go over the instructions.
• Have Ss work individually to complete the conversations.
• Option Have Ss check their answers with a partner.
• Play the audio . Have Ss listen and check their answers.
• Play the audio again . Have Ss repeat the sentences to
practice pronunciation.
8
• Model the first practice conversation with a S. Ask: Are
you ready? Have the S read the response: Not yet. Just a
second. Then change roles and model the conversation
again.
• Have Ss work in pairs to practice the conversations.
• Go around the room and offer help as needed.
Welcome T-2
2 Asking for help 3 Speaking Do you know?
Learning objective: Learn and practice expressions Learning objective: Ask questions about English
for asking teachers or other Ss for help. words .
• Direct Ss ' attention to the "can do" statement at the
A
bottom of the page. (When they finish the speaking
• Go over the instructions and the example. activity, they will hopefully be able to check the box.)
• Have Ss work individually to match the questions and
answers. A
• Option Have Ss check their answers with a partner. • Go over the instructions. Read the example dialogue with
a S, taking the role of A.
• Go over the answers with the class.
• Have Ss work individually to think of two English words
• Have Ss work in pairs to practice the questions and
they know and to write them down.
answers. Have one student ask the questions and the
other read the answers. Then have them change roles . • Have Ss work in pairs to ask their partner if they know
these words.
B
B
• Go over the instructions and read the four questions
alo ud. Do the first sentence together as a class (How do • Go over the instructions and the two questions. Have Ss
you pronounce this word?). repeat the two questions after you say them.
• Have Ss work individually to complete the conversations. • Have Ss work individually to look at Unit 5 and find two
words to write in the blanks.
• Have Ss compare answers with a partner.
• Have Ss work in groups and ask each other about the
c (CD 1, Track 3) words they chose.
• Play the audio. Have Ss listen and check their answers. • Go around the room and give help as needed.
• Play the audio again line by line. Have Ss listen and
repeat to practice pronunciation.
c
• Go over the instructions. Have two Ss read the example
dialogue. Tell Ss that if they don't know the answer, they
can say I'm not sure, or I don't know.
• Have Ss work in the same group to ask each other about
words or expressions they want to know in English.
• Finally, tell Ss to check the "can do" statement if they
can ask questions about English words.
T-3 Welcome
2 Asking for help
A Match the questions and answers. Then practice with a partner.
1. How do you spell this word? _ff_ a. You say "welcome."
2. How do you pronounce this word? _ c_ b. It means "not common."
3 . What does this word mean? _ b_ c. /'habi/ (hobby).
4 . How do you say bienvenidos in English? _ a_ d. l-N-T-E-R-A-C-T-1-0 -N-S.
B Write these four questions in the conversations . Then compare with a partner.
What does this word mean? How do you say Boa sorte in English?
How do you pronounce this word? How do you spell your first name?
1. A: How do you pronounce this word?

B: /'kant£kst/ (context).
A: Oh, that's easy!
2. A: What does this word mean?
B: I think it means "working together."
A: Just li ke us!
3. A: How do you spell your first name?
B: E-M-l-K-0.
A: That's a nice name.
4 . A: How do you say "Boa sorte" in English?
B: You say "Good luck."
A: I see. Well, good luck!
C Listen and check your answers. Then

practice the conversations with a partner.
J Speaking Do you know?

A Pair work Think of two English words you know. Ask your partner about them.
A: What does the word kitten mean?
B: It means "baby cat."
B Pair work Look at a page in the book and find two words. Write one word in
each blank. Ask about the words.
How do you spell this word? How do you pronounce this word?
C Group work Think of words or expressions you want to know in English . Ask
you r group how to say them. Can they answer?
A: How do you say in En3/ish?
B: You say " _ _ _ __ __
I can ask questions about English words.

3
Classroom language
A Write these actions below the correct pictures. Then compare with a partner.
Close your books. Look at the picture. Turn to page .. .
r Listen. v"Open your books. Work in groups.

Look at the board. Raise your hand . Work in pairs .
•
'
1. Open your books. 2. Look at the board. 3 . Listen.
-.
4. Work in groups. 5. Raise your hand. 6. Work in vairs.
•
...
7. Look at the picture. 8. Close your books. 9. Turn to pa@e ...

•
A: What's number one?
B: It's ...
B Listen and check your answers.
C Listen to seven of the actions. Do each one.
4
Classroom language
Learning objective: Use vocabulary for language used B (C D 1, Track 4)
in the classroom.
• Pl ay the audio. Have Ss li sten and check their answers.
A • Play the audio again. Have Ss li sten and repeat the
• Direct Ss' attention to the words and phrases in the sentences to practi ce pronunciatio n.
box and the pi ctures. Expl ain that the pictures show
C (CD 1 , Track 5)
di ffe rent classroom acti viti es. The phrases in the box are
instructi o ns they will hear the ir teacher use in class. • Go over the in structions.
• Go over the instructio ns and the exampl e. • Play the audi o. Pause it after each action. Have Ss li sten
and do each action.
• Have Ss work indi vidually to write the phrases under the
pictures.
• Have two Ss read the di alogue. Have Ss compare answers
with a partner.
Welcome T-4
My interests
r At a glance: Unit overview Speaking outcomes
LESSON A I'm interested in fashion. Ss can . ..
Ss learn vocabu lary to discuss their interests. They ask classmates ask and talk about interests.
questions using the present of be.
LESSON B Can you repeat that, please? Ss can . ..

Ss ask someone to repeat and to speak more slowly. ask for repetition and ask for someone
to speak more slowly.
LESSON C Do you play sports? Ss can . . .

Ss learn vocabulary for sports and exercise. They use the simple ask and talk about sports and exercise
present. habits.
LESSON D Free time Ss can .. .

Ss read blog posts and comments about people's hobbies, and write talk about people's free-time activities.
a blog post about an interest they have.
Warm-up B
• Expl ain that similar means "almost the same" or "like
Learning objective: Preview the topic and talk something or somebody, but not exactl y the same."
about interests. Give examples of things that would be simil ar to the
A items in the pictures (e.g ., another musical instrument, a
magazine, another pet).
• To introduce the topi c of interests, have Ss work in pairs
or groups to look at the picture and name the items on • Model the activity. Ask a S: Do you like computer
and around the des k. games ? Do you like comic books ?
• Eli cit the answers fro m the cl ass. Write them on the • Have Ss work in pairs to di scuss the questi on. Then
board. ask: Do you and your partner like similar things ?
Elicit answers from several pairs.
• Option Do the acti vity as a cl ass.
• Tell Ss that they will learn how to talk about interests in
Possible answers this unit. Point out the Unit 1 lesson overviews. Go over
A book, a camera, a comic book, a computer, a chess what Ss will learn in each lesson.
game, a desk, a fish, a goldfish bowl, a guitar, a
magazine, an MP3 player, a photograph , a poster, a Extra activity Extension
video game. This person may like reading, photography, Have Ss draw their own room or list items in their room.
music , and games. Have Ss work in pairs and exchange pictures or lists.
Encourage Ss to guess what their partner likes.
Classware Make connections page xxix

After doing Part A, fo llow the steps for Make connections
to activate Ss prior knowledge, to preview content of the
unit, and to review language.
T-5 Unit 1 My interests

I'm interested in fashion.
1 Vocabulary Interests
A Match the words and the pictures. Then listen and check your answers.
a. art
b. fashion
c. languages
d. literature
e. politics
f. pop culture
g . sports
h. technology
i. travel
4.
8.
B Pair work Tell your partner about the things in Part A. Which ones do you
love? like? hate?
2 Language in context Find new friends!

A -4 J) Read the survey. Then complete the survey with your own information .
Looking for new friends? Find someone with similar interests!

W hat's your name? _ _ _ _ _ _ _ _ __ Who's your favorite ... ?
W here are yo u fro m? _ _ _ _ _ _ _ _ __ actor _ _ _ _ _ _ _ _ _ _ _ _ _ __
How old are yo u? _ _ _ _ _ _ _ _ _ __ actress _ _ _ _ _ _ _ _ _ _ _ _ __
Are you single or married? _ __ __ __ _ singer _ _ __ _ __ _ _ __ __ __
Are you interested in ... ? What's your favorite ... ?

travel yes I no
sports yes I no movie _ _ _ _ _ _ _ _ _ _ _ _ _ __
fas hion yes I no video game _ _ _ _ _ _ _ _ _ _ _ __
B Group work Compare your information . Who are you similar to? How?
"Min3 and I are similar. Our favorite movie is . .. "
6
LESSON A overview
Vocabulary: Interests
Grammar: Present of be
Speaking: Interview about interests
1 Vocabulary Interests 2 Language in context Find new

friends!
Learning objective: Use common vocabulary for
interests. Learning objective: Use of present of be in context.
A (CD 1, Track 6) A (CD 1, Track 7)

• Direct Ss' attention to the words and the pictu res. • Direct Ss' attenti on to the text to set the scene. Explain
Exp lain that the pictures show differe nt interests. the meaning of a survey. Say: A survey is a list of
questions to ask people to get information.
• Go over the instructions. Ask: Do you have a best friend?
Bring magazines or magazine covers to class , preferably
Why are you best f riends with this person ?
from each interest area. Use them to present language.
• Pl ay the audi o. Have Ss li sten and read sil entl y. Then
• Go over the instructions and the example. Model the have Ss work ind ividually to complete the survey.
activity. Po int to the firs t picture. As k: What are these ?
(Books.) Ask: What is this interest ? (Literature.) B
• Have Ss work ind iv iduall y or in pa irs to match the • Go over the in structions. Have Ss work in groups of fo ur
words and pictu res. Go around the roo m and give help to compare their information and discuss who they are
as needed. simil ar to.
• Option Have Ss check answers with a partner.
Cultural note
• P lay the audio. Have Ss li sten and check their answers. In the United States and Canada, it is usually considered
• Play the audio again . Have Ss repeat the words to impolite to ask questions about age, salary, political
practice pronu nciati on. beliefs, or religious beliefs, while in other cultures these
topics may be acceptable. "Safe" topics in North America
B include personal interests, pop culture, the weather, and
sports. An exception: in classrooms, or among people of
• Go over the instructio ns. Model the acti vity. Say: I love
a similar age, it is usually acceptable to ask about age.
fashion and art. I like travel. I hate politics.
• Have Ss work in pairs to discuss the things in Part A.
• Call on Ss to tell the class about their partner's likes
and dislikes.
Classware Label that picture page xxix

After doing Part B, follow the steps for Label that picture
to review vocabulary for interests. Consider having one
team label items using the Pen tool and the other team
using the highlighter in order to distinguish between
teams' labels.
Unit 1 My interests T-6

3 Grammar Present of be B
• Go over the in structions, li st of answers, and example
Learning objective: Practice questions and answers question. Point out that so me answers to info rmatio n
with present of be. questi ons are short (technology, Johnny Depp ) and some
(CD 1, Track 8) are full sentences (I 'm 20 years old.).
• Direct Ss' attention to the gra mmar box. Read the • Have Ss work indi viduall y to write possible questi ons fo r
questions and call on Ss to read the answers. Ask Ss to the answers.
identify the subject and verb in each questi on and answer. • Have Ss compare answers with a partner.
• Explain that the verb be has three fo rms in the present: • Go over the answers with the class.
am, is, and are. E li cit the correct fo rm of be fo r each
pronoun (/am, he I she I it is, you I we I they are). c
• Direct Ss' attenti on to the left side of the box. • Model the conversatio n with a S, giving a di ffe rent
I. Explain that these are info rmation questi ons, or answer fo r the first questio n.
Wh- questi ons. Ask: What words do these questions • Have Ss work in pairs to ask the questi ons in Part B and
start with? (Where, How, What.) answer them with their own informati on. Encourage Ss to
2. E li cit more W h- questi on words and write them on give both long (full sentence) and short answers.
the board (Who, What, When, Where, Why, How). • Option To encourage a more natu ra l conversati on
• Focus on fo rm in Wh- questi ons. Write on the board : (as opposed to an interview) , have Ss ask their partner
I . Question word + is + he I she I it a simil ar questio n immedi ately after giving the answer.
Model the conversation: A: What are you interested in ?
2. Questi o n word + are + you I we I they
8 : Sports. How about you?
• Focus on fo rm in contractions: I'm = I am, isn't = is not,
they're = they are; he 's not I he isn't= he is not; they 're
not I they aren 't = they are not
4 Speaking What are you
• Direct Ss ' attenti on to the ri ght side of the box. Ask: How
interested in?
are these questions different from Wh- questions ? (They
do not use Wh- question words; they can be answered Learning objective: Ask and talk about interests.
with yes or no.) Ex pl ain that these are yes I no questi ons.
• Direct Ss' attenti on to the "can do" statement at the
Poin t out the affirmati ve and negati ve short answers.
botto m of the page. (When they fini sh the speaking
• Focus on fo rm in yes I no questions. Write on the board: acti vity, they will hopefull y be abl e to check the box.)
I. ls+ he I she I it + info rmatio n
2. Are + you I they + infor mati on A
• Focus on the use of the present. Explain that we use • Go over the in struction s. Model the activity with a S.
the present to talk abo ut ro utines, as well as likes and • Draw Ss' attentio n to the questions after yes and no.
dislikes. Ex pl ain that routines are things people do E xpl ain that asking more questions keeps a conversati on
every day. going.
• Check comprehension. Have Ss look at the survey in • Have Ss work in pairs to ask questi ons and take notes on
Exercise 2, Language in context. Ask: Which questions their partner's answers.
are yes I no questions ? (Are you single or married? Are
you interested in ... ?) Which questions are information B
questions ? (A ll the other questions.) • Have Ss work with a new partner to share informati on
• Play the grammar box audi o. Have Ss repeat to practi ce about the person they interviewed in Part A.
pronunciatio n. • Option Have Ss introduce the ir partner to another pair
of Ss, as if they were at a party.
A
• Finall y, tell Ss to check the "can do" statement if they
• Explai n the acti vity. Have Ss work indi vidu ally to can as k and talk about interests. NOTE: If Ss fee l they
com plete the conversati ons. need more help, suggest they do the Additional practice
• Go over the answers with the class. acti vities.
• Have Ss practice the conversati o ns in pairs, then change
Additional practice
roles and practice again .
For more practice, use:
Workbook pages 1-3
Self-study CD-ROM Lesson A

unit
J Grammar 11111)) Present of be

Where are you from? Are you interested in travel?
I'm from South Korea. Yes, I am. No, I'm not.
How old is he? Is he single?
He's 22 years old. Yes, he is. No, he's not. I No, he isn't.
What are your friends' names? Are they married?
Their names are Ming and Kathy. Yes, they are. No, they're not. I No, they aren't.
A Complete the conversations with the correct form of be. Then practice with
a partner.
1. A: Wh at ~ your name? 2. A: Where -~a~re~_ your parents from?
B: Diego. B: My mother -~ is__ from Osaka.
A: Wh ere are you from? A: ~'~

s ___ your father from Osaka, too ?
B: Mexico City. B: No, he 's not . He ~'s_ _ _
A: Are you single? from Nagoya.
B: No, I _'m
_ _ _ not. I _'m_ _ _ married. A: What are they interested in?
A: Are you interested in fashion? B: Art, languages, and literature.
B: Not really. I 'm interested in sports. A: Are they interested in travel?
B: No, they 're not I aren't .
B Read the answers. Write the possible questions. Then compare with a partner.
1. What are y_ou interested in? Technology.
2. How old are y_ou? I'm 20 years old.
3. What 's his name? Johnny Depp.
4 . Are y_ou from Buenos Aires? No, I'm from Seoul.
5. Are ypu sin!].le? Yes, I am.
C Pair work Ask and answer the questions in Part B.

An swer with your own information.
4 Speaking What are you interested in?

A Pair work Interview your partner. Take notes.
Who's your favorite writer?
1. Are you interested in literature?
What books are in your house?
2. Are you interested in What's a good cell phone?
techno logy? How old is your cell phone?
3. Are you and your friends What are you and your friends interested in?
interested in similar things? What are your friends interested in?
B Pair work Tell another classmate about your partner's answers.

"Elena is interested in literature. Her favorite writer is Jane Austen."
5 Keep talking!
Go to page 125 for more practice.
I can ask and talk about interests.
7
Can you repeat that, please?
1 Interactions Asking for repetition
A Look at the pictures. Where are the people? What do you think they're
talking about?
B Listen to the conversations. Were your guesses from Part A correct?

Then practice the conversations.
Fred: Fun party. Meg: So call me. OK ?

Carlos: Yeah, it is. Um, do you have Melissa: Sure. What's you r number?
the time ? Meg: It's 629-555-0193 .
Fred: It's . .. 9: 50. Melissa: Can you say that more slowly,
Carlos: I'm sorry. Can you repeat that, please?
please? Meg: Oh, sure. It's 629-555-0 193 .
Fred: Sure. It's 9:50. Melissa: Got it. Th anks.
Carlos: Wow! It's late.
C Listen to t he expre ssions. Then practice the conversations again with the
new ex pression s.
Asking for repetition Asking someone to speak more slowly
Can you repeat that, please? Can you say that more slowly, please?
Could you repeat that, please? Could you say that more slowly, please?
Could you say that again, please? Could you speak more slowly, please?
D Put the words in order. Then practice the questions with a partner.
1. you I can I that I please I repeat Can you repeat that. please?
2. slowly I please I say I you I can I more I that Can you say that more slowly, please?
3. again I could I say I you I that I please Could you say that a@ain. please?
4. slowly I please I more I you I speak I could Could you speak more slowly,_please?
8
r LESSON B overview
Interactions: Asking for repetition ; asking someone to
speak more slow ly
Pronunciation: Intonation in yes I no and Wh- questions
Listening: About a party
Speaki ng: Class contact list
• Option Play the audi o and have Ss li sten and repeat.

1 Interactions Asking for repetition
• Model the activity with a S. Have the S read Fred's lines.
Learning objective: Ask for repetition; ask someone Show how to substitute another way to ask for repeti tion
to speak more slowly. and another way to ask someone to speak more slow ly.
• Have Ss practice the substitution conversatio ns in pa irs.
A
• Go around the roo m and give he lp as needed.
• Direct Ss' attention to the pi ctures to set the scene.
Ask: Where are the people ? What do you think they are • Option Have Ss work in pairs to think of other situations
talking about ? in which they mi ght use these express ion s (talking at a
busy shopping center; getting driving directions). Call
B (CD 1, Track 9) on pairs to share the ir ideas. Write the situati ons on
• Go over the instructi ons. the board .
• Pl ay the audi o. Have Ss answer the questions as they
Classware Language switch page xxix
li sten and read si lently. Have Ss compare answers with
Instead of doing Part C's substitution conversation, follow
a partner. the steps for Language switch , Option 1 to practice
• For each conversation, ask: How many of you correctly asking for repetition.
guessed where the people are ? (Mode l raising a hand. )
How many of you correctly guessed what they are talking
D
about ?
• Go over the instructi ons. Ask a S to read the exampl e.
• If he lpful , pl ay the aud io again line by line and have Ss
li sten and repeat. • Have Ss work indi vidu all y to put the words in to correct
questi on order.
• Have Ss practice the conversati on in pairs, then change
ro les and practice again. • Have Ss compare answers with a partner.
C (CD 1, Track 10)
• Point out the target ex press ions in the conversations in
Part B (Can you repeat that, please? I Can you say that
more slowly, please ?). Ex pl ain that there are other ways
to make requests in Engli sh.
• Go over the express ions in the boxes. Ex pl ain that a ll of
these expressions are poli te and can be used in formal o r
info rmal situations.
• Pl ay the audi o. Have Ss li sten and read silently.

2 Pronunciation Int onat ion in 8 (C D 1, Track 13}
yes I no and Wh - questions • Go over the instructions.
• Play the audio again. Have Ss li sten and check the correct
Learning objective: Focus on intonation in yes I no question for each conversati on.
and Wh- questions.
• Tip To improve li stening comprehension, have Ss read
A (CD 1, Track 11) the questi ons before they do the exercise.
• Draw two arrows on the board : one ri sing, one falling. • Have Ss compare answers with a partner.
Exp lain that intonation is how the vo ice ri ses or fa ll s • Option Play the audio again if needed.
(goes up or down) in speaking. Point out that yes I no • Go over the answers with the cl ass.
questions often use ri sing intonati on, and Wh- questi ons
often use falling intonation.
• Direct Ss' atte nti on to the exampl e questi ons. 4 Speaking Class contact list
• P lay the audi o. Have Ss li sten, pay ing parti cular attention
to risi ng or fa lling intonati on. If necessary, play the aud io Learning objective: Ask for repetition and ask
and make ri si ng and fa lling hand gestures as Ss li sten. someone to speak more slowly.
• Play the audi o again . Have Ss listen and repeat. • Direct Ss' attenti on to the "can do" statements at the
bottom of the page. Tell Ss that when they fini sh the
B (CD 1, Track 12) speaking activity, they will hopefull y be able to check
• Go over the instructi ons and the questi ons. the boxes.
• P lay the audi o. Have Ss li sten and wri te ri sing or falling A
arrows over each questi on.
• Go over the instructi ons. Read the di alogue with a S.
• Have Ss walk around and ask cl assmates for the
• Have Ss practice the questi ons in pairs. information .
Classware Highlight and say it! page xxviii Cultural note

After doing Part B, zoom in on the gram mar box on Point out that in the United States and Canada,
page 7 and fo llow the steps for Highlight and say it to full name can mean first , middle, and last name
practice intonation in yes I no and Wh- questions. (family name I surname).
B
3 Listening Could you . . ?
• Have Ss share the information they collected and create a
class contact li st. Divide the cl ass into groups. Ask each
Learning objective: Develop skills in listening for
group to compile one li st. Coll ect the info rmation and
specific information .
compile it into a class li st.
A (C D 1, Track 13) • Finally, tell Ss to check the "can do" statements if they
• Set the scene. A woman makes three phone calls. can ask fo r repetiti on and ask someone to speak more
slowly. NOTE: If Ss feel they need more help, suggest
• Pre-teach any unfa mili ar vocabul ary.
they do the Additional practice acti vities.
Vocabulary Extra activity Extension
Directory Assistance a phone service that gives out the
Have Ss test their class contact list. Ask them to send an
phone numbers for people or businesses
email to four classmates. Write this format on the board
directory a list of people's names and phone numbers and have Ss copy it: Hi (first name), I understand your full
place an informal word for home; residence name is _ _ _ and your birthday is __. Is this correct?
I._
• Go over the instructi ons. Additional practice

• P lay the audi o. Stop after the first conversation and elicit
the answer.
• Continue pl aying the audio. Have Ss li sten and write the Workbook page 4
nu mber of each conversati on in the correct box. Self-study CD-ROM Lesson B

• Go over the answers wi th the cl ass .

2 Pronunciation Intonation in yes I no and Wh- questions
unit n
A Listen and repeat. Notice the intonation in yes I no and Wh - questions.
_A _A
Do you have the time? Are you interested in fashion?
~ ~
Where are you from? What's your number?
B Listen and mark the intonation in the questions. Then practice with a partner.
~ _A
1. W .h o's your favorite actress? 3. Are you from here?
_A ~
2. Do you like parties? 4. What's your email address?
J Listening Could you ... ?

A Listen to Clara's phone calls. Who does she talk to? Number the pictures
from 1 to 3.
B Listen again. Check (.!) the question Clara is going to ask at the end of
each conversation .
1. 0 Can you repeat that, please? 0 Can you say that more slowly, please?
2. 0 Could you repeat that, please? 0 Could you say that more slowly, please?
3. 0 Could you say that again, please? 0 Could you speak more slowly, please?
4 Speaking Class contact list

A Group work Ask four classmates their name, email address, and birthday.
Make a list. Ask them to repeat or speak more slowly if necessary.
1.
Full name Email address
----- Birthday
2.
3.
4.
A: What's your full name?

B: It's Maria Sanchez.
A: I'm sorry. Could you . . . ?
B Share your information and create

the class contact list. I can ask for repetition.
I can ask someone to speak more slowly
9
Do you play sports?
1 Vocabulary Sports and exercise
A Dan and Kathy are very active. Match the sentences and the pictures.
Then listen and check your answers.
They . ..
bowl . _ e_
ski. i
swim . _g_
They play ...
baseball. _ f_
golf. _ c_
table tennis. _ a_
They do . ..
gymnastics. _d_
karate . _ b_
yoga. h
B Pair work Which sports and exercises in Part A do you do? Tell your partner.
" / swim and play baseball."
2 Conversation A ski sale

A Listen and practice.
Sporting Goods
Clerk: Can I help you?
Gina: Yes, thank you. I want something for my boyfriend.
It's his birthday tomorrow.
Clerk: OK. What sports does he like? Does he play baseball?
Gina: No, he doesn't.
Clerk: How about table tennis? You can play together.
Gina: No, we don't really like table tennis.
Clerk: Well, does he ski?
Gina: Yes! He skis all the time. Do you sell skis?
Clerk: Yes, we do. And there's a ski sale right now.
Gina: Great!
B Listen to a conversation between Gina and her

boyfriend. Where are they? See page T-10 for the answer.
10
r LESSON C overview
Vocabu lary: Sports and exercise
Grammar: Simple present
Speaking: Interview about sports and exercise
1 Vocabulary Sports and exercise 2 Conversation A ski sale

Learning objective: Use vocabulary for sports Learning objective: Practice a conversa tion about
and exercise. sports and exercise.

• Direct Ss' attention to the sentences in the box and the • Direct Ss' attention to the picture to set the scene.
pictures. Explain that the pictures show different sports Ask: What kind of store is this ? (A sporting goods store.)
and exercises. • Pre-teach any unfamiliar vocabulary. Point out that a sale
• Go over the instructions. Do the first item together as and on sale are both about prices that have been lowered.
a class. For sale means that an item can be bought. The price
• Have Ss work in pairs to match the sentences and may be high or low.
the pictures.
Vocabulary
c lerk a salesclerk; someone who sells things in a store
• Play the audio. Have Ss listen and check their answers. a sale an event when items are sold for a lower price.
• Play the audio again. Have Ss listen and repeat the The items at the lower price are on sale.
sentences to practice pronunciation.
• Point out the three groups of sports verbs: sport verb • Play the audio. Have Ss listen and read silently. If
only (bowl, ski, swim); play + sport verb (play baseball, helpfu l, play the audio line by line and have Ss repeat.
golf, table tennis) and do+ sport verb (do gymnastics, • Have Ss work in pairs to practice the conversation.
karate, yoga). • Option Call on two pairs to act it out for the class.
• Option Elicit other examples of sports that Ss do (e.g.,
run, bike, play soccer, do Pi/ates) and write them on the B (CD 1, T rac k 16)
board in three columns with the headings: sport= verb, • Go over the instructions. Exp lain that Ss are going
play ___ and do ___ . to hear Gina and her boyfriend talking in a different
situation.
B
• Play the aud io. Have Ss listen for the answer to the
• Go over the in structions and the examp le. question : Where are Gina and her boyfriend now ?
• Have Ss work in pairs to ask and answer questions about • Go over the answer with the c lass.
the sports in Part A.
• Option Find out which Ss do the most sports. Ask: Does
anyone do more than two sports? More than three? More
than four ? Five?, etc. Have Ss raise their hands . I Answer
Gina and her boyfriend are at a hospital.
Classware Swipe and guess page xxxi

After doing Part B, follow the steps for Swipe and guess
to review sports and exercise vocabulary.
Extra activity Extension

To encourage more practice with the vocabulary in Part A,
have Ss ask their partner which sports they watch. Model
the activity with a S: Which sports do you watch on TV?
(I watch golf on TV.)

3 Grammar Simple present Extra activity Extension
Ask Ss to imagine they are news reporters doing a story on
Learning objective: Practice asking and answering
the lronman Triathlon. Have them work in pairs and write
questions in the simple present using do I does and questions they want to ask. Tell Ss to write both yes I no
other verbs. and Wh - questions (Is the lronman Triathlon held every
year? When is the lronman Triathlon? Why do people do it?
(CD 1, Track 17) How do they prepare?). Go around the room and help as
Wh- questions and answers needed. Have Ss go online, outside of class, to find
• Direct Ss' attenti on to the left side of the grammar box. answers to their questions. In the next class, follow up by
asking Ss to share the information they found.
Read the questions and call on Ss to read the answers.
• Ask: What verb helps us make questions or negative
statements in simple present tense? (Do I does.) B
• Ask: After which subjects does the verb have an -s • Go over the instructions.
ending in affirmative statements? (He, she, it.) • Have Ss work individually to put the words in correct
question word order.
• Ask: After which subjects does the verb not have an -s
ending in cif.fi.rmative statements? (They, you, we.) • Option For each question , have Ss write down an
• Point out that some verbs, like do, have, and go, are additional question to get more information (Where do
irregular. They have a differen t spelling in third-person
you play soccer?).
sing ular (does, has, goes). • Have Ss work in pairs to ask and answer the questions.
Yes I no questions and answers
• Direct Ss ' attenti o n to the ri ght side of the grammar box.
Read the questions and ca ll on Ss to read the answers.
4 Speaking Do you ... ?
• Ask: What verb is used in short answers in simple Learning objective: Ask and talk about sports and
present tense? (Do I does.) Explain that we do not repeat exercise habits.
the main verb in short answers (incorrect: Yes, I do sell.) . • Direct Ss' attention to the "can do" statement at the bottom
• Focus on the use of the si mple present. Remind Ss that of the page. Tell Ss that when they finish the speaking
we use the si mple present to talk about routines as well activity, they will hopefully be able to check the box.
as likes and dislikes.
• Refer to the conversation in Exercise 2. Have Ss
A
underline the Wh- questions and answers and circle the • Have Ss work individually to complete all three
yes I no questions and answers. questions. Go over the answers as a class.
• Check comprehension. Call on Ss and ask questions • Have Ss work in pairs to ask and answer the questions
about Gina and her boyfriend. Ask: Does Gina want in the chart and take notes.
something for her boyfriend? (Yes, she does.) Is it her
boyfriend's birthday tomorrow? (Yes, it is.) Do Gina and
B
her boyfriend play table tennis? (No, they don 't.) Does • Have Ss work with a new partner and talk about their
her boyfriend ski? (Yes, he does.) Are skis on sale today? partner's answers in Part A.
(Yes, they are.) • Option Have them introduce their partners to other
• Play the grammar box audio. Have Ss repeat to practice people, sharing what they learned in Part A.
pronunciation. • Go aro und the room and take notes on eJTors you hear,
paying particular attention to question word order,
Classware Right or wrong? page xxx do I does, and pronunciation of final -s.
Instead of doing Part A, follow the steps for Right or
• Write the errors you heard on the board. Encourage Ss
wrong? to practice the simple present.
to correct them.
A can ask and talk about spo11s and exercise habits.
• Direct Ss' attention to the picture. Explain this is a NOTE: If Ss feel they need more help, suggest they do
picture of the lronman Triathlon in Hawaii. the Additional practice activities.
• Go over the instruction s. Have Ss work individually to
Additional practice
complete the paragraph .
• Go over the answers with the class. Workbook pages 5-7
Self-study CD-ROM Lesson C

J Grammar _. Simple present
unit n
What sports do you like? Do you sell skis?
I like golf and karate. Yes, I do. No, I don't.
I don't like basketball. Does he play baseball?
What sports does he play? Yes, he does. No, he doesn't.
He plays soccer. Do they like table tennis?
He doesn't play baseball. Yes, they do. No, they don't.
Where do they do yoga?
They do yoga at home.
They don't do yoga in the park.
A Complete the paragraph with the simple present forms of the verbs . Then compare
with a partner.
Eve ry year, over a thou sand men and women compete
•
(compete) in the Hawaii lronman Triathlon . A triathlon
has (have) three parts, but it doesn't have (not I
have) thre e winners . The person with the best t ime for the
three races wins (win ) . They swim (swim)
for 3.86 km, -~b~i=
ke~_ (bike) for 180 km, and then
run (run) for 4 2.2 km. The winner gets
(get) $100,000 .
B Pu t th e words in order. Then ask and answe r the questions. Answer with your
own information .
1. soccer / do / play / on the weekend I you Do you vlay soccer on the weekend?
•
2. fa mily I like I does I what sports I your What sports does your family like?
3. best friend I your I where I does I exercise Where does your best friend exercise?
4. bowl I friends I do I your I on the weekend Do your friends bowl on the weekend?
4 Speaking Do you ... ?

A Pair work Complete the questions in th e chart. Then interview your partner.
Take notes.
1. Do you play sports on

the weekend? -r Yes.
No.
What sports do you play?
What do you do on th e weekend?
2. Do you watch sports Yes. What sports ?
o n 1V? --[ No. Wh at on TV?
3. Do you exercise in Yes. What
the morning? -l No. When ?
B Pair work Tell another classmate about your partner's answers .

"Rica rdo plays basketball and does karate on the weekend."
5 Keep talking! I can ask and talk about sports and exercise habits.
Go to page 126 for more practice. 11
Free time
1 Reading
A Look at the pictures. What is each person 's hobby ? Guess.
B Read the blog posts and check your guesses.
What's your hobby?

•
I have a really cool telescope. I usually just look at the moon , but I
sometimes look at the planets, especially Mars and Jupiter. I want
to discover a star someday! Read more ....
Be the first to rate this. 'C.rtrtrtf

.•
1
I
I
I
,
Posted by Hal at 7:12 a.m. Comments cm
I make Navajo jewelry in my free time. I make rings , bracelets, and
necklaces. It 's just a hobby, but I really enjoy it. You can see my
stuff on my website. Read more . ...
Be the first to rate this. {:drtrt1

Posted by Vicky at 9:35 a.m. Comments W
A lot of people have a pet like a cat, a fish , or a bird . But I have an
unusual pet - a llama! His name is Rex, and I take him camping
with me. He always carries my things. Read more . ...
Be the first to rate this. {:rtrCi'tl

Posted by Rafael at 11 :48 a.m. Comments [±I
I write a blog about cupcakes! I go to bakeries in my hometown

and try different kinds of cupcakes. Then I write about it. All of my
friends read my blog . Read more ....
Be the first to rate this. -t.rtrti{:f

Posted by Nadia at 1:07 p.m. Comments [gJ
C Read the blog posts again. Which comment follows each post? Number the
co mments from 1 to 4.
1. Your stuff is great! Do you sell it? 3. Good luck! Oh, what would you name it?
2. So where 's a good place to get one? 4. I love the picture. What does he eat?
D Pair work Rate each blog post and write a comment for one of the people.
Discuss your ideas.
12
LESSON D overview
Reading: "What's your hobby?" (blog posts)
Listening: An unusual interest
Writing: Blog post about an interest
Speaking: Discussion about other people's interests
• Option If your Ss enj oy reading aloud, have them wo rk

1 Reading What's your hobby? in pairs and take turn s read ing the bl og posts.
Learning objective: Read and discuss blog posts • Ask Ss which hobby or bl og post they think is the most
about unusual hobbies; develop skills in predicting, interesting .
scanning and inferring meaning from context.
Classware Search and highlight page xxxi
(CD 1 , Track 18) After doing Part B, follow the steps for Search and
highlight to review vocabulary for hobbies, the simple
A present of be, and the simple present.
• Direct Ss' attenti on to the pi ctures . Ask Ss to guess each
person's hobby.
c
• Tip To im prove reading comprehension, encourage
• Go over the instructio ns.
Ss to look at pictures or graphi cs in an article to make
pred ictions before they read. • Have Ss read the comments.
• Have Ss read the blog posts again and then wo rk
B individuall y to match them with the comments.
• Set the scene. As k: Do you ever read or write biogs ? • Go over the answers as a class.
How often? What kinds of biogs interest you ? Eli cit some
ideas fro m the class. D
• Pre- teach any unfamili ar vocabul ary. • Go over the in structi ons. Ex plain that Ss should rate each
blog post from one star (the worst blog) to four stars (the
Vocabulary best or most interesting blog) .
eblog post written thoughts put on the Internet for • Have Ss work indi viduall y to rate the posts 1-4 stars and
others to read . The word blog comes from "web log." then write a comment fo r one of the people. Po int out
hobby a free-time activity that a comment can be a statement or a questio n.
telescope a type of equipment that makes things far • Have Ss share their rating and comment with a partner.
away (usually in outer space) look closer or bigger
• Option Have Ss wo rk in pa irs to rate the posts and write
Navajo the name of a Native American tribe
a co mment.
jewelry objects made from gold , silver, or stones, worn
on the body for decoration • E lic it examples of comments fo r each post. Have Ss w ri te
camping sleeping in a tent in an outdoor environment, them on the board . Correct any erro rs with vocabul ary or
such as a campground or forest the simple present as a cl ass.
rate to judge the quality of something
• Go over the instructi ons. To encourage more writing practice , have Ss write as
one of the blog posters and respond to one or more
• Have Ss check their guesses about the hobbies as they comments. (This works best if some of the comments
read the blog posts again . are questions.)

2 Listening I s t hat a fi sh? B
• Draw Ss' attenti on to the picture on the blog post.
• Pre-teach autograph ("a fa mous person's signature").
specific information.
• Have Ss read the tex t. Poin t out th at the questi ons in
A (CD 1, Track 19) Part A are answered in the writing model. Call on Ss to
• Set the scene. Point to the pictures and ex plain that these fi nd the answers to the questions.
show steps in a process, but the steps are not in order. • Expl ain that Ss are go ing to write a simil ar blog about a
• Go over the in structi ons. hobby or interest, using their notes in Part A.
• Play the aud io. Have Ss li sten and number the pi ctu res in • Have Ss write the text, in class or fo r homework .
the correct order.
c
• Go over the instructions. Have Ss share their writing with
• Go over the answers with the cl ass. a partner. Encourage Ss to ask and answer questio ns for
more info rmation.
B (CD 1, Track 19)
• Option Have Ss put their biogs on the wall aro und the
• Go over the in structi ons. Have Ss read the questi ons.
class room. Post a bl ank pi ece of paper beneath each
• Play the audi o again . Have Ss work indi vidu all y to bl og. Alternati vely, if yo ur class has an on line di scuss ion
answer the questi ons. board , have Ss post their bi ogs.
• Have Ss co mpare answers with a partner. • Have Ss walk around , read the biogs, and w1ite comments
• Option Pl ay the audio aga in if needed. on the bl ank papers. Tell them to comment o n five biogs
• Go over the answers with the cl ass. and to write their name. Ask: Did anyone write about the
same interest as yours ? Who has an unusual hobby ?
• Option To rev iew Wh- and yes I no questi ons, play the
audio again and have Ss write down the questi ons they • Have Ss read the comments written on their posts. Call
hear the frie nd asking. on Ss to share their post and respond orall y to one of the
comments.
Extra activity Game
Have Ss work in groups and think of an activity with three
or four steps , like gyotaku. Have them draw the steps in 4 Speaking Other people's interests
the process. Then have each group explain the process
to another group or to the class. Encourage Ss to use Learning objective: Talk about people 's free-time
words like first, next, then , and finally to order the steps. activities.
Have the audience ask questions about the process. • Direct Ss' attention to the "can do" statement at the bottom
of the page. Tell Ss that when they fi ni sh the speaki ng
acti vity, they will hopefull y be able to check the box.
3 Writing An interest • Go over the instructi ons and the li st of activiti es.
• Model the activity with two Ss, taking the role of Student
Learning objective: Write a blog p ost about an interest. A. Then call on three new Ss to mode l a different
A conversation.
• Have Ss work indi vidu all y to brain storm (li st quickl y) • Have Ss work in groups of three to di scuss the interests
interests o r hobbies. Set a time limi t of two minutes. of peopl e they know.
• Go over the in structi ons and the questions. Have Ss work • Call on Ss to share examples of unu sual interests.
indiv id ually to choose one hobby fro m their li st and write • Finally, tell Ss to check the "can do" statement if they
answers to the questi ons. can talk about peopl e's free-time acti vities. NOTE: If Ss
• Tip Encourage Ss to keep a j ournal where they can
fee l they need more he lp, suggest they do the Additional
do prewriting acti viti es. Tell them not to worry about practice activiti es.
grammar or spelling. The point is to get their ideas Additional practice
down on paper.
Workbook page 8
Self-study CD-ROM Lesson D

unit
Z Listening Is that a fish?

A .. ;) Listen to John tell his friend about 3yotaku. Number the pictures from 1 to 4.
B ~ Listen again. Answer the questions.

1. Where is 3yotaku from? Japan 3. Is it fun? yes
2. Who does John work with? his sister 4. What does John sell? ~ictures
J Writing An interest
A Think of an interest you have. Answer the questions.
• What are you interested in? • What do you do? • What do you like about it?
B Write a blog post about an interest you have. Use the model and your answers in
Part A to help you .
Collecting Autographs
I'm interested in autographs. I collect them from
baseball players. Sometimes players write their names
on pieces of paper. Sometimes they write on their
photos. My favorite is an autographed baseball. It's
just a hobby, but I really enjoy it.
C Pair work Share your writing. Ask and answer questions for more information.
4 Speaking Other people's interests

Group work Think about people you know. Which of the things below do they do?
Ask and answer questions for more information.
writes a blog wears cool clothes has a favorite sports team

collects something cooks a lot makes something
travels a lot has an unusual pet reads a lot
A: My friend Masao writes a b/03.

B: What does he write about?
A: He usually writes about sports.
C: How often do you read it?
I can talk about people's free-time activities.

13
Wrap-up
1 Quick pair review
Lesson A Brainstorm! Make a list of interests. How many do you know? You
have one minute. Answers will vary. Possible answers may include:
sports pop culture travel literature
fashion art fashion languages technology
politics
Lesson B Do you remember? Check (./) the questions you can ask when
someone is speaking too fast or you want someone to repeat something. You have
one minute.
_L_ Could you repeat that, please? _ _ Can I speak to Rita, please?
_L_ Can you say that more slowly, please? _L_ Can you repeat that, please?
What does this mean? _L_ Could you speak more slowly, please?
_L_ Could you say that again, please? _ _ How do you spell that?
Student A, rl
Lesson C Test your partner! Say the names of the sports and exercises. Can
your partner say the correct verb? You have one minute.
Student e, r
,,
do play table play golf do karate do yoga
A: Baseball.
gymnastics tennis
B: Play baseball.
Lesson D Guess! Describe or act out an interest or a sport, but don't say its
name. Can your partner guess what it is? Take turns. You and your partner have two
minutes.
A: I write online every day. Other people read my writing.
B: Do you write a blog?
A: Yes, I do.
2 In the real world

Who has unusual interests? Go online and find someone with one of these interests.
Then write about it.
Unusual Pets
has an unusual pet collects something A woman in the U.S. has
makes something plays an unusual sport ducks as pets . ...
14
1 Quick pair review Lesson D Guess!
• Go over the instructions and the example. Mode l the
Learning objective: Review in terests, ways to ask for activity by describing or ac ting out yo ur own interests,
clarification, verbs to use with sports, and questions sports, or hobbies and eliciting guesses.
about activities.
• Have Ss work in pairs to take turn s describing or acting
Lesson A Brainstorm! out an activity and guessi ng what it is.
• Go over the instruction s. Elicit two other interests to add

to the example 1ist.
• Have Ss work in pairs to brainstorm interests . Set a time
2 In the real world
limit of o ne minute. Elicit the ideas and write them on Learning objective: Research and write about an
the board. unusual interest.
• Go over the in structions and the example.
Classware List that page xxix
After brainstorming, follow the steps for List that to review • As an out-of-class assignment, have Ss do research
vocabulary for interests . on line and find someone with one of the interests in the
box. Tell Ss to type in the phrases in the box fo r their
search. Remind Ss to write down the informati on they
Lesson B Do you remember? find. (They can write it in their prewriting journal, if they
• Go over the instructions and the example. are keeping one.)
• Have Ss work in pairs to read the sentences and check • When Ss return to class, have them work in pairs or small
the ones they can use if they need someone to repeat groups to read what they wrote.
information or to speak more slowly. Set a time limit of
one minute. Extra activity Extension
• Go over the answers with the class. To encourage self-correction of errors , elicit a checklist
of things Ss should check for in their writing. Write them
Lesson C Test your partner! on the board. Include points from this unit (vocabulary
• Go over the in structions and direct Ss' attention to the for interests, the simple present tense, word order,
third-person singular). You can also add two or three
pictures. Read the dialogue with a S.
other writing points, such as a capital letter at the
• Have Ss work in pairs to test each other on the verb to beginning of each sentence and a period at the end , or
use with each sport pictured. Set a time limit of one an indentation of the first line. Give Ss a few minutes to
minute fo r both partners to be tested. proofread their writing, looking for the points on the
checklist , before they hand it in.

Descriptions
f it a glance: Unit overview Speaking outcomes
LESSON A He's talkative and friendly. Ss can ...
Ss learn vocabulary to describe personality. They use What . . . like? ask and talk about people's
and be + adjective (+ noun). personalities.
LESSON B I don't think so. Ss can ...

Ss say if they think something is or is not true . say they think something is true
and not true.
LESSON C What do they look like? Ss can .. .

Ss learn vocabulary for describing people's appearance. ask and talk about people's
They use What ... look like? and adjectives in the correct order. appearance .
LESSON D People's profiles Ss can ...

Ss read online profiles describing people's appearance and personality describe their personality and
and write their own online profile. appearance.
Warm-up B
• Ask: What else can you say about the people in the
Learning objective: Preview the topic and talk about pictures? Elicit ideas from the class.
personality.
• Tell Ss that they will learn how to talk about personality
A in this unit. Point out the Unit 2 lesson overviews.
Go over what Ss will learn in each lesson.
• To introduce the topic of descriptions direct Ss' attention
to the pictures. Go over the directions. Extra activity Extension
• Have Ss work in pairs or groups to match the comments To extend the discussion, have Ss work in pairs or groups
and the people. to compare themselves to the people in the pictures. Ask:
• Go over the answers with the class. Are you similar to any of these people? Why? Model the
activity. Say: I'm similar to the person in Picture 1. I like to
• Option Do the activity as a class. travel and to be outside.
Classware Preview the unit page xxx

Instead of doing Part B, follow the steps for Preview the
unit. Say: Describe these people. What can you say
about them?
T-15 Unit 2 Descriptions

A Match the comments and the people in the pictures.
__±___ "We love your new sweater!" _Q_ "That's very good. Good job!"
_ 1_ "What a great place!" __2_ "What's going to happen next?"
B What else can you say about the people in the pictures?
He's talkative and friendly.
1 Vocabulary Personality adjectives
a. confident
b. creative
c. friendly
d. funny
e. generous
f. hardworking 1. 2.
g. serious
h. shy -
i. talkative r
5.
B Pair work Which words describe you? Tell your partner.

'Tm hardworkin3 and creative. Sometimes I'm shy."
2 Language in context Find an e-pal!

A Read Nick's answers to an online form. Then complete the form with your
own information.
Name Name
I Nick Douglas
Hometown Hometown
I Dallas, Texas
Age ~ll_8~~~~~---' Age ,__~~~~~~~--'

What are your interests? i hat are your interests?
Fashion, literature, politics,
movies, and sports
What are you like? What are you like?
I I'm talkative, friendly, and funny.I
B Is Nick a good e-pal for you? Why or why not?
16
r LESSON A overview
Vocabu lary: Personality adjectives
Grammar: What . .. like?; be+ adjective(+ noun)
Speaking: Descriptions of family member personalities
1 Vocabulary Personality adjectives 2 Language in context Find an e-pal!

Learning objective: Use vocabulary to describe Learning objective: See use of What ... like?
personality. and be + adj ective in context.
A (CD 1 , Trac k 20) A (CD 1, Track 21)

• Direct Ss' attention to the pictures. Explain that the
pictures show different personalities. Classware Tip
Before class, open Language in context and hide the
• Have Ss read the words in the box. Tell them that these headings in red (name, hometown, age, etc.). In class,
words are call ed personali ty adjectives. Explain that books closed. Open section on board and elicit catego-
personality means how someone is as a person, not the ries based on the information in the form .
way he I she looks.
• Go over the instructions. Model the activity. Point to • Direct Ss ' attention to the picture to set the scene. Ask:
the first picture. Ask: What word describes this person ? What's Nick doing ? (Writing something on the computer.)
(Serious.) Ask: What is an e-pal? (An electronic pen pal. I A friend
you write to through email.) Ask Ss to raise their hands if
• Have Ss work individually or in pairs to match the
they have an e-pal.
words and pictures. Go around the room and give help
as needed. • Go over the instructions.
• Option Have Ss check answers with a partner. • Play the audio. Have Ss listen and read Nick's answers
silently.
• Play the audio. Have Ss li sten and check their answers.
• Have Ss work indiv iduall y to complete the form with
• Play the audio again. Have Ss listen and repeat the words
their own information.
to practice pronunciation.
B B
• Have Ss work in pairs to compare their forms and answer
• Go over the instructions. Have Ss read the example.
the question.
Then give another examp le; say a sentence(s) about
yourself that is true (e.g., I'm.friendly and very • Elicit answers from the class.
talkative!).
• Have Ss work in pairs to ask and answer questions using
Have Ss post the information from their form on a class
the words in Part A.
discussion board or on paper taped to the wall. Have Ss
• Call on several Ss to tell the class abo ut their partners. read their classmates' forms and find at least three people
Model the activity. Say: [A student's name} is talkative who have similar interests and personalities. Alternatively,
and friendly. She likes fashion and movies. have them find one student who seems similar and one
who seems different. Ask them to share the information
• Option Have each pair join three other pairs. Ss work
with the class.
in groups. One S describes someone in the group. The
other Ss have to guess who it is.
Classware Choose ABC page xxvii

After doing Part B, follow the steps for Choose ABC to
review personality adjectives.
Unit 2 Descriptions T-16

3 Grammar What . .. like?; be+ Extra activity Game
adjective (+ noun) Have Ss work in pairs or groups to change the form of
the sentences in Parts A and B. If the sentence uses
Learning objective: Practice What ... like? be + adjective, Ss should change it to be + a + adjective
and be +adjective (+ noun). +noun. Model the activity: I'm a serious but friendly guy
I'm serious but friendly Eva is a very funny girl. Eva is very
(CD 1, Track 22) funny Remind Ss to pronounce the article a with third
• Direct Ss' attention to the grammar box. Read the person singular in be + adjective + noun structure.
questions and answers aloud. Award a point to each pair or group each time they
correctly change the sentence, or ask pairs I groups to
• Focus on form in questions with adjectives. Write on the write the changes, and award a prize to the team that
board: what+ is I are +subject+ like finishes first with correct sentences.
• Ask Ss to identify the adjectives (talkative, friendly, shy,
hardworking) and the nouns (person, girl, students).
• Tip Encourage Ss to identify parts of speech in sentences
and to label adjectives (adj), verbs (v) and nouns (n) in
4 Speaking He's hardworking.
their notebooks . Learning objective: Ask and talk about people 's
• Explain that adjectives appear in a sentence in two ways: personalities.
1. Subject+ be+ adjective (She is friendly.) • Direct Ss' attention to the "can do" statement at the
2. Subject+ be +a+ adjective + singul ar noun bottom of the page. (When they finish the speaking
(She is a friendly person.) activity, they will hopefully be able to check the box.)
3. Subject+ are+ plural noun (They are friendly people.)
A
• Focus on use. Explain that we use adjectives to give more
information about how people look or act. • Go over the instructions. Have two Ss read the dialogue.
• Check comprehension. Have Ss look at the online form • Direct Ss' attention to the two sentences Student A says
in Exercise 2. Ask: What is Nick like ? (He's talkative, after: Well, he's very hardworking. Say: You can keep
friendly, andfunny.) a conversation going by adding specific information
or examples.
• Option Call on individual Ss to answer questions about
their own interests and personality. Ask: What are you • Have Ss work in pairs to describe three family members
like? Encourage Ss to use both be+ adjective and be +a using the example dialogue. Encourage Ss to keep the
+adjective+ singular noun in their answers. conversation going by giving examples.
• Play the grammar box audio. Have Ss repeat to practice B
pronunciation.
• Have Ss work in groups to share information about
A people they know. Model the activity with a S.
• Go over the instructions. Do the first sentence as a class. • Option Encourage Ss to jump into the conversation
Write the answer on the board (Mrs. Jenkins is a creative when they hear about a very simi lar or different
teacher.). personality, rather than simply going around in a circle.
• Have Ss work individually to put the words in order. • Frnally, tell Ss to check the "can do" statement if they
can ask and talk about people's personalities.
NOTE: If Ss feel they need more help, suggest they
• Go over the answers with the class. do the Additional practice activities.
B Additional practice
• Go over the instructions. Do the first sentence as a class. For more practice, use:
Write the answer on the board (What are you like?).
Workbook pages 9-11
• Have Ss work individually to write the questions.
• Go over the answers with the cl ass.
• Have Ss practice with a partner. Tell them to take turns
asking and answering the questions .

J Grammar .. >) What . .. like?; be+ adjective (+ noun)
unit n
What are you like? What's she like? What are they like?
I'm talkative and friendly. She's shy but friendly. They're hardworking.
I'm a friendly and talkative person. She's a shy but friendly girl. They're hardworking students.
A Put the words in order. Then compare sentences with a partner.

1. teacher I a I Mrs. Jenkins I creative I is Mrs. Jenkins is a creative teacher.
2. Melissa I student I serious I a I is Melissa is a serious student.
3. fu nny I Bruno I is I talkative I and Bruno is funny and talkative. I Bruno is talkative and
4. are I Rodrigo and Miguel I confident I men Rodrigo and Miguel are confident men. funny.
5. women I Marina and Elisa I are I hardworking Marina and Elisa are hardworking women.
6. is I and I generous I Carrie I friendly Carrie is friendly and generous. I Carrie is generous
and friendly.
B Read the answers. Write the What . . . like? questions. Then practice with a partner.
1. What are you like? I'm serious but friendly.
2. What's she like? Eva is a very funny girl.
3. What are you like? Matt and I are talkative people.
4. What are they like? Mr. and Mrs. Park are generous.
5. What are you like? I'm very serious and hardworking.
6. What's he like? His brother Sam is a creative guy.
4 Speaking He's hardworking.

A Pair work Choose three people from your family. Describe them to your partner.
brother father grandfather husband

J sister mother grandmother wife_~
A: My brother's name is Ci-woo.

B: What's he like?
A: We//, he's very hardworkin3. He's 26, and
he's an accountant. He works late every day.
B Group work Are the people you know

sim ilar or different?
A: My brother is very hardworkin3.
B: Really? My mother is hardworkin3, too.
She's a . . .
5 Keep talking!
I can ask and talk about people's personalities.

17
I don't think so.
1 Interactions When you're not sure
A Look at the picture. Where are the people? in a park
B Listen to the conve rsation . Do Will and Joe know Mike well?
Then practice the conversation . See page T-18 for the answer.
Will: What's your new roomm ate like ? Will: Does he know many people here?
Joe: Mi ke? Oh, he's nice, but he's not very Joe: I don't think so.
talkative. Will: Well, maybe we can all go out
Will: Really? Is he shy? together sometime.
Joe: I think so. Joe: That's a great idea.
C Listen to the expressions. Then practice the conversation again with the
new expressions.
Saying you think something is true Saying you think something isn't true
I think so. I don't think so.

I believe so. I don't believe so.
I guess so. I'm not really sure.
D Complete each response with one of the expressions from Part C. Then practice
with a partner.
1. A: Is Rafael hardworking? B: .
[Use expressions in red7... He studies a lot.
2. A: Is Marilyn married? B: .
[Use expressions in blue7.. She doesn't have a ring.
3. A: Is David creative? B: .
[Use expressions in red7... He paints a lot.
4 . A: Is Maria interested in travel?
5. A: Is Sun -hee friendly?
B:
B:
.
[Use expressions in blue7... She doesn't have a passport.
[Use expressions in red] People like her.
18
LESSON B overview
Interactions: Saying you think something is or isn't true
Pronunciation: Is he or Is she
Listening: People 's personalities
Speaking: Discussion about people at a party
1 Interactions When you're not sure c (CD 1, Track 24)

• Point out the target expressions in the conversation .
Learning objective: Say you think something is (/ think so. I I don't think so.)
or isn't true.
• Go over the expressions in the boxes. Explain that all of
A these expressions are polite and can be used in formal or
informal situations.
• Direct Ss' attention to the picture to set the scene.
Ask: Where are the people ? (In a park. I On a school • Play the audio. Have Ss li sten and read silently.
campus. I Probably at college.) Ask: What do you think • Option Play the audio and have Ss li sten and repeat.
these people are talking about? (A person they know.) • Model the activity. Read the part of Joe, and have a S
read the part of Will. Read the conversation, substituting
B (CD 1, Track 23)
I believe so. for the sentence in red and I don't believe so.
• Go over the in structions. for the sentence in bl ue.
• Play the audi o. • Have Ss practice the substitution conversations in pairs.
• Have Ss answer the question as they li sten and read • Go around the room and give help as needed.
silently.
• Have Ss compare answers with a partner. D
• Go over the answer with the class. • Go over the instructions. Do the first item together as a
class.
I Answer
No, Joe and Will don't know Mike well.
• If helpful , play the audio again line by line and have Ss

• Have Ss work individually to complete each response.
Encourage Ss to use different expressions from Part C.
El icit answers from the class.
• Have Ss work in pairs to take turns reading the questions
listen and repeat. and responses out loud .
• Have Ss practice the conversation in pairs, then change
roles and practice again. Extra activity Extension
Have Ss work in pairs to write five questions about their
Classware Restoring text page xxx classmates . They can use the adjectives in Part D or other
After doing Part B, follow the steps for Restoring text personality adjectives. Have pairs share their questions
to review language for when you 're not sure. with other pairs and respond with expressions from the
boxes in Part C. Encourage Ss to give a reason for their
opinion. Go around the room and offer help as needed.

2 Pronunciation ls he or Is she 4 Speaking Is he friendly?
Learning objective: Focus on pronunciation of Learning objective: Say you think something
Is he and Is she in questions. is true or not true.
• Direct Ss' attention to the "can do" statement at the
A (C D 1, Track 25)
• Direct Ss' attention to the two questions. Model activity, they will hopefully be able to check the box .)
the pronunciation. Explain that in order to correctly
pronounce Is he, (versus Is she), the sin is should sound C/assware Tip
like /z/ before the pronoun he. Before class , add two textboxes with the expressions
• Play the audio. Have Ss listen , paying particular attention from the Interactions. Pairs look at the board for speaking
to the pronunciation of Is he and Is she. guidance. For further guidance, before speaking , have Ss
draw lines from vocabulary words to people in the
• Play the audio. Have Ss listen and repeat. picture.
B (C D 1, Track 26)
• Go over the instructions . A
• Play the audio. Have Ss listen and write he or she to • Direct Ss ' attention to the picture. Ask: Where are these
comp lete each question. people? (At a party.) Ask: Is everyone having a good
time ?
• Go over the instructions. Read the dialogue with a S.
• Have Ss practice saying the questions in pairs.
• Have Ss work in pairs to discuss the picture. Encourage
Ss to talk about every person at the party, and to pay
attention to the pronunciation of Is he and Is she.
3 Listening People we know
• Go around the room and g ive help as needed.
Learning objective: Develop skills in listening
for specific information. B
• Go over the Instructions. Model the activity. Say: I want
A (C D 1, Track 27) to meet Teresa. She's very creative, and I want to know
• Set the scene. Two friends are talking about different where she shops.
people they know. • Have Ss work in pairs to discuss who they want to meet
• Go over the instructions. Call on three Ss to list the and why.
choices of people for each conversation. Remind them • Finally, tell Ss to check the "can do" statement if they
to check on ly one box for each conversation. can say they think something is true and not true.
• Play the audio. Stop after the first conversation and NOTE: If Ss feel they need more help, suggest they
e li cit the person the friends are talking about. do the Additional practice activities.
• Continue playing the audio. Have Ss listen and identify
Additional practice
the peop le the friends are talking about.
• Option Play the audio again if needed. Workbook page 12
Self-study CD-ROM Lesson B
B (C D 1, Track 27)
• Play the audio again. Have Ss listen and circle the
adjectives they hear in each conversation.
• Option Play the audio again. Have Ss listen and check
their answers.
• Tip To help Ss learn self-correction, play the audio
again after the activity and give Ss a chance to check
their own answers.

2 Pronunciation Is he or Is she
unit n
A Liste n and repeat. Notice the pronunciation of Is he and Is she.
/1zi/ /1Ji/
Is he hardworking? Is she a good student?
B Listen and write he or she. Then practice with a partner.

1. Is _ _ s
~h~e_ _ a creative person? 3 . Is --~h~
e _ _ a serious student?
2. Is he your new roommate? 4. Is she generous?
J Listening People we know

A Listen to two friends talk about different people. Who are they talking about?
Check (./) the correct answers.
1. 0 a teacher 2. 0 a classmate 3. 0 best friends
0 a student 0 a father 0 classmates
0 a frie nd 0 a neighbor 0 teachers
B Listen again . Circle the words you hear.

1. generous 2 . @ lkativ]) 3. ~
(greaj) hardworking confident
Qunn0 @2) ~
creative ~ @ lkativ])
4 Speaking Is he friendly?
A Pair work Talk about the people at the party. Use the words
in t he box and your own ideas.
fri endly
talkative
shy
creative
se ri ous
funny
single
married
a student
a teenager
a parent
A: Is jun friendly?
B: I believe so.
A: Is he married?
B: I don't think so.
B Pair work You want to meet one person at the party. Who do you talk to? Why?
I can say I think something is true and not true.

19
What do they look like?
1 Vocabulary Appearance
A Complete the descriptions with the correct words. Then listen and check
your answers .
bald middle-aged mustache red short tall I
1. They're young. Rob is short 2. They're midd/e-a@ed . 3 . They're elderly. They're

and overweight, and May is Lou and Jill have curly medium height. Tony is
tall and thin. red hair. Jill has bald and has
Rob has straight brown hair. shoulder-length hair. Lou has a short white beard and a
May has blond hair. It's little round glasses. mustache . Angela has
-~s~h=
o~rt
~_ and wavy. long gray hair.
B Pair work Describe people in your family using the words in Part A.
" My brother is youn3 . He 's ten. My father has a mustache. And my ... "
2 Conversation That's not my husband!

Waiter: Good evening. Can I help you?
Mrs. Gray: Yes, thank you . Is Ken Gray here? He's my
husband.
Waiter: Mr. Gray? I don't know. What does he look like?
Mrs. Gray: He's tall, thin, and has black hair. And he has
glasses.
Waiter: Does he have a mustache?
Mrs. Gray: Yes, he does.
Waiter: I think he's over there.
Mrs. Gray: No, that's not my husband! My husband has
short hair.
B Listen to the rest of the conversation.

Who is Mr. Gray with ? See page T-20 for the
answer.
20
r LESSON C overview
Vocabulary: Appearance
Grammar: What . . . look like?; order of adjectives
Speaking: Guessing game about physical appearances
1 Vocabulary Appearance 2 Conversation That's not my

husband!
Learning objective: Use vocabulary for discussing
appearance. Learning objective: Practice a conversation
about appearance.
A (CD 1 , Track 28)
• Direct Ss' attention to the words and the pictures. A (CD 1, Track 29)
Explain that the pictures show three couples getting • Direct Ss' attention to the picture to set the scene.
married at different ages. Ask : Where are these people? (Jn a restaurant.)
• Go over the instructions. Who is the woman talking to? (A waiter.)
• Have Ss work individually to complete the descriptions . • Play the audio. Have Ss li sten and read silently. If
• Option Have Ss check answers with a partner. helpful, play the audio line by line and have Ss repeat.
• Play the audio. Have Ss listen and check their answers. • Have Ss work in pairs to practice the conversation.
• Say the words in the box and the words in bold . Have Ss • Option Call on two pairs to act it out for the class.
repeat the words to practice pronunciation.
8 (CD 1, Track 30)
Classware Right or wrong? page xxx • Go over the instructions. Explain that Ss are going to
Instead of doing Part A, follow the steps for Right or hear Mrs. Gray talking to her husband at the table.
wrong? to practice vocabu lary for appearance. • Play the audio. Have Ss li sten for the answer to the
question: Who is Mr. Gray with?
Cultural note • Go over the answer with the class.

In the United States and Canada, overweight is a
somewhat more polite term for fat or heavy. However, it is
usually considered impolite to talk about other people's
weight. If you think someone seems overweight - or very
thin (underweight) - it is best not to make any kind of
I Answer
Mr. Gray is with his new boss, Mr. Tanaka.
comment about his or her size.
B
• Go over the instructions and the example. Model the
activity. Give a description of someone in your family.
• Have Ss work in pairs to describe at least three family
members using words from Part A. Remind Ss to
use words from the box and bold words from the
descriptions.
• Call on Ss to describe their partner's family.
Extra activity Realia

To encourage more practice with vocabulary, bring in
magazines that Ss can cut up. Have Ss work in pairs or
groups and find as many examples of the words from
Part A as they can. Ask Ss to discuss the pictures, using
words from Part A to describe appearances.

• Option Have Ss write two more questions for their
3 Grammar What . .. look like?;
partner using What . . . like ? (Example: What does
order of adjectives your pet look like ?)
Learning objective: Practice questions with • Eli cit the answers from the class.
What ... look like? and answers with adjectives • Option Write on the board: What do you like? What
in the correct order. are you like? What do you look like? Ask: What is the
difference in meaning ? (What do you like? asks about
(CD 1, Track 31)
interests; What are you like ? asks about personality;
• Direct Ss' attention to the grammar box. Read the three What do you look like? asks about appearance.)
questions at the top of the box and have a S read the To check comprehension, call on Ss and elicit answers
answers, beginning with the first column . After reading to these three questions .
each column , ask: Which words are adjectives? (Short,
overweight, tall, thin, middle-aged, curly, red.) Classware Revealing grammar page xxx
• Say: When we form a sentence with more than one After doing Part B, follow the steps for Revealing grammar
adjective, there is an order we follow. The order of to review What ... like? and order of adjectives. Hide all
instances of do I does and like. Also cover first instance of
adjectives is usually size, age, shape, and color.
size, age, shape, and color.
Call on Ss to read the four example sentences in the
bottom part of the grammar box .
• Ask: What verb is used in these four sentences? (Have.)
What other verb is used with adjectives? (Be.) Focus 4 Speaking Who is it?
on the form of adjectives with have and be. Write on
the board: Learning objective: Ask and talk about people's
I. Subject+ have+ adjective(s) + noun appearance.
2. Subject+ be+ adjective(s) • Direct Ss' attention to the "can do" statement at the
• Refer to the conversation in Exercise 2. Ask Ss to bottom of the page. (When they finish the speaking
underline all the adjectives (tall, thin, black, short) and activity, they will hopefully be able to check the box.)
circle the nouns (husband, hair, glasses, mustache, hair). • Direct Ss' attention to the pictures. Set the scene.
• Check comprehension. Call on Ss and ask questions Say: Here are three pictures from a wedding.
about Mr. G ray. Have them use the conversation and the • Option Explain that the first picture shows the bride
picture to answer the questions . Ask: What does Mr. Gray and groom, the second picture shows bridesmaids, and
look like? (He's tall and thin.) What does Mr. Gray's the third picture shows the bride and the groom and
hair look like? (It's short and black. I He has short black wedding guests or the bride 's parents.
hair.) What does the man at the table's hair look like ? • Go over the instructions and the example. Model the
(It is long and black.) activity with a S. Say: This person has long blond hair.
• Option Continue the discussion as a class. Ask: What Who is it? (Cara.)
does Mrs. Gray look like? What does the waiter look • Have Ss work in pairs to take turns describing a person's
like ? Encourage Ss to use at least two adjectives in their appearance and guessing who it is. Have Ss choose a
answers. Write their answers on the board and have the person from any of the pictures and use two or three
class check for the correct word order. adjectives in their description.
• Play the grammar box audio. Have Ss li sten and repeat • Go arou nd the room and take notes on errors you hear,
to practice pronunciation. paying particular attention to adjective word order.
A • Write the errors you heard on the board. Encourage Ss
to correct them.
• Have Ss work individually to complete the sentences
can ask and talk about people 's appearance. NOTE: If Ss
with the words in the box.
feel they need more help, suggest they do the Additional
• Have Ss compare answers with a partner. practice activities.
Additional practice
B For more practice, use:
Workbook pages 13-15
• Have Ss work individually to put the words in order. Self-study CD-ROM Lesson C
• Have Ss work in pairs to ask and answer the questions.
Encourage Ss to use at least two adjectives in their answers.
Remind them that they can use the verbs be or have.

J Grammar .- What . .. look like?; order of adjectives
unit n
What do you look like? What does he look like? What do they look like?
I'm short and overweight. He's tall and thin . They're middle-aged.
I have glasses. He has a mustache. They have curly red hair.
The order of adjectives is usually size, age, shape, and color.

She has long gray hair. (size+ color) He has little round glasses. (size+ shape)
She has new green glasses. (age + color) They have curly red hair. (shape+ color)
A Look at the picture. Complete the sentences with two adjectives. Then compare with
a partner.
r
bi g brown long round short thin wavy young I
1. He is a young,_____ and ---~t~h=in~--- man.
2. He has long wav hair.
3. He has a short brown beard .
4. He has big round glasses.
B Put th e words in order. Then ask and answer the questions.

An swer with your own information.
1. like I what I do I look I you _,W
~ha,,_,t~d
=o~ ..v
, __,o""""u'--'l=-
oo=k"---l=ik,_e', -'?-
-- - -- - - - - - - - -- - -
2. best friend I look I what I does I your I like What does your best friend look like?
3. what I like I look I does I favorite singer I your What does your favorite singer look like?
4 Speaking Who is it?

Pair work Describe a person in one of the pictures below, but don't say his or her
nam e! You r partner guesses the person. Take turns.
"Th is perso n is tall and has short black hair."
5 Keep talking!
Student A go to page 128 and Student B go to page 130 for more practice.
I can ask and talk about people's appearance.

21
People's profiles
1 Reading •h
A Read the webpage profiles. What is each person like?
ONLINE PROFILES
Name: Luc
Home: Montreal, Canada
' Appearance: I'm tall and have long brown hair. I wear only black.
Personality: I'm a very creative person . I like to make different things from
paper. I do it just for fun. I can make airplanes , birds , boats, and flowers.
Name: Bea
Home: London , U.K.
Appearance: I'm 60, with red hair. I always wear green glasses.
Personality: I think I'm a very generous person . I have a lot of free time, so I do
a lot of volunteer work at local schools. To me, it 's very important to give back to
my community.
Name: Suchin
Home: Bangkok, Thailand
Appearance: I'm 30. I'm med ium height, and I have short hair.
Personality: I'm friendly and hardworking. I work as a salesclerk in a clothing
store. We sell clothing from northern Thailand there . In my free time , I play th e
seung, a traditional mus ical instrument.
Name: Marco
Home: Iquitos, Peru
Appearance: I'm tall and handsome, with long black hair.
Personality: I'm talkative and friendly. I have a part-time job. Iquitos is in the
Amazon, so piranha fishing is very popular. I take tourists fishing , but we never
keep the fish.
B Read the webpage again. Luc, Bea, Suchin, and Marco later uploaded these photos
to their profiles. Write the name of the person under the correct photo.
Marco Bea Such in Luc
C Who wrote each sentence? Write the names .
1. Marco But there's one problem - I can't swim!

2. Such in My neighbors complain about the noise.
3. Bea I especially like to work with children.
4. Luc I spend a lot of money on paper!
D Pair work Which person do you think is interesting? Why? Tell your partner.
22
r LESSON D overview
Reading: "Online profiles" (a webpage)
Listening: An online profile
Writing: A description of yourself
Speaking: Personal descriptions
• Tip To encourage quieter Ss to participate more, call on

1 Reading Online profiles
them to read aloud, or encourage them to vo lunteer to
Learning objective: Read a webpage with online read aloud. Explai n that this is one way of participating
profiles; develop skills in inferring meaning from in class.
context. • Ask: Were your guesses about personality correct?
Classware Tip Answers

Before class, hide the following adjectives in each Luc is creative.
section: (Luc) long, creative, (Bea) generous, (Suchin) Bea is generous.
short, (Marco) handsome. Add the covered adjectives to
Suchin is friendly and hardworking.
a text box on the side of the reading. Pairs determine
missing words from pictures I context. Reveal. Marco is talkative and friendly.
(CD 1, Track 32) B

• Pre-teach the word upload: to transfer information
A to a website.
• Set the scene. Ask: Do you use a social networking • Go over the instructions.
website, like Facebook or MySpace?
• Have Ss read the profiles again and work individually
• Explain that Ss will read four online profiles of people to write the names under the pictures.
on a social networking website. Write social networking
on the board. Ask: What is social networking?
(Connecting to or communicating with other people c
through a group website.)
• Direct Ss' attention to the pictures. For each snaps hot,
• Have Ss read the sentences.
ask: What does this person look like ? What do you think
this person is like? • Have Ss work individually to read the webpage again
and write the names.
• Tip For prereading prediction activities using photos or
graphics , have Ss cover up the text with their hands or a • Go over the answers as a class.
piece of paper.
D
• Pre-teach unfamiliar vocabulary.
• Go over the instructi ons and model the activity.
Say: I think Luc is interesting. He 's creative and
Vocabulary
talented. I like his little paper bird. Which person
profi le a description of a person; it may include
do you think is interesting?
information about appearance, personality, and interests
volunteer work unpaid work that is done because the • Have Ss work in pairs to discuss the most interesting
person wants to profiles.
traditional a custom or belief that has existed for a • Call on some Ss to share their partner's information
long time with the class.
• Have Ss read the profiles sil ently. Extra activity Extension

• Option If your Ss enjoy reading aloud, have them take Have Ss write a short message or email to the person
turns reading the profiles as a class. they found most interesting. Encourage them to respond
to the profile, the uploaded photo , and the additional
sentences. Option: Have Ss do this as a fun writing
exercise in a journal or prewriting notebook if you do not
want to evaluate the activity formally.

2 Listening Starting a profile B
Learning objective: Develop skills in listening
• Direct Ss' attention to the model paragraph. Ask a
for specific information.
S to read it aloud. Have Ss circle information about
A (CD 1, Track 33) appearance and underline information abo ut personality.
• Set the scene. Point to the woman in each picture and • Ask: Which words describe appearance? (Thin, medium
ask: Are these photos of the same person or d{fferent height, short black hair, glasses.) Which describe
people? (The same person.) personality? (Friendly, talkative, shy, creative, interested
in art and fashion .)
• Go over the instruction s.
• Have Ss write the text, either in class or for homework.
• Play the audio. Have Ss li sten and check the picture that
Linda posts on the site. c
• Option Play the audio again if needed . • Go over the instructions. Direct Ss' attention to the
• Have Ss compare answers with a partner. picture. Explain that it shows how to take someone else's
• Go over the answer with the class. paper without looking at it.
• Have Ss check to make sure their names are not on the
B (CD 1, Track 33) papers. Then have Ss put their papers facedown on a
• Go over the instructions. table, as in the illustration.
• Play the audio again. Have Ss li sten and check the • Read the dialogue with two Ss.
information included in the profile. • Have Ss work in groups to take a paper from the table,
• Have Ss compare answers with a partner. read the description, and guess who it is.
• Option Play the audio again. Ss check their answers. • Have Ss do this at least three times, replacing their paper
• Go over the answers with the class. and choosing a new one.
• Go around the room and take notes on errors you hear in
Extra activity Extension the use of personality I appearance language and word
Write these questions on the board and have Ss discuss order. Write the errors you heard on the board . Encourage
them as a class or in small groups. Alternatively, have Ss Ss to correct them.
write answers in their journal or prewriting notebook.
• Ask the class: Is there anyone whose description
1. Why do you think Brian's mother is joining a social you could not guess? If so, have groups read those
networking site?
descriptions and have the class work together to guess
2. Do you think it's OK if parents and their kids are on the who the writer is.
same social networking sites? Why or why not?
3. Are you on a social networking site? Why or why not?
• Have Ss get their own paper and put their names on it.
Have them proofread for errors in adjective word order or
target vocabulary.
3 Writing and speaking Guess who! can talk about people's personality and appearance.
NOTE: If Ss feel they need more help, suggest they do
Learning objective: Write a paragraph about one 's the Additional practice activities.
personality and appearance.
• Direct Ss' attention to the "can do" statement at the Additional practice
bottom of the page. (When they finish the speaking For more practice, use:
activity, they will hopefu lly be able to check the box .)
Workbook page 16
A Self-study CD-ROM Lesson D
• Go over the instructions. Read the three questions.
• Have Ss work individually to write their answers. Set a
time limit of five minutes.
Classware Analyzing the model page xxvii

After doing Part A, follow the steps for Analyzing the
model to prepare Ss for the writing activity.

unit
2 Listening Starting a profile

A Listen to Brian help his mother join a social networking site. Check (./) the
picture that Linda posts on the site.
B Listen again. Check (./) the information Brian's mother includes in her profile.
D Age ~ Appearance D Favorite actress ~ Favorite singer ~ Personality
J Writing and speaking Guess who!

A Think about your appearance and your personality. Answer the questions.
• How old are you? • What do you look like? • What are you like?
B Write a description of yourself, but don't write your name! Use the model and your
an swers in Part A to help you.
Guess Who!
I'm 18 years old. I'm thin and medium
height. I have short black hair and
glasses . I'm a friendly and talkative
person, but sometimes I'm shy. I'm
creative and very interested in art and
fashion .
C Group work Put your papers facedown on the table.

Take one paper and read the description. Your group guesses
who it is. Take turns .
A: This person is interested in art and fashion.
B: I think I know. Is it Marta?
A: No, Marta has lon3 hair.
This person has short hair.
B: Oh, OK.
C: Is it .. . ?
I can describe my personality and appearance.

23
Wrap-up
1 Quick pair review
Lesson A Brainstorm! Make a list of personality adjectives. How many do you
know? You have two minutes.
Lesson B Test your partner! Ask your partner the questions. Can your
partner give the correct answers? You have one minute.
Student A: What are three ways to say you think something is true?
Student B: What are three ways to say you think something isn't true?
Lesson C Do you remember? Look at the picture.

Circle the correct word for each sentence. You have one minute.
1. This is Eduardo. He is young /@:lderly
2. He has0 hor!)/ long gray hair.
3. His hair is~/ curly.
4. He has~ / big glasses.
5. He has a@:ustach]) / beard.
Lesson D Find out! Are any of your and your partner's

friends similar? Take turns . You and your partner have two minutes.
A: My friend is tall and has lon3 black hair. She's very funny.
B: My friend is tall and has lon3 black hair. She's funny, too!
2 In the real world

Who are you like? Go online and find a musician, an actor, or an actress who is similar
to you . Then write a description of him or her.
• What does he or she look like?
• What is he or she like?
Scarlett Johansson
Scarlett Johansson is similar
to me. She is medium height.
She has long hair. ...
24
1 Quick pair review Lesson D Find out!
• Go over the in structi ons.
Learning objectives: Review vocabulary and adjectives
• Have two Ss read the example sentences. Point out that
for describing personality and appearance, and
too shows similarity.
expressions for saying you think something is and
isn't true. • Encourage Ss to describe both appearance and
personality, and to use at least two appearance adj ectives
Lesson A Brainstorm! as in the example.
• Go over the in structi ons. • Have Ss work in pairs to describe and compare the ir
• Have Ss work in pairs to brain storm personality fri ends.
adjecti ves. Set a time limi t of two minutes. Eli cit the
words and write the m on the board.
2 In the real world
Classware Guided brainstorming page xxv111
After brainstorming , fo llow the steps for Guided Learning objective: Research a famous person
brainstorming to review personal ity adjectives. and write a description .
• Go over the in structi ons and the example. Write on the
Lesson B Test your partner! board the questions: Who are you like ? What are you
like? Elicit the differences in meaning. Point out that the
• Go over the in structi ons. first questi on asks about simil ari ties to someone else.
• Have Ss work in pairs to as k and answer the questi ons. • Have Ss do research onli ne as an out-of-class assignment.
Set a ti me limi t of one minute. Remind Ss to write down the info rmati on they find .
• Go over the answers with the class. (They can write it in their prewritin g j ourn al, if they are
keeping one.) Encourage Ss to note details about both
personality and appearance.
Bring in magazine pictures of popu lar celebrities. Have Ss
• When Ss return to class, have them work in pairs or small
work in groups and discuss the celebrities' personalities.
groups to read what they wrote.
Ask: What do you know or think about their personalities?
Encourage Ss to use expressions for saying something is
or isn't true. Option : Use this activity as a warm-up for the
In the real world activity. Ask Ss if any of these famous
people are similar to them.
Lesson C Do you remember?

• Go over the in structi ons. Direct Ss' attentio n to
the pi cture.
• Have Ss work in pairs to circle the correct word
for each sentence. Set a time limit of one minute.

Rain or shine
~At a glance: Unit overview Speaking outcomes
LESSON A It's extremely cold . Ss can ...
Ss learn vocabulary for weather and seasons. They use adverbs of talk about the weather and seasons .
intensity and quantifiers with verbs.
LESSON B In my opinion, ... Ss can ...

Ss express their opinions about visiting places at different times ask for and give an opinion.
of the year.
LESSON C I'd like to play chess. Ss can ...

Ss learn vocabulary for indoor activities. They use would like + infinitive. talk about what they would like to do.
LESSON D Where would you like to go? Ss can ...

Ss read a tourist brochure about Canada, and write about a place they talk about a place they would like to
would like to go. visit.
Warm-up B
• Read the questi ons. Mode l a poss ibl e answer. Say: Yes,
Learning objective: Preview the topic and talk about I walk on the beach in the summer.
activities in different seasons.
• Have Ss work in pairs or groups to di scuss the questio ns.
A • Option Do the acti vity as a class.
• Go over the instructio ns. • Tell Ss that they will learn how to ta lk abo ut weather,
• Have Ss wo rk in pairs or gro ups to describe the people seasons, and acti viti es in thi s uni t. Poin t out the
and the activities. Unit 3 lesson overviews. Go over what Ss will learn
in each lesson.
• Elicit the answers fro m the class. Wri te them on the
board. Extra activity Extension
• Option Do the ac ti vi ty as a class. Ask Ss to bring In a picture of an outdoor activity. It can
be a photo, a picture from a magazine, or a drawing.
Answers Have Ss work in groups to share their pictures and
1. The people are outside in a yard. They are playing describe them. Encourage group members to ask yes I
baseball . 2. The people are in a park. They are walking no and Wh- questions to get more information .
in the rain. 3. A woman is walking on a beach.
4. The man is skiing on a mountain.
Classware Make con ections page xxix

After doing Part A, follow the steps for Make connections
to activate Ss prior knowledge, to preview content of the
unit and to review language.
T-25 Unit 3 Rain or shine

War111-up
A Describe the pictures. Where are the people? What are they doing? See page
T-25 for
B Do you ever do these activities? When do you do them? answers.
It's extremely cold.
1 Vocabulary Weather
A l Label the pictures with the correct words. Then listen and check your answers.
Weather Temperature .. 6. hot

cloudy rainy snowy sunny windy cold cool hot warm
.. 7. warm
~it~
'1 , ,
c8 u u 1111111111
1111111111
1111111111
~-·~:~~,_,.:
~ ~:
-~~t~:{-.~>::
-;.;:
.. 8.
.. 9.
cool
cold
1. sunn'i. 2. cloud'i. 3. wind'i. 4. rain'i. 5. snow'i.
B Pair work What's the weather like in your country in each season? Complete the
chart with the words from Part A. Then compare answers.
spring summer fall winter rainy season dry season
Language in context Favorite seasons See page T-26 for

A Listen to people talk about their favorite season. Which places are cool? the answer.
My favorite season is spring. It's fairly cool, and it I like summer a lot. It's very windy - great for
rains quite a bit, but it's a good time to see windsurfing! And it doesn't rain at all then.
flowers. - Jan, Lisse, Holland - Fouad, Essaouira, Morocco
Fall is my favorite . It's sunny and cool, and in late I love winter. It's extremely cold and it snows a
October, 150 million butterflies arrive! lot, but that's when the Sapporo Snow Festival is.
- Juan, Morelia, Mexico - Rie, Sapporo, Japan
B What about you? What's your favorite season? What's the weather like then?
26
r LESSON A overview
Vocabulary: Weather
Grammar: Adverbs of intensity; quantifiers with verbs
Speaking: True or false information about the weather
1 Vocabulary Weather Classware Label that picture page xxix

Learning objective: Use common vocabulary for to review vocabulary for weather.
weather and seasons.
A (C D 1, Track 34)
• Direct Ss' attenti on to the wo rds in the boxes and the 2 Language in context Favorite
pictures . Ex plain that the pictures show different kinds seasons
of weather.
• Direc t Ss' attention to the pi cture on the ri ght. Write o n Learning objective: See use of adverbs of intensity
the board: thermomete1; temperature. Point out that a and quantifiers in context.
thermo meter measures temperature. Ask: What color
on the thermometer shows a hot temperature? Classware Which word? page xxxi
(Red.) Wha t color on the thermometer shows a cold Before doing Part A, fo llow the steps for Which word? to
practice seasons.
temperature ? (Blue.)
• Go over the instructions. Mode l the ac ti vity. Point to the
first pictu re. Ask: What is the weather like? (Sunny.) A (CD 1, Track 35)
• Have Ss wo rk individuall y or in pairs to label the • Direct Ss' attentio n to the pictures to set the scene. For
pictures . Go aro und the roo m and give he lp as needed. each picture, as k the c lass: What is the weather like?
What season is it?
• Play the audi o. Have Ss listen and check their an swe rs.
• Play the audio. Have Ss answer the questio n as they
• Play the audio again . Have Ss repeat the words to
listen and read silentl y.
practice pronunc iati on.
• Go over the answers with the class .
Bring in a weather map from the newspaper or show a
video of a weather forecast on the news. Have Ss work in
pairs or groups to identify different types of weather and
different temperatures. Ask them to decide where to
I
B
Answers
Lisse, Holland , and Morelia, Mexico, are cool.
travel, based on the weather and temperature.

• Read the question s. Mode l the activity. Say: My favorite
season is winta The weather is cold and snowy. I love
B
to ski. What about you ? Ca ll o n a S to say the ir favo ri te
• W rite on the board : spring, summe1; fall, winter. As a season and weather.
who le c lass, identify the season in each of the pictures
• Have Ss work in pairs or groups to di scuss the questi o ns.
on page 25 . Point out that some countri es have two
seasons instead of fo ur. Write o n the board : rainy season, • Option Do the ac ti vity as a c lass.
dry season.
• Go over the instructio ns. Have Ss work indi vidu all y to
complete the chart with in fo rmati on about the seasons
in the ir own country.
• Go over the answers with the cl ass .
Unit 3 Rain or shine T-26

3 Grammar Adverbs of intensity; 4 Listening Think about the weather!
quantifiers with verbs
Learning objective: Develop skills in listening for the gist.
Learning objective: Practice adverbs of intensity and
quan tifiers with verbs.
A (CD 1, Trac k 37)
• Set the scene. Ss will li sten to conversatio ns about
(CD 1, Track 36) weather in three different cities.
Adve rbs of intensity • Go over the in struction s. Tell Ss they wi ll listen to the
• Books closed. Write on the board : It's cold. It's windy. It 's audi o twice. The first time, they should not compl ete
hot. It 's sunny. It's cool. It's cloudy. Ask: Which words are the sentences but just listen fo r the name of the city the
adjectives ? Elicit the adjectives and underline them. person is planning on visiting.
• Books open. Direct Ss ' attentio n to the left side of the • Play the audi o. Have Ss li sten and circl e the c ity.
box . Read the sentences. Explain that the bo ldfaced • Have Ss compare answers with a partner.
words are adverbs. Adverbs come before adjecti ves. They • Elic it the answer from the cl ass.
g ive mo re info rmati o n abo ut adj ecti ves.
• Focus on use: Write on the board : How __ is ii ? Say :
Use adverbs of intensity to answer this question (How
cold is it ? It 's very cold.).
• Poin t o ut that the adverbs here are li sted from stro ngest
I
8
Answer
One person is planning to visit Beijing, China.
(CD 1 , Track 37)

(most inte nse) to weakest.
• Go over the in structions.
• Option Write the ad verbs in a column o n the board and
• P lay the audi o aga in. Have Ss work individuall y to li sten
d raw an arrow po inting up to show increasing intensity.
and complete the sentences.
Quantifiers
• Option Play the audio again . Ss check the ir answers.
Direct Ss' attenti on to the right side of the box.
Read the sentences. Eli c it the verbs (snow, rain ).
• Go over the an swers with the c lass .
• Ask: How are the boldfaced words d!ffe rent fro m adverbs
of intensity ? (Quanlifiers have more than one word; adverbs
are only one word; the quantifier comes after the verb.)
Poi nt o ut the co ntracti o n doesn 't in the negati ve
5 Speaking True or false?
sente nces. Learning objective: Talk about the wea ther and seasons.
• Focus o n use. Write on the board : How much does it • Direct Ss' attenti on to the "can do" stateme nt at the
_ _ ? Say: Use quantifiers to answer this question. (How bottom of the page. (When they fini sh the speaking
much does it rain ? It rains a lot.) acti vity, they w ill hopefull y be able to check the box.)
• Poi nt out that these quantifiers are li sted from strongest
to weakest (largest amount to small est). A
• Refe r to the text in Exerc ise 2. Have Ss circle the adverbs • Go over the instructi ons and the ex pressio ns in the box.
and underline the quantifi ers. Set a time limit of fi ve minutes fo r Ss to write two true
and two fa lse sentences.
• Option Ask: Which description does not use ad verbs or
quantifiers ? (Picture 3, Mexico.) Ask: Where could you B
add an adverb or quantifier? (You could add an adverb
• Go over the in structions. Have two Ss read the exampl e
before the adj eclives sunn y and coo l. )
di a logue.
• Check comprehension. Write on the board : How _ _ is
• Have Ss wo rk in pairs to share their sentences.
it ? How much does ii _ _ ? Call o n Ss to ask a questi on
for each pi cture (How cool is i1 ? How much do you like • Fina ll y, tell Ss to check the "can do" statement if they
summer? How windy is it ? How much does it rain ? How can talk about the weather and seasons. NOTE: If Ss
sunny is it ? How much does it snow ?). fee l they need more help, suggest they do the Additional
practice acti viti es.
• Play the grammar box aud io. Have Ss listen and repeat to
practi ce pro nunciati o n. Additional practice
• Go ove r the instructi ons fo r the gra mmar acti vity. Have For more practice , use:
Ss work individuall y to rewrite the sentences.
Workbook pages 17 -19

unit
J Grammar Adverbs of intensity; quantifiers with verbs

Adverbs of intensity Quantifiers with verbs
It's extremely cold. It snows a lot.
It's very windy. It rains quite a bit.
It's really hot. It snows a little.
It's pretty sunny. It doesn't rain very much.
It's fairly cool. It doesn't rain at all.
It's somewhat cloudy.
Add the adverbs and quantifiers to the sentences. Then compare with a partner.
1. It snows in Moscow in the winter. (a lot) It snows a lot in Moscow in the winter.
2. It rains in Seattle in the winter. (quite a bit) It rains quite a bit in Seattle in the winter.
3 . It 's cold in Busan in January. (extremely) It's extremely cold in Busan in January.
4. It's cool in Rabat in the rainy season. (fairly) It's fairly cool in Rabat in the rainy season.
5. It snows in Lima in July. (not ... at all) It doesn 't snow at all in Lima in July.
6. It's windy in Wellington all year. (pretty) It's pretty windy in Wellin@ton all year.
4 Listening Think about the weather!

A Listen to people talk about the weather in three cities. Which city is one of the
people planning to visit? Circle the city. See page T-27 for the answer.
1. Istanbul, Turkey It's pretty cold in the winter.
•
2. Antigua, Guatemala The dry season is from November to April.
3 . Beijing, China It's --=
dr~Y~- and windy in the spring.
B Listen again. Complete the sentences with the correct words.
5 Speaking True or false?

A Write two true sentences and two false sentences about the weather where you
live. Use these words and expressions.
pretty sunny rain a lot ___
so_ m
_ e_w_h-at cloudy l
extremely hot very windy fairly cool
really cold snow
B Pair work Read your sentences. Your partner

corrects the false sentences. Take turns.
A: It's pretty sunny in the winter.
B: I think that's false. It's pretty cloudy in the winter.
6 Keep talking!
I can talk about the weather and seasons.

27
In my opinion, • • •
1 Interactions Opinions
A Do you ever make phone calls over the Internet? What do you like about it?
What don't you like?
B Listen to the conversation. Where are the three people?

Then practice the conversation. See page T-28 for answers.
Cindy: So, Luk, how are things in Bangkok? Brian: I think fall is a good time. The
Luk: Great. It's warm and sunny today. weather is great, and there's a lot
Brian: It's really cold here in Chicago. So to do.
when are you coming to see us ? Cindy: Yeah, we can all go to a baseball
Luk: Well, when's a good time to visit? game then.
Cindy: Hmm . .. I'm not sure. Luk: That would be great!
Luk: Brian? What do you think?
new expressions.
Asking for an opinion Giving an opinion

What do you think? I think . . .
What are your thoughts? I'd say . . .
What's your opinion? In my opinion, ...
D Number the sentences from 1 to 6. Then compare with a partner.

_fi_ A: Well ... what's your favorite season?
_ 1_ A: When are you going to New York?
_Q_ A: I think spring is a great time to visit. It's usually warm and sunny then .
_2.._ B: I don't know. What do you think? When's a good time to visit?
~ B: Really? OK. Maybe we'll go to New York in May.
_Q_ B: My favorite season is spring.
28
r LESSON B overview
Interactions: Asking for an opinion; giving an opinion
Listening: Weather in different cities
Speaking: Opinions about the weather
1 Interactions Opinions Classware Language switch page xxix

Instead of doing Part C's substitution conversations, after
Learning objective: Ask for and give an opinion. presenting expressions in C, follow the steps for
Language switch, Option 2 to practice asking and giving
A opinions.
• Read the questions . Do the activity as a class. Call on Ss
to share their answers.
c (CD 1, Track 39)
8 (CD 1, Track 38)
• Point out the target expressions in the conversation
• Direct Ss' attention to the pictures to set the scene. Tell (What do you think? I I think . .. ). Explain that there
Ss that the people in the photos are chatting with each are other ways to ask for and give opinions in Engli sh.
other over the In ternet.
• Go over the expressions in the box. Explain that all of
• Play the audio. these expressions are polite and can be used in formal or
• Have Ss answer the question as they li sten and read informal situations.
si lently. • Play the audio. Have Ss li sten and read si lently.
• Have Ss compare answers with a partner. • Option Play the aud io and have Ss li sten and repeat.
• Go over the answers with the class. • Model the activity. Read the part of Cindy, and have
two Ss read the parts of Brian and Luk. Read the first
Answers
conversation, substituti ng What are your 1houghts ? for
Cindy and Brian are in Chicago; Luk is in Bangkok,
the sentence in red.
Thailand.
I • Have Ss practice the substitution conversations in pairs.
• Option Ask: What 's the weather like in Chicago ? • Go around the room and give help as needed.
(Really cold.) What 's the weather like in Bangkok ?
(Warm and sunny.) Are Cindy and Brian going to D
Bangkok ? (No.) ls Luk going to visit Chicago ? (Yes.) • Go over the instructions. Exp lain that Ss need to put the
When is a good time to visit Chicago ? (In the fall.) sentences in the correct order to make a conversation .
• lf helpful , play the aud io again line by line and have Ss Point out that the examp le ( 1) begins the conversation.
li sten and repeat. • Have Ss work individually to number the sentences.
• Have Ss practice the conversation in groups of three, then • Have Ss compare answers with a partner.
change roles and practice again . • Go over the answers w ith the class.
• Have Ss work in groups of three to read the correctly
ordered conversation out loud.
Cultural note
Point out that in the United States and Canada, it is very
common to ask people to give their opinion about a
topic, especially in a classroom discussion. It is okay, and
even encouraged, to express an opi nion that is different
from that of other students in the class , or different from
that of the teacher.

2 Listening When's a good time 3 Speaking Good time, bad time
to visit?
Learning objective: Ask for and give an opinion.
Learning objective: Develop skills in listening for • Direct Ss' attention to the "can do" statement at the
opinions. botto m of the page. (When they fini sh the speaking
acti vity, they will hopefull y be able to check the box.)
A (CD 1, Track 40)
• Set the scene. Po int to each pi cture and call on Ss to C/assware Tip
describe the weather or to guess the season. Ex plain that Before class, hide I think, What do you think, and I'd say
Ss wi ll hear peopl e talking to fri ends about good times to in the model conversation. In class , books closed. Open
vis it these c iti es. the section and elicit the hidden functional language
before doing the speaking activity.
• Play the audio. Have Ss li sten and circle same or
differenr. A
• Have Ss compare answers with a partner. • Direct Ss' attenti on to the picture. Ask: What festival is
rhis? (The Day of the Dead, a Larin Americanfesri val
• Option Pl ay the aud io aga in . Have Ss li sten and check
that takes place on November 2. On this day, people
their answers.
remember friends and fam ily who have died.)
• Go over the instructi ons and the list of questi ons. Have
8 (CD 1, Track 40) two Ss read the dialogue.
Go over the in structio ns and the exa mple. • Have Ss work in pairs to di scuss the questi ons.
Encourage Ss to use different ex press ions to as k fo r and
Play the aud io again . Have Ss li sten and write Tor F
g ive the ir opini ons.
before each statement.
• Go around the room and take notes o n errors you hear in
• Have Ss co mpare answers with a partner. word order with adverbs and quanti Fi ers.
Option Pl ay the audio aga in if needed.
• Go over the answers with the cl ass. B
• Go over the in structi ons. Have each pair jo in another pa ir
to share the ir opini ons.
can ask fo r and give an opinion. NOTE: If Ss fee l they
need more help, suggest they do the Addil ional prac1ice
acti viti es.
Additional practice
Workbook page 20

unit
2 Listening When's a good time to visit?

A Listen to three people talk to friends about a good time to visit these cities. Are
their friends' opinions the same or different? Circle your answers.
1. <fu e sam~ / different 2. the same / @fferen}) 3. <fu e sam~/ different
B Listen again. Write T (true) or F (false) next to the sentences.

1. Gabriel is from Rio de Janeiro, but Bianca isn't. _f_
2. It's very hot in Rio de Janeiro in February. _L_
3. Patricia thinks it's fine to visit New Zealand anytime. _L_
4. It's extremely cold in New Zealand in July and August. _f_
5. Sophie is from Marseille. _f_
6. A lot of stores and restaurants in France close in August. _L_
3 Speaking Good time, bad time

A Pair work Discuss the weather and seasons
where you live. Give your opinions.
• When's a good season to visit?
• What months are especially good?
• What's the weather like then?
• What kinds of things do people do then?
• When's not a good time to visit? Why not?
A: I think spring is a good season to visit.
What do you think?
B: Yes, I'd say May is good.
A: The weather is warm then.
B: And there are some great festivals.
B Group work Share your opinions with

another pair. Do you have the same opinions?
I can ask for and give an opinion.

29
I'd like to play chess.
1 Vocabulary Indoor activities
A Complete the phrases with the correct words. Then listen and check
111111)
your answers.
a board game cookies a jigsaw puzzle popcorn

chess a crossword a nap a video
a. bake _~c~o~
o=ki=
e~s_ b. do a crossword c. do ajigsaw puzzle d. make -~a~v~id
=e~o~_
e. make popcorn f. play a board game g. play -~c~h=

e~s~
s_ _ h. take -~a~n=aF-
P--
B Pair work Rank these activities from 1 (fun) to 8 (not fun at all). Then
compare answers.
A: I do a crossword every day, so I think that's really fun. How about you?
B: I never take a nap. I don't think that's fun at all. It's my number ei3ht.
2 Conversation It's raining!

A ~) Listen and practice.
Joanie: Oh, no! It's raining!
Evan: We can 't go on our picnic.
Joanie: No. So, what would you like to do?
Would you like to do a jigsaw puzzle?
Evan: Not really. Would you like to play chess?
Joanie: Um, yeah, I would.
Evan: We can make some popcorn, too.
Joanie: Great idea. But let's play a little later.
Evan: OK. Why?
Joanie: I'd like to take a short nap.
B \ Listen to their conversation later in the day.

What does Evan want to do?
See page T-30 for the answer.
30
r LESSON C overview
Vocabulary: Indoor activities
Grammar: Would like + infinitive
Pronunciation: Reduction of would you
Speaking: Decisions about things to do
1 Vocabulary Indoor activities 2 Conversation It's raining!

Learning objective: Use vocabulary for indoor Learning objective: Practice a conversation about
activities. indoor activities.
A (CD 1, Track41) A (CD 1, Track 42)

• Direct Ss' attention to the words and the pictures. • Direct Ss' attention to the picture to set the scene. Ask:
Explain that the pictures show indoor activiti es. Are these people indoors or outdoors? (Indoors.) What 's
• Option Point out that when indoor is an adjective the weather like outdoors ? (Rainy.) What do you think
(indoor activities) there is no -s. When we use it as an they are talking about? (The weather; what activities they
adverb, there is an -s. (I'm going indoors). The same is can do).
true for outdoor activities and outdoors. Other words • Play the audio. Have Ss listen and read si lently. If
we can use are inside and outside (e.g., Where's Tom ? helpful , play the audi o line by line and have Ss listen and
He 's outside.). repeat.
• Go over the instructions. Explain that a phrase is a group • Have Ss work in pairs to practice the conversation.
of words with a particul ar meaning. Tell Ss they will add • Option Call on two pai rs to act it out fo r the class.
nouns from the word box to the verbs below the pictures
to make phrases. Do the first one together as a class. B (CD 1, Track 43)
Point to the picture and elic it the answer: bake cookies. • Go over the instructions. Exp lain that Ss are going to
• Have Ss work individually to complete the phrases. hear Joani e and Evan talking later in the day.
Encourage Ss to start with the words they know and then • Pre-teach the expression Are you kidding? (It is an
guess the ones they are not sure of. expression of surprise. Similar expressions are: Are you
• Option Have Ss check answers with a partner. joking ? I A re you serious? I I can't believe it!)
• Play the aud io. Have Ss listen and check thei r answers. • Play the audio. Have Ss li sten for the answer to the
• Play the aud io aga in . Have Ss repeat the phrases to question: What does Evan want to do?
practice pronunciation. • Go over the answer with the class.
Classware Swipe and guess page xxxi

After doing Part A, follow the steps for Swipe and guess
to review vocabulary indoor activities. I Answer
Evan wants to bake cookies.
B
• Go over the instructions. Explain rank: to put something
in order of preference. Ss rank the activities by w riting
the numbers l-8 in the boxes.
• Read the dialogue with a S.
• Have Ss work individ uall y to rank the activ iti es.
• Have Ss work in pairs to compare their answers.

For more vocabulary practice, have Ss informally survey
their classmates about indoor activities. Set a time limit of
ten minutes. Have Ss talk to as many people as possible,
asking them how they ranked the activities in Part B.

3 Grammar would like+ infin itive 4 Pronunciation Reduction of
would you
Learning objective: Practice wou ld like + infinitive.
Learning objective: Focus on reduc tion of would you .
(CD 1, Track 44)
• Books closed. Write on the board: What would you like A (CD 1, Track 45)
to do ? /' d like to play chess. • Go over the instructions.
• Ask: What is the verb in each sentence? (Would like.) • Play the audio. Have Ss listen , paying particular attention
Underline would like and 'd like; point out the contraction. to the reduction of would you.
• Circle to do and to play in the sentences on the board. • Play the audio again. Have Ss listen and repeat.
Explain that to+ verb= infinitive. Infinitives follow
certa in verbs, like would like. Classware Highlight and say it! page xxviii
• Books open. Direct Ss' attention to the left side of the Instead of doing Part B, follow the steps for Highlight and
box. Read the questions and have Ss read the answers. say it! to practice pronunciation. Zoom in on Exercise 3,
Part A.
I. Ask: What are the infinitives? (To do, to play.)
2. Ask: Are these yes I no or Wh- questions ?
(W h- questions.) B
• Direct Ss' attention to the ri ght side of the box . • Go over the instructions.
Read the question s and ca ll on Ss to read the answers. • Have Ss work in pairs to practice the questions.
I. Ask: What are the infinitives? (To do, to take.) Go around the room and listen for correct reduction.
2. Ask: Are these yes I no questions or Wh- questions?
(Yes I no.) Point out that we do not need to repeat
the infinitive in short answers to yes I no question s. 5 Speaking I'd Ii ke to . . .
• Focus o n form in questions: Write on the board:
Learning objective: Talk about what you would like
I. Wh-: (Wh- word)+ would+ subject+ like + to+ verb
to do.
2. Yes I no: would+ subject+ like+ to+ verb
• Direct Ss ' attention to the "can do" statement at the
• Focus o n use: Explain that would like is a polite way to
say want. Would and like work together as one verb.
activity, they will hopeful ly be able to check the box .)
underline the infinitives and circle would like. A
• Play the grammar box audio. Have Ss li sten and repeat to • Direct Ss ' attention to the pictures. Explain that these are
practice pronunciation. views outside a window, on different days.
• Go over the instructions . Read the dialogue with a S.
A
• Have Ss work in pairs to describe the weather from each
• Go over the instructions. Do the first item as a class.
window and decide on an indoor activity to do.
• Have Ss work individual ly to circle the correct words.
• Have Ss compare answers with a partner. B
• Go over the answers as a class. • Have each pair join another pair to share their ideas and
ask and answer questions. Encourage them to polite ly
• Have Ss practice asking and answering the questions in
express their opinions about ideas.
pairs.
B can talk about what they wou ld like to do. NOTE: If Ss
• Go over the instruction s. Write on the board: I'd like to fee l they need more help, suggest they do the Additional
and I wouldn't like to _ _. Point out that with practice activities.
negative state ments, not comes immediately after would
Additional practice
(incorrect: I would like not to play cards.).
• Have Ss work individually to write true sentences for
each situation . Workbook pages 21 -23
• Model the activity. Say: I'd like to stay in this weekend. Self-study CD-ROM Lesson C
What would you like to do this weekend?
• Have Ss work in pairs to share their sentences.
• Go aro und the room and offer he lp as needed.

unit
J Grammar .. ) Would like+ infinitive

What would you like to do? Would you like to do a jigsaw puzzle?
I'd like to play chess. Yes, I would. No, I wouldn't.
Where would he like to play chess? Would they like to take a nap?
He'd like to play right here. Yes, they would. No, they wouldn't.
A Circle the correct words. Then practice with a partner.

1. A: Which game would you like play /@ pla:W
B: @ like @/ I would to play chess.
2. A: Would you like do / Qo dcDa crossword now?
B: No, I'd not / ([wouldnj) I don't like crosswords.
3. A: What do / @oul tl)you like to do tonight?
B: ctdlik~ / I would to watch TV with my friends.
B Pair work Make true sentences with I'd like to or I wouldn't like to.
Tell your partner.
have class outside play chess after class stay in this weekend take a nap right now
4 Pronunciation Reduction of would you

A .. >)) Listen and repeat. Notice how would you is pronounced /wud3a/.
Would you like to play a board game? Which game would you like to play?
B Pair work Practice the questions in Exercise 3A again. Reduce would you to /wud3a/.
5 Speaking I'd like to ...

A Pair work Look out these windows and describe the weather. Then decide what
you'd like to do together on each day. Take notes.
1. 2. 3.
A: It's cool and rainy today. What would you like to do?
B: I'd like to do a ji3saw puzzle. How about you?
B Group work Share your ideas with another pair. Ask and answer questions for
more information.
6 Keep talking!
I can talk about what I would like to do.

31
Where would you like to go?
1 Reading ~>)/
A Read the article. Where do you think it is from? Check (./) the correct answer.
0 a vacation blog 0 a tourist brochure 0 a textbook 0 a weather report
I ·.
the United States
Spring can arrive in February in Victoria on the west coast. In

other parts of Canada, it gets warm in early April, and spring
weather continues until June. In British Columbia, you can kayak,
camp, or take a train trip through the Rocky Mountains.
Summer brings warm to hot weather from May to September.

This is a great time to fish in one of Canada's many lakes; kayak
among whales in Churchill, Manitoba; or have some Wild West
•
.: .,.J
~'-
.. ,
,,...
-.- •.
·., .I
fun at the Calgary Stampede.
Fall brings cool temperatures in September and October. It's a

... ~~ :~.. r ~..~~~r.;:~ '
~.("~ • • ·J!ll: '·· . :·~-~
good time of year to see the fall leaves in eastern Canada, enjoy ' •• ',... -..; ,. ~ .---·~ '"il
hiking, visit museums, or go to the Toronto International ..
Film Festival.
"'- -· '• -
Snow begins to fall in November, and temperatures drop. Days
are short in winter, but you can ski, go to an ice festival, or see the
northern lights. In parts of British Columbia, the snow doesn't
stay long and you can golf all year!
B Read the article again. When can you use these things? Write the season.
_J
fall winter spring summer
C Group work Imagine you can visit Canada. When and where would you go?
Why? Discuss your ideas.
32
LESSON D overview
Reading: "Canada Through the Seasons" (brochure)
Writing: An email to a friend
Speaking: Discussion about places to visit
1 Reading Canada Through the B

Seasons • Direct Ss' attention to the pictures. Point to each picture
and ask: What activity is this ? (Hiking, skiing, camping,
Learning objective: Read and discuss an article from a fishin g.)
brochure; develop skills in identifying genre and reading • Have Ss read the article again and then work individually
for specific information. to write the names of the seasons under the pictures.
(CD 1, Track 46) • Go over the answers with the class.
A c
• Direct Ss' attention to the article. Ask Ss to look at the • Go over the instructions. Model the activity. Say: I'd like
title, map, and pictures. Ask: Who do you think would to go to Canada in the fall. I'd like to hike and to visit
read this article? Eli cit the answers (tourists, people museums. Encourage Ss to use different infinitives.
planning a trip to Canada). • Have Ss work in groups to discuss their ideas and to plan
• Tip Encourage Ss to look at titles and pictures to predict a trip. Remind Ss to use expressions to ask for and to
the audience (or readers) of a text. give opinion s.
• Pre-teach any unfamili ar vocabulary. • Tip For group di scussions or projects, appoint one S to
be the group leader. This person can be responsible for
Vocabulary making sure everyone participates and stays on topi c.
kayak a light, narrow boat for one or two people, which Make sure every student gets a chance at some point to
is moved using a paddle (a stick w ith a fl at part) be a group leader.
lake a body of water (usually not salt water) • Call on groups to share their ideas with the class.
whale a very large animal that looks like a fish and lives
in the sea Classware Search and highlight page xxxi
stampede 1. when a large group of animals sudden ly After doing Part C, follow the directions for Search and
moves in an uncontrolled way, in the same direction highlight. Highlight all the seasons and adjectives that
2. In the Western United States and Canada, "stampede" describe the weather.
also means an event or celebration that includes a rodeo,
contests , dancing , exhibits, etc. Extra activity Extension
drop fall ; go down; become lower To encourage more reading and writing practice, have Ss
northern lights natural light displays, usually seen at write three questions about the region their group planned
night near the North Pole to visit. Ask: What else would you like to know? Outside
of class, have them go online and find the answers to
• Go over the in structions. Have Ss read the article and their questions. Then have them share their information
answer the question as they read silently. with thei r group or the class.
• Option If your Ss enjoy reading aloud, have them work
in groups of four and take turns reading the paragraphs.
• Go over the answer with the class.
• Option Ask Ss which activities in Canada sound fun .

2 Writing An email to a fr iend 3 Speaking A place I'd like to visit
Learning objective: Write an email to a friend about a Learning objective: Talk about a place they 'd like
place they'd like to visit. to visit.
A
bottom of the page. (When they fini sh the speaking
• Have Ss work indi vidu all y to brainstorm a li st of pl aces activity, they will hopefull y be able to check the box.)
and friends to visit. Set a time limit of two minutes.
• Go over the in structions and the questions. Have Ss work A
indiv iduall y to choose one friend o n their li st and write • Go over the in struction s. Cal l on Ss to read the three
an swe rs to the questi ons. questions in the chart.
• Have Ss work individuall y to write notes about a pl ace
B to visit. Remind them they do not need to use complete
• Have Ss read the email. Point out that the questi ons in sentences when they write notes .
Part A are answered in the writing model. Call on Ss to
• Option Set a time lim it of fi ve minutes.
find the answers to the questi ons.
• Exp lai n that Ss are going to write a simil ar text about B
a place they 'd like to visit, using their notes in Part A. • Go over the instructions.
• Have Ss write the text in cl ass or fo r homework • Read the dialogue with two Ss, takin g the role of Student
A. Point o ut that the questi on What else ? asks fo r more
c information and helps to keep the conversati on going.
• Go over the in structi ons. Point out that the word because introduces a reason, or
• Elicit examples of questi ons Ss can ask to get more an answer to a why questi on.
informati on (e.g ., What can I eat there? What 's the • Have Ss work in groups of three or more to share their
weather like in the summer?). ideas from Part A.
• Have Ss share their writing with a partner and as k and • Call on Ss to share ex ampl es of unu sual and interesting
an swer questi o ns to get more info rmatio n. places to visit and acti viti es to do.
• Call o n Ss to share an interesting fac t they learned from • Finall y, tell Ss to check the "can do" statement if they
read ing and talking about their partne r's place. can talk about a place they would like to visit.
NOTE: If Ss fee l they need more help, suggest they
do the Additional practice activities.
Additional practice
For more practice , use:
Workbook page 24

unit
2 Writing An email to a friend

A Think of a place and a friend you would like to visit. Answer the questions.
• What is your friend's name? • When do you plan to visit?
• Where does your friend live? • What would v.ou like to do there?
B Write an email to a friend about your travel plans. Use the model and your answers
in Part A to help you.
Kate Spencer to Hee-jin Choi
Hi Hee-jin,
I have good news. I can visit you in Seoul this summer!
Tell me about Seoul. What's the weather like in the
summer? Is it really hot?
As you know, I'm very interested in art and food . So I'd like
to visit the National Museum and go to some really good
restaurants. What about you? What would you like to do?
This is so exciting! See you soon .
Kate
C Pair work Share your writing. Ask and answer questions for more information.
J Speaking A place I'd like to visit

A Think about a place you'd like to visit in your own country or a different country.
Take notes.
Place: _ _ __ _
When would you like to go? Why would you like to go then? What would you like to do there?
B Group work Share your ideas. Ask and answer questions for more information.
A: I'd really like to 30 to Kyoto in the sprin3.
B: Why would you like to 30 then?
A: Because I'd like to see the cherry blossoms.
C: What else would you like to do there?
I can talk about a place I would like to visit.

33
Wrap-up
1 Quick pair review
Lesson A Brainstorm! Make a list of words for weather and words for
temperature. How many do you know? You have two minutes.
you want someone's opinion . You have one minute.
0 What's your opinion?
0 What's your teacher's name?
0 What's the weather like today?
0 What are your thoughts?
0 What are you like?
0 What do you think?
Lesson C Find out! What is one thing both you and your partner would like to
do outside this weekend? What is one thing you both would like to do inside? Take
turns. You and your partner have two minutes.
A: I'd like to play chess inside. Would you?
B: No. I'd like to bake cookies. Would you?
A: Yes, I would.
Lesson D Guess! Describe a famous place in your country, but don't say its
name. Can your partner guess where it is? Take turns. You and your partner have
two minutes.
A: It's hot, and it's a bi3 city. People have parties on the beach.
B: Is it Rio de Janeiro?
A: Yes, it is.
2 In the real world

Where would you like to go? Go online and find the typical weather for that place in
every season. Then write about it.
Chicago
I'd like to go to Chicago. There
are four seasons. It's extremely
cold in the winter. It 's very
windy in the spring . ...
34
1 Quick pair review 2 In the real world
Learning objectives: Review vocabulary for discussing Learning objective: Research and write about typical
weather, temperature, indoor activities, and wou ld weather in a place during every season.
like + infinitive; review expressions for asking for an • Go over the instructions and the exampl e.
opinion; ask and answer questions about a place.
• Have Ss do research online as an out-of-c lass ass ignment.
Lesson A Brainstorm! Remind Ss to write down the info rmati on they fin d.
(They can write it in their prewriting journal, if they are
keeping one.)
• Have Ss work in pa irs to brainstorm weather and
• Suggest or e licit some search terms they can use to find
tem perature words. Set a time limit of two mjnutes.
informati on.
• Eli cit the ideas and write the m on the board.
• When Ss return to cl ass, have them work in pairs or small
groups to read what they wrote.
Ctassware List that page xxix
After brainstorming, follow the steps for List that to review • Encourage Ss to proofread the ir wri ting fo r errors with
words for weather and temperature. would like + infinitives, and other erTors fro m the class
chec kli st they may have started in prev ious units, before
they hand it in.
Le sson B Do you remember?
• Go over the instructi ons. Extra activity Extension
• Have Ss work in pairs to read the questi ons and check To teach revision and have Ss think about audience and
the o nes they can use to as k fo r someone's opinion. _purpose in writing, have Ss rewrite their assignment in the
Set a time limit of o ne minute. style of a tourist brochure. They should make the place
sound exciting and encourage people to visit. They can
even add pictures. Have Ss post their tourist brochures
on the wall or online (if possible}, and read other Ss'
Lesson C Find out!
brochures . Call on Ss to say which brochures made them
• Go over the instructi ons. Have two Ss read the di alogue. want to visit a place and why.
Point out that when Ss ag ree on an indoor activity they
can go on to di scuss an outdoor acti vity. Remind them
to pay attenti on to would like + infiniti ve.
• Have Ss work in pairs to fi nd indoor and outdoor
acti viti es to do together. Set a time limit of two minutes.
• Call o n Ss to tell the cl ass the two acti viti es they agreed
on, beginning with We'd like to ...
Le sson D Guess!
• Go over the in structi ons. Read the dialogue with a S.
Point out that the fa mous place they describe can be a
city, a natural place (e.g., a waterfall , a moun tain , or a
beach), or something e lse.
• Have Ss work in pairs to take turns describing and as king
questi o ns about a place. Set a time limit of two minutes
fo r each person to guess.

Life at home
At a glance: Unit overview
LESSON A There's a lot of light.
Ss learn vocabulary for things in a home. They use how many I much
Speaking outcomes
Ss can ...
ask and answer questions about their
J
and quantifiers before nouns. home.
LESSON B Can you turn down the music? Ss can .. .

Ss make requests and agree to requests. make and agree to requests.
LESSON C I always hang up my clothes! Ss can .. .

Ss learn vocabulary for household chores . They use separable talk about household chores.
two-word phrasal verbs .
LESSON D What a home! Ss can .. .

Ss read an article about unusual houses, and write about their dream describe a home.
home.
Warm-up B
Learning objective: Preview the topic and talk about
• Have Ss work individually to rank the homes.
different types of homes.
• Have Ss work in pairs or groups to compare their
A ranlcings. Model the activity. Say: I really want to visit
• Go over the instructions. the French president's home. I'd like to see !he art.
I ranked it as J.
• Have Ss work in pairs or groups to match the pictures to
the countri es. • Option Call on Ss to share their ranlcings.
• Have Ss check their answers on page 44. • Tell Ss that they wi ll learn how to talk about ho mes in
this unit. Point out the U ni t 4 lesson overv iews. Go over
• Option Do the activity as a class.
what Ss wi ll learn in each lesson
• Ask Ss to raise the ir hands if they got all the answers
correct. Extra activity Realia
Bring in real estate magazines or brochures. Have Ss
C/assware Preview the unit page xxx work in pairs or groups to find three pictures of interesting
After doing Part A, follow the steps for Preview the unit. homes and to rank them.
Ask : What things do you think are in these amazing
homes?
T-35 Unit 4 Life at home

Warn1-up
A These are the homes of world leaders. Match the countries and the pictures. Check your
answers on page 44.
_ c_ Brazil __d_ France _ b_ Iceland _ a_ Japan
B Rank the homes you would like to visit from 1 (really want to visit) to 4 (don't want to visit) .
There's a lot of light.
1 Vocabulary Things in a home
A ) Label the pictures with the correct words. Then listen and check your answers.
bathtub bed coffee table refrigerator
B Pair work Which of the things in Part A do you have in your home? Tell your partner.
2 Language in context A new apartment seepager-36

A Listen to the conversation. Beth has a new apartment. Which room does Lori like? for the answer.
Lori: Your new place is nice! Lori: I really like your kitchen. Lori: Look at all the windows in
How many rooms are Beth: Than ks. There aren't your living room!
there? many cupboards, and Beth: Yeah, there's a lot of light
Beth: There are four - a kitchen, there isn't much space, in here. But ... there's
a living room, a bathroom, but that's OK. I hardly also a lot of noise!
and a bedroom. ever cook.
B What about you? What is important to you when you move into a new house
or apartment?
36
SSON A overview
cabulary: Things in a home
G ammar: How many I much; quantifiers before nouns
Speaking : Discussion about homes
1 Vocabulary Things in a home 2 Language in context A new

apartment
Learning objective: Use common vocabulary
for things in a home. Learning objective: See the use of how many I much
and quantifiers before nouns in context.
A (CD 1, Track 47)
• Direct Ss ' attention to the words and the pictures. A (CD 1, T rack 4 8)
Ex plain that the pictures show different rooms in a home, • Direct Ss' attention to the pictures to set the scene.
and the words label different things in the rooms. Explai n that Beth has a new apartment and she is
• Go over the instructions. Do the first item as a who le showing it to her friend, Lori.
class. Point to the unlabe led item [d] in the first picture • Go over the instructions.
and ask: What is this ? Have Ss choose the c01Tect word
• Play the audio. Have Ss answer the question as they
from the box (bathtub) and write it on the line.
listen and read silently.
• Have Ss work individually to label the rest of the items in
the pictures.
to practice pronunciation .
I
B
Answer
Lori likes the kitchen.
• Option Ask the class: What else do you see in the • Read the questions. Have Ss work in pairs or groups to
pictures ? Elicit more words and write them on the board disc uss the questions.
Extra activity Realia • Option Do the activity as a class
Bring in pictures from store catalogs or go to furniture Cultural note

stores online and print out pictures of room designs. Have
In the United States and Canada, it is common to give a
Ss work in groups to label as many items as they can,
visitor a tour of a home, especially if it is new. In some
using the words from Part A.
other countries, it is unusual to show a visitor every room
in a home.
B J
• Go over the instructions . Give an example of things
in your own home. Encourage Ss to use adjectives to
describe the things in their homes.
• Have Ss work in pairs to share information.
• Call on Ss to tell the class about an interesti ng or an
unusual thing in their partner's home.
Classware Choose ABC page xxvii

After doing Part B, follow the steps for Choose ABC to
practice vocabulary for things in a home.
Unit 4 Life at home T-36

3 Grammar How many I much; • Go over the answers with the class.
quantifiers before nouns • Have Ss work with a partner to practice asking and
answeri ng the questions.
Learning objective: Practice how many I much and
quantifiers before nouns. B
• Go over the in structions. Read the dialogue wi th a S.
(C D 1, Track 49) Encourage Ss to use both How many I much question s
• Books closed. Review count and noncount nouns. and yes I no question s with quantifiers .
l. Write on one side of the board: light. Write on the • Go around the room and offer help as needed.
other side: cupboards. Ex plain that both words are
nouns, but they are two different types. Answers
2. Ex plain that nouns like light are usuall y noncount How many rooms are there in the apartment?
nouns; they cannot be counted. Nouns like There are four rooms.
cupboards are count nouns; they can be counted. How much light is there in the living room?
Exception: Light can be a count noun if we think There 's a lot of light.
of light fixtures, such as lamps (example: There are How many cupboards are there in the kitchen?
three lights in this room. [count noun]; The light in There aren't many cupboards.
this room is so bright! [noncount noun]). How many windows are there in the living room?
There are three windows.
• Books open . Direct Ss' attention to the left side of the
box. Read the sentences. Ask: Is cupboards a count or How much space is there in the kitchen?
There isn't much space.
noncount noun ? (Count.) Say that the bold words are
quantifiers to use before cou nt nouns. How much noise is in the apartment?
There's a lot of noise.
• Direct Ss ' attention to the right side of the box. Read the
sentences . Ask: Is li ght a count or noncount noun in this
sentence? (Noncount.) Explain that the bold words are
quantifiers to use with noncount noun s. 4 Speaking My home
• Ask : Which quantifiers can be used with both count and
noncount nouns? (A lot of, some, not any.) Learning objective: Talk about homes.
• Write on the board: How many __ are there ? I Ho w • Direct Ss' attention to the "can do" statement at the
much __ is there? Are there many __ ? I Is there bottom of the page. (When they finish the speaking
much __ ? Explain that these are questions we can activity, they wi ll hopefull y be able to check the box.)
answer with quantifiers . Elicit examples. • Direct Ss' attention to the pictures to set the scene.
• Focus on the use of quantifi ers. Explain that we use Ask: Would you like to live in an apartment or a house ?
quantifiers to ask and answer questions about the quantity Why ? Elicit answers.
(amount) of something. Point out that the examples in the • Go over the instruction s and cal l on Ss to read the
grammar box go from a large amount to none. questions. Have two Ss read the dialogue. Encourage
• Refer to the conversation in Exercise 2. Have Ss Student B to ask the next question to show how Ss can
underline How much I many and the quantifiers. Have take turns asking the question s.
them circle the nouns. • Have Ss work individually to add three questions.
• Check comprehension. Ask: How many rooms are in Lori's Remind them to use quantifiers, and yes I no or How
new place? (Four.) Are there many cupboards? (No.) many I much questions. Go around the room and offer
Is there much space in the kitchen ? (No.) Are there many help as needed.
windows in the living room? ( Yes.) Is there much light • Have Ss work in pairs to interview each other and to find
in the living room ? (Yes.) Is there a lot of noise ? (Yes.) similarities about their homes. Call on Ss to share any
• Pl ay the grammar box audio. Have Ss li sten and repeat to similarities that they fou nd .
practice pronunciation . • Finall y, tell Ss to check the "can do" statement if they
can ask and answer questions about their home.
A NOTE: If Ss feel they need more help, suggest they
• Go over the instructions. Do the first item as a whole do the Additional practice activities.
class (How much space . .. ?). Encourage Ss to find the
noun first and decide if it is count or noncount. Remind Additional practice
them to turn back to page 36, Exercise I, and look at the For more practice, use:
pictures to answer the questions.
• Have Ss work individu all y to complete the questions and Self-study CD-ROM Lesson A
write the answers.

unit
J Grammar .. ~ How many/much; quantifiers before nouns

How many cupboards are there? How much light is there?
a lot of a lot of
There are some cupboards. There's some light.
a few a little
many much
There aren't cupboards. There isn't light.
any any
A Complete the questions with many or much. Answer the questions about the home
in Exercise 1. Then practice with a partner.
1. How much space is there in the kitchen? ~Ti~h~e~re~'~
s~a~lo
~t~o~
f =..,
sp "-'fl~C~e~·--------
2. Are there many cupboards in the kitchen? There are a lot of cuvboards .
•
3. How -~m
~a=n
'"'"'y,____ chairs are there in the living room? There are a few chairs.
4. Are there many shelves in the bathroom? There aren't any shelves.
5. How much Ii ght is the re in the bedroom? __,Ti'""h=e-'-'re=-'=s-=
- a'"""'l"=-
ot"-=-
o-'f---'li(J
"""...,h"""'t""'."_ _ _ _ __ _ __
B Pair work Ask and answer questions about the apartment in Exercise 2.
rooms I apartment cupboards I kitchen space I kitchen
light I living room windows I living room noise I apartment
A: How many rooms are there in the apartment?
B: There are four rooms. Are there many cupboards in the kitchen?
4 Speaking My home
Pair work Add three questions below. Then interview your partner.
Find out three things that are similar about your homes.
• Do you live in a house or an apartment?
• How many rooms are there?
• Are there many closets in the bedroom?
• Is there much space in the bathroom?
A: Do you live in a house or an apartment?

B: I live in a small apartment.
A: Me, to o.
5 Keep talking!
I can ask and answer questions about my home.

37
Can you turn down the music?
1 Interactions Requests
A What are your neighbors like? Do you like them?
B ») Listen to the conversation . Why does Keisha call her neighbor?

Then practice the conversation. See page T-38 for the answer.
Carlos: Hello? Carlos: Sure. I can do it now.

Keisha: Hi. It's Keisha from downstairs. Are Keisha: Thank you. I have an exam
you having a party ? tomorrow, and I'm tryin g to study.
Carlos: Uh-huh . Are we being noisy? Carlos: I understand.
Keisha: I'm afraid so. Can you turn down Keisha: Thanks again .
the music, please?
C l)) Listen to the expressions. Then practice the conversation again with the
new expressions.
Making a request Agreeing to a request
Can you turn down the music, please? Sure.

Could you turn down the music, please? No problem.
Would you turn down the music, please? I'd be happy to.
D Match the requests and the responses. Then practice with a partner.
1. Can you turn down your TV, ple~a. I'd be happy to. I'm going to work now, anyway.
2. Can you move your car, please?~_,C",, X b. Su re. I think it's for me.
3 . Could you answer the phone, please? 7 c. No problem. Sorry about the noise.
4 . Would you open the curtains, please?- - . .d. Su re. There isn't much light in here.
38
LESSON B overview
Interactions: Making a request, agreeing to a request
Pronunciation: Intonation in requests
Listening: Friendly requests
Speaking: Problems and requests
1 Interactions Req uests c (C D 1, Track 51)

• Point out the target expressions in the conversation (Can
Learning objective: Make and agree to a request. you turn down the music, please ? I Sure). Explain that
there are other ways to make and agree to requests in
A
English.
• Read the questions . Do the activity as a class. Call on Ss
• Go over the expressions in the box. Explain that these
to share their answers.
expressions go from least formal (Can you . .. ? I Sure.)
8 (CD 1, Track 50) to more formal.
• Direct Ss' attention to the pictures to set the scene. • Play the audio. Have Ss listen and read silently.
Say: The woman and the man are neighbors. What is • Option Play the audio and have Ss listen and repeat.
the woman doing ? (Studying.) What is the man doing ? • Model the activity. Read the part of Keisha, and have
(Turning his music down or off.) a S read the part of Carlos. Read the first part of the
• Play the audio. Have Ss answer the question as they conversation, substituting Could you turn down the
li sten and read silently. music, please? for the sentence in red.
• Have Ss compare answers with a partner. • Have Ss practice the substitution conversations in pairs.
• Go over the answer with the class. • Go around the room and give help as needed.
I
Answer D
Keisha calls her neighbor to ask him to turn down the • Go over the instructions. Explain that the questions on
music. the left are requests, and the sentences on the right are
responses. Do the first one together as a whole class.
• If helpful, play the audio line by line and have Ss listen
• Have Ss work individually to match the requests and
and repeat.
responses.
roles and practice again.
• Have Ss work in pairs to practice the requests and
Classware Disappearing dialogue page xxvii responses and then change roles and practice again.
After Ss have answered the question "Why does Keisha
call her neighbor?" in Part B, follow the steps for
Disappearing dialogue to practice the conversation. Have Ss work individually to think of problems in their
classroom or school (e.g., It's hot, it's noisy, it's messy,
there are books on the floor.). Alternatively, elicit problems
from the class and write them on the board. Then have Ss
work in pairs to make and agree to requests to solve the
problems.

2 Pronunciation Intonation 4 Speaking Neighbor to neighbor
in requests
Learning objective: Make and agree to requests.
Learning objective: Focus on falling intonation with • Direct Ss' attenti on to the "can do" statement at the
requests . bottom of the page. (When they fini sh the speaking
acti vity, they will ho pefu ll y be abl e to check the box.)
A (CD 1, Track 52)
• Go over the instructio ns. A
• Have Ss read the sentences. Remind Ss that an arrow • Direct Ss' attenti on to the pictures to set the scene.
pointin g dow n shows fa lling intonati on. Explain that they all show probl ems peopl e have with
• Play the audio. Have Ss liste n, paying particul ar attention their neighbors. Call on Ss to read the proble m below
to fa ll ing intonati on. each picture.
• Play the audi o again . Have Ss li sten and repeat. • Go over the instructio ns. Have a S read the li st of
requests.
C/assware Highlight and say it! page xxviii • Have Ss work indi vidually to match the requests and
Instead of doing Part B, zoom in on the requests in pro blems.
Exercise 1, Parts A, B, and C and follow the steps for • Go over the answers with the class.
Highlight and say it! to practice intonation in requests.
B
B • Put Ss in pairs, and ass ign one S to be Stude nt A and
• Go over the in structions. Have Ss work in pairs to one S to be Student B.
practice the questi ons in Exercise 1, Part D. (They do not • Go over the instructi ons and the descriptions of roles
need to read the responses thi s time.) A and B. Have two Ss read the dialogue. Remind them
to take turns di scuss ing each of the fo ur problems, and to
use di ffere nt express ions fo r making and agreei ng
3 Listening Friendly requests to requests.
• Have Ss work in pairs to role-play the situ ati ons.
• Go around the roo m and offer help as needed.
friendly requests and specific information.
A (CD1 , Track 53)

c
• Go over the in structi ons. Elicit examples of other
• Set the scene. Ex pl ain that Ss will hear three peopl e
probl ems people have with their neighbors (e.g., Your
calling their neighbors.
neighbor's dog is barking at night.).
• Have Ss work with their partner to role-pl ay two
• Play the audio. Have Ss li sten and circle where each additional situati ons.
caller lives.
• Option Call on two student pairs to perfo rm their ro le
• Have Ss compare answers with a partner. plays for the class.
• Go over the answers with the class. • Finall y, tell Ss to check the "can do" statement if they
can make and agree to requests. NOTE: If Ss fee l they
8 (CD 1, Track 53)
need more help, suggest they do the Additional practice
• Go over the instructio ns. acti viti es.
• P lay the audio again . Have Ss listen and check what each
caller wants the neighbor to do. Additional practice
• Have Ss compare answers with a partner. For more practice, use:
• Option Pl ay the audi o again . Have Ss li sten and check Workbook page 28
their answers. Self-study CD-ROM Lesson B

unit
2 Pronunciation Intonation in requests

A .. Listen and repeat. Notice the falling intonation in these requests.
~ ~
Can you turn down the music, please? Can you move your car, please?
B Pair work Practice the questions in Exercise lD again. Pay attention to

your intonation.
3 Listening Friendly requests

A Listen to three people call their neighbors. Where does each caller live? Circle
1
,')
the correct answers.

1. @ artme @ / house 2. apartment /Q! ous~ 3. @lartme @ / house
B ;) Listen again. What does each caller want the neighbor to do? Check(./) the
correct answers.
1. 0 stop the party 2. 0 get the cat 3. 0 stop exercising
0 turn down the TV 0 move the car 0 exercise earlier
0 turn down the music 0 buy some milk 0 stop the party
4 Speaking Neighbor to neighbor

A Match the requests and the problems.
1. Can you move it, please? 3. Could you come and get it, please?
2. Could you put it in the garbage can, please? 4.
Your neighbor's cat is Your neighbor's TV is Your neighbor's car is Your neighbor's
at your door. very noisy. in your parking space. garbage isn't in the
garbage can.
B Pair work Call your neighbor. Identify yourself and explain the situation.
Make a request. Take turns.
A: Hello.
B: Hi. It's Mike from downstairs. Your cat is at my door.
Could you come and 3et it, please?
A: Sure. I'd be happy to.
C Pair work Think of two more requests. Then call

your partner to make the requests. Take turns .
I can make and agree to requests.
39
I always hang up my clothes!
1 Vocabulary Household chores
A ill>)) Label the pictures with the correct words. Then listen and check your answers.
clean out the closet drop off the dry cleaning pick up the magazines take out the garbage
clean up the yard hang up the clothes put away the dishes wipe off the counter
1. pick uv the 2. wipe off the 3. clean out the 4. vut away the
• I • •
magazines counter closet dishes
5. clean up the 6. take out the 7. hang up the 8. drop off the
• • •
yard garbage clothes dry cleaning
B Pair work Which chores in Part A do you do? Tell your partner.
"/ always clean up the yard on the weekend. I also drop off the dry cleanin3."
2 Conversation Let's clean it up!

A !illl)) Listen and practice.
Ken: This place is a mess. Let's clean it up before
Mom and Dad get home.
Paul: Good idea. Well, I can put the dishes away
and wipe off the counter.
Ken: And the garbage is full. Could you take it out?
Paul: Sure. No problem.
Ken: And you know, your bedroom is a mess, too.
Your clothes are all over the floor. Would you
pick them up, please?
Paul: Yeah, I guess.
Ken: And then hang them up in the closet?
Paul: OK, but what are you going to do?
B !illl)) Listen to the rest of the conversation. Which chore is Ken going to do?
40
LESSON C overview
Vocabulary: Household chores
Grammar: Separable two-word phrasal verbs
Speaking: Interview about chores
1 Vocabulary Household chores 2 Conversation Let's clean it up!

Learning objective: Use vocabulary for household Learning objective: Practice a conversation about
chores. chores.
A (CD 1, Track 54) Classware Fill in the text page xxvii

• Direct Ss' attention to the ph rases in the box and the Before doing Part A, follow the steps for Fill in the text to
pictures. Explain that the pi ctures show common chores, practice vocabulary for household chores. Suggested
or small jobs around the hou se. items to hide are: away, off, out, up (The word up appears
three times.).
• Go over the instruction s. Do the first item together as a
class. Poi nt to the picture and ask: What chore does this
picture show? (Pick up the magazines.) A (CD 1, Track 55)
• Have Ss work individually to label the pictures. • Direct Ss' attention to the picture to set the scene. Ask:
Encourage Ss to start with the words they know and What room is this ? (The kitchen.) ls it clean or messy ?
make guesses if they are not sure. (Messy.) What do you think these people are talking
about? (Ho w to clean up the mess.)
• Pl ay the audio. Have Ss li sten and read silently. If
helpful , play the audio line by line and have Ss listen
• Play the audio agai n. Have Ss li sten and repeat the and repeat.
phrases to practice pronunciation.
• Have Ss work in pairs to practice the conversation.
B • Option Call on two pairs to act it out for the class.
• Go over the instructions. Have a S read the examples.
8 (CD 1, Track 56)
Give an example of your ow n chores.
• Go over the instructions. Ex plain that Ss are going to
• Have Ss work in pairs to talk about the chores they do .
hear the rest of the conversation .
• Call on Ss to tell the class about their partners' chores.
• Pl ay the audio. Have Ss listen for the answer to the
• Option Encourage Ss to say when or how often their question : "Which chore is Ken going to do?"
partners do these chores.
• Option Write on the board: clean out, clean up, pick up,
put away, take out. Elicit more examples of chores that
use these verbs (e.g., take out recycling, clean out the
car).

I Answer
Ken is going to take out the newspapers.
To encourage more vocabulary practice, have Ss

informally survey their classmates about household
chores. Set a time limit of five minutes. Have Ss talk to as
many people as possible, asking their classmates about
chores they like and chores they don't like. Encourage Ss
to take notes in two columns: "Like" and "Dislike. " Ask Ss
to share their information with the class.

3 Grammar Separable two-word Option Have Ss rewrite the sentences one more time,
using pronouns instead of nouns. Go over the answers as
phrasal verbs a class.
Learning objective: Practice making statements and
requests using separable two-word phrasal verbs. Classware Fix it! page xxviii
Instead of doing Part B, follow the steps for Fix it! to
(CD 1, Track 57) practice separable two-word phrasal verbs .
• Direct Ss' attention to the left side of the grammar box.
I. Read the first sentence. Ask: What is the verb in B
this sentence? (Take out.) • Go over the instructions and the example.
2. Say: Some verbs have two words. These are called • Have Ss work individually to complete the sentences,
phrasal verbs; a verb followed by a particle. Explain using pronouns to separate the phrasal verbs.
that a particle is a small word like out or up.
• Go around the room and give help as needed.
3. Read the second sentence. Ask: What words come
between take and out? (The garbage.) Explain • Have Ss compare answers with a partner. Have them take
that so me phrasal verbs are separable: They can be turns reading the sentences aloud.
separated by other words (here, a noun).
4. Read the third sentence. Ask : What word separates
take and out? (It.) Explain that a pronoun can also 4 Speaking What a chore!
separate the verb and the particle.
Learning objective: Talk about household chores.
5. Read the third sentence. Point out that a pronoun
can not come at the end of a phrasal verb, but a • Direct Ss' attention to the "can do" statement at the
noun can. Compare with the first sentence. bottom of the page. (When they finish the speaking
activity, they will hopefully be able to check the box .)
• Direct Ss' attention to the right side of the box.
I. Read the first question. Ask Ss to identify the A
phrasal verb (hang up) and the noun (you r clothes). • Direct Ss' attention to the chart. Go over the instructions.
2. Read the second question. Ask: Is this phrasal verb Model the activity. Ask a S the first question and
separated by a noun or a pronoun? (Noun.) demonstrate checking one of the boxes.
3. Read the third question. Ask: Is the phrasal verb
• Have Ss work in pairs to interview each other.
separated by a noun or a pronoun ? (Pronoun.)
4. Read the fourth question . Ask: Wh y is this B
incorrect? (A pronoun cannot come at the end • Go over the instructions.
of a phrasal verb.)
• Have each pair join another pair and share their partner's
• Refer to the conversation in Exercise 2. Have Ss information.
underline all the phrasal verbs.
• Go around the room and take notes on errors you hear
• Check comprehension . Call on Ss and ask questions with phrasal verbs, paying particular attention to word
about Ke n and Paul. Have them answer with phrasal order and the pronunciation particles.
verbs. Ask: What will Paul put away? (He'll put away
• Write the errors you heard on the board. Encourage Ss to
the dishes.) What will Paul take out? (He 'll take the
correct them.
garbage out.) What will Paul wipe off? (He'll wipe
off the counter.) • Finally, tell Ss to check the "can do" statement if they
can talk about household chores. NOTE: If Ss feel they
• Play the grammar box audio. Have Ss listen and repeat to
activities.
A Additional practice
• Go over the instructions and the examp le. Encourage Ss
to use on ly nouns to separate the phrasal verbs for now.
Have Ss work individually to complete the sentences. Workbook pages 29-31
• Have Ss compare answers with a partner. Self-study CD-ROM Lesson C

unit
J Grammar ~11. Separable two-word phrasal verbs

I take out the garbage. Could you hang up your clothes, please?
I take the garbage out. Could you hang your clothes up, please?
I take it out. Could you hang them up, please?
Not: I take out it. Not: Could you hang up them, please?
A Rewrite the sentences. Then compare with a partner.

1. Let's hang up the dry cleaning. Let's hang the dry cleaning up.
2. Could you put away your clothes, please? Could you put your clothes away, please?
3. How often do you take out the garbage? How often do you take the garbage out?
4. I clean out my closets once a year. I clean my closets out once a year.
B Complete the sentences with the correct verbs. Use either it or them . Then compare
with a partner.
clean out drop off pick up take out

v" clean up hang up put away wipe off
1. The living room is a mess. Let 's clean it up before the party.
2. Why is your coat on the chair? Can you hang it up in the closet?
3. The garbage is full. Could you take it out right away, please?
4. This closet is full of old clothes and books. Let's clean it out
5. The dishes are in the dishwasher. Would you put them away for me?
•
6. This table isn 't clean . Can you wipe it off before dinner, please?
7. These books belong to the library. Could you drop them off for me?
•
8. Your magazines are all over the floor. Would you pick them up , please?
4 Speaking What a chore!

A Pair work Interview your partner. Check (v') his or her answers.
How often do you ... ? My partner

1. put away the dishes
2. clean up your bedroom
3 . t ake out the garbage
4 . clean out your closet
5 . hang up your clothes
B Group work Tell your group about your partner's answers. Who does a lot of
cho res? Who doesn't?
" Daniel does a lot of chores. He puts away th e dishes and takes out the 3arba3e
every day. "
5 Keep talking!
Go to page 134 for more practice. I can talk about household chores.
41
What a home!
1 Reading •O)
A Look at the pictures. Describe each home.
B Read the article. Check (./) the best title for the article.
0 Crazy Houses in the United States 0 Daily Life in a Strange House
0 Unusual Houses from Around the World 0 How to Build Your Dream Home
The Storybook House - - - - - - The Shoe House _ _ _ _ _ _ _ _,

The classic childre n 's sto ry "Hanse l a nd This h o use in the U.S . has a living room ,
G retel" inspired thi s unusu al ho m e in the two b athroo ms , a kitch e n , and three
U. S. The owners built the h o use by h and b ed rooms . There 's even a shoe m ailbox.
a nd include d five fireplaces inside. The owner had a few shoe sto res. No o n e
lives the re now, but the re are to urs o f
the ho use.
The Crazy House - - - - - - - - The Upside-down House - - - - -

People in Vie tna m call this h ou se the In this hou se in Po land, the furniture
Crazy House becau se it look s strange. h a ngs fro m the ce iling! No o n e lives
Pa rt of the h o u se is a tree, a nd it h as there, but it's a p o pula r tourist attracti o n .
unu su al twists a nd turns. You can also It took the w orke rs a lo ng time to build
see bi g a nim als o n the o utside . The the hou se. They ofte n felt sick inside.
h o use is a h o te l a nd a touri st attraction.
C Read the article again . Answer the questions.

1. How did the owners build the Storybook House? ~b-...v~h=a~n~d~-----------
2. How many rooms are there in the Shoe House? seven
3. What can you see on the outside of the Crazy House? _ _ _ ___ _ _
~b--'-ig
-----=
a~ n~
im
~a=l=s_
4. What is unusual about the inside of the Upside-down House? The furniture hangs from the ceiling.
D Pair work Which house would you like to stay in? Why? Tell your partner.
42
LESSON D overview
Reading: "Unusual Houses from Around the World"
(an article)
Listening: A tour of Graceland
Writing and Speaking: A description of a dream home
• Have Ss read the article silentl y and check the best title.
1 Reading Unusual Houses from
Around the World • Option If your Ss enjoy reading aloud, have them work
in groups of four and take turns reading the descriptions.
Learning objective: Read and discuss an article; • Tip Having Ss think of possi ble titles for reading
develop skills in identifying the main idea and reading mate1ials encourages them to think about the main idea
for specific information. and improves reading comprehension.
Classware Tip c
Instead of doing Part A, before class, hide all the reading • Have Ss read the article again.
text using the Hide tool, leaving on ly the pictures show-
ing . In class, books closed. Zoom in on pictures and elicit • Have Ss work individually to answer the questions.
information about them to preview the reading. Say: What • Go over the answers with the class.
do you see in each picture? Describe the homes.
D
(CD 1, Track 58) • Go over the instructions. Model the activity. Say: I'd
like to stay in the Storybook House because I really love
A fireplaces.
• Direct Ss' attention to the pictures in the article. Have Ss • Have Ss work in pairs to discuss the house they would
work in pairs or groups to describe the houses they see. like to stay in.
• Option Do the activity as a class. • Call on Ss to share their partner's preference with the
class.
B
• Go over the instructions. Extra activity Extension
• Call on Ss to read the choices of titles. To encourage more read ing and writing practice, have Ss
work individually or in pairs to design their own unusual
• Pre-teach any unfami liar vocabulary. house. Have Ss draw a house and write a brief description
as in the article. Post the pictures and descriptions on the
Vocabulary wall . Have Ss go around and read them. Have Ss vote on
classic A classic book, story, etc., is a book that has the most interesting or unusual design.
been around for a long time , and with which many people
are familiar.
inspire to give the idea for something
by hand made with hand tools; without machinery
crazy very strange
twists and turns a path or structure that does not go in a
straight line
tourist attraction an interesting place for tourists to visit

2 Listening A tour of Graceland 3 Writing and speaking Dream
home
Learning objective: De velop skills in listening for
sequence of information and listening for specific Learning objective: Describe a home.
information.
A
A • Direct Ss' attention to the "can do" statement at the
• Direct Ss' attention to the pictures to set the scene. If bottom of the page. (When they finish the speaking
possible, bring a picture of Elvis Presley to class or play activity, they will hopefully be able to check the box.)
a video or a CD of Elvis Presley for Ss to see. Ask: Who
• Go over the instructions and the question. Elicit the
was Elvis Presley? (An American singer who was very
meaning of a "dream home" (the kind of home they wish
popular in the 1950s and 1960s. He was sometimes
they had or dream of having someday).
referred to as "The King of Rock and Roll " or "The
King.") Explain that these are pictures from Graceland, • Have Ss work individually to free-write about their
the home of Elvis Presley, which is now a tourist dream home in response to the questions. Remind Ss that
attraction. Ss are going to hear people taking a tour of free-writing means Ss should write as much as they can.
thi s home. They should not worry about grammar or spelling. Set a
time limit of five minutes.
• Go over the instrnctions.
• Have Ss work in groups or pairs to discuss the questions . Classware Analyzing the model page xxvii
• Option Do the activity as a class. After doing Part A, follow the steps for Analyzing the
B (C D 1, Track 59)
• Go over the instructions. B
• Play the audio. Have Ss li sten and number the rooms • Draw Ss' attention to the example of student writing.
from l to 4.
• Have Ss read the text. Point out that the questions in Part
• Have Ss compare answers with a partner. A are answered in the writing model. Call on Ss to find
• Go over the answers with the class. the answers to the questions.
• Have Ss write the text in class or for homework.
c (CD 1, Track 59)
• Go over the instructions. c
• Play the audio again. Have Ss listen and complete the • Go over the instructions. Have two Ss read the dialogue.
sentences. • Have Ss work in pairs to share their writing. Tell Ss to
• Have Ss compare answers with a partner. ask and answer questions for more information.
• Option Play the audio again. Have Ss li sten and check • Call on Ss to describe their partner's dream house and
their answers. say what they like best about it.
• Go over the answers with the class. • Option Have Ss proofread their own writing for errors
with quantifiers and phrasal verbs before they hand it in.
Extra activity Extension Alternatively, have them proofread their partner's writing
To give more opportunity for discussion, ask: What other for these errors.
famous person's house would you like to tour? Why? • Finally, tell Ss to check the "can do" statement if they
What do you think it looks like? Have Ss work in pairs or can describe a home. NOTE: If Ss feel they need more
groups to discuss these questions.
help, suggest they do the Additional practice activities.
Additional practice
Workbook page 32

unit
2 Listening A tour of Graceland

A Graceland was Elvis Presley's home in Memphis, Tennessee. Look at the pictures
in Part B of four rooms in the home. What do you see? What do you think the
house is like?
B Listen to Sam and Haley take a tour of Graceland. Number the rooms
from 1 to 4.
1..
C Listen again . What is each person's favorite room? Complete the sentences.
1. Sam's favorite room is the ~d=i~
m~·n=-g~r~
o~o~
m~----
2. Haley's favorite room is the ~T~V~r~o~o~m~-----
J Writing and speaking Dream home

A Imagine your dream home. Answer the questions.
• Where is your dream home? • What does it look like?
• How many rooms does it have? • Is there anything unusual about your home?
B Write a description of your dream home. Use the

model and your answers in Part A to help you . My Dream Home
My dream home is on the beach in
C Pair work Share your writing. Ask and answer Hawaii. It's a very big house. It has five
questions for more information . bedrooms, five bathrooms, and a lot of
A: What color is the house? light and space. There are two kitchens .
B: It's white. One kitchen is inside the house. The
A: What is your favorite part of the house? other kitchen is outside because we
B: The swimmin3 pool. have a lot of barbecues on the beach!
I can describe a home.

43
Wrap-up
1 Quick pair review
Lesson A Brainstorm! Make a list of rooms in a house and the things that go
in each room. How many do you know? You have two minutes.
Lesson B Do you remember? Complete the conversations with the correct

words . You have two minutes.
1. A: C~
o=u~
ld~_ __ you turn down the music, please?
B: No problem
2. A: W~
o=u=
ld~--- you answer the phone, please?
B: I'd be happy to.
3. A: Could buy some milk, please ?
B: S=u~
re~----
Lesson C Test your partner! Act out a chore. Can your partner guess what
it is? Take turns. You and your partner have two minutes.
Lesson D Guess! Describe a room in your house, but don't say its name. Can
your partner guess what room it is? Take turns. You and your partner have
two minutes.
A: This is my favorite room . There are three posters on the wall.
B: is it your bedroom?
A: Yes, it is.
2 In the real world

Go online and find information in English about an unusual house.
• Why is it unusual?
• What are the rooms like?
• Find a picture of the home, if possible.
An Unusual Home
The House on the Rock has
many interesting rooms. One
room is 218 feet long and has
3 ,264 windows.
;:nu-eJ.:1 ·p 1!2EJ9 ') pUEFDI ·q u-ed-ef ·-e

(9E J2-ed) '</ lJEd 'dn-WJEM Ol SJJMSU'ef
44
Learning objectives: Review vocabulary for discussing
• Have Ss work individually to think of a room (it does not
rooms, things in a home, and household chores; review
have to be their favorite room) and write down three facts
expressions for making and agreeing to requests;
about it.
describe a room.
• Read the dialogue with a S. Explain that if their partner
Lesson A Brainstorm! cannot guess the room after the first one or two facts, Ss
• Go over the instructions. can give another fact about the room.
• Have Ss work in pairs to brainstorm rooms and things • Have Ss work in pairs to take turns desc1ibing and asking
for each room. Set a time limit of two minutes. Elicit the questions about a room. Set a time limit of two minutes
ideas and write them on the board. for each person to guess.
• Option Turn the brainstorming activity into a game.
Award a prize to the pair who lists the most items.
2 In the real world
Classware Guided brainstorming page xxviii
Learning objective: Research and write about an
After brainstorming, follow the steps for Guided
unusual home.
brainstorming to review vocabulary for things in a
house and things that go in each room. • Go over the instructions, the questions, and the example.
• Have Ss do research on line as an out-of-class assignment.
Lesson B Do you remember? Rerrund Ss to write down the information they find. (This
could be done in their pre-writing journal, if they are
• Go over the instructions and the example.
keeping one.)
• Have Ss work in pairs to complete the conversations with
• When Ss return to class, have them work in pairs or small
words for making and agreeing to requests. Set a time
groups to read what they wrote. Encourage Ss to ask
limit of two minutes.
questions to get more information.
• Encourage Ss to proofread their writing for errors with
• Have Ss practice the conversations in pairs. quantifiers and phrasal verbs, and other errors, before
they hand it in.
Le sson C Test your partner!
• Go over the instructions. Model the activity with a S. Act
out a simple chore such as put away the dishes and have
a S guess what you are doing. Remjnd Ss to use a phrasal
verb when they guess the chore.
• Have Ss work in pairs to act out and guess chores. Set a
time lirrut of two minutes.

Health
At a glance: Unit overview Speaking outcomes
LESSON A Breathe deeply. Ss can .. .
Ss learn vocabulary to discuss parts of the body. They use imperatives give and follow instructions.
and adverbs of manner.
LESSON B I'm not feeling well. Ss can . ..

Ss say how they feel. say how they feel and wish someone
well.
LESSON C How healthy are you? Ss can ...

Ss learn vocabu lary for describing healthy habits. They use How ask and talk about healthy habits .
questions.
LESSON D Don't stress out! Ss can . ..

Ss read a magazine article about stress management tips and w rite discuss ways to manage stress.
their own paragraph about stress management.
Warm-up Classware Make connections page xxix

Learning objective: Preview the topic and talk about to activate Ss ' pri or knowledge, preview content of the
healthy and unhealthy activities. unit, and review language.
A
• To introduce the topi c of health, direct Ss' attenti on to B
the picture. Go over the directions. Point out that peopl e • Read the questi ons.
may have di fferent opini ons about which activities are • Have Ss work in pairs or groups to di scuss the questions.
good or bad . • Option Do the activity as a class.
• Have Ss work in pairs or groups to di scuss the activities. • Tell Ss that they will learn how to talk about health in this
• Go over the answers with the cl ass. unit. Point out the Uni t 5 lesson overviews. Go over what
• Option Do the activity as a cl ass. Ss will learn in each lesson.
Possible answers Extra activity Extension

Good for you: jogging , riding a bicycle, eating a salad, To extend the discussion, have Ss go to a public place
walking , jogging such as a park or a shopping mall outside of class. Have
them observe activities that are good and bad for a
Bad for you: getting angry, drinking too much coffee or
person's health, and take notes on what they see. Then
soda, eating pizza
have them report their observations to the class.
T-45 Unit 5 Health

War111-up
A Describe the picture. Which activities are good for you? Which ones aren't? See page T-45 for
possible answers.
B Do you ever do any of the things in the picture? Which ones?
Breathe deeply.
1 Vocabulary Parts of the body
A _.l)) Label the pictures with the correct words . Then listen and check your answers.
a. arm d . finger g. head j. mouth m. shoulder

b. ear e. foot (feet) h. knee k. neck n. stomach
c. eye f. hand I. leg I. nose o. wrist
tooth
(teeth)
10. [}]
11 . throat
17 . G
7. 0
~- 8 .~
1. 2. 3.
B Pair work Point to a part of your body. Your partner names it. Take turns .
" That 's your arm. And those are your ears."
2 Language in context Yoga for beginners

A _.l)) Match the exercises with the yoga pictures in Exercise 1. Listen and check
your answers.
~'}
A. _2_ Place your right B. _Q_ Repeat on the C. _ 1_ Stand up. Hold your
foot carefully on your other side. Place your stomach in. Keep your
left leg. Stretch your left foot carefully on your back and neck straight.
arms over your head . right leg. Stretch your Rela x your arms.
Hold for 30 seconds. arms over your head. Don't hold your breath.
Lower your arms and Hold for 30 seconds. Breathe slowly
foot slowly. and deeply.
B What about you? Do you do yoga? If not, would you like to try it? Why or why not?
46
LESSON A overview
Vocabulary: Parts of the body
Grammar: Imperatives; adverbs of manner
Pronunciation: Reduction of and
Speaking: Instructions
1 Vocabulary Parts of the body Extra activity Game

Books closed. To review vocabulary for parts of the body,
Learning objective: Use vocabulary for parts of ask the class to stand up. Give instructions to point to
the body. various body parts (e.g., Point to your eyes. Point to your
throat. Point to your wrist.). If Ss point to the wrong body
A · (CD 2, Track 2)
part, they must sit down . The last S standing wins.
• Direct Ss' attention to the words in the box and the Alternatively, have Ss play this game in small groups, and
pictures. Explain that the pictures show someone doing appoint one person from each group to lead the game.
different yoga poses, or positions. The words identify
different parts of the body.
• Go over the instructions and the examples.
2 Language in context Yoga for
• Have Ss work individually or in pairs to label the beginners
pictures. Go around the room and give help as needed.
• Option Have Ss check answers with a partner. Learning objective: See use of imperatives and
adverbs of manner in context.
• Play the audio. Have Ss li sten and check their answers .
• Play the audio again. Have Ss repeat the words to Classware Fill in the text xxvii
practice pronunciation. Before doing Part A follow the steps for Fill in the text to
practice vocabulary for parts of the body. Hide (from
B picture A): arm, foot; (from picture B) leg, head; (from
• Go over the instructions. Point to your arm and then picture C) stomach, back.
your ears while a S reads the example. Then give another
example; point to another body part (on yourself) and A (CD 2, Track 3)
have Ss name it.
• Direct Ss' attention to the text to set the scene. Explain
• Remind Ss to say that is or that's for a singular body part that these three descriptions of yoga exercises match the
and those are for plural.
three pictures in Exercise 1.
• Have Ss work in pairs and take turns pointing to and
naming body parts, using the words in Part A. If Ss are
uncomfortable with this , they can point to the woman • Have Ss work individually to match the descriptions of
doing yoga in Part A. exercises to the pictures.
• Go around the room and take notes on errors you hear in • Play the audio. Have Ss listen and check their answers.
the pronunciation of body parts. • Go over the answers with the class.
• Say the words that you heard mispronounced. Have Ss B
listen and repeat.
• Read the questions.
Classware Show the word! page xxxi • Have Ss work in pairs to discuss the questions.
After doing Part B, follow the steps for Show the word! to
practice vocabulary for parts of the body.
Unit 5 Health T-46

3 Grammar Imperatives and adverbs • Have Ss work individually to circle the correct adverbs.
of manner • Have Ss compare answers with a partner.
Learning objective: Practice imperatives and adverbs
of manner. Extra activity Extension
For more speaking practice using imperatives and
(CD 2, Track 4) adverbs of manner, ask: Do you follow these tips? Why or
Imperatives why not? What other tips can you add to this list? Have
• Write on the board: Breathe slowly. Ask: Who am I Ss discuss these questions in pairs or groups.
Alternatively, do the activity as a class.
telling to breathe slowly ? (You.) Explain that in this
sentence, the su bject, you, is implied; it is not directly
stated. Sentences like this are called imperatives. They
can be affirmative or negative. 4 Pronunciation Reduction of and
• Focus on the use of imperatives. Explain that we use
imperatives to give instructions or directions. Learning objective: Focus on reduction of and.
• Direct Ss ' attention to the left side of the grammar box . (CD 2, Track 5)
Have o ne S read the affirmative statements and another S
• Explai n that sometimes we pronounce and fully. However,
read the negative statements.
we reduce the vowel sound when and comes before a word
• Ask: What are the verbs in these sentences? (Breathe, stretch, beginning with a consonant (example: eyes and ears; and
hold, repeat, relax.) Ask: What is the subject in these sentences? is pronounced fully. Nose and mouth: and is reduced).
(You.) Ask: Is there a noun or a subject pronoun ? (No.)
• Play the audio. Have Ss li sten, paying particular attention
Adverbs of manner to the reduction of and.
• Focus on the use of adverbs. Rem ind Ss that adjectives • Play the audio again. Have Ss li sten and repeat.
describe nouns and verbs. Explain that adverbs describe
verbs. The adverbs on thi s li st describe manner, or how
something is done.
5 Speaking Lower your arms slowly.
• Direct Ss ' attention to the right side of the grammar box.
Read the li sts of adjectives and adverbs aloud . Learning objective: Give and follow instructions.
• Ask: What letters do we add to the adjective to form an • Direct Ss' attention to the "can do" statement at the
adverb? (We add -ly or -i ly.) bottom of the page. (When they finish the speaking
• Direct Ss ' attention back to the left side of the box. activity, they will hopefully be able to check the box.)
Ask: What adverbs do you see? (Slowly, deeply, quickly.) • Go over the instruction s. Direct Ss' attention to the chart.
Ask: Where do you see them in the sentence, before or Point out the verbs, noun s, and adverbs of manner in
after the verbs? (After the verbs.) the columns. Point out that the phrases to the right I left
• Refer to the exercise instructions in Exercise 2. Have Ss and up and down are included with adverbs of manner
underline the imperatives and circle the adverbs of manner. because they describe how something is done.
• Check comprehension. Play the audio from Exercise • Model the activity with a S. Point to your nose slowly
2 again or read the descriptions aloud. Have Ss stand while a S reads the example sentence.
and try to follow the instructions without looking at the • Have Ss work in pairs to take turns making sentences and
pictures in Exercise l. performing the actions.
• Play the grammar box audio. Have Ss listen and repeat to • Go around the room and take notes on errors yo u hear,
practice pronunciation. paying particular attention to word order with imperatives
and adverbs and the pronunciation of -Ly with adverbs.
• Go over the instructions and the example. Say that some to correct them.
imperative answers will be negative and some affirmative.
• Finall y, tell Ss to check the "can do" statement if they can
• Have Ss work individually to complete the tips. give and follow instructions. NOTE: If Ss feel they need
• Have Ss compare answers with a partner. more help, suggest they do the Additional practice activities.
• Go over the answers with the class. Additional practice
• Go over the in structions. Do the first sentence as a class. Workbook pages 33-35
Write the answer on the board (quickly). Self-study CD-ROM Lesson A
T-47 Unit 5 Health

3 Grammar ~, Imperatives; adverbs of manner
unit n
Breathe slowly and deeply. Don't breathe quickly. Adjective Adverb
Stretch your arms. Don't relax your arms. slow slowly
Hold for 30 seconds. Don't hold your breath . careful carefully
Repeat on the other side. Don't repeat on the other side. deep deeply
noisy noisily
A Complete these exercise tips with the correct imperative form. Then compare with
a partner.
~o drink eat exercise find stretch I

1. Don't do too much the first day! 4 . Drink some water.
2 . Stretch your body for a few minutes. 5. Don't eat a big meal before you exercise.
3. Find a place with a lot of space. 6. Exercise twice a week.
B Circle the correct adverbs. Then compare with a partner.

1. Walk@:uick@ / slowly for 20 minutes every day.
2. Eat quickly / @ow!Y)at every meal.
3. Breathe heavily / @eeplY)when you exercise .
4 . Sit(QilletiY)/ noisily for a few minutes each day.
5. Stretch @ reful ~ / heavily every morning.
4 Pronunciation Reduction of and

Listen and repeat. Notice how and is pronounced /an/ before some
consonant sounds.
/an/ /an/
Breathe slowly and deeply. Keep your back and neck straight.
5 Speaking Lower your arms slowly.

Pair work Make sentences with the words below.
Your partner does the actions. Take turns.
"Point to your nose slowly."
A B c
Stretch arms/slowly.
Lower
. tt
P01n
Move
.
o------ your
~
hand
h d
1e
ea
g
carefully.
.
quickly.
.
to the right I left.
Ra1se nose
up and down .
Touc h t oes
6 Keep talking!
I can give and follow instructions.
47
I'm not feeling well.
1 Health problems
~l)) Listen. Then act out a health problem. Your partner guesses it.
a backache a cold a cough an earache a fever
the flu a headache a sore throat a stomachache a toothache

" Do you have a cold?"
2 Interactions When you'r~ not feeling well

A !)) Listen to the conversation. What's wrong with Margaret?
Then practice the conversation.
Debbie: Hey, Margaret. How are you? Margaret: I have a headache. I think I'd
Margaret: I'm not feeling well. like to go home and rest .
Debbie: Oh? What's wrong? Debbie: That's fine. Take it easy.
B ~l)) Listen to the expressions. Then practice the conversation again with the
new expressions.
~%Hl·liiM• Wishing someone well
I'm not feeling well. Take 1t easy.

I don 't feel so good. Get well soon.
I feel awful. I hope you feel better.
48
LESSON B overview
Interactions: Saying how you feel; wishing someone well
Listening: What 's wrong?
Speaking: Role play about health problems and not
feeling well

1 Health problems
Learning objective: Learn vocabulary for discussing
health problems.
(CD 2, Track 6)
• Direct Ss' attention to the pictures to set the scene.
I Answer
She has a headache.
• Option Ask: What does she want to do ? (Go home and

Explai n that these are pictures of common health rest.)
problems. • If helpful , play the audio again line by line and have Ss
• Play the audio. Have Ss li sten and read the captions listen and repeat.
below the pictures sil ently. • Have Ss practice the conversation in pairs, then change
• Go over the instructions. Model the activity with a S. Act roles and practice again .
out having a cold, and have the S guess the problem . If
the S cannot guess correctly, have other Ss try to guess. Classware Language switch page xxix
Encourage Ss to use the pictures to help them guess. Instead of doing Part B's substitution conversation, follow
the steps for Language switch Option 2 to practice
• Have Ss work in pairs to act out and guess the health
expressions for when you're not feeling well.
problems.
• Play the audio again. Have Ss listen and repeat to
B (CD 2, Track 8)
Classware Label that picture page xxix (I 'm not feeling well. I Take it easy.). Ex plain that there
After doing Exercise 1 , follow the steps for Label that are other ways to say how you fee l and wish someone
picture to review vocabulary for health problems. well.
• Go over the expressions in the box. Direct Ss' attention
to the express ions fo r saying how you feel, and explain
that I feel awful. is the strongest expression.
2 Interactions When you're not
• Pl ay the audio. Have Ss listen and read silentl y.
feeling well
• Option Play the audio. Have Ss li sten and repeat.
Learning objective: Express how you feel; wish • Model the activity with a S. Read the part of Margaret,
someone well. and have a S read the part of Debbie. Read the first
conversation, substituting I don't feel so good. for the
A (CD 2, Track 7)
sentence in red.
• Have Ss practi ce the substitution conversations in pairs.
Exp lain that one woman is a teacher and the other is her
student. • Go around the room and give help as needed.
• Play the audio . Have Ss answer the question as they
li sten and read silentl y.
Unit 5 Health T-48

3 Listening What's wrong? 4 Speaking We're not feeling well.
Learning objective: Develop skills in listening for Learning objective: Say how they feel and wish
specific information and expressions. someone well.
• Direct Ss' attention to the "can do" statements at the
A (CD 2, Track 9)
• Direct Ss' attention to the pictures to set the scene. activity, they will hopefully be ab le to check the boxes.)
Exp lain that these four people are sick. Ss will hear them
• Direct Ss' attention to the picture. Ask: Where are these
talking to their friends on the phone.
people? (At a hospital, in the waiting room.) Ask: What
• Point to each picture and have Ss make predictions. Ask: health problems do they have? What's wrong? (headache,
What's wrong with this person? toothache, runny nose, backache)
• Go over the instructions. • Divide the class into two groups. One group is A, the
• Play the audio. Have Ss listen and number the pictures. other is B.
• Option Play the audio again if needed. • Go over the instructions and the descriptions of roles for
• Have Ss compare answers with a partner. A and B. Explain that all the B Ss will pretend to be sick.
Each B student has to pick a health problem and walk
around pretending to be sick. Then the group A students
8 (CD 2, Track 9) walk around asking the sick B Ss how they feel and
wishing them well. Encourage A Ss to talk to as many B
• Go over the instructions. Tell Ss they should listen for the
Ss as they can. Set a time limit of seven minutes .
specific ex pressions from the box in Exercise 2, Part B.
Have them turn back to page 48 to review the expressions • Model the activity. Take the role of A and have three
for wishing someone well. students each take the role of B. Tell them they each have
a different health problem. Ask each S how they feel and
• Play the audio again . Have Ss listen and write the
wish them well. Exp lain that Ss should keep switching
express ions for wishing someone well.
partners.
• Have Ss role-play the situations. Set a time limit of seven
• Option Play the audio again. Have Ss li sten and check minutes, then have Ss switch roles.
their answers.
• Go aro und the room and offer help as needed .
• Finally, tell Ss to check the "can do" statements if they
can say how they feel and wish someone well. NOTE:
If Ss feel they need more help, suggest they do the
Additional practice activities.
Additional practice
Workbook page 36
T-49 Unit 5 Health

J Listening What's wrong?
unit n
A Listen to four phone conversations. Number the pictures from 1 to 4.
B >)) Listen again. How does each caller wish the person well? Write the expression.
1. I hove
r
vou feel better.
~
3. I hope vou feel better.
I ""'
2. Take it easy. 4. Get well soon.
4 Speaking We're not feeling well.
Class activity Role-play these situations. Then change roles.

Group A: Walk around the class and ask people in Group B how they feel.
Use expressions from Exercise 2.
Group B: Imagine you have a health problem . Tell the people in Group A about it. Use
expressions from Exercise 2.
A: How are you?
B: I don't feel so 3ood.
A: Oh? What's wron3?
B: I have a stomachache.
A: I'm sorry to hear that. I hope you feel better. I can say how I feel.
I can wish someone well.
49
How healthy are you?
1 Vocabulary Healthy habits
A Complete the phrases with the correct verbs. Then listen and check your answers.
eat eat exercise get go lift protect wash
1. eat 2. wash 3. protect 4. Ii~

a balanced diet your hands your skin weights
5. go 6. exercise 7. get 8. eat

for a walk daily enough sleep a good breakfast
B Pair work Which of the healthy habits in Part A do you have? Tell your partner.
2 Conversation I don't have much energy.

A 11111 Listen and practice.
Laura: What's wrong, Hal? Are you OK?
Hal: Oh, hi, Laura. I don't know. I just don't
have much energy.
Laura: Hmm. Do you eat breakfast every day?
Hal: Sure. And I exercise. I lift weights at
my gym .
Laura: And how often do you go there?
Hal: Three or four days a week.
Laura: That's not bad. How long do you
spend there?
Hal: Oh, about an hour a day.
Laura: That's good. And how much sleep do
you get?
Hal: Quite a bit, about ten hours a night.
Laura: Ten hours? That's why you don't have any
energy. I think that's too much sleep !
B Listen to the rest of the conversation.

What else does Laura ask about? See page T-50 for the answer.
50
LESSON C overview
Vocabulary: Healthy habits
Grammar: How questions
Speaking: Questions about healthy habits
1 Vocabulary Healthy habits 2 Conversation I don't have much

energy.
Learning objective: Use vocabulary for healthy habits.
Learning objective: Practice a conversation to see
A (CD 2, Track 10)
how questions in context.
• Direct Ss' attention to the words in the box and the
pictures. Explain that the pictures show healthy habits, or Classware Find the match page xxviii
activities, to do regul arl y. Before doing Part A, fo llow the steps for Find the match.
• Go over the in structions. Do the first item together as a Hide exercise, lift, go, and get.
class. Point to the first picture and ask: What verb goes
with a balanced diet? (Eat.) Have Ss write eat on the A (CD 2, Track 11)
first line. • Direct Ss' attention to the picture to set the scene.
• Have Ss work individually to complete the phrases. Explain that the two people are friends. Ask: How does
• Option Have Ss check answers with a partner. the man feel ? (Tired.)
• Play the audio. Have Ss li sten and check their answers. • Play the audio. Have Ss li sten and read silentl y.
If helpful , play the audio line by line and have Ss repeat.
• Play the audio again. Have Ss listen and repeat the
phrases to practice pronunciation. • Have Ss work in pairs to practice the conversati on.
• Option Call on two pairs to act it out for the class.
B
• Go over the instructions. Have two Ss read the dialogue. B (CD 2 , Track 12)
Point out that every day and daily mean the same thing. • Go over the instructions.
Also point out that if we don't do something every day, • Play the audio. Have Ss listen for the answer to the
we could say regularly, frequently, weekly, or often. question: What else does Laura ask about?
Then give your ow n example of a healthy habit you do
regularly and have another S respond. • Go over the answer with the class.
I
• Have Ss work in pairs to discuss their healthy habits Answer
using the phrases fro m Part A. Laura asks Hal how he protects his skin.
• Option Have Ss also discuss any healthy habits they
don't have (their bad habits). Model the activity.
Say: I don't protect my skin in the sun.
• Call on Ss to describe their partner's health habits.

For more practice using vocabulary for healthy habits,
write these questions on the board: What is a balanced
diet? How can you protect your skin? What is a good
night's sleep? What is a good breakfast? Have Ss work in
pairs or groups to discuss the questions. Alternatively,
divide the class into four groups. Have each group
discuss one question and then share their ideas w ith the
class.
Unit 5 Health T-50

3 Grammar How questions • Go around the room and offer help as needed.
• Call on Ss to share an interesting fact about their
Learning objective: Practice How questions. partner's healthy habits.
(CD 2, Track 13)

• Direct Ss' attention to the grammar box. Read the 4 Speaking Good question!
questions and call on Ss to read the answers.
• Focus on form. Write on the board: how+ adverb, Learning objective: Ask and talk about healthy habits.
adjective, or quantifier. • Direct Ss ' attention to the "can do" statement at the
• Ask: In these questions, which words are adverbs? bottom of the page. (When they finish the speaking
(Often, long, well.) Ask: Which words are adjectives? activity, they will hopefully be able to check the box.)
(Healthy.) Ask: Which words are quantifiers? (Many,
A
much.) Point out that the question with the adjective
(healthy) uses the verb be, not do. • Direct Ss' attention to the pictures to set the scene. Ask:
What do you see? (Someone exercising, a shopping cart
• Ask: In these questions, which How questions are
with groceries, soft drinks, a vending machine.)
followed by a noun? (How many and how much.) Explain
that using a noun after the other types of words in how • Go over the instructions and the example. Have three Ss
questions is incorrect (incorrect: How long time . .. ?). read the dialogue.
• Refer to the conversation in Exercise 2. Ask Ss to • Have Ss work in groups to ask and answer How question s
underline the How questions. about each picture. Encourage Ss to rotate roles A, B, and
C for each picture.
• C heck comprehension. Call on Ss and ask questions about
Laura and Hal. Ask: Ho w often does Hal lift weights? • Tip To encourage Ss to take more active roles in group
(Three or four days a week.) Ho w much time does Hal discussions, appoint a S to watch the time and make sure
spend at the gym? (About an hour a day.) How long does the discussion moves along. Be sure Ss don't get stuck on
Hal sleep at night? (About ten hours a night.) How well one part of the task or complete the task too quickly.
does Hal sleep? (Very well, but maybe too much.) • Go around the room and take notes on errors you hear,
• Option Have Ss work in pairs or groups to write three paying particular attention to errors with How question s
of their own How questions about the conversations, and and answers (the answers should match the questions)
then g ive them to another pair or group to answer. Have and how many I much + noun.
Ss make sure the answer can be found in the conversation • Write the errors you heard on the board. Encourage Ss
(they may include the part of the conversation that is not to correct them.
on the page).
• Play the grammar box audio. Have Ss repeat to practice Classware List that page xxix
After doing Part A, follow the steps for List that to review
pronunciation.
How questions.
A
• Go over the instructions and do the first item as a class B
(How well.). Explain that Ss shou ld not answer the • Go over the question.
questions or circle any letters until Part B.
• Have Ss work in pairs and talk about how healthy they
• Have Ss work individually to complete the questions. think they are.
• Have Ss compare answers with a partner. • Elicit ideas from the Ss.
• Go over the answers with the class. • Finally, tell Ss to check the "can do" statement if they
can ask and talk about healthy habits. NOTE : If Ss feel
B they need more help, suggest they do the Additional
• Go over the instructions. practice activities.
• Have S work individually to answer the questions .
Additional practice
• Have two Ss read the dialogue. Point out the two adverbs
in the example dialogue (sometimes and rarely). Remind For more practice, use:
Ss these are adverbs of frequency (not manner) and that Workbook pages 37 -39
Ss may use them in their answers. Elicit other examples Self-study CD-ROM Lesson C
(always, never).
• Have Ss work in pairs to take turns asking and answering
the questions in Part A.
T-51 Unit 5 Health

unit
J Grammar •O) How questions

How often do you go to the gym? How healthy are your eating habits?
Three or four days a week. Somewhat healthy.
How long do you spend at the gym? How many meals do you eat a day?
About an hour. Five small meals.
How well do you follow your diet? How much sleep do you get?
Not very well. Quite a bit.
A Complete the questions with a How question . Then compare with a partner.
1. How well do you protect your skin from the sun?
a. Extremely well. b. Pretty well. c. Not very well.
2. How healthy are your eating habits?
a. Very healthy. b. Quite healthy. c. Not healthy at all.
-'-'-''---'-'----'-'-'-"=-'-'- - - - -coffee do you drink in a week?
b. Quite a bit. c. Not much .
do you eat red meat?
-'-'-''--'-'---=-'---'"-=-'--' - - - - - - - - -
b. Several times a week. c. Never.

_ _ ______ _ _ _ _ do you spend on the computer every week?
b. 20 hours. c. Five hours.
6 . Howmany times a day do you wash your hands?
a. About six times . b. About three times . c. Once.
B Pair work Ask and answer the questions in Part A. Circle your
partner's answers.
A: How well do you protect your skin from the sun?
B: Not very well. I sometimes wear a hat, but I rarely use sunscreen.
4 Speaking Good question!

A Group work Look at the pictures. How many different How questions can you
make for each picture? Ask the questions.
~ >'.
A: How many times a week do you lift wei3hts?

B: Never. I 30 to the 3ym once a week, but I don't lift wei3hts.
C: How lon3 do you spend at the 3ym?
B How healthy do you think you are?
5 Keep talking!
I can ask and talk about healthy habits.
51
Don't stress out!
1 Reading .. »)
A Read the article. Write the correct headings above the paragraphs.
Communicate Breathe Do Nothing Move! Laugh
1. Breathe
Take a deep breath. Breathe slowly and deeply every time you begin to feel stress. Make this a
habit, and you can often stop a little stress from becoming a lot of stress.
2. Get Organized
Make a "to do" list, and decide what you need to do right away and what can easily wait.
Clean up your study or work space. Do the same with your computer desktop.
3. Move!
Go for a swim. Run. Ride your bicycle. Do aerobics. Hike up a mountain. It doesn't really
matter what you do.Just do something that you enjoy.
4. Communicate
Have a problem? Don't keep it inside. Talk to a friend, a family member, or even your cat.
Don't want to talk? Write it down in a stress journal.
5. ---~L~
au_g,__h_ __
See a funny movie. Tell some jokes. Watch some silly
pet videos on the Internet. Laughter - yours or someone
else's - is often the best medicine.
6. Do Nothing
That's right . . . nothing! Close the door. No TV, computer,
or phone. Sit down and take a break from life. Close your
eyes and feel the stress .. . disappear.
B Read the article again. Write the tip number next to what each person does to
manage stress.
_Q__ Jii I: I watch my favorite TV show, and I laugh and laugh.
_Q_ Rach id: I go jogging. It makes me feel better.
_Q_ Paul: I just sit quietly. That's all I do!
_2__ Valerie: I clean my house and put everything away.
_ 1_ Ming: I stop and breathe deeply.
_A_ Eduardo: I call a good friend and talk for a while.
C Pair work Which tips in Part A do you think work? Tell your partner.
52
~SSON D overview
Reading: "Feeling Stressed?" (an article)
Listening: Creative ways to manage stress
Writing: Managing stress
Speaking: Tips for living with stress
• Go over the instructions. Explain that the sentences give

1 Reading Feeling Stressed?
specific examples of the tips in the article.
Learning objective: Read a magazine article on stress • Have Ss read the article again.
management; develop skills in identifying main ideas • Have Ss work indi vid ually to write the tip numbers next
and specific examples. to the examples of stress management.
Classware Tip • Have Ss compare answers with a partner.

Before class, hide the entire reading (including title) • Go over the answers with the class.
leaving only the headings showing . In class, books
closed . As a preview to the reading, elicit possible ideas c
on what the text is about based on the headings. • Go over the instruction s.
• Model the activity. Say: I think tip 1 works well. I always
(CD 2, Track 14) breathe deeply before I teach or talk in public. What
about you?
A
• Option Have Ss work in pairs to write two more tips and
• Pre-teach stress and related word forms. to share them with the class.
l. Write o n the board: stress, stressed, stressed out,
and stressful. Extra activity Extension
2. Elicit the mean ing of stress (feelings of worry or To extend the class discussion, write on the board a
pressure, caused by a difficult situation). quote from the article: "Laughter is often the best
3. Explain that this word can be a noncount noun (a little medicine." Explain that this is a proverb, or popular
stress) or an adjective (a person can be I feel stressed, saying , in English. Ask: Do you agree or disagree?
or be I feel stressed out; a situation can be stressful). Why? What things do you think are funny? Have Ss
work in pairs or groups to discuss the questions, or
4. Ask: What are some things that cause stress? What
discuss them as a class.
else makes you feel stressed out?
• Direct Ss' attention to the article. Explain that Ss will
read tips for managing, or controlling, stress. Cultural note
In the United States and Canada, many schools and
• Go over the instructions and the words in the box.
companies are becoming more interested in something
• Tip Having Ss think of a heading for a paragraph called "life I work balance." A life I work balance is when
helps them to identify the main idea of a paragraph and a person works at a job or school , but also finds time for
improves reading comprehension. healthy activities, fun, and time with family and friends.
They are trying to find ways to encourage students and
• Pre-teach unfamiliar vocabulary.
employees to take breaks, to exercise, and to start
healthy habits. Some offices , for example, provide places
Vocabulary for their employees to nap, and many schools now offer a
push you to do well encourage you to succeed variety of healthy foods in their cafeterias.
take a break leave a situation for a little while; stop
doing something for a period of time
disappear go away
• Have Ss read the article silently.

• Option If your Ss enjoy reading aloud, have them take
turns reading the tips as a class.
• Have Ss work individua lly to match the headings and the
paragraphs.
Unit 5 Health T-52

2 Listening It works for me! 3 Writing Managing stress
Learning objective: Develop skills in listening for Learning objective: Write a paragraph about how
specific examples and taking notes. to manage stress.
Classware Tip A
Before listening , have pairs look at the pictures on the • Go over the instructions and the questions .
board and try to guess how the people in Part A manage
• Have Ss work individually to think of answers. Have Ss
stress. Elicit some answers and write them on the board.
free write their answers in a journal.
Then do Part A. Did anyone guess correctly?
B
A (CD 2, Track 15) • Go over the instructions.
• Direct Ss' attention to the pictures to set the scene. • Draw Ss' attention to the model paragraph. Ask a S to
Explain that these are pictures of things people do to read it aloud. Have Ss circle two words or phrases that
manage stress. introduce the examples of stress mariagement (Here are
• Pre-teach any unfamiliar vocabulary. afew ways; Then) .
• Tip To encourage coherence in writing, have Ss take
Vocabulary notice of transition words or phrases and encourage them
presentation a talk or speech (usually formal) given in to use them in their own writing.
public, to an audience
• Have Ss write the text in class or for homework.
presenter a speaker; the person who gives a
presentation c
pottery plates, bowls , cups, etc. made from clay
• Go over the instructions and the question .
deal with (something) to manage or cope w ith a
situation or problem • Have Ss work in pairs to share and discuss their writing
and the question.
• Go over the instructions. Ss should write a number in • Option Encourage Ss to use How questions to ask for
each box from 1-4. more information.
• Play the audio. Have Ss listen and number the pictures. • Ask: Do the same things stress you out? Do you use the
same activities to manage stress? Call on pairs to answer
the questions.
• Option Play the audio again if needed.
• Option Before collecting the assignment, have Ss
• Go over the answers with the class. proofread for errors with adverbs and target vocabulary.
B (CD 2, Track 15)
• Go over the instructions. Explain that Ss will listen for
another example of how each person manages stress and
4 Speaking Living with stress
take notes beneath the pictures. Learning objective: Discuss ways to manage stress.
• Play the audio again. Have Ss listen and write additio nal • Direct Ss' attention to the "can do" statement at the
examples under the pictures. bottom of the page. (When they finish the speaking
• Have Ss compare answers with a partner. activity, they will hopefully be able to check the box.)
• Option Play the audio again. Ss check their answers. • Go over the instructions. Have a S read the four
• Go over the answers with the class. situations. Have two other Ss read the dialogue.
• Have Ss work in pairs to role-play one situation .
• Option If you have time, have Ss choose another
situation and change roles.
can discuss ways to manage stress. NOTE: If Ss feel they
activities.
Additional practice
Workbook page 40
T-53 Unit 5 Health

unit
2 Listening It works for me!

A l)) Listen to four people talk about how they manage stress. What do they do?
Number the pictures from 1 to 4. There are two extra items.
@],_ _ _ _ _~
B ) Listen again. What else do the people do to manage stress? Write the activities.
1. listens to music 3. ~~~~~
.
paints
~~~~~~
2. plays video games 4. ~~~~e~

xe
~r~c_is
~e~s~~~~
J Writing Managing stress

A Think about how you manage stress. Answer the questions.
• How much stress do you feel?
• What makes you stressed?
• How well do you manage stress? How I Manage Stress
I don't often feel stressed, but
• What do you do?
Mondays are sometimes difficult.
B Write a paragraph about how you manage stress. I'm a full-time student, but I have a
Use the model and your answers in Part A to part-time job on Mondays. Here are
help you. a few ways I manage stress on
C Pair work Share your writing. Do the same Mondays. I eat a good breakfast and
things stress you out? lift weights. Then I go to school early
and talk with friends. It really helps.
4 Speaking Living with stress

Pair work Imagine you are one of these people. Ask your partner for tips to help
you manage your stress.
• A mother with two young children and no time • A soccer player before a big game
• A young man before his wedding • A student before a big test
A: I'm very tired, and my children never stop. What can I do?
B: Talk to your friends and find out what they do.
I can discuss ways to manage stress.

53
Wrap-up
1 Quick pair review
Lesson A Test your partner! Say the name of a sport. Can your partner say
what parts of the body you use for the sport? Take turns. You have one minute.
A: Soccer.
B: Le3s, feet, head . . .
Lesson B Brainstorm! Make a list of ways to say how you feel and ways to
wish someone well. You have two minutes.
Lesson C Do you remember? Complete the questions with much, well,

healthy, many, and lon3. You have one minute.
1. How many_ apples do you eat a week?
2. How much stress do you have at work ?
3 . How lon!J_ do you work on Saturdays?
4 . How healthy_ is your lifestyle?
5. How well do you manage stress?
Lesson D Guess! Act out a way to manage stress. Can your partner guess what
it is? Take turns. You have one minute.
A: Are you exercisin3 ?
B: Yes, I am.
2 In the real world

What other ways can you manage stress? Go online and find three ideas in English.
Then write about them.
Three Ways to Manage Stress

furn off your computer and
your phone for an hour. Then
turn on some relaxing music.
Open a good book . . . .
54
Learning objectives: Review vocabulary for parts
• Model the activity. Act out a stress management tip (such
of the body, healthy habits, and stress management;
as jogging). Have Ss guess what it is.
review expressions for how you feel and wishing
someone well; review How questions for discussing • Have Ss work in pairs to take turns acting out and
healthy habits. guessing ways to manage stress. Set a time limit of one
minute for each partner.
Lesson A Test your partner!
• Option Bring in pictures of sports, or turn back to Unit
2 In the real world
l for ideas. Learning objective: Research stress management tips
• Have two Ss read the example dialogue. and write an instructive paragraph.
• Have Ss work in pairs to name the body parts used for a • Go over the instructions and the example.
sport. Set a time limit of one minute. • Have Ss do research online as an out-of-class assignment.
• Have Ss change roles and repeat the activity. Remind Ss to write down the information they find. (This
could be done in their prewriting journal, if they are
Lesson B Brainstorm! keeping one). Encourage Ss to find ideas that were not
• Go over the instructions. mentioned or discussed in this unit. Also remind them to
• Have Ss work in pairs to brainstorm expressions. Set a use imperatives.
time limit of two minutes. • Option Have Ss write their paragraph for an imagined
• Elicit the expressions and write them on the board audience of fellow Ss or co-workers.
exactly as you hear them. • Tip Encourage Ss to think about an audience, or possible
• Encourage Ss to correct any errors with the expressions readers other than the teacher, when they write. Thinking
(for example, word order or missing words) about an audience encourages Ss to write in different
styles and to come up with fresh ideas.
Classware Guided brainstorming page xxviii • When Ss return to class, have them work in pairs or small
After brainstorming, follow the steps for Guided groups to read what they wrote.
brainstorming to review ways to say how you feel and
ways to wish someone well.
Lesson C Do you remember?

• Have Ss work in pairs to complete the questions. Set a
time limit of one minute.
• Go over the answers as a class.

For add itional speaking practice and review of adverbs,
have Ss "interview" someone in the class - or outside of
class - with these five questions. Call on Ss to share their
interview responses with the class.
Unit 5 Health T-54

What's on TV?
LESSON A I love watching game shows. Ss can ...
Ss learn vocabulary for types of TV shows. They use verb + infinitive or talk about types of TV shows they like.
gerund.
LESSON B I don't really agree. Ss can ...

Ss say if they agree or disagree about TV shows. agree and disagree with an opinion.
LESSON C I'm recording a documentary. Ss can ...

Ss learn vocabulary for talking about television. They use present describe future plans.
continuous for future plans.
LESSON D Popular TV Ss can ...

Ss read an online article about reality TV shows and write a paragraph give their opinions about popular TV
about their favorite show. shows.
Warm-up B
• Read the questions. Have Ss work in pairs or groups to
Learning objective: Preview the top ic and talk about TV. discuss the questions.
Classware Preview the unit page xxx
Before doing Part A. follow the steps for Preview the unit. • Call on Ss to share an example of a popular show from
Ask: What do you see? Do you know any of these TV each decade.
shows? What kind of TV shows are they? • Tell Ss that they will learn how to talk about TV in this
unit. Point out the Unit 6 lesson overviews. Go over what
A Ss will learn in each lesson.
• To introduce the topic of TV, direct Ss ' attention to the Extra activity Extension
pi ctures . Explain that the pictures of TVs have shows
To extend the discussion , have Ss work in pairs or groups
from different decades (1950s, 1960s, 1970s, 1980s,
to discuss the TV shows pictured. Ask: What do you think
1990s, 2000s) . these shows are about? Do you know the names of these
• Go over the instructions. shows? (Note that the shows may have different names
• Have Ss work in pairs or groups to label the TV shows in different countries.) Alternatively, have the discussion as
a class.
with the years they started. (They shou ld guess the
decade even if they don ' t know the exact year.) Have Ss
check their answers on page 64.
T-55 Unit 6 What's on TV?

War111-up
1. [E 2. 0
3. [£] 4. ~
5. []] 6. [ill
A Match the popular TV shows with the years they started. Check your answers on page 64.
a. 1958 b. 1960 c. 1976 d. 1981 e. 1994 f. 2002
B Can you name a show for each decade from your country? Do you watch the shows now?
I love watching game shows.
1 Vocabulary Types of TV shows
A _.l)) Match the TV shows and the pictures. Then listen and check your answers.
a. a cartoon d . a game show g. a sitcom

b. a documentary e. the news h. a soap opera
c. a drama f. a reality show i. a talk show
3.
7. 8.
B Pair work What was the last show you watched on TV? What type of show
was it? Tell your partner.
"/ watched a cartoon with my son. It was . .. "
2 Language in context TV preferences

A _.l))Listen to four people talk about their TV preferences. Who doesn't watch TV
very much? See page T-56 for the answer.
I watch a lot of TV. I really enjoy baseball. I don't like reality shows at all. I love to
And I hope to get a big new TV soon. watch documentaries and game shows.
- Jessica - Gustavo
I love soap operas. My favorite is Our Life. I hardly ever watch TV. I prefer to listen to
I like seeing my favorite actors. the radio. I hate to miss the news.
- Lucas - Min -hwa
B Which person in Part A are you similar to?
56
LESSON A overview
Vocabulary: Types of TV shows
Grammar: Verb + infinitive or gerund
Speaking: "Find someone who" activity about TV
preferences
1 Vocabulary Types of TV shows C/assware Swipe and guess page xxxi

After doing Part B, fo llow the steps for Swipe and guess
Learning objective: Use vocabulary for types to review vocabulary for types of TV shows.
of TV shows.
A (CD 2, Track 16) Extra activity Extension

• Direct Ss' attention to the words in the box and the To extend the discussion and provide more practice with
pictures. Explain that the pictures show different types of the words in Part A, have Ss work in pairs or groups to
TV shows. discuss their favorite types of TV shows. Ask: What is
your favorite type of TV show? Why? What do you like
• Go over the instructions. Do the first item as a class. to watch every week? Alternatively, have the discussion
Point to the first picture. Ask: What type of TV show is as a class.
this? (A drama) Point out that with drama, we use the
indefinite article a.
• Option Point out that al l of the words in the box, except
the news, are count nouns. The singular form must use 2 Language in context TV
the indefinite article a (unless we are referring to a preferences
spec ific example); a plural form needs -s at the end. It is
important to pronounce the a and the -s in speaking. Learning objective: See verb + infinitive or gerund
in context.
• Have Ss work individually or in pairs to match the
words and pictures. Go aro und the room and give help as A (CD 2, Track 17)
needed.
• Direct Ss' attenti on to the four comments to set the
• Option Have Ss check answers with a partner. scene. Explain that Ss will hear four people talking about
• Play the audio. Have Ss listen and check their answers. TV preferences.
• Play the audio again. Have Ss repeat the words to • Go over the instructions. Play the audio. Have Ss answer
practice pronunciation. the question as they listen and read silently.
B
• Go over the instructions .
• Model the activity. Complete the example sentence with
an adjective (It was funny I great.). Then give another
example: Say another sentence about the last show you
I
B
Answer
Min-hwa doesn 't watch TV very much.
watched on TV.
• Read the question .
• Option E licit common adjectives to describe TV shows
• Have Ss work in pairs to discuss the question.
and write them on the board (funny, great, serious,
boring, amazing, interesting). • Call on Ss to say which person in Part A they are similar to.
• Have Ss work in pairs to discuss the last show they
watched on TV, using the words in Part A.
• Call on Ss to tell the class about the last show their
partner watched.
Unit 6 What's on TV? T-56

3 Grammar Verb+ infinitive or • Have Ss compare answers with a partner.
gerund • Go over the answers with the class.
Learning objective: Practice verb + infinitive or gerund.
B
(CD 2, Track 18)
• Books closed . Write on the board: I hope to get a big TV
• Have Ss work individually to complete the question s.
Ask: What is the verb? (Hope.) What is the infinitive? (To
get.) Underline hope and circle to get. • Go over the answers with the class.
• Explai n that some verbs, like hope, are followed by an c

infinitive (to get).
• Go over the instructions. Encourage Ss to ask a Wh-
• Write on the board : I enjoy watching football games. question to get more information. Model the activity.
Ask: What is the verb ? (Enjoy.) Is there an infinitive? Ask a S: Do you enjoy watching cartoons on TV? (Yes.)
(No.) What word comes after the verb? (Watching.) Which cartoons do you like to watch?
• Explai n that watching is a gerund. Explain that some • Have Ss work in pairs to take turns asking and answering
verbs, like enjoy, are followed by a gerund (watching) . the questions in Part B.
Underline enjoy and circle watching.
• Call on Ss to share one of their partner's TV preferences
• Focus on form. Write on the board: infinitive= to+ verb; with the class.
gerund = verb + -ing
• Explain that some verbs can be followed by a gerund
or an infinitive but some can only be fo ll owed by an 4 Speaking TV talk
infinitive and some only by a gerund (i ncorrect: I enjoy
to watch; I hope getting a big TV). Learning objective: Talk about types of TV shows you like.
• Tip Have Ss memorize verbs that are commonly • Direct Ss ' attention to the "can do" statement at the
fo ll owed by infinitives or gerunds, like the ones in this bottom of the page. (When they finish the speaking
grammar box . Show them how a good ESL dictionary activity, they will hopefully be able to check the box. )
wil l say if a verb is followed by a gerund or an infinitive.
A
• Books open. Direct Ss ' attention to the left side of the
• Go over the instruction s. Direct Ss' attention to the chart.
box. Read the examples and elicit the verb and the
Read the items in the left-hand column.
infinitive or gerund in each sentence.
• Have Ss work individually to add one more thing to the
• Direct Ss' attention to the right side of the box. Call on
chart. Remind them to use a verb+ infinitive or gerund .
Ss to read the examples. Explain that these verbs can
Go around the room and give help as needed .
be fo llowed by either gerunds or infinitives, with no
difference in meaning. B
• Focus on use of verb+ infinitive or gerund. Explain • Go over the instructions. Have two Ss read the dialogue.
that infinitives and gerunds may look like verbs, but Encourage Ss to find at least one classmate for each item
they work like nouns (they are the object of the verb). and to complete the chart with different names in the
Gerunds and infinitives describe activities. second co lumn . (They should not ask one student all
• Refer to the comments about TV preferences in Exercise five questions.)
2. Have Ss underline the verbs and circle the infinitives • Have Ss walk around and ask their classmates questions
or gerunds that follow. to complete their charts. Set a time limit of five minutes .
• Check comprehension . Ask: What does Jessica hope to • Call on Ss to share information from their charts. Remind
get? (A big new TV) What does Gustavo love watching ? them to use complete sentences. Model the activity:
(Documentaries and game shows.) What does Lucas like Lucia wants to buy a new TV.
to see? (His favorite actors.) What does Min-Hwa prefer
listening to ? (The radio.) What does Min-Hwa hate
can talk about types of TV shows they like. NOTE: if Ss
missing ? (The news.)
• Play the grammar box audio. Have Ss li sten and repeat to practice activiti es.
Additional practice
A
• Go over the instructions. Do the first sentence as a class
(to watch I watching are both correct). Have Ss work Workbook pages 41-43
individually to circle the correct forms. Self-study CD-ROM Lesson A

J Grammar .-))) Verb + infinitive or gerund
unit m
Verb + infinitive Verb + infinitive or gerund
I hope to get a big TV. I like to see I seeing my favorite actors.
I want to see every baseball game. I love to watch I watching game shows.
I prefer to listen I listening to the radio.
Verb+ gerund
I hate to miss I missing the news.
I enjoy watching football games.
I dislike watching TV.
A Circle the correct verb forms. If both forms are correct, circle both.
Then practice with a partner.
1. A: What types of TV shows do you like~/~atchinj) late at night?
B: Actu ally, I dislike to watch /~atchinj)TV at night. I prefer~ /Sonline .
2. A: What do you want~/ watching on TV tonight? A reality show?
B: I hate~/~ those shows . I enjoy to watch /~atchinj)dramas .
3. A: Do you want{ § 3/ seeing a movie ton ight?
B: No, not tonight. My favorite TV show is on, and I hate~ /~it.
B Complete the questions with a correct form of the verb. Then compare with
a partner.
1. Do you enjoy watching (watch) cartoons on TV?
2. What do you want to watch (watch) on TV this weekend?
3. Do you li ke toquesslquessinq (guess) the an swe rs on game shows ?
4 . What types of TV shows do you dislike watching (watch) ?
C Pair work Ask and answer the questions in Part B. Answer with your
own inform ation.
4 Speaking TV talk
A Add on e more thing to the chart.
Find someone who ... Name
1. enjoys watching documentaries
2. wants to buy a new TV
3 . hopes to meet a fam ous actress or actor
4. hates missing soap operas
5.
B Class activity Find classmates for each sentence. Write their names.
A: Do yo u enjoy watchin3 documentaries?
B: Yes, I do.
5 Keep talking!
I can talk about types of TV shows I like.
57
I don't really agree.
1 Interactions Agreeing and disagreeing
A Look at the picture. What are the people doing? Do you think they like the TV show?
B ))J Listen to the conversation. Why doesn't Vasco like talk shows?
Fred: Let's see what's on TV.... Oh, no! Fred: Really? I disagree. I think some of
I don't like this talk show at all. I them are pretty interesting.
think it's terrible. Vasco: I don't think any talk shows are
Vasco: I agree. Actually, I hate all talk interesting.
shows. I think they 're really boring. Fred: Well, would you like to watch
something else?
C ) Listen to the expressions. Then practice the conversation again with the
new expressions .
Agreeing with an opinion Disagreeing with an opinion

I agree. I disagree.
I agree with you. I don't really agree.
I think so, too. I'm afraid I disagree.
D Complete each response with one of the expressions from Part C. Then practice with
a partner.
1. A: Most TV sitcoms are funny. B: [Use exfl.ressions in blue1 I never laugh at them .
2. A: Reality shows are great. B: [Use exvressions in red1
•
I watch them all the time.
3. A: Game shows are exciting. B: [Use exvressions in blue1 I think they're boring.
•
4. A: It's good to watch the news. B: [Use exvressions in red1
•
I watch it every night.
5. A: Cartoons are just for children . B: [Use exwessions in blue1 They're for adults, too.
58
LESSON B overview
Interactions: Agreeing and disagreeing with an opinion
Listening: What to watch on TV
Speaking: Opinions about television
1 Interactions Agreeing and C (CD 2, Track 20)

disagreeing • Point out the target expressions in the conversation.
(/agree I I disagree). Explain that there are other ways
Learning objective: Agree and disagree with an of agreeing and disagreeing.
opinion.
A these expressions are polite and can be used in formal or
informal situations.
• Direct Ss' attention to the picture to set the scene. Ask:
What are the people doing? (Watching TV.) Ask: Do you • Play the audio. Have Ss li sten and read silently.
think they like the TV show ? (Answers may vary; accept • Option Play the audio. Have Ss listen and repeat.
all answers.) • Have Ss practice the substitution conversations in pairs.
B (CD 2, Track 19) • Go around the room and give help as needed.
• Play the audio. Have Ss answer the question as they D

listen and read silently. If helpful, play the audio line by
• Go over the instructions. Do the first item together as a
line and have Ss repeat.
class(/ disagree.).
• Have Ss work indi vidually or in pairs to complete each
• Go over the answers with the class. response. Encourage Ss to use different expressions from
Part C. Elicit answers from the class.
Answers
• Have Ss work in pairs to take turns reading the comments
Vasco doesn't like talk shows because they are boring;
and responses out loud.
they aren 't interesting .
I Extra activity Extension
Have Ss work in pairs to write three more opinions about
roles and practice again .
TV shows. Then have them share their opinions with
another pair, and take turns agreeing or disagreeing with
C/assware Disappearing dialogue page xxvii the opinions. Encourage them to use different expressions
After the Ss have answered the question Why doesn't in Part C and to add a follow-up comment as in the
Vasco like talk shows? in Part B, follow the steps for responses in Exercise D. Go around the room and give
Disappearing dialogue to practice the conv~rsation. help as needed.

2 Listening What else is on? 3 Speaking My opinion
Learning objective: Develop skills in listening for Learning objective: Agree and disagree with
sequence and listening for opinion. an opinion.
A (CD 2, Track 21)
• Set the scene. Two friends are talking about TV shows. activity, they will hopefully be able to check the box.)
The pictures show images from the shows.
• Go over the instructions. Explain that Ss will hear Dan A
and Amy talking about shows that match these pictures • Go over the instructions and the example. Point out that
from the shows. There is one extra picture. not everyone in the class will have the same answers.
• Play the audio. Have Ss listen and identify the sequence The purpose is to make all the statements into opinion
of the shows Dan and Amy discuss. statements that are true for each S.
• Option Play the audio again if needed. • Have Ss work individu ally to check the statements they
agree with and to change the other statements.
• Go over the answers with the class. B
• Go over the instructions. Have three Ss read the dialogue.
8 (CD 2, Track 21)
• Have Ss work in groups of three to discuss their opinions
• Go over the in structions. Call on a S to read the li st of
about TV shows. Encourage them to use expressions for
Amy 's opini ons. Point out that she has an opinion about
agreeing and disagreeing as well as adjectives to explain
each show.
their reasons.
• Option Point out that boring, interesting, and exciting
are not geru nds, even though they have -ing endings.
can agree and disagree with an opinion. NOTE: If Ss
These words are adjectives, whkh follow the verb be.
Tell Ss that gerunds do not come after be.
practice activiti es.
• Play the audio again. Have Ss li sten and write down
Dan's opinion abo ut each show. Additional practice
• Have Ss compare answers with a partner. For more practice , use:
• Go over the answers with the class. Workbook page 44
Bring in actual TV listings from a newspaper, TV guide, or
online schedule. Have Ss work in pairs or groups, and
distribute one schedule to each pair or group. Have Ss
discuss their TV show preferences and try to agree on
one show to watch together.

unit
2 Listening What else is on?

A Listen to Dan and Amy discuss what is on TV. Number the TV shows
from 1 to 5. (There is one extra picture. )
B Listen again . Look at Amy's opinion of each show. Write Dan's opinion.
Amy's opinions : Dan 's opinions:
1. boring 1. boring
2. great 2. great
3. interesti ng 3. terrible
4. exciting 4. boring
5. fa ntastic 5. fantastic
3 Speaking My opinion
A Check (v"') the statements you agree with . Then make the statements you disagree
with true for you.
exciting
0 Documentaries are ~·
0 Tal k shows are very interesting.
0 All sports programs are exciting.
0 Most sitcoms are very funny.
0 It's important to watch the TV news.
0 Reality shows are boring.
B Group work Share your ideas.

A: In my opinion, documentaries are excitin3.
B: I don't really awee. I think they're pretty borin3 .
C: What about talk shows? I think they're very interestin3 .
A: I a3ree with you.
I can agree and disagree with an opinion.

59
I'm recording a documentary.
1 Vocabulary Television
A Match the words and the definitions. Then listen and check your answers.
1. I often record my favorite show. _ c_ a. to play a show at high speed
2. I usually fast-forward through the boring b. to not watch something
parts of shows. _ a_ c. to store a show to watch it later
3. I always skip the sad parts of movies. _ b_ d. advertisements for products
4. I watch reruns of old sitcoms. --B---- e. a nonprofit TV network
5. I never lose the remote control. _ h_ f. a service that sends TV shows to
6. Most commercials are funny. _d_ homes through a dish
7. You can learn a lot from public TV. _ e_ g. repeat showings of a TV show
8. I think satellite TV is great. _ f _ h. a device used to control a TV from
a distance
B Pair work Which sentences in Part A describe your opinions or habits?

Tell your partner.
A: I often record my favorite show.
B: Realty? I never record my favorite show.
2 Conversation I'm going away this weekend .

Nora: Hi, Zack. How are you ?
Zack: Oh, hi, Nora. I'm fine. Actually, I'm going away this
weekend, so I want to record some TV shows.
Nora: Really? Which shows?
Zack: On Friday night, I'm recording the soccer game.
The Hawks are playing the Lions.
Nora: Oh, I'm watching that at Lisa's. She's having a
soccer party. She has satellite TV now.
Zack: Well, I'm watching it on Sunday night. That way I
can fast-forward and skip the commercials.
Nora: Good idea. I hate watching commercials. So what
else are you recording?
Zack: On Saturday, I'm recording a documentary on
Channel 11 called TV Is Dead.
B :)) Listen to the rest of the conversation.

What is Nora watching on TV this weekend?
60
LESSON C overview
Vocabulary: Television
Grammar: Present continuous for future plans
Pronunciation: Sentence stress
Speaking: List of shows to record
• Write on the board: always, usually, often, frequ ently,

1 Vocabulary Television
sometimes, rarely, never. Remind Ss that they can use
Learning objective: Use television vocabulary. these adverbs of frequency in their responses.
• Have Ss work in pairs to take turns responding to the
Classware Which word? page xxxi statements in Part A .
Before doing Part A, follow the steps for Which word?
• Call on Ss to describe their partner's most interesting TV
to practice vocabulary for television. Pairs of words to
habit and opinion.
use: remote I record, commercial I fast-forward, and
skip I reruns .
A (CD 2, Track 22)

2 Conversation I'm going away
this weekend.
• Direct Ss' attention to the words in bold. Explain that the
second column (lettered items) gives definitions of these Learning objective: Practice a conversation to see
words. television vocabulary and present continuous for future
• Go over the instructions and the example. plans in context.
• Have Ss work individually to match the words and the A (CD 2, Track 23)
definitions.
• Direct Ss' attention to the picture to set the scene.
• Option Have Ss check answers with a partner. Ask: What is the man doing ? (Setting his DVR; recording
• Play the audio. Have Ss listen and check their answers. a TV show; talking to his friend.)
• Play the audio again. Have Ss repeat the words to • Play the audio. Have Ss listen and read silently. ff
practice pronunciation. helpful, play the audio line by line and have Ss repeat.
• Option Have Ss identify the part of speech, or word • Have Ss practice the conversation in pairs.
form, for each boldfaced vocabulary word . Have Ss label • Option Cal l on two pairs to act it out for the class.
the words v (verb) or n (noun). Point out that the last two
words, public TV and satellite TV, are cal led two-word B (CD 2, Track 24)
nouns or compound nouns. • Go over the instructions.
• Tip To help build vocabulary, have Ss keep a vocabulary • Play the audio. Have Ss listen for the answer to the
log and list new words with their definitions and forms question: What is Nora watching on TV this weekend?
(noun, verb, adjective, adverb). Encourage Ss to write
sentences using the new words. • Go over the answer with the class.
I
B Answer
This weekend , Nora is watching a documentary about
• Go over the instructions. Have two Ss read the dialogue.
soccer.
Give an extra example of your own TV opinion or habit
and call on a S to respond (for example, I always skip the
commercials.).

3 Grammar Present continuous B
for fut ure plans • Go over the instructions. Model the activity by giving
your own example (I 'm meeting a friend for coffee.).
Learning objective: Practice present continuous for • Have Ss work individually to write four sentences.
future plans.
• Have Ss work in pairs to share their pl ans. Call on Ss
(CD 2, Track 25) to share their partner's plans.
• Direct Ss' attention to the left side of the grammar Extra activity Game
box. Read the first three sentences aloud. Ask: What is
Have Ss work with a new partner and take turns acting
the verb? (Record.) Ask: How do we form the present
out one of their weekend plans. The partner guesses the
continuous ? (Be + verb + -ing.) activity using yes I no sentences in present continuous.
• Focus on form. Write on the board : The person acting gives only short answers, and keeps
l. Affirmative: be+ verb+ -ing acting until the partner correctly guesses. Example: A: Are
2. Negative: be + (not) + verb + -ing you cleaning your house this weekend? B: No, I'm not. A:
Are you painting your house? B: Yes, I am.
• Read the rest of the sentences on the left side of the box.
Point out the contractions.
• Direct Ss' attention to the right side of the box . Read
the questions and the answers. Point out that for yes I no 4 Pronunciation Sentence stress
questions, we use be in the short answer (incorrect: Yes, Learning objective: Focus on stressing important words.
he watches.).
• Option Explain that with the present continuous, be (C D 2, Track 26)
is a "helping" verb because it "helps" the main verb. • Play the audio. Have Ss listen , paying particular attention
Elicit main verbs in the examples (record, have, visit, to the stressed words.
play, watch). • Play the audio again. Have Ss li sten and repeat.
• Read the examples in the box again and have Ss circle • Point out that we usually stress verbs and nouns.
the time words or phrases. Elicit the examples (on
Friday, this week, this weekend, on Sunday). • Option To reinforce the idea of stress, have Ss clap
or tap the table when they say the stressed words.
• Focus on use: Explain that we use present continuous to
describe actions in progress right now and also actions
we plan or schedule in the future .
5 Speaking What are you record ing?
underline the examples of present continuous and circle Learning objective: Describe future plans.
the time expressions. • Direct Ss ' attention to the "can do" statement at the
• Check comprehension. Ask: What is Zach recording bottom of the page. (When they finish the speaking
on Friday night ? (The soccer game.) Where is Nora activity, they will hopefully be able to check the box.)
watching the soccer game? (At Lisa 's party.) When is
'Zach watching the soccer game? (Sunday night.) A
• Pl ay the grammar box audio. Have Ss listen and repeat • Go over the instructions.
to practice pronunciation. • Have Ss work individually to li st shows.
Classware Right or wrong? page xxx B

Instead of doing Part A, follow the steps for Right or • Go over the instructions. Read the dialogue with a S.
wrong? to practice present continuous for future plans.
• Have Ss walk around the room and compare li sts with as
many classmates as possible for five minutes ..
A • Call on Ss to share the names of their classmates with
• Go over the instructions. Do the first sentence as a class similar lists.
(What are you doing this weekend ? I Are you going • Finally, tell Ss to check the "can do" statement if they can
anywhere?). describe future plans. NOTE: If Ss feel they need more
• Have Ss work individually to complete the sentences. help, suggest they do the Additional practice activities.
Additional practice

unit
J Grammar _.,)) Present continuous for future plans

I'm recording the soccer game. Is Zack watching the game on Sunday?
I'm not recording the sitcom. Yes, he is. No, he's not. I No, he isn't.
She's having a soccer party this week. Are they watching the game on Sunday?
She's not visiting her family. Yes, they are. No, they're not. I No, they aren't.
They're playing the Lions this weekend . What else are you recording on Friday?
They're not playing the Sharks. I'm also recording a movie.
A Complete these conversations with the present continuous form of the verbs.
1. A: What _ _a_r_e_ _ you doing (do) this weekend? ----- Are
you going (go) anywhere?
B: No, I 'm staying (stay) home all weekend. Some friends
~a~r~
e~c~
o~m~i'""'"
ng ..,__ _ _ _ _ (come) over to watch a basketball game. The Tigers
~a~r~
e~p~
la""'v~
in_,.g,__ _ _ _ _ (play).
2. A: I 'm getting (get) satellite TV on Wednesday - finally! What

are you doing (do) on Friday? Do you want to come over?
B: I'd love to, but I can't. Joe and I are visiting (visit) his parents this
weekend . We 're leaving (leave) on Friday after work.
B What are you doing this weekend? Use these verbs to write about your
weekend plans. Then tell your partner.
1. (meet) 3. (play)
2. (watch) _ _ _ _ _ _ _ _ __ 4 . (go out) _ _ _ _ _ _ _ _ __
4 Pronunciation Sentence stress

_.n. Listen and repeat. Notice how the important words in a sentence are stressed.
I'm going to Colombia on Monday. She's staying home this weekend.
5 Speaking What are you recording?

A Im agine you're going away next week, and you can't watch TV. Decide where you 're
going and make a list of five shows you are recording.
B Class activity Compare lists. Is anyone recording the same shows? Find
classmates with a similar list.
A: I'm visitin3 my mother next Tuesday, so I'm recordin3 ...
B: Me, too. I love ... , and I'm recordin3 .. .
6 Keep talking!
I can describe future plans.

61
Popular TV
1 Reading
A Read the article. Match the headings and the descriptions of the reality shows.
a. Improvement shows b. Game-style shows c. Documentary-style shows
Reality ShOWS - you either love them or you hate them! But did you
realize there are different types of reality shows? Read on and find out more ....
WIn this type of reality show, contestants try to win a prize . The prize is often
money or, in some cases, a job . Each week, one person leaves the show until
there is only one - the winner. Sometimes the contestants vote on who stays or
goes, sometimes the TV viewers at home vote, and other times the show 's judges
choose . One example is Top Chef. In th is show, contestants cook dishes for the
host and the three judges. The winner usually receives money, a trip , and an
article in a food magazine.
WThis type of reality show looks like a soap opera , but it is about one or more
real people and their daily lives. Some of these shows are about people on the
job , su ch as pol ice officers, fi refighters, or hospital workers . Others are about
regular people in unusual situations, and some even follow famous people . One
example of this type was The Osbournes. This show was about the daily life of
British singer Ozzy Osbourne and his family. In these types of shows, there is no
prize money and no winner.
[ill Th ese shows are about a person or people who need a change . Other people
help this person in one area , such as home, style , health , or relationships. An
exam pie of th is is What Not to Wear. On th is show, two hosts give fashion advice
to someone who needs a new " look." The hosts go to the person 's closet and
throw away clothes that they don 't like. The person then receives money and a
trip to New York City to shop for new clothes.
B Read the article again. Look at the questions. Check (./) the correct answers.
Which show . • . ? Top Chef The Osbournes What Not to Wear

gives money ./ ./
gives a trip ./ ./
has celebrities
is about fashion ./
is like a soap opera ./
C Find the words in bold in the article. What do they mean? Match the definitions and
the correct word.
A person I People who ...

a. presents a TV show _ _h_o~s_t_ _ c. watch a television program __v~i~
e~w=
e~rs
~_
b. participate in a competition contestants d. decide who wins or loses - -...1-"'

iu=d_,,go.=e~s_ _
D Pair work Imagine you can be on one type of reality show. Which would you
choose? Why? Tell your partner.
62
LESSON D overview
Reading: "Reality Shows" (an online article)
Listening: Favorite TV shows
Writing: My favorite TV show
Speaking: Discussion about reality TV shows
1 Reading Reality Shows D

Learning objective: Read an online article; develop
• Model the activity. Say: I'd like to be on a reality game
skills in classification and reading for specific information.
show. I'd like to have the chance to win a lot of money.
(CD 2, Track 27) (Or give another example that is true for you.)
• Option Have Ss also discuss which type of show they
A would not want to be on.
• Elicit or explain reality show (a show with no planned • CaJI on several Ss to share their partner's information
script; regular people, not actors, are put in situations, with the class.
then filmed). Ask: Do you watch any reality shows? If so,
which ones? Explain that Ss will read an on line article Extra activity Extension
about three types of reality shows. Have Ss work in pairs or groups to design their own
• Pre-teach unfamiliar vocabulary. reality show. Have them decide which type it will be and
write a list of rules. Call on pairs or groups to present their
Vocabulary reality 1V show idea to the class (they can imagine they
are trying to sell the idea to a 1V network). Have the class
vote to give an opinion about a decision
vote on the best idea for a reality show. Alternatively, have
chef a professional cook the class vote on the best idea for each category
on the job at work (improvement, game show, and documentary).
• Have Ss read the descriptions of reality shows silently.

Cultural note
As reality shows become increasingly popular, more and
• Have Ss write the letter of each heading next to the more people are trying to get cast on them, either by
correct description. sending in videos of themselves or showing up to
• Option If your Ss enjoy reading aloud, have them work perform at an audition. Very popular shows like American
Idol have huge, open casting calls in major cities in the
in groups of three and take turns reading the descriptions.
United States. Hundreds of people may line up to sing for
• Go over the answers with the class. a few minutes with the hope of getting on the show.
What happens to reality show contestants or stars after
B the show is over? Some do go on to have successful
• Go over the instructions. careers in television (hosting a show, acting, or appearing
in other reality shows). However, the reality for most is
• Direct Ss' attention to the chart. Do the first item together
that they enjoy their "fifteen minutes of fame " and then
(Top Chef and What Not to Wear give money.).
return to their regular lives.
• Have Ss work individuaJly to read the article again and
complete the chart.
c
• Have Ss work individuaJly to match the definitions with
the words in the article.
Classware Search and highlight page xxxi

After doing Part C, follow the steps for Search and
highlight. Have Ss highlight types of 1V shows . To extend
the activity, have Ss highlight present simple tense (as a
review).

2 listening Favorite shows B
back home • Go over the instructions.
• Draw Ss' attention to the model paragraph. Ask a S
Learning objective: Develop skills in listening for to read it aloud. Call on individual Ss to identify the
specific information. answers to the four questions from Part A.
A (CD 2, Track 28) • Have Ss write the text in class or for homework
• Set the scene. Explain that Ss will hear three people from c
different countries talking about their favorite shows.
• Go over the instructions. Explain that, right now, Ss
• Have Ss work in groups to read their paragraph aloud.
should only fill in the type of show.
Tell Ss to discuss whether they agree or disagree with
• Pre-teach any unfamiliar vocabulary. each other's opinions.
Vocabulary
proofread for errors with verb + gerund or infinitive,
model someone w ho works in the fashion business,
showing new clothing designs on runway shows or in ads
present continuous, and target vocabulary.
costumes clothes that actors and actresses wear to play
a part in a show or to look different
4 Speaking Reality shows
• Pl ay the audio. Have Ss listen and write down the type
Learning objective: Give opinions about popular
of show each person likes.
TV shows.
• Go over the answers with the class. bottom of the page. (When they finish the speaking
activity, they will hopefully be able to check the box.)
B (CD 2, Track 28)
• Go over the instructions. A
• Pl ay the audio again. Have Ss listen and circle each • Direct Ss' attention to the pictures to set the scene.
person's favorite thing about the show. Ask: Do you know these reality shows? Do you watch
• Option Play the audio again if needed. them ? What do you think they are about?
• Have Ss compare answers with a partner. • Go over the instructions. Have Ss work in groups to read
the descriptions and discuss the reality shows. Encourage
Ss to take turns reading the descriptions aloud. Remind
them to use expressions to agree or disagree with each
other's opinions.
3 Writing My favorite TV show
B
Learning objective: Describe a favorite TV show.
• Read the questions. Have a S read the example.
A • Have Ss work in the same groups from Part A to discuss
• Go over the instructions. Read the four questions. similar shows they watch in their country.
• Have Ss work individually to answer the questions . • Finally, tell Ss to check the "can do" statement if they
Set a time limit of five minutes. can give opinions about popular TV shows. NOTE: If Ss
• Option Have Ss free-write answers in their journal.
practice activities.
Classware Analyzing the model page xxvii Additional practice
model to prepare Ss for the writing activity. For more practice, use:
Workbook page 48

unit
2 Listening Favorite shows back home

A Listen to three students talk about their favorite TV shows in their countries.
What type of show does each like? Write it in the chart.
Type of show Favorite thing about the show
Valerie reality show the models @ e end of each sho~
Young-ho drama Cfti:e costum ~ the actors
Claudia soap opera the teenagers @:e storie})
B Listen again. What is their favorite thing about the show? Circle the
correct answers.
My Favorite TV Show
J Writing My favorite TV show I like to watch the reality show
"Project Runway." The contestants
A Think of your favorite TV show. Answer the questions.
are fashion students. The winner
• What type of show is it? receives money and an article in a
• What happens on the show? fashion magazine. I enjoy watching
• Why do you enjoy watching it? the show because the clothes are
• Is there anything you don't like about it? fantastic, but sometimes I
disagree with the judges.
B Write a paragraph about your favorite TV show. Use the
model and your answers in Part A to help you.
C Group work Share your writing. Do you agree with each other's opinions?
4 Speaking Reality shows

A Group work Read about these reality shows. Which ones sound
interesting? Why?
Th e Amazing Race Starstruck How Clean Is Your House ?

the U.S. the Philippines the U.K.
Pai rs race one another around Teens compete in a talent Two cleaners visit homes and
the world . The winners receive a show. It's famous for the saying clean them up. They share their
mil lion dollars. " Dream. Believe . Survive." top cleaning tips.
B Do you ever watch similar shows in your country? Why or why not?
"/ watch a show similar to Starstruck. I don't really like it, but I always watch it!"
I can give my opinions about popular TV shows.

63
Wrap-up
1 Quick pair review
Lesson A Brainstorm! Make a list of types of TV shows. How many do you
remember? You have one minute.
Lesson B Do you remember? Write A for expressions that show you agree
with an opinion. Write D for expressions that show you disagree. You have one minute.
1. I disagree. _l2_ 4. I don't really agree. _l2_
2. I think so, too. _A_ 5. I'm afraid I disagree. _l2_
3. I agree. _A_ 6. I agree with you. _A_
Lesson C Find out! What are three things both you and your partner are doing
next week? Take turns. You and your partner have two minutes.
A: I'm watchin3 a baseball 3ame next week. Are you?
B: Yes, I am.
Lesson D Guess! Describe your favorite TV show, but don't say its name. Can
your partner guess the name and the type of show it is? Take turns. You and your
partner have two minutes.
A: In this TV show, celebrities dance with professional dancers.
B: Is it a reality show?
A: Yes, it is.
B: Is it Dancing with the Stars?
A: Yes, it is.
2 In the real world

What new shows are on TV this year? Look at a TV schedule or go online and find
information about a new TV show in English. Then write about it.
• What's the name of the TV show?
• What type of TV show is it?
• What's it about?
• When is it on?
A New rv Show
" Three Rivers " is a drama. It's about
a hospital . ...
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64
Learning objectives: Review vocabulary for TV shows,
• Have Ss work in pairs to take turns describing and
expressions for agreeing and disagreeing, and present
guessing each show. Set a time limit of two minutes
continuous with future meaning.
for each person.
Lesson A Brainstorm !
2 In the real world
• Have Ss work in pairs to brainstorm types of TV shows.
Set a time limit of one minute. Learning objective: Research a new TV show in
• Elicit the words and write them on the board. English and write about it.
• Go over the instructions, the research questions , and the
Classware Guided brainstorming page xxviii example.
After brainstorming, follow the steps for Guided
• Have Ss do research online as an out-of-class assignment.
brainstorming to review types of TV shows.
Remind Ss to write down the information they find.
(This could be done in their prewriting journal, if they
Lesson B Do you rem e mber? are keeping one.)
• Go over the instructions. • When Ss return to class, have them work in pairs or small
• Have Ss work in pairs to label the expressions for groups to read what they wrote. Have groups decide if
agreeing and di sagreeing. Set a time limit of one minute. they would like to watch that show.
• Go over the answers with the class. Extra activity Extension
Lesson C Find o ut! For more writing practice, have Ss write a one-paragraph
review of a TV show. If possible, have Ss watch the new
• Go over the instruction s and have two Ss read the
show they researched, or watch a different new show.
dialogue. Have them describe the show, the type of show, and
• Have Ss work in pairs to ask and answer questions about state their opinion. If they want to describe what happens
future plans using the present continuous. Set a time limit in the show, they can use the simple present tense or the
of two minutes. past tense. Have Ss post their reviews or distribute them
to the class to discuss. Alternatively, have Ss discuss their
• Call on pairs to share the three activities both people are
reviews with people who watched the same show, and
doing thi s weekend. compare opinions.
• Option Repeat the activity but have Ss use negative
statements, and share things they aren't doing this
weekend. Model the activity. Say: The weather is cold.
I 'm not camping this weekend.

Shopping
LESSON A It's lighter and thinner. Ss can ...
Ss learn vocabu lary to discuss opposites. They use comparative describe and compare products .
adjectives.
LESSON B Would you take $1 O? Ss can .. .

Ss bargain for lower prices. bargain.
LESSON C This hat is too small. Ss can ...

Ss learn adjectives to describe clothing . They use enough and too. describe how clothing looks and fits.
LESSON D A shopper's paradise Ss can ...

Ss read a webpage about a weekend market and write a description of discuss good places to shop.
an interesting market.
Warm-up Classware Make connections page xxix

Learning objective: Preview the topic and talk to activate Ss' prior knowledge, preview content of the
about shopping. unit, and review language. Possible ideas: Highlight
interesting (Lesson D heading) and ask students which
A places look interesting to them . Highlight clothing
• To introduce the topic of shopping, direct Ss' attention (Lesson C heading) and ask students where they think
to the pictures. Explain that the pictures show different they would (or would not) be able to buy clothing.
places where people can shop. Point to each picture Highlight market (Lesson D heading) and ask students
and ask: Where is this person shopping? (A fruit and which places look like markets.
vegetable market I farmers' market, clothing shop I
boutique, online, a department store I furniture store, B
an art museum gift shop, a groce1y store.) Go over the • Read the questions. Have Ss work in pairs or groups to
instructions.
discuss the questions.
• Have Ss work in pairs or groups to name as many things • Option Do the activity as a class.
as they can in each picture.
• Call on Ss to share an example of a place where they like
• Elicit the answers from the class. to shop or what they like to buy.
• Tell Ss that they wi ll learn how to talk about shopping in
thi s unit. Point out the Unit 7 lesson overviews. Go over
Possible answers
what Ss will learn in each lesson.
1 . Market: fruit and vegetables
2. Boutique: clothes
3. Online shopping: laptop, shopping cart , credit card
4. Department store: furniture
5. Art museum gift shop: postcards, books
6. Supermarket: groceries
T-65 Unit 7 Shopping

War111-up
A Describe the pictures . How many things can you name? See page T-65 for possible answers.
B Where do you usually shop? What do you like to buy?

It's lighter and thinner.
1 Vocabulary Opposites
A Label the pictures with the correct words. Then listen and check your answers.
I big expensive heavy loud slow thick I
small big quiet loud
thin thick light heavy
fast slow cheap expensive

•
B Pair work Use the words in Part A to describe things you own . Tell your partner.
" My cell phone is thin and li3ht. "
2 Language in context Which is better?

A ~ Read the message board. Then label the pictures.
michael12 Posted : May 5 11 :45 p.m.

Help! I need a phone and can 't decide between the Star X07 and
the MyPhone. Which is better?
johnnyjay Posted: May 6 8: 07 a.m.
Get the Star X07 . It's lighter and thinner than the MyPhone.
---
cybergal Posted : May 6 9:52 p.m.
The MyPhone is better. It's less expensive , and the Internet StarX07
connection is faster. It has a larger choice of colors , too. The Star ,
X07 comes only in black.
B Which of the two phones do you like?

MyPhone
66
LESSON A overview
l
Vocabulary: Opposites
Grammar: Comparative adjectives
Speaking: Comparison of products
1 Vocabulary Opposites Classware Choose ABC page xxvii

After doing Part B, follow steps for Choose ABC to
Learning objective: Use common adjectives practice opposites.
for opposites.
A (CD 2, Track 29) Extra activity Realia

• Direct Ss' attention to the words and the pictures. To extend the discussion and provide more practice with
Explain that the pictures show common products the words in Part A, bring in pictures of other cars, fans,
(things we can buy). Explain that the words below the phones , computers, printers, and cameras, ideally from
pictures are adjectives, and the words in the box are advertising circulars or ads in newspapers and
magazines. Distribute the pictures I ads and have Ss
their opposites.
work in pairs or groups to describe them . Encourage Ss
• Go over the instructions. Do the first item as a whole to look for opposite features.
class. Point to the first picture. Say: Here is a small car.
Point to the second picture. Ask: What word from the
word box describes this car? (Big.) Point out that big
and small are opposites. 2 Language in context Which
• Have Ss work individually or in pairs to write a word is better?
from the box under the second picture in each pair.
Learning objective: See use of comparative adjectives
Go around the room and give help as needed.
in context.
• Play the audio. Have Ss listen and check their answers. A (CD 2, Track 30)
• Play the audio again. Have Ss listen and repeat the words • Direct Ss' attention to the pictures to set the scene.
to practice pronunciation. Explain that Ss will read a webpage with message board
comments comparing two cell phones.
B • Go over the instructions.
• Go over the instructions and read the example. Give • Play the audio. Have Ss focus on the two phones'
another example with information about your own cell features as they listen and read silently.
phone or another product from Part A.
• Have Ss work individuaJly to label the pictures.
• Have Ss work in pairs to describe things they own, using
the words in Part A.
• Call on Ss to tell the class about something their B
partner owns. • Read the question. Have Ss work in pairs to discuss
which of the two phones they like.
• Call on Ss to say which phone they like.
Unit 7 Shopping T-66

3 Grammar Comparative adjectives • Go over the instructions for the grammar practice
activity. Do the first sentence as a class (less expensive).
Learning objective: Practice comparative adjectives. • Have Ss work individually to complete the sentences.
(CD 2, Trac k 31) • Have Ss compare answers with a partner.
• Books closed. Write on the board, side by side: The Star • Go over the answers as a class.
X07: 3 ounces, $199.00. The MyPhone: 4.8 ounces, $59.00. • Option Have Ss work in pairs to write a Which question
• Ask : Which cell phone is light? (The Star X07.) Write for each item (Which camera is less expensive? Which
on the board : The Star X07 is lighter than the MyPhone. computer is heavier?).
Underline lighter.
• Ask: Which cell phone is expensive ? (The Star X07.)
Write on the board: The Star X07 is more expensive than
4 Speaking Let's compare!
the MyPhone. Underline more expensive. Learning objective: Describe and compare products.
• Draw lines between the syllables of ex-pen-sive to show • Direct Ss' attention to the "can do" statement at the
where the syllables are and explain that expensive is a bottom of the page. (When they finish the speaking
three-syllable word . activity, they wi ll hopefully be able to check the box.)
• Focus on form. Write on the board:
1. Adjective with one or two syllables: adjective+ -er A
or -ier • Go over the instructions. Direct Ss' attention to the three
2. Adjective with more than two syllables: more I less products and pictures.
+adjective • Have two Ss read the dialogue. Encourage Student A to
3. Write expensiver on the board and draw a line continue the dialogue by answering Student B's question.
through it to show it is incorrect. • Ask: What comparative adjectives do you see in the example
• Books open. Direct Ss' attention to the left side of the box. dialogue? (Older, slower, quieter:) Ask: What is the opposite
1. Read the first set of sentences. Explain that adjectives of older? (Newer:) What is the opposite of slower? (Faster:)
ending in -y change to -ier (heavy I heavier). Write on the board: older, slower, newer, faster: Ask: What is
Read the second set of sentences. Point out that which the opposite of quieter? (Noisier I loude1:) Encourage Ss to
is often used to make questions with comparatives, use the adjectives in their discussion as well as the ones
and we don't use than in the question. in the grammar box and grammar activity.
3. Read the third set of sentences. Explain that good • Have Ss work in pairs to make comparisons. Go around
and bad are irregu lar adjectives. We do not form the the room and give help as needed.
comparative by adding -er.
4 . Point out that we use than when we mention both B
things being compared. We can use the comparative • Read the question .
adjective alone when the speaker and listener both • Model the activity. Say: I like Car A because it's older
understand what is being compared. and slower than Car B. I really like old cars.
• Direct Ss' attention to the right side of the box. Read the • Have Ss work in pairs to discuss which products they
adjectives and have a S read the comparatives. Explain that like.
one- or two-syllable adjectives ending in -e only need
an -r to form the comparative (nice I nicer). Explain that
in the form of comparative adjectives, paying particular
for adjectives ending with a vowel and a consonant, we
attention to the use of more I less with three syllable
double the consonant before adding -er (thin I thinner). words and irregular adjectives (incorrect: more heavier;
• Focus on use. Explain that we use comparative adjectives more heavy; gooder).
to compare or contrast two things.
• Write the errors on the board. Encourage Ss to correct them.
• Refer to the message boards in Exercise 2. Have Ss • Finally, tell Ss to check the "can do" statement if they
underline the comparatives. can describe and compare products. NOTE: If Ss feel
• Check comprehension. Ask: Which phone is thinner? they need more help, suggest they do the Additional
(The Star X07.) Which phone has a.faster Internet practice activi ties.
connection ? (The MyPhone.) Which phone is more
expensive ? (The Star X07.) Which phone does johnnyjay Additional practice
think is better? (The Star X07.) Which phone does For more practice, use:
cybergal think is worse ? (The Star X07.)
• Play the grammar box audio. Have Ss listen and repeat
to practice pron unciation.

unit
J Grammar ») Comparative adjectives

The Star X07 is lighter than the MyPhone. Adjective Comparative
The MyPhone is heavier than the Star X07. light lighter
nice nicer
Which cell phone is more expensive?
thin thinner
The Star X07 is more expensive than the MyPhone.
heavy heavier
The MyPhone is less expensive than the Star X07.
difficult more/ less difficult
Is the MyPhone better than the Star X07? good better
No, I don't think it's better. It's worse. bad worse
Complete the sentences with the correct comparative form . Add than if necessary. Then
compare with a partner.
1. Is your new printer faster than (fast) your old one?
2. Are desktop computers always heavier than (heavy) laptops?
3. This new camera is really cheap! It's less exr:zensive (expensive) than
my old one.
4. I like this TV, but I think I want a bi@(J_er (big) one.
5. This phone has an MP3 player, so it's more ex'2_ensive (expensive)
•
other phones.
6. My new camera isn't betterthan (good) my old one. In fact,
it's worse (bad)!
4 Speaking Let's compare!

A Pair work Compare these products. How many sentences can you make?
I Watch BI I Camera BI
A: Car A is older than Car B.

B: And it's slower. Do you think Car A is quieter?
B Pair work Which product in each pair do you prefer? Why?
5 Keep talking!
I can describe and compare products.
67
Would you take $10?
1 Interactions Bargaining
A Do you ever bargain for lower prices? Where? For what? Do you enjoy bargaining?
B Listen to the conversation. Does Eve buy the lamp?

Then practice the conversation.
Eve: Excuse me. How much is this lamp? Rob: No, I'm sorry. $20 is a good price.
Rob: Oh, it's only $20. Eve: Well, thanks anyway.
Eve: Wow, that's expensive! How about Rob: Wait! You can have it for $15.
$10 ? Eve: $15? OK, I'll take it.
new expressions.
Bargaining for a lower price Suggesting a different price
How about ... ? You can have 1t I them for . . .

Will you take . . . ? I'll let you have it I them for .. .
Would you take . . . ? I'll give it I them to you for . . .
D Number the sentences from 1 to 7. Then practice with a partner.

_7_ A: I'll take them! Thank you very much.
_Q_ A: $30? That's pretty expensive. Would you take $20?
_Q_ A: OK. Well, thank you anyway.
_fi_ A: Excuse me. How much are these earrin3s?
_ 1_ B: just a moment. I'll 3ive them to you for $25.
___£ B: No, I'm sorry. $30 is the price.
_z._ B: They're only $30.
68
LESSON B overview
Interactions: Bargaining for a lower price; suggesting a
different price
Listening: Bargaining at a yard sale
Speaking: Role play of a bargaining situation
• Option Play the audio. Have Ss listen and repeat.

1 I nteractions Bargaining
• Model the activity with a S. Have the S read Rob's lines.
Learning objective: Bargain for a lower price; Show how to substitute another way to bargain for a price
suggest a different price. and another way to suggest a different price.
• Have Ss practice the substitution conversation in pairs.
A
Ask: Where are these people ? (At a yard sale, a garage D
sale, or a flea market [a place where people can sell
• Go over the instructions. Explain that the sentences
used items for low prices].) Ask: ls the woman buying
should be in order to form a conversation between two
orselling the lamp ? (Buying.)
people, A and B. Do the first item together as a class
• Read the questions. Elicit a definition of the word (1 =A: Excuse me. How much are these earrings?).
bargain (to agree on a price with someone; to try to get
• Have Ss work individually to put the sentences in the
something for a lower price).
correct order.
• Option Point out that bargain can also be used as a noun
(/just got a bargain!) or a gerund (I enjoy bargaining.).
• Have Ss practice the conversation in pairs.
• Have Ss work in pairs or groups to discuss the questions .
• Option Do the activity as a class. Classware Tip
After Part D, practice the conversation with new
B (CD 2, Track 32) substitutions. Make the substitutions as follows:
• Go over the instructions. in Part Duse the Pen tool to circle Would you take.
• Pl ay the audio. Have Ss answer the question as they Use the Highlight tool to highlight/ '// give them to you.
Then in Part C, use the Pen tool to circle the expressions
for bargaining for a lower price and highlight the
• Have Ss compare answers with a partner. expressions for suggesting a different price. Have Ss
• Go over the answer with the class. work in pairs to create and practice new dialogues by
substituting in circled and highlighted information from
I Answer Part C for corresponding expressions in Part D.

Yes , she does.
Cultural note
• If helpful , play the audio line by line and have the Ss
In the United States and Canada, it is not common to
listen and repeat. bargain for a price in a retail store. However, bargaining
• Have Ss practice the conversation in pairs, then change may take place at open markets, flea markets, yard or
roles and practice again. garage sales, or on websites. A yard or garage sale is a
sale held by one or more fami lies where they sell items
C (CD 2, Track 33) they no longer need, such as clothing, toys, books, or
• Point out the target expressions in the conversation kitchen items. A flea market is a market where you can
buy old or used things at inexpensive prices.
(How about . .. ? I You can have it for . . . ). Explain that
there are other ways to bargain for another price and to
suggest a different price.
these expressions are equally polite.
• Play the audio. Have Ss listen and read silently.

2 Pronunciation Linked sounds • Option Play the audio again if needed .
Learning objective: Focus on linking final consonant
sounds to vowel sounds.
8 (CD 2, Track 36)
A (CD 2, Track 34)
• Play the audio. Have Ss li sten, paying particular attention
to the way the words in each pair are connected. • Play the audio again . Have Ss listen and write down
the price agreed on for each item .
• Play the audio again. Have Ss listen and repeat.
• Remind Ss that vowels are the letters a, e, i, o, u.
Consonants are all the other letters. • Option Play the audio again. Have Ss listen and check
their answers.
• Read the sentences aloud without the linked sounds and
then read them with linked sounds so that Ss can hear the • Go over the answers with the class.
difference.
B (CD 2, Track 35) 4 Speaking What a bargain!

Learning objective: Bargain.
• Play the audio. Have Ss li sten and mark the linked
sounds.
• Have Ss work in pairs to practice sayi ng the sentences. activity, they will hopefully be able to check the box .)
Classware Tip A
After doing Part B, to give Ss additional pronunciation
• Go over the instructions. Explain that What a bargain!
practice, refer back to Lesson A, Exercise 2: Language in
is an expression meaning "What a good price! "
context. Highlight the following words on the board: (from
michael 12) need, Which; (from johhnyjay) lighter; (from • Have Ss work individually to write prices on the tags.
cybergal) MyPhone, less, connection, has, choice, comes. Tell Ss they can write any price they want; there is no
Have Ss listen and pay attention to the highlighted words right or wrong answer, and the prices don ' t have to be
and then practice the conversation . accurate.

B
• Put Ss in pairs, and assign one S to be Student A and one
Have Ss go back to the conversation in Part A and mark
S to be Student B.
linked sounds. Elicit examples from the class (How much
is .. . ; that's expensive!; ... $20 is a ... ; thanks, • Go over the instructions and the descriptions of roles A
anyway; have it). and B. Have two Ss read the dialogue.
• Have Ss work in pairs to role-play the situation.
Encourage them to use a variety of express ions for
bargaining.
3 Listening How much is it?
• Have Ss change roles and use the other Ss ' picture and
Learning objective: Develop skills in inference prices.
and listening for numbers. • Go around the room and give help as needed.
A (CD 2, Track 36) • Finally, tell Ss to check the "can do" statement if they
can bargain. NOTE: If Ss feel they need more help,
• Set the scene. Four people are shopping at a yard sale.
suggest they do the Additional practice activities.
Elicit the definition of yard sale (an event in which
people sell items outside of their house I in their yard) . Additional practice
• Go over the instructions. Explain that Ss will hear people For more practice, use:
discussing four different items, shown in the pictures.
The items are not named in the conversations. Explain Workbook page 52
that there is one extra pi cture, showing an item that is not Self-study CD-ROM Lesson B
discussed.
• Play the audio. Have Ss li sten and number the pictures
to identify the item s.

2 Pronunciation Linked sounds
unit n
A Listen and repeat. Notice how final consonant sounds are often linked to the
vowel sounds that follow them.
How much is this lamp? It's only $20.
u u
B Listen and mark the linked sounds. Then practice with a partner.
1. How much are the earrings? 2. Just a moment. 3. Thanks anyway.
u \...) \J
J Listening How much is it?

A Listen to four people shopping at a yard sale. Number the pictures from 1 to 4.
(There is one extra picture.)
@] ~
$ _ _1~3~0_ _ $ _~2=5~_ $ _ _ _ __ $ _ _1~5~0_ _ $ -~5~5"-.__
B Listen again. Write the price the buyer and seller agree on.
4 Speaking What a bargain!

A Write prices on the tags.
B Pair work Role-play the situations. Then change roles.

Student A: Sell the things. You want to sell them for a good price.
Student B: Buy the things. Bargain for lower prices.
A: Excuse me. How much is the computer?
B: It's only $250.
A: That's very expensive! Would you take .. . ?
I can bargain.
69
This hat is too small.
1 Vocabulary Adjectives to describe cloth ing
A Complete the phrases with the correct words. Then listen and check
your answers.
baggy comfortable pretty ugly

bright plain tight uncomfortable
1. a tight 2. baggy 3. uncomfortable 4. a pretty

shirt jeans shoes blouse
5. a bright 6. a plain 7. comfortable 8. an -~uc.wg""'ly.___

tie dress pants hat
B Pair work Describe your clothing today. Tell your partner.

"/ think my shirt is plain, but comfortable. My jeans are a little ba33y."
2 Conversation Try it on!

Allie: Let's look at the jackets.
Paul: OK, but I have class at 3:00. Do we have enough time?
Allie: Sure. It's only 1:30. Hey! Look at this black one.
Paul: It's cool. Try it on.
Allie: OK. What do you think? Does it fit?
Paul: No, it's too small. Try this red one.
Allie: OK. How does it look? Is it big enough?
Paul: I think so. Yeah, it looks good on you.
Allie: How much is it? Can you see the tag?
Paul: Let's see . . . it's $1 20.
Allie: Oh, no! I only have $60. I don't have
enough money. I can't afford it!
B Listen to the rest of the conversation. What else does Allie try on? See page T-70 for the answer.
70
LESSON C overview
rVocabulary: Adjectives to describe clothing

Grammar: Enough and too
Speaking: Discussion about clothes
1 Vocabulary Adj ectives to describe 2 Conversation Try it on!

clothing
Learning objective: Practice a conversation about
Learning objective: Use adjectives for describing a jacket; see clo thing adjectives and en ough and too
clothing. in context.

• Direct Ss' attention to the words and the pictures. • Direct Ss' attention to the title. Explain that try it on
Explain that the pictures show adjectives that can means "to put a garment on in the store before you buy
describe clothing. it to see how it looks and if it fits."
• Go over the instructions. Explain that the adjectives in • Direct Ss' attention to the picture to set the scene. Ask:
the box can be combined with the nouns (clothing types) What are the man and the woman doing? (Shopping;
beneath the pictures to make phrases. Do the first item trying on clothes.)
together as a class (a tight T-shirt). • Play the audio. Have Ss listen and read silently. If
• Have Ss work individually to complete the phrases. helpful , play the audio line by line and have Ss repeat.
• Option Have Ss check answers with a partner. • Have Ss practice the conversation in pairs. Remind Ss to
pay attention to the pronunciation of linked consonant
• Pl ay the audio. Have Ss listen and check their answers.
and vowel sounds.
• Play the audio again. Have Ss listen and repeat the
• Option Call on two pairs to act it out for the class.
phrases to practice pronunciation.
• Option Elicit the comparative form of the words in the B (CD 2, Track 39)
word box and write them on the board (baggier, brighte1; • Go over the instructions. Explain that Ss will hear the rest
more I less comfortable, plainer, prettier, tighter, uglier, of Allie and Paul 's conversation.
more I less uncomfortable).
• Play the audio. Have Ss listen for the answer to the
B question whi le they listen and read silently.
• Go over the instructions and have a S read the example • Go over the answer with the class.
sentences. Give an extra example of your own about
what you are wearing today.
• Remind Ss they can use an adjective before a noun
(I'm wearing a plain shirt.) or after the verb be
(My shirt is plain.).
I Answer
Allie also tries on pants.
Classware Disappearing dialogue page xxvii

• Have Ss work in pairs to take turns talking about After doing Part B, follow the steps for Disappearing
their clothing. dialogue to practice the conversation.
• Call on Ss to say how their partner described their
clothing.

Bring in catalogs from popular clothing stores and
distribute them to the Ss. Have Ss work in pairs or
groups to discuss the clothes. Encourage Ss to use all
of the adjectives in Part A and to say as many sentences
as they can .

3 Grammar Enough and too Classware Revealing grammar page xxx
After doing Part B, follow the steps for Revealing grammar
Learning objective: Practice enough and too with
to review enough and too . In the grammar box, hide the
adjectives and nouns. nouns time and money and the adjectives, big, long
(appears twice) , and small.
(CD 2, Track 40)
• Direct S ' attention to the first column of the grammar
box. Read the heading "Enough before nouns" and the
example sentences. Ask: Are time and money count or 4 Speaking Things I never wear
noncount nouns? (Noncount.) Point out that enough can
al so come before count nouns (enough shirts = count Learning objective: Describe how clothing looks
noun). We can use enough with the verb have and a noun . and fits.
• Direct Ss' attention to the second column . Have a S read • Direct Ss' attention to the "can do" statement at the
the head ing "Enough after adj ectives" and the exampl e bottom of the page. (When they fini sh the speaki ng
sentences. Ask: What verb is used here ? (Be.) Ask: acti vity, they will hopefull y be abl e to check the box.)
What are the adjectives ? (Big, long.)
A
• Direct Ss' attention to the third column . Have a S read
• Go over the instructi ons. Model the activity by sharing
the head ing "Too before adj ectives" and the ex ampl e
exampl es from your own closet and showing how to
sentences. Ask: What verb is used here ? (Be.) Ask:
write them in the chart.
What are the adj ectives ? (Small, long.)
• Option Bring in some actual cl othing from your closet
• Exp lain that we can use enough and too in both
or, to add humor, some strange clothing (very out of date
affirmati ve and negati ve sentences. Point out the negative
or unusual) from a thrift store or a yard sale.
statements in each column .
• Have Ss work indi vidually to complete the chart.
• Focus on use. Expl ain that enough means "the right
Encourage Ss to use too or enough with every item.
amount of something" and too means " more than
necessary or possible." B
• Refer to the conversati on in Exerci se 2. Have Ss underline • Go over the instruction s. Model the acti vity. Say: I never
the examples of enough + noun ; adjecti ve + enough; wear fa ncy shoes - they 're too uncomfortable. What
and too+ adjecti ve. about you? What do you never wear?
• Check com prehension. Ask: Is the black jacket big • Have Ss work in groups to discuss things they don't wear
enough fo r Allie ? (No, it's too small.) Is the red jacket from their closets.
big enough fo r her? (Yes, it's big enough.) Is the
• Go aro und the room and take notes on errors you hear
jacket too expensive fo r Allie? (Yes, it is.)
with enough and too, paying particul ar attention to
• Play the grammar box audi o. Have Ss li sten and repeat word order with enough+ noun ; adj ective + enough;
to practice pronunciation. and too + adjecti ve, as well as pro nunciation of linked
consonant and vowel sounds.
A
• Write the errors you heard on the board. Encourage Ss
• Go over the instructi ons. Do the first sentence as a cl ass
to correct them. For pronunciation errors, say the words
(These boots aren't big enough.). Point out that Ss should
and have Ss repeat.
think of opposite adjectives as they rewri te the sentences.
• Fin all y, tell Ss to check the "can do" statement if they
• Have Ss work indi vidu all y to rewrite the sentences.
can describe how clothing looks and fits. NOTE: If Ss
• Have Ss compare answers with a partner. fee l they need more help, suggest they do the Additional
• Go over the answers with the class. practice activities.
B Additional practice
• Go over the instructions and the exampl e. For more practice, use:
• Have Ss work indi viduall y to complete the sentences. Workbook pages 53-55
• Have Ss compare answers with a partner. Self-study CD-ROM Lesson C

J Grammar '4l)) Enough and too
unit n
Enough means the right amount. Too means more than enough.
Enough before nouns Enough after adjectives Too before adjectives

I have enough time. The jacket is big enough. The jacket is too small.
I don't have enough money. The pants aren't long enough. The pants aren't too long.
A Complete the sentences with the correct words. Use too and enou3h. Then
compare with a partne r.
I b ig ..'long money uncomfortable I

1. How do these pants look? Do you think th ey're long enough ?
2 . Th ese shoes look nice, but they're too uncomfortable . I can't walk at al l.
3 . Oh, no! I don 't have enough money . This belt is $30, and I only have $20.
4. Th e sh irt I ordered online is -=b-"i~
g e"'""'"
n=--' ou
=-g....,h_,___ _ __ . It fits very well.
B Rewri te the senten ces. Use enou3h and to o. Then compare with a partner.
1. Th ose boots are too small. (enough) These boots aren't big enough.
2. That belt is $10. I have $10. (enough) I have enough money.
3. The jacket is expensive. I can 't afford it. (too)
4. That belt is $1 2. I have $10 . (enough)
.
The ...iacket is too expensive.
I don't have enough money.
5. I wear a large size. This T-shirt isn't big enough. (too) This T-shirt is too small.
6 . These pants aren 't long enough. (too) These pants are too short .
•
4 Speaking Things I never wear

A Think about your closet at home. Complete the chart with pieces of clothing. Write
reasons why you don't wear them.
Things I don't like wearing Things I never wear

Ties - too ugly
B Group work Share your ideas. What do you have in common?
5 Keep talking!
Student A go to page 140 and Student B go to
page 144 for more practice.
I can describe how clothing looks and fits.
71
A shopper's paradise
1 Reading _.»)
A Read the webpage. Which paragraph includes information about these topics ?
Nu mber the topics from 1 to 4.
@J t ransportation Wnumber of visitors [g] prices and money ~ hours
With more than 15,000 shops and 200,000 visitors every Saturday and Sunday, Bangkok's
Chatuchak Weekend Market is a popular place with visitors to Thailand . You can find plants,
flowers, music, jewelry, clothes, food , and even animals! · _. ,
~ The market is a great place to find bargains, and prices are generally low. Most people
bargain, but some don 't, so don 't worry if you don 't want to bargain . Just go with a friendly
smile and have enough cash in your pocket. There are ATMs for cash , but they are difficult to
find, and many vendors don't take credit card s. The market is huge, and many people walk in ~
circles, even with a map . Don 't try to see it all in one day! ·
i! The market is open from 8 :00 to 6 :00 Saturday and Sunday. It's good to get there early,
before it gets too busy. Wear light, comfortable cloth ing and bri ng a bottle of water. And for
lunch, try some of Thailand 's famous snacks, such as fried scorpions!
!J The market is very easy to get to . It's only a five-minute walk from Mo Chit station on
Bangkok's Skytrain. Many people come by tra in but leave by taxi. It's easier to get your
purchases back to your hotel that way!
B Read the webpage again. Find the words in bold, and check (./) the
correct meaning.
1. generally 0 usually 3 . huge 0 easy to find
0 rarely 0 very large
2 . vendors 0 buyers 4 . purchases 0 things you buy
0 sellers 0 th ings you sell
C Check (./) th e ti ps you think the writer would agree with .

0 Pay t he first price the vendor offers . 0 Bring a credit card , not cash .
0 Arrive in th e morning. 0 Take the bus hom e after shopping.
D Pair work What would yo u like about Ban gkok's Weekend Market ? Wh at wouldn 't
yo u li ke? Tell your partner.
72
rLESSON D overview
Reading: "Chatuchak Weekend Market" (a webpage)
Listening: A weekend market in London
Writing: An interesting market
Speaking: Discussion about good places to shop
• Tip Ex pl ain that a topic is a subj ect that yo u w ri te or talk

1 Reading Chatuchak Weekend
about. In writing, each paragra ph usually has a d ifferent
Market topi c. O ften, the paragraph topic is ex pressed in a topic
Learning objective: Read a webpage; develop sentence, usually the first sentence of the paragra ph .
skills in identifying paragraph topics and inferring • Have Ss wo rk indi viduall y to match the topics to the
a writer's opinion. paragra phs
Classware Reading tip
Before class, hide the text , leaving the title and pictures B
showing . In class, books closed . While looking at the title
• Go over the instructi o ns. Do the first ite m together
and pictures on the board, have Ss predict what the
reading will be about. Then reveal the text and have Ss
(generally = usually).
read to check their predictions. • Have Ss read the webpage again , then match the words
to the defini tions.
(CD 2, Track 41) • Go over the answers with the cl ass.
A c
• Ask: Do you go to any outdoor or weekend markets ? • Go over the instructions.
Where ? Do you like them ? Why or why not ? Expl ain that • Have Ss work indi vidu all y to check the tips the writer
Ss will read a webpage about a fa mous weekend market would agree with .
in Bangkok, Thail and . • Go over the answers with the class .
• Pre-teach unfam ili ar vocabul ary.
D
Vocabulary • Go over the instructions and mode l the acti vity.
cash money in the form of paper or coins Say: I'd like the great bargains, but I wouldn't like
famous well -known all the crowds. What about you ? (or g ive another
scorpion a small , insect-like creature with a curved, example that is true fo r yo u).
poisonous tail • Have Ss wo rk in pairs to d iscuss the market.
• C all on Ss to share their partner's o pini ons about
• Go over the instructio ns. the market.
• Have Ss read the webpage sil entl y.
• Option If yo ur Ss enjoy reading aloud, have them work
in gro ups of fo ur and take turn s reading the parag raphs.

2 Listening Portobello Road Market B
specific information. • Draw Ss' attentio n to the model paragraph. Ask a S
to read it aloud . Call on indi vidual Ss to identi fy the
A (CD 2 , Track 42) answers to the fi ve questio ns from Part A.
• Set the scene. Draw Ss ' atte nti on to the pi cture. Ex pl ain • Have Ss write the text in cl ass or fo r homework
that Ss will hear two fri ends talking about a popul ar
market in London.
c
• Go over the instructi ons.
• Have Ss work in pairs to read their paragraph aloud
• Pre-teach any unfa mili ar vocabul ary.
and compare the markets they wrote abo ut.
Vocabulary • Call o n Ss to share the names and locati ons of the
croissant a crescent-shaped roll, originally from France markets they wrote about, and to share o ne simil arity
a full Eng lish breakfast eggs, bacon or ham , toast, and and one difference they fo und.
possibly baked beans • Option If two Ss wrote about the same market, have
them compare it to Portobe ll o Road or Chatuchak .
• Pl ay the audi o. Have Ss li sten and write down the • Option Before collecting the assignment, have Ss
answers to the questi ons. proofread for errors with target vocabul ary, comparati ve
• Option Pl ay the audi o again if needed. adj ectives, and enough and too.
• Have Ss com pare answers with a partner.
4 Speaking A good place to shop
B (CD 2 , Track 42)
Learning objective: Discuss good places to shop.
• Play the audi o agai n. Have Ss li sten and circle the things
you can buy at the market o n Saturday.
activity, they will hopefully be abl e to check the box.)
• Have Ss co mpare answers with a partner.
• Option Pl ay the audi o again . Have Ss li sten and check A
their answers. • Go over the instructio ns. Direct Ss' attention to the chart.
• Go over the answers with the cl ass. Have Ss add two more things to buy.
• Have Ss work indi viduall y to complete the chart.
3 Writing An interesting market B

• Go over the instructions. Have a S read the exampl e.
Learning objective: Describe a market. • Have Ss work in groups to di scuss their shopping habits.
Encourage the m to ask questio ns to get more info rmati on
A
and to make compari sons between di ffe rent places they
• Go over the instructions. Read the fi ve questions. Have di scuss.
Ss work indi viduall y to think of answers. Set a time limit
• Fin all y, tell Ss to check the "can do" statement if they
of five minutes.
feel they can di scuss good pl aces to shop. NOTE: If Ss
• Option Have Ss free-write answers in a j ournal. feel they need more help, suggest they do the Additional
Classware Analyzing the model page xxvii
After doing Part A, fo llow the steps for Analyzing the Additional practice
Workbook page 56

2 Listening Portobello Road Market
unit n
A Listen to two friends talk about Portobello Road Market.
Answer the questions.
1. What city is the market in? London
2. How many days is the outdoor market open? six
3 . When's a good time to visit? --"/a
=-t=e"--m
'-'-='o_,_r'm
"'"' ·n..,.
"'""' g_ _ _ _ __
4 . What's a good way to get there? theundergroundlthesubway
B Listen again. What can you buy at the market on Saturday?

Circle the words you hear.
animals cell phones meat ~getable])
J Writing An interesting market

A Think about a market you know. Answer the questions.
• What is the name of the market? • When is it open? • What can you buy there ?
• Where is it? • When's a good time to visit?
B Write a description of an interesting market. Use the model and your answers in
Part A to help you .
The Farmers ' Market is near my home. It's open

every Saturday from 9:00 to 4:00. You can buy the
best fruit and vegetables there. A good time to
visit is late in the afternoon. It 's not too busy then.
You don 't bargain at this market, but sometimes
vendors lower their prices at the end of the day.
C Pair work Share your writing. How are the markets similar? How are they different?
4 Speaking A good place to shop

A Think about things you buy. Add two more things to the list.
The n complete the rest of the chart.
Things I buy Place Reason

fruit and vegetables
sh oes
old furniture
ch il dren's clothes
B Group work Share your ideas. Ask and answer questions for more information .
"/ always 30 to the market to buy fruit and ve3etables.
They are always fresh, and the people are friendly."
I can discuss good places to shop.
73
Wrap-up
1 Quick pair review
Lesson A Test your partner! Say an adjective. Can your partner say its
opposite? Take turns. You have one minute.
A: Small.
B: Bi3.
Lesson B Do you remember? Complete the conversation with the correct

word. You have two minutes.
A: How much is this TV?
B: $50.
A: Will you take $30?
1
B: You can have it for $45.
2
A: How about $35?
3
B: I'll fJ_ive it to you for $40.
4
A: OK.
Lesson C Brainstorm! Make a list of adjectives to describe clothing. Take

turns. You and your partner have two minutes.
Lesson D Find out! What are two things both you and your partner buy at a
market? Take turns. You and your partner have two minutes.
A: I buy music at a market. Do you?
B: No, I don't. I buy music online.
2 In the real world

What outdoor markets are famous? Go online and find information in English about an
outdoor market. Then write about it.
• What's the name of the market? • When is it open?
• Where is it? • What do they sell at the market?
The Otavalo Market

The Otava/o Market is in Ecuador.
It 's open every day, but Saturdays
are very busy. ...
74
1 Quick pair review Lesson D Find out!
• Go over the instructions and have two Ss read the
Learning objectives: Review opposite adjectives, dialogue.
expressions for bargaining, and vocabulary for
• Option Encourage Ss to use too and enough when they
describing clothing; review places to shop; review
respond. Model the activity. Say: I buy music onJine.
too and enough.
There aren't enough choices at the market.
Lesson A Test your partner! • Have Ss work in pairs to ask and answer questions and
• Go over the instructions. find two things they both buy in a market. Set a time
limit of two minutes.
• Have two Ss read the example.
• Call on pairs to share the items they both buy.
• Have Ss work in pairs to state adjectives from the unit
and their opposites. Set a time limit of one minute.
• Option To review comparatives, have Ss take turns
stating an adjective and its comparative form (A: Small.
2 In the real world
B: Smaller.). Learning objective: Research a famous outdoor
market and write about it.
Lesson B Do you remember?
• Go over the instructions, the research questions, and the
• Go over the instructions. exampl e.
• Have Ss work in pairs to complete the sentences. Set a • Have Ss do research online as an out-of-class assignment.
time limit of two minutes. Rem ind Ss to write down the in format ion they find .
• Go over the answers with the class. (Thi s could be done in their prewriting journal, if they
• Have Ss practice the conversation in pairs. are keeping one.)
• When Ss return to class, have the m work in pairs or small
Lesson C Brainstorm! groups to read what they wrote. Have groups decide if
• Go over the instructions. they would like to visit that market.
• Have Ss work in pairs to brainstorm adjectives to
describe clothing. Set a time limit of two minutes.
For more writing practice, have Ss visit a market nearby
• Elicit the words and write them on the board.
and write a one-paragraph description of it. Have Ss post
their descriptions or distribute them to the class to
Classware List that page xxix discuss.
After brainstorming, follow the steps for List that to review
adjectives to describe clothing.
Extra activity Game

Bring in pictures from fashion magazines or clothing
catalogs. Have Ss work in pairs or groups to write down
as many adjectives paired with clothing items as they
can about each picture. Set a time limit of two minutes
for each picture. Award a prize to the group with the
most phrases.

Fun in the city
jAt a glance: Unit overview Speaking outcomes
LESSON A You shouldn't miss it! Ss can . ..
Ss learn vocabulary to discuss p laces to see. They use should and can. say what people shou ld do in a city.
LESSON B I'd recommend going ... Ss can ...

Ss ask for and give recommendations about visiting anot her city. ask for and give a recommendation.
LESSON C The best and the worst Ss can . ..

Ss learn adjectives to describe cities. They use superlative adjectives. make comparisons about their city.
LESSON D The best place to go Ss can ...

Ss read a message board comparing two cities; they write and respond discuss aspects of a city.
to message board topics about suggested places to visit.
Warm-up Possible answers

1. looking at art in an art gallery I museum
2. driving through traffic in a city
city life.
3. riding the subway
Classware Tip 4. hanging out at a cafe
Before class, make a textbox to cover the word Fun and 5. watch ing entertainment I a street festival
another to cover the word city in the unit title. In class, 6. dancing in a club
books closed. Zoom in on the photos one at a time, and
have Ss predict what they think the unit will be about
based on the photos. Then have Ss guess the missing B
words in the title of the unit (based on the topics that came • Read the questions. Have Ss work in pairs or groups to
up while discussing the photos). Minimize the textboxes di scuss the questions.
to reveal the actual unit title. Discuss as appropriate.
• Call on Ss to share an example of something they like
A about city life and something they don ' t like.
• To introduce the topic of things to do in the city, direct • Tell Ss that they will learn how to talk about having
Ss' attention to the pictures. Exp lain that the pictures fun in the city in thi s unit. Point out the Unit 8 lesson
show different things to do in a city. overviews. Go over what Ss will learn in each lesson.
• Have Ss work in pairs or groups to describe the activities
in each picture.
• Elicit the answers from the class.
T-75 Unit 8 Fun in the city

War111-up
A Describe the pictures. What is happening in each picture? See possible answers on page T-75.
B Wh ich of these things do you like about city life? Which don't you like?
A You shouldn't miss it!
1 Vocabulary Places to see
a. botanical garden c. fountain e. palace g. square

b. castle d. monument f. pyramid h. statue
8.
B Pair work Which of the places in Part A do you have where you live?
Discuss the places.
"There's a nice statue in the center of the square."
2 Language in context Attractions in the city See page T-76

A J)) Read about what to do in these three cities . Which cities are good for shopping? for the answer.
r:
!f -
.
•
-A
·ta
GUAYAOUIL, ECUADOR SEOUL SOUTH KOREA CAIRO. EGYPT
Enjoy shopping, cafes, You shouldn 't miss the small Love history? T hen you should
fountains, and statues on El neig hborhood of Insadong. It's visit th e Egyp tian Muse um .
Malec6n, a popular walking a g reat p lace to shop fo r books, You can't see it all in one
area. It's a fantas tic p lace to pottery, and paintings. Later, day, so be sure to see King
take a long, slow walk or ride you can walk to a nearby palace Tut's treasure and the famous
on a tour boat . or relax at an old teahouse . "mumm y room ."
B What about you? Which city in Part A would you like to visit? Why?
76
r LESSON A overview
Vocabulary: Places to see
Grammar: Should for recommendations; can for
possibility
Speaking: Discussion about things to do in one day
1 Vocabulary Places to see 2 Language in context Attractions

in the city
Learning objective: Use common nouns for places
to see in a city. Learning objective: See use of should and can
in context.
A (CD 2, Track 43)
• Direct Ss ' attention to the titl e. Explain that You A (CD 2, Track 44)
shouldn 't miss it! is used when a speaker wants to • Direct Ss' attention to the pictures to set the scene.
strongly reco mmend that someone try something or Ex plain that they will read and li sten to guidebook entries
go somewhere. for three cities.
• Direct Ss' attention to the words in the box and the • Explain the meaning of teahouse (a teahouse is similar
pictures. Explain that the pictures show attractions to an American cafe, but centered around tea rather
(places to visit) in cities. than coffee; people gather at tea houses to socialize, and
• Go over the instructions. Do the first item as a whole enjoy tea), treasure (a treasure is something of value,
class. Point to the first picture. Ask: What type of usually hidden away) and mummy (a mummy is a dead
attraction is this? (A square.) body covered in cloth, especially from ancient Egypt).
• Have Ss work individually or in pairs to match the words • Go over the instructions.
and pictures. • Play the audio. Have Ss answer the question as they
• Option Have Ss check answers with a partner. li sten and read silently.
• Play the audio. Have Ss li sten and check their answers. • Go over the answers with the class.
• Play the aud io again . Have Ss li sten and repeat the words
B
to practice pronunciation .
• Go over the instructions and read the example. Give

I
B
Answers
Guayaquil and Seoul are good cities for shopping.
another exampl e with information about your own city. • Read the question. Have Ss work in pairs to discuss
• Have Ss work in pairs to discuss attractions where they which city they would like to visit.
currentl y live, using the words in Part A. Exp lain that if • Call on Ss to say which city their partner wants to visit
some of these attractions are not in their city, or if they're and why.
not sure, they can use a negative statement (There isn't a
palace here. I I don 't think there's a palace here.).
• Option Have Ss describe these places in their
hometown, rather than the city in which they currentl y
live.
• Elicit an example of each type of attraction in the city
where they are living now.
Classware Label that picture page xxix

to review vocabulary for places to see.
Unit 8 Fun in the city T-76

3 Grammar Should; can Extra activity Extension
Have Ss work in pairs to write four questions for each city
Learning objective: Practice should for
in Exercise 2 Language in context. Have them write one
recommendations and can for possibility. Wh- question, one yes I no question, one question with
should and one with can for each city. Have pairs write their
(CD 2, Track 45)
questions on the board. Correct any errors with the class.
Should for recommendations
• Direct Ss' attention to the left side of the box. Read the
questions and have a S read the answers.
• Ask: What main verbs do you see in these sentences?
4 Listening My city
(Go, visit, miss.) Explain that should is a special type of Learning objective: Develop skills in lis tening for
verb called a modal. We use a modal with a main verb. de tails.
• Explain that we do not use third-person singular-son
modals or main verbs. The main verb is in the base form. A (CD 2, Trac k 46)
• Focus on form in questions with should. Write on the board: • Set the scene. Tell Ss they are going to hear three people
describe their cities.
1. Wh- word + should+ subject+ main verb
2. Should+ subject+ main verb • Go over the instructions. Explain that Ss should write
numbers in the boxes. The lines are for Part B.
• In both types of questions , the subject comes between
should and the main verb. In short answers to yes I no • Play the audio. Have Ss listen and number the pictures in
questions, the main verb is not repeated . the order they are described.
• Point out the negative contracted form shouldn't. • Have Ss compare answers with a partner.
• Focus on the use of should. Explain that we use should • Go over the answers with the class.
to express advice or recommendations.
B (CD 2, Track 46)
Can f or possibility
• Direct Ss' attention to the right side of the box. Read the
• Play the audio agai n. Have Ss listen and write the two
things people say visitors should do in each city.
• Ask : What are the main verbs in these sentences?
(Do, enjoy, see, take.) Explain that can, like should,
is a modal verb.
• Focus on form in questions with can. Write on the board: 5 Speaking Only one day
1. Wh- word + can + subject + main verb
2. Can+ subject+ main verb Learning objective: Discuss what people should
• In both types of questions, the subject comes between do in a city.
can and the main verb. In short answers to yes I no • Direct Ss' attention to the "can do" statement at the
questions, the main verb is not repeated. bottom of the page. (When they finish the speaking
• Point out the negative contracted form can 't. activity, they wil l hopefully be able to check the box.)
• Focus on the use of can. Explain that we use can to A

express things that are possible or not possible.
• Go over the instructions and read the example.
• Refer to the guidebook entries in Exercise 2. Have Ss
• Have Ss work in pairs to discuss places to visit.
circle the modals should and can and underline the
Go around the room and offer help as needed.
main verbs.
• Check comprehension. Ask: Where can you walk around B
outside? (Guayaquil, Seoul.) What shouldn't you miss • Have Ss join another pair and compare their answers.
in Seoul? (lnsadong.) What can't you see in one day?
(The Egyptian Museum.)
can say what people shou ld do in a city. NOTE: If Ss
• Play the grammar box audio. Have Ss listen and repeat fee l they need more help, suggest they do the Additional
to practice pronunciation . practice activities.
• Go over the instructions for the grammar practice
activity. Do the first sentence as a class (Should). Have Ss
Additional practice
work individually to complete the sentences. For more practice , use:
• Go over the answers with the class. Workbook pages 57-59
• Have Ss practice the conversation in pairs. Self-study CD-ROM Lesson A

unit
J Grammar .. ~} Should; can

Should for recommendations Can for possibility
Where should I go? What can I do there?
You should visit the Egyptian Museum. You can enjoy cafes, shops, and fountains.
They shouldn't miss lnsadong. You can't see all of the museum in one day.
( = They should see lnsadong.)
Should she go to Cairo? Can they take a taxi?
Yes, she should. No, she shouldn't. Yes, they can. No, they can't.
Complete the conversation with should, shouldn 't, can, or can't. Then practice
with a partner.
A: Should I rent a car in Seoul?
B: No, I think you should take the subway. You _ _c~a~n"'---_ get around
quickly and easily.
A: Oh, good. And what places should I visit?
B: Well, you shouldn't miss the palace, and you _ _,s"-'h--=o-=u-=ld"'---- also go to the
art museum. You can't see it all in one day because it's very big, but you
can buy really nice art books and postcards there.
A: OK. Thanks a lot!
4 Listening My city
A Listen to three people describe their cities. Number the pictures from 1 to 3.
1. visit the palace 1. visit the main square 1. see the statue of David
•
2. go on a boat trip 2. go to the Great Temple 2. have ice cream
B Listen again. Write two things the people say visitors should do in their cities .
5 Speaking Only one day

A Pair work Imagine these people are planning to visit your town or city for only
on e day. What places should they visit?
• a family with teenage children • two college students
• a businessperson from overseas • young children on a school trip
"I think the family should visit the town square. They can eat and shop there."
B Group work Compare your answers from Part A. Do you agree?
6 Keep talking!
I can say what people should do in a city.
77
2 Listening One day in Taipei • Direct Ss' attention to the "can do" statement at the
Learning objective: Develop skills in listening for activity, they will hopefully be able to check the box. )
specific information and expressions. • Direct Ss' attention to the pictures to set the scene.
Explain that this is a page from a touri st brochure about
A (C D 2, Track 49)
London.
• Set the scene . Explain that two people are talking to • Put Ss in pairs, and assign one S to be Student A and one
someone at a tourist information desk. to be Student B.
• Go over the instructions. Explain that for each item, Ss • Go over the instructions and the description s of roles A
should check the box with the recommendation they hear. and B. Have two Ss read the dialogue.
• Play the audio. Have Ss listen and check the • Have Ss work in pairs to role-play the situation.
recommendations. Encourage them to use three different expressions for
• Option Play the audio again if needed. asking for and giving recommendations.
• Have Ss compare answers with a partner. • Have Ss change roles .
• Go over the answers with the class. • Go around the room and take notes on any errors you
hear in expressions for recommendations, paying
8 (CD 2, Track 49) particular attention to errors with word order and with
• Go over the instructions. the use of recommend and suggest (incorrect: I suggest to
• Play the audio again. Have Ss li sten and circle the go I l suggest go).
recommendations that Carrie and David fo llow. • Write the errors you heard on the board and encourage Ss
• Have Ss compare answers with a partner. to correct them.
• Option Play the audio again. Have Ss li sten and check • Finally, tell Ss to check the "can do" statement if they
their answers. can ask for and give a recommendation. NOTE: If Ss

3 Speaking Role play Bring in brochures, leaflets, or other information from a
tourist information desk in the city or cities where your Ss
Learning objective: Ask for and give a
live. Have Ss work in pairs to role-play conversations
recommendation. similar to those in Part C, using local attractions.
Classware Tip
Before class, highlight What would you suggest doing Additional practice
here? and I think you should definitely visit in the model For more practice, use:
conversation. Create two text boxes with language from
Exercise 1, Part C. Draw a line connecting each text box Workbook page 60
to the corresponding line in the model conversation. Have Self-study CD-ROM Lesson B
Ss use this as guidance for speaking.

unit
Z Listening One day in Taipei

A Listen to Carrie and David get information from the tourist information
desk in Taipei. Check (.!) the recommendations you hear.
1. 0 I'd suggest visiting Taipei 101.
0 @ u should visit Taipei 10D
2. 0 I'd recommend going to the night market.
0 You shouldn't miss the night market.
3. 0 @ suggest going to the Fine Arts Museuffi)
0 I'd recommend going to the Fine Arts Museum .
4. 0 ([think you should take the subw!Y.)
0 I'd recommend taking the subway.
B l)) Listen again . Circle the recommendations

in Part A that Carrie and David decide to follow.
J Speaking Role play

Pair work Role-play the situation.
Then change roles.
Student A: You are a tourist in London . Ask for
recommendations for three things to do.
Student B: You work at a tourist information desk.
Give recommendations for three things to do.
The British Museum The Tate Modern The London Eye

See the famous Rosetta See great art for free. Enjoy views of 55 famous
Stone. places.
Trafalgar Square Tower Bridge Buckingham Palace

Take your picture by the Walk across the bridge. See one of the Royal Family's
lion statues. Fantastic city views! many homes.
A: Hello. Can I help you?

B: Yes. This is my first time in London. What would you su::rnest doin3 here?
A: We//, there are a lot of thin3s to do, but I think you should definitely visit
the British Museum. You can see ...
I can ask for and give a recommendation.
79
The best and the worst
1 Vocabulary Adjectives to describe cities
I a. beautiful b. dangerous c. dirty d . modern e. stressful
B Write the opposites. Use the words in Part A. Then listen and check
your answers.
clean relaxing safe traditional ugly
dirty stressful dangerous modern beautiful
C Pair work Describe where you live using the words in Parts A and B.
"Our city is beautiful and clean, but life here can be stressful."
2 Conversation Life in Sydney

Peter: So, Akemi, how do you like living in Sydney?
Akemi: I miss Japan sometimes, but I love it here. I think it's
the most beautiful and one of the most exciting cities
in the world.
Peter: But do you find it stressful?
Akemi: Not at all. I know Sydney is the biggest city in Australia,
but remember, I'm from Tokyo.
Peter: Oh, yeah . What else do you like about living here?
Akemi: A lot of things. It's very clean and safe. The people
are friendly. Oh, and the food here is fantastic.
Peter: I agree. I think Sydney has the best restaurants
in the country.
Akemi: Hey, do you want to get something to eat?
Peter: Sure. I know a nice cafe. It's cheap but good.
B Listen to their conversation in the cafe. How does Akemi

describe the cafe? How does Peter describe the food?
See page T-80 for the answers.
80
rLESSON C overview
Vocabulary: Adjectives to describe cities
Grammar: Superlative adjectives
Pronunciation: Word stress
Speaking: Comparison of places in a town or a city
1 Vocabulary Adjectives to describe 2 Conversation Life in Sydney

cities
Learning objective: Practice a conversation to see
Learning objective: Use vocabulary for describing adjectives to describe cities and superlative adjectives
cities. in context.

• Direct Ss' attention to the pictures. Explain that the • Direct Ss' attention to the picture to set the scene.
pictures show different qualities of cities. Ask: Which Ask: What is the building behind the man and woman?
of these pictures show positive qualities? (Picture 3.) (The famous opera house in Sydney, Australia.)
Ask: Which show negative qualities? (Pictures 2, 4, 5.) • Go over the instructions.
• Go over the instructions. Do the first item together as a • Play the audio. Have Ss li sten and read silently. If
c lass (d. modern). helpful, play the audio line by line and have Ss repeat.
• Have Ss work individually to match the words and the • Have Ss practice the conversation in pairs.
pictures. • Option Call on two pairs to act it out for the class.
• Play the audio. Have Ss listen and check their answers.
B (CD 2, Track 53)
• Go over the instructions. Explain that Ss are going to
hear Peter and Akemi talking in a cafe later.
• Play the audio. Have Ss li sten for the answers to the
8 (CD 2, Track 51) questions: "How does Akemi describe the cafe?"
• Go over the instructions and the example. " How does Peter describe the food?"
• Have Ss work individually to write the opposites. • Go over the answers with the class
• Play the audio again. Have Ss listen and check their
Answers
answers.
Akemi describes the cafe as loud but beautiful. Peter
• Go over the answers with the class. describes the food as great and traditional (traditional
Greek food).
c
• Go over the instruction s and the examples.
Classware Restoring text page xxx
• Have the Ss di scuss where they li ve and encourage them
After doing Part B, follow the steps for Restoring text to
to use the words from Parts A and B. review language.
• Elicit ideas from the class
C/assware Show the word! page xxxi

After doing Part C, follow the steps for Show the word!
Option 2, to practice vocabulary for adjectives to describe
cities.

Have Ss work in pairs or groups to discuss different
neighborhoods or areas of the city in which they live.
Encourage Ss to use all the words in Part A and Part B.

3 Grammar Superlative adjectives A
Learning objective: Practice superlative adjectives. activity. Have Ss work individual ly to comp le te the
sente nces.
(CD 2, Track 54)
• Books c losed. Write on the board: Canberra: 345,000
people. Armidale: 25,000 people. • Go over the answers as a class.
• Ask: Which city in Australia is bigger? (Canberra is B
bigger than Armidale.) Write o n the board: Sydney:
4.2 million people. Ask: Which city in Australia is the
biggest? (Sydney.) Write on the board: Sydney is the • Have Ss as k and answer the questions in pairs.
biggest city in Australia. Underline biggest.
• Focus on form. Write on the board:
I. Adjective with one syllable: the + adjective+ -est
4 Pronunciation Word Stress
2. Adjective with two or more syllables: the most+ Learning objective: Focus on word stress with city
adjective names.
• Books open. Direct Ss ' attention to the left side of the
gra mmar box. A (CD 2, Track 55)
l. Write on the board: clean, stressful, exciting. Elicit • Play the audio. H ave Ss li sten , paying particular attenti on
the superlatives (the cleanest, the most stressful, the to word stress.
most exciting). • Play the audio again. Have Ss li sten and repeat.
2. Write o n the board : big, biggest. Circle i and g in • Point out that for cities, we can li sten for and memo ri ze
big. Ex pl ain that for adjectives e nding with a vowel patte rns of which sy llab le to stress.
+consonant, we double the consonant and add -est.
• Tip Encourage Ss to kee p a log of stress pattern s.
3 . Ask: Which superlatives do not fit the two spelling
rules on the board? (The best, the worst.) Point B (CD 2, Track 56)
o ut that, as with comparatives, good and bad
• Go over the instruction s. Explain that Ss will listen for
are irregular adjectives. Write o n the board:
cities with the same stress pattern s as the cities in Part A.
good I better I the best; bad I worse I the worst.
• Play the audio . Have Ss li ste n and write the c ities.
• Direct Ss' attention to the right side of the box.
• Have Ss work in pairs to practice say ing the words.
I . Have o ne S read the adj ectives and another read the
superl atives.
2. Direct Ss' attentio n to ugly. Ask: How is this
adj ective different from the others? (It ends with -y.) 5 Speaking What's the ... ?
Ask: How many syllables are in ugly? (Two.) Write
Learning objective: Make comparisons about their city.
o n the board : two-syllable adjectives e nding in -y:
the+ adjective+ -iest (remove the -y) • Direct Ss ' attention to the "can do" stateme nt at the
bottom of the page. (Whe n they finish the speaking
• Tip Encourage Ss to take notes. Point out that anything
o n the board should be in their notes.
• Go over the in structions. Read the dialogue with a S.
• Focus on use. Explain that when we compare three or
more things , we use the superlative to show the most • Have Ss work in pairs to ask and answer questions about
of something. their town or city using the words in the box. Go aro und
the room and give help as needed.
• Refer to the conversatio n in Exerc ise 2. H ave Ss
unde rline the supe rl atives. • Finally, tell Ss to check the "can do" stateme nt if they
can make compari sons about their city. NOTE: If Ss
• Check comprehension . Ask: What does Akemi think
fee l they need more help, suggest they do the Additional
about Sydney? (It's one of the most beautiful and most
exciting cities.) What does Peter think about restaurants
in Sydney? (They are the best in the country.) Additional practice
• Pl ay the g rammar box a udio. Have Ss li sten and repeat For more practice, use:

unit
J Grammar .. ) Superlative adjectives

Adjective Superlative
Syd ney is the biggest city in Australia. clean the cleanest
Syd ney is one of the most exciting cities in the world. safe the safest
Syd ney has the best restaurants in the country. big the biggest
ugly the ugliest
What's the cleanest city in your country? stressful the most stressful
Wh at city has the most traditional restaurants? good the best
Is it the worst restaurant? bad the worst
Yes, it is. No, it isn't.
A Co mplete t he questions with the superlative form of the adjectives. Then compare
with a partner.
1. What's one of the oldest (old) universities
in you r country?
2 . What's the big_g_est (big) city in your country?
3. What's the most modern (modern) city in your country?
4. What's the most beautiful (beautiful) national park?
5. What city has the best (good) res tau rants?
6. What city has the worst (bad) weather?
B As k an d answer the questions in Part A. Discuss your ideas.
4 Pronunciation Word stress

A ) Listen and repeat. Notice the stress in the names of these cities .
• • • • • • • • ••
Sydney Madrid Canberra New Delhi
Lima Berlin Amsterdam Caracas
B Li sten and write the cities in the correct columns in Part A. Then practice
with a partner.
Am sterdam Berlin Caracas Lima
5 Speaking What's the ... ?

Pair work Ask and answer questions about your town or city.
exp ensive I hotel exciting I neighborhood modern I building

bea utiful I park big I department store relaxing I place
A: What's the most expensive hotel?

B: I'm no t sure it 's the most expensive, but the Grand Hotel is very expensive.
6 Keep talking!
Go to page 143 for more practice. I can make comparisons about my city.
81
The best place to go
1 Reading .. )))
A Read the message board. Who answers Miguel's question about safety? See page T-82 for the answer.
Austin or San Antonio?

miguel Posted : May 17 7:06 p.m.
Hi! I live in Mexico and am planning to visit my uncle in Dallas, Texas, next year. I'd also
like to visit Austin or San Antonio for a few days. I like the outdoors, local music, good food,
friendly people, etc. Are both cities safe? Any other tips appreciated. Thanks! Miguel
rocker Posted: May 17 7:23 p.m.

I'm a musician and live in Austin. I think the music here is the best in Texas . In fact, Austin 's
nickname is "the Live Music Capital of the World ." I can send you t he names of some cool
music clubs. We have fantastic restaurants here, too.
biker68 Posted: May 17 8:54 p.m.

Definitely visit San Antonio. The River Walk is one of the most popular things for visitors to
do. There's a lot to do outdoors here, too. And everyone in Texas is very friendly. Check out
my pies: myphotos
susanp Posted: May 17 11:09 p.m.

I disagree with rocker. I think the music is better in San Antonio . I lived in both cities . There
is a lot to do outdoors in San Antonio, but there's just more to do in Austin .
richard Posted: May 18 6:45 a.m.

Both cities are safe, by the way, so don't worry. I live in Houston . It's the largest city in Texas.
You should visit here, too. -:..:, Read my travel blog at richard23.cup.org .
traveler Posted : May 18 10:31 a.m.

San Antonio has the best food in Texas . Do you like Tex-Mex food? You should go in
spring or fall (summer is hot!). I suggest traveling by bus. It's not expensive . Email me
with any questions.
miguel Posted: May 18 3:22 p.m.

Miguel here again. Thanks, everyone!
B Read the message board again. Answer the questions. Check (.!) your answers.
Who ... ? rocker biker68 susanp richard traveler

I ives in Houston 0 0 0 QJ 0
gives a link to see pictures 0 QJ 0 0 0
writes about the weather 0 0 0 0 QJ
prefers the music in San Antonio 0 0 [Z1 0 0
has a travel blog 0 0 0 QJ 0
is a musician [Z1 0 0 0 0
C Pair work What do you do when you need advice or a recommendation?
Who do you talk to? Tell your partner.
Q?
rLESSON D overview
Reading: "Austin or San Antonio?" (a message board)
Writing: A message board
Speaking: Discussion about aspects of a city
1 Reading Au stin or Sa n Antonio? B

• Go over the instructions. Do the first item together
Learning objective: Read a message board; develop (Richard lives in Houston.).
skills in scanning for specific information.
• Have Ss read the message board again and check the
(CD 2, Track 57) boxes.
A • Tip Encourage Ss to reread a tex t quickly with keywords
• Direct Ss' attention to the message board to set the scene. from a question in mind . Thi s skill is called scanning for
Explain that some people like to use message boards to information.
get or to give travel recommendations. Point out that the
first item (or post) introduces a topic, and the rest of the Classware Tip
items are responses. After going over the answers, zoom in on the reading text
• Explain that Ss will read a message board with question s and have volunteers come to the board to highlight the
and answers comparing two cities in Texas: Austin and place in the text that gives each answer. You may opt to
do the first one for the students as a model. To do this,
San Antonio.
highlight (in Richard 's post in the reading) I live in
• Pre-teach unfamiliar vocabulary. Houston. Explain this is the answer to the question "Who
lives in Houston?" from Part B. Have volunteers follow
Vocabulary this model for the remaining questions.
J
appreciated When we appreciate someth ing, we are
grateful or thankful for it.
capital where the state or federal government is located
c
• Read the questions. Elicit examples of other
definitely without any doubt ways (besides message boards) to get advice or
by the way used when you say something that doesn 't
recommendation s (talk to a friend, look for articles
relate to what is being talked about
or links on the Internet, read a book or magazine
Tex-Mex food food that combines traditions from
about the topic).
Mexico and the state of Texas in the United States
• Have Ss work in pairs to discuss the questions.
• Go over the instructions. • Call on Ss to share what their partner does to get advice
• Have Ss read the message board silently and answer the or a recommendation.
question .
Cultural note
• Option If your Ss enjoy reading aloud, have them take
The state of Texas shares a border with Mexico.
turns readi ng the messages as a class.
Combinations of Texan and Mexican culture are called
Tex-Mex . Tex-Mex style can be found in food, language
I Answer
Richard answers Miguel 's question about safety. I (dialect), literature, and music.

2 Writing A message board B
Learning objective: Write and respond to a message
• Have each pair join another pair to compare the ideas
board topic.
from their charts.
A • Option Encourage groups to compare their charts and
• Go over the instructions and the topics. then come up with one chart of five things and reasons
they can all agree on.
• Direct Ss' attention to the model student message board.
Ask a S to read it aloud. Ask: What sentence uses a • Tip Consensus-building activities encourage Ss to voice
modal to give advice? (You should go to Mickey's.) their opinion and to give reasons to support their opinion.
Ask: What superlatives do you see? (The best food;
the most popular restaurant.) Classware List that page xxix
Instead of doing Part C, follow the steps for List that to
• Explain that Ss are going to write a similar question on a review the best things about your city or town.
topic that interests them . They will also respond to other
people's topics with opinions.
• Have Ss work individually to choose a topic and write
c
a question. Encourage them to start with Can you • Go over the instructions.
suggest . .. or Can you recommend . .. ? • Have groups write their ideas on the board, or on
large pieces of paper that they post around the room.
B Alternatively, have groups read their ideas and ask the
• Go over the instructions. Encourage Ss to use should, can rest of the class to write what they hear.
and superlatives in their responses. • Have the class read all the ideas and ask: Which is the
• Have Ss work in groups of at least four people. Have Ss most popular thing to do in this city ?
continue passing the questions until Ss have their original • Finally, tell Ss to check the "can do" statement if they
question back. can discuss aspects of a city. NOTE: If Ss feel they
c activities.
Additional practice
• Call on Ss to share the best recommendation they
received. For more practice, use:
Workbook page 64
3 Speaking The best of the city
Learning objective: Discuss aspects of a city.
A
Point out that they should write ideas about the city in
which they are living right now (not their hometown).
• Have Ss work in pairs to complete the chart.
T--83 Unit 8 Fun in the city

unit
2 Writing A message board

A Choose a topic for a message board. Then write a question Can you suggest a good
asking for a recommendation about your topic. Use the model restaurant near our school?
to help you.
1. You dwu1d 30 to Mkkey'r. lt'r
•food • music • outdoor activities • transportation ~' but it'r expettdve.
B Group work Pass your question to the classmate on your 2. I t-\..\i\\k -r\..\"'i P"'l"'ce "'-"'s
righ t. Read and answer your classmate's question . Continue to t-\..\e bes+- .PooJ...
pass, read, and answer all of the questions in your group. 3 . I agree. It's the most popular
restaurant near here.
C Read the answers to your question. Which recommendation
is the best ?
3 Speaking The best of the city

A Pair work Complete the chart with information about the best things about your
city or town. Give reasons.
The best things about ----.= == = = =- - - - - - - Reasons
A: I think the best thin3 about our city is the people. They are very friendly
and helpful.
B: I awee.
B Group work Compare your ideas with another pair. Do you agree?
C Class activity Make a list of all the things from Parts A and B. Which
is the most popular?
I can discuss aspects of a city.

Wrap-up
1 Quick pair review
Lesson A Brainstorm! Make a list of fun places to see in a city. How many do
you know? You have one minute.
you want a recommendation. You have one minute.
0 What would you recommend doing there?
0 Which place is more expensive?
0 When are you going to China?
0 What would you suggest doing there?
0 What are you going to do in Brazil?
0 What do you think I should do there?
Lesson C Test your partner! Say an adjective to describe a city. Can your
partner say the superlative? Take turns. You have one minute.
A: Modern .
B: The most modern.
Lesson D Guess! Describe a city, but don't say its name. Can your partner
guess what it is? Take turns. You and your partner have two minutes.
A: It's an old city in Europe. It's beautiful. It has a lot of squares and fountains .
B: Is it Florence?
A: Yes, it is.
2 In the real world

What city would you like to visit? Go to a travel website and find information about the
city in English. Then write about it.
• What country is it in?
• What's it like?
• What is there to do in the city?
• What's it famous fo r?
Montreal
I would like to go to
Montreal. It 's in Canada. It 's
modern and safe . ...
.....
• Go over the instructi ons. Have two Ss read the di alogue.
Learning objectives: Review vocab ulary for places
• Option Encourage Ss to use descripti ve adjecti ves and
to visit and describing cities; review expressions for
superl atives when they give clues to the city.
asking for recommendations; review adjectives and
superlatives. • Have Ss work in pairs to take turn s describing and
guess ing. Set a time limit of two minutes fo r each
Lesson A Brainstorm! partner.
• Have Ss work in pairs to brainstorm places to visit. Set a
time li mit of one minute. 2 In the real world
• E licit the words and write them on the board . Learning objective: Research a city, use a travel
website, and write about it.
• Go over the instructi ons, the research questi ons, and the
After brainstorming , follow the steps for Guided
example.
brainstorming to review places to visit.
Remind Ss to wri te down the info rmation they find .
Lesson B Do you remember? (Thi s could be done in their prewriting j ournal, if they
• Go over the instructi o ns. are keeping o ne) .
• Have Ss work in pairs to check the questi ons. Set a time • When Ss return to cl ass, have them work in pairs or small
limit of one minu te. groups to read what they wrote. Have groups decide if
• Go over the answers with the cl ass. they would like to visit each city described.
• Option Have Ss work in pairs to write down four • Option If yo u are co ll ecting the writing ass ignment,
expressions yo u can use to give recommendati ons. Set a have Ss proofread fo r errors with should, can, descripti ve
ti me li mit of o ne minute. Eli cit the expressions and wri te adj ecti ves, and superl ati ves (as well as other errors)
the m on the board. Have Ss check the answers on page before they hand it in .
78 and make any correcti ons to word o rder or wo rd fo rm .
Lesson C Test your partner!

• Go over the in structi ons. Read the example with a S,
taking the role of A.
• Have Ss work in pairs to state adj ectives and superl atives.
Set a time limit of one minute.
• Option Give pairs some pi ctures of citi es to look at,
fro m magazines or print-outs from the Internet, to help
prompt descriptive adj ectives they learned in the unit.

People
LESSON A Where was he born? Ss can . . .
Ss learn vocabulary to discuss careers . They use was and were born, ask and talk about people from the
and past of be. past.
LESSON B I'm not sure, but I think ... Ss can .. .

Ss express certainty and uncertainty about information. express certainty and uncertainty.
LESSON C People I admire Ss can . . .

Ss learn adjectives to describe personality. They use the simple past describe people they admire .
and ago.
LESSON D Making a difference Ss can ...

Ss read a biography of a different kind of banker; they write a biography describe people who made a
of a famous person who made a difference . difference.

Warm-up
• Have Ss work in pairs or groups to match the people and
Learning objective: Preview the topic and talk about the things.
famous people and their accomplishments. • Have Ss check their answers on page 94.
Classware Tip • Option Do the acti vity as a cl ass.

Before class, hide the pictures of the famous people on
the left and zoom in on the pictures on the right. Point to
B
the pictures and ask for examples of famous people for • Read the questi ons. Have Ss work in pairs or groups to
each category (e.g., elicit awards and then ask: Can you discuss the questions.
give me some examples of people who won an award?) • Option Do the activity as a class.
• Call on Ss to share the people they would like to meet
A and why.
• Direct Ss ' attenti on to the pi ctures. Ex plain that the • Tell Ss that they will learn how to talk about people in
pictures show fa mous peopl e and things that show what thi s unit. Point out the Unit 9 lesson overviews. Go over
they are fa mous for. what Ss will learn in each lesson.
•
•
•
War111-up
A Match the people and the things they are famous for. Check your answers on page 94.
B Whi ch of the people in Part A would you like to meet? Why?

Where was he born?
1 Vocabulary Careers
A ;) Match the words and the pictures . Then listen and check your answers.
a. astronaut c. composer e. director g. politician

b. athlete d. designer f. explorer h. scientist
2. [f]
B Pair work Give an example of a famous person for each category.

"An3 Lee is a famous director."
Z Language in context Famous firsts

A ) Read about these famous firsts. Which famous first happened first? See page T~86 for the answer.
Emilio Palma was born The first person on the Junko Tabei was the Venus and Serena
at Argentina's moon in 1969 was first woman to climb Williams are great
Esperanza Base in American astronaut Mt. Everest in 1975. athletes. They were the
Antarctica in 1978. He Neil Armstrong. He She was also the first first sisters to win
was the first person was on the moon for woman to climb the Wimbledon in 2000.
born on the continent. only two and a half highest mountains on
hours . all seven continents.
B Which people from Part A would you like to meet? What question would you
ask them?
86
LESSON A overview
Vocabulary: Careers
Grammar: Was I Were born; past of be
I Speaking: Guessing game about famous people
1 Vocabulary Careers 2 Language in context Famous

firsts
Learning objective: Use career vocabulary.
Learning objective: See use of career vocabulary,
A (CD 3, Track 2)
was I were born, and past of be in context.
• Direct Ss' attention to the words and the pictures.
Explain that the pictures show different careers. A (CD 3, Track 3)
• Go over the instructions. Do the first item as a whole • Direct Ss' attention to the pictures to set the scene.
class. Point to the first picture. Ask: What is this person? Explain that Ss will read and li sten to descriptions
(A director.) of people who are famous for being the first to do
• Have Ss work individually or in pairs to match the something.
words and pictures. Go around the room and give help • Go over the instructions.
as needed. • Play the audio. Have Ss answer the question as they
• Option Have Ss check answers with a partner. listen and read silently.
• Play the audio. Have Ss listen and check their answers. • Go over the answer with the class.
• Play the audio again. Have Ss repeat the words to
B
• Go over the instructions and read the example. Give

I
B
Answer
Neil Armstrong landing on the moon happened first.
another example of a famous person in one of the • Read the question. Have Ss work in pairs to di scuss
careers listed in Part A (or use someone pictured in the which famous people from Part A they would like to
Warm-up on page 85). Point out that the famous people meet.
can be from any country, and the person can be living
• Call on Ss to say the person their partner wants to meet
today or from the past.
and why.
• Have Ss work in pairs to discuss examples of famous
people in different careers, using the words in Part A.
Encourage Ss to give more information about the person
if their partner does not know of this person.
• Call on pairs to share their examples of famous people.
C/assware Swipe and guess page xxxi

After doing Part B, follow the steps for Swipe and guess
to review vocabulary for careers.
Unit 9 People T-86

3 Grammar Was I We re born; • Have Ss work indi viduall y to compl ete the sentences.
past of be • Have Ss compare answers with a partner.

• Go over the an swers with the cl ass.
Learning objective: Practice the past tense with be.
B
(CD 3 , Track 4)
• Go over the in structi ons and the exampl e.
Was I Were born
• Have Ss work individuall y to correct the sentences.
• Direct Ss' attention to the left side of the box. Read the
Focus on form with statements . Write on the board :
1. I I he I she I it + was + born Extra activity Extension
2. You I we I they + were + born For additional practice with questions, have Ss work in
• Explain that born is a past partici pl e. pairs to write a question starting with who and using
• Focus on for m with questions. Write on the board : was I were for each item in Part B (example: Who was
Ronald Reagan?). Elicit the question forms.
1. Informati on questions: question word + was I were
+ subject + born
2. Yes I no questions: Was I Were + subject + born
• Focus on form with negatives . Write on the board : 4 Speaking Famous people
1. He I she I it + wasn't I was not + born
Learning objective: Ask and talk about people from
2. You I we I they + weren 't I were not + born
the past.
• Point out the contrac ti ons.
• Focus on the use of was !were born. Ex pl ain th at bottom of the page. (When they fini sh the speaking
be + born is passive; we use thi s structure for thi s activ ity, they will hopefull y be able to check the box.)
topic because people cannot give birth to themselves
• Go over the instructi ons. Have three Ss read the di alogue.
(incorrect: Emilio Palma horned in Antarctica.).
• Have Ss work individuall y to think of a fa mous person
Past of be
from the past and write down three fac ts about that
• Direct Ss' attention to the right side of the box. Read person (such as where they were from, or what their
the questions and have a S read the answers. job was) . Set a time limi t of three minutes.
• Focus on form with statements. Write on the board: • Have Ss work in groups to ask and answer questi ons
I I he I she I it + was; you I we I they + were about the person. Encourage Ss to give only one or two
• Focus on for m with questions. Write on the board : facts to begin with and to share more if peopl e need more
1. Information questions: question word + was I were info rmati on to guess.
+ subject • Go around the room and take notes on the correct use
2. Yes I no questions: was I were + subject of was I were born and the past.
• Focus on fo rm with negatives . Write on the board: • Point out examples you heard used correctl y.
subject + wasn't I was not; subject + weren't I were not • Finally, tell Ss to check the "can do" statement if they
• Focus on use. Expl ain that we use the past of be fo r actions can ask and talk about people fro m the past. NOTE: If Ss
that were completed in the past or for states of being in the feel they need more help, suggest they do the Additional
past (such as where people lived, or what their jobs were). practice activiti es.
• Refe r to the descriptions of people in Exercise 2. Have Ss
circle examples of was I were born and underline other
examples of was !were. For additional speaking practice, have Ss work in groups
to plan a dinner party with famous people from the past.
• Check comprehension Ask: Who was born in 1978? Have them agree on three famous guests to invite. Then
(Emilio Palma.) When was Neil Armstrong on the moon? have groups present their guest list to the class and give
( 1969.) How long was he on the moon ? (Two and a half their reasons for inviting each guest. Encourage the class
hours.) Who were the fi rst sisters to win Wimbledon ? to ask questions with was I were to get more information
(Venus and Serena Williams.) about the guests.
• Play the grammar box audio. Have Ss li sten and repeat to
practice pronunciation. Additional practice
A
• Go over the in structions. Do the firs t sentence as a class Workbook pages 65-67
(Coco Chanel was . .. ). Self-study CD-ROM Lesson A
T-87 Unit 9 People

unit
J Grammar -4; Was I Were born; past of be

Where was Emilio Palma born? How long was Neil Armstrong on the moon?
He was born in Antarctica. He was there for two and a half hours.
He wasn't born in Argentina. He wasn't there for very long.
Where were Venus and Serena born? Where were his parents from?
They were born in the U.S. They were from Argentina .
They weren't born in Canada . They weren't from Antarctica.
Was he born in Antarctica? Were they Wimbledon champions in 2000?

Yes, he was. No, he wasn't. Yes, they were. No, they weren't.
A Complete these sentences with the correct past form of be.

Then compare with a partner.
1. Coco Chanel was an amazing French designer.
2. Albert Einstein was born in Germany.
3 . Alfred Hitchcock was a great director.
4 . Diego Rivera and Frida Kahlo were born in Mexico.
5. Mozart and Beethoven were famous composers .
B Correct the false sentences. Then compare with a partner.

1. Ronald Reagan was a British politician . (American)
He wasn't a British politician. He was an American politician.
2. Zheng He was an early Chinese scientist. (explorer)
He wasn't a Chinese scientist. He was a Chinese explorer.
3. Artist Vincent van Gogh was born in the 20th century. (1 9th century)
He wasn't born in the 20th century. He was born in the 19th century.
4. Gianni Versace and Yves Saint Laurent were explorers. (designers)
They weren't explorers. They were desi@ners.
5. Ve nus and Serena Williams were born in the late 1970s. (early 1980s)
They weren't born in the late 1970s. They were born in the early 1980s.
4 Speaking Famous people

Group work Choose a person from the past. Your group asks
qu estions and guesses the person's name. Take turns.
A: He was from Mexico. He was a politician.
B: Is it . . . ?
A: No, sorry. He was born in the 19th century.
C: I think I know. Is it Benito Juarez?
5 Keep talking!
I can ask and talk about people from the past.

87
I'm not sure, but I think . ..
1 Interactions Certainty and uncertainty
A Look at the pictures . Where are the people? What are they doing? See page T-88 for the answer.
B Listen to the conversation. Does Mike know the answers to both questions?
Mike: Let's go over more questions before Jenny: Correct! This one's more difficult.
our test tomorrow. Who was Plato's teacher?
Jenny: OK. What was the original name of Mike: I'm not sure, but I think it was
New York City? Aristotle.
Mike: It was New Amsterdam . Jenny: Actually, Aristotle was Plato's
Jenny: Are you sure? student. Socrates was his teacher.
Mike: I'm positive. Mike: Oh, right.
new expressions .
Expressing certainty Expressing uncertainty

I'm positive . I'm not sure, but I think .. .
I'm certain. I'm not certain, but I think .. .
I'm sure. I'm not positive, but I think .. .
D Circle the answer you think is correct. Practice with a partner and use expressions
from Part C. Then check your answers on page 94.
1. Bill Clinton was president of the(u.s) / U.K.
2. Mozart was born in the 16th I 17th / @E)century.
3. David Beckham's first soccer team was@ anchester UniteiD/ Real Madrid.
4. Che Guevara was born in Bolivia /®gentin~/ Cuba.
5. The 2008 Olympics were in Sydney I Athens / @eijing).
A: Bill Clinton was president of the U.S.
B: Are you sure?
A: /'m positive.
!
LESSON B overview
Interactions: Expressing certainty and uncertainty
Listening: Friends playing a board game
Speaking: Group quiz about famous people
1 Interactions Certai nty and C (CD 3, Track 6)

uncertainty • Point out the target expressions in the conversation
(I'm positive; I'm not sure, but I think . .. ). Explain that
Learning objective: Express certainty and uncertainty. all these expressions are used to say that we may or may
not be sure about something. Explain that there are other
A ways to express certainty and uncertainty.
• Direct Ss ' attention to the pictures to set the scene. Read • Go over the expressions in the box. Point out that the
the questions. expressions are all equally polite and express the same
• Have Ss work in pairs or groups to look at the pictures degree of certainty or uncertainty.
and discuss the questions. • Play the audio. Have Ss listen and read silently.
• Elicit answers to the questions. • Option Play the audio. Have Ss listen and repeat.
Answers • Model the activity with a S. Take the part of Mike and
The people are studying outside; they are preparing for substitute I'm certain for I'm positive. Elicit another
a test. way to express uncertainty for the second part of the
I conversation.
• Option Do the activity as a class. • Have Ss practice the substitution conversation in pairs.
8 (CD 3, Track 5)
• Go over the instructions and the question. D
• Play the audio. Have Ss answer the question as they • Go over the instructions. Have two Ss read the dialogue.
listen and read silently. • Have Ss work individually to circle the answers. Remind
• Have Ss compare answers with a partner. Ss not to check their answers on page 94 yet.
• Go over the answer with the class. • Have Ss work in pairs to compare their answers and
express how certain or uncertain they are about their
I Answer
Mike knows the answer to the first question.
• lf helpful , play the audio line by line and have Ss listen

answers. Encourage them to use different expressions
from Part C.
• Have Ss check their answers on page 94.
and repeat. Extra activity Game
• Have Ss practice the conversation in pairs, then change Make a simple board game with additional questions
roles and practice again. about famous people from the past. Alternatively, if you
know a lot about your Ss, write questions about people
Classware Disappearing dialogue page xxvii in the class (using was I were born and the past of be).
After Ss have answered the question "Does Mike know Write at least ten questions in boxes that travel on a path
the answers to both questions?" follow the steps for from start to finish. Copy the game board and distribute a
Disappearing dialogue to practice the conversation. copy to groups or pairs of Ss. Keep the answer key for
yourself. Have Ss use game pieces or coins as markers
and take turns answering the questions, using
expressions for certainty or uncertainty. Read the answer
after Ss discuss each question. If Ss guessed correctly,
they can advance their game marker to the next question
box on the board. The first Sin each group to advance to
the end of the path wins the game.
Unit 9 People T-88

2 Listening Sorry, that's not right. 3 Speaking Do you know?
Learning objective: Develop skills in predicting and Learning objective: Express certainty and uncertainty.
lis tening for specific information. • Direct Ss' attention to the "can do" statement at the
A
ac ti vity, they will hopefull y be abl e to check the box.)
• Have Ss work indi viduall y to write their guesses. A
• Direct Ss' attenti on to the pictures and capti ons to set
Classware Tip the scene. Expl ain that a category is a larger topic that
After doing Part A, elicit multiple answers from volunteers. includes smaller, spec ific examples. E lic it other exampl es
Write answers on board and then play the audio. Have Ss of categories related to the ones in Part A (politicians,
check their guesses. scientists) .
B (CD 3, Track 7)
• Have Ss work in pairs to add another category to the
• Set the scene . Four fri ends are play ing a board game chart, then write two questi ons fo r each category.
about fa mous peopl e and events. The questions in Part A Encourage them to write questions abo ut very fa mous
are part of thi s game . peopl e. Remind them to use the past tense with be and
• Go over the instructions. was born.
• Play the audio. Have Ss li sten and write the players'
B
guesses.
• Have pairs join another pair to form groups of fo ur. Have
• Option Pl ay the audio again if needed. the pairs take turns asking the other pair their questi ons.
• Have Ss compare answers with a partner. Remind Ss to use different expressions for expressing
• Go over the an swers with the class. certainty and uncertainty.
C (CD 3, Track 7)
can express certai nty and uncertainty. NOTE: If Ss feel
• Go over the instructio ns. they need more help, suggest they do the Additional
• Play the audi o again . Have Ss listen and check the practice activiti es .
players ' guesses that are correct.
Additional practice
• Option Play the audio again . Have Ss li sten and check
their answers. For more practice, use:
• Go over the answers with the class. Workbook page 68

Self-studr CD-ROM Lesson B
T-89 Unit 9 People

unit
Z Listening Sorry, that's not right.

A Do you know the answers to these questions? Write your guesses
in the first column .
Your guess Player's guess
1. Where were the 2000 Olympics? Athens, Greece 0
2. Who was the winner of the 2006 World Cup? Italy [lJ
3. In what century was Pablo Picasso born? 20th 0
4. Who was the author of the play Hamlet? Shakespeare [lJ
5. How long was Bill Clinton president of the U.S.? eight years [lJ
B ))) Listen to four friends play a board game. Write the players' guesses in the
second column.
C J Listen again. Check (./) the players' guesses that are correct.
J Speaking Do you know?

A Pair work Look at the pictures and the categories. Add another category. Then
write two questions for each category. Be sure you know the answers!
Actors and actresses Athletes
Singers and musicians
B Group work Ask your questions. Use expressions of certainty or uncertainty

in the answers.
A: Where was Brad Pitt born?
B: /'m not sure, but I think he was born in . . .
A: How old is he? I can express certainty and uncertainty.
RQ
People I admire
1 Vocabulary Personality adjectives
A 1) Match the words in the paragraphs and the definitions. Then listen and check
your answers.
I admire U.S. President Nobel Peace Prize winner Bono is a talented 6 musician,
Abraham Lincoln. He was Dr. Wangari Maathai is very but he's also a caring1 person .
honest 1 as a lawyer and often passionate 4 about her I admire him for his f ight
worked for free. He was brave 2 environmental work. She's against world poverty. He's
and kept the country together very intelligent,5 and I really very determined,8 and he's
during war. He was a very admire her. helping a lot of poor people .
inspiring3 person. - Celia - Mark
- Jin ju
__Q_ very good at something _Q_ making other people want to do something
_ 1_ open, telling the truth ___Q_ able to understand things quickly and easily
_g_ not afraid of anyt hing __!2_ trying everything possible to do something
_7_ nice to other people __±___ showing a strong feeling about something
8 Pair work What other personality adjectives can you think of?
Discuss your ideas.
2 Conversation I really admire him.

A Listen and practice .
Paul: Did you finish your report, Emma?
Emma: Yeah, I did. I finished it two days ago.
Paul: Good for you! So who did you write about?
Emma: Jacques Cousteau . I really admire him.
Paul: I don't think I know him. What did he do?
Emma: A lot! He was a French scientist and explorer. He loved
nature and studied the sea. He made documentaries
and wrote books about the world's oceans. He won a
lot of prizes for his work.
Paul: Wow! He sounds like an inspiring guy.
Emma: He was. He was really passionate about his work.
8 ,)
Listen to the rest of the conversation .
When did Jacques Cousteau die?
nn
LESSON C overview
Vocabulary: Personality adjectives
Grammar: Simple past; ago
Pronunciation: Simple past -ed endings
Speaking: Descriptions of admirable people
1 Vocabulary Personality adjectives 2 Conversation I really admire him .

Learning objective: Use vocabulary for describing Learning objective: Practice a conversation about
personality. someone famous; see personality adjectives and simple
past I ago in context.
A (CD 3, Track 8)
• Di rect Ss ' attention to the pictures. Set the scene. Expl ain Classware Which word? page xxxi
that the pictures show three famous peopl e. Many people Before doing Part A, follow the steps for Which word? to
admire their accompli shments and their personaliti es. practice vocabulary for personality adjectives. Hide
E licit or ex plain the meaning of admire (to respect or scientist I brave, inspiring I honest, and passionate I
approve of someone or something). caring.
• Go over the instructi ons and the example.

• Have Ss work individuall y to read the texts, then match
A (CD 3, Track 9)
the words and the defi niti ons. • Direct Ss' attention to the picture to set the scene. Ask:
Who is this man on the book cover? (Jacques Cousteau -
an underwater explorer.)
• Play the audi o again . Have Ss li sten and repeat the
• Play the audi o. Have Ss listen and read silentl y. If
boldfaced words to practice pro nunciation.
helpful , pl ay the audi o line by line and have Ss repeat.
B • Have Ss practi ce the conversation in pairs.
• Go over the in structi ons. • Option Call on two pairs to act it out fo r the class.
• Have Ss work in pairs to brainsto rm additional
personality adj ecti ves . Encourage Ss to th ink of people
B (CD 3, Track 10)
they ad mi re and about why they like those peopl e. • Go over the instructions. Expl ain that Ss are going to
hear the rest of Emma and Paul 's conversation.
• Elicit add iti onal personality adj ectives from the class or
have pairs write their adjectives on the board. Encourage • Pl ay the audio. Have Ss listen for the answer to the
students to think of adjectives that are similar to question: "When did Jacques Cousteau die?"
(or sy nonyms of) the boldfaced words in Part A • Go over the answer with the class.
(for exam pl e, kind is similar to caring; dedicated is
si mil ar to determined).
• Tip To help build vocabul ary, encourage Ss to think
of related words and synonyms when yo u present new
vocabulary items.
I Answer
Jacques Cousteau died in 1997.

For more practice with the target vocabulary, have Ss
work in pairs or groups to discuss other famous people
whose personalities they admire. Encourage Ss to use as
many of the words in Part A as they can.
Unit 9 People T-90

3 Grammar Simple past; ago B
• Go over the instructions. Model the activity. Ask: When
Learning objective: Practice the simple past with regular did Mia Hamm ha ve twins ? (In 2007.)
and irregular verbs; practice time expressions with ago.
• Have Ss ask and answer the question s in pairs.
(CD 3, Track 11) • Go over the answers with the class.
Simple past
Answers
• Direct Ss' attention to the left side of the grammar box. When did she start a foundation? She started a
Read the three questions. foundation ... years ago.
• Focus on form in questions in the past tense. Elicit and When did she write a book? She wrote a book ...
write on the board: years ago.
I . Information question s: Wh- question +did + When did she play her last game? She played her last
subj ect + verb game ... years ago.
2. Yes I no questions: did+ subject + verb When did she have twins? She had twins ... years ago.
• Focus on form in negati ve statements in the past. Write
on the board: subject+ did not I didn 't+ verb
• Point out that we can give short answers to questions 4 Pronunciation Simple past -ed
(Yes, I did. No, I didn't.).
endings
• Direct Ss' attention to the left and the right side of the box.
Ask: Which verbs are regular ? (Finish /finished, research Learning objective: Focus on simple past -ed endings.
I researched, die I died.) Which verbs are irregular? (Write
I wrote, do I did, make I made, see I saw.) (CD 3, Track 12)
• Ask: How is the simple past of regular verbs formed ? • Explain that the -ed ending in the simple past has three
(By adding -ed to the verb.) Remind Ss that irregular verb different sounds.
forms have other spelling changes. Refer Ss to the list of • Play the audio. Have Ss listen, paying particular attentio n
irregular verbs on page 153 . to the -ed endings.
• Focus o n the use of simple past tense. Explain that we • Play the audio again. Have Ss li sten and repeat.
use the simple past to talk about completed events in the • Have Ss work in pairs to practice saying the verbs.
past. They may be completed at one specific moment or
over a period of time.
Period of time + ago 5 Speaking What did they do?
• Point out the time expressions on the right side of the box.
Explain that these are all periods of time, not specific times Learning objective: Describe people they admire.
or dates. Explain that we use ago to refer to a period of • Direct Ss ' attention to the "can do" statement at the
time in the past in relation to the present moment. bottom of the page. (When they fini sh the speaking
• Refer to the conversation in Exercise 2. Have Ss activity, they will hopefully be able to check the box.)
underline all the past ten se verbs and circle the time • Go over the instructions and the example. Point out
expression with ago. the first sentence is in the simple present because the
information is always true.
• Check comprehension :
I . E licit examples of regular and irregular past tense • Encourage Ss to choose one adjective and to give a
verbs from the conversation and write them on the specific example, using the simple past.
board. Point out study I studied. Explain that for • Have Ss work in groups to describe a person. Go around
verbs ending in -y, we remove the -y and add -ied. the room and give help as needed .
2. Ask: When did Emma finish her report ? (She • Finally, tell Ss to check the "can do" statement if they can
finished it two days ago.) What did Cousteau write describe peopl e they admire. NOTE: If Ss feel they need
about? (He wrote about the oceans.) more help, suggest they do the Additional practice activities.
• Play the grammar box audio. Have Ss listen and repeat
to practice pronunciation . Additional practice
A
activity. Do the first sentence as a class (did, decide).
• Have Ss work individually to complete the sentences .
T-91 Unit 9 Peoole

un it
Grammar
Who did you write about? Period of time + ago
I wrote about Jacques Cousteau. I fin ished the report two days ago.
I didn't write about his son . I researched it a week ago.
What did he do? I saw a documentary four years ago.
He made documentaries. He died a long time ago.
Did you finish your report?
Yes, I did. No, I didn't.
A Complete the conversation with the simple past form of the verbs.
The n practice with a partner.
A: Why did you decide (decide) to write about
Mia Hamm for your report?
B: Well, I wanted (want) to write about an athlete. And I th ink
she's very inspiring. In 1997, she s tarted (start) the Mia
Hamm Foundation. It helps women in spo rts. Then in 2000, she
wrote (write) the book Go for the Goal.
A: Does she play soccer now?
B: No, she pla yed (play) her last game in 2004, and then in
2007 she had (have) twin girls!
B Pair work Ask and answer questions abo ut when Mia Hamm did
these things. Use aso in the answers.
' have twins play her last game start a foun dation write a book :
----------
4 Pronunciation Simple past -ed endings

Listen and repeat. Notice the different ways the si mple past end ings
are pro nounced.
It/ /di /Id/

finished as ked played adm ired wanted created
Speaking What did they do?

Group woli'k Use the adjectives to describe people you know. What did the people do?
brave ca ri ng honest intelligent ta lented
"My sister Me3umi is very brave. She traveled alone in Canada and ... "
6 Keep talking!
.. Go to page 146 for more practice .
i can describe people I admire.

•
Making a difference
~~ ·-~
1 Reading -·~
A Read the biography. How did Dr. Muhammad Yunus make a difference?
a. He won the Nobel Peace Prize. (li'. He helped the po§D c. He studied economics.
A DIFFERENT KIND OF BANKER

Dr. Muhammad Yunus, a banker and economist, was born
in Bangladesh in 1940. He studied economics at Dhaka
University in Bangladesh. He taught for a few years and
then went to the United States to continue his studies.
He returned home to Bangladesh in 1972 and started
teaching again.
One day in 1976, Yunus visited a poor In 1983, Yunus started the Grameen Bank.
village in his home country. There he This bank loans money to poor people.
met some women who wanted to make Dr. Yunus and Grameen Bank received the
furniture, but they didn't have enough 2006 Nobel Peace Prize for their work with
money. He decided to help them and gave the poor.
them $27 of his own money. They made
In 2009, the bank had 7.95 million
and sold the furniture, made a profit, and
customers, and 97% of these customers
then returned the money to Dr. Yunus. At
we re wome n. The success of the bank
that point, he saw how very little money
inspired other people in many different
could help a lot. He decided to help
countries to start similar banks . Yunus once
poor people . A bank loaned him
said, "Conventional banks look for the
the money.
rich; we look for the absolutely poor."
B Number these events from Dr. Yunus's life from 1 to 8.

___A_ He returned to Bangladesh. __2_ He studied at Dhaka University.
_ 1_ He was born in 1940. _f2_ He gave money to some women in 1976.
_Q_ He started the Grameen Bank. _2_ He won the Nobel Peace Prize.
_Q_ He studied in the United States. _Q_ He inspired other people.
C Read the biography again. Find the words in bold, and check (./) the
correct meaning.
1. A village is:
0 a very small town 0 a big place where a lot of people live
2. If you made a profit, you :
0 lost money 0 made money
3. If someone loaned you money, you:
0 gave back the money 0 kept the money
4. A conventional bank is:
0 usual 0 unusual
D Pair work How would you describe Dr. Yunus? Tell your partner.
-
•
LESSON D overview
Reading: "A Different Kind of Banker" (a biography)
Writing: A biography
Listening: People who made a difference
Speaking: Description of a person who made a
difference
1 Reading A Different Kind of Banker c

11:1 Go over the instructions. Explain that when we see a
Learning objective: Read a biography; develop skills new word, we can try to define it from context - from
in recognizing a sequence of events and defining words our general understanding of the reading, or from
from context. information that appears near the word.
~~ (CO 3, Track 13) cs Have Ss work individually to check the correct meanings
of the words.
A Have Ss compare answers with a partner.
Write on the board: Making a difference . Explain that this • Go over the answers with the class.
expression means "making a positive change or affecting
Option For more vocabulary practice, have Ss work
the world in a positive way." Elicit examples of famous
individually or in pairs to use each of the four words
people who have made a difference in the world because
from Part C in sentences of their own. Have Ss write their
of their work.
sentences on the board.
'l Direct Ss' attention to the magazine article. Elicit a
definition of biography (a story about someone's life). Classware Search and highlight page xxxi
Explain that Ss will read the biography of a person who After doing Part C, follow the steps for Search and
made a difference. J highlight. Have Ss highlight the following categories: past
Pre-teach unfamiliar vocabulary. ~be, simple past, and careers.
..
f{;)t:atbuaal".J
1
economist someone who studies economics For more practice with the simple past tense, have Ss
economics the study of the way in which business and 1 underline all the past-tense verbs in the reading and add
l
money are organized them to their lists of regular and irregular verbs. Alternatively,
at that point then have Ss write two to four yes I no and Wh- questions about
the article, using the simple past tense.
absolutely totally ~~~~-~~~~~~~~~~-~-~ ....1
Go over the instructions. r:yl°(P · f-<Jd 1'<f.U(~
Have Ss read the biography silently and answer the The Nobel Prizes were started by a Swedish chemist
question. named Alfred Nobel in 1901. There are five Nobel Prize
categories: physics, chemistry, medicine , literature, and
Option If your Ss enjoy reading aloud, have them work
peace. The prizes are awarded almost every year by a
in pairs and take turns reading the paragraphs out loud.
Scandinavian committee. All Nobel prizes are given in
Go over the answer with the class. Sweden except for the Nobel Peace Prize , which is
given in Norway.
B
Go over the instructions. Do the first item together
(1 = He was bom in 1940.).
D
Have Ss work in pairs to describe Dr. Yunus.
Have Ss read the article again, paying attention to events
and dates.
Have Ss work individually to number the events.
Go over the answers with the class.
Tip Show Ss who tend to be visual learners how they
can take notes on a sequence of events in the form of a
time line. Whenever possible, provide visual learners
opponunilics to use graphs, charts, or diagrams to help
see the relationships between events or ideas.
U nit A Ponnlo T_Q?

In a res tau rant
LESSON A The ice cream is fantastic! Ss can ...
Ss learn vocabulary for menu items . They use articles. talk about menus and eating out.
LESSON B I'll have the fish, please. Ss can . . .

Ss learn expressions for ordering food and checking information. order food in a restaurant.
LESSON C Have you ever ... ? Ss can . . .

Ss learn vocabulary for interesting food. They use the present perfect ask about and describe food
to describe past and current experiences. experiences .
LESSON D Restaurant experiences Ss can ...

Ss read a webpage with reviews of three restaurants; they write a describe restaurant experiences.
restaurant review.
Warm-up B
1 Go over the instructions. Have Ss choose three places
Learning objective: Preview the topic and talk about they would like to try.
menu items.
Have Ss work in pairs or groups and discuss the reasons
A for their choices.
- To introduce the topic of eating in restaurants, direct Ss' Option Do the activity as a class.
attenti on to the pictures. Explain that the pictures show Call on Ss to share the top restaurants they would like to
different types of restaurants. try and their reasons.
• Read the question . Tell Ss that they will learn how to talk about food and
Have Ss work in pairs or groups to discuss the kind of restaurants in this unit. Point out the Unit 10 lesson
food each place might serve. overviews. Go over what Ss will learn in each lesson.
Elicit the answers from the class. .o;•t "-."t°'I/: ,1·'-_. I.,
Option Do the activity as a class. Before class, create a text box with the following
questions: 1. Which place do you think has the best
Possible answers food? Why? 2. Which places are the most fun I cheapest I
1. hamburgers , breakfast and lunch dishes have loud music? Why? Minimize text box. In class, after
2. sandwiches doing Part B, open the text box and have pairs talk about
3. expensive food their answers to get students thinking and talking more in
English about these places I themes.
4. noodles, vegetables
5. fish, seafood
6. fast food (Food that can be cooked and served very
quickly by a restaurant; it is usually inexpensive.)
Warm-up
A What kinds of food do you think each place serves? See page T-95 for possible answers.
B Check (./) the top three places you would like to try. Why?
The ice cream is fantastic!
1 Vocabulary Menu items
A - Label the menu with the correct words. Then listen and check your answers.
Appetizers Desserts Main dishes Side dishes I
-- - - ------ . ·- --·--· ----

Appetizers Side dishes
Tomato soup Garlic bread French fries Mashed potatoes
Onion rings Crab cakes Rice Mixed vegetables
Main dishes Desserts
-~~'-'-......... L -
Steak Chicken stir-fry Cheesecake
j
~amb chops Cheese ravioli Pie Fruit salad
B Pa ir work Give an example of another menu item for each category.

"Another example of a main dish is spa3hetti and meatballs. Another side dish . .. "
Language in context Any recommendations? See page T-96

A Listen to Jeff chat with his friends on line. Who recommends the ice cream? for the answer.
jeff: I'm thinking of eating out tonight. Any recommendations?

junko: I'd recommend going to Cleo's Diner. They have great food and good service.
tonyl 2: Yeah , Cleo's is amazing. Get an appetizer there. They're excellent.
jeff: GR8! How are th e main dishes?
tony 12: I had a steak with some French fr ies. The steak was great , but the fr ies weren 't.
junko: You should try a dessert there , too . The ice cream is fantastic!
jeff: I love ice creaml! THX . .:..:, Does anyone want to join me7
B What about you? What do you do when you need a recommendation for
a restaurant?
unit
Grammar
Who did you write about? Period of time +ago
I wrote about Jacques Cousteau. I finished the report two days ago.
I didn't write about his son. I researched it a week ago.
What did he do? I saw a documentary four years ago.
He made documentaries. He died a long time ago.
Did you finish your report?
Yes, I did. No, I didn't.
A Complete the conversation with the simple past form of the verbs.
A: Why did you decide (decide) to write about
Mia Hamm for your report?
B: Well, I wanted (want) to write about an athlete. And I think
she's very inspiring. In 1997, she s tarted (start) the Mia
Hamm Foundation. It helps women in sports. Then in 2000, she
wrote (write) the book Go for the Goal.
A: Does she play soccer now?
B: No, she vlayed (play) her last game in 2004, and then in
'
2007 she had (have) twin girls!
B Pair woll'k Ask and answer questions about when Mia Hamm did
these things. Use a30 in the answers.
~ ave twins play her last game start a foundation write a book
1
4 Pronunciation Simple past -ed endings

Listen and repeat. Notice the different ways the simple past endings
are pronounced.
It/ /di /rd/

f ini sh ed asked played admired wanted created
Speaking What did they do?

Group work Use the adjectives to describe people you know. What did the people do?
brave caring honest intelligent t alented
"My sister Me3umi is very brave. She traveled alon e in Canada and .. ."
6 Keep talking!
Go to page 14 6 fo r more practice.
i can describe people I admire.

Making a difference
~ ~--~~
1 Reading - ·~
A Read the biography. How did Dr. Muhammad Yunus make a difference?
a. He won the Nobel Peace Prize. Cf: He helped the po§I) c. He studied economics.
A DIFFERENT KIND OF BANKER

Dr. Muhammad Yunus, a banker and economist, was born
in Bangladesh in 1940. He studied economics at Dhaka
University in Bangladesh. He taught for a few years and
then went to the United States to continue his studies.
He returned home to Bangladesh in 1972 and started
teaching again.
One day in 1976, Yunus visited a poor In 1983, Yunus started the Grameen Bank.
village in his home country. There he This bank loans money to poor people .
met some women who wanted to make Dr. Yunus and Grameen Bank received the
furniture, but they didn't have enough 2006 Nobel Peace Prize fo r their work with
money. He decided to help them and gave the poor.
them $27 of his own money. They made
In 2009, the bank had 7.95 million
and sold the furniture, made a profit, and
customers, and 97% of these customers
then returned the money to Dr. Yun us. At
were women. The success of the bank
that point, he saw how very little money
inspired other people in many different
could help a lot. He decided to help
countries to start similar banks. Yun us once
poor people . A bank loaned him
said, " Conventional banks look for the
the money.
rich; we look for the absolutely poor."
B Number these events from Dr. Yunus's life from 1 to 8.

_A_ He returned to Bangladesh. _2__ He studied at Dhaka University.
_ 1_ He was born in 1940. _ £ He gave money to some women in 1976.
_Q_ He started the Grameen Bank. _L_ He won the Nobel Peace Prize.
_Q_ He studied in the United States. _Q__ He inspired other people.
C Read the biography again. Find the words in bold, and check (./) the
correct meaning.
1. A village is:
0 a very small town 0 a big place where a lot of people live
2. If you made a profit, you:
0 lost money IZI made money
3. If someone loaned you money, you:
0 gave back the money 0 kept the money
4. A conventional bank is:
0 usual 0 unusual
D Pair work How would you describe Dr. Yunus? Tell your partner.
LESSON D overview
Reading: "A Different Kind of Banker" (a biography)
Writing: A biography
Listening: People who made a difference
Speaking: Description of a person who made a
difference
1 Reading A Different Kind of Banker c

c:i Go over the instructions. Explain that when we see a
Learning objective: Read a biography; develop skills new word, we can try to define it from context - from
in recognizing a sequence of events and defining words our general understanding of the reading, or from
from context. information that appears near the word.
~~ (CD 3, Track 13) c Have Ss work individually to check the correct meanings
of the words.
A e Have Ss compare answers with a partner.
Write on the board: Making a difference. Explain that this • Go over the answers with the class.
expression means "making a positive change or affecting
Option For more vocabulary practice, have Ss work
the world in a positive way." Elicit examples of famous
individually or in pairs to use each of the four words
people who have made a difference in the world because
from Part C in sentences of their own. Have Ss write their
of their work.
sentences on the board.
Direct Ss' attention to the magazine article. Elicit a
definition of biography (a story about someone's life). Classware Search and highlight page xxxi
Explain that Ss will read the biography of a person who After doing Part C, follow the steps for Search and
made a difference. 1highlight. Have Ss highlight the following categories: past
of be, simple past, and careers.
Pre-teach unfamiliar vocabulary. '-----~~~~~~~~~~~~~~~~~~~.....!
1'"1 *alb ••aY'.J

economist someone who studies economics For more practice with the simple past tense , have Ss
economics the study of the way in which business and 1 underline all the past-tense verbs in the reading and add
money are organized j them to their lists of regular and irregular verbs. Alternatively,
at that point then 1 have Ss write two to four yes I no and Wh- questions about
absolutely totally j
.,._
the article, using the simple past tense.
~ _....~
Go over the instructions. l:uA·(P.!11"';1# 1.Wi~

Have Ss read the biography silently and answer the The Nobel Prizes were started by a Swedish chemist
question. named Alfred Nobel in 1901 . There are five Nobel Prize
categories : physics , chemistry, medicine, literature, and
Option If your Ss enjoy reading aloud, have them work
peace. The prizes are awarded almost every year by a
in pairs and take turns reading the paragraphs out loud.
Scandinavian committee . All Nobel prizes are given in
Go over the answer with the class. Sweden except for the Nobel Peace Prize, which is
given in Norway.
B
Go over the instructions. Do the first item together
(J =He was bom in 1940.).
D
Have Ss work in pairs to describe Dr. Yunus.
Have Ss read the article again, paying attention to events
and dates.
Have Ss work individually to number the events.
- Tip Show Ss who tend to be visual learners how they

can take notes on a sequence of events in the form of a
time line. Whenever possible, provide visual learners
opportunities to use graphs, charts, or diagrams to help
see the relationships between events or ideas.
.., Go over the instructions. Point out that Ss shou ld only
2 Writing A biography focus on the columns under "Qualities" the first time
Learning objective: Write a biography about they listen.
a famous person. .1 Play the audio. Have Ss listen and check the qualities
they hear.
A
.J Option Play the audio again if needed.
Go over the instructions and the questions.
·31 Have Ss compare answers with a partner.
Have Ss work in pairs to discuss famous people, using
:1 Go over the answers with the class.
the questions to get ideas.
Option Have Ss look through the unit and their notes 8 ~ (CD 3, Track 14)
and write a list of famous people who made a difference, .i Go over the instructions. Point out that Ss should only
or brainstorm a list of people. Set a time limit of three focus on the right-hand column.
minutes.
::!! Play the audio again. Have Ss work individually to circle
::; Go around the room and give help as needed. the life lessons they hear.
f~~~~~~~~~-
ij c:i~~sware ll.nalyzing the mo el page xxvii CJ Option Play the audio again. Ss check their answers.
j After doing Part A, follow the steps for Analyzing the J Have Ss compare answers with a partner.
i model to prepare Ss for the writing activity.
I ...
.:....--~':::C.-.-.:.~::a ,..,..,,~ .... ~~-~~-u:::t<~;'
'!l Go over the answers with the class.
B
Go over the instructions. 4 Speaking In my life
Direct Ss' attention to the model. Ask a S to read it aloud. Learning objective: Describe people who made
Read the questions from part A and have Ss find the a difference.
answers in the model. Elicit the answers.
Direct Ss ' attention to the "can do" statement at the
Have Ss review their notes from Part A and choose a bottom of the page. (When they finish the speaking
person to write about. Encourage Ss to choose a person activity, they will hopefully be able to check the box .)
they do not need to research.
1 Go over the instructions and the questions. Have two Ss
• Have Ss write the text, in class or for homework. read the dialogue.
c Have two different Ss model the activity using their own
information. Encourage them to add more reasons or to
Go over the instructions.
give a specific example.
Have Ss work in groups to read their paragraph aloud and
:1 Have Ss work in groups to talk about a person who made
discuss which person made the biggest difference.
a difference in their life. Encourage Ss to ask questions,
Call on Ss in each group to share the person who made using the simple past.
the biggest difference and why.
-:; Finally, tell Ss to check the "can do" statement if they
Option Before collecting the assignment, have Ss can describe people who made a difference. NOTE: If Ss
proofread for errors with target vocabulary, the simple feel they need more help, suggest they do the Additional
past, and time expressions with ago. practice activities.
3 Listening Life lessons For more practice, use:
Learning objective: Develop skills in listening for Workbook page 72

specific information. Self-study CD-ROM Lesson D
A ~--;, (CD 3, Track 14)

Set the scene. Explain that Ss will hear three people
talking about people who made a difference in their lives.
T_Q'l I lni-1- n ~ - --•-

unit
Writing A biography
A Pair work Discuss famous people who made a big difference in people's lives.
Answer the questions.
• What are their names? • What did they do?
• What do you know about their lives? • How did they make a difference?
B Write a short biography about a famous pe rso n who made a difference. Use the
model and your answers in Part A to help you .
Jose Antonio Abreu

Jose Antonio Abreu is a Venezuelan
economist. He is also a talented musician. In
1975, he started a music school for poor
children. He wanted to help these children and
was determined to change their lives with
music. Today, children all over Venezuela are
playing in orchestras.
C Group work Share your writing. Who do yo u think made the biggest difference ?
Listening Life lessons

A - Listen to three people describe the people who made a difference in
their lives. Check (./) the qualities they use to describe those people.
Qualities What did the people teach them?
1. 0 caring 0 intell igent <[: how to sinj)
0 talented 0 creative b. to be a musician
2. 0 brave 0 generous ~never to qUJD
0 honest 0 determined b. how to pl ay soccer
3. 0 determi ned 0 honest a. how to teach Engl ish

0 caring 0 inspiring ([_the qualities of a good teac~
B Listen again. What did the people teach them? Circle the correct answers.
Speaking In my life
Group work Tell your group about a person who made a difference in your life. Use
the qu estions below and your own ideas.
• How do you know th is person? • What did he or she do?
• What did he or she teach you? • How would you describe him or her?
A: My aunt made a bi3 difference in my life.
B: Oh, yea h? Why?
A: She tau3 ht me to think of other people.
I can describe people who made a difference.

Quick pair review
Lesson A Brainstorm! Make a list of careers. How many do you know?
You have two minutes.
Lesson B Guess! Say the name of a famous person. Does your partner know
where he or she was born? Take turns. You have two minutes.
A: Albert Einstein. B: Michelle Obama.
B: He was born in Germany. A: I'm not certain, but I think she was born
A: Are you sure? in Chica30.
B: I'm positive.
Lesson C Test your partner! Say six verbs. Can your partner write the simple
past forms of the verbs correctly? Check his or her answers. Take turns . You and your
1. - - - - - - 3. - - - - - 5. - - - - - -
2. - - - - - - 4. _ _ _ __ 6. - - - - --
Lesson D find o~t~ Who are two people both you and your partner think made
a difference in the world? What qualities do they have? Take turns. You and your
A: I think Nelson Mandela made a difference.
B: Me, too. He's determined and inspirin3.
A: Yes, he is.
In the real world

Who do you admire? Go online and find five things he or she did that you think are
interesting. Then write about this person.
Roger Federer
-
I admire Roger Federer. He 's a great
tennis player. He also helps a lot of poor
people .. . .
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(88 d:led) a lJEd 'SUO!l)'E?JdlUI 01 SJdMSU'v'
e ·g p ·s J·17 qT 1 ·z d·t
(S8 djjed ) 'v' lJEd 'dn -WJEM 01 SJdMSU'v'
Option Give Ss one minute to prepare for the activity.
1 Quick pair review
Encourage them to look through the unit or the notes
Learning objectives: Review vocabulary for careers, and find six verbs to state. Encourage them to use both
was I were born and expressions fo r certainty and regular and irregular verbs.
uncertainty, simple past tense, and personality
Lesson D Find out!
adjectives.
Go over the instructions and have two Ss read the
Lesson A Brainstorm! dialogue .
.i Go over the instructions. J Have Ss work in pairs to discuss people they think made
-:.: Have Ss work in pairs to brainstorm careers. Set a time a difference, and their qualities. Encourage them to find
limit of two minutes. two they agree on.
Elicit the words and write them on the board. :i Call on Ss to share the two people they discussed.
Add career words from Lesson A that Ss did not mention.
';/aS.<;P¥ar.,,. List that page xxi:'. 2 In the real world

After brainstorming, follow the steps for List that to review !
! vocabulary for careers. ~ Learning objective: Research a famous person
and write about him or her.
J Go over the instructions and the example.
Lesson B Guess!
-~ Have Ss do research online as an out-of-class assignment.
Go over the instructions. Have two Ss read the dialogue.
Remind Ss to write down the information in their own
Point out that they are reviewing two things in this
words. (This could be done in their prewriting journal,
section: was I were born and expressions for certainty I
if they are keeping one.)
uncertai nty. Elicit examples of each from the dialogue.
When Ss return to class, have them work in pairs or small
• Have Ss work in pairs to ask and answer questions about
groups to read what they wrote. Have pairs or groups
famous people and where they were born. Set a time limit
decide if they admire this person, too.
of two minutes total.
Option If yo u are collecting the writing assignment,
Option Bring in pictures of famous people and distribute
have Ss proofread for errors with was I were born, past
them to groups. This will allow them to spend less time
of be, career nouns, personality adjectives, simple past
thinking of famous people and more time practicing the
regular and irregular verbs, and time expressions with
target language.
ago (as well as other errors) before they hand it in .
Lesson C Test your partner! Tip To encourage self-correction, periodically have Ss
Go over the instructions. Model with a S. Say a verb and write their own list of grammar points and other issues
elicit the past tense of the verb. to proofread their writing for, or common errors to c heck
for. Write their checklist on the board.
Have Ss work in pairs to say six verbs and write the
simple past forms . Set a time limit of two minutes for
each partner's tu rn .
In a res tau rant
LESSON A The ice cream is fantastic! Ss can ...
Ss learn vocabulary for menu items . They use articles. talk about menus and eating out.
LESSON B I'll have the fish, please. Ss can ...

Ss learn expressions for ordering food and checking information. order food in a restaurant.
LESSON C Have you ever .. . ? Ss can ...

Ss learn vocabulary for interesting food . They use the present perfect ask about and describe food
to describe past and current experiences. experiences .
LESSON D Restaurant experiences Ss can . . .

Ss read a webpage with reviews of three restaurants ; they write a describe restaurant experiences.
restaurant review.
Warm-up B
Go over the instructions. Have Ss choose three places
Learning objective: Preview the topic and talk about they would like to try.
menu items.
Have Ss work in pairs or groups and di scuss the reasons
A for their choices.
To introduce the topic of eating in restaurants, direct Ss' Option Do the activity as a class.
attention to the pictures. Explain that the pictures show Call on Ss to share the top restaurants they would like to
different types of restaurants. try and their reasons.
.., Read the question. Tell Ss that they will learn how to talk about food and
Have Ss work in pairs or groups to discuss the kind of restaurants in this unit. Point out the Unit 10 lesson
food each place might serve. overviews. Go over what Ss will learn in each lesson.
Elicit the answers from the class. 1 1 "!I C ~;' f'-: I
Option Do the activity as a class. Before class, create a text box with the following
questions: 1. Which place do you think has the best
Possible a1J1sweli"s food? Why? 2. Which places are the most fun I cheapest I
1. hamburgers , breakfast and lunch dishes have loud music? Why? Minimize text box. In class, after
2. sandwiches doing Part 8 , open the text box and have pairs talk about
3. expensive food their answers to get students thinking and talking more in
English about these places I themes .
4. noodles , vegetables
5. fish, seafood
6. fast food (Food that can be cooked and served very
quickly by a restaurant; it is usually inexpensive.)
-
Warm-up
A What kinds of food do you think each place serves? See paqe T-95 for possible answers.
B Check (./) the top three places you would like to try. Why?
The ice cream is fantastic!
1 Vocabulary Menu items
A - Label the menu with the correct words. Then listen and check your answers.
Appetizers Desserts Main dishes Side dishes I
===<=·c=L=
m=;;y:=
s ·=0=1N=r=o===;~ l • - . ~ ' - # . .,
Appetizers Side dishes
Tomato soup
l Garlic bread French fries Mashed potatoes
Onion rings Crab cakes Rice Mixed vegetables
Main dishes Desserts

~
I
-~ L
Steak Chicken stir-fry Ice cream Cheesecake
-~
j
~amb chops Cheese ravioli Pie Fruit salad
B Pai r work Give an example of another menu item for each category.
"Anoth er example of a main dish is spa3hetti and meatballs. Another side dish .. ."
Language in context Any recommendations? See page T-96

A Listen to Jeff chat with his friends onl ine. Who recommends the ice cream? for the answer.
jeff: I'm thinking of eating out tonight. Any recommendations?

junko: I'd recommend going to Cleo 's Diner. They have great food and good service.
tonyl 2: Yeah , Cleo's is amazing. Get an appetizer there. They're excellent.
jeff: GR8! How are the main dishes 7
tonyl 2: I had a steak with some French fr ies. The steak was great, but the fries weren't.
junko: You should try a dessert there , too. The ice cream is fantastic!
jeff: I love ice cream'' THX . .:.:, Does anyone want to join me?
B What about you? What do you do when you need a recommendation for
LESSON A overview
Vocabulary: Menu items
Grammar: Articles
Pronunciation: The before vowel and consonant sounds
Speaking: Discussion about eating out
1 Vocabulary Menu items 2 Language in context Any

recommendations?
Learning objective: Use vocabulary for menu items.
Learning objective: See use of menu vocabulary
A -;9 (CD 3, Track 15)
and articles in context.
Direct Ss' attention to the words in the box and the menu .
Explain that the words in the box show categories of A -~ (CD 3, Track 16)
menu items. The words and pictures on the menu show • Direct Ss' attention to the text to set the scene. Explain
specific examples from each category. that Ss will read and listen to an online chat about food
Go over the instructions. recommendations .
Have Ss work individually or in pairs to label the menu. Go over the instructions.
Option Have Ss check answers with a partner. Play the audio. Have Ss answer the question as they
Play the audio. Have Ss listen and check their answers. listen and read silently.
Play the audio again. Have Ss listen and repeat the words J Go over the answer with the class.
B
Go over the instructions and read the example. Give an
example of another side dish.
I
B
Answer
Junko recommends the ice cream .
Have Ss work in pairs to discuss examples of menu items Read the questions. Have Ss work in pairs or
fo r each category in Part A. groups to di scuss how or where they get restaurant
Call on pairs to share their additional examples for each recommendations.
category. Option Do the activity as a class.
Call on Ss to share their answers to the questions.
' ;
After doing Part B, follow the steps for Choose ABC to I~) • " .;.:3f!:.d ~$!rts'l.r!
practice menu items.
If you have a course management tool with a chat room
function, or if your Ss have access to a chat room that
you can manage, have them chat in the same way
that Jeff does in Language in context. Have Ss post
The typical sequence of a meal in North America is:
a topic asking for restaurant recommendations in the
1. Appetizer (and I or soup or salad) : food served in small
area and have Ss respond to each other's posts,
portions before the main dish; 2. Main dish (also called
using the categories and some of the menu item
the main course , or entree): the largest part of the meal
words from Part A.
that usually includes a meat dish served with side dishes;
3. Dessert: the fi nal course of a meal that is usually a
sweet food item , such as cake, pie , or ice cream.
3 Grammar Articl es
Have Ss work in pairs to practice the dialogue.
Learning objective: Practice the articles a, an, the,
and some.
: . • (CD 3, Track 17)

4 Pronunciation The before vowel
and consonant sounds
Books closed. Write on the board: Get a I an I some I
the appetizer. Underline a I an I some I the. Explain that Learning objective: Focus on the before vowel and
these are called articles; articles are used before nouns. consonant sounds.
Explain the difference in meaning between a I an and
the . Write on the board: Let's get an appetizer. Let's A ~~ (CD 3, Track 18)
get some appetizers. The appetizers at Cleo's Diner are Read the words and have Ss watch how the position of
great. Explain that in the first two examples, an appetizer your mouth changes. Exaggerate the difference.
and some appetizers refer to appetizers in general (any :i Play the audio. Have Ss listen , paying particular attention
appetizer; not one in particular). In the third example, the to the pronunciation of the.
appetizers refers to specific appetizers (the appetizers at
~ Play the audio again . Have Ss listen and repeat.
thi s particular restaurant), not appetizers in general.
' Focus on form. Write on the board: B
l . A I an + nonspecific singular count noun " Go over the instructions. Have Ss work in pairs to
2. Some + nonspecific plural count and noncount noun practice the conversation in Exercise 3, paying attention
3. The+ specific count and noncount nouns to the pronunciation of the.
Books open. Direct Ss' attention to the left side of the box.
1. Read the rules. Have Ss read the examples.
2. Elicit the difference between a and an. Ask : Why 5 Speaking What t o order?
do we use a before dessert and an before appetizer ?
Learning objective: Talk about menus and eating out.
(We use a before words that begin with a consonant.
We use an before words that begin with vowels or Direct Ss ' attention to the "can do" statement at the
vowel sounds, such as an hour. ) bottom of the page. (When they finish the speaking
3. Direct Ss ' attention to the last two examples on the
left. As k: Which noun is noncount ? (Garlic bread.) A
Which is count ? (French fries.) Point out that some
Go over the instructions. Have two Ss read the dialogue.
can be used with both types of nouns.
Have Ss work in pairs to discuss what they order.
Direct Ss' attention to the right side of the box.
1. Read the rules and have a S read the examples. B
2. Point out that in the first two sentences, it is
Go over the instructions and read the example.
understood that the crab cakes and the ice cream
are the ones served at this particular restaurant. Have Ss work in pairs to discuss menu items.
3. Point out that in the second two sentences, the first Finally, tell Ss to check the "can do" statement if they
mention of the nouns is nonspecific . The second can talk about menus and eating out. NOTE: If Ss feel
mention is specific because the speaker and the they need more help, suggest they do the Additional
listener understand that they are now talking about practice activities.
a particular steak and fries.
Refer to the online chat in Exercise 2. Have Ss circle the
Download menus in English from restaurant websites.
articles a, an, the, some. Elicit the examples. Ask why
Distribute the menus to Ss. Have Ss work in pairs or groups
each arti c le is used.
to discuss specific items they would order. Alternatively, use
Check comprehension. Ask: Where can you get an excellent liquid paper to cover the articles from menu items and have
appe1izer ? (Cleo 's Diner. ) What did tonyl2 eat at Cleo's? Ss work in pairs to write in the missing articles.
(A steak and some French fries.) According to Junko,
what is a fantastic dessert at Cleo 's 7 (The ice cream.)
Play the grammar box audio. Have Ss listen and repeat to For more practice, use:
Go over the instructions for the grammar practice
ac ti vity. Do the first item as a class (an appetizer). Have
Ss work individually to circle the correct words.
unit
Grammar
Use a I an to talk about nonspecific singular Use the to talk about specific count and
count nouns. noncount nouns.
Try a dessert. I had the crab cakes.
Get an appetizer. The ice cream is fantastic.
Use some before plural count and noncount Use the to name count and noncount nouns a
nouns. second time.
Let's order some French fries. I had a steak and some French fries.
Let 's order some garlic bread. The steak was great, but the fries weren't.
Circle the correct words. Then compare with a partner.

A: I'm glad we came here. It's a great place.
B: So, do you want to share@/ some appetizer?
A: Sure. How about an /(!§onion rings?
B: Perfect!
A: And do you want to get a /@om§)crab cakes?
B: I don't think so. I'm not that hungry.
A: I'm going to get a /~lamb chops with a /@om§) rice.
B: I think I want a /~steak. I heard it's delicious.
A: A !(!§)desserts are good. I love an /(!§) ice cream.
B: Yeah, we should order@/ an dessert later.
A: Let's find(!§/ some waiter. Where is he ?
4 Pronunciation The before vowel and consonant sounds

A - Listen and repeat. Notice how the is pronounced before vowel and
consonant sounds.
/i/ /a/
the appetizer the ice cream the orange the lamb the fru it the pie
B Pair work Practice the conversation in Exercise 3.
Speaking What to order?

A Pair work Do you usually order an appetizer, a main dish, a side dish,
and a dessert in restaurants? Discuss your ideas.
A: I usually order a main dish and a side dish. I don't really like desserts.
B: I so metimes order an appetizer, but I always order a dessert.
B Pair work Look back at the menu in Exercise 1. What would you order?
"The chicken stir-fry and the rice look 3ood. I'd order that."
6 Keep talking!
I can talk about menus and eating out.

I'll have the fish, please.
1 Interactions . . . At 'i:i reslitil'rant
• ~ L ... ...... ·- ~
A When was the last time you went to a restaurant? Who did you go with?
What did you order?
B - listen to the conversation. What does Maria order?

r Waiter: Are you ready to order? Maria: No, I don't think so.
Maria: Yes, I think so. Waiter: All right. Let me check ma,.
Waiter: What would you like? You'd like the fish, with rice, and
Maria: I'll have the fish with some rice, a small salad.
and a small salad, please. Maria: Yes, that's right.
Waiter: Anything else? Waiter: Would you like some water?
Maria: Sure, that would be great.
Thank you.
new expressions.
. .
Ordering food ;
• ''I. •• ) ' .....•
I'll have ... , please. .Id:.

. ..., _.. _. -, .....
I'd like ... , please. ct vel
~I<
•
Can I have ... , please? '_ ":_ "\ • • .. :\ .;t_ .. ~- :~
D Paer work Have conversations like the one in Part B. Use the food below.
LESSON B overview
Interactions: Ordering food and checking information
Listening: Customers ordering food
Speaking: Role play of a restaurant situation
1 Interactions At a restaurant C ti.~ (CD 3, Track 20)

'1 Point out the target expressions in the conversation
Learning objective: Ordering food; checking (I 'll have . . . please. ; Let me check that.) Explain that
information. the first expression is used to order food and the second
- A
- Direct Ss' attention to the pictures to set the scene.
Ask: What is this woman doing ? (Reading a menu,
expression is to check information; it can be used in other
situations, too . Explain that there are other ways to order
food and to check information.
a Go over the expressions in the box. Point out that the
ordering in a restaurant.)
expressions are all equally polite. Explain that the
Read the questions. Have Ss work in pairs or groups to expressions on the right can be used in other situations;
discuss the questions. elicit examples (checking information you get over the
Elicit answers to the questions. phone, such as addresses or phone numbers; checking
Option Do the activity as a class. directions to a place).
~1 Play the audio. Have Ss listen and read silently.
B ·~~ (CD 3, Track 19)
~ Option Play the audio. Have Ss listen and repeat.
Play the audio. Have Ss answer the question as they
• Model the activity with a S. Take the part of Maria and
substitute I'd like . .. please. for I'll have . .. please.
Go over the answer with the class.
Have Ss practice the substitution conversation in pairs.
I Answers
Maria orders the fish , some rice , and a small salad.
If helpful , play the audio line by line and have Ss listen

D
Go over the instructions. Model the activity with a S,

and repeat. taking the role of the waiter. Ask: Are you ready to
Have Ss practice the conversation in pairs, then change order? Have the S use one of the pictures of food to
roles and practice again. answer. (If the S does not know the name of the dish,
the Scan point to the picture and say: I'll have this
1 Sf ·• ·,, ·-;r' :' C' -: ' , ,,
dish, please).
After doing Part 8 , follow the steps for Restoring text to Have Ss work in pairs to take turns ordering food and
review language. checking information, using the pictures for ideas. Have
Ss change roles for the second picture.
2 Listening Food orders 3 Speaking Role play
Learning objective: Develop skills in listening Learning objective: Order food in a restaurant.
for specific information .
_;JcUi}'.:f,fon'if; iiu;,
A ~· (CD 3 , Track 21 ) Before beginning the speaking activity, zoom in on the
Set the scene. Explain that Ss are going to hear two menu on the board . Have pairs look at it and add things
people ordering food in a restaurant. to each category. Elicit ideas from volunteers and add
them to the menu. Then have Ss do a role play using the
' Go over the instructions. , expanded menu.
Play the audio. Have Ss listen and write down the
number of people who order dessert. - Direct Ss ' attention to the "can do" statement at the
..:i Option Play the audio again if needed. bottom of the page. (When they finish the speaking
~ Go over the answer with the class.
J Direct Ss' attention to the notepad and the menu to set
B ~~ (CD 3 , Track 21) the scene. Explain that Ss will role-play a situation in a
Direct Ss' attention to the two lists. Explain that these restaurant.
are pages from a waiter's notepad. The waiter wrote Put Ss in pairs, and assign one S to be Student A and one
down the customers' orders, but some information S to be Student B.
is not correct. Go over the instructions and the descriptions of roles for
Go over the instructions. A and B. Have two Ss read the dialogue, with Student B
Play the audio again. Have Ss li sten and correct the continuing the conversation.
wrong information. Have Ss work in pairs to role-play the situation.
Option Play the audio again. Ss check their answers. Go around the room and take notes on errors you
Have Ss compare answers with a partner. hear in the expressions for ordering and for checking
information. Pay particular attention to word order,
and pronunciation errors with the before vowels or
consonants.
Write the errors you heard on the board. Encourage Ss
to correct them.
Finally, tell Ss to check the "can do" statement if they
can order food in a restaurant. NOTE: If Ss feel they
activities.
Workbook page 76
-
unit
Listening Food orders

A - Listen to people order food. How many people order dessert?
Circle the correct answer.
one three
B - Listen again. Correct any wrong information on these orders.

1. 2.
--
chicken crab cakes
Pi6e-- mashed otatoes lambchoe_s
French fries
small salad
water
GRG6e!at7e -et1k~ cheeseca ..,e
- - - - - - - ·- - - - + . - - - ! - -
msd-iwm mlJBR,'!(}Gm f!Jsa sm fl/Im ushroom pizza
iced tea
- - -- - - - - -- ---f--+--
Speaking Role play

Pair work Role-play the situation. Then change roles.
Student A: You are a waiter or a waitress at Puck's Place. Greet the customer, take his
or her order, and then check the information.
Student B: You are a customer at Puck's Place. Order from the menu.
PUCK'S PLACE
PUCK'S PLACE Appetizers
---· T-- ----- Chicken salad • Pasta salad • Onion soup

Chicken soup • Crab cakes • Garlic bread
Main dislt.es '.
Lamb chops • Steak
Chicken stir-fry • Fish • Cheese ravioli
Sides
French fries • Rice
Mixed vegetables • Mashed potatoes
Desserts
Apple pie • Chocolate ice cream • Fruit salad
Drinks
--r--
I
Tea • Coffee • Lemonade • Soda
A: Hello. Are you ready to order?

B: Yes. I'll have the onion soup. And can I have the
fish and some white rice, please? Also, ...
I can order food in a restaurant
Have you ever ~ § « ?
Vocabulary Interesting food
A - Complete the chart with the correct words. Then listen and check your answers.
avocados blue cheese carrot juice dates frozen yogurt
oysters plantains seaweed soy milk squid
Dairy Seafood Fruit I Vegetables Drinks

frozen yogurt oysters avocados carrot juice
blue cheese squid plantains soy milk
dates
seaweed
B Paar work Which food in Part A do you like? do you dislike? would you like to
try? Tell your partner.
"I like oysters. I don't like carrot juice. I'd like to try squid."
Conversation Dinner plans

Ellen: What are you doing tonight?
Peter: I'm going to World Cafe with my brother. Have
you ever been there?
Ellen: No, I haven't. But I heard it's good.
Peter: I looked at their menu online this morning. They
serve some really interesting food.
Ellen: Oh, yeah? Like what?
Peter: Fresh oysters. I've never had oysters, so I want
to try them. Have you ever eaten them?
Ellen: Yeah, I have. I think they're delicious.
Peter: I've had squid. Are they similar?
Ellen: Um, not really. Do they only serve seafood?
Peter: No, they serve a little of everything.
B Listen to Peter's message to Elien the next day.

Wh;::it fAArl rlirl hi:> lik-i:> 7
LESSON C overview
Vocabulary: Interesting food
Grammar: Present perfect for experience
Speaking: Discussion about food experiences
1 Vocabulary Interesting food :Z Conversation Dinner plans

Leaming objective: Use vocabulary for interesting Learning objective: Practice a conversation about
fo od. a restaurant, see interesting food vocabulary and the
present perfect for experience in context.
A tJJ~ (CD 3, Track 22)
- Direct Ss' attention to the pictures. Explain that the A~ (CD 3, Track 23)
pictures show examples of interesting food items. Direct Direct Ss ' attention to the picture to set the scene.
Ss' attention to the chart and read the headings. Explain Ask: Where are these people talking? (In an office.)
that these are categories of food . What do you think they are discussing? (What to eat. I
Go over the instructions. Do the first item together as Where to go out for dinner. I Dinner plans. )
a class. Ask: What is an example of a dairy food? Play the audio. Have Ss listen and read silently. If
(Frozen yogurt.) helpful , play the audio line by line and have Ss repeat.
Have Ss work individually to complete the chart. -i Have Ss work in pairs to practice the conversation.
Option Have Ss check answers with a partner. - Option Call on two pairs to act it out for the class.
Play the audio. Have Ss listen and check their answers.
8 Z.~ (CD 3, Track 24)
Play the audio again. Have Ss listen and repeat the words
Go over the instructions. Explain that Ss are going to
hear a phone message from Peter to Ellen the next day.
B Play the audio. Have Ss listen for the answer to the
Go over the instructions. Read the example and add an question.
example of your own. Go over the answers with the class
Have Ss work in pairs to discuss the food in Part A.
Answers
Label thet picture page ;c:ix
· "· ·~;~'.!~ , ~
Peter liked the oysters, the steak , and the avocado ice
cream.
to review vocabulary for interesting food.
I
After doing Part B, follow the steps for Disappearing
For more practice with the food vocabulary and categories, dialogue to practice the conversation.
write the names of the food items from Lessons A and C
on index cards and distribute them to groups. Have Ss
work in groups to organize the foods in the correct
For more speaking practice, have Ss work in pairs or
categories (dairy, seafood , fruit I vegetables, drinks) as
groups to discuss other interesting or unusual foods they
quickly as possible. Award an edible prize to the first
know of. Have them add the foods to these categories.
group to finish categorizing their food items correctly.
Alternatively, change the categories to courses in a meal
or to different ethnic foods and have Ss place the new
interesting foods in those categories.
3 Grammar Present perfect B
for experience Go over the instructions. Elicit both positive and negative
examples fo r the first sentence (I've been I I've never
Leaming objective: Practice the present perfect been to a Turkish restaurant.)
for experience. Have Ss work individually to write true sentences.
~-;; (CD 3, Track 25) Go around the room and offer help as needed. Remind Ss
not to use specific time phrases with the present perfect
Direct Ss' attention to the left side of the grammar box.
(incorrect: I've drunk soy milk last week.) .
Have Ss read the examples. Explain that these statements
and questions use a verb tense called the present perfect. c
Focus on use: Explain that we use the present perfect Go over the instructions. Model the activity with several
to talk about experiences we've had (or haven't had) Ss. Ask: Have you ever been to a Turkish restaurant?
between some point in the past and now. We are more Have you ever eaten oysters?
interested in the experience than the time.
·1 Have Ss work in pairs to ask and answer questions.
, Focus on form:
Call on Ss to share one of their partner's food
l. Statements: Write on the board: has I have+ past
experiences.
participle. Remind Ss to use has for subjects he I
she I it (third-person singular).
2. Questions: Write on the board: has I have + subject
+ (ever) + past participle. Point out that ever is
4 Speaking Food experiences
optional, but is often used with the present perfect. Learning objective: Ask about and describe food
3. Negative statements: Write on the board: has I experiences.
have + not + past participle. Explain that never is
Direct Ss' attention to the "can do" statement at the
a stronger negative word than not. Explain that we
can use never in answers (I've never eaten oysters.)
but not usually in questions.
4. Point out the contractions. Explain that with short A
answers, we cannot use the contraction I've.
Direct Ss' attention to the right side of the box. Read the
Have Ss work individually to add two more experiences
verbs followed by their past participles. Refer Ss to page
to the list. They can use any of the verbs already in the
153 for a longer list of past participles.
chart as well as the verb be (for example, be I to a Thai
Refer to the conversation in Exercise 2. Have Ss restaurant).
underline all the present-perfect verbs.
Elicit examples of additional food experiences.
Check comprehension. Ask: Has Ellen ever been to
World Cafe ? (No, she hasn't.) Has Peter had oysters? B
(No, he's never had them.) Has Ellen eaten oysters? Go over the instructions. Read the dialogue with a S,
( Yes, she has. ) Has Peter had squid? (Yes, he has.) taking the role of A. Ask an additional question: Would
Play the grammar box audio. Have Ss listen and repeat you like to try Thai food?
to practice pronunciation. Have Ss work in pairs or groups to discuss their food
experiences. Go around the room and offer help as
A
needed. Encourage Ss to ask questions with the present
Go over the instructions. Do the first sentence as a class perfect and with Would you like . .. ?
(I 've never been . .. ). Have Ss work individually to
Finally, tell Ss to check the "can do" statement if they
com plete the conversation.
can ask about and describe food experiences. NOTE:
Have Ss compare answers with a partner.
Additional practice activities. -
Have Ss practice the conversation in pairs.

unit
Grammar -
I've been to World Cafe. I haven't tried the desserts. Past participles
I've had squid. I've never eaten oysters. be been
drink drunk
Have you ever been to World Cafe?
eat eaten
Yes, I have. No, I haven't.
have had
Contractions I've = I have I haven't = I have not try tried
A Complete the conversation with the present perfect form of the verbs.
1. A: Th is place looks fun. I 've never been (never/ be) here.
B: I love it here. I 've been (be) here many times.
A: Everything looks delicious.
B: Have you ever eaten (ever I eat) Mexican food before?
A: I 've had (have) tacos, but I'd like to try
someth ing new.
2. A: I 've never tried (never I try) frozen yogurt. Can you
recommend a flavor?
B: I 've had (have) most flavors, and they're
all good.
A: Have you ever tried (ever I try) the green tea flavor?
B: No, I haven't (have I not), but you should try it!
B Make sentences about your food experiences. Answers may vary. Possible answers:
1. be I to a Turkish restaurant I've been I I haven't been to a Turkish restaurant.
2. eat I oysters I've eaten I I haven't eaten oysters.
3. drink I soy milk I've drunk I I haven't drunk soy milk.
4. have I plantains I've had I I haven't had plantains .
•
5. try I blue cheese I've tried I I haven't tried blue cheese.
C Pair work Ask Have you ever . .. ? questions about the experiences in Part B.
Speaking Food experiences

A Add two more food experiences to the list.
eat I dates have I seaweed ____ /____
try I Vietn amese food drink I carrot juice
B Pair work Discuss your experiences. What food would you like to try?
A: Have yo u ever tried Vietnamese food?
B: Yes, I have. It's delicious!
5 Keep talking!
I can ask about and desr.rihP fnnrl avnorironn--
Restau_'-an!!!xperiences
1 Reading - ,;1
A Read the webpage. Which sentence.describes all three restaurants? Check(./) the
correct answer.
0 They don't have a lot of light. 0 They are in good locations.
0 They're not very expensive. 0 They are very unusual.
eoe
=
*RESTAURANTS WITH ADIFFERENCE*
Ninja Akasaka is a popular restaurant in Tokyo. A ninja
in dark clothes greets guests at the door and takes them
through the dark hallways of the ninja house to their
tables. The waiters also dress as ninjas. Ninja Akasaka
has over a hundred delicious dishes to choose from.
There's also a branch of the restaurant in Manhattan -
Ninja New York.
Annalakshmi is a vegetarian restaurant in Chennai, India,

with additional restaurants in three other countries. There
are no prices on the menu , so guests pay what they can!
The people who work there are volunteers and take turns
serving customers, cleaning tables, and washing dishes.
Indian art covers the walls, and there are even live music
and dance performances.
At Dans Le Nair (In the Dark) in Paris, guests order their

food in a place with a lot of light, but then they eat in
darkness. They focus on the touch, smell, and taste of the
food. The waiters there are blind, so when guests are ready
to leave, they call their waiter's name. Their waiter then
takes them back to the place where they ordered the food.
There are additional restaurants in London and Moscow.
B Read the webpage again. Write T (true), F (false), or NI (no information) next
to the sentences.
1. Guests dress as ninjas at Ninja Akasaka. _E_
2. Ninja New York is more popular than Ninja Akasaka. _JjJ_
3. Annalakshmi has restaurants in four countries. _ T_
4. Every guest at Annalakshmi pays the same price. _L_
5. Guests never see their food at Dans Le Noir. _L
6. The cooks at Dans Le Noir are blind. _JjJ_
C Pair work Which restaurants in Part A do you think you'd enjoy? Why? Have you
ever been to an unusual restaurant? Tell your partner.
LESSON 0 overview
Reading: "Restaurants with a Difference" (a webpage)
Listening: Restaurant impressions
Writing: A review
Speaking: Restaurant recomme11dat;0,-":,
1 Reading Restaurants with a B

Difference Go over the instructions.
• Have Ss read the webpage again.
Leaming objective: Read a webpage with restauran t
• Have Ss work individually to write T, F, or NI.
descrip tions; develop skills in synthesizing information
and reading for specific information. • Have Ss compare answers with a partner.
~ (C D 3, Track 26)
Classware Tip
A As you go over the answers with the class, zoom in on
• Direct Ss' attention to the webpage. Have Ss look at the the text. Have volunteers come to the board to highlight
pictures of the restaurants. Elicit several adjectives to the part of the text that supports their answers in Part B.
describe the restaurant.
• Pre-teach unfamiliar vocabulary. c
Go over the questions.
Vocabula ry
branch the same restaurant or business in a different
Ill Have Ss work in pairs to discuss the questions.
location
volunteer someone who does a job for no money, usually
for the good of the community For more discussion of the text, ask: Do these restaurant
descriptions ever include the writer's opinion? Where?
cover to take up every bit of space
(Yes. The writer's opinion is shown by the adjective
blind unable to see delicious. Some of the descriptions include only positive
. information.) Explain that a restaurant review usually uses
• Go over the instructions. many adjectives (positive or negative) to show a writer's
• Have Ss read the webpage silently and check the correct opinion, and may also use language such as I
recommend or Be sure to try ... For more writing
sentence.
practice, have Ss choose one of the reviews and add
ll Go over the answer with the class. more opinion sentences by adding adjectives or other
phrases.
2 Listening So, what did you think? C
Leaming objective: Develop skills in inferencing
~ Have Ss post their reviews around the room. Be sure their
and listening for opinions.
names are on their reviews.
A <::......., (CD 3, Track 27) "1 Have Ss walk around and read the reviews. Then have
~ Set the scene. Explain that Ss will hear three couples Ss talk to the writer of a review that interested them.
talking about the restaurants they read about in Encourage Ss to ask questions to get more information.
Exercise l. .:i Option To make sure that every S gets to talk to
::r Go over the instructions. someone about his or her review, write a number on each
review and have Ss choose numbers from a hat. The S
• Play the audio. Have Ss listen and number the restaurant.
who chooses that number must then talk to the writer of
• Option Play the audio again if needed. that review.
• Have Ss compare answers with a partner. • Option Before collecting the assignment, have Ss
11 Go over the answers with the class. proofread for errors with target vocabulary, articles, and
the simple past
B .;:..-;; (CD 3, Track 27)
a Play the audio again. Have Ss work individually to check 4 Speaking Rest au ran t
the things each couple liked. recommendations
Option Play the audio again. Ss check their answers .
Learning objective: Describe restaurant experiences.
;a Have Ss compare answers with a partner.
' Direct Ss' attention to the "can do" statement at the
'3 Go over the answers with the class. bottom of the page. (When they finish the speaking
ljFor more practice list~nin~ for opinions. play the audio

again and have Ss write down any adjectives they hear l
:i Go over the instructions and have a S read the list of
situations. Have two Ss read the dialogue, with Student
J that show the speakers' opinion about the restaur~:..._._,1 B naming a specific restaurant. Encourage Ss to ask
questions in the present perfect to get more information
(Have you ever eaten there ? Have you heard the music
there?).
3 Writing A revi ew Have Ss work in pairs to discuss recommendations for
each situation.
Learning obj ective: Write a restaurant review.
1 Finally, tell Ss to check the "can do" statement if they
A can describe restaurant experiences. NOTE: If Ss feel
11 Go over the instructions. Read the five questions. Have they need more help, suggest they do the Additional
Ss work individually to think of answers. Set a time practice activities.
limit of five minutes .
, Option Have Ss free-write answers in a journal.
C/assw~ i-~ - 11.<:11vz•ng ~he -.10'-le! page xx" ii Workbook page 80

After doing Part A. follow the steps for Analyzing the : Self-study CD-ROM Lesson D
----~·.~·~ -,.-,=·.,,,..-::""·---~.....:.;:.,'>-- -··
B
, Go over the instructions.
Draw Ss' attention to the model paragraph. Ask a S
to read it aloud. Call on individual Ss to identify the
answers to the five questions from Part A.
Have Ss circle the adjectives and underline any phrases
that give the writer's opinion.
a Have Ss write the text in class or for homework.
unit
Listening So, what did you ·think?

A - Listen to three couples talk about the restaurants in Exercise 1. Where did each
couple eat? Number the restaurants from 1 to 3.
[]] Ninja Akasaka OJ Annalaksh:7:; [lJ Dalis Le Noir
B - Listen again. Check (./) the things each couple liked about the experience.
the service the ~rices the location the food
1. [lJ 0 0 [lJ
2. 0 0 [lJ [lJ
3. [lJ [lJ 0 [lJ
3 Writing A review
A Think of a restaurant you like. Answer the questions.
• What is the name of the restaurant? • What would you recommend ordering?
• What type of food does it serve? • What do you like about the restaurant?
• When were you there last?
B Write a short review of your favorite restaurant. Use the model and your answers
from Part A to help you .
My Favorite Restaurant
Seoul Barbecue is my favorite restaurant. It serves delicious, healthy
Korean food. I went there last week and loved it. I ordered beef, and I had
some small side dishes. I would recommend doing that. It's fun because
you cook your own meat at the table. It 's a little expensive, but I really
liked the service. I'd recommend this restaurant.
C Class activity Post your reviews aroun d the room. Read your classmates'
reviews . Then get more information about the restaurant that interests you the most.
Speaking Rest aurant recom mendations

Pair work Recommend a good place to go for each situation. Discuss your ideas.
• take an overseas visitor
• meet a big group of friends
• have a child's birthday party
• have a quiet dinner for two
• get a quick, cheap lun ch
• enjoy live music
A: What's a 3ood place to meet a
bi3 3roup of friends?
B: How about ... ? There's a private
room for bi3 woups.
I can describe restaurant exoerience.c;_

Wrap-up
1 Quick pair review
Lesson A Brainistorm! Make a list of menu items. How many do you know?
You have two minutes.
Lesson B Do you remember? Check(./) the things you can say to order
food. You have one minute.
0 I'll have some French fries, please. 0 Can I have the steak, please?
D Try the cheesecake, please. D Let me check that.
D What would you like? 0 I'd like some pie, please.
Lesson C Find out! What interesting food have you and your partner both
tried? Take turns. You and your partner have two minutes.
A: I've eaten squid.
B: I haven't. I've eaten . ..
Lesson D Guess! Describe a restaurant in your city, but don't say its name.
Can your partner guess which one it is? Take turns. You and your partner have
two minutes.
A: This restaurant is on Main Street. It has 3ood seafood, and the food is cheap.
The service is fantastic .
B: /s it Bi3 Fish?
A: Yes, it is.
In the real world

What would you like to order? Go online and find a menu for a restaurant in English.
• What's the name of the restaurant?
• What appetizers, main dish, and side dishes would you like to order?
• What drink would you like to try?
• What dessert would you like to eat?
Alphabet Cafe
I'd like to eat at Alphabet Cafe. I'd like some garlic
bread and the spaghetti. ...
_. Go over the instructions and have two Ss read the
Learning objectives: Review vocabulary for menu dialogue. Ask: How many facts or opinions does
items and interesting food; review expressions ordering Student A state about the restaurant ? (Four. ) Encourage
fo od; practice describing restaurant experiences and Ss to describe the restaurant with at least three facts
the present perfect for experience. or opinions.
Lesson A Brainstorm! Have Ss work in pairs to take turns describing a
restaurant and guessing its name. Set a time limit
of two minutes for each person.
Have Ss work in pairs to brainstorm menu items in each
- 11
category. Set a time limit of two minutes.
Elicit the words and write them on the board.
• Add words from Lesson A and Lesson C that Ss may not
2 In the real world
Learning objective: Research a menu for a restaurant
- have mentioned.

in English and write about what you would like to try
there.
After brainstorming, follow the steps for Guided oa Go over the instructions, the research questions, and the
brainstorming to review menu items. example.
Have Ss do research online as an out-of-class assignment.
Lesson B Do you remember? Remind Ss to write down the information in their own
Go over the instructions. words. (This could be done in their prewriting journal, if
they are keeping one.)
Have Ss work in pairs to check the things they can say
to order food . Set a time limit of one minute. 11 When Ss return to class, have them work in pairs or small
groups to read what they wrote. Have pairs or groups
:11 Go over the answers with the class.
decide if they like this restaurant, too.
Lesson C Find out! Option If you are collecting the writing assignment,
ii! Go over the instructions. Read the example with a S, have Ss proofread for errors with target vocabulary,
taking the role of B and adding your own information. articles, and present perfect for experience (as well as
other errors) before they hand it in.
Have Ss work in pairs to discuss interesting food they
have tried. Set a time limit of two minutes. Encourage Ss
to find at least two interesting food items that they have
both tried.
• Call on pairs to share their interesting food items with
the class.
Entertainment
LESSON A I'm not a fan of dramas. Ss can ...
Ss learn vocabulary to discuss types of movies . They use so, too, talk about their movie habits and
either, and neither. opinions.
LESSON B Any suggestions? Ss can .. .

Ss learn expressions for asking for and giving suggestions. ask for and give suggestions.
LESSON C All of us love music. Ss can ...

Ss learn vocabulary for types of music. They use determiners. report the results of a survey.
LESSON D Musicians from around the world Ss can .. .

Ss read a magazine article profiling musicians; they write about a describe important singers and
popular musician . musicians.
Warm-up B
l!l Go over the questions.
:i Have Ss work individually to rank the types of
types of entertainment.
entertainment.
A '11 Call on Ss to share the types of entertainment they would
~ To introduce the topic of entertainment, direct Ss' most and least like to go to.
attention to the pictures. Explain that the pictures show :. Tell Ss that they will learn how to talk about
different types of entertainment. entertainment in this unit. Point out the Unit 11 lesson
~ Go over the instructions. overviews. Go over what Ss will learn in each lesson.
a Have Ss work in pairs or groups to match the words and

the pictures.
Elicit the answers from the class.
Option Do the activity as a class.

to activate Ss' prior knowledge, to preview content of the
unit, and to review language. I
~~~~~~~~·-~~~ ~~
Warm-up
A Match the words and the pictures.

___d._ an amusement park _ f _ a dance performance _b_ a play
_a_ a concert _e_a movie _c_ a soccer game
B Which of these types of entertainment do you want to go to? Rank them
from 1 (really want to go) to 6 (don't really want to go).
I'm not a fan of dramasa
Vocabulary Types of movies
A - Match the types of movies and the pictures. Then listen and check your answers.
a. an action movie c. a comedy e. a horror movie g. a science-fiction movie

b. an animated movie d. a drama f. a musical h. a western
~' '
1. m
5.
B Pair work What are your favorite types of movies? Give an example of the types
you like. Tell your partner.
"/ love action movies and dramas. My favorite movies are . .. "
Language in context At the movies See paqe T-106

A 1
)) Listen to two friends at the movies. What type of movie are they watching? for the answer.
B What about you ? Are you ever late for movies? Do you like to sit in the front,
middle, or back?
LESSON A overview
Vocabulary: Types of movies
Grammar: So, too, either, and neither
Speaking: Movie talk
1 Vocabulary Types of movies :Z Language in context At the

movies
Learning objective: Use vocabulary for types
of movies. Learning objective: See use of movie vocabulary and
so, too, either, and neither in context.
A --~ (CD 3 , Track 28)
• Direct Ss' attention to the words in the box and the A -~ (CD 3, Track 29)
pictures. Explain that the pictures show types of movies . • Direct Ss' attention to the pictures to set the scene.
• Go over the instructions. Explain that they will listen to and read a conversation
Ii Have Ss work individually or in pairs to match the words between two friends at the movies.
and the pictures. • Go over the instructions.
• Option Have Ss compare answers with a partner. 11 Play the audio. Have Ss answer the question as they
111 Play the audio. Have Ss listen and check their answers. listen and read silently.
• Play the audio again. Have Ss repeat the words to 11 Go over the answer with the class.
B
• Go over the instructions and read the example.
Alternatively, give examples of your favorite type of
I
B
Answer
They are watching a musical.
movie and your favorite movies. • Read the questions. Have Ss work in pairs or groups to
• Have Ss work in pairs to discuss their favorite movie discuss their movie-watching habits and preferences.
types and examples. • Option Do the activity as a class.
• Call on pairs to share their partner's favorite movie type • Call on Ss to share their answers to the questions .
and movies.
• Option Have Ss share their partner's favorite movies and Cultural note
have the class guess the movie type. Technology is making it possible for people to create their
• Option Direct Ss' attention to the title for Lesson A. own movies and to share them with audiences all over
the world . Video clips or even full-length videos can be
Write on the board: I'm a big fan of+ noun I I'm not a
uploaded to video-sharing sites. Some websites, such as
fan of+ noun. Elicit the definitions of these phrases
Vimeo and You Tube, combine video sharing with the
(I like something. I I dislike something.). Call on Ss to
features of a social-networking site , and viewers can
state a movie type they like and a type they dislike, using leave or respond to comments for the filmmakers. Plenty
this expression. of studio films still get made around the world and
become blockbusters , but this type of "do It yourself"
Classware Show the word page xxxi movie making, increasingly popular in North America and
After doing Part B, follow the steps for Show the word! in other cultures, too, may continue to change people 's
Option 2 to practice vocabulary for types of movies. movie-watching habits and tastes .
3 Grammar So, too, either, and neither 4 Speaking Movie talk
Learning objective: Practice so, too, either, and neither. Learning objective: Talk about your movie habits
and opinions.
G.~ (CD 3, Track 30)
Direct Ss' attention to the "can do" statement at the
1 Direct Ss' attention to the left side of the grammar box. bottom of the page. (When they finish the speaking
1. Read the statements and the first two responses activity, they will hopefully be able to check the box.)
that follow each one. Ask: Are these statements
affirmative or negative? (Affirmative.) A
2. Focus on form. Explain that we use So am I. I ~, Go over the instructions.
I am, too. I So do I. 11 do too to agree with positive ~ Have Ss work individually to complete the statements
statements. Ask: What is the verb in the second with their own information.
statement? (Like.) Ask: What is the verb in the
agreement responses ? (Do.) Explain that with verbs B
other than be, we use do in the response. !II Go over the instructions. Have two Ss read the dialogue.
3. Read the third response for each statement. Ask: Do
1t:1 Have Ss work in pairs to take turns reading and
these responses show agreement or disagreement
responding to their statements from Part A.
with the statements ? (Disagreement.) Point out that
when we disagree with an affirmative statement, we Go around the room and take notes on errors you hear
use negatives in the response. with so, too, either, and neither, paying particular
4. Elicit additional examples. Give statements and call attention to logic (agreements and disagreement should
on Ss to agree. make sense) and verb choice (incorrect: I'm a fan of
dramas. So do/. ).
Direct Ss' attention to the right side of the box.
1. Read the two main statements and the first two • Write the errors you heard on the board and encourage
responses that follow each one. Ask: Are these Ss to correct them.
statements affirmative or negative? (Negative.) c
2. Focus on form. Explain that we use Neither am I. I
- Read the questions. Have Ss work in groups to discuss
I'm not, either. I Neither do I. 11 don't, either.
the questions.
to agree with negative statements.
3. Read the third response for each statement. Ask: Do Finally, tell Ss to check the "can do" statement if they
these responses show agreement or disagreement? can talk about their movie habits and opinions. NOTE:
(Disagreement.) Point out that when we disagree with If Ss feel they need more help, suggest they do the
a negative statement, we use affirmative responses. Additional practice activities.
4. Elicit additional examples. Give negative
statements and call on Ss to agree.
Bring in a movie guide from an online website and
Refer to the dialogue in Exercise 2. Have them underline distribute copies to Ss in groups. Have Ss use current
agreement responses and circle disagreement responses. movie listings to discuss movies and movie types, and to
Check comprehension. Tell Ss to imagine they are at the choose a movie that everyone agrees they'd like to see.
movies with the two people in Language in context. Call
on Ss to give their responses to each main statement; Ss
can agree or disagree.
Play the grammar box audio. Have Ss listen and repeat
A
Go over the instructions and the example.
Have Ss work individually to write two responses for
each statement.
B
Go over the instructions. Read the dialogue with a S.
Have Ss work in pairs to take turns reading the
-
statements in A and responding with their own opinions.
unit
I'm a fan of science-fiction movies. I'm not usually late for movies.
So am I. I I am, too. Neither am I. I I'm not, either.
Oh, I'm not. I like comedies. Oh, I am. I'm always late.
I like to sit in the front row. I don't buy popcorn.
So do I. I I do, too. Neither do I. I I don't, either.
Really? I don't. I prefer the back row. Oh, I do. And I always get a soda.
A Respond to the sentences in two different ways. Use so, too, either, or neither.
Compare with a partner.
1. I'm not a fan of dramas. Neither am I. I'm not. either.
2. I love animated movies. So do/. I do. too.
3 . I'm not interested in action movies. Neither am I. I'm not. either.
4. I'm interested in old westerns. So am I. l am too.
5. I don't watch horror movies. Neither do I. I don't. either.
6. I don't like science-fiction movies. Neither do I. I don't. either.
B Pair work Make the sentences in Part A true for you. Respond with so, too,
either, or neither.
A: I'm not a fan of dramas.
B: Neither am I. OR Really? I am. My favorite drama is . ..
4 Speaking Movie talk

A Complete the sentences with true information.
I like to eat
I really like _ _ __ _ _ __
candy
(snack)
at the movies.
, &\
.
, .... -
(actor or actress)
I'm not a fan of - -- - - -- - -
(actor or actres s)
I want to see - - - - - -- - -
(nam e of movie)
I don't really want to see _ _ _ _ _ _ __ _
(name of movie)
I ofte n see movies at - - -- - -- - -
(name of th eater)
I usu ally see movies with _ _ _ _ __ _ __
(nam e of person)
B Pair work Take turns reading your sentences. Respond appropriately.

A: I like to eat candy at the movies.
B: Oh, I don't. I like to eat popcorn.
C Group w ork What movies are playing right now? Which ones do you want to
see? Can you agree on a movie to see together?
5 Keep talking!
Go to page 149 for more practice. I can talk about my movie habits and opinions.
Any suggestions?
. • -- . t"· - · ·'- . •' ....
Interactions · Sugge.stio·~s _
A What do you like to do on weekends? Who do you usually spend your weekends
with? How do you decide what to do?
B -. Listen to the conversation. What do they decide to do on the weekend?

Then practice the conversation. See page T~108 fo r the answer.
Douglas: What do you want to do this Jocelyn: I hate karaoke, and we went to
weekend? the movies last week.
Jocelyn: I don't really know. Do you have Douglas: c...::i _, go to the food festival.
any suggestions ? Jocelyn: OK. That sounds good. Have you
Douglas: Well, there's an outdoor movie in ever been to one?
the park, a food festival, and a Douglas: No, but it sounds like a lot
karaoke contest. of fun .
C - Listen to the expressions. Then practice the conversation again with the
new expressions .
.r. ·1( • • , -~ • ... - tA~'~· , r ••• '"",,.
i' Askint, (o~_ ~u,~g~sti~~n~ ~

Do you have any suggestions?
What do you suggest?
Any suggestions?
D Number the sentences from 1 to 8. Then practice with a partner.

_fi_ A: A play? That's not a bad idea. _!!:_ B: We always see movies. Why don't
_Q_ A: I'm not sure. We could see we see a play?
a movie. _J2_ B: OK. And let's have dinner before.
_ 1_ A: Let's do something different ___Q__ B: There are two plays. One is a
tonight. drama, the other a comedy.
_2_ A: Why don't we see the comedy? __L B: OK. What do you suggest?
LESSON B overview
Interactions: Asking for and giving suggestions
Listening: Fun things to do
Speaking: Suggestions about the weekend
1 Interactions Suggestions C ~~ (CD 3, Track 32)

11 Point out the target expressions in the conversation (Do
Learning objective: Asking for suggestions; giving you have any suggestions? I Let's ... ). Explain that there
suggestions. are other ways to ask for and give a suggestion.
A 11 Go over the expressions in the box. Point out that the
expressions for giving suggestions must all be followed
Direct Ss' attention to the pictures to set the scene. Ask:
by a verb.
What are these friends talking about? (Weekend plans. I
Things to do.) • Play the audio. Have Ss listen and read silently.
Go over the instructions. iii Option Play the audio and have the Ss listen and repeat.
Have Ss work in pairs or groups to discuss the questions. Model the activity with a S. Elicit another way to ask for
and give a suggestion.
11 Elicit answers to the questions.
Have Ss practice the substitution conversation in pairs.
8 -· (CD 3 , Trac k 31)
• Go over the instructions and the question.
D
ill Go over the instructions and the example. Explain that
ii Play the audio. Have Ss answer the question as they
the eight sentences, when put in the correct order, make a
conversation.
• Have Ss work individually to number the sentences.
Go over the answer with the class.
OJ Have Ss compare their answers with a partner.
I
ill
Answer
They decide to go to the food festival.
If helpful, play the audio line by line and have Ss listen

a Go over the answers with the class.
Have Ss work in pairs to practice the conversation.
and repeat.
Have Ss practice the conversation in pairs, then change
' CQassware -anguage 3Witch '.Jage xxiK

Instead of doing Part C's substitution conversation, follow
the steps for Language switch Option 2 to practice
speaking.
2 Listening Let's get t ogeth er! 3 Speaking This weekend
Learning objective: Develop skills in listening for Learning objective: Ask for and give suggestions.
specific information. "J Direct Ss ' attention to the "can do" statement at the
A t:.~ (CD 3, Track 33)
::1 Set the scene. Explain that Ss are going to hear three
conversations about things to do. A
:l Go over the instructions. Tell Ss not to worry about the .:i Go over the instructions. Explain that Ss can use real
place and time the first time they listen. information or made up information.
n Play the audio. Have Ss listen and check what the people e1 Option Give Ss copies of entertainment sections in your
decide to do. local newspaper or print out entertainment information
-' Option Play the audio again if needed. for your region from a website.
Ill Have Ss compare answers with a partner. 11 Have Ss work in pairs to complete the chart.
ii Go over the answers with the class. B
8 -- ~ (CD 3, Trac k 33) "ll Direct Ss' attention to the pictures. Ask: What are these
people doing this weekend? Elicit answers.
':I Go over the instructions. Have two Ss read the dialogue.
Play the audio again. Have Ss listen and write down the
place and time. Have Ss work in pairs, with a different partner, to
compare their charts and make suggestions.
;a Option Play the audio again. Have Ss listen and check
their answers. ..., Call on pairs to share the three things they decided to do
together this weekend.
.. Finally, tell Ss to check the "can do" statement if they
can ask for and give suggestions. NOTE: If Ss feel they
activities.
'. For more practice, use:
j Workbook page 84
; Self-study CD-ROM Lesson B
unit
Listening Let's get t ogether!
A - Listen to three conversations. Check (./) what the people decide to do.
What they decide to do Place Time
1. 0 go to a movie 0 watch a movie at home the theat er 7:45
2. 0 go out to eat [] order take-out food the restaurant 6:15
3. [] go to a play 0 go to a baseball game the stadium 6:3 0
B - J~; Listen again. Where and when are they going to meet? Write the place and time.
J Speaking This weekend

A Pair work Complete the chart with what is happening this weekend where
you live.
Movies Music SJ>Orts Festivals
Fri day
Satu rday
Su nday
B Pa ir work Work with a new partner. Look at your charts. Decide to do three
things together.
A: Let's do somethin3 fun this weekend.
B: All ri3ht. Any su33estions?
A: Wei/, we could see the new horror movie. Do you like horror movies?
B: No, I don't. Sorry. Why don't we . .. ?
I can ask fnr anrl ni 11a ",,,.,,.,,.,.+:-- -

All of us love musicn
Vocabulary Types of music
A Listen to the song clips. Number the types of music you hear from 1 to 10.
Then check your answers.
pop rock jazz country classical
folk hip -hop tech no reggae blues
B Pair worl< Say the name of a musician for each type of music in Part A.
Tell your partner.
"Jennifer Lopez sings pop music."
Conversation A music recital

Ingrid: These kids are great musicians. Do all of the
students at this school learn a musical
instrument?
John: No, I don't think so, but most of them do.
Ingrid: I see. And do most of the schools in this city
have bands?
John : I'm not sure. I know a lot of them around here
do. Some of the schools even have their own
jazz bands.
Ingrid: How interesting! So, do you know what's next?
John: I think there's going to be a viol in solo.
B Listen to their conversation after the recital.
What type of music do the children prefer to play?
See p age T-110 fortheanswer.
LESSON C overview
Vocabulary: Types of music
Grammar: Determiners
Pronunciation: Reduction of of
Speaking: Class musical preferences
1 Vocabulary Types of music 2 Conversation A music recital

Learning objective: Use vocabulary for types of music. Learning objective: Practice a conversation about
music students and schools; see music types
A ti.~ (CD 3, Track 34) vocabulary and determiners in context.
Direct Ss' attention to the words and the pictures.
Explain that the pictures show different types of music. A ti~ (CD 3, Track 35)
ll Go over the instructions. ll!l Direct Ss ' attention to the picture to set the scene. Ask:
What is the boy doing on the stage? (Getting ready for
Play the audio. Have Ss listen and number the types of
a musical performance.) What are the parents doing ?
music they hear.
(Watching in the audience.) Elicit a definition of recital
- Option Have Ss check answers with a partner. (a musical performance done by students).
Play the audio again . Have Ss listen and check their Play the audio. Have Ss listen and read silently. If
answers. helpful , play the audio line by line and have Ss repeat.
Play the audio again. Have Ss listen and repeat the words Have Ss practice the conversation in pairs.
Option Call on two pairs to act it out for the class.
B B :.~ (CD 3, Track 36)
Go over the instructions. Read the example. Elicit one
Go over the instructions. Explain that Ss are going to
more example of a musician from another type of music.
hear John and Ingrid talking after the recital.
Have Ss work in pairs to discuss musicians.
Play the audio. Have Ss listen for the answer to the
question.
After doing Part B, follow the steps for Swipe and guess Go over the answer with the class.
to review vocabulary for types of music.
For more practice with the target vocabulary, play the

audio from Exercise 1 again , this time with books closed.
I Answer
The children prefer to play hip-hop.
Have Ss work in groups to name the music type they hear For more speaking practice, have Ss work in pairs or
for each song clip . Award groups a point if they are the groups to discuss these questions: Have you ever
first to guess the music type and say the word correctly. performed in a recital? If not, have you ever seen a
Alternatively, bring in your own song clips to represent recital? What was it like? What type of music was it?
these types of music. Alternatively, for more writing practice, have Ss free-write
on this topic if they are keeping a journal.
3 Grammar Determiners 4 Pronunciation Reduction of of
Learning objective: Practice determiners. Learning objective: Focus on reduction of of before
consonant sounds.
~~ (CD 3, Track 37)
!l Direct Ss' attention to the right side of the grammar box. A ~~ (CD 3, Track 38)
I. Read the sentence beginning with All of Explain oJ Play the audio. Have Ss listen, paying particular attention
that determiners, like articles, come before nouns. to the reduction of of
Call on Ss to read the sentence five more times, :::1 Play the audio again. Have Ss listen and repeat.
substituting each of the determiners at the beginning.
2. Focus on use. These determiners come before plural rr::;~;;~;~;~;l~;ht ~~-~ay it!. pag~:~vi;~ -- -- J
nouns and answer the question How many ... ?
Determiners show general quantities of something,
j Before class, write in answers to Exercise 3A. Instead of
doing Part B, zoom in on Exercise 3A and follow the steps
l
not specific numbers. j for Highlight and say it! to practice pronunciation.
.....~~~~~~~~~~~~~~~~~~~~~- ·
I
Direct Ss' attention to the right side of the grammar box.
!. Ask: What kind of word follows these determiners? B
(Pronouns.) Ask: Are these pronouns singular or ~ Go over the instructions.
plural? (Plural. ) Explain that these determiners can Have Ss work in pairs to practice the sentences in
also come before plural pronouns. Exercise 3A. Go around the room and give help as
2. Point out that Ss must include of with the plural form needed .
(incorrect: Most the students. I Most of the student.).
Refer to the conversation in Exercise 2. Have Ss
underline a ll of the determiners + nouns or pronouns. 5 Speaking Ask the class.
1 Check comprehension. Ask: Do most of the students
learn a musical instrument? (Yes.) Do all of the schools Learning objective: Report the results of a survey
in the city have bands? (No.) How many schools have Direct Ss' attention to the "can do" statement at the
their own bands (A lot of them.) bottom of the page. (When they finish the speaking
Play the grammar box audio. Have Ss listen and repeat to activity, they will hopefully be able to check the box.)
A
A Go over the instructions.
1 Direct Ss' attention to the picture to set the scene. ·; Have Ss work individually to complete the question.
Explain that this is a large musical fami ly. Have Ss go around the room and ask their classmates the
• Go over the instructions. Do the first sentence as a class question .
(Most ). ' Option Set a time limit of five minutes and encourage
&1 Have Ss work individually to complete the sentences. them to talk to as many Ss as possible.
B
Go over the instructions and the example. Explain that,
B rather than use a specific number, Ss can use determiners
to report on the results of Part A.
Go over the instructions. Model the activity with a S.
Say: A lot of my favorite songs are pop songs. What Call on Ss to share their results using a determiner.
about you ? Finally, tell Ss to check the "can do" statement if they
Have Ss work in pairs to make sentences. can report the results of a survey. NOTE: If Ss feel they
Call on Ss to share information about their partner.
activities.
- - .
Have Ss write three statements about their musical tastes,
using determiners. The statements should be similar to For more practice , use:
those in Exercise 3, Part B. Have Ss write two that are Workbook pages 85-87
1 true and one that is false . Have Ss work in pairs to share
· their sentences and guess which of the sentences is false.
unit
Grammar
100% All of
Most of
A lot of
the students learn a musical instrument.
Some of
Not many of
0% None of
A Look at the picture of the Branson family. Complete the sentences with determiners.
1. Most of them are singing. 4. A lot I Most of them are playing an instrument.
2. All of them have costumes. 5. Some of them have blond hair.
3. Not many! Some of them are sitting. 6 . None of them are dancing.
B Make true sentences using determiners. Tell your partner.

1.. .. of my favorite songs are pop songs. 3 . ... of my classmates play in rock bands.
2... . of my friends play an instrument. 4 . ... of my friends enjoy singing karaoke.
Pronunciation Reduction of of
A Listen and repeat. Notice how of is sometimes pronounced ld/ before
consonant sounds.
/a/ /a/ /a/
All of the students A lot of the schoo ls None of my friends
B Pair work Practice the sentences in Exercise 3A. Reduce of to /a/.
5 Speaking Ask the class.

A Class activity Add a type of music, a song, or a singer to the question. Then
ask your classmates the question. Write the number of people who answer "yes."
Do you like ~~~~~~~~-

? D
B Share your information. Use determiners.
"Some of us like hip-hop music."
6 Keep talking!
I can report the results of a survev.
Musicians from around the world
Reading -
A Read the magazine article. Where is each singer from? See page T-112 for the answer.
Algeria's Khaled. is extremely popular in Suzanna Owiyo grew up in a family of

France and in the Arab world. He sings 14. She is a singer and guitarist from
rai, folk music from his native Algeria that Kenya. She sings in several languages,
includes French, Spanish, African, and and her musical styles include local
Arabic influences. Rai means "opinion" Kenyan pop, folk. and reggae. She uses
in Arabic, and sometimes people call traditional instruments in all of her
Khaled "the King of Rai." He recorded his songs. Her songs are often about women's
first song at age 14. and children's rights.
Cesaria Evora only became famous Youssou N'Dour is one of Africa's greatest
internationally at age 47. She doesn't wear singers. He mixes traditional music from
shoes on stage because she wants people his native Senegal with hip-hop, jazz,
to remember her native Cape Verde's poor and samba. He gives concerts around
women and children. Cesaria sings morna, the world. His songs are about ending
a traditional type of music. She says poverty and making the world a healthier
"morna is like the blues" because it talks and better place. He started a project to
about the hard lives some people live. open Internet cafes in Africa.
B Read the article again. Answer the questions.

1. Where is Khaled's music popular? it's popular in France and in the Arab world.
2. What does Suzanna Owiyo always use in her music? She always uses t raditional instruments.
3. Why doesn't Cesari a Evora wear shoes on stage? S he wants people to remember Cape Verde's poor
1
4 . Wh at k.in d of music I 7 Hc; m1x_es

· does Youssou N' Dour pay. · trad.1t1ona
' · I music
· from S enega
' I children.
women and
with hip-hop, Jazz, and samba.
C Group work What singers or musicians in your country are internationally
famous? What kind of music do they play? What do you think of their music?
Discuss your ideas.
LESSON D overview
Reading: "African Superstars!" (a magazine article)
Listening: An influential world musician
Writing: A popular musician
Speaking: A playlist
1 Reading African Superstars! B

Learning objective: Read a magazine article profiling
J Have Ss read the article again .
musicians; develop skills in reading for specific
information. 1 Have Ss work individually to answer the questions.
i Option Have Ss read the questions before re-reading
~~ (CD 3, Track 39) the article and then try to answer the questions without
looking back at the article.
A
Direct Ss' attention to the article. Have Ss look at the
pictures of the si ngers. Elicit a definition of superstar Go over the answers with the class.
(someone who is very, very famous).
c
Pre-teach unfamiliar vocabulary.
Go over the questions.
,..:} -,, Have Ss work in groups to discuss the questions .
influences things (such as styles, cultures, or people)
"11 -~r ·~
1
. i. 1.. , 1 rl • ] r;. 4 ; /:.. ' ·:
that affect or change how something develops

After doing Part C, follow the steps for Search and
rights the freedom to do or say things without being
highlight to review types of music. Say: Find a type of
afraid of punishment
music. Additionally, have Ss find examples of the simple
poverty the condition of being very poor past.

Have the Ss look for the answers to the question as they
If possible, download music samples from some or all of
read the article silently.
the singers in the article . Have Ss discuss the music
Have Ss compare answers with a partner. samples and say which singer they like best.
Answers
Khaled is from Algeria; Suzanna Owiyo is from Kenya;
Cesaria Evora is from Cape Verde; Youssou N'Dour is
from Senegal.
2 Listening Classical music hour c
.. Have Ss work in groups to share their writing. Encourage
specific in formation .
Ss to ask questions for more information.
A ~~ (CD 3, Track 40) Call on groups to find out if any group members wrote
J Direct Ss' attention to the picture to set the scene. Ask: about the same musician.
What type of music do you think this musician plays ? " Option Before collecting the assignment, have
(Class ical.) Ss proofread for errors with target vocabulary and
Go over the instructions. determiners.
o Play the audio. Have Ss listen and circle the correct

answer to the question.
4 Speaking Make a playlist
11 Option Play the audio again if needed .
o Go over the answer with the class. Learning objective: Describe important singers
and musicians.
I
8
Answer
China .
°":•""'!'f1 (CD 3 , Track 40)

-' Direct Ss' attention to the "can do" statement at the
A
' Go over the instructions.
" Go over the instructions.
Play the audio again. Have Ss listen and check the correct
Have Ss work in pairs to list important musicians and
answers.
songs. Set a time limit of ten minutes.
Option Pl ay the audio again. Have Ss listen and check
their answers. B
Have Ss compare answers with a partner. Go over the instructions. Have two Ss read the dialogue,
Go over the answers with the class. using their own example of a musician or song .
Go over the instructions. Ask: What five songs do you
think are most important for people to hear 7
3 Writing A popular musician Have Ss work in pairs to create a playlist of five songs.
Learning objective: Write a description of a favorite c

or popular musician. Go over the instructions.
A Have each pair join another pair. Have Ss present their
play lists and the reasons for their choices.
Go over the instructions. Read the four questions . Have
Ss work individually to think of answers. Set a time limit Finally, tell Ss to check the "can do" statement if they
of five minutes . can describe important si ngers and musicians. NOTE:
Option Have Ss free-write answers in a journal.
Additional practice activities.
... - ~
:;
-
,'.

model to prepare Ss for the writing activity. For more practice , use:
Workbook page 88
B Self-study CD-ROM Lesson D
Draw Ss' attention to the model paragraph. Ask a S
to read it aloud. Call on individual Ss to identify the
answers to the four questions from Part A.
Have Ss write the text in class or for homework
unit
Listening Classical music hour

A Listen to a radio host talk about the musician Lang Lang. Where
is Lang Lang from?
B Listen again. Check(./) the correct answers.

1. Lang Lang had his first music lessons at age :
0 three 0 five
2. He received his first award at age:
0 five 0 fifteen
3. He likes to share music with:
0 young people 0 older people
4. He also works with :
0 UNICEF 0 United Nations Un iversity
5. Besides classical music, he loves:
0 jazz and rock 0 jazz, hip-hop, and pop
J Writing A popular musician

A Think of your favorite musician or a popular musician. Answer the questions.
• Where is this person from? • What is this person's best song?
• What type of music is this musician famous fo r? • What is interesting about this person ?
8 Write a short description about the musician. Use the model and your answers from
Part A to help you.
My Favorite Singer
My favorite singer is Thalia. She 's from Mexico.
She sings different types of music, but mostly
she sings pop and dance music. My favorite song is
"No, No, No. " She records songs in many languages.
She sings in English, Spanish, French, and Ta galog .
C G r oup work Share your writing. Did any of you write about the same musician?
Speaking Make a playlist

A Pa!r worl< Make a list of the most important singers, bands, or musicians from
your country. What are their most popular songs?
B Pair wor~< Create a 5-track playlist. Use your notes .

A: I thin k . .. is very important.
B: So do I. A lot of youn3 people like his music.
C G ro up w ork Present your playlist and explain your

choices. Ask and answer questions to get more information.
I can describe important singers and musicians.

Quick pair review
Lesson A Find out! What are two types of movies both you and your partner
like? You have two minutes.
A: I like action movies. Do you?
B: No, but I like animated movies. Do you?
Lesson B Do you rem ember? Match the questions with the suggestions. You
have one minute.
1. We should see a movie. Do you have any suggestions? _c_ a. We could take a walk.
2. I'm hungry. Any suggestions? _e_ b. Why don't we go to the market?
3 . Let's get some exercise. What do you suggest? _a_ c. We could see a comedy.
4 . Where should we go shopping? Any suggestions? _ b_ d. Why don't we go to Mexico?
5. We need to take a vacation. What do you suggest? _d_ e. Let's make pizza!
Lesson C 8 11"aa1J1stoirm¥ Make a list of types of music. How many do you know?
Take turns. You and your partner have two minutes.
Lesson D G11.1Jess! Describe a popular band or singer, but don 't say the name.
Can your partner guess the name? Take turns. You and your partner have two minutes .
A: She sinss pop music. She sin3s in Chinese and Korean. She's also an actress.
B: Jan3 Nara?
A: Yes.
In the real world

What were some of the top movies this year? Go online and find information about one
of them in English. Then write about it.
• What's the name of the movie?
• What actors are in it ?
• What type of movie is it?
• What songs are in the movie ?
A Top Mo vie
.. . was one of the top movies this
yea r. It 's an animated movie... .
Go over the instructions and have two Ss read the
Learning objectives: Review vocabulary for movie dialogue . Encourage Ss to say at least three facts to
and music types; review expressions for asking for and describe a band or singer.
giving suggestions.
' Have Ss work in pairs to take turns describing and
Lesson A Find out! guessing a band or a singer. Set a time limit of two
minutes.
:i Go over the instructions. Ask two Ss to read the dialogue.
Have Ss work in pairs to ask and answer questions about
the types of movies they like. Set a time limit of two 2 In the real world
minutes.
Learning objective: Research a popular movie
Lesson B Do you remember? and write about it.
1 Go over the instructions. - Go over the instructions, the research questions, and the
..:i Have Ss work in pairs to match the questions with example. Explain that it's OK if Ss have not seen the
suggestions. Set a time limit of one minute. movie they chose.
• Go over the answers with the class. Option If Ss have seen the movie they choose,
encourage them to include their own opinion about it.
Lesson C Brainstorm !
• Go over the instructions. Remind Ss to write down the information in their own
Have Ss work in pairs to brainstorm types of music . Set a words. (This could be done in their prewriting journal, if
time limit of two minutes. they are keeping one.)
Elicit the types and write them on the board. Add more , When Ss return to class, have them work in pairs or small
types of music from Lesson C if there are any that Ss did groups to read what they wrote. Have pairs or groups
not mention . Alternatively, have Ss look back at Lesson C decide if they would like to see the movie.
and state any types that people forgot. Option If you are collecting the writing assignment,
have Ss proofread for errors with target vocabulary, so,
' f ~;.. - '1, ,... ·- t :.
too, either, neither, and determiners (as well as other
After brainstorming, follow the steps for List that to review
errors) before they hand 'it in .
types of music.
Time for a change
LESSON A Personal change Ss can ...
Ss learn vocabulary to discuss personal goals. They use infinitives of give reasons for personal changes .
purpose.
LESSON B I'm happy to hear that! Ss can . ..

Ss learn expressions for reacting to good and bad news. react to good and bad news.
LESSON C I think I'll get a job. Ss can .. .

Ss learn vocabulary for milestones. They use will, may, and might for make predictions about the future.
future predictions.
LESSON D Dreams and aspirations Ss can . ..

Ss read a magazine article about inspiring teenagers; they write about discuss their dreams for the future.
a dream come true.
Warm-up .J Elicit the answers from the class.

~ Option Do the activity as a class.
life changes. Possible answers
1. get a new job
, =.:,,.;: EH''S ~'/:. 2. get a pet
Before class, hide the following items: 3. buy a computer
Picture1: the briefcase 4. start exercising
Picture 2: the pet 5. learn a new language
Picture 3: the computer 6. paint a room I an apartment
Picture 4: the treadmill
Picture 5: the computer
Picture 6: the brush and paint
B
Before doing Part A, have Ss guess what the missing Read the questions. Have Ss work in pairs or groups to
· objects are. discuss the questions.
Option Do the activity as a class.
A Call on Ss to share the types of changes they have made
or would like to make.
Direct Ss' attention to the pictures. Explain th::it the
pictures show different types of changes people make Tell Ss that they will learn how to talk about change in
because they want to improve their lives. this unit. Point out the Unit 12 lesson overviews. Go over
what Ss will learn in each lesson.
Have Ss work in pairs or groups to discuss the type of
change in each picture.
Warn1-up
A The people in the pictures have made changes in their lives. What change do you
think each person made? See page T-115 for possible answers.
B Wou ld you like to make any of these changes? Which ones?

Personal change
1 Vocabulary Personal goals
a. get a credit card d. lose weight g. save money

b. join a gym e. make more friends h. start a new hobby
c. learn an instrument f. pass a test i. work I study harder
3.
5. [fil_
7.
B Pair work Which things in Part A are easy to do? Which are more difficult? Why?
Tell your partner.
" It 's difficult to learn an instrument. It takes a lon3 time!"
2 Language in context I'm making it happen!

A
.N'
~
A
,i, ·_'
-~
· ··-"'
I
See page T-116
Listen to three people talk about changes. Who's learning something new? for the answer.
I
*~
' .." ' , .. .~
-.... '"
My friends and I are starting our I joined a gym last month to I hated taking the bus to work ,
own band next year. I can sing , lose weight. I only want to lose a so I saved money to buy a bike .
but I can 't play an in st rument , couple of kilos , but I'm finding Now I ride it to work every day,
so I'm taking a class to learn the it difficult. But I'm making some and I feel a lot healt hier and
guitar. new friends , so that's good. hap pier.
- Leonardo - Mark - Tina
B Talk about a change you made.

116
LESSON A overview
Vocabulary: Personal goals
Grammar: Infinitives of purpose
Speaking: Discussion about changes
1 Vocabulary Personal goals 2 Language in context I' m ma king

it happen!
Learning obj ective: Use vocabulary for personal goals.
Learning objective: See use of personal goals
A (CD 3, Track 41)
vocabulary and infinitives of purpose in context.
• Direct Ss ' attention to the phrases in the box and the
pictures. Explain that the pictures show types of personal C/assware Fill in the text page xxvii
goa ls that people can have. Before doing Part A, follow the steps for Fill in the text to
• Go over the instructio ns. practice vocabulary for personal goals. Hide: play, learn,
weigh, friends, money.
• Have Ss work individuall y or in pairs to match the
phrases and the pictures.
• Option Have Ss check their answers with a partner.
A (CD 3, Track 42)
• Direct Ss' attenti on to the pictures to set the scene.
Expl ain that Ss will li sten to and read three people's
• Play the audi o again . Have Ss li sten and repeat the comments about change.
phrases to practice pro nunciation.
• Go over the instructi ons. Pl ay the audio. Have Ss answer
B the questio n as they li sten and read silentl y.
• Go over the instructio ns and read the example. • Go over the answer with the cl ass.
Alternatively, give an example of a personal goal that you
think is easy or diffic ult to do, and say why.
• Have Ss work in pairs to di sc uss the goals in Part A.
• Ca ll on pa irs to share their ideas of one goal that is easy
I
B
Answer
Leonardo is learning something new.
to do and one that is diffic ult.

• Option Have Ss wo rk in pairs to ra nk the goals in order • Go over the in structi ons. Have Ss work in pairs or groups
of easy to difficul t. to talk about a change they have made. Expl ain that it
can be a recent change or a change they made a long ti me
Classware Label that picture page xxix ago.
After doing Part B, follow the steps for Label that picture • Option Do the acti vity as a cl ass .
to review vocabulary for personal goals.
• Call on Ss to share their answers to the questi ons.
Unit 12 Time f or a change T-116

3 Grammar Infinitives of purpose 4 Speaking Three changes
Learning objective: Practice infinitives of purpose. Learning objective: Give reasons for personal
changes.
(CD 3, Track 43)
• Books closed. Write o n the board: I'm taking a class bottom of the page. (When they finish the speaking
because I want to learn the guitar. Cross out because activity, they will hopefully be able to check the box .)
I want (but make sure Ss can still see the words beneath).
Circle to learn. Point out that it is an infinitive. A
• Focus on use. Explain that there is more than one way to • Go over the instructions.
state a purpose, or a reason, for doing something. We can • Have Ss work individually to complete the chart with
use a clause with because or we can use an infinitive of their own information.
purpose.
• Write on the board: I joined a gym last month because B
I want to lose weight. Ask: What is another way to show • Go over the instructions. Have a S read the example.
purpose in this sentence? (Cross out because I want.) Elicit another example from a S.
Ask: What is the infinitive of purpose? (To lose.) • Have Ss work in groups to share their information from
• Books open. Read the third and fourth sentences in the the chart in Part A.
grammar box out loud . Elicit the infiniti ve of purpose • Go around the room and take notes on errors you hear
in each. with infinitives of purpose, paying particular attention
• Refer to the texts in Exercise 2. Have Ss underline the to missing words, extra words before to, or incorrectly
infinitives of purpose. Point out that in Tina's comment, formed infinitives (incorrect: I joined a gym lose weight.
to work is not an infinitive of purpose. To is a preposition I joined a gym for to lose weight. I joined a gym for
here, indicating direction. We cannot rephrase the losing weight. I joined a gym to losing weight. ).
sente nce with because. • Write the errors you heard on the board and encourage Ss
• Check comprehensio n. Ask: Why is Leonardo taking a to correct them .
music class ? (To learn the guitar.) Why did Mark join • Finall y, tell Ss to check the "can do" statement if they
a gym? (To lose weight.) Why did Tina save money ? can give reasons for personal changes. NOTE: If Ss feel
(To buy a bike.) they need more help, suggest they do the Additional
• Play the grammar box audio. Have Ss li sten and repeat to practice activities.
practice pronunciation .
Additional practice
A For more practice, use:
• Go over the in structions and the examp le.
• Have Ss work individu ally to match the sentence parts. Self-study CD-ROM Lesson A
B
• Go over the instructions and the examp le.
• Have Ss work individually to rewrite the sentences.
c
• Have Ss work in pairs to discuss the sentences in Part B.
• Have Ss tell the class which sentences are true for their
partner.
T-117 Unit 12 Time for a change

J Grammar .. ») Infinitives of purpose
I'm taking a class to learn the guitar. (= because I want to learn the guitar)
I joined a gym last month to lose weight. (= because I want to lose weight)
She'd like to save money to buy a bike. (= because she wants to buy a bike)
We're starting a book club in July to make more friends. (= because we want to make more friends)
A Match the sentence parts. Then compare with a partner.

1. I joined a gym last week to buy a car.
2 . I'm saving my money to get better grades.
3. I'd like to go to the U.S. to relax.
4. I studied harder to improve my English.
5. I listen to music to lose weight.
B Rewrite these sentences. Use an infinitive of purpose.

1. I'd like to go to a hair salon because I want to get a
new hairstyle.
I(:/ like to go to a hair salon to get a new hairstyle.
2. I listen to songs in English because I want to improve
my listening.
I listen to songs in English to improve my listening.
3. I saved my money because I wanted to buy a new computer.
I saved my money to buy a new computer.
4. I'm studying on weekends because I want to get a better job.
I'm studying on weekends to get a better job.
C Pair work Which sentences from Part B are true for you?
Tell your partner.
4 Speaking Three changes

A Complete the chart with three changes you would like to make. Then think about
the reasons why you would like to make each change.
Chan es
1.
2.
3.
B Group work Discuss your changes. Are any of your changes or reasons the same?
"I'd like to 30 to Canada to study En3/ish. I hope to be an En3/ish teacher someday."
5 Keep talking!
I can give reasons for personal changes.

117
I'm happy to hear that!
1 Interactions Good and bad news
A Do you ever see old classmates or friends arou nd town? What kinds of things do
you talk about?
B ) Listen to the conversation. What's changed for Emily?

Then practice the conversation . See page T-118 for the answer.
Joe: Hey, Emily. Long time no see. Emily: Well, I'm playing guitar in a band.
Emily: Oh, hi, Joe. How are you doing? I'm really enjoying it.
Joe: Fine. Well, actually, I didn't pass Joe: That's wonderful! What kind of
my driving test - again. That's three music?
times now. Emily: Rock. We have a show next week.
Emily: That's too bad. Do you want to come? I'll email you
Joe: Yeah, I wanted to drive to the the information.
beach this weekend. So, what's Joe: Thanks. I'll be there!
new with you?
C 11111))) Listen to the expressions. Then practice the conversation again with the
new expressions.
~MQW&&l¢i ~§@/Liji.h.f.j,@1¢1
That's too bad. That's wonderful!
That's a shame. That's great to hear!
I'm sorry to hear that. I'm happy to hear that!
D Pair work Share the news below and react appropriately.

I'm learning German . I lost my wallet.
I bought a car. I won two concert tickets.
I failed my math exam. I'm going to travel to London.
I have a part-time job. I'm not sleeping well.
I broke my foot. I'm planning to get a pet.
118
LESSON B overview
Interactions: Reacting to good news and bad news
Listening: Sharing news
Speaking: Good news and bad news
1 Interactions Good and bad news c (CD 3, Track 45)

Learning objective: Reacting to good and bad news. (That's too bad. I That 's wonderful!) Explain that there
are other ways to react to bad news and to good news.
A
• Go over the expressions in the box. Point out that the
expressions are all equal ly strong and equally polite.
Ex pl ain that these are two friends who haven ' t seen each
other in a long time. • Play the audio. Have Ss li sten and read silentl y.
• Read the questions. Have Ss work in pairs or groups to • Option Play the audio and have the Ss listen and repeat.
discuss the questions. • Model the activity with a S. Read the first part of
• Elicit answers to the questions. the dialogue with a S, taking the role of Emily and
substituting That 's a shame. for That's too bad.
• Have Ss practice the substitution conversation in pairs.
B (CD 3, Track 44) • Go around the room and give help as needed.
• Go over the instructions and the question.
• Play the audio . Have Ss answer the question as they
D
li sten and read silently. • Go over the instructions. Model the activity with a S.
Have a S read the first sentence. Use one of the sentences
in Part C to react to the news. Repeat the example using
• Go over the answer with the class. a statement of bad news (/failed my math exam.) and
having the S react thi s time.
I Answer
Emily is playing guitar in a band.

• Have Ss work in pairs to take turns sharing and reacting
to news.

Have Ss work in pairs to choose one of the situations in
Part D and do an extended role play about the situation .
C/a ssw a re Restoring text page xxx
Have Ss ask questions for more information and use
After doing Part B, follow the steps for Restoring text to
different expressions to react to good and bad news. Call
review language for reacting to good and bad news.
on pairs to perform their role play for the class. Have the
c lass listen for expressions from Part C.
Unit 12 Time for a change T-118

2 Listening Sharing news 3 Speaking Good news, bad news
Learning objective: Develop skills in listening for Learning objective: React to good and bad news.
specific information and listening for accuracy. • Direct Ss' attention to the "can do" statement at the
Classware Tip activity, they will hopefully be able to check the box .)
Instead of doing Part A, zoom in the pictures on the
board and discuss what news they think the people A
might be sharing. Elicit some ideas from pairs and write
ideas on the pictures. Have the Ss do Part B and check if
• Go over the instructions. Explain that Ss should not
their predictions in Part A were correct. use true news about themselves. Encourage them to be
creative and to have fun .
• Have Ss work individually to complete the chart.
A
• Set the scene. Explain that Ss are going to hear four B
people sharing news with friends. • Go over the instructions. Have two Ss read the dialogue.
• Go over the instructions. Have Ss work in pairs or groups Explain that Ss can also ask: What else is new with you?
to discuss the pictures and decide which picture shows to get more news. Encourage Ss to use a variety of
someone sharing news about a new job (the top right expressions to react to good and bad news.
picture). • Have Ss work in pairs to share their news.
• Elicit the answers from the class. • Option Have Ss imagine they are at a party. Have them
• Option Do the activity as a class. walk around the room and talk to at least three other Ss.
Possible answers c
On the side of the road. • Have each pair join another pair.
In a restaurant. • Have Ss share the most interesting news they heard.
In a pizzeria.
In a classroom.
can react to good and bad news. NOTE: If Ss feel they
B (CD 3, Track 46) need more help, suggest they do the Additional practice
• Go over the instructions. activities.
• Pl ay the audio. Have Ss listen and number the pictures. Additional practice
• Option Play the audio again if needed.
Workbook page 92
• Go over the answers with the class. Self-study CD-ROM Lesson B
C (CD 3, Track 46)
• Go over the instructions. Explain that Ss can make
corrections by editing the sentence. They do not need to
rewrite the entire sentence.
• Play the audio again. Have Ss listen and edit the
sentences.
• Option Play the audio again. Ss check their answers.
Answers
1. Mark has some free time in the mornings and
evenings.
2. Lucia is saving her money to buy a computer.
3. Jeff is taking the bus because his new car is not
running very well.
4. Wendy and her cousin had a wonderful time in Rome
and Florence.

unit
2 Listening Sharing news

A Look at the pictures in Part B. Where are the people? See page T-119 for possible answers.
B Listen to four people share news with friends. What news are they talking
abou t? Number the pictures from 1 to 4.
C '4l)) Listen again. Correct the false sentences. Then compare with a partner.
1. Mark has some free time in the afternoons and evenings . mornings
2. Lucia is saving her money to buy a H?staurn:nt. computer
3. Jeff is taking the tfa+ti because his new car is not running very well. bus
4 . Wendy and her cousin had a terribte time in Rome and Florence. wonderful
J Speaking Good news, bad news

A Complete the chart with some good news and bad news. (Don't use true news !)
Good news Bad news

1. 1.
2. 2.
B Class activity Share your news. React appropriately.

A: Hi, Mariko. What's new with you?
B: We//, I'm 3oin3 to Paris next week to study French.
A: That 's wonderful!
B: What's new with you?
C Group work Share the most interesting news you heard.
I can react to good and bad news.

119
I think I'll get a job.
1 Vocabulary Milestones
A ;) Complete the chart with the correct milestones. Then listen and check
your answers.
CZJ get promoted ~ go to college
-.
[g) graduate from high school C1.J rent an apartment ~ retire
cm start a career C@ get married OJ start school

Personal milestones Educational milestones Work-related milestones
Jzuya house _go to col/eg~
e _ _ __ _get promoted
_get married _graduate from high school retire
rent an apartment start school start a career
B Number the milestones from 1 to 9 in the order they usually happen. Then compare
wi t h a partner. Answers may vary. See chart for
possible answers.
2 Conversation I'll go traveling.

A l)) Listen and pract ice.
Tim: Hey, Craig. How are you doing?
Craig: Oh, hi, Tim . I'm fine . What's new with you?
Tim: Well, I'm graduating from college this summer.
Craig: That's wonderful! What do you think you'll do
in September?
Tim: I think I'll go traveling with some friends.
Craig: That sounds fun , but it won't be cheap.
Tim: Yeah, so I may get a job this summer to pay
for the trip.
B lllll)) Listen to the rest of the conversation. What's new with Craig?
120
LESSON C overview
Vocabulary: Milestones
Grammar: Will for predictions; may, might for possibility
Pronunciation: Contraction of will
Speaking: Predictions about the future
1 Vocabulary Milestones 2 Conversation I'll go traveling.

Learning objective: Use vocabulary for milestones. Learning objective: Practice a conversation about
summer plans; see vocabulary for milestones and will ,
A (CD 3, Track 47) may, might for future predictions in context.
• Direct Ss ' attention to the phrases and the pictures .
Expl ain that the pictures show diffe rent types of Classware Disappearing dialogue page xxvii
milestones. Elicit a definition of milestones (big Instead of doing Part A, follow the steps for Disappearing
accomplishments, or important events in our lives). dialogue to practice the conversation.
Tell Ss we can group milestones into three categories:
personal , educational, and work-related. A (CD 3, Track 48)
• Go over the instructions. Ex pl ain that Ss do not need • Direct Ss' attention to the picture to set the scene.
to do anything wi th the check boxes next to the phrases Explain that Tim and Craig are two old fri ends who see
for now. each other unexpectedly on the street and catch up on
• Have Ss work individuall y to complete the chart below their news.
the pictures. • Play the audio. Have Ss li sten and read silently. If
• Play the audio. Have Ss li sten and check their answers. helpful, play the audi o line by line and have Ss repeat.
• Play the audio again. Have Ss li sten and repeat the • Have Ss practice the conversation in pairs.
phrases to practice pronunciation. • Option Call on two pairs to act it out fo r the class.
B B (CD 3, Track 49)
• Go over the instructions. • Go over the instructions. Expl ain that Ss are going to
• Have Ss work in pairs to number the milestones. hear the rest of the conversation.
• Option Ask the class: What milestones could we add • Play the audio. Have Ss listen for the answer to the
to this list? Elicit additional examples, such as starting question.
a fa mil y. • Go over the answer with the class .
Cultural note Answers

In North America , the traditional sequence and average Craig is planning to rent a one-bedroom apartment near
age for these milestones are as follows: 1. start school work. He might get a pet.
(age 3, preschool , or 5, kindergarten) ; 2. graduate from I
high school (age 18); 3. go to college (age 18); 4. start a
career (age 22 or 23); 5. rent an apartment ; 6. get
promoted ; 7. get married (around age 25-30); 8. have
ch ildren (age 27-41); 9 buy a house; 10. retire (age 65).
However, due to economic changes and other factors ,
many people today do not follow this traditional
sequence, or they reach these milestones at increasingly
later ages. For example, many people take time off before
starting college , or marry well into their 30s or later, or
work beyond age 65 .

• Call on Ss to share two of their partner's predictions:
3 Grammar Will fo r predictions;
something their partner is very certain about and
may, m ight for possib ility something their partner is less certain about.
Learning objective: Pra ctice wi ll , may, might.
(CD 3, Track 50) 4 Pronunciation Contraction of w ill

Will for predictions
Learning objective: Focus on contractions of
• Direct Ss' attention to the left side of the grammar box. pronouns + wi ll.
Read the examples.
• Focus on form. (CD 3, Track 51)
1. Statements with will: Write on the board: subject • Play the audio. Have Ss listen, paying particular attention
+ will + verb. Point out the contractions in the to contractions of pronouns and will.
examples from the grammar box. • Play the audio agai n. Have Ss listen and repeat.
2. Negative statements with will: Write on the board:
subject + won't + verb. Point out that we can say C/assware Highlight and say it! page xxviii
will not + verb, but the contraction is more common. Before class, circle correct answers to Exercise 3A. After
• Focus on use. Explain that we use will ('ll) +verb for doing Exercise 4, zoom in on Exercise 3 and follow the
steps for Highlight and say it! to practice pronunciation .
predictions.
M ay, might for possibility
• Direct Ss attention to the right side of the box. Read the
examples aloud . 5 Speaking My future
• Focus on form. Write on the board: subject + may I
Learning objective: Make predictions about the future.
might+ verb
• Remind Ss not to use to before the main verb with will, bottom of the page. (When they finish the speaking
may, and might (incorrect: I may to get a job.) .
• Focus on use. Explain that we use may, might+ verb to
talk about future possibility. There is no difference in A
meaning between may and might. • Go over the instructions.
• Refer to the conversation in Exercise 2. Have Ss • Have Ss work individually to add examples.
underline all the examples of will and may + verb.
• Check comprehension. Ask: What does Tim think he 'll do B
this summer? (Go traveling with friends.) . Does Craig think • Go over the instructions. Have two Ss read the dialogue.
it'll be fun? (Yes.) Does Craig think it'll be expensive? (Yes.) Point out that B could also say: I might. I have an
Does Tim think he 'll have enough money? Why or why not? interview this week.
(Yes; he may get a job.) Point out line three: I'm graduating • Have Ss work in pairs to ask and answer questions .
from college this summer. Ask: Why doesn 't Tim use will,
may, or might ? (He states a plan, not a prediction.) with the form of will, may, and might (incorrect: I might
• Play the grammar box audio. Have Ss listen and repeat to start my career this year. Do you think you start your
to practice pronunciation. career this year?).

to correct them.
• Go over the instructions. Do the first sentence as a class
(/may rent . . . ). • Finally, tell Ss to check the "can do" statement if they
can make predictions about the future. NOTE: If Ss feel
• Have Ss work individually to circle the correct words. they need more help, suggest they do the Additional
• Have Ss compare answers with a partner. practice activities.
Additional practice
• Go over the instructions. Workbook pages 93-95
• Have Ss work in pairs to ask and answer the questions in Self-study CD-ROM Lesson C
Part A. Encourage Ss to give reasons for their answers.

unit
J Grammar •O) Will for predictions; may, might for possibility

What do you think you'll do?
Predictions Possibility
I think I'll go traveling with some friends. I don't really know. I may get a job.
I won't get a roommate. I'm not really sure. I might buy a pet.
Do you think you'll get a roommate?

Yes. I'll get one soon.
No. I won't get a roommate this year.
A Circle the correct words. Then practice with a partner.

1. A: Do you think you'll buy a house next year?
B: No. I don't have enough money. But I'll /Qmay) rent an apartment. I don't know.
2. A: What do you think you'll do on your next birthday?
B: I'll /~have a big party, but I'm not sure.
3. A: When do you think you'll retire?
B: Q])/ I may retire at age 65. Most other people do.
4. A: Do you think you'll buy a car this year?
B: No, ~/ I might. I don't have enough money for one.
5. A: Do you think you'll get married after college?
B: I'm not sure.(!])/ I may get married someday.
B Pair work Ask and answer the question s in Part A. Answer with your
own information.
4 Pronunciation Contraction of will

Listen and repeat. Notice how these pronouns + will are contracted into one syllable.
I'll you'll he'll she'll we'll they'll
5 Speaking My future
A Write an idea for each of the things below.
1. an important thing to do : _ _ _ _ _ _ _ __
2. an exciting thing to do : _ _ _ _ _ _ _ _ __
3. an expensive thing to buy: _ _ _ _ _ _ _ __
4. an interesting person to meet: _ _ _ _ _ __
B Pair work Ask and answer questions about the

things in Part A. Use will, may, or mi3ht and these
time expressions.
Time expressions
A: Do you think you'll start your career this year? this week this month
B: Yes, I think I will. I have an interview this week. this weekend next month
next week this year
6 Keep talking!
Go to page 152 for more practice. I can make predictions about the future.
121
Dreams and aspirations
1 Reading ))1
A Look at this quote. What do you think it means?

"A life without dreams is like a 3arden without flowers." - Gertraude Beese
B Read the article. Check (./) the best title.

0 Baseball Team Raises Money in Harlem [iJ Students Raise Money for Baseball Team
0 How to Get Baseball Equipment 0 Dream Comes True for Harlem Teacher
Two years ago , high school students

Michael Pinsky and David Connor read
a n article in a newspaper about a school
in Harlem, a neighborhood in New York
City. The school had a baseball team, but
no money to buy balls, team uniforms , or
other equipment.
Michael and David had an idea. They
After the school in Harlem received the
decided to help the team get money for
money, Michael and David spoke to
the equipment they needed. So the two
the students at the school, and David
boys started a project to raise money for
explained why this was a dream come
the baseball team. They called the project
true. "It's not just about me ," he says. "It's
"Home Runs for Harlem." They placed
for other people. It's for the community.
boxes in stores to collect money for the
team and sold bracelets with the words "I just hope they have a fun time
"Home Runs for Harlem" on them . playing baseball, and if they can have
Their plan was to give all the money the equipment, then that just helps out,"
they collected to the school to support says David. David and Michael now plan
the team. to raise money for other baseball teams
in Harlem.
Michael and David's project was a great
success. They raised over $9,000. The For their passionate and inspiring efforts
team bought the equipment they needed: to support school baseball programs,
gloves, baseballs, and bats. The school the two teenagers were New Yorkers
also used some of the money to pay a of the Week on one of New York's
baseball coach. news stations.
C Read the article again . Number the events from 1 to 8.

___f2_ They spoke to students in Harlem. _A_ They sold bracelets and collected money.
_Q_ The school received baseball equipment. _z_ The school hired a coach.
_Q_ They created "Home Runs for Harlem." _Q_ They raised over $9,000.
_ 1_ David and Michael read about a school. _2___ They decided they wanted to help.
D Group work Have you or your school ever raised money for something? How did
you do it? Do you remember how much you raised? Discuss your experiences.
122
LESSON D overview
Reading: "Students Raise Money for Baseball Team "
(an article)
Listening : An interview with an athlete
Writing: A dream come true
Speaking: Dream planner
1 Reading Students Raise Money for c

Baseball Team • Go over the instructions.
• Have Ss read the article again and number the events.
Learning objective: Read a magazine article about two
inspiring teenagers; develop skills in reading for main
idea and reading for sequence. • Go over the answers with the class.
(CD 3, Track 52) C/assware Tip

As you go over the answers with the class, have volun-
A teers come to the board to highlight the part of the text
• Go over the instructions. Read the quote aloud. that matches with the corresponding event in Part C.
Model the first answer: In the first paragraph, highlight
• Have Ss work in pairs or groups to discuss its meaning Michael Pinsky and David Conner read an article in a
(possible meaning: Life is nothing without dreams; newspaper about a school. Then put a 7 next to David
hopes and dreams are very important; everyone has and Michael read about a school. in Part C. Have
hopes and dreams.). volunteers highlight other corresponding parts of text in
• Option Do the activi ty as a class. the order they appear in the reading and then write the
number next to the correct event in Part C.
• Have Ss look at the picture of the boys. Elicit a definition
of aspiration (an important goal, a dream). Ask: What do
you think was the dream or aspiration of these boys? D
• Pre-teach unfamiliar vocabulary. • Go over the questions.
• Have Ss work in groups to discuss the questions .
Vocabulary
home run in baseball , when a player hits the ball very far Extra activity Extension
(sometimes over a wall) and is able to run around all three Have Ss work in pairs or groups to plan an activity to raise
bases to home plate, thereby scoring a point money for their school. Have them discuss who needs the
bracelet jewelry worn around the wrist money and how they can raise the money. Ask them to
make predictions about how much money their event will
raise and how the money may be used. Alternatively, have
B pairs or groups present their fund-raising idea to the class
• Go over the instructions. and have their classmates predict how successful it will
be and how the money may be used.
• Have Ss read the article si lently and check the best title.
• Elicit the answer from the class.
• Option Read paragraph three aloud and elicit a
definition of equipment (things you use for an activity,
such as a sport). Ask Ss how they can understand the
meaning of equipment from that paragraph (There is a
colon followed by a list of examples of equipment.).
• Tip Help Ss understand how to define words from
context. Explain that context clues can include li sts
of examples, which often appear after a colon or in
parentheses.

2 Listening An interview with B
an athlete • Go over the instructions.
• Draw Ss' attention to the model paragraph. Ask a S
Learning objective: Develop skills in lis tening for to read it aloud. Call on individual Ss to identify the
specific information. answers to the three questions from Part A. Ask: Where
A (CD 3, Track 53)
does the writer make a prediction about his or her
future ? (Jn the last sentence: I might become a chef
• Direct Ss' attention to the picture to set the scene. Ask: someday.)
Where is this woman? (At an outdoor game or event.)
• Explain that Ss are going to write a similar description
Do you think she'll participate or watch? (She may
of a personal dream come true. Encourage Ss to end their
participate. She is wearing sports clothes.)
paragraph with a prediction.
• Go over the instructions. Explain that the woman is a
• Have Ss write the text in class or for homework
marathon runner. Tell Ss that a marathon is a race that
is 42. 195 km, or 26.2 miles, long. c
• Play the audio. Have Ss listen and check the two dreams • Go over the instructions.
the woman achieved.
• Have Ss work in groups to discuss their writing.
• Option Play the audio again if needed .
• Have Ss compare answers with a partner. proofread their paragraphs for errors with target
• Go over the answers with the class. vocabulary and will, may, or might.
B (C D 3, Track 53)
• Go over the instructions. 4 Speaking Dream planner
• Play the audio again . Have Ss work individually to circle
the correct answers. Learning objective: Discuss dreams for the future.
• Option Play the aud io again. Have Ss li sten and check • Direct Ss' attention to the "can do" statement at the
their answers. bottom of the page. (When they fini sh the speaking
• Go over the answers with the class. A
• Have Ss work individually to complete the chart.
3 Writing A dream come true
• Tip Encourage Ss to create charts like thi s with dreams
Learning objective: Write a description of a dream or goals for their study of English, and specific steps
come true. toward those goals, as they move on to the next level.
A B
• Go over the instructions. Read the three questions. Have • Go over the instructions. Have two Ss read the dialogue.
Ss work individually to think of answers. Set a time limit • Have Ss work in groups to share their dreams and their
of five minutes. plans.
• Option Have Ss free-write answers in a journal. • Finally, tell Ss to check the "can do" statement if they
• Option If Ss cannot think of a dream come true from can discuss their dreams for the future. NOTE: If Ss
their own experi ence, or if they do not wish to write feel they need more help, suggest they do the Additional
about it, have them write about a dream come true for practice activities.
somebody else they know.
Additional practice
Classware Analyzing the model page xxvii For more practice, use:
After doing Part A, follow the steps for Analyzing the Workbook page 96

unit
2 Listening An interview with an athlete

A ) Listen to an interview with Suzanne, a marathon runner. Check (.,/) the two
dreams sh e's achieved.
0 to run marathons
0 to go back to school
0 to win t he Chicago Marathon
0 to run all the big marathons
B Listen again . Circle the correct answers.

1. This is Suzanne's fifth /~ marathon.
2. She won /@:dn't w@the Boston Marathon.
3. She fin ished first /Q~D in her first race in high school.
4. At age@ / 43, she decided to make some changes in her life.
5. The most difficult thing for her was the~/ stress.
J Writing A dream come true

A Think of a dream that came true for you. Answer the questions.
• What was your dream? • Why was it a dream for you? • How did your dream come true ?
B Write about your dream . Use the model and your answers in Part A to help you.
My Dream
My dream was to study Mexican cooking in Oaxaca. I loved
to cook, but I wasn't a very good cook. So I went to Oaxaca
to study Mexican cooking. I took a two-week class. It was a
dream come true. Now I can make great meals. Who knows?
I might become a chef someday.
C Group work Share your writing. Ask and answer questions for more information.
4 Speaking Dream planner

A Complete the chart with a dream for the future. Then add three things you'll need
to do to achieve it.
My dream
1.
2.
3.
B Group work Tell your group about your dream and how you'll achieve it.
A: My dream is to start my own business someday.
B: Tha t 's a 3reat dream . How will you make it happen?
A: Well, first I'll 30 back to school. Then I'll 3et a job to 3et some experience.
I can discuss my dreams for the future.

123
Wrap-up
1 Quick pair review
Lesson A Brainstorm! Make a list of personal goals that people can have.
How many do you know? You have two minutes.
Lesson B Do you remember? Write B for ways to react to bad news. Write G
for ways to react to good news. You have one minute.
1. _!L_ That's too bad.
2. _!L_ I'm sorry to hear that.
3. ___Q_ That's wonde rful!
4 . ___Q_ I'm happy to hear that!
5. _!L_ That's a shame.
6. ___Q_ That's great to hear!
Lesson C Find out! What are two things both you and your partner think you
will do in the future? Take turns. You and your partner have two minutes.
A: I think I'll go to college in two years.
B: I don't think I will. I may travel first.
Lesson D Guess! Describe a dream you had when you we re a child. Can your
partner guess what it was? Take turns. You and your partner have two minutes.
A: I loved swimming. I wanted to win a gold medal.
B: Did you want to swim in the Olympics?
A: Yes, I did.
2 In the real world

What future goals do famous people have? Do you think they will achieve them? Go
online and find information in English about a famous person in one of these
categories. Then write about him or her.
an actor an athlete a businessperson a politician a scientist a singer
Bill Gates
Bill Gates wants to improve
people's health. I think he 'll
achieve this goal . . . .
124
• Go over the instructions and have two Ss read the
Learning objectives: Review vocabulary for personal dialogue. Alternatively, give clues to one of your own
goals, expressions for reacting to good and bad news, aspirations and have Ss guess what it was. Point out
and will, may, and might for predictions. that in your example and in the dialogue, the past tense
is used.
Lesson A Brainstorm!
• Have Ss work in pairs to take turns describing and
guessi ng past dreams. Set a time limit of two minutes.
• Have Ss work in pairs to brainstorm common personal
goals. Set a time limit of two minutes.
• Elicit personal goals from the class and write them on 2 In the real world
the board. Have Ss turn back to Lesson A and review any
goals that are not on the board. Learning objective: Research a famous person 's future
goals and write about them.
Classware Guided brainstorming page xxviii • Go over the instructions, the categories of famou s people,
After doing brainstorming , follow the steps for Guided and the example.
brainstorming to review vocabulary for personal goals.
Remind Ss to write down the information . (Thi s could be
Lesson B Do you remember? done in their prewriting journal , if they are keeping one.)
• Go over the instructions. Explain that they can write about one goal or more than
• Have Ss work in pairs to decide if the reactions are for one goal.
good or bad news and write G or B. Set a time limit of • When Ss return to class, have them work in pairs or small
one minute. groups to read what they wrote. Have pairs or groups
• Go over the answers with the class. discuss the famous person 's goal(s). Write on the board:
Did this goal surprise you? Do you think this person will
Lesson C Find out! achieve this goal ? Have Ss discuss these questions.
• Go over the instructions. • Option If you are collecting the writing assignment,
• Have Ss work in pairs to discuss predictions for their have Ss proofread for errors with target vocabulary,
future and find one prediction they have in common. Set infinitives of purpose, and will, may, might (as well as
a time limit of two minutes. other errors) before they hand it in.
• Call on pairs to share with the class the predictions they
have in common.

Keep talking!
Unit 1, Lesson A
Learning obj ective: Practice Keep talking!
questions and answers with the
present of be and words for Favorites
discussing interests. Group work Play the game. Put a small object on Start. Toss a coin.
Refer Ss to page 125. Move 1 space. Move 2 spaces.

Heads Tails
• Go over the instructi ons. Use the cor rect form of be to ask an d answer questions. Can you answer the
questions? Take turns.
• Model the activity with a S: Toss a Yes. ~ Move ahead. No. <- Move back.
coin, move to a space on the board A: Are you interested in travel?
and ask a S the question. Encourage B: Yes, I am. I'm interesced in new places.
Ss to add a sentence or a question 4

to their answer, as in the example your
_you interested _your friends
conversation. in travel? favorite Interested In
singer? politics?
• Put students in groups of three.
• Make sure each group has three
game markers to identify each 8
player and one coin to toss. Ss can
Wh1t_your
use items such as erasers or paper favorite food?
clips as markers. Make sure Ss
understand the "heads" and "tails"
sides of a coin.
12
• Option To make the game more
What_your - your teacher
exciting, offer a simple prize to the favorite book? Interested In sports?
winner in each group.
• Tip To encourage Ss to get to
know different classmates, group
16
Ss with people they have not yet _your
worked with. grandparents
Interested in
technology?
• Go around the room and take notes
on errors you hear in the use of
the present of be, question word
Keep talklngl 125
order, statement word order, and
contractions.
• Write the errors you heard on the
board. Encourage Ss to correct them.
T-125 Keep talking!

Unit 1, Lesson C
unit 1 Lesson C
Learning objective: Talk about
sports and exercise.
An active class?
A Add two things to the chart.
Refer Ss to page 126.
Find someone who • • • - - - -N
'"'"a_m_e_ _ _ _ _""""'
Ext
~r-
a '""
in"t
"-o rm
- at""'
ion--..
goes to a gym
A
plays table tennis • Go over the instructions. Have Ss
does gymnastics
read the activities in the chart.
plays soccer on weekends
plays a sport with a family member

• Ask: What other things could you
exercises in th e morning add to the chart? Elicit examples.
watches baseball on TV Have Ss work individually to add
listens to sports on t he radio two things to the chart.
dislikes sports
B
• Ask: How can you find out extra
B Class activity Find classmates who do each thing. Ask more questions. Write
their name an d extra info rmatio n yo u hear.
information for the chart? (Ask more
A: Do you go to o gym, Anno? yes I no or Wh- questions.) Elicit
B: Yes, I do. I go three times a week. Help box
A: Really? What do you do there? How often do you ... !
additional questions for the first item
B: I do yoga, and I swim. Where do you ... ! (Where do you exercise? What gym
Who do you ... with ! do you go to? Do you like the gym ?).
What 's your favorite ... ?
Draw Ss' attention to the Help box
C Pair work Share yo ur info rm ation. for more ideas.
A: Anna goes to the gym three times a week.
B: Really? What does she do there?
• Go over the instructions and
example conversation. Explain that
Ss will walk around the room and
ask questions to find classmates who
do each activity.
• Have Ss interview their classmates
to complete the chart.
c
• Have Ss find a new partner and
126 Keep talking! share information about three people
from their chart. Remind Ss to use
third-person singular verbs when
they talk about somebody else and
to share the extra information they
discovered.
Keep talking! T-126

Unit 2, Lesson A
unit 2 LessonA
Learning objective: Practice
questions and answers with
Are you confident?
adjectives by taking a quiz about
A Pair work Take the quiz. Take turns asking and answering the questions.
confidence.
Refer Ss to page 127. I. What colors do you often wear?
a. I wear red, pink, and orange.
b. I wear yellow and green.
A c. I wear blue and purple.
d. I wear black, white, and gray.
• Go over the instructions. Model
2. What are you like around friends?
the activity with a S. Read the first a. I'm always very talkative.
question and the four answer choices b. I'm talkative, but sometimes I'm quiet.
and have the S give the answer. c. I'm usually t he quiet one.
d. I don't know.
The S asking the questions should
3. How do you enter a party?
circle the answers for their partner. a. I walk in and say hello to everyone.
(To encourage speaking, Ss should b. I walk in and say hello to one person.
c. I walk in and look for a friend.
not complete the quiz individually; d. I walk in and stand in a corner.
a
they should circle the answers their
4. You meet someone new. What do you do?
partner gives). a. I say hello and ask questions. '
b. I say "hi" and wait for questions.
• Have Ss work in pairs to ask and c. I just smile.
answer the quiz questions. d. I look away. -
5. You see someone you like. What do you do?
B a. I walk up and say hello.
b. I ask a friend to introduce us.
• Have Ss add up their partner's points c. I smile at the person.
and give them their results . d. I do nothing.
• Option Have Ss find a new partner 6. The teacher asks a ques tion. What do you do?
a. I shout out th e answer.
and share their results. Model b. I raise my hand.
the activity with a S. Encourage c. I check my answer with a friend.
d. I look down at my desk.
Ss to give examples to keep the
a answers = 3 points c answers = 1 point
conversation going. Examples: B Pair work Add up and sco re yo ur = =
b answers 2 points d answers O points
12-18 You 're very confident. Aren't you ever shy!
Really? J'm not so sure about that. quizzes. Are the results true for you?
6-11 You're confident, but not about everything.
When I have to talk in class, I'm not A: I sot 17 points. 0-5 You're not very confident. Believe in yourself!
B: You're very confident!
confident. Or: I think the survey is A: Really? I'm not sure about that.
correct. J'm a confident person. For Keep talking! 127

example, I love to talk in class.
• Go around the room and pay close
attention to the use of What . .. Extra activity Extension
like? and be+ a+ adjective+ noun . Write examples of different situations or
Li sten for errors with word order groups of people on the board : at
and pronunciation of a in third- school, in class , with family, with
person singular. friends , with co-workers . Ask: is your
• Write the errors you heard on the personality the same in these
board. Encourage Ss to correct them. situations? Model a possible answer: at
school, i'm serious and hardworking,
but with my friends i'm very funny
Have Ss work in groups to discuss
how their personality changes or
stays the same in different situations.
T-127 Keep talking!

Unit 2, Lesson C
unit 2 Lesson C
Learning objective: Practice talking
about physical appearances using a
Find the differences
"find the differences" activity.
Student A
Have Ss work in pairs. Designate one Sas
Pair work You and your partner have pictures of the same people, but six things
are different. Describe the pictures and ask questi ons to find th e diffe rences. A and one Sas B. Refer A Ss to page 128.
Circle them.
Refer B Ss to page 130.
• Tip For information-gap activities,
divide the Ss into pairs before
referring them to specific pages.
Remind Ss not to look at each
other's page.
• Go over the instructions and the
example conversation.
• Direct Ss' attention to Ashley. Ask
A partners: Is Ashley's hair curly?
(Yes, it is.) Ask B partners: ls
Ashley's hair curly? (No, it 's not. It's
straight.) Say: That's different. Have
Ss circle Ashley on their pictures.
• Have Ss work in pairs to find the
differences.
• Elicit the differences.
Answers
Differences: Ashley 's hair, Mike's
hair, Jin Sun 's glasses, Brian 's hair,
Hector's beard , Cynthia's height.
A: In my picture, Brian is youn8. Is he youns in your picture?

B: Yeah, so that 's the same. In my picture, he has sho rt strais ht hair.
A: Mine, roo. What color is . ?
128 Kee p talking!
Keep talking! T-128

Unit 3, Lesson A
unit 3 LessonA
Learning objective: Exchange
information about the weather.
What's the weather like?
Have Ss wo rk in pairs. Designate one Sas
Student A
A and one Sas B. Ref er A Ss to page 129.
A Pair work You and your partner have information about the weather in four
Refer B Ss to page 131. cities, but some information is missing. Ask questions to get the information.
A: When is sprin3 in Lisbon?
A B: It's from March to June. What's the weather like in the sprin3?
A: It's warm and sunny.
• Go over the instructions and the Lisbon, Portugal Season Months Weather
exampl e conversation. Explai n that Spring March-June warm and sunny
Ss will ask questions to get the Summer June-September
Fall Septembe r- Decem ber

mi ssing information.
Win ter December-Ma rch cool and rainy
• Model the activity with a S. Direct
Season Months Weather
Ss' attention to Lisbon, Portugal. Spring March-June
Take the part of an A partner and ask Summer June-September hot and rainy
B partners: What 's the weather like Fall September-December
in the summer? Elicit the answer Winter December-March very cold, snowy
fro m B partners (It 's hot, not rainy.). Sydney, Australia Season Months Weather
--
• Have Ss work in pairs to ask and
answer questions and complete their ---- .,, '
Spring
Summer
September-December
December-March
warm and sunny
charts.
• Go around the room and offer help
•f" I
Fall
Winter
March-June
June-September cool and windy
Buenos Aires, Argentina Season Months Weather

as needed. Spring September-December
Summer December-March sometimes hot, not rainy

B Fall Ma rch-June
• Go over the instructions. Model the Winter June-September cold, not rainy
activity with a S. Ask a S: Which B Pair work Which city's seasons are similar to yours?
information surprises you ? Have a S
ask you the same question , and say:
Fall in Korea is sunny and cool.
• Option Give Ss a sentence starter
they can use to express surprise.
Write on the board: I think it 's Keep talking! 129
surprising that .. .
• Have Ss work in pairs to share their
opinions.

Have Ss work in groups to plan a
trip to one of the four cities. Give
each group a set of dates to work
with; try to have groups planning
trips for different seasons. Have Ss
try to come to agreement about the
best place to visit during this time.
Ask the groups to share their travel
plans and their reasons w ith the
class.
T-129 Keep talking!

Unit 2, Lesson C continued
unit 2 Lesson C
Answers
Find the differences
Differences: Ashley's hair, Mike's
Student B
hair, Jin Sun's glasses, Brian's hair,
Pair_work You a.nd your ~artner have pictures of the same people, but six things
are different. Describe the pictures and ask questions to find the differences Hector's beard, Cynthia's height.
Circle them. ·
A: In my picture, Brian is youn3. Is he youn3 in your picture?

B: Ye?h, so that's the same. In my picture, he has short strai3ht hair.
A: Mine. wo. What color is ... ?
130 Keep talking!
Keep talking! T-130

Unit 3, Lesson A continued
unit J LessonA
What's the weather like?

Student B
A Pair work You and your partner have information about the weather in four
cities, but some information is missing. Ask questions to get the information.
A: When is sprin3 in Lisbon?
B: It's from March ta June. What's the weather like in the spring?
A: It's warm and sunny.
LisliOii, Portugal season Months Weather

Spring March- June
Summer June-September hot, not rainy
Fall September-December warm and windy
Winter December- March
Seoul, South Korea Season Months Weather

-~ t Spring March-June warm , not rainy
Summer June-September
Fall September- December sunny and cool
Winter December-March
Sydney, Australia Season Months Weather

Spring September-December
Summer December-March hot and dry
-----
,, ,l
Fall March-June cool and ra i ny

.... I Winter June-September
Buenos Aires, Argentina Season Months Weather

Spring September-December warm and rainy
Summer December-March
Fall March-June rainy, not cool
Winter June-September
B Pair work Which city's seasons are similar to yours?
Keep talking! 131
T-131 Keep talking!

Unit 3, Lesson C
unit 3 Lesson C
things to do someday.
Someday ..•
A Write information abou t t hings you'd like to do someday.
:\l A
• Go over the instructions. Read the
captions beneath each picture. Have
Ss underline the infinitives as you
a language I'd like to learn : _ _ _ _ a perso n I'd like to meet: _ _ __
read aloud (to learn, to meet, to
visit, to have, to buy, to try, to live,
to play).
• Have Ss work individually to write
their ideas below the pictures .
....
- ~
B
• Read the instructions. Model the
activity with a S by reading the
dialogue.
• Have Ss work in groups to share
their ideas from Part A.
some thing I'd like to buy: _ _ __ a sport I'd like to try : _ _ __ • Go around the room and take
notes on errors you hear in the
-- - ~ J - . _t'l - . -
':/ [f;'fQ•Jr ':!)IW form of would like+ infinitives,
.tl
.1~... ~-~Alli
-
paying particular attention to the
-~ -A'rchers ((/"J' "' pronunciation of 'd in contractions
'~~~ ~!. ~,_~~
- -
-=: , and to with infinitives.
a place I'd like to live: _ _ __ a game I'd like to play: _ _ __
B Group work Share your ideas. Ask and answer questions fo r more information.
A: I think I'd like to learn Spanish someday.
B: Really? Why?
A: Because I'd like w visit Costa Rica.
132 Keep talking!
Keep talking! T-132

Unit 4. Lesson A
un it 4 LessonA ,
Learning objective: Play a memory
game about a home.
Home sweet home
Refer Ss to page 133. A Pair work Look at the picture for two minutes. Try to remember the rooms,
furniture, and other details.
A
• Go over the instructions. Have
Ss work individually to study the
details in the picture of the home.
Set a time limit of two minutes.
B
• Have Ss cover the picture with
a piece of paper. Go over the
instructions and model the activity
with a S, using the example
conversation .
answer the questions and to see how
much they remember.
B Pair work Cover the picture. Ask and answer these questions. What do
• Go around the room and take notes you remember?
on the quantifiers with nouns they • How many rooms are there in the house?
are using correctly. • Which rooms are on the first floor? the second floor?
• How much light is there in the living room? How many windows are there?
• On the board write examples of • Is there much furniture in the living roo m? What's the re?
correct sentences you heard with • What's on the coffee table/ What's on the kitchen table/
• Are there many pictu res in the house? Where are they?
quantifiers. • How are the two bedrooms different?
• How are the two bathrooms different?
c • Is there much space in this house? Do you think there's much noise?
A: How many rooms are there in the house?
• Have Ss work in pairs to uncover the B: I think there are . . rooms.
picture and check their answers. A: I think so, too. Which rooms ore on the first floor?
C Look at the picture again, and check your answers.

• Call on Ss to share which details
they did not remember.
Keep talking! 133
T-133 Keep talking!

Unit 4. Lesson C
un it
decisions about chores.
Cleanup time
Pair work You need to do some chores around the apartment. Decide who does
each chore. Be fair!
dialogue with a S.
• Have Ss work in pairs to decide
what chores to do and who will do
each chore.
on the phrasal verbs Ss are using
correctly and incorrectly.
• Write on the board the sentences you
heard with correct and incorrect use
of phrasal verbs. Have Ss identify
the incorrect uses of phrasal verbs
and encourage Ss to correct them.
Extra activity Game

To help Ss remember the particles
that follow the phrasal verbs in this
unit, write the verbs from p. 40 on
the board without the particles. Have
Ss work in pairs or groups to write
down the particle that goes with
A: Could you take out the 3arba3e?
B: Sure. I can take it out. Would you clean out the closet? each verb as fast as they can
(books closed). The team that
completes their list first, and
correctly, wins. Explain that some
of these verbs can be used with
different particles , but the meaning
will change (for example, take out,
take in, take up are all phrasal verbs ,
134 Keep talking! but they have different meanings).
Remind them that the purpose of
this game is to memorize the
specific verbs + particles presented
in this unit. Option : Award bonus
points if they can add a noun after
each phrasal verb.
Keep talking! T-134

Unit 5, Lesson A
unit
Learning objective: Practice giving
and following instructions using
exercises you can do at your desk.
Don't get up!
Student A
Refer Ss to page J35.
A Pair work TeH your partner to cover the pictures. Describe the exercises. Yo ur
partner does the actions. Take turns.
A
• Go over the instructions. Model the
activity with a S. Read the dialogue
with a S, taking the part of Student ..... -+
B and performing the action of Eye exercises Wrist exercises Shoulder exercises
moving your eyes. Move your eyes quickly to the Stretch your arm s in front of lift you r shoulders slowly to
right. Then move them quickly you. Move your hands up and your ears. Don't move, and
• Have Ss work in pairs to describe to the left. Repeat five times. down quickly. Repeat five hold for three seconds. Then
times. lower your shoulders. Repeat
the first three exercises (eye, wrist, three times.
and shoulder) and do the actions. A: Move your eyes to the riBht.
B: like this?
One partner should read all the A: Yes. Now move them to the left.
descriptions; the other one should B How did your partner do ? How does your partner feel?
do all the actions. (They will have a
Student B
chance to change roles for the next
A Pair work Tell your partner to cover the pictures. Describe the exercises. Your
three exercises.) Remind Ss to cover partner does the actions. Take turns.
up the pictures.
• Have Ss change roles to describe
and do the actions for the next three
exercises (ha nd, neck, and arm). The
partner who did the exercises before Hand exercises Neck exercises Arm exercises
will now read the descriptions . Stretch your arms in front of Touch your right ear to your Lift your right arm up and
you. Close your hands. Then right shoulder. Then touch your down. Then lift your left arm
Remind Ss to cover up the pictures. open your hands quickly. lef t ear !O your left shoulder. up and down . Repeat three
Repeat five times. Repeat five times. times.
B B: Stretch your arms in front of you.

A: like this?
B: Yes. Now close your hands.
• Have Ss tell their partner how well
they followed instructions. Model B How did your partner do / How does your partner feel ?
the activity. Say: You did the eye and

shoulder exercises perfectly. You Keep talking! 135
didn't do the wrist exercises very
well - you moved your hands slowly.
• Have Ss ask their partner how they Extra activity Realia
feel after doing these exercises. Bring in pictures of simple exercises
Model the activity. Say: My eyes from a magazine. These can often
feel tired. My wrists hurt. But my be found in women's magazines or
shoulders feel great! sports magazines. Cross out or cut
out any written descriptions.
• Call on Ss to say how their partner
Distribute the pictures to Ss. Have
did and how they feel.
them work in pairs or groups to
describe the exercises , using
imperatives, adverbs of manner,
and vocabulary for parts of the body.
Alternatively, have Ss work in pairs
or groups to come up with their own
exercise that can be done at a desk.
Have them draw pictures or
diagrams of their exercise and
then explain it to the class.
T-135 Keep talking!

Unit 5, Lesson C
unit 5 Lesson C
Learning objective: Practice talking
about healthy habits using a health
How healthy are you?
quiz.
A Pair work Take the quiz. Take turns asking and answering the questions.
Ref er Ss to page l 36.
1. How many servings of fruit and A

vegetables do you eat a day?
0 a. Five or more 0 a. one to two hours • Go over the in structions.
0 b. Three to four 0 b. Three to six hours
0 c. One to two 0 c. Seven or more hours • Pre-teach any unfamiliar vocabulary.
Elicit or ex plain the meaning of
2. How often do you eat breakfast? 7. How well do you sleep at night? serving (an individual portion
0 a. Every day 0 a. Very well
0 b. Two to six times 0 b. Pretty well
of food), checkup (a physical
a week 0 c. Not very well examjnation with a doctor), improve
0 c. Rarely
(get better), and score (the total
3. How many meals do you eat a day? 8. How often do you get a checkup?
number of points in a quiz, test,
0 a. Four or five small meal:.
s .. ll:!itl:- 0 a. Once a year or game).
0 b. Three meals • 0 b. Every two or
0 c. One or two th ree years • Model the activi ty with a S. Ask a S
big meals 0 c. Hardly ever the first question and have the S tell
you the answer. Then have the S ask
4. How much junk food do you eat? 9. How happy are you with your health?
0 a. Very little 0 a. Very happy you the same question . Give your
0 b. About average 0 b. Pretty happy response. Point out that Ss should
0 c. A lot 0 c. Not very happy
mark their partner's answers .
• Have Ss work in pairs to take the
5. How often do you exercise! a answers = 3 points quiz.
0 a. Every day b answers = 2 points
0 b. Two or three c answers = 1 point
times a week 21-27 You're very healthy. Congratulations! B
0 c. Never 15- 20 You're pretty healthy. Keep it up!
9- 14 You can improve your health. Start now!
• Have Ss add up their partner's
scores and decide how healthy
B Pair work Add up and score your quizzes. Are the results true fo r you? their partner is.
Why or why not?
A: My score is 16. IC says rm preccy healthy. I chink chat's true.
• Have two Ss read the di alogue.
B: My score is 20, buc I chink rm very healthy.
• Have Ss di sc uss the results with
their partner. Encourage Ss to give
136 Keep talking I
reasons for why they think the quiz
results are or are not true.
• Go aro und the room and give help
as needed.
Keep talking! T-136

Unit &. Lesson A
unit 6 LessonA
Learning objective: Debate things
to watch on TV.
TV listings
Refer Ss to page 137. A Pair work Look at the TV listings. What types of shows are they?
A Chan nel 4 Chann el 11 Ch anne l 13
• Winorlose Soap Stars on Ice Man's Best Friend

• Direct Ss' attention to the TV Everyone's favorite game See your favorite soap A new sitcom about a
show! Play at home! stars ice skate for talking horse named Fred
li stings. Explain thi s is a schedule charity !
• UnderArrest Travels with Ryan
of TV shows. Po!ic.e drama starring This week, Ryan learns to
Damien Porter samba in Brazil.
• Go over the instructions and the • Mr. and Mrs. Right The Year in Sports The Ina Lopez Show
question . The best reality show on The best baseball Tough questmns, honest
TV! Vote for your favorite moments of the year answers. Tonight talk-
• Have Ss work in pairs to read the
li stings for each channel and to
''f't!'''' couple '
Meet My Fami ly
A funny family sitcom
show queen Ina takes
your calls!
• Lions of Kenya Take It or leave It My Roommate Ralph

di scuss what types of shows they are "An amazing Part game show. part A new sitcom from the
(game shows, documentaries, etc.). documenta ry" real ity show. New! creators of Alien Mom
. TheNews Family life Kiss and Tell

• Option Ask: What show do Local news with Dinah The funny new cartoon See the soap everyone 1s
and Jim for adults talking about!
you prefer to watch ? What looks
interesting to you ? Have Ss work in B Pair work Look at the information about the Green family. They have only one TV.
What shows can they watch together from 7:00 to 10:00?
pairs to discuss their preference.
B
• Direct Ss' attention to the pictures.
E xplain that these are four members
of the Green family. The information Dan Green Sarah Green Rick Green Rose Green
below each picture states their TV • enjoys watching • hopes to visit Rio • loves to watch game • enjoys watching soap
sports and news de Janeiro shows operas
program preferences. • hates to watch reality • prefers to watch • hates soap operas • doesn't like watching
shows funny shows sitcoms
A: They can watch Win or Lose at 7:00. Rick loves to watch game shows.
• Have Ss work in pairs to find the B: And they can wotch Travels with Ryan at 7:30. Sarah hopes to visit Brazil.
best shows for the Green fami ly to C Group work What shows do you want to watch?
watch between 7:00 and 10:00.

on errors you hear in the use of verb Keep talking! 137
+ infiniti ve or gerund and target
vocabulary.
board . E ncourage Ss to correct them.
c
• Have each pair join another pair to
share their ideas about the Green
family TV schedule.
T-137 Keep talking!

Unit &. Lesson C
unit 6 Lesson C
Learning objective: Practice using
present continuous for future plans,
My daily planner
using a daily planner.
A Make a schedule for tomorrow afternoon and evening. Use the ideas below and
your own ideas. Write four activities in the daily planner. Think about how long each Refer Ss to page 138.
activity will take.
go grocery shopping meet friends for coffee watch a movie on TV

A
watch sports with friends chat on lin e with friends clean my room
exercise at the gym watch th e news study at the library • Direct Ss' attention to the planner.
Set the scene. Ask Ss to raise their
hands if they currently use an online
S11• MCHI T"'° WNI Tluu ,. l'ri S.t N&tn
or paper planner like this one. Ask:
2 :00 6:00 Do you prefer to use an online or a
2:30 6 :30 paper planner? Why?
3:00 7:00 • Go over the instructions. Have Ss
3:30 7:30 work individually to write four
4 :00 8:00
activities into the planner.
4:30 8:30
B
5:00 9:00
• Have Ss work individually to think
5 :30 9:30 of three fun activities they would
like to do with a classmate. Set a
B Class activity Think of three fun activities. Find classmates who want to do the time limit of two minutes.
activities with you. Add the information to your planners.
• Have two Ss read the example
A: What are you doin3 tomorrow evenin3 at 7: 00?
B: I'm meetin3 some friends for coffee. dialogue. Point out the question to
A: Oh, OK. Do you want to see a movie a t 8: 00?
B: I'd love to, but I can't. I'm . .
start the conversation (What are you
doing ... ?), the fun activity the
Ss are trying to schedule (seeing a
movie), and the polite expression of
regret (I'd love to, but I can 't. ).
• Option Model another example
of how to start a conversation . Say
and I or write on the board: Do
138 Keep talking! you want to see a movie tomorrow
at 8:00 ?
• Have Ss walk around the class and
ask at least three people to do an
activity and to find a time that will
work with their schedule.
• Go around the room and give help
as needed.
• Call on individual Ss to share their
plans.
Keep talking! T-138

Unit 7. Lesson A
unit 7 LessonA
Learning objective: Make
comparisons.
Which product is •.• ?
Ref er Ss ro page 139.
A Pair work Add two more pro ducts to the chart. Then think of two examples you
know for each product and wri te thei r names in the chart.
A Example 1 Example 2
Video game Which is newer?
• Go over the instructions. Which is more fun?
Which is ... ?
• Direct Ss' attention to the examples
Computer Which is easier to use?
in the chart. Explain that for Which is faster?
.. ?
examples, Ss can also write brand Which is
Cell phone Which is t hinner?
names of these products. Encourage Which is Jess expensive?
Ss to think of examples that have Which is ?
Car Which is smalle r?
some differences, as they will be Which is faste r?
comparing them in Part B. Which is .. . ?
B
• Go over the in structions. Elicit the
first question from the class (Which
is more expensive ? /Which is less B Compare each pair of products. Use the ques tions in Part A and your own ideas.
expensive ?). A: I think ... is newer than .
B: Thot 's ri3ht. lt"s more fun, too.
• Have Ss work individually to write A: I don't really awee. I think .. . is more fun. My friends and I can play it
questions for each product, using all day!
comparative adjectives. Encourage C Share your comparisons with the class . Which product is better I Why!
Ss to write at least three new
questions for each product.
• Go aro und the room and give help
as needed.
c
• Have two Ss read the dialogue.
• Have Ss work in groups to ask
Keep talklngl 139
and answer questions about their
partner's products.
on any errors you hear in the form
of comparative adjectives, paying
particular attention to the co1Tect use
of than.
T-1 39 Keep talking!

Unit 7. Lesson C
unit 7 Lesson C
enough and too, using a "find the
They aren't big enough!
differences " activity about clothing
Student A
items.
Pair work You and your partner have pictures of the same people, but there are eight
differences. Describe the pictures and ask questions to find the differences. Circle them. Have Ss work in pairs. Designate one Sas
A and one Sas B. Refer A Ss to page 140.
Refer B Ss to page 144.
• Direct Ss ' attention to the picture.
Set the scene. Explain that these
people are in a department store,
trying on clothes.
• Go over the instructions and
example dialogue. Direct Ss'
attention to Maria's shoes. Ask A
partners about their picture: Are
Maria 's shoes too small ? (Yes, they
are.) Ask B partners about their
picture: Are Maria's shoes too
small? (No, they're not. They're too
big.) Say: That's a difference. Have
Ss circle Maria 's shoes on their
picture.
• Repeat the procedure for Maria's
pants (they are the same, so Ss don ' t
A: In my picture, Nancy's pants are too ba33y. They look very uncomfortable. circle them).
B: In my picture. Nancy's pants are too ti3ht. So that's different.
A: What about Maria's pants? I think they're too shore. • Then have two Ss (one from group
B: They're too short in my picture, too. So that's the same.
A and one from group B) read the
entire dialogue.
• Have Ss work in pairs to talk about
what is the same and different in the
two pictures.
140 Keep ta lking!
• Elicit the differences.
Answers
Differences: Maria's shoes, Maria 's
jacket, Andy's pants, Joe 's amount
of money, Joe 's T-shirt , Andy's belt ,
Nancy's pants, the price of the
jacket Nancy is holding.
Keep talking! T-140

Unit 9. Lesson A I
unit '9 Lesson A

famous people and careers.
From the past
Have Ss work in pairs. Designate one Sas
Student A
A and one Sas B. Refer A Ss to page 141.
A Pair work You and your partner have information about six famous people from the
Refer 8 Ss to page 145. past, but some information is missing. Ask these questions and complete the information.
• Where was . .. born? • When was ... born ?
A • What did ... do/ • Why was ... famous/

questions.
• Model the activity with a S, taking
the role of Student A. Point to the
first picture and ask a Student B :
Name George Washington Frida Kahlo Charlie Chapli n
What did George Washington do? Place of birth the U.S. Mexico England
(He was a politician.) Date of birth February 22, 1732 July 6, 1907
What did painter actor and director
• Point out that for questions about
Why fam ous He was the first president She was very _ _ _ , He was in a lot of funny
jobs, we can ask What was his job ?, of the U.S. and her art was black-and-white movies.
but it sounds more natural to ask
What did he do ? For this , we use
the verb do in the past tense.
answer the questions.
• Have the Ss look at their partners ' Name Jesse Owens Marie Curie Yuri Gagarin
information to check their answers. Place of birth the U.S. Russia
Date of birth September 12. 1913 November 7, 1867 March 9, 1934
B What did athlete scientist astronaut
Why famous He was the first American She was the first person to He was the first person
• Go over the instructions. Have two to win _ _ _ gold win two Nobel Prizes. in
Ss read the dialogue. Have S who is 1n track and
B complete the sentence about Jesse field 1n one Olympics.
Owens and someone else. B Pair work Look at the information. What simi lari t ies can you fin d between th ese
people and other famo us people you kn ow.
• Have Ss work with their partner to
find as many si mil arities as they can.
Keep talking! 141
• Elicit the similarities.
Answers • Option Go around the room and

Similarities: George Washington take notes on errors you hear in the
and Jesse Owens were born in the form of was I were born and past
U.S.; Frida Kahlo and Charlie tense of be.
Chaplin were creative; George
Washington, Jesse Ow ens, Marie • Write the errors you heard on the
Curie, and Yuri Gagarin w ere the board. Encourage Ss to correct them.
first people to do something; Jesse
Owens and Marie Curie w ere both
prize winners; Charlie Chaplin and
Marie Curie were born in the 1800s I
in the nineteenth century.
T-141 Keep talking!

Unit B. Lesson A
unit 8 LessonA
Learning objective: Discuss
possible things to do where you live,
What can you do here?
A Pair work Think abou t whe re you live. Where can yo u do eac h of these things?
Take notes.
A
• Go over the instructions, Direct Ss'
attention to the pictures, Explain
that these are activities you can do
in cities you visit or live in, Read
the captions for the pictures, Elicit
a definition of souvenirs (small ,
hear live music see interes tin g dance buy fun so uve nirs
usually inexpensive items),
• Have two Ss read the dialogue.
• Have Ss work in pairs to discuss
things to do where they live now.
B
• Go over the instructions,
eat good, cheap food see statues and art enjoy bea utiful views • Have pairs join another pair to
form groups of four and share
information.
on effors you hear in the form
and use of should and can, paying
particular attention to word order
and the base form of the verb.
go for a walk visit hi sto rical sites enjoy nature • Write the errors you heard on the
A: You can often hear live music at the city square. board. Encourage Ss to coffect them.
s, Ri3hr. And there's also the university coffee shop.
A: Tha t 's true. They have live music on Fridays and Saturdays.
B Group work Share your informati on. How similar are your ideas?
142 Keep talking)
Keep talking! T-142

Unit 8. Lesson C
unit 8 Lesson C
superlatives, using a city quiz.
City quiz
Ref er Ss to page 143. A Pair work Take the quiz. Ask the questions and guess the answers. Take turns.
A 1. What is the bigges t city in North America/

• Go over the instructio ns. a. Mexico City b. Los Angeles c. Washington, D.C.
• Have Ss work in pairs to take turns 2. Where is the biggest soccer stadium in South America/
a. Buenos Aires, Argentina b. Rio de Janeiro, Brazil c. Lima, Peru
aski ng and answering the questi ons.
Encourage Ss to try to ag ree on the 3 . '"The Big Apple"' is the nickname for what U.S. city/
a. Boston b. Washington, D.C. c. New York City
answers and mark the agreed-upon
answers o n the ir qui zzes. 4. Which city is on the Han Ri ver?
a. New Orleans. U.S. b. Venice, Italy c. Seoul, South Korea
B 5. What is the mos t expensive ci ty?
a. Tokyo. Japan b. London, England c. Rome, Italy
• Go over the instructi ons. Have Ss
work wi th their partner to check 6. What is the safest big ci ty in the U.S. I
a. New York City b. Las Vegas c. Boston
their answers at the botto m of the
page. 7 . The oldest subway system in th e world is in what European city/
a. Paris, France b. Madrid, Spai n c. London, England
• Call on pairs to share their
a. Which ci ty has the worst traffic in th e U.S./
score with the cl ass. Ask: Which a. Chicago b. Los Angeles c. San Francisco
fa cts about cities were the most
9. What city is in both Europe and Asia/
surprising? Why ? a. Berlin, Germany b. Stockholm, Sweden c. Istanbul. Turkey
c 1O. The biggest public square in the world is in what city/

a. Beijing, China b. Moscow, Russia c. London, England
• Have Ss j oin another pair to fo rm
B Check your answers on the bottom of this page. How many did you get correct/
groups of fo ur. Have groups write
C Pair work Think of another question and three possible answer choices. Ask
another question and three possibl e another pair. Do they know the answer?
answers. Point out that they should "What's the largest city in ... ?"
know the answer to the ir question.

• Have groups exchange their qui z
item with another group and have
the groups di scuss the question and Keep talking! 143
answer choices.
• Have groups tell each other the ir Extra activity Extension
an swers and discuss the results.
Collect al l the groups ' quiz questions
• Go aro und the roo m and take from Part C and type them up into a
notes on errors yo u hear in word new quiz like the one in Part A.
stress with cities and the fo rm of Distribute the student-written quiz to
superl atives, paying particular the class. Call on Ss to read the quiz
attention to errors like the most questions and answers and
clean (correct: the cleanest) and encourage Ss to correct any errors
the modernest (correct: the most w ith superl atives .
modern).
• Write the errors yo u heard on the
T-143 Keep talking!

Unit 7. Lesson C continued
unit 7 Lesson C
Answers
They aren't big enough!
Differences: Maria's shoes, Maria's
Student B
jacket, Andy's pants, Joe's amount
~ a ir work You .and you~ partner have pictures of the same people, but there are eight
differences. Describe the pictures and ask questions to find the differences. Circle them. of money, Joe 's T-shirt , Andy's belt ,
Nancy's pants , the price of the
jacket Nancy is holding.
A: In my p1:cwre, Nancy's pants are wo ti8ht. They look very uncomfortable.

B: In my p1Cture, Nancy's pants are too ba33y. So that's different.
A: What abouc Maria's pants? I think they're too short.
8: They're too short in my picture, wo . So that's the same.
144 Keep talking I
Keep talking! T-144

Unit 9, Lesson A continued
unit g LessonA
Answers
Simi larities: George Washington From the past
and Jesse Owens were born in Student B
A Pair work You and your partner have information about six famous people from the
the U.S.; Frida Kahlo and Charli e past, bu t some information is missing. Ask these questions and complete the information.
Chaplin were creative; George • Where was ... born? When was . born?
Washington, Jesse Owens, Marie • What did ... do? • Why was ... famous?
Curie, and Yuri Gagarin were the
first people to do something;
Jesse Owens and Marie Curie were
both prize winners; Charlie Chaplin
and Marie Curie were born in the
1800s I in the nineteenth century.
Name George Washington Frida Kahlo Charlie Chaplin
Place of birth the U.S . England
Date of birth February 22, 1732 July 6, 1907 April 16, 1889
What did politician painter actor and director
Why famous He was the first She was very creative, and He was in a lot of
of the her art was inte resting. black-and -
white
Name Jesse Owens Marie Curie Yuri Gagarin

Place of birth the U.S. Poland Russia
Date of birth November 7, 1867 March 9, 1934
What did athlete scientist
Why famous He was the first American She was the first person He was the first person
to win four gold medals to win - - - - Nobel 1n space.
1n track and field in ----
one Olympics.
B Pair work Look at the information. What similarities can you find between these
people and other famous people you know.
Keep talklngl 145
T-145 Keep talking!

Unit 9, Lesson C
unit g Lesson C
superlatives using a city quiz.
What an inspiring person!
A Think of three peop le yo u ad mire. Use th e catego ri es below or th ink of your own.
Then complete the chart.
an athlete a m usicia n a w rit er an a rti st a sci entist

A
a po liti cian an ac to r I ac tre ss a bu si ness leader a famil y m ember a tea cher
• Direct Ss' attention to the photos.
Set the scene. Ask Ss if they know
who these people are and why they
are famous (first row, left to right:
Richard Branson, entrepreneur;
Steve Jobs, business man and
inventor; Rafael Nadal, tennis
player; second row, left to ri ght:
Gong Li, actress; Marta, soccer
player; Angelina Jolie, actress; J.K.
Rowling, author of Harry Potter
series; Stephen Hawking, physicist.).
• Have Ss work individually to
brainstorm ideas and complete the
chart. Encourage them to use the
Name Why Notes
photos , the categories, or their notes
l.
from this unit for ideas.
2.
3.
B
B Group work Share your ideas. Ask and answer questions to get more information .
A: I reo lly admire Ser3ey Brin and Larry Pa3e. They sta r ted Goo3le.
B: Why do you admire them? dialogue with two Ss, taking the
A: Well, I think they're both talented and intelli3ent.
C: Do you think they're also . .. ?
role of A. Have a strong S take the
C Is t here a famous perso n w ho you don't admire I Why not?
role of C. Ask this S to complete the
question with another personality
adjective.
146 Keep talking! • Encourage Ss to use the past tense
to give specific examples to support
their opinions. Remind them to pay
attention to the pronunciation of -ed
endings.
• Have Ss work in groups of three
or more to share their ideas from
Part A.
c
• Read the question . Have Ss work in
groups to continue the discu ssion
about someone they don't admire.
• Elicit examples of famous peopl e Ss
don 't admire.
Keep talking! T-146

Unit 1 o. Lesson A
unit 10 LessonA
Learning objective: Practice menu
vocabulary and articles using a
A one-of-a-kind menu
menu-planning activity.
A Group work Imagine you're going to open a restaurant together. Answer the
Refer Ss to page 147. questions and create a menu.
• What's the name of your restaurant?
A • What do you want to serve?

• Is it a cheap or an expensive restaurant? Write the prices.
questions. Have three Ss read the _ _ _ _ __ RestauPant
di alogue below the menu. Have
PPETIZERS
Student C add an additional menu
ite m after "How about ... ?"
• Have Ss work in groups to design - MAI DISHES -
their restaurant and menu.
B
- SIDE DISHES
• Go over the instructions. Have two
Ss read the di alogue.
• Have each group join another group - DESSERTS
and share their restaurant idea and

menu . Encourage groups to ask
question s to get more information. - ORI KS -
• Option Go aro und the room and

take notes on articles you heard used
correctl y.
• Write the correct articles you heard A: Let's have three or four apperizers.
on the board. B: OK. How about some sarlic bread and onion soup?
C: That sounds 3ood. Let's have o so/ad. too. How about ... ?
B Group work Exchange your menus. Ask and answer questions about the items.
Which dishes would you order/
A: The Mexican salad sounds imeresrins. What's in it?

B: Ir has lerwce, wmawes, onions. peppers, beans, and corn.
Keep talking! 14 7
T-1 47 Keep talking!

Unit 10, Lesson C
un it 10 Lesson C
Learnin g objecti ve: Practice
present perfect for experience using
Yes. I h ave! a board game about restaurant
Group work Play the game. Put a small object on Start. Toss a coin.
experiences.
Move 1 space. Move 2 spaces.
Heads Tails
Use the words to ask and answer questions. Ask your own Have you ever. .? • Go over the instructions. Model the
questions on the Free question spaces. Take turns. activity with two Ss. Toss a coin,
A: Have you ever made French fries?
B: Yes, I have.
move one space if heads or two if
tai ls, and ask the other two Ss the
question on that square. Explain that
Have I ever I try
Have I ever I make
French fries? Thai food?
the first player to reach Finish wins
the game.
• Option Have group members
decide if the question is formed
Have I ever I make correctly in the present perfect.
popcorn?
If they decide it is not, the player
must go back one square and ask a
different question.
• Option Have group members
Free decide if the other player's answer
question
is formed correctly in the present
perfect. If they decide it is not, the
player must skip a turn.
Have I ever I have a Free • Have Ss work in groups to play
really expensive meal?
question the game.
Have I eve r I watch a

cooking show on TV? Free
question
148 Keep talkingl

""
Unit 11, Lesson A
unit 11 LessonA
vocabulary for movie types and so,
Movie favorites
too , either, neither using a movie A Complete th e chart wit h six types of movies that yo u like. Add a title for each type.
types chart. Type of movie litle of movie
Refer Ss to page 149. l.
2.
A 3.
4.
• Direct Ss' attention to the pictures.
5.
Expl ain that the pictures show DVD 6.
covers for different types of movies.
• Go over the instructions. Explain
that Ss can write in titles from
mov ies on this page or other movies
that they like.
• Have Ss work individu ally to
complete the chart.
B
• Go over the instruction s. Have two
Ss read the dialogue.
• Have Ss walk around the room and
talk to classmates abo ut movies they
like.
B Class activity find classmates who like th e same types of movies you like.
• Option Set a time limit, such as ten Then ask questions with Have you ever . .. ?
minutes, and encourage Ss to talk to A: I really like animated movies.
B: So do I.
as many classmates as they can. A: Rea lly? Hove you ever seen Spirit ed Away ?
B: Yes, I have. I love that movie!
• Option Encourage Ss to talk to at
least six Ss.
• Option Go around the room
and take notes on statements and
respon ses with so, too, either, and Keep talking I 149
neither Ss are using correctly.
• Point out the ag reement I
di sagree ment responses you heard
used correctly.
• Call on Ss to share exam ples of
cl ass mates who like the same types
of movi es or specific movies (for
example, Lucia lo ves "Spirited
Away," and I do too. ).
Unit 11. Lesson C
unit 11 Lesson C
determiners using a class survey
Class s urvey about music,
A Complete the ques tions with your own ideas.
l. Do you like the band _ _ _ _ __ _ D Refer Ss to page J50.
(a band)
2. Do you like the song _ _ _ _ _ __

(asong1 i1le)
D A
3. Do yo u have the album ----~-
(name of an album)
D • Go over the instructions.
4. Do you ever listen to -~-~~-
( a 1ype 01 music)
D • Have Ss work individually to
5. Do you know the words to the song -~-~~-
(name of a song)
D complete the questions.
6. Did you listen to as a child/ D
(a type of music) B
7. Would you like to see
(asingetorband)
in concer t? D • Go over the instructions. Have Ss
B Class activity Ask you r classmates the questions in Part A. How many people walk around the class and survey
said "yes" to eac h question? Write the total number in the boxes.
their classmates .
C Pair work Share your information.
k A lot of our classmates like the band .
• Option Have Ss conduct a wider
B: That's interestin3. Not many of us like the band survey, if you have a small class,
D Share t he most interesting information with the class. by asking Ss from other classes or
"All of us would like to see ... in concert.'' people from their community.
c
• Go over the instructions and read the
dialogue with a S.
• Have Ss work in pairs to share their
survey results.
• Option Go around the room and
take notes on errors you hear with
determiners, paying particular
attention to missing of, the, or plural
-son nouns.
board. Encourage Ss to correct them .
150 Keep talking!
D
• Call on Ss to share the most
interesting information from their
survey, using determiners.

Have Ss give more formal
presentations of their survey results ,
using a visual aid. Encourage Ss to
make a pie chart or other graph to
show their results, and to talk about
it using determiners. Alternatively,
have Ss present their survey results
at a poster session; Ss can take
turns walking around , looking at
posters, and asking presenters
about their survey results.
Keeo talkina! T-150

Unit 12, Lesson A
unit 12 LessonA ·
vocabulary for personal changes
and infinitives of purpose.
Why did I do that?
A Think about things that you did in th e pas t. Check (.f) the thin gs in the first col umn
Ref er Ss to page l 5 J. that are true for you. Then add three more th ings.
0 I took a long trip to _ _ _ _ _ __
A 0 I sent a text to someone to

0 I took a test to
• Go over the instructions. 0 I joined a gym to
0 I got a cell phone to
• Have Ss work individually to check 0 I uploade d some photos to
things they have done and then add 0 I wo rked hard to
three more things they did in the 0 I got a part-time job to
0 to
past. Point out that they do not need
0 to
to write anything in the column on 0 to
the ri ght for now. B Why did yo u do each thing? Co mplete th e se ntences in Pa rt A with an infinitive of
purpose. use the ideas below or think of you r own .
• Elic it ex amples of additiona l
tal k w ith my fr iends learn an in strument show my fri end s
acti viti es Ss added . get my driver's license get some exp erience get a job
share good news bu y a gift make more fri end s
B save money lose w eigh t see my relatives
• Go over the instruction s. Have a S C Group work Share your sentences. Ask and answer questions for more in fo rmation.
read the phrases in the word box. A: I took o Ions trip to see my relatives.
B: When was that ?
Re mind Ss that they can use their A: l a s t year.
C: Where did yo u 30?
own ideas, too . A: I went.
• Have Ss work individually to add
reasons to the second column in Part
A. Te ll them that they only need to
add reasons to the item s that they
checked.
• Go around the room and g ive help
as needed .
c
• Go over the instruction s. Have three
Ss read the dialogue. Have Student Keep talking! 151
A complete the last sentence

(/ went . . . ) with hi s I her own
in fo rmation or idea.
• Have Ss work in groups to share
the ir sentences from Part A.
T-151 K~~n t~lkina !

Unit 12, Lesson C
unit 12 Lesson C
wil l, may, and might by making
Nex t year . . .
predictions about next year.
A Add two future activi ties to the chart.
Do you think you'll . .. next year? Name Other details
take a trip with your family
start a new hobby A
JOln a gym • Go over the in structio ns.
get married
buy something expensive

• Have Ss work individuall y to add
move to a different home two future activities to the fi rs t
start a career column of the chart.
learn a musical instrument
• Eli cit exampl es of additi onal futu re
activities.
B Class activity Find classmates who will do each thing. Write their names. Ask B
and answer questions for more information. Take notes.
A: jun, do you think you'll take a trip with your family next year? • Go over the instructions. Have two
B: Yes, I do.
A: Really? Where will you 30?
Ss read the di alogue. Have two
B: We're p/annin8 ro 80 w Ausrrafia to see some friends. I hope to . differe nt Ss model the activity
using their own informati on.
• Have Ss walk aro und the class and
talk to their classmates about fu ture
predicti ons. Remind Ss to wri te
their classmates' names in the
chart and to take notes o n
additi onal detail s. Encourage
them to ask questions to get
C Group work Share the most interesting information.
more info rmation.
• Option Set a time limit of 10
minutes or ask Ss to talk to at least
fi ve diffe rent people.
c
152 Keep talking! • Go over the instructions.
• Have Ss work in groups to share the
most interesting informatio n they
learned about their classmates.
Extra activity Game

Show several short clips from TV
shows or commercials, ideally ones
that your Ss may not watch regularly
or know well. Show a few seconds
of the clip, then stop it and ask Ss to
predict what will happen next. Have
Ss work in pairs or groups to make
predictions , or do the activity as a
class. Ss can discuss or write their
predictions . Then show the rest of
the clips so Ss can see if their
predictions were correct . Award
points to teams whose predictions
for each clip are correct.
Keep tal king! T-152

Irregular verbs
Past Past
Base form Simple past participle Base form Simple past participle
be was, were been meet met met
become became become pay paid paid
build built bu ilt put put put
buy bought bought read read read
choose chose chosen ride rode ridden
come came come run ran run
do did done say said said
draw drew drawn see saw seen
drink drank drunk sell sold sold
dri ve drove driven send sent sent
eat ate eaten sing sang sung
feel felt felt sit sat sat
get got gotten sleep slept slept
gi ve gave given speak spoke spoken
go went gone spend spent spent
hang hung hung stand stood stood
have had had swim swam swum
hear heard heard take took taken
ho ld held held teach taught taught
know knew known think thought thought
leave left left wear wore worn
lose lost lost win won won
make made made write wrote written

Additional resources
T 1CA
Workbook answer key
Unit 1 Clerk Oh, OK , Ms . Rodriguez. How do Exercise 5
yo u spell that? l. likes S. pl ay
Lesson A Cina R-0-D-R- l-G-U-E-Z. 2. has 6. wins
Exercise 1 Exercise 2 3. wins 7. likes
Across: Down:
l . more slowly 4. plays 8. have
3. fashion I. spo rts
2. more slowly Exercise 6
4. art 2. politics
3. repeat I . What ga me does Lind a like?
8 . languages S. technology
4. more slowl y
6. culture 2 . Does a miniature golf course ha ve
S. repeat 18 ho les?
7. travel
3. Who does Linda play miniature golf
Exercise 2 Lesson C w ith?
I. e 3. g S. h 7. d Exercise 1 4. Whe re do Linda a nd Debbie I they
2. c 4. a 6. b 8. f l. gy mnas tics play miniature golf?
Exe r cise 3 2. swim S. When do Linda and Debbie I th ey
pl ay mini at ure golf?
I . It 's Gomez. 3. yoga
6 . Does Debbie like the game, too?
2. Yes, she is. 4 . karate
3. No. it isn' t. S. table tenni s Exercise 7
4. She's 22 years o ld . Answers will vary.
6. bowl
S. She's from Mexico. 7. golf
Lesson D
6. She's interested in soccer a nd ten ni s. 8 . ski
7. Yes, she is. 9. baseball Exercise 1
8. She's interested in C hin a. Japa n, a nd The fo llowing items are c hecked: I.
Exercise 2
South Korea. 2,6
l. do gy mn astics
E xercise 4 2. play tab le ten ni s Exercise 2
I . Yolanda is inte res ted in sports. 3. sk i I . The decathlon has ten events.
2. She's not inte rested in fas hion . 4 . do yoga 2 . At hletes throw things in three eve nts.
3. She's interested in politics. S. play golf 3. The shot is a large heavy bal I.
4. She·s interested in trave l. 4. Men jump over hurdles on a 110-
Exercise 3 me te r co urse.
S. She's not interested in art.
I. A Wh at sports does she play? S. The women's decathlon sta rted in
6. She's not inte rested in pop c ulture.
B She plays table tenn is. 200 1.
7. She's inte rested in literat ure.
2. A Whe re do they do gy mnastics?
8. She's inte rested in la nguages.
B They do gym nas ti cs at sc hool. Unit 2
Exercise 5 3. A Does he like karate?
I . What"s yo ur name? Lesson A
B Yes, he does.
2. Where are you from ? 4. A When do yo u play golf?
Exercise 1
3. How old a re you? I . friendly 6. creative
B I play go !fin th e morning.
4. Are yo u married o r sing le? 2. talkative 7. funny
S. A Do you sell sk is?
S. How o ld is your husband? 3. confident 8. hardworking
B No, we don 't.
6 . Are you interested in lang uages? 4 . ge nero us 9. ser io us
6. A Do th ey sw im in the afternoon?
7. A re yo u inte rested in travel? S. shy
B No, they don't.
Exercise 2
Lesson B Exercise 4
I. like 7. don ' t I . Ethan is shy but confide nt.
Exercise 1 2. Rita is friendly and ta lk ati ve I
2. don ' t 8. likes
Ci11a Hi. This is Gina. ta lkative and friendly.
Clerk Hello, Gina. What's your last name? 3. li ke 9. Do
3. Tom and Ed are seri o us a nd
Cina My last na me is Rodrig uez. 4. When do 10. play
hardworking I ha rdworking a nd serious.
Clerk Cou ld yo u say th at again , please? S. do I I. like
4. Pa ul and Yo ko are c reative.
Ci11a Sure. Rodriguez.
6. Do 12. do
S. M s. Pe rez is genero us.
6. Em ma is funny.
Exercise 3 2. He's bald. He has a gray mustache. Lesson D
I. Laura is a shy but co nfident person. He's e lderly and medium height.
Exercise 1
2. Sue and Kelly a re hardwork ing 3. They're short and overweight.
They're young. They have straight I. Cathy Guisew ite, Cathy
students.
black hair. 2. Jim Davis, Garfield
3. Dana is a talkat ive and funny girl.
4. She's young. She's tall and thin . She 3. Matt Groening, Th e Simpsons
4. He's a serious but friendly guy.
has wavy shoulder-length hair.
5. She's a genero us mother. Exercise 2
5. He's middle-aged. He has cu rl y hair. I. Garfield
6. They ' re creative and confident He has a short black beard.
musicians. 2. doesn't look like
7. I'm a friendly perso n. Exercise 2 3. se ri ous
I . D ia ne 3. Ken
8. Mr. Nelson is a talkative but serious 4. Matt and Cathy
teacher. 2. Mario 4. Megan
5. married
Exercise 4 Exercise 3
I . He has wavy blond hair.
I. What's she like? Unit 3
2. What a re they like? 2. He has short brown hair.
Lesson A
3. What 's John like? I What's he like? 3. She has stra ight blond hair.
4. She has long black hair. Exercise 1
4. And what a re you like?
I. cold 6. sunny
2. cool 7. snowy
I . is a ser ious I. What does he look like?
3. warm 8. rainy
2. confident 2. What's he like?
4. hot 9. windy
3. is hardworking 3. What does she look like?
5. cloudy
4. is a creative 4. What do they look like?
Exercise 2
5. is shy 5. What are they like?
I . It's windy a nd cool in Chicago.
6. friendly 6. What do you look like?
2. It's snowy a nd cold in Detroit.
7. What's he like?
Exercise 6 3. It's rainy and cool in Washington,
Answers will vary. 8. What are you like?
D.C.
I. A What are they like? 9. What do you look like?
4. It's cloudy and warm in At la nta .
B They ' re ... Exercise 5 5. It's su nny and hot in Miami.
2. A What's he like? Size Age
Exercise 3
B He's .. . little elderly curly black
l. c 3. b 5. a
long midd le- round blond
Exercise 7 2. a 4. a 6. c
aged
Answers will va rv.
short new straight green Exercise 4
Lesson B tall young wavy red I. fa irl y
2. a lot
3. sunny
I. l think so. l. John has straight brown hair.
4. snowy
2. I'm not really sure. 2. He's a short elderly man.
5. sum mer
3. I don ' t believe so. 3. Wendy has little round g lasses.
6. winter
4 . I be! ieve so. 4. They have small gree n eyes .
Exercise 5
Exercise 2 5. He has a long gray beard.
I . It's very cold in the winter.
I. l don ' t think so. I I don 't believe so. 6. We have new blue hats.
2. It rains a lot in the spring.
2. I think so. I I believe so. I I guess so. Exercise 7 3. It's pretty windy in New York City.
3. l think so. I I bel ieve so. I I guess so. Answers will vary. Sample answers:
4. It's fair ly cool in Quito.
4. I think so. I I believe so. I I guess so. l. He has long curly hair. He's you ng.
5. It doesn' t rain very much in th e dry
2. She has short hair. She has big black
season.
Lesson C glasses.
6. It doesn 't snow at all in the summ er.
3. He's tall. He has short black hair.
Exercise 1 7. It snows quite a bit in Canada.
Hi s hair is straight.
B,C,E,A,D 8. It's ex treme ly hot in Bangkok.
4. She has straight blond hair. Her hair
I. She's middle-aged. She has long is long.
blond ha ir. She has little rou nd
g lasses .
Workbook answer key T-156

Exercise 6 2. Dan would like to swim. He Exercise 5
I. pretty 6. very wouldn't like to ski. l. a lot of 4. a little
2. a lot 7. at all 3. Sheila and Greg would like to play 2. some 5. many
3. extre mely 8. fairly chess. They wouldn't like to play a 3. any 6. a few
board game.
4. somewhat 9. a little
4. Mr. and Mrs. Jones would like to Exercise 6
5. very much IO. really l. much 4. much
make popcorn. They wouldn 't like to
Exercise 7 bake cookies. 2. ma ny 5. much
Answers will vary. 5. Larry would like to do a crossword. 3. ma ny
He wouldn't like to do a jigsaw
Lesson B Exercise 7
pu zz le.
l. How much street noi se is th e re?
Exercise 1 6. Claudia would like to take a nap.
She wouldn't like to do yoga. 2. How much light is there in the
A. I. Wh at kitchen?
Exercise 5
2. think
Answers will vary.
3. rs there much space in the kitchen?
B. I. tho ughts 4. How many closets are there in the
2. opin ion bedroom s?
Lesson D
C. I. I'd 5. Are the re many shelves in th e
2. What 's
Exercise 1 closets?
l. Otavalo, cool, pretty cold
2. Mui sne, sunny, hot
I. c 2. A 3. B l. How much noi se is there in the
3. Quito, warm, cool living room?
4. Cotopaxi, extremely cold, snowy 2. How much li g ht is the re in the
Lesson C
Exercise 2 bathroom?
Exercise 1
l. T 3. T 5. F 3. How many cupboards are th ere in
I. do a jigsaw pu zz le 2. NI 4. NI 6. NI th e kitchen?
2. play a board ga me 4 . How much space is the re in the
3. play chess dresser?
4. do a crossword
Unit 4 5 . How many shelves are th e re in th e
5. make popcorn
Lesson A bedroom?
6. bakes cook ies Exercise 1 6 . Are there ma ny armchairs in the
I. dishwasher (It's usua lly in a kitchen , living room?
7. takes a nap
8. make a video not a bedroom .)
2. sofa (It's usually in a living room, Lesson B
Exercise 2 not a bathroom.) Exercise 1
I . He'd like to do a ji gsaw puzzle. 3. toilet (It's usua lly in a bathroom , not The following words are checked:
2. Yes, they'd like to play c hess . a living room .)
Could, Would, Can.
3. She'd like to ba ke cookies . 4. bathtub (It's usually in a bathroom ,
4. No, she wo uldn' t. not a kitchen.) Exercise 2
5 . stove (It's usually in a kitchen, not a The following phrases are checked:
5. Yes, he'd like to pl ay a boa rd game.
bedroom.) No problem. Sure. I'd be happy to.
6. They'd like to do yoga.
Exercise 3 Exercise 2 Exercise 3
I . What wo uld she like to play? I . bed A. I. Could I Would I Can you turn
2 . dresser down your TV, please?
2. What wo uld he like to do?
3. armchair 2. Sure. I No problem . I I'd be
3. What wo uld you like to pl ay?
4 . sofa happy to.
4. Would they like to do gy mnastics?
5. Where wo uld you like to do yoga? 5. coffee table B. I. Could I Would I Can you open
6 . kitchen the window, please?
6. Would she like to play chess?
7. curtains 2. Sure. I No problem. I I'd be
7. Would yo u like to take a nap?
8. sink happy to.
8. Where wo uld they like to make a
video? 9. stove C. l. Could I Would I Can you answer
Exercise 3 the phone, please?
Exerci se 4
Answers will vary. 2. Sure. I No problem. I I'd be
I . Kara wo uld like to play table tenni s.
She wouldn't like to play soccer. happy to.
Exercise 4
Answers will vary.
T-157 Workbook answer key

Lesson C 5 . Ke ll y hangs th e clo th es up on Exercise 3
Tuesd ay. Tim ha ngs th e m up o n I. Wa lk
Exercise 1 Thursd ay.
I . off 5. o ff 2. Do n' t look
6 . M o m a nd Ke ll y clea n up th e ya rd o n
2. o ut 6. up 3. Wea r
Mo nd ay. Dad a nd Tim clea n it up o n
3. up 7. away Saturday. 4. Prac ti ce
4. up 8. o ut 7 . Mo m a nd Tim c lea n up the 5. Do n' t wa lk
bathroo ms o n Tuesd ay. Ke ll y clea ns 6. Do n't ope n, As k
Exercise 2
the m up on Friday. 7. Have
I. c lea n up th e ya rd
8 . Mom a nd Dad c lea n o ut the ca rs on 8. Be
2. ta ke o ut th e ga rbage Wed nesday. Ke ll y a nd Tim cle an
3. hang up th e clo thes th e m out o n Sunday. Exercise 4
4. w ipe off the co unte r I. carefull y 5. qui ckly
Exercise 7
5. put away the d ishes 2. dee pl y 6. qui e tl y
Answers will va ry. Possible answers:
3. hea vily 7. slowl y
6. pic k up the magaz ines I . IName J ta kes it o ut.
4 . no isil y
Exercise 3 2. I wipe the m off ...
I . Please pick those magaz ines up. 3. I put th e m away o n ... Exercise 5
4 . I dro p it off . .. I. c 3. b 5. c
2. Ca n yo u take the ga rbage o ut?
5 . I ha ng the m up in ... 2. b 4. a 6. a
3. Denni s cleans up hi s ya rd every week.
4 . I usua ll y put th e di shes away at 6. I c lea n it up .. . Exercise 6
ni g ht. I . Jim stre tc hes slowl y.
5. Wo ul d you dro p off th is lette r at the Lesson D 2. Breat he dee pl y fo r te n minutes.
post office? Exercise 1 3 . Do n' t breathe heav il y.
6 . My so n an d da ug hte r neve r hang up I . bus 4. Mill ie ta lk s qui etly o n th e pho ne.
thei r clothes.
2 . big I ho te l 5 . D o n' t wa lk qui ckl y afte r lunc h.
Exercise 4 3. ho use 6 . We li ste n ca refull y to o ur teac her.
I. dro p it o ff Exercise 7
Exercise 2
2. ha ng it up Answers will va ry.
I . He's a musicia n.
3. c lea n it up
2 . Yes, th e re is.
4. c lea n th e m o ut Lesson B
3. She's a fli g ht atte ndant.
5. pu t th e m away Exercise 1
4. She's usu a ll y onl y in o ne place for a
6. take it o ut d ay. I . headache
7. wipe the m off 5 . The ir avat a rs do th e ho useho ld 2 . bac kac he
8. cleans it o ut chores. 3. fever
Exercise 5 4. too th ac he
I. W he re do yo u drop it off? Unit 5 5. co ld
2 . Whe re do yo u ha ng it up? Lesson A 6. sto mac hac he
3. Wh o ca n clea n it up? 7 . sore throat
Exercise 1
4. Who ca n clea n th em o ut? Myste ry w o rd: ea rac he
I. head 10. w ri st
5. Do yo ur ch ild re n put th e m away? 2. eye II. ha nd Exercise 2
6. Does yo ur husba nd ta ke it o ut? 3. ea r 12. fin ge r A. I. I' m no t feeling we ll. I I feel
7. How ofte n do you wi pe th e m off? 4. nose 13. sto mac h awful. I I do n' t fee l so good .
8. How often does M i ho clea n it out? 5. mo uth 14. leg 2. Ta ke it easy. I G et well soo n. I I
Exercise 6 6. teeth 15. knee ho pe yo u fee l better.
I. Ke ll y a nd Ti m put the di shes away 7. neck 16. a nkl e B. I. I'm no t fee ling we ll. I I fee l
on Wedn esday. Dad puts th e m away 8. sho ulde r 17. fo ot awful. I I do n' t fee l so good .
o n Saturday.
9. a rm 18. toe 2. Ta ke it easy. I G et we ll soo n. I I
2. Dad takes the ga rbage o ut o n
ho pe yo u fee l be tte r.
Tuesday. Ke lly ta kes it o ut o n Friday. Exercise 2
3. Mo m d ro ps o ff th e d ry c lea nin g o n I. back 4. feet
Lesson C
Mo nd ay. Ti m drops it off o n Frid ay. 2. eyes 5. fi nger
4 . Dad picks up the dry clea nin g o n 3. wri st 6. neck Exercise 1
Wed nesday. Ke ll y pic ks it up o n I. ea t a bal a nced di et
Sund ay. 2. protect yo ur skin
Workbook answer key T- 158

3. eat a good brea kfast Unit 6 Lesson B
4. get e nough slee p Lesson A Exercise 1
5. exercise da il y I . ag ree 4. disagree
Exercise 1
6. wash yo ur ha nd s 2. ag ree 5. agree
1. a 4. b 7. a
7. gofo r awa lk 3. di sag ree
2. c 5. a 8. b
8. li ft we ig hts
3. c 6. c 9. b Exercise 2
Exercise 2 Answers will va ry.
Exercise 2
Ans11·ers 1\'ill vary.
Verb+ infinitive: hope, want
Exercise 3 Lesson C
Verb+ gerund or infinitive: hate,
I. How many 5. How muc h Exercise 1
like, love, prefer
2. How lo ng 6. How often Across: Down:
Verb+ gerund : dislike, enjoy
3. How well 7. How lo ng 2. re run s I. publi c
4. How ma ny 8. How muc h Exercise 3 5. skip 2. re mo te
1. I like to watch reality shows at ni g ht. 6. record 3. sate llite
Exercise 4
2. Melvin hopes to buy a new TV next 7. fast-forward 4. commercials
I . How often do yo u eat breakfast? week.
2. How we ll do you follow yo ur diet?
3. My mother di slikes watching TV Exercise 2
3. How often do yo u exerc ise? shows on th e Internet. I. Isabella 4. Mateo
4. How much water do you d rink? 4 . What types of TV shows do you love 2. Tom 5. Tonya
5. How much sleep do you get? watching? 3. Emil y 6. Ra nd y
6. How often I How many times (a day) 5. We hate missing our favorite show.
Exercise 3
do you wash yo ur hand s? 6 . Sarah a nd Mike prefe r to 1is ten to l. e 3. f 5. b
7. How hea lthy are yo ur eatin g habits? th e news on th e rad io.
2. a 4. c 6. d
8. How lo ng I How muc h time do you Exercise 4
spend at the gy m? Exercise 4
I . I like watching reality shows at
I . She's going to work o n Monday.
Exercise 5 ni g ht.
2. He's watching re runs of hi s favorite
I . How much fruit does she eat? 2. What types of TV shows do yo u love
TV show to ni g ht.
2. How ofte n does she eat vegetables? to watch?
3. What are you doing for fun thi s
3. How many mea ls does she eat a day? 3. We hate to mi ss our favorite show.
weekend?
4. How ofte n does she go to the gym? 4. Sarah and Mike prefer li stening to
4 . Is he teaching English in South
th e news on the radio.
5. How lo ng I How muc h time does she Korea nex t yea r?
spend at th e gy m? Exercise 5 5 . We' re not reco rdin g our favorite
6. How muc h sleep does she get? I. I love watching si tcoms. I I love to shows o n Friday. I We are n' t
watch sitcoms. recording our favorite shows on
Exercise 6
2. She enjoys watching the m. Friday.
A11s11•e rs to th e questions 1vill vary.
3. I prefer listening to music on my 6. The Hawks are pl ay ing th e Lions
I . How much fruit do yo u eat?
computer. I I prefer to listen to music next week.
2. How ofte n do yo u eat vegetables?
o n my co mpute r. 7. I' m no t cooking Mex ican food for
3. How many mea ls do yo u eat a clay? the party.
4. He wants to buy a new TV.
4. How ofte n do yo u go to the gy m? 8. Where is she traveling fo r work next
5. She hopes to see that famous write r.
5. How lo ng I How muc h time do you month?
6 . He likes watching dramas. I He likes
spend at th e gy m?
to watch dramas. Exercise 5
6. How much slee p do yo u get?
7. They hate sho pping. I They hate to I . ls Becky buying a new TV on
shop. Friday?
Lesson D
8. We di slike watching TV. 2. Are Becky a nd Tim watching th e
T he Sit Up:
baseba ll game on Sund ay?
Then lower yo ur head and arms. Exercise 6
I. hate 4. e njoy 3. Is Bec ky hav ing a pa rt y for Mark on
The W e ight Lift: Saturday?
2. want 5. prefe r
Sit carefu lly on th e ba ll. 4. Is Becky ma king a video of th e
3. like 6. want
The Reach : ga me?
Move yo ur arms to th e right. 5. Is Becky recording the ga me for
The Squat: Mark?
Raise yo ur body . 6. Are Becky a nd Joa n going out o n
Thursday?
T- 159 Workbook answer key

7. Is Becky visiting her grandpa rents? 5 . Which printer is quieter? 4 . We do n' t have e nough time.
8. Is Becky visiting her parents on 6. is quieter th an 5. Her coat isn' t wa rm enough.
Saturday? 7 . Which printer is newer? 6 . Are th ese g lasses too ex pensive?
8. is newer 7. Do yo u have e nough shoes?
Lesson D 8. Is thi s be lt chea p eno ugh?
Exercise 6
Exercise 1
l. The bicyc le is sma ller than the Exercise 4
I. Watc h on yo ur TV motorcycle. A. I. too
2. Watch on yo ur com puter 2 . The motorcyc le is more ex pensive 2. e no ug h
3. Wa tch on yo ur phone than th e bicycle.
3. too
Exercise 2 3 . The motorcycle is heav ie r th an the
4. too
bicycle.
I. No. they are n' t. B. I. too
4. T he bicycle is qu ieter th an the
2. Yes, th ey do. 2. too
motorcycle.
3. Yes, yo u can. 3. e no ug h
5 . The motorcycle is fas ter th an the
4. by dow nload ing to yo ur phone bicycle. c. I. eno ug h
5. a d igita l video playe r 2. e no ug h
Exercise 7
Answers will va ry. Possible answers: 3. too
Unit 7 I . The motorcycle is ni cer th an th e 4. eno ug h
Lesson A bicycle. I The bicycle is nicer tha n
Exercise 5
th e moto rcycle.
Exercise 1 I. B 2. c 3. A
2. The motorcycle is better th an the
I. e 3. f 5. d bicycle. I The bicycle is better th a n Exercise 6
2. a 4. b 6. c th e motorcycle. I . We do n't have e nough pas ta.
Exercise 2 2. Thi s sofa isn't big enough.
Lesson B 3. She's not ta ll enough.
I . big I slow
2. sma ll I fast, fas t I sma ll Exercise 1 4 . These pa nts a re too short.
3. thick I expensive, ex pensive I thi ck I . B, qu esti on ma rk 5. It 's too cold .
4. thin I cheap. cheap I thin 2. S, peri od 6. There isn't enough space in th e
3. S, peri od closet.
Exercise 3
4 . B, qu esti on mark 7. He does n't get enough sleep.
I . The desk top compute r is heav ier
5 . B, qu esti on mark 8. These weights a re too heavy.
tha n th e laptop.
2. The desk top compu ter is bigge r th an 6 . S, period
the lapto p.
Lesson D
Exercise 2
3. T he desk top comp uter is older th an A. I. Would yo u take $ 12? Exercise 1
the lapto p. Orde r of p ic tures:
2. You ca n have it fo r $ I5.
4. The laptop is Iighter th an the 7, 3, I, 5
B. I. How about $35?
desk top computer. 2, 8, 4,6
2. I' ll g ive it to yo u fo r $45.
5. The lap top is newer th a n the des ktop
compute r. Exercise 2
Lesson C I. It's an office store.
6. The lap top is sma ller th an the
desk top com puter. Exercise 1 2. They're nex t to the bas kets. I T hey're
I. c 3. c 5. b on a shelf.
Exercise 4
2. a 4. b 6. a 3. No, they a ren't.
I. sma ller 7. nicer
4 . The "yes" butto n.
2. fas ter 8. sma ll Exercise 2
5. The "tota l" button.
3. mo re 9. li ght A . 1. bright
expens ive 10. more 2. ti ght
4. cheaper d ifficult 3. com fo rtable Unit 8
5. o ld I I. wo rse B. I. pretty Lesson A
6. better 12. bi gger 2. pl ain Exercise 1
Exercise 5 3. ugly I. Pa lace 5. Botanica l
I. Wh ich pri nte r is sma ll er? 2. Castle Garden
Exercise 3
2. is sma ller tha n 3. Statue 6. Monument
I . Thi s shirt isn' t big enough.
3. W hich pri nte r is chea per? 4. Pyra mid 7. Founta in
2. He does n' t have e nough cloth es .
4. is cheaper tha n 8. Squ a re
3. My j acket is too ti ght.
Exercise 2 Ray Botanical garden? Exercise 5
1. Frie nd ship of the Peoples Fountain Mari Yes. You can see all of the I. the biggest
botanical garden in one day, and
2. Statu e of King Leonidas of Sparta 2. the cleanest
it's great.
3. Grand Palace Ray OK. That sounds good. 3. safest
Exercise 3 4. the most beautiful
Exercise 2
A. I. sho uld Lina Hi, Sergio. S. the worst
2. s hould Sergio Oh , hi , Lina. Are you ready for 6. most stressfu 1
your trip to Italy? 7. the most relaxin g
3. s houldn't
Lina Almost, but I don' t know much 8. the best
B. I. should about Rome. What would you
2. shouldn't 9. the most modern
recommend doing there?
3. sho uld Sergio I'd recommend seeing the IO . the cleanest
c. I. should fountain s. 11. the oldest

Lina Fountains? 12. the most traditional
2. s ho uldn ' t Sergio Yes. You can see many of the
3. Should fountain s in one day, and they're Exercise 6
4. should great. Ans wers will vary.
D. I. sho uld Lina OK. That sounds good .
Lesson D
2. should
Lesson C Exercise 1
3. should
4 . shouldn' t Exercise 1 l. Ku BomJ u
1. modern 2. Los Angeles
Exercise 4
2. stressful 3. La Trobe
1. Yes, he sho uld.
3. ugly 4. Varotsos
2. No, she shouldn' t.
4. clean Exercise 2
3. Yes, th ey should.
S. traditional I. NI 3. F S. F
4 . Yes, yo u should .
6. beautiful 2. F 4. T
S. No, he shouldn't.
7. relaxing
6. No, th ey shouldn' t.
8. safe
Exercise 5
Unit 9
9. dangerous
1. On To ur 1, you can 't go to a museum Lesson A
10. dirty
o r visit a monument. You can see a Exercise 1
pa lace a nd have lunch at a castle. Exercise 2
Answers will vary. 1. explorer
2. On To ur 2 , you ca n't see a palace or
2. politician
have lunch at a castle. You can go to Exercise 3
a mu se um and visit a monument. 3. desi g ner
I. It's the most traditional hotel in the
4. director
Exercise 6 city.
S. scientist
1. No. she ca n't. 2. It's the most dangerous city in the
world. 6. athlete
2. Yes, we can. I Yes, you can.
3. It's the ugliest restaurant in Chicago. 7. astronaut
3. No, yo u can' t. I No, I can' t.
4. The bookstore is the cheapest store 8 . composer
4. Yes, he can.
in the ma! I. Exercise 2
S. No, they can't.
S. Shannon has the most relaxing job in 1. I was in Chicago last week.
Exercise 7 the world!
2. Tom and Carol were at a baske tba ll
1. a 3. a 5. c 6. Market Street is the quietest street in game last night.
2. b 4. c my town .
3. Where were you yeste rday ?
7. It 's the dirtiest beach in Spain.
4. Stephan ie and Kim weren't in cl ass
Lesson B 8. It 's the biggest cafe by the park. on Tuesday.
Exercise 1 Exercise 4 S. Was David at the party on Frid ay
Ray Hi , Mari. night?
l. M iami is the biggest city in Florida.
Ma ri Oh, hi, Ray. Are you ready for
2 . Matt is the tallest boy in the class. 6. Tameka wasn't tired in the mornin g.
your trip to France?
Ray Almost, but l don 't know much 3. Park Street is the cleanest street in Exercise 3
about Montpellier. What do you the town. I. He was born in Istanbul.
think 1 should do there? 4. Jane has the newest computer in the 2. She was born on December 10, 1950.
Mari I'd suggest seeing the botanical family.
ga rden . 3. Yes, she was.
T-161 Workbook answer key

4. No, he wasn' t. Exercise 3 3. to mato so up ( lt 's a n appe ti ze r, no t a
5. No, th ey we re n' t. I . A Where did Te rry go on vacation? side di sh.)
6. T hey were bo rn in Va nco uver. B She we nt to Sa n Diego. 4. ri ce (It's a side di sh, not a n
appeti ze r.)
7. Yes, th ey we re. 2. A Did Terri go to the park with he r
8. He was born o n Ju ne 4 , 1975. Fa mil y? Exercise 2
B Yes, she did . I. to mato so up
Exercise 4
I. Was 10. was n't 3. A What did they visit in the pa rk ? 2. c hic ke n stir-fry
2. was n' t 11 . was B They vi sited th e San Di ego Zoo. 3. mas hed po tatoes
3. was 12. We re 4. A Did th ey get ti red? 4. ri ce
4. we re 13. were n't
B Yes, they did . 5. appl e pi e
5. was 14. was n' t
5. A Whe re did th ey eat lunch? 6. o ni o n rings
6. Was B They ate lunc h at a ca fe in the 7. stea k
park . 8. Fre nch fri es
7. was
6. A Did Te rri 's pa re nts like the fo od? 9. mi xed vegeta bl es
8. was
B No, th ey didn 't. 10. ice c ream
9. was
Exercise 5
I . Mig ue l ate fi sh at a Tha i resta ura nt A ns wers will va ry.
AnsH•ers will va ry.
seven days ago.
Exercise 4
Lesson B 2. Miranda and Mig ue l sho pped six
I. the 4. some
days ago.
Exercise 1 2. some 5. a
3. Mi g uel watc hed a bo ring reality
I . pos iti ve show fi ve days ago. 3. a n 6. some
2. sure 4. Miguel didn ' t go to the pa rk four Exercise 5
3. certa in days ago. ( It was too co ld') I. John is hav ing a ha mburge r, so me
5. Mig uel and hi s mo m ate breakfast in Fre nch fri es, a nd some apple pie.
Exercise 2
a coffee sho p three days ago. 2. Mateo is hav ing some ga rli c bread,
I . no t sure I not certain I not pos iti ve
6. Martin a nd Mig ue l lifted weig hts some cheese ravioli , a nd some
2. I' m sure I certa in I positi ve two days ago. cheesecake.
3. I' m not sure I cert a in I pos itive 7. Mig uel and hi s siste r didn ' t go o ut 3. Mindy is having a steak, some
4. I' m sure I ce rta in I positi ve yeste rday. (They we re too tired! ) mashed potatoes, and some ice c ream.
4. Mi Yo n is having some chicke n
Lesson C Lesson D so up, a hot dog, a nd a fruit sa lad.
Exercise 1 Exercise 1 Exercise 6
I. in telli ge nt I. in spiring, pass io nate A. l. a
2. de te rmi ned 2. brave, dete rmined 2. some
3. hones t 3. ta le nted, inspiring 3. The
4. caring
Exercise 2 4. th e
5. brave
I . He was born in Scotl a nd. B. I . some
6. passio nate
2. He moved to th e United States in 2. some
7. in spiring 1849. 3. The
8. ta le nted 3 . She we nt to Wra ngel Isla nd in 1921. 4. the
Exercise 2 4 . She was al o ne o n th e isla nd for five
I. we nt mo nths. Lesson B
5. He wa s bo rn in New Orlea ns. Exercise 1
2. dec ided
3. visited 6. He was a (j azz) mu sician , a I. have
composer, and a singer.
4. wa lked 2. c hec k I re peat
5. got 3 . like
6. saw Unit 10 4 . c heck I re peat
7. met Lesson A 5 . ha ve
8. ate Exercise 1 6. read
9. had I . fruit sa lad ( It's a desse rt, not a main Exercise 2
10. d id n' t like di sh.) Answers will vary.
2. steak (It's a main d ish, not a dessert.)

Lesso n C Exercise 6 Exercise 5
l. Have you ever tried squid sushi? Answers will va ry.
Exerci se 1
2. Have yo u ever had chicken tacos?
I. avocados Lesson B
3. Have yo u ever drunk carrot juice?
2. oysters
4. Have yo u ever been to a Colombian Exercise 1
3. dates
restaurant? I . Any suggest ions?
4. sq uid
5. Have you ever eaten plantains? 2. Do yo u have any suggest io ns?
5. seaweed
6. Have yo u ever been to a Chinese 3. Let 's see an action movie.
6. plantains restauran t? 4. Why don' t we go to a movie?
7. soy mi lk
Exercise 7 5. What do yo u suggest?
8. ca rrot juice A nswers will vary. 6. We could watc h TV.
9. blue cheese
I 0. frozen yog urt Exercise 2
Lesson D
I . Do yo u have any suggestions?
Exercise 2 Exercise 1 2. We could watch TV.
I. avocados 8 3. What do you suggest?
2. seaweed
Exercise 2 4. Why don' t we go to a movie?
3. blue cheese
The following items are checked: 5. Any suggestions?
4 . plantains
RickN liked the crab cakes. 6. Let 's see an action movie.
5. dates
Carla82 tri ed some juice at the
6. frozen yog urt Exercise 3
restaurant. Answers will va ry.
7. carrot ju ice
Jake liked the ice cream.
8. oysters
Lesson C
Exerci se 3
Unit 11 Exercise 1
I . been
Lesson A I . pop
2. drunk
2. techno
3. eaten Exercise 1
I. b 5. a 3. blues
4. had
2. a 6. a 4. rock
5. tried
3. a 7. b 5. country
Exercise 4 6. jazz
4. b 8. b
I . Ramiro has eaten blac k spaghetti ten 7. reggae
times . I Ramiro's eaten ... Exercise 2
8. hip-hop
2. He has never drunk seaweed juice. I I. So do
9. fo lk
He's never drunk ... 2. Neither a m
I 0. class ica l
3. He has tried squid. I He's tr ied ... 3. Neither do
4. He has had unusual food ma ny 4. So am Exercise 2
times. I He's had ... 5. So do all of
5. He has eaten plantains. I He's eaten . .. 6. Neither do most of
6. He has neve r had fish tacos. I He's a lot of
Exercise 3
never had ... some of
I. I do, too.
7. He has been to restauran ts in other not ma ny of
countries. I He's been . . . 2. I'm not, e ither.
none of
8 . He has never cooked unusual food s 3. I don' t, e ither.
at home. I He's never . .. 4. I a m, too. Exercise 3
5. I do, too. I. Not many of
Exercise 5
6. I do n' t, e ither. 2 . A lot of
I. Have yo u ever eaten
3. All of
2. haven·t Exercise 4
4. Some of
3. have I. I like
5. None of
4. Ha ve you ever been 2. I don' t like
6. Not many of
5. haven ' t 3. I' m not
7. Some of
6. have eate n 4. I'm never
8. Not many of
7. Have yo u ever had 5. I'm
9. Most of
8. have n' t 6. I eat
IO. A lot of
T-163 Workbook answer kev

Exercise 4 2. Ed is lifting we ig hts to get stronger. Lesson C
I . M a ny o f the runn e rs a re tired. 3. Jim is ta kin g a sa lsa cl ass to dance
Exercise 1
2. A ll o f th e m a re runnin g. better.
5 She got ma rri ed to Leo na rd in 1970.
3. No ne o f the m are sitting. 4. Hannah is ta kin g yoga to re lax.
4 In 1967, she sta rted a c aree r.
4. Not m a ny o f th e m a re runnin g fa st. 5. Tina is do ing gy mn as ti cs to have
fun. I Dorothy starte d school in 1950.
5. Most o f the shoes a re blac k.
6. Josh is lea rnin g karate to lose 6 They re nted a n apartme nt for five
6. Not ma ny of th e m a re white. years.
weight.
7. No ne o f the m a re g ray. 2 She g radu ated from high school 13
8. A ll of th e people a re li ste nin g to Exercise 4 yea rs late r.
mus ic. I. Study harde r to get be tte r g rade s. 8 Do rothy got promoted in 1980, a nd
9. None o f the m a re re adin g. 2. Ta ke a w riting c lass to improve your aga in in 1994.
writin g. 9 She retire d in 2010.
I 0. Some o f th e m a re s itting.
3. Ta lk to Eng li sh spea ke rs to improve 7 The n in 1975, th ey bo ught a ho use.
your pronunc iati o n.
Lesson D 3 She we nt to college in 1963.
4. Listen to mu sic in Eng li sh to
Exercise 1 improve your li ste nin g. Exercise 2
He likes li sten ing to mu s ic , eating a t 5. Read websites in Eng li sh to lea rn I. e 4. b
res ta ura nts, go ing to mu se ums, and new wo rd s. 2. a 5. f
go ing to th e mo v ies. 6. Email Kate to take a n Eng li sh class . 3. d 6. c
No ne of th e m w rite a bout muse um s . Exercise 5 Exercise 3
Exercise 2 l. Ly nn is go ing to Pe ru to se e Machu I. ' II gradu ate
I . nex t to the mov ie theate r Picchu . 2. mi g ht co me
2. New O rl eans 2. Doug joined a gy m to lose we ig ht. 3. will go
3. Sa ndra MN 3. Sandra is saving mo ney to buy a ca r. 4. ' II stay
4. jazz, fo lk , blues, a nd roc k 4. Tom started a n Eng li sh c lub to make 5. mi g ht leave
more friend s.
6. ' II stay
Exercise 6 7. mi g ht go
Unit 12 Answers will va ry. 8. mi g ht wo rk
Lesson A I. I'd like to go to ... to . . .
9. wo n' t dec ide
Exercise 1 2. I'd like to mee t .. . to .. .
Exercise 4
A. I. pass a test 3. I'm taking Eng li sh c lasses to ...
I. may co me 4. ' II love
2. study ha rde r 4. I'd like to lea rn ... to .. .
2. may have 5. won ' t go
B. I . save m o ne y
Lesson B 3. ' II go 6. may go
2. j o in a gy m
3. lose we ig ht Exercise 1 Exercise 5
C. I. get a credit card Ken Hey, Sa m. Lo ng time no see. I. Yes, I will.
2. lea rn an instrument Sam Oh , hi , Ke n. How a re you doing? 2. No, I won' t.

Ken I'm good , th a nk s. But I had the flu 3. Yes, I will.
D. I . sta rt a new hobby last month .
2. m ake m o re fri e nd s 4. Yes. I w ill.
Sam I'm sorry to hea r th at.
Ken Yea h. I was sic k for two weeks, 5. No, I wo n' t.
Exercise 2
but I fee l better now. Exercise 6
I . We' re sav ing mo ney to buy a ne w Sam That's g reat to he ar'
ho use. Ans we rs will va ry.
Ken Yea h. And g uess wh at? I'm going
2. A re yo u lea rning E ng li sh to ge t a to Pari s o n Saturd ay.
bette r j o b? Lesson D
Sam That's wo nd e rful' Have a g re at
3. L isa jo ined a gy m to ma ke new ti me! Exercise 1
fr ie nds. I . All life is a n ex pe riment. The mo re
Exercise 2
4. Et ha n a nd Rube n we nt to the mov ies expe rime nts you make the be tte r.
I. I' m happy to hea r th at! I That's g reat
to see a comed y. 2 . The re a re peo ple wh o have mo ney
to hea r'
5. I take yoga cl asses to re la x. a nd peo ple who a re ri ch.
2. That 's too bad . I T hat's a sha me.
6. Is Rita getti ng a credit ca rd to buy 3. Life isn't a matter o f mil es to nes, but
3 . That 's too bad. I Th at's a sha me.
mo re c lo th es? o f mo me nts.
4. I'm happy to hea r th at' I Th at's g reat
Exercise 3 to hea r! Exercise 2
I . Kim is ta k ing socce r lesso ns to pl ay I. P 2. P 3. F 4. F
be tte r.
Class audio scripts
Unit 1 Lesson D, Exercise 2 [p. 13]
Lesson B, Exercise 3 [p. 9] CD1, Track 19
Friend What' s th at, John ?
C D1 , Track 13
John Cvotaku. It's a kind of printing, from Japa n. It's
I. Candace He ll o? popu lar he re in Hawa ii .
Clara Hi , Candace. It's C lara. Friend Cyotaku huh ? Is th at a fish ?
Candace How's it go ing? John Yea h. First you wash and dry the fi sh. The n yo u
Cla ra Good. Listen , do yo u want to go to Sal ly 's paint th e fi sh. Yo u can use diffe re nt colors.
party?
Friend OK ...
Can.dace Now?
John After th at you press so me ri ce paper on th e fi sh.
Clara Yea h.
Then you pul l off th e paper, a nd yo u have a
Candace Um , OK. I g uess.
beautiful pic ture! It's a fun hobby. I use differen t
Clara Do yo u have he r address or phone number?
kinds of fi sh all th e tim e.
Canda ce No, so rry.
Friend Do you work a lone?
Clara OK, I can ca ll Directory Assistance and get
John No, I work with my siste r.
he r number.
Friend It looks ex pe ns ive. The rice pape r, th e pa int, . . .
Candace A ll ri ght. Let' s meet in 30 minutes at the
John No, it' s not ex pe nsive. A nd you can use the fish
coffee sho p nea r my place.
aga in!
2. Woman 3 Can I he lp yo u? Friend Interestin g. Do yo u sell your pic tures?
Clara Yes. I'd like the phone numbe r for Sa lly John Yes, I sell them on my website.
Thompso n. Friend You know, it looks easy.
Woman 3 Can yo u spe lI th at? John It is, but the re is o ne thin g th at' s difficu lt.
Clara Um. it' s T-H-0-M -P-S-0-N. Friend What' s th at?
Woman 3 OK the numbe r is 30 1-555-2851. John Finding a fi sh'
3. Sa/Iv He llo?
Clara Sally?
Sally Yes . Unit 2
Clara It' s Clara. Lesson B, Exercise 2, Part B [p. 19]
Sally C lara ' Whe re are you? Wh y are n' t you at the
CD 1, Track 26
party?
Clara I'm comin g, but I don ' t have yo ur address. I. Man Is she a c reati ve pe rso n?
Sally Oh , it' s 2 16 Lex in gto n Road, Apartment 4 . 2. Man Is he yo ur new roommate?
3. Woman Is he a serious stude nt?
Lesson C, Exercise 2, Part B [p. 1 OJ 4. Man Is she generous?
C D 1 , Track 16 Lesson B, Exercise 3, Part A [p. 19]

Bo_1ji"iend Where am I?
CD 1, Track 27
Cina You' re in the hospi ta l.
I. Woman 1
Wh at' s your new French teac he r like?
Bo1:fi·iend The hospital? Oh, 1ight ... our ski trip. Am I OK?
Cina Yes, yo u' re fin e. Nothi ng is broke n. Woman 2
Oh, she ' s great. She's very funn y.
Boyfi·iend Oh , good .... Gina? Woman I
Is she French?
Cina Yes ? Woman 2
l do n' t believe so. I think she's fro m
Bmji·iend How are my ski s? A re th ey OK ? Be lg ium .
Woman 1 Oh.
Woman 2 She's my fav o rite teac he r. And I'm he r
favo rite stude nt!
Woman 1 Yea h. ri ght!
T -1 65 Class audio scriots

2. Ma n I
W hat's Mr. Bl ac k like? Unit 3
Ma n 2
O h, he 's not very fri e ndl y.
Man I
ls he shy? Lesson A , Exercise 4 [p. 27]
Man 2
l' m not reall y sure. I think he's just not very CD 1, Track 37
ta lkati ve. I. Woman I So whe re do we wa nt to go o n o ur vaca ti o n?
Man I He's not a ve ry good nei ghbo r, I think . Woman 2 How abo ut Ista nbul ?
Man 2 Yea h, I thin k yo u' re ri ght. Woman I Hmm .. . what's the weath er like th e re in
3. Woman 3 W hat a re Carl os a nd Greg like? Decembe r? Is it warm?
Man] O ur new class mates? Oh , they ' re reall y nice. Woman 2 Let' s see what thi s website says. It' s not
Woman 3 A re they talkati ve? really warm , no . It's co ld .
Man 3 I g uess so . But th ey ' re very, very serious. Woman I How co ld ? What does it say?
Woman 3 Let's all stud y togethe r sometime. Woman 2 It can get dow n to abo ut fi ve deg rees in the
Man 3 T hat' s a great idea. winte r.
Woman I Oh, that's pre tty cold . May be we can go
Lesson C, Exercise 2, Part B [p . 201 the re a nothe r time .
CD 1, Track 30 2. Man I So, how do yo u li ke Anti g ua?
Man 2 Oh I love it he re.
Mrs. Grav Hi, ho ney. So rry I' m late .
Man I Do you like th e weath e r?
Mr. Grav Hi, dear. That's OK. By the way, thi s is my
Man 2 I do. It's no t ra iny, and it' s nice a nd warm .
new boss, Mr. Ta na ka.
Man I We ll , it is the dry season . Our dry seaso n
Mrs. Cray Your boss? Oh , he llo. I' m Nancy G ray. It's
starts a round November a nd e nds in April.
nice to meet yo u.
Man 2 And th e n the rain s co me?
M 1'. Ta naka N ice to meet yo u, too, Mrs. Gray.
Man I That's ri ght. It rai ns a lo t in th e summe r,
Mrs. Cray O h, please call me Nancy.
es pec iall y July.
Lesson D, Exe rcise 2 [p. 23] Man 2 Well , I'm g lad I'm he re now. I hate th e rain .
3. Woman I Are you excited abo ut yo ur yea r in Be ijing?
C D 1, Tra ck 33
Woman 2 Yes! I can' t beli eve it. One yea r in C hina,
Linda Bri a n, can yo u he lp me? Li ste n to my profil e so stud ying M andari n.
fa r. Appea rance . .. I'm tall and have sho rt hair. l s Woman I Yo u' re so lucky. What's th e weath e r like in
that OK? Beijing? ls it ni ce?
Brian T hat's fi ne. Do n' t write too mu ch. Woman 2 Yo u kn ow, I' m no t sure. Le t's c heck o nline.
Linda A ll right. Now age. Woman I OK. Wow, it's co ld in th e w inte r - ve ry co ld'
Brian Do n' t write yo ur age. Woman 2 But it doesn' t rain in th e winte r.
Linda Rea ll y? OK. So ... pe rso nality. Hmm . .. thi s is Woman I No, but what abo ut snow?
diffi c ult. How abo ut ta lkati ve a nd funny ... do yo u Woman 2 Oh, o f course . I go th e re in M arc h. What's
thin k I' m funn y? the wea the r like th e n?
Brian Um, not rea ll y, M om . Woman I Let's see. It says spring is dry and wind y.
Linda Serio us? Woman 2 That's OK .
Brian How abo ut fr iendl y? Woman I I ca n' t wait to visit yo u '
Linda O K . Now, interests. Music and da nce. And my
favo ri te singer is Ju stin Timbe rl a ke, and my Lesson B, Exercise 2 [p. 29]
favo ri te acto r is ...
CD 1, Track 40
Brian Mom! Jus tin T imbe rl a ke is not yo ur favo rite singe r.
It's Elto n John . I. Woman I Hey, Gabrie l and Bianca, where exactl y in
Linda I know, but - Braz il are yo u from ?
Brian W rite Elto n John . Man We ' re fro m Ri o de Jane iro.
Linda Oh , all rig ht. Now what photo do I use? Thi s o ne Woman I Is th ere a good time to visit? Or is a nyt ime
of yo ur fa the r a nd me is nice. OK?
Brian Just use o ne of yo u. How abo ut thi s o ne? Yo u look Man I'd say February is a good time . It' s ve ry
very pre tty. hot th e n, and it ra in s quite a bit. But it' s just
Linda But my ha ir is blac k in th at pho to. My hair is gray before Carn ava l. What do yo u thin k, Bi a nca?
now. And I have g lasses in that picture.
Brian Lots of peo pl e use old photos . It's OK.
Linda A ll ri ght. Now, how do I upl oad it?
Class audio scriots T-166

Woma n 2 Yes. I think Feb ru ary is a good mo nth. Yo u Unit 4
can go to Carn ava l and have a lo t of fun . A re
yo u pla nnin g to visit Braz il ? Lesson B, Exercise 3 [p. 39)
Wo m an I Yes, I thin k so. CD 1, Track 53
Man We ll , I can g ive yo u na mes a nd addresses of I. M an I H e ll o?
so me . . . M an 2 Hi , thi s is Je ffrey Kings to n. f li ve in
2. Woman I Hey, Patricia. Whe n's a good tim e to go to apartm e nt 7C.
New Zea land ? M an I Oh , hi .
Woman 2 Yo u' re goin g to New Zea la nd ? M an 2 Yeah, um, I' m sorry to call so late, bu t is
Woman I We ll , I think so. I wa nt to go to Queenstow n. th ere a pa rty at yo ur pl ace?
Woman 2 How ni ce. We ll , I'd say anyt ime. M an J Yea h. Do yo u wa nt to come?
Woman I A nytime? Oh , OK. M an 2 No, no, it's just th at I can hear yo ur mus ic
Woman 2 Le t' s as k Da nn y. Danny, wh at do yo u think ? in my apa rtm e nt. Wo uld you turn it dow n a
Whe n's a good time to go to Quee nstow n? fn little, please? f' m study ing.
my opi ni o n a nytime is fin e, but I - M an I Su re, no probl e m. A re you sure you do n' t
Ma n A nyti me? No, I do n' t think so. It' s pretty wa nt to come?
cold in Jul y and A ug ust, es pecia ll y in M an 2 No, th anks. Enj oy yo ur party.
Quee nstow n. Go in Dece mbe r, Janu ary, or 2. Woman J He ll o?
Febru ary. Re me mbe r, th at's o ur summe r. Woman 2 Hi , Jan et. It's Laura .
Woman I O h. ri ght. A nd my wi nte r ... Woma n J Hey, Laura. How a re yo u?
3. Man I Sophi e. g uess w hat? Wom an 2 Fine. Liste n, it's a bo ut yo ur cat. It' s o utside
Wo111a11 Wh at? o ur ho use.
Man I I' m going to ta ke a Fre nc h c lass in Ma rseille. Wom an I Oh , no !
Woman Rea ll y? How wo nde rful ' Wo m an 2 Can yo u co me get he r?
Ma n I Yo u' re fro m Ma rseill e, right? Wo m an J Sure, no proble m .
Wo111a n We ll , no t exactl y. I'm fro m near M arseille. Woman 2 I think she's ju st hun gry. I' ll g ive her a lit tle
Whe n is yo ur c lass? milk .
Ma n I In A ug ust . It's a three- week c lass. Woman I Oh , th a nk yo u. See yo u in a few minu tes.
Wo m an O h, do n' t go the n ' A ll of Fra nce takes a 3. Wom.an He llo?
vacati o n in A ug ust. M an He llo. Thi s is Dan La nd ry, fro m dow nstairs.
Ma n I Rea lly? We ll , w he n's a good tim e to vis it? Woman Yes ?
M ay be I ca n c ha nge my class. Man Is th ere a pa rty in yo ur apa rt me nt 7 It's rea ll y
Woman I'd say the fa ll. Prices are low th e n. Jea n-
no isy dow n he re.
Pa ul , w hat are yo ur tho ug hts? ls A ug ust a Woma n Oh , sorry. It's not a party. I'm exe rc is ing in
good time to vis it Ma rseill e? my li ving roo m. Sorry. I' ll stop now. It is
Man 2 In my op ini o n, it's not a good time. A lot o f
kind of late.
shops and res ta ura nts c lose the n. I thin k fa ll Ma n No, it 's OK . Please fi ni sh. B ut nex t time,
is a ni ce time a nd . . . co uld yo u exe rcise a littl e ea rli er?
Woman Oh , sure. Ac tu a ll y, I usua ll y do.
Lesson C, Exercise 2 , Part B [p . 30) Ma n Th anks a lot.
CD 1, Track 43
E\'(/n Great ga me, Joa ni e .
Joanie Yea h. So, w hat wo uld yo u li ke to do now? Do a
j igsaw pu zzle? Watc h TY ?
£1•an Yo u know, I thin k I'd li ke to bake cookies .
Joani e W hat? Are yo u kid d ing? Yo u do n' t kn ow how!
Evan I k now, but yo u can show me'
T _1f;.7 r.l:::ac:::c::: ::uuiin c:::criots

Lesson C, Exercise 2, Part B [p. 40] Unit 5
CD 1, Track 56 Lesson 8, Exercise 3 [p. 49]
Ken What do yo u mean? CD 2, Track 9
Paul Well, I'm doing a ll the work.
I. Man I He ll o?
Ken l know. I'll take o ut the newspape rs.
Man 2 John ?
Paul That' s a good idea.
Man I Yea h.
Lesson D, Exercise 2, Part B [p. 43] Man 2 Are you OK? Wh at' s wrong?
Man I I fee l awful. I have a te rribl e backache.
CD 1, Track 59 Man 2 That's too bad.
I. Sa111 Thi s is a pretty inte restin g room. Man I And I don 't think I can play te nnis thi s afternoon .
Hale\' I like the bl ue c urtains. Man 2 Oh , that 's OK. I hope yo u feel better.
So111 Loo k. The table is ready for dinner. Man I Thanks.
Haley In te resting. I g uess they leave it like th at. 2. Woman I He ll o?
Sam It 's a nice roo m, don't you think ? Woman 2 Hi , Lisa. It 's Di ana.
Haley I do. Hey, Sam, look at those ... Woman I Hey.
2. Sam Loo k over there, Haley. Is that a mi c rowave? Woman 2 Li ste n, do yo u want to see a movie ton ig ht?
Haley I think so. What do you think of the co lors of Woman I l don't know. l don't fee l so good.
thi s room ? Woman 2 Why ? Wh at' s the matter?
Sam All the brown? Woman I I have a headac he.
Haley Yea h. Woman 2 Oh, that ' s too bad.
Sam I do n' t know. l don ' t reall y like it. Woman I But ca ll me late r. OK?
Haley I wo nde r wha t's behind th at doo r. Do yo u Woman 2 All right. Well, take it easy.
think ... ? Woman I Th anks.
3. Halev ls that a picture on the table? Next to the la mp? 3. Man I He llo?
Sam I th ink so. Look at that pi ano. Wow! Man 2 Oh , hi , Be n. Are yo u ready fo r soccer
Haley Hmm .. . those armch a irs are nice. pract ice?
Sam Really? I do n' t really like th e m. Man I I don't think so. I'm not feeling we ll.
Haley It 's a nice roo m. I like th e clean, white loo k, Man 2 Oh , no .
with a ll th e g lass a nd mirrors. I think it 's my Man I I think I have th e flu.
favo rite room. l like ... Man 2 Reall y? Do yo u have a fever ?
4. Sam My goodness! There a re three te levisions! Man I I don ' t know.
Haley Wow' The sofa is cool. I love a ll the c ushi o ns. Man 2 We ll, do yo u need anyth ing? Some juice or
Sa111 May be we can sit down. somethin g?
Haley You know we can't tou c h anything. Man I No, it 's OK.
Sam I know, but I' m a little tired. Man 2 All right. I hope you feel better.
Haley Well , I think we ' re finished. Man I Thanks.
Sam So, was the li vi ng room yo ur favor ite? 4. Woman He ll o?
Haley No, thi s one is. I love this room. What's yo ur Man Uh, Pam ?
fav o rite? The dining room ? Woman Yes.
Sa111 Yeah. And yo u know what .. . I'm hun g ry! Let's Man Are you OK?
go a nd .. . Woman Not reall y. I do n' t fee l so good.
Man What' s wrong? Are yo u s ick ?
Wom an I have a so re th roat. And I have a bad co ugh .
Man Oh , no! Do yo u need to see the doctor?
Woman No, I don 't think so.
Man We ll , that's good. Get we ll soon .
Woman Thanks. Talk to yo u later.
Lesson C, Exercise 2 , Part B [p. 50] Woman I do n' t kn ow ... it just feels good to get my
ha nds a littl e dirty, yo u kn ow? And I have
CD 2, Track 12
some thing useful at the e nd .
Hal So, La ura, how much do yo u sleep? Man I see th at. I need somethin g like th at, to help
Laura O h, abo ut seven ho urs a ni ght. Some doctors say deal with stress.
seven o r e ight ho urs is abo ut ri ght. Woman Well , I also paint. I do that o n Saturd ays.
Hal I j ust like to slee p.
4. Woman J Are yo u eve r stressed? Yo u always look so
Laura But yo u' ll fee l bette r, and have mo re e nergy. Um ,
relaxed .
Ha l, can I as k yo u a qu esti o n?
Wo man 2 Me? Well , I have stress like eve rybod y e lse. I
Ha l Of co urse.
just ma nage it.
Laura Do yo u wea r sunscree n? T mea n, do yo u protect
Woman I What do you mea n?
you r skin fro m the sun ?
Woman 2 Well , I like to ta ke trips to diffe re nt pl aces. I
Hal No, neve r. Wh y?
come back a nd fee l a lo t bette r.
Laura Yo ur face is reall y red. Do you have a cap o r
Woman J It' s hard to trave l.
somethin g?
Woman 2 I do n' t think so. Eve n a sho rt trip ma kes me
fee l be tte r.
Lesso n D , Exercise 2 [p. 53]
Woman I I think trave l is stress ful.
CD 2, Track 15 Woman 2 Well , l also exerc ise a lot. I ride my bi ke. I
I. Woman Are yo u OK ? go al o ne and just ride and ride. No people,
Man I do n' t kn ow. I fee l stressed o ut abo ut my no co mpute r, no pho ne. It 's fa ntas ti c'
prese ntati o n today.
Woma n O h, do n' t wo rry. Yo u' re a good presente r.
Ma n Tha nks, but it 's in front of a lot o f people. Unit 6
Woman He re. Li ste n to thi s. Lesson B, Exercise 2 [p. 59]
Man What is th a t? Is it music?
CD 2, Track 21
Woma n We ll , it is a so ng, yes, but it 's a wha le so ng. I
Dan Do yo u want to watch TV, Am y?
have thi s C D o f whale so ngs. I li ste n to th e m
Amy OK . Do yo u kn ow what's o n?
whe n I fee l stressed o ut. It's reall y relax ing.
Dan No, but I have th e TV li stin gs he re. Let's see . ..
Man It 's bea utiful.
we ll , the re 's Santa Monica .
Woman I a lso li ste n to mu sic whe n I' m stressed. Try it.
Amy Dan, yo u kn ow I hate wa tc hin g soa ps. And th at o ne
It helps.
is so bo rin g .
Man O K, th ank s.
Dan Yea h, I ag ree. It is pretty bo rin g. Wait, do yo u wa nt
2. Man I Mmm, th ose look good. to watc h a ga me show? Just My Luck is o n.
Man 2 He re. Do yo u wa nt o ne? Amy I love ga me shows . That show is great.
Ma n I Tha nk s. Yum , it 's good . I didn ' t kn ow you Dan I think so, too.
ba ked . Amy I love to g uess th e a nswers. But I do n' t think I wa nt
Man 2 Yea h, some times. I just ba ke whe n l' m stressed to watc h it now.
o ut, yo u know? Dan OK .
Man I Yo u' re stressed o ut? Amy How abo ut Th e Maxine Weber Show? That' s a n
Man 2 We ll , my j ob is kind of stressful these days . inte res tin g show.
Man I That's too bad . Yo u do n' t eat all th ese cookies, Dan A talk show ? No, I hate talk shows. And he rs is
do yo u? te rribl e.
Man 2 No. I give the m to fri e nds.
Amy We ll , how abo ut a d ram a? Th e Fo rbidden City is a
Ma n I Do yo u do a nythin g else fo r stress? pre tty exciting show.
Ma n 2 Oh , sure . I pl ay video games. I play fo r a n Dan Rea ll y? I disagree. It' s so borin g! It 's not o n a nyway.
ho ur o r two, a nd I usuall y fee l be tte r. Amy That's too bad . l rea ll y like the o ld C hinese
3. Ma n Wow, thi s is bea uti ful ! costumes.
Woman Th ank you . I made it in my potte ry c lass. Dan I kn ow' We ca n watc h a rea lity show. Do yo u kn ow
Ma n Rea ll y? Yo u made thi s? th e show On Your O wn ? Peopl e fin d the ir way
Woma n Yea h. I make a ll sorts of thin gs. My class is around a fores t at ni g ht, a nd th ey can' t ask fo r he lp.
o n Friday ni ght. It's a g reat thin g to do afte r Amy I kn ow th at show. It 's fa ntasti c!
a stress ful wee k at th e offi ce. Dan I think so too. I watc h it all the time. So let' s watc h
Man Wh y do yo u like it so mu c h? th at. Now, whe re ' s th e re mo te contro l?
CD 2, Track 24 Lesson B, Exercise 3 [p. 69]
Nora Channel 11? Is that publ ic TV? CD 2, Track 36
Zack Yeah . Do you want to come over and watch it with
I. Woman Excuse me. How much are the skis?
me sometime next week?
Seller The skis? They're $175.
Nora Thanks, but I don ' t think I can. I have a lot to do
Woman Wow' They're pretty expensive.
next week.
Seller Well , they're almost new. I wore them only
Zack Don't you like documentaries?
once.
Nora I do like documentaries. Actually, I'm watching one
Woman Wou ld you take $I 00?
on Sunday. It's all about soccer.
Seller No, sorry. I think $175 is a good price.
Zack Reall y? What channel? I want to record that!
Woman OK, then. Well , thank you anyway.
Lesson D, Exercise 2 [p . 63] Seller Just a moment. I'll give them to you for $150.
Woman Really? I'll take them. Thanks!
CD 2 , Track 28
2. Man How much is that?
Claudia That was a pretty good show. Seller This? Oh, it's um ... $30.
Valerie You think so? I don't really agree. I didn't like it. Man Does it still work?
Youn g- ho Valerie, do you have a favorite TV show? Seller Sure. It's black and white, but the picture is
Valerie You mean in Australia? Hmm ... oh, I love very good.
Australia 's Next Top Model. Do you know it? Man Is there a remote control?
It' s a reality show. Seller No, sorry.
Claudia We have something like that in Brazi l. It's very Man Would you take $20?
popu lar. Seller Sorry, but I'll let you have it for $25.
Valerie My favorite thing about it is the ending. At the Man A ll right. Thanks.
end of each show, the judges choose one model,
3. Man These are cool.
and she goes home. Sometimes I only watch
Seller Yeah , my husband doesn't want to sell them ,
th e ending! I even watch the reruns. Young-ho,
but they ' re real ly big. And he has some new,
what's your favorite show in Korea?
sma ller ones now. The sound is good.
Youn g-ho Let's see. There's a Korean show called Dama.
Man How much?
It's a drama. It takes place during the Joseon
Seller $70.
Period. But it's not on anymore. My favorite
Man Wow, that's expensive. Will you take $40?
thing about it is the costumes. Yeah , the clothes
Seller I don ' t think so.
are very cool.
Man OK. Well, thanks anyway.
Valerie OK, Claudia, your turn. Te ll us about TV in
Seller Wait' You can have them for . .. say ... $55.
Brazil. What's your favorite TV show?
Just don ' t tell my husband.
Claudia We ll there is one show that I like to watch . It's
Man That's not bad. OK, $55.
kind 'of embarrassing. It's a soap opera called
4 . Seller So, do you play?
Malhar,;iio. It 's really for teenagers.
Youn g-ho So, why do you watch it? Man I do. How much are they?
Claudia I don ' t know, I just love the stories. That's Seller $ 130.
probably my favorite thing. It's funny. You
Man Hmm .. . would you take $120?
watch one show and then you can ' t stop. Seller I'm sorry. $130 is the price.
Man I don't know. That's a lot of money. How about
$125?
Seller No, I'm sorry. I think $130 is a good price .
Man All right. I'll take them. Here you go.
Seller Thank you very much .
Man Hey, these are really heavy!
Lesson C, Exercise 2 , Part B [p. 70] Unit 8
CD 2, Trac k 39 Lesson A, Exercise 4 [p. 77]
Paul O h, the re yo u a re. CD 2, Track 46
Allie W hat do yo u think of th ese?
I. Man I li ve in Mex ico C ity. It 's a fa ntas ti c city.
Paul W hat? The pants? Hmm ... I thin k they' re too
There a re a lot of interesting thin gs to do
short.
in Mex ico C ity. I thin k people sho ul d visit
Allie Rea ll y?
th e main sq uare . It 's called the Z6ca lo, a nd
Paul Yeah. Sorry. But they' re pre tty.
it's reall y, reall y big. l also think th at peo pl e
Allie Too bad. I reall y li ke the m, a nd they ' re not too
sho uld go to th e top of the Pyra mid of the
ex pens ive.
Sun . The re are 250 steps to the to p, but the
view is fa ntasti c !
Lesson D, Exercise 2 [p. 73]
2. Woman J Ri g ht now I li ve in Flore nce, Italy. Flo re nce
CD 2, Track 42 is a very popul ar city, a nd we get a lot of
Waitress Good mo rnin g. Are yo u ready to orde r? to uri sts. M a ny peopl e co me he re fo r th e
Dana Uh, yes . A c up o f coffee and a croissant. great art. Peo ple sho uld see th e statu e of
Waitress And how abo ut yo u? David, by Mic hela ngelo. It's a rea ll y fa mo us
Angie T he full Engli sh breakfast, wi th tea. statu e. People sho ul d also have ice c ream
Dana Wow, Ang ie. Yo u' re hun gry, hu h? here. Itali an ice c ream is de lic io us. Yo u can
Angie We ll , we are in Lo ndo n afte r all , a nd we pl an to bu y it all over the city.
go sightseeing. I need to have enough e ne rgy! 3. Wo man 2 I li ve in a great c ity, Istanbul , Turkey. T he re's
Dana I'd love to do some shopp ing first. What do yo u so muc h to see a nd do he re. One very
thi nk? fa mo us to uri st site is the Topkap i Palace. It' s
Angie O K. Well . let's c heck o ur g uide book. We ll , it beau tiful. Yea h, touri sts should defini te ly
says he re th at th e Porto be ll o Road Market has visit the palace . Vi sito rs sho uld also go o n
g reat shopping, and it's all o n o ne lo ng road. a boat trip. Yo u can ta ke a boat fro m the
Dana I thin k I kn ow th at mark et. T hat so unds fun . E uropea n side of the c ity to the Asia n side.
Angie It says the o utdoo r market is o pe n six days a That' s pretty coo l.
week, but o n Saturday it se ll s everythin g - frui t,
vegetabl es, clothes. old fu rniture ... Lesson B, Exercise 2 [p. 79]
Dana W hat abo ut j ewelry?
Angie Um ... yes. CD 2 , Track 49
Dana ls it o pe n now? Cle rk Can I help you?
Angie Let's see ... it 's 9:30 ... so yes, it's ope n. It David He ll o. M y wife and I wo ul d li ke some in fo rma ti o n
says a good time to visit is in th e late mo rnin g. abo ut Taipe i.
We can have lunc h th e re, too. Carrie We ' re here just fo r the day. What wo uld yo u
Dana S ure. Now what's a good way to get th ere? On recomme nd do ing?
the bus 7 Clerk Just for o ne day? O K . . . we ll , yo u sho ul d visit
Angie No, it says to take th e un dergro und , you kn ow, Taipei IOI.
the subway. Ca rrie Taipe i IOI ?
Dww O K. Soun ds li ke a pla n. Now, whe re's o ur Clerk Yes, it's a ve ry tall , very bea utiful buildi ng with
breakfast? I'm ready to shop! I 0 I sto ri es.
David Carrie, let's do th at. Unit 9
Carrie O K. A nd J heard th e S hilin Ni ght M arket is very
interestin g. Do yo u think we should go th ere? Lesson B, Exercise 2 [p. 89)
Cle rk O h, yes. You shouldn ' t mi ss the ni ght market. It CD 3, Track 7
opens at 4:00 p.m. The food there is very good . Dan J think we ' re ready. Everyo ne kn ows how to pl ay,
Da vid Carrie. our bus to the airport is at 6 o ' cloc k, ri ght?
remem be r? 1 don' t think we have enough time. A ll Yes. I think so .
Carrie O h, ri ght. T ha t's too bad . We ll, are th ere any good Tony So I go first. S ports.
museums? We both love art. Rita Sports. OK. Where we re the 2000 Oly mpics?
Clerk I'd sugges t go ing to the Fine Arts Mu seum. It's Tony l'm not sure, but 1 th ink they were in Athens. Yeah,
excel lent. Athens, Greece.
Carrie Oh, yes. l see it here o n the map. Rita Sorry, th ey were in Sydney, Austra li a. Ath ens was
Dal'id Let's do th at now. 2004. Dan, your turn .
Carrie O K. And how sho uld we travel around the c ity? Dan Three. Oh , no. I have sports, too. I'm terrible at
Cle rk I thin k yo u should take the subway. It's fas t, easy sports.
to use, and yo u can save time. Keiko Can I read th e questi on? Who was th e w inner of
Dc11 •id Hm m ... I do n' t really like subways. You can' t the 2006 World C up ?
see an y o f th e c ity. Dan Hmm ... I' m not certain , but I think it was Ita ly.
Carrie Come on, Dav id . As he said, we can save time. Keiko Yes, th at's ri ght. Very good.
That mea ns more sightsee ing . Dan Rita, I think it's yo ur turn.
Da11id True. Well, let's go . So we ' re going to the museum Rita One, two, three, fo ur, fi ve, six. Art.
first and the n ta kin g the sub way to Taipei I0 I. Dan In what century was Pablo Picasso born ?
Ca rrie That's rig ht. T hank yo u very much fo r your he lp. Rita That's easy. The 20th .
Cle rk Yo u' re we lcome. Enjoy yo ur stay. Dan Are yo u sure?
Rita Yeah, I' m pos iti ve.
Lesson C, Exercise 2, Part B [p. 80) Dan Actu ally, he was born in 188 1, so he was bo rn in
CD 2, Track 53 the 19th century.
Akem i So thi s is a Greek cafe? Rita Oh , of course. OK . Whose turn is it?
Pete r Yeah, Sydn ey has a lot of Greek restaurants. Keiko Mine. Literature.
Akemi It's pretty lo ud. But it 's bea utiful. Tony Who was the auth or o f the pl ay Hamlet?
Pete r T he food here is great. It's trad itiona l Greek foo d . Keiko That's an easy o ne. Shakespeare.
Akem i W hat wo uld yo u reco mmend here? Dan Correct. Tony, yo u' re next.
Pete r You should try th e fi sh. It's the spec ialty. Tony OK . One, two , three, fo ur. Po litics.
Akem i O K. T hat soun ds good. Dan How long was Bil l C linto n preside nt o f the U.S. ?
Pete r Exc use me, waiter! Tony I' m not pos iti ve, but I thin k he was pres ident fo r
eight year s.
Dan Correct.
C D 3, Track 10 Lesson B, Exercise 2 [p. 99]
Paul So w hat's he do ing now? CD 3, Track 21
Emma O h, he di ed so me tim e ago. l . Waitress H e llo. We lcome to M ic key's. M y na me is
Paul O h. Kate. Are yo u read y to o rde r?
Emma Yea h, he was 87 w he n he di ed . Man Yes, l think so. How is the fi sh?
Paul A nd whe n was th at? Waitress Oh , it's excelle nt.
Emma He d ied in 1997. Hi s so n a nd g rand so n are Man And th e c hi c ke n?
co ntinuin g hi s wo rk . Hi s so n's a n in te restin g
Wa itress They' re both ve ry good, but my favo rite are
guy, too. On Earth Day in 1997, he did the first
the lamb cho ps.
unde rwate r li ve, interacti ve video c hat.
Man La mb c ho p? I do n' t kn ow. Hmm . .. I' ll have
the c hi c ke n.
Lesson D, Exercise 3 [p. 93]
Waitress T hat co mes with two s ide di shes.
CD 3 , Track 14 Man Two? Oh , we ll , I'd like the mas hed potatoes
I. Man I My ne ig hbo r, Mrs. Wo ng, made a bi g a nd the mi xed vegetabl es.
d iffe re nce in my life. She lived nex t door when Waitress Wo uld yo u like a ny dessert?
I was littl e. My siste r and I vis ited he r all the Man Um , yeah. Can I have the apple pie?
tim e. we ll ... she gave us cooki es a nd milk Waitress Sure. Do you want ice c rea m with th at?
afte r sc hoo l. She was a pre tty ta le nted s inger. I Man No, th a nks.
hea rd she was a profess io nal s inge r whe n she Waitress OK. Let me re peat that. Yo u' re hav ing the
was yo un ger, but I d o n' t kn ow if th at's true. chicke n, rice, mi xed vegetables, and appl e pie.
I do know that she was a ve ry ca ring wo ma n. Man Um , it's mas hed po tatoes, no t ri ce.
A nyway, she taug ht me how to s ing. I think Waitress So ll"y .. . mas hed po ta toes .
th at's w hy I love mus ic so muc h. Man Ri ght .
2. Wo man My Unc le Kurt is my moth e r's brot he r, a nd 2. Wa itress We lco me to Mi c key's. My name is Kate. A re
he was in th e a rm y fo r man y yea rs. I d idn ' t you ready to o rde r?
see him ve ry o fte n w he n I was a kid , but he Man Yes. We'd li ke to start wi th so me cra b cakes .
visited us so me times. He seemed very bra ve The n I' ll have the la mb c ho ps.
to me a nd a lso very de termined. I know Unc le Waitress Excelle nt c ho ice. You get two s ide di shes w ith
Kurt wa nted to quit the army so me times, but that.
he neve r did . I re me mbe r I wanted to quit my Man Fre nch fri es .. . and a sma ll sa lad .
soccer tea m o nce, but he ta ug ht me neve r to Waitress An ything to drink ?
quit. I'm g lad I li ste ned to him . Man Just wate r for me .
3. Ma n 2 Mrs. Hanson was my hi g h sc hoo l Eng lish Wa itress A nd w hat would yo u like?
teac her. She made a bi g diffe re nce in my li fe . Woman I'd like th e mushroo m pi zza, please .
She loved teac hin g, a nd she was ve ry carin g . Wa itress S ma ll , med ium , o r large?
She always g ree ted us by na me w he n we Woman Sma ll , please. And can I get a n iced tea?
wa lked into c lass. ! lea rn ed a lo t from he r - no t Waitress Sure. Wo uld yo u like desse rt ?
so mu c h abo ut g ramm ar o r literature, but she Woman No t fo r me.
ta ught me th e qua li ti es of a good teac he r. She Man I'll have th e c heesecake.
was really in spiring. I' m now a teache r, and Waitress OK. We ll , let me repeat th at. Crab cakes. The n
I ofte n think bac k to Mrs. Ha nso n wh e n I'm the lamb chop, Fre nch f1ies, a small salad, water.
hav ing a di fft c ult day. Man That's ri g ht.
Waitress A nd c hocolate cake fo r dessert.
Man U m, cheesecake .
Waitress Oh , so rry. A nd fo r yo u, a medium mushroom
pi zza and an iced tea.
Woman Actua ll y, a sma ll pizza, not a medium .
Wa itress Sorry . . . go t it. An ythin g e lse?
Woman No, th a nks.
Lesson C, Exercise 2, Part B [p. 1001 Man I' m not sure. You do think about it more, I
suppose.
CD 3 , Track 24
Woman I liked the service. Our waiters were excellent.
Ellen Hi. This is Ellen. Please leave a message! Man They were good, yeah.
Peter Oh, hi. Ellen. It's Peter. I just wanted tell you that Woman But did you like th e food?
World Cafe was wonderful, and that you should Man Oh, yes. It was delicious . How do you think it
definitely go' I ordered the oysters, and they were looked ?
grea t! I got six of them as an appetizer. For my Woman I have no idea. I thought the prices were pretty
main dish, I had a steak and a blue-cheese salad. good, though.
I enjoyed the steak, but it was the first time I've Man I agree. French food can be expensive, but thi s
had blue cheese ... and I didn't like it at all. For wasn't bad .
dessert, I had avocado ice cream - interesting and
delicious. Call me. Bye.
Unit 11
Lesson D, Exercise 2 [p . 1 03]
Lesson B, Exercise 2 [p. 1 09]
CD 3 , Trac k 27
CD 3, Track 33
I. Man Hmm ... that was ... really ... interesting.
I. Woman Hey, Kevin, do you want to do something
Woman Yeah, it was. But in a good way.
after class?
Man So you liked it?
Man Sure. Do you want to see a movie or
Woman Yeah, I did. The food was excellent.
someth ing?
Man Yeah, it was. And I didn ' t miss the meat.
Woman Yeah , OK. Do you know what's playing?
Woman And the people were so friend ly. The service
Man No, but I can check online.
was excellent.
Woman Have you seen Car Chase?
Man I know. But I didn't reall y like how they did
Man No, but I don ' t really like action movies.
the prices.
Woman So any suggestions?
Woman Yeah, I agree. Do you think we paid too little
Man Let's see . .. we could see Life on Mars. I
or too much?
love animated movies.
Man Who knows?
Woman So do I. So, what time is the show?
2. Man That was an unusual experience. Thanks again Man There's one at 8 o' clock, and . . . another at
for taking me. ten .
Woman Thanks for joining me. So you enjoyed it? Woman Let's go to the 8 o'clock. Do you want to
Man Oh. yes. The food was great - a lot of choices. meet at the movie theater?
Woman Yeah , I loved everything I ate. But those Man OK, let's meet at the theater at 7:45.
hallways were pretty dark. I didn't li ke Woman Sounds good.
that much. But I guess that's all part of the
2. Woman 1 Lisa? Hi . How are you?
ex perience.
Wom.an 2 Oh, hi , Rebecca. Great, thanks. Long time
Man I guess so.
.. Woman Well , this restaurant is in a great location. We
can walk around or get some coffee.
no see. How are you?
Woman J Really good. So, what are you doing?
Woman 2 Nothing much. I was just at the library.
Man Great idea'
Woman J Do you have dinner plans ?
. 3. Woman That was really ... unusual. What did you Woman 2 No, do want to get something to eat?
think? Woman 1 Yeah. I know a couple of nice places near
Man I'm not sure exactly. That was a first for me. here.
Woman Yeah. Do you think the food tasted different Woman 2 What do you suggest?
from other French food? Woman 1 We could go to Brando 's, or there 's a nice
Mexican place.
Woman 2 Let's try Brando's. I heard it's rea lly good.
Woman I Why don ' t we meet there in an hour?
Woman 2 Oh, OK , see you at th e restaurant at 6: 15 ?
Woman I Yeah , 6: 15. See you there.
1""1- - - -
3. Man I I' m so bo red . Do yo u wa nt to go o ut a nd do Unit 12
somethin g?
Man 2 Sure. Do yo u have a ny suggestion s? Lesson B, Exercise 2, Part B [p. 119]
Man I Yeah, the Li o ns are pl ay ing to ni g ht. CD 3, Track 46
Man 2 Yea h, let's do th at. Do yo u think we can get J. Woman Hey, Mark. Are yo u OK?
ti ckets? Man Yeah, wh y do you as k?
Man I l think so . Wh y do n' t we call first? Woman I do n' t kn ow. Yo u do n' t look ve ry happy.
Man 2 The ir line is always busy. Man Oh, we ll, I just came fro m class.
Man I Well , w hy do n' t we just go to the stadium? Woman Cl ass? But it's summe r vacati o n.
Man 2 OK . 1 have to do a few thin gs first. Le t' s Man I know. I fail ed a c lass, so I'm takin g a class
meet th e re a nd get the ti cke ts. thi s summer.
Ma n I OK, at th e stadium . Whe n exactl y? Woman Oh. l ' m so rry to hear th at. Is it go ing OK ?
Ma 11 2 We ll , th e ball game is at 7 o' cl oc k so we Man Yeah, I like th e teache r. The cl ass is pre tty
could meet at .. . say ... 6:30. inte restin g.
Ma 11 I All ri ght. The first perso n there ca n bu y the Woman Well , I hope you have some free time, too.
ti ckets. Man Oh, I do. The class is in the a fternoo n, so I
have th e mornin gs a nd evenin gs free.
Lesson C, Exercise 2, Part B [p. 11 OJ
2. Woman Hey, Brandon .
CD 3, Track 36 Man Oh , hi , Lucia.
Ingrid We ll , th at was ... inte res tin g . Woman How are yo u?
John Yes. Man I'm g reat, thanks. How a re yo u doing?
Ingrid Do the c hildre n like to pl ay class ical mu sic? Woman Fantas ti c. I have some great news.
John O h, no. No ne of the m do . Man Reall y? What?
Ingrid Wh at do they prefer to play? Po p? Woman I have a new j ob. I start to mo rrow.
John No, they prefe r hip-ho p, but the ir teachers do n' t Man That's wo nde rful. So . .. what's th e j ob?
like it ve ry muc h. Woman I have a j o b at M a ri o 's Pl ace. It's th at ni ce new
Itali an res taurant dow ntown .
Lesson D, Exercise 2 [p. 113] Man Oh , I think I know it. Are you going to wo rk
CD 3, Track 40 ni g hts?
Woman Yea h. M y ho urs are fro m fi ve until midni ght.
Radio Hos! Good evenin g everyo ne, and we lcome to
I' m going to save my mo ney to bu y a
Classical Music Hour he re o n Radi o K-YOU.
computer.
I'm yo ur host, Vanessa Hanson. We have a
3. Woman Jeff?
special progra m fo r you thi s evening - o ne
Man Oh , hi , Hann a h.
ho ur o f great pi ano music. We sta11 o ur
Woman What are yo u do ing o n the bus?
prog ram with Lang Lang. Hi s first music
Man I' m go ing to wo rk.
lessons were at age 3, and he received his first
Woman But by bu s? Yo u have a new car, ri g ht?
award at age 5 ! He pe rforms in concert hall s
Man I do. I saved all of my mo ney to bu y a new car.
fro m Bangkok to Budapest to Buenos Aires.
Woman l re me mbe r.
Lang Lang loves to share hi s music with young
Man And l bo ug ht it last mo nth. A new car.
people from all over the world . This amazing
Woman That' s great to hear.
yo un g ma n from China al so works with
Ma n We ll , yes, but th ere were some proble ms.
UNICEF, th e United Natio ns C hildren's Fund.
Woman What?
He ra ises money fo r young people in need all
Man Yea h, it's not runnin g very well. Yeste rd ay, it
over the world . Lang Lang of course plays
sto pped comple te ly o n the hi g hway.
class ical music but also loves j azz, hip-hop,
Woman Th at's a sha me .
and pop music. So let's li sten now and ...
4. Man Wendy! How was your trip? Suzanne Oh no, not at all. I ran on a team in high
Woman Oh, Rome was amazing. school but in my first race I finished last! I
Man I' m happy to hear that. So yo u had a good quit the next week . I didn't run for a very
time? long time, until l was in my mid 30s. I'm 43
Woman Oh, yes. It was wonderfu l. What a beautiful now. At age 39, I dec ided I wanted to make
c ity. some changes in my life.
Man Who did you go with agai n? Interviewer L ike what?
Woman My cousin Sandra. It was great because she Suzanne Well, I wanted to have a personal goal and
speaks Italian. work to achieve it. Some of my fr iends ran
Man. And you don ' t? marathons. They ta lked about how difficult it
Woman. Not a word. Wel l, gelato, spaghetti , pizza ... was, but also how wonderful.
Man Did you on ly visit Rome? Interviewer Was training difficult for you?
Woman No, we went to Florence, too. We went there to Suzanne Oh yes, that's the most difficult thing. But
see the art. for my first five marathons, I was in grad uate
Man Nice. Well , I'm glad you're back. Want to get school as a fu ll-time student. That was
some pizza? another dream of mine. There was never
enough time in the day, so that was pretty
Lesson C, Exercise 2, Part B [p. 1201 stressful. But having two goals - to run
CD 3 , Track 49 marathons and to go back to school - helped
me achieve both dreams, I think. When
Tim So, what about you, Craig? What 's new?
graduate schoo l was stressful, I ran. When
Craig Oh, not much. I' m planning to rent my own
running was causing me stress, I studied.
apartment. I found a nice place c loser to work. I
ln/erviewer So what's next for you? Do you have another
don ' t rea ll y like taking the subway, and I can ' t wait
dream you hope to achieve?
to walk to work instead.
Suzanne Well , my next race is in Chicago. I hope to
Tim That's great to hear! Do you think you'll get a
ru n all of the big marathons, such as New
roommate?
York, Berlin , and London , all in under three
Cra ig No. It's only a one-bedroom. But I might get a pet!
and a half hours .
Lesson D, Exercise 2 [p . 123] Interviewer Well , I'm sure you' ll be successful. Thank
yo u, S uzanne, for ta lking to me. Now, please
CD 3 , Track 53 enjoy a good long rest.
l111erviewer Thank you for agreeing to answer a few
questions, Suzanne. How do you feel ?
Su;:,anne Great! Thirsty. T ired . But mostly great. I'm
always happy to fini sh.
Interviewer Tell me, is this your first marathon ?
Su zanne Oh , no, it 's my seventh. My seventh in five
years.
Interviewer Rea lly? That's qu ite an achievement.
Su za nne Thank yo u.
Interviewer Is thi s your best time?
Suzann e No, th e Boston Marathon was my best time.
I finished it in 3 hours, 27 mi nutes, and 12
seconds. I didn ' t win, but I was so happy that
day. It was a dream come true.
l111erviewer Amazing. Did you dream abo ut runn ing
marathons as a child?
Class audio scripts T- 176

unit
Unusual interests
Before you watch
A Look at the picture. Answer the questions. Then compare with a partner.
1. Where is Emi?
2. What is Emi's job?
3. What is Emi doing?
B Match the words and the pictures. Then compare with a partner.
a. collect buttons b. make a sweater c. make jewelry d. play chess
1. 2.
3. 4.
While you watch

A Who does each thing? Check (./) the correct answers. (More than one answer is possible.)
The man
Emi Tim Alicia
in the park
1. Who collects buttons? D D D D
2. Who plays chess? D D D D
3 . Who makes jewelry? D D D D
4. Who makes sweaters? D D D D
T -177 Video activitv sheets Photoconiab/e © Camhridae llniven:itv Pre!:!:

B Read the sentences about Tim's collection. Write T (true) or F (false).
1. Tim has about a thousand buttons. - - -
2. He buys them on vacation. _ __
3. Friends and family members also give the buttons to him. _ __
4. Emi doesn't like the button from Tim's sister. - - -
5. His sister lives in Brazil now. _ __
6. Tim gives Emi a button. _ __
C Read the sentences about Alicia's interest. Circle the correct answers.
1. Alicia makes jewelry because it's _ _ _ _ _ _ _ __
a. hard b. fun c. boring
2. The necklace takes a few - - - - - - - - - to make.
a. minutes b. hours c. days
3. _ _ _ _ _ _ _ _ _ are a little difficult to make.
a. Necklaces b. Earrings c. Necklaces and earrings
4. Alicia doesn't _ _ _ _ _ _ _ _ _ her jewelry.
a. buy b. make c. sell
5. Alicia makes jewelry as a _ _ _ _ _ _ _ __
a. job b. hobby c. homework assignment
After you watch

A Pair work What do you think about Emi, Tim, and Alicia's interests?
Do you know anyone with the same interests as them? Tell your partner.
A: I think Tim's hobby is interesting.
B: Me, too. Do you collect buttons from different places?
A: No, I don't. But I collect postcards.
B Group work Interview four classmates about their interests. Complete the
chart with their information.
Name Interest or hobby Why he or she likes it
Roberto does karate It's good exercise.
t
+ t
C Group work Tell another group about your classmates' interests and hobbies.
"Roberto does karate. He likes karate because it's 3ood exercise."
Photocopiable@ Cambridae UnivPr!:iht Pro"'" u:-'-- - -~' - -· ·

unit
Happy birthday, Eric!
Before you watch
A Complete the sentences with the correct names. Then compare with a partner.
1. has short curly brown hair.
2. _ _ _ _ _ _ _ _ _ has long straight blond hair.

3. _ _ _ _ __ _ __ has short straight brown hair.
4. _ _ _ _ _ _ _ _ _ has short gray hair.

5. _ _ _ _ _ _ _ _ _ and _ _ _ _ _ _ _ __
are middle-aged.
6. _ _ _ _ _ _ _ _ _ is elderly.
7 . _ _ _ _ _ _ _ _ _ is young.
B What do your family and friends usually do on your birthday? Check (./) the items.
D eat out with me D make a video for me

D give me a gift D make special food for me
D go dancing wit h me D sing "Happy Birthday!" to me
D have a party for me D other:
C Group work Share your information from Part B. Ask and answe r questions
for more information.
A: My mother usually makes me a special meal on my birthday.
B: That's nice! What does she make? ...
...
While you watch
A Circle the correct answers.
1. Right now, Eric is _ __
a. at home b. in California c. in Italy
2 . He is _ _ _ there.
a. at school b. on vacation c. working
3. Today is Eric's _ _ _ birthday.
a. 18th b. 20th c. 22nd
4. Eric's Aunt Lily has the _ __
a. birthday cake b. gift c. video camera
5. Eric's family _ __
a. eats the cake b. shows Eric pictures c. sings "Happy Birthday"
"'"-'---"'""'"' iA r.!:1mhrirlaP. University Press

B Write T (true) or F (false).
1. Now Eric has blond hair. - - -
2. Eric plays the guitar. _ __
3. Eric draws pictures. _ __
4. His sister Lizzy plays the piano. _ __
5. Eric's family took a trip to Florida. _ __
C Who describes Eric with the words below? Check (./) the correct answers.
(More than one answer is possible.)
Mom Dad Lizzy Grandpa Joe

D
~-+- ~
1. creative D
2. funny D D
J
3. handsome D D D D
4. hardworking
t D D D D
5. serious D D L
D D
6 . short D D ~
D D
7. tall D D D D
After you watch

A Pair work Do you like Eric's birthday video? Do you want a birthday video
from your family? Why or why not? Tell your partner.
B Pair work Interview your partner about a friend or family member. Complete
the chart with his or her answers.
Questions
1. Is this person a friend or family member?-+- _
2 . What is his or her name?

---- - -+- - - - - -
3 . What is he or she like?
4. What does he or she look like?
C Group work Tell another pair about your partner's friend or family member.
" Sandra 's sister is friendly and talkative. She's tall and thin, and has lon3, wavy hair."
Photocopiable @Cambridae Univer.r;itv Prt><:<: v;~ .. ,.. ~~~: .. =~- _._ - -·

unit
January or July?
Before you watch
A Look at the pictures of Vancouver, Canada. Number the pictures from 1 to 3.
Then compare with partner.
1. Vancouver is a great place to ski in the winter.
2. You can ride your bike in Vancouver in the spring or summer when it's warm .
3. You can see many colorful leaves in the park in the fall.
B Pair work Would you like to go on vacation in Vancouver? What would you like
to do there? Tell your partner.
While you watch

A Circle the correct answers.
1. Ben has a - - - - - - - - -
a. website b. live travel blog c. TV show
2. Ben and Nick want to get _ _ _ _ _ _ _ __
a. emails and letters b. phone calls and texts c. emails and texts
3. The date is Thursday, _ _ _ _ _ _ _ _ _ 14.
..
a. January b. May c. July
4. Ben and Nick would like to talk about _ _ _ _ _ _ _ _ _ Vancouver.
a. the people in b. the food in c. a good time to visit
5. Ben and Nick have a problem because they want to in Vancouver.
a. do different things b. eat different food c. visit different friends
· · ·· - •- - _ .. _ n""*""""fohto tE> r.amhridae University Press

B Check (./) the correct answers. (More than one answer is possible.)
Ben's Nick's
Ben Nick
mom mom
1. Who likes to ski? D D D D
t
2. Who wants to ride a bicycle? D D D D
3. Who doesn't like the snow? r D D D D
I- I-
I
r4. Who thinks they should go in the spring? D D D D
5. Who thinks Ben and Nick's apartment isn't clean?
C Write T (true) or F (false).

± D D
I-
D D
1. Ben and Nick both want to go to Vancouver.

2. Ben wants to go in January.
3. Nick likes hot weather.
4. Nick and Ben's mothers are watching Ben's blog.
5. Ben and Nick agree on when to go to Vancouver.
After you watch

A Complete the summary with the correct words and expressions. Then compare
with a partner. (There are two extra words.)
fall park problem snows quite a bit summer

opinion pretty warm ski spring winter
Ben and Nick have a _ _ _ _ _ _ _ _ _ . Ben wants to go to Vancouver in

the _ _ _ _ __ _ _ _ . He'd like to go to the _ _ _ _ _ _ _ __
But Nick wants to go in the because he'd
like to . Nick's mom has a different
_ _ _ _ _ _ _ _ _ . She thinks spring is a good time because
it's _________________ in the city, but it
_ _ _ _ _ ____________ in the mountains.
B Pair work What's your opinion? When is a good time to visit Vancouver? Why?
"I'd say summer is a 3ood time. I'd like to swim and walk in the park."
Photocopiable © Cambridge University Press Video activity sheets T -182

unit
My new apartment!
Before you watch
A Match the pictures and the descriptions. Then compare with a partner.
2. 3.
5. 6.
a. There are a lot of dishes in the sink.

b. He is wiping off the counter.
c. There are a few magazines on the coffee table.
d. He is putting away his clothes.
e. There is a lot of light.
f. The room is a mess.
B Label the pictures in Part A with the correct names of the rooms. Then compare with a partner.
I bathroom bedroom kitchen living room I
While you watch

A Write T (true) or F (false).
1. Tim and Bo's kitchen is a mess. _ __
2. Bo usually puts the dishes away. _ __
3 . Tim watches TV and studies in the living room. _ __
4. Tim and Bo's living room is clean. _ __
5. Tim has a big bedroom, but there is a small closet. _ __
T -183 Video activity sheets Photocopiable @ Cambridge University Press

B What's in Tim 's apartment? Check (./) the correct answers.
D a big closet D a few boxes D a lot of clothes D a sofa
D books D a few magazines D a lot of garbage D some noise
D a cat D a guitar D a lot of light D a TV
D a dishwasher D a lot of CDs D a roommate D two bedrooms
C Circle the correct answers.
1. Tim lives _ _ _ _ _ _ _ _ _ his parents.
a. near b. far away from c. next door to
2. Tim washes the dishes _ _ _ _ _ _ _ __
a. every day b. once a week c. once a month
3. Bo is Tim's
a. student b. classmate c. roomm ate
4. Bo plays
a. the guitar b. the piano c. the drums
5. Ti m says that Bo is a guy.
a. fun b. creative c. boring
6. Bo is a _ _ _ _ _ _ _ _ _ person.
a. clean b. noisy c. hardworking
After you watch

A Wh at do you like about Tim's apartment? What don't you like? Make a list.
Things I like Things I don't like
There is a big kitchen. The kitchen is a mess.
B Pair work Make a request for each of the things you don't like in Part B. Your
partner agrees to the requests. Take turns .
A: Th e kitchen is a mess. Could you clean it up, please?
B: No problem.
Photocopiable ©Cambridge University Press Video ::1r.tivitv c:hootc T _ .. oA

unit
Don't stress out!
Before you watch
A Match the stressful situations and the ways to manage them . Then compare with
a partner.
1. Your computer broke, but you don't have a. Get help from other students in the class.
enough money to buy a new one. Study with them.
2. You have a big test tomorrow, but you don't b. Go to an Internet cafe or use a computer in
know the information well. a public library.
3. You have a lot of work to do, but you don't c. Walk to class more often and do quick
have enough time to do it. exercises in the morning at home.
4. You want to exercise, but you don't have d. Ask someone to help you or decide which
enough time. things you can do later.
B Pair work What do you do in each of the stressful situations in Part A?

Tell your partner.
While you watch

A How does Marco manage his stress? Check(./) the correct answers.
D He cleans up his apartment. D He plays soccer.
D He does aerobics. D He plays video games.
D He does nothing. D He reads a book.
D He does yoga. D He talks to someone.
D He listens to relaxing music. D He uses a stress ball.
D He meditates. D He watches a funny video.
- ~ "~ .,, .... __ --+;.,;+., chook Phntnr.ooiab/e ©Cambridge University Press

B Marco explains how to meditate. Number the steps from 1 to 9.
Close your eyes.
Relax and watch your breath.
1 Sit comfortably.
Breathe slowly and deeply.
Cross your legs.
Count the breaths silently.
Put your hands on your knees.
Keep your neck and back straight.
Continue to breathe slowly and deeply.
C Write T (true) or F (false) .

1. Marco is a student. _ __
2. He has one part-time job. _ __
3. He has a really hard class. _ __
4. He has a big French test tomorrow. _ __
5. Marco's number one tip is: Talk to somebody. _ __
After you watch

A Pair work Wh ich of Marco's tips for managi ng stress is your favorite? Why?
" My fa vorite tip is the stress ball. I use one of th ose, too."
B Group work Interview four classmates about their stress. Complete the chart
with their an swers .
Name What makes you stressed? How do you manage your stress?
Li-ming biology class; boss at work swimming; TV; talk to friends
L ----
-------+--- - - --
C Class activity What is your number one tip for managing stress? Tell the class .
.
Photocopiab/e © Cambridge University Press Video activity sheets T -186
unit
Are you a star?
Before you watch
A Look at the pictures. Complete the sentences with the correct words.
competition contestants judges reality star win
This is a show. There are three _ _ _ _ _ _ _ __

They sing and dance on the show. Each one wants to be a _ _ _ _ _ _ _ __
Emi, Alicia, and Ian are the . They make comments
about the singers and the dancers. They help decide which one is going to
- - - - - - - - -· Let the begin!
B Pair work Can you make a new sentence with each of the words in Part A?
Tell your partner.
While you watch

A Write T (true) or F (false) .
1. The contestants are shy and hardworking. _ __
2. Some judges are friendly. _ __
3. All of the contestants sing about TV shows. _ __
4. Contestant 2 doesn't think Ian is nice. _ __
5. Ian thinks Contestant 3 raps well. _ __
•
•
.
T -187 Video activity sheets Photocopiab/e © Cambridge University Press
B Who does each thing? Check (./) the correct answers.
•.•. :· ~_.,.-µ, (j.-
~
. "
.
, ' '~-
"'
~~ ·~· I
-
'
)
'.
?<1
/'
~
.
Contestant 1 Contestant 2 Contestant 3
1. Who dances? ___ ..,..I D D D
2. Who writes songs? D D D
3. Who sings a song about love? t- D D D
4 . Who sings a song about rainy I
day activities?
D D D
5. Who sings a song about TV? D D D
6. Who does Ian tell to learn a
new activity?
D D D
c Which contestants are the judges talking about? Number the judges' comments 1, 2, or 3.
Judge Comment Contestant
Emi
I think you're really good!
You're hardworking and very noisy. I
You're a really creative performer.
He's pretty cool!
Alicia You're funny and very exciting to watch! I
t
That's a very interesting song.
Do not sing again. Ever!
Ian You dance like a refrigerator.
He's boring.
After you watch

A Pair work Judge each contestant. Explain your opinions.
"Contestant number 3 is my favorite. He's a funny dancer. I didn't like . . ."
B Group work Discuss the questions.

• Do you enjoy watching TV talent shows? What is your opinion of them?
• Do you usually agree or disagree with the judges?
• Which singers are now famous for being on a TV talent show?

unit
A farmers' market
Before you watch
A Look at the picture. Circle the correct answers. Then compare with a partner.
1. What is this a picture of?

a. a supermarket b. a farmers' market c. a bake sale
2. What kind of food is not in the picture?
a. fast food b. fresh food c. fruits and vegetables
3. Who usually sells the food there?
a. waiters b. cooks c. vendors
B Pair work How many food items can you identify in the picture?
While you watch

A What does Ben buy at the farmers ' market? Check (./) the correct answers.
D apple cider D bread D eggs D pasta
D apple juice D carrots D flowers D a plant
D apples D cheese D jam D potatoes
D bananas D donuts D milk D tomatoes
...
...
T -189 Video activity sheets Photocopiab/e © Cambridge University Press

1. The carrots at the supermarket are usually three
dollars. _ __
2. Ben sometimes bargains for a lower price at the farmers'
market. _ __
3. Apple cider is like apple jam. _ __
4 . The bread at the farmers' market is very fresh . _ __
5. Ni ck usually goes grocery shopping at the
supermarket. _ __

1. The food at the farmers' market is _ _ _ _ _ _ _ _ _ than the food at the
supermarket.
a. too fresh b. not fresh enough c. fresher
2. The food in the supermarket is _ _ _ _ _ _ _ _ _ than the food at the farmers' market.
a. more expensive b. less expensive c. too expensive
3. Th e farmers' market has great apples in
th e _ _ _ _ _ _ _ __
a. summer b. fall c. spring
4. Ben's favorite jam is _ _ _ _ _ _ _ __
a. blueberry b. strawberry c. apple
5. Ben says jam and bread are great
fo r _ _ _ _ _ _ _ __
a. breakfast b. lunch c. a snack

6. Ben bought a plant for his _ _ _ _ _ _ _ __
a. kitchen b. bedroom c. living room
After you watch

Group work Discuss the questions.
• What things would you buy at Ben's farmers' market? Why?
• Is th ere a fa rmers' market where you live? Do you ever go there?
• Whe re do you usually buy your food? Why?
• What's better to buy at a farmers ' market than at a supermarket? Why?
• What's better to buy at a supermarket than at a farmers' market? Why?
• Do you bargain for a lower price when you shop for food? Why?
..
Photocopiable © Cambridge University Press Video activitv sheets T -1 ~o
unit
Things to do in New York City
for less than $5.00
Before you watch
A Match the words and the places. Then compare with a partner.
a. bridge b. ferry c. library d. museum e. statue
1. 2. LL 3.
4. D 5.
B Circle the correct answers. Then compare with a partner.

1. A ferry is a kind of _ _ _ _ _ _ _ __
a. train b. bus c. boat

2. A food cart is a small shop _ _ _ _ _ _ _ _ _ where you can buy food.
a. on the street b. in a restaurant c. at home
3 . If something is free, it costs _ _ _ _ _ _ _ __
a. five dollars b. less than five dollars c. nothing
T _ 1 01 Viti An ::1divitv sheets Photocopiab/e © Cambridge University Press

While you watch
A What cheap activities in New York City does Soon-mi recommend? Check (./) the
correct answers.
D eat from a food cart D go to a mall D go to a zoo D see a famous statue
D go to a dance club D go to a museum D ride a ferry boat D take a train
D go to a library D go to a park D see a Broadway play D walk across a bridge
B Match Soon-mi's comments and the places they describe.

1. You can see it for free on the ferry. _ __ a. New York Public Library
2. I really love the lion statues. _ __ b. Metropolitan Museum of Art
3. I think it's about 150 years old. _ __ c. Staten Island Ferry
4. Here's one thing you shouldn't miss. _ __ d. Brooklyn Bridge
5. Everyone thinks it costs twenty dollars. _ __ e. Statue of Liberty

1. Soon-mi lives in New York City. _ __
2. The Staten Island Ferry goes between Staten Island and
Manhattan . _ __
3. The Brooklyn Bridge connects Brooklyn and Staten
Island. - - -
4. Food carts have a lot of expensive food . _ __
5. Canal Street is the busiest street in Chinatown . _ __
6. You can use the Internet for free in the Metropolitan
Museum . _ __
7. The recommended cost to enter the museum is one
dollar. _ __
After you watch

A Pair work Would you like to do any of the activities Soon -mi describes in New
York City ? What other things would you like to do there? Tell your partner.
"I'd like to ride the Staten Island Ferry and walk across the Brooklyn Brid3e. I'd like
to see a Broadway play, too."
B Group work What fun activities are free or cheap to do in your town or city?
Tell your group.

unit
An inspiring person
Before you watch
A Match the verbs and the definitions. Then compare with a partner.
1. admire _ __ a. to learn about something
2 . inspire _ __ b. to give someone knowledge or information
3. study _ __ c. to like someone for what he or she does
4. teach _ __ d. to make someone want to do something
B Complete the sentences with the correct words . Then compare with a partner.
beautiful exciting modern passionate
1. I am _ _ _ _ _ _ _ _ _ about music. I listen to it every day.

2 . Soccer is my favorite sport. I think it's so _ _ _ _ _ _ _ _ _ to watch!
3. This computer uses new technology. It is very _ _ _ _ _ _ _ __
4. I went to Grenada two years ago. The weather was _ _ _ _ _ _ _ _ _ there!
While you watch
Aunt Gloria Alicia
A In what ways did Au nt Gloria inspire Alicia? Check(./) the correct answers .
D Gloria gave Alicia drawing lessons. D She taught Alicia about art.
D She taught Alicia how to paint. D She is a famous artist.
D She took Alicia to art museums. D She is passionate about art.
T -193 Video activity sheets Photocopiable © Cambridge University Press

B Circle the correct answers.
1. In the video, Alicia
a. calls her aunt b. goes to a museum with her aunt c. visits her aunt
2. Alicia wants to
a. thank her aunt b. give her aunt a gift c. both a and b
3. Alicia's family is from
a. a very small town b. a big city c. a small city
4. The museums in the city had many _ _ _ _ _ _ _ _ _ paintings.
a. simple and boring b. old and modern c. big and small
5. Alicia gives Aunt Gloria _ _ _ _ _ _ _ __
a. some jewelry b. a painting c. an art book

1. Alicia is a high school student. _ __
2. She can make her own jewelry. _ __
3. She wants to be an actress. _ __
4. Aunt Gloria and Alicia went to museums about once
a year. _ __
5. They want to go to a museum again soon . _ __
After you watch

A Pair work Interview your partner. Take notes.
Questions
1. Do you know anyone like Aunt Gloria?
Who? How are they similar?
----------+-----~
2. Like Alicia, do you have any of the same
talents or interests as a family member?
Who?
3. Who inspires you?
4. How does he or she inspire you?
5. What personality adjectives describe
him or her?
-4--
1
6. What is he or she passionate about?
B Pair work Tell another classmate about your partner's answers. Do your
partners have similar stories about the people who inspired them?
Photocopiable @ Cambridge University Press Video ::1r.tivitu c:hoo+.,. T '4 nA

unit
Olga's Diner
Before you watch
A Label the pictures with the correct words. Then compare with a partner.
blueberries a hamburger soda strawberries
.. .....''
., -
. -
l. _ _ _ _ _ __ 2 . _ _ _ _ _ __ 3. _ _ _ _ _ __
B Circle the correct answers. Then compare with a partner.

1. What is a diner?
a. a type of restaurant b. a meal c. a waiter
2. What is a fresh fruit plate?
a. a plate with fruit painted on it b. a fruit salad c. a bag of apples
3 . What is dessert?
a. breakfast b. sweet food you eat after a meal c. a side dish
While you watch

A Which food items do Ben and Marco say are on the menu? Check(./) the
correct answers.
0 carrot juice 0 hamburgers 0 oysters 0 spring rolls
0 cheesecake 0 lamb chops 0 rice 0 squid
0 crab cakes 0 mixed vegetables 0 seaweed salad 0 steak
0 fruit salad 0 onion rings 0 soy milk 0 tomato soup
B Who orders what? Draw a line from each food item to Marco or Ben .
fresh fru it plate
a hamburger
onion rings
mixed vegetables
carrot juice
a large soda
frozen yogurt
Marco apple pie with vanilla ice cream Ben
~ .. "'"" "' .... - - ~~+;.,;+., ch.,,.,,t~ Phntocooiab/e@ Cambridge University Press

1. The menu at Olga's Diner is really big. _ __
2. The service is very fast. _ __
3. Olga's Diner is very expensive. _ __
4. After dinner, Ben has a stomachache. _ __
5. Marco and Ben take a taxi home. _ __
Olga's Diner
After you watch

A Pair work Ask and answer the questions.
1. What would you order at Olga's Diner?
2. What wouldn't you try at Olga's Diner?
3 . What's the name of a restaurant you haven't been to but want to try? Why?
4. Have you ever had a stomachache after eating in a restaurant? What happened?
5. What restaurant would you recommend in your city or town? Why?
....... ......................
.--
B Imagine you have a restaurant. Make a menu of the foods you would serve.
-----~---~~----
Appetizers Side Dishes
.. .. . $- - .. . $- -
... .. $_ _ .. ,,. $_ _
... .. $_ _ .. ,,. $_ _
Main Dishes Desserts

.. ,,. $_ _ .. ,,, $_ _
.. ,,. $ _ _ .. ,,, $_ _
..... $_ _ .... . $_ _
C Group work Tell your classmates about the foods on your menu.
"My res taurant's name is Sofia's Diner. I'd serve . . ."
Photocopiable @ Cambridge University Press Video activitv sheets T -196

unit
World music
Before you watch
A Look at the pictures. Number the pictures from 1 to 3. Then compare with a partner.
1. Someone is interviewing someone else.
2. Someone is telling a story to someone else.
3. Someone is translating a word for someone else.
SO, LAST
NIGHT SOME.THING
RE.ALL'{ AMA21NG
GRACJA5 MEAN
B Pair work When is the last time you did each thing in Part A? Who were you
with? Tell your partner.
While you watch

A What types of music do they say they listen to? Check (./) the correct answers.
Emi Peter Alicia Rebecca

1. classical music D D D D
+
2. country music D D D D
r
3. jazz D D D D
4 . music from movies D D D D
5. pop music D D D D ...
+
•
6 . pop music from India D D D D
t ---t
7 . reggae D D D D
T-107 Virll'>n ~r.tivitv sheets Photocopiable © Cambridge University Press

.
1. Emi thi nks reggae music is rel axing.
2. Bob Marley is a famous singer from Nigeria.
3 . Peter says most of the people in Texas listen to reggae.
4. Alicia th inks most Indian pop songs are about pop culture.
5. Emi and Rebecca are friends. _ _ _

1. Peter loves country music because the words are really _ _ _ _ __ __ _
a. inspiring b. intelligent c. interesting
2. Peter says a lot of country music songs _ _ _ _ _ _ _ __
a. are serious b. tell a story c. are on the radio
3 . Al icia th inks that Indian musical movies are _ _ _ __ _ _ __
a. fun b. boring c. interesting
4. Some of Alicia's friends can _ _ _ __ _ _ _ _ the words.
a. sing b. spell c. translate
5. Em i and Rebecca plan to go to a _ _ _ _ _ __ _ _ concert together.
a. jazz b. reggae c. rock
After you watch

A Pair work Do you listen to any of the same music as Emi, Peter, Alicia, or
Rebecca? Why or why not? Tell your partner.
" / listen to re;rnae like Emi and Rebecca, because it 's relaxin3 . But I don't listen to
classica l music like Emi. It's too relaxin3. It makes me fall asleep!"
B Make a playlist of songs. Choose songs from all of the types of music that you like.
Name of song Singer, musician, group Type of music
"One Love" Bob Marley Reggae I
__J
C Pair work Tell your partner about your playlist. Ask and answer questions for
more inform ation .
A: I love the song "One Love" by Bob Marley.

B: Why do you love it?
A: It's a really cool, relaxing reggae song.

unit
My dream: Starting a business
Before you watch
A Label the pictures with the correct words . Then compare with a partner.
coffee cookies a cupcake a muffin a recipe
1. 2. 3. - - - - - - 4. - - - - - - 5. - - - - - -
B Check (./) the correct answers. Then compare with a partner.
1. What is a business?
0 It's a job you get after you graduate.
0 It's a company or organization that sells something to make money.
2. Who are customers?
0 They're people who buy things .
0 They're people who sell things.
3. What does it mean to do research?
0 It means you look for information about something and study it.
0 It means you prepare for an exam .
While you watch

A Write T (true) or F (false).
1. Tim's dream is to have a cookie store. _ __
2. Tim's friends don 't think he should open a cookie
store. _ __
3. Tim talks to Amelia because she has her own shop.
4. Amelia says it's really important to know your

cupcakes. _ __
...
5. Amelia didn't have any problems making her dream
come true. _ __
Tim and Amelia

..
.
T -199 Video activity sheets Photocopiable © Cambridge University Press
"
B Circle the correct answers.
1. Tim's video is for his business _ _ __ _ __ __
a. class b. bank c. plan
2. Tim asks Amelia for _ _ _ _ _ _ _ __
a. her cupcake recipe b. business advice c. a job
3. At first, Amelia sold only _ _ _ _ _ _ _ __
a. coffee and muffins b. coffee and donuts c. coffee and cupcakes
4. Amelia thinks Tim might have a problem selling only _ _ _ _ _ _ _ __
a. coffee b. cookies c. cupcakes
5. A business plan shows that a new business will _ _ _ _ _ _ _ __
a. sell cookies b. buy new products c. make money
6. Amelia offers Tim _ _ _ _ _ _ _ __
a. a business plan b. a job c. a cup of coffee
C How did Amelia's dream come true? Number the steps from 1 to 7.
___ She went to the bank for a loan, but the bank said "no."
_ _ _ She used her research to write a business plan .
1 She worked part-time at a coffee shop to learn about the business.
___ The bank liked Amelia's business plan, and it gave her the money.
___ She went to a second bank, and that bank said "no," too.
___ She did a lot of research.
___ She took a class to learn about business.
After you watch

A Pair work How will Tim make his dream happen? Make predictions. Use the
expressions below and your own ideas.
do research get a job learn about his customers take another class
fin ish his video report get a loan save money write a business plan
A: I think Tim will write a business plan.
B: I think he might get a loan.
B Group work Share your predictions with another pair. How many different
predictions did you make?
Unusual interests
Story summary
In this episode of Street Talk , Emi K. interviews people about their hobbies
and interests. We meet Tim, who col lects buttons, Alicia who makes
jewelry, and we watch Emi engaged in her hobby: playing chess.
Language summary
Grammar Vocabulary Interactions
• Present of be • Interests
L• Simple present
• Asking for repetition
Before you watch (page T-177) While you watch (pages T-177-178)
A A
In this activity, Ss look at the picture and answer In this activity, Ss identify who does each hobby.
the questions. • Preview the activity Explain that Ss will identify who
• Preview the activity Direct Ss' attention to the picture does each hobby mentioned in the video. Go over the
of Em i K. Explain that Ss will watch a video with Emi as instructions. Have Ss read the question s.
the main character. Go over the instructions. • Play the video Have Ss check the correct answers as they
• Do the activity Have Ss look at the picture and answer watch the video. Play the video again, if necessary.
the questions. • Check answers Go over the answers with the class.
• Check answers Have Ss compare answers with a partner.
I
Go over the answers with the class. Answers
1. Tim 3. Alicia
Answers 2. Emi , the man in the park 4. Emi
1 . Emi is in the park.
2. She's a reporter.
3. She is interviewing someone.
B
In this activity, Ss identify sentences about Tim's
hobby as true or false.
B • Preview the activity Go over the instructions. Have Ss
In this activity, Ss match vocabulary words to pictures. read the sentences.
• Preview the activity Direct Ss' attention to the pictures. • Play the video Have Ss write T for the true sentences and
Go over the instructions. F for the false ones. Play the video again, if necessary.
• Do the activity Have Ss match the phrases to the • Check answers Go over the answers with the class.
pictures. Elicit the correct version of each false sentence.
I Answers
1. F 2. T 3. T 4. F 5. F 6. F
I Answers
1. d 2. c 3. a 4. b
• Option Have volunteers guess which hobby is Emi's.

• Option Have Ss answer the questions from memory.
Then pl ay the video for Ss to check their answers.
c B
In this activity, Ss complete sentences about In this activity, small groups interview each other
Alicia's interest. about their interests.
• Preview the activity Go over the in structions. Have Ss • Preview the activity Put Ss in small groups. Go over the
read the incomplete sentences. instructions. Model the activity with a volunteer. Ask Do
• Play the video Have Ss circle the correct answers. you have any unusual interests or hobbies ? And Why do
you enjoy (hobby name)?
• Check answers Go over the answers with the class.
• Do the activity Have Ss interview each other and record
I Answers
1. b 2. a 3. b 4. c 5. b

the information in their charts.
• Check answers Have Ss confirm with their groups that
the information in their notes is correct.
Then pl ay the video for them to check their answers. c

In this activity, groups share what they've learned
about each other's interests with the class.
After you watch (page T-178)
• Preview the activity Make new groups. Go over the
instructions.
A
• Do the activity Have Ss tell their new groups about their
In this activity, Ss talk with a partner about their
other classmates' interests.
own interests.
• Follow-up Have a few vol unteers tell the class about
• Preview the activity Go over the instructions. Model the
their classmates' interests.
conversation with a vo lunteer.
• Option Have Ss describe a classmate's hobby without
• Do the activity Have Ss share their ideas and
naming the student. Then the class guesses who it is.
information.
• Follow-up Have Ss report to the class on their partner's Action video note
information. Instruct Ss to make their own videos about their
family and friends ' interests and hobbies. For further
instructions, visit www.cambridge.org/ fourcorners/teacher
Video notes T-202

Happy birthday1 Eric!
Story summary
In th is video, it's Eric's 20th birthday. But he's away in Italy studying , so his
family makes him a birthday video. The fam ily goes th rough a photo album
of Eric and compares his look and personality traits in the past to the
present day. His family misses him!
Language summary
Grammar Vocabulary
l• • be+ adjective (+ noun)

Order of adjectives
• Personality adjectives
• Appearance
Before you watch (page T-179) • Follow-up Have Ss report to the cl ass on their partner's
birthday traditions.
A • Option Have a volunteer name something their fri e nds
In this activity, Ss look at the picture and complete and famil y do and have cl ass me mbers ask questi ons fo r
the sentences. more information .
• Preview the activity Direct Ss' attention to the pi cture of
the fami ly. Expl ain that Ss will watch a video the fa mil y
made for Eri c's birthday whil e he is stud ying abroad. Go While you watch (pages T-179-180)
over the instructions.
A
• Do the activity Have Ss look at the picture and complete
the sentences with the characters' names. In this activity, Ss identify basic facts in the video.
• Check answers Have Ss compare answers with a partner. • Preview the activity Expl ain that Ss will identify basic
Go over the answers with the cl ass . fac ts about the video. Go over the instructi ons. Have Ss
read the sentences.
Answers • Play the video Have Ss circle the correct answers as they
1. Dad 4. Grandpa Joe 7. Lizzy watch the video. Play the video again , if necessary.
2. Lizzy 5. Mom, Dad • Check answers Go over the answers with the class .
3. Mom 6. Grandpa Joe
B
Ss check their own true answers.
I Answers
1. c 2. a 3. b 4. c 5. b
• Preview the activity Direct Ss' attenti on to the phrases.

B
Go over the instructions. Explain that Ss will check the In this activity, Ss identify sentences about Eric and
birthday acti vities in the li st that their own fa milies and his family as true or false .
friends do fo r the m. • Preview the activity Go over the instructi ons. Have Ss
• Do the activity Have Ss check the phrases. read the sentences.
• Play the video Have Ss write T fo r the true sentences and
c F for the fal se ones. Pl ay the video again , if necessary.
Groups share their answers to Part B. • Check answers Go over the answers with the cl ass.
• Preview the activity Put Ss in small groups. Go over the Eli cit the correct version of each false sentence.
instructions. Model the di alogue with a volunteer.
• Do the activity Have Ss share their answers with their
group. I Answers
1. F 2. F 3. T 4. T 5. F
T-203 VirlP.n n ntP.~

• Option Have Ss answer the questions from memory. B
Then play the video for Ss to check their answers. In this activity, pairs interview each other about a friend
or family member.
c • Preview the activity Go over the instructions. Read the
In this activity, Ss identify who said what. questions. Model the activity with a volunteer, if helpful.
• Preview the activity Go over the in structions. Have Ss • Do the activity Have Ss interview each other and record
read the list of adjectives. the information in their charts.
• Play the video Have Ss check which people use each • Check answers Have Ss confirm with their partners that
word to describe Eric. the information in their notes is correct.
c
Answers
In this activity, groups share what they've learned
1. Mom 4. Grandpa Joe 7. Mom
about their partner's friends or family.
2 . Lizzy 5. Grandpa Joe
3. Mom , Grandpa Joe 6. Mom • Preview the activity Put Ss in groups of four. Go over
the instructions.
• Option Have Ss check off the names from memory. • Do the activity Have Ss talk about their classmates'
Then pl ay the video for them to check their answers. friend s or family.
• Follow-up Have a few volunteers tell the class about
their classmates' friends or family members.
• Option Have Ss ask information questions about the
appearance and personality traits of a volunteer's friend
A
or family.
In this activity, pairs talk with a partner about
• Option Have a volunteer describe a classmate's
birthday videos.
appearance and personality, without naming the student.
• Preview the activity Go over the questions . Model a The rest of the class guesses who it is.
conversation with a volunteer, if helpful.
• Do the activity Have pairs share their opinions and ideas.
Action video note
Instruct Ss to make their own birthday video for
• Follow-up Have Ss report to the class on their partner's
a family member or a friend. For further instructions, visit
responses.
www.cambridge.org/fourcorners/teacher
Video notes T-204

January or July?
Story summary
This video is Ben's live travel blog. In this episode, they ask viewers: When
is a good time to visit Vancouver, Canada? But there's a problem . Ben
wants to go in the summer, and his friend Nick wants to go in the winter.
They ask viewers to email or text their opinions. Unfortunately, the only
people who are watching their blog are their mothers.
Language summary
l • • Adverbs of intensity
Quantifiers with verbs
• Would like + infinitive
• Weather • Asking for an opinion
• Giving an opinion
Before you watch (page T-181) • Play the video Have Ss circle the correct answers as they
watch the video. Pl ay the video again , if necessary.
A • Check answers Go over the answers with the cl ass.
In this activity, Ss match the sentences to the pictures.
• Preview the activity Di rect Ss' attention to the pictures .
Ex plain that Ss will watch Ben's travel blog about
Vancou ver. Go over the in structi ons.
I Answers
1. b 2. c 3. b 4. c 5. a
• Do the activity Have Ss number the pi ctures fro m 1 to 3. B

• Check answers Have Ss compare answers with a partner. In this activity, Ss check who said what.
Go over the answers wi th the class. • Preview the activity Go over the instructions. Have Ss
read the questi ons.
I Answers
2, 3, 1
• Play the video Have Ss check the correct answers. Pl ay
the video again , if necessary.
B
I
Answers
In this ac tivity, pairs discuss Vancouver.
1. Nick 3. Ben 5. Ben's mom
• Preview the activity Direct Ss' attention to the questions.
2. Ben 4. Nick's mom
Ex pl ain that Ss will discuss with a partner if they woul d
like to go to Vancouver based on the pi ctu res in Part A or
• Option Have Ss answer the questions fro m memory.
any other info rmati on they know about the city.
Then play the video for Ss to check their answers.
• Do the activity Have pairs talk about Vancouver.
• Follow-up Have Ss report to the class on their partner's c
responses. In this activity, Ss identify sentences about Ben
and Nick as true or false.
• Preview the activity Go over the instructions. Have Ss
While you watch (pages T-181-182) read the sentences.
• Play the video Have Ss write T for the true sentences and
A
F fo r the fa lse ones. Pl ay the video again , if necessary.
In this activity, Ss identify basic facts about the video .
• Preview the activity Explain that Ss will identify bas ic Elicit the correct version of each fa lse sentence.
fac ts about the video. Go over the instructions. Have Ss
read the sentences.
T-205 Video notes

B
I Answers
1. T 2. F 3. F 4. T 5. F
• Option Have Ss answer the questi ons from memory.

In this activity, pairs discuss when is a good time
to visit Vancouver.
• Preview the activity Go over the instructions. Read the
Then pl ay the video fo r Ss to check their answers. questions and example answer. Model the acti vity with a
volunteer, if helpful.
• Do the activity Have pairs share their opini ons.
• Follow-up Elicit the answers fro m the cl ass .
A • Option Put Ss in small groups. Assign a season to each

group and have the group co me up with good reasons to
In this activity, Ss fill in the blanks.
visit Vancouver (or somewhere else, such as your city) at
• Preview the activity Go over the instructions. Ex pl ain that time. Share the results with the class.
that there are two words the Ss will not use.
Action video note
• Do the activity Have Ss write the words to compl ete the
paragraph. Instruct Ss to make their own travel blog.
For fu rth er instructions , visit
• Check a nswers Have Ss compare answers with a partner.
Go over the answers wi th the class.
Answers
Ben and Nick have a problem . Ben wants to go to
Vancouver in the summer. He 'd like to go to the park.
But Nick wants to go in the winter because he'd like to
ski. Nick's mom has a different opinion. She thinks
spring is a good time because it's pretty warm in the
city, but it snows quite a bit in the mountains.
Video notes T-206

My new apartment!
Story summary
In th is video, Tim creates a video touring his new apartment to send to his
parents. He shows us the kitchen, the living room , and his bedroom. Tim
apologizes for the messes in both the kitchen and the living room , wh ich
have been caused by his roommate Bo, whom we never see.
Language summary
•
Grammar
• How many I much
Vocabulary
• Things in a home
l
Quantifiers before nouns • Household chores
• Separable two -word phrasal
verbs
A A
In this activity, Ss match pictures with their descriptions. In this activity, Ss identify sentences about Tim 's
• Preview the activity Direct Ss' attenti on to the pi ctures. apartment as true or false .
Explai n that Ss will watch a video tour of Tim ' s new • Preview the activity Go over the instructi ons. Have Ss
apartment. Go over the instructio ns. read the sentences.
• Do the activity Have Ss match the descriptions to the • Play the video Have Ss write T fo r the true sentences
pictures. and F fo r the fa lse ones as they watch the video. Pl ay the
• Check answers Have Ss compare answers with a partner. video again , if necessary.
Go over the answers with the cl ass. • Check answers Go over the answers with the class.
Eli cit the correct version of each fa lse sentence.
I Answers
1. d 2. e 3.a 4. f 5. b 6. c
I Answers
1. T 2. F 3. T 4. F 5. F
B
In this activity, Ss label the names of the rooms in Part A. B
• Preview the activity Go over the in structi ons. In this activity, Ss check what 's in Tim 's apartment.
• Do the activity Have Ss write the names of the roo ms on • Preview the activity Go over the instructi ons. Have Ss
the lines. read the list of items.
• Check answers Have Ss compare answers with a partner. • Play the video Have Ss check the correct answers. Pl ay
Go ove r the answers with the class. the video again , if necessary.
I
Answers
1. bedroom 3. kitchen 5 . kitchen Answers
2 . bathroom 4. bedroom 6. living room A big closet ; books; a few boxes; a guitar; a lot of
clothes; a lot of garbage; a lot of light; a roommate; a
sofa; some noise; a TV; two bedrooms
• Option Have Ss answer the questi ons fro m me mory.

Then pl ay the video for Ss to check their answers.
• Option Pause the video when an item appears and have
Ss ca ll out the name and check it.
T-207 Video notes

c B
In this activity, Ss circle the correct answers. In this activity, pairs practice making requests.
• Preview the activity Go over the in structions. Have Ss • Preview the activity Go over the in struction s. Read the
read the sentences. example conversation with a volunteer.
• Play the video Have Ss circle the correct answers. Play • Do the activity Have pairs make and agree to requests.
the video again, if necessary. • Follow-up Have vo lunteers role-play their requests for
• Check answers Go over the answers with the class. the class.
• Option Have pairs make several requests fo r the same
I Answers
1. b 2. a 3. c 4. a 5. a 6. b

problem to practice using different phrases.
Action video note

Instruct Ss to make their own video tour of
Then play the video for Ss to check their answers. their home. For further instructions, visit
www.cambridge .org/fourcorners/teacher
A
In this activity, Ss fill in a chart of things they like and
don't like about Tim's apartment.
• Preview the activity Go over the instructions and the
examples in the chart.
• Do the activity Have Ss write their ideas in the chart.
• Follow-up Have Ss share their ideas with a partner. Elicit
responses from the class.
Video notes T-208

Don't stress out!
Story summary
In this video blog , Marco explains that he is a full -time student with a
heavy course load and two part-time jobs . He's pretty stressed out. Marco
demonstrates some of his techniques to combat stress, using a stress ball ,
meditating, listening to music, playing video games, and cal ling a friend to
chat, no matter what time it is!
Language summary
Grammar Vocabulary
l• • Imperatives
Adverbs of manner
• Parts of the body
• Healthy habits
Before you watch (page T-185) • Play the video Have Ss check the correct answers as they
watch the video. Pl ay the video again , if necessary.
A • Check answers Go over the answers with the class.
In this activity, Ss match the situations with their
Answers
solutions.
He listens to relaxing music; he meditates; he plays
• Preview the activity Direct Ss' attenti on to the video games; he talks to someone; he uses a stress
sentences. Expl ain that Ss will watch a video about how ball.
M arco manages stress. Go over the instructions.
• Do the activity Have Ss match the situations to the
solution s. B
• Check answers Have Ss compare answers with a partner. In this activity, Ss number the steps in meditating.
Go over the answers with the cl ass. • Preview the activity Go over the in structions. Have Ss
read the list of steps fo r meditation.
I Answers
1. b 2. a 3. d 4.c
• Play the video Have Ss number the steps. Pl ay the video
again , if necessary.
B
In this activity, pairs discuss their own solutions
to the problems in Part A.
• Preview the activity Go over the in structions.
I Answers
5, 7, 1, 6, 3, 9, 4, 2, 8
• Option Have Ss read the steps and number them fro m

• Do the activity Have Ss tell their partner their own memory. Then pl ay the video fo r Ss to check their
so lutions. answers.
• Follow-up Have Ss report to the class on their partner's • Option Pause the video when a step is menti oned and
solutions. have Ss number it.
While you watch (pages T-185-186)
A
In th is activity, Ss check the things Marco does to
manage his stress.
• Preview the activity Ex pl ain that Ss will watch the
video to see how Marco manages stress. Go over the
in structions. Have Ss read the sentences.
T-209 Video notes

c B
In this activity, Ss identify sentences as true or false. In this activity, Ss interview their group about their stress.
• Preview the activity Go over the in structions. Have Ss • Preview the activity Go over the in structi ons. Read the
read the sentences. example.
• Play the video Have Ss wri te T for the true sentences and • Do the activity Have Ss interview their groups.
F for the fa lse ones. Pl ay the video again , if necessary. • Check answers Have Ss confi rm with their partners that
• Check answers Go over the answers with the class. the info rmati on in their notes is correct.
Elic it the correct version of each false sentence. • Follow-up Have Ss report to the class on their group's
responses.
I Answers
1. T 2. F 3. T 4. F 5. T
• Option Have Ss identify the sentences as true or fa lse

c
In this activity, the class decides on the number one tip
for managing stress.
fro m memory. T hen play the video fo r Ss to check their
answers. • Preview the activity Go over the in structi ons. Give an
exampl e, such as My number one tip fo r managing stress
is to get organized.
After you watch (page T-186) • Do the activity Have Ss say their number one tip. Write
the tips on the board .
A • Follow-up Have the cl ass vote to dec ide the best tip .
In this activity, pairs discuss their favorite stress
Action video note
management tips.
Instruct Ss to make their own video about
• Preview the activity Go over the in structi ons and read
the exam pl e. Model a conversati on with a volunteer if helpful tips . For further instructions , visit
www. cam bridge.org/fou rcorners/teacher
helpful.
• Do the activity Have pairs give and ex pl ain their
opin ions.
opinions.
Video notes T-21 O

Are you a star?
Story summary
In this video, three contestants compete in a 1V reality show. There is a
singer I songwriter, a singer, and a singer I dancer. The judges comment
on the contestants , offering criticisms , praise, and advice. But the main
problem seems to be a lack of talent!
Language summary
• Verb + infinitive or gerund • Types of 1V shows • Agreeing with an opinion
• Television • Disagreeing with an opinion
A A
In this activity, Ss look at the pictures and fill In this activity, Ss identify sentences as true or false .
in the blanks. • Preview the activity Go over the instructions. Have Ss
• Preview the activity Direct Ss' attention to the pictures. read the sentences.
Explain that Ss will watch a talent show video. Go over • Play the video Have Ss write T for the true sentences and
the instructions. F for the false ones. Play the video again , if necessary.
• Do the activity Have Ss fi ll in the bl anks in the • Check answers Go over the answers with the class.
parag raph. Elicit the correct version of each fa lse sentence.
Answers
This is a reality show. There are three contestants. They
I Answers
1. F 2. T 3. F 4. T 5. F
sing and dance on the show. Each one wants to be a star. B

Emi , Alicia, and Ian are the judges. They make In this activity, Ss check what each contestant does.
comments about the singers and the dancers. They • Preview the activity Go over the instructions. Have Ss
help decide which one is going to w in. Let the
read the questio ns. Ex pl ain that there may be more than
competition begin!
one answer fo r each contestant.
• Play the video Have Ss check the correct answers as they
B watch the video. Pl ay the video again, if necessary.
In this activity, pairs use the words from Part A • Check answers Go over the answers with the class.
in their own sentence.
Answers
• Preview the activity Go over the instructi ons. Model an
1 . Contestant 3 4. Contestant 3
examp le, such as I enjoy watching dance competitions.
2. Contestant 1 5. Contestant 1
• Do the activity Have Ss te ll the ir partner their ow n
3. Contestant 2 6. Contestant 2
sentences.
• Follow-up Have Ss share their most interesting sentences • Option Have Ss answer the questi ons fro m memory.
with the class. Then pl ay the video fo r Ss to check their answers.
T-211 Video notes

c B
In this activity, Ss match the comments to the judges. In this activity, groups hold a discussion.
• Preview the activity Go over the instructio ns. Have Ss • Preview the activity Go over the instructi ons. Read the
read the list of comments. Ex pl ain that Ss will write, fo r questions. If he lpful , mode l a di scussion about TV tale nt
example, number I if the co mment was about contestant shows with a few volunteers.
number I. • Do the activity Have groups di scuss the questi ons.
• Play the video Have Ss number the comments. Play the • Follow-up Have g roups summari ze the ir di scuss io ns for
video aga in , if necessary. the c lass .
• Check answers Go over the answers with the c lass. • Option Have Ss di scu ss what kind of ta lent show they
would like to be on. If your c lass enjoys rol e play, you
Answers can hold a talent show in class.
Emi : 3, 2, 1
Alicia: 1 , 3, 2 Action video note
Ian: 2, 3, 1 Instruct Ss to make their own talent show video.
For further instructions, visit
• Option Pause the video when a comment is mentioned, www.cam bridge.org/fourcorners/teacher
and have Ss number it.
After you watch (page T- 188)
A
In this activity, pairs share their op inions of the
contestants.
• Preview the activity Go over the instructions and read
the example.
• Do the activity Have pairs give their opinions.
• Follow-up Have a few Ss report to the class on the ir
partner's opinion s.
Video notes T-212

A farmers' market
Story summary
In this video, Ben shares his tip of the week: w hy shoppi ng at the farmers '
market is better and less expensive than shoppi ng at the grocery store.
Ben shows us his purchases : carrots, potatoes, apples, apple cider, bread,
strawberry jam , and a plant. Then Ben tells his roommate Nick about
the "new" farm ers' market, but it t urns out, Nick has been buying their
groceries there all along .
Language summary
Grammar Vocabulary
l• • Comparat ive adjectives • Opposites

Enoughandt_o_o________________________________________________________________________~
A A
In this activity, Ss look at the picture and answer In this activity, Ss identify what Ben buys at the
the questions. farmer's market.
• Preview the activity Direct Ss' atte nti on to the pi cture. • Preview the activity Expl ain that Ss will watch a video
Go over the instructions. in whi ch Ben talks about things he bought at a fa rmer's
• Do the activity Have Ss look at the pi cture and circl e the market. Go over the instructi ons. Have Ss read the li st of
correct answers. items.
• Check answers Have Ss compare answers with a partner. • Play the video Have Ss check the correct answers as they
Go over the answers with the class. watch the video. Pl ay the video again , if necessary.
I Answers
I
1. b . 2. a 3. c Answers
apple cider, apples, bread, carrots, jam, potatoes, a
plant
B
In this activity, Ss name the items in the picture in Part A.
B
• Preview the activity Direct Ss' attenti on to the picture in
Part A. Go over the instructions. In this activity, Ss identify sentences as true or false .
• Do the activity Put Ss in pairs. Have pairs name as many • Preview the activity Go over the instructions. Have Ss
ite ms as they can in the picture. read the sentences.
• Check answers Have pairs compare answers with • Play the video Have Ss write T fo r true sentences and F
another pa ir. Eli cit the answers fro m the class . fo r fa lse ones. Play the video again , if necessary.
• Check answers Go over the answers with the cl ass.
Possible Answers E li cit the correct version of each false sentence.
carrots, peppers, broccoli , onions, beans, eggplant,
I watermelon , cabbage
I Answers
1. T 2. T 3. F 4. T 5. F
• Option Have Ss answer the questi ons from memory.

Then play the video fo r Ss to check their answers.
T-213 V ideo notes

c After you watch (page T-190)
In this activity, Ss complete the sentences.
In this activity, groups discuss shopping at a farmers '
market.
read the incomplete sentences.
• Play the video Have Ss circl e the correct answers. • Preview the activity Put Ss into small groups. Go over
the in structions and read the questio ns. If necessary,
• Check answers Go over the answers with the class. model each question with a volunteer.
I Answers • Do the activity Have grou ps di scuss their responses to

I.c 2. a 3. b 4. b 5. a 6. c the questio ns.
• Follow-up Have groups summari ze their discussions fo r
• Option Have Ss answer the questi ons from memory. the class.
Then pl ay the video for them to check their answers. • Option During the fo ll ow-up, write the answers o n the
board to create a class poll.
Action video note

Instruct Ss to make their own videos about
helpful shopping tips. For further instructions, visit
Video notes T-214

Things to do in NYC for less than S5.oo
Story summary
In th is video , Soon-mi shows us her recommendations for fun things to
do in New York City for under $5.00. She tells us about the Staten Island
Ferry, the Statue of Liberty, the Brooklyn Bridge, food carts , the New York
Public Library, and how to get into the Metropolitan Museum of Art for
$1.00!
Language summary
l • • Should for recommendations

Can for possibility
• Superlative adjectives
• Places to see
• Adjectives to describe cities
• Giving a recommendation
Before you watch (page T-191) While you watch (pages T-192)
A A
In this activity, Ss match pictures and words. In this activity, Ss identify activities mentioned
• Preview the activity Direct Ss ' attenti on to the pictures in the video .
o f places and things in New York City. Go over the • Preview the activity Explain that Ss will identi fy
instructions. cheap activities mentioned in the video. Go over the
• Do the activity Have Ss match the words to the pictures. instructions. Have Ss read the phrases.
• Check answers Have Ss compare answers with a partner. • Play the video Have Ss check the correct answers as they
Go over the answers with the class. watch the video. Play the video again , if necessary.
I Answers
1. c 2. e 3. a 4. d 5. b Answers
eat from a food cart , go to a library, go to a museum ,
rid e a ferry boat , see a famous statue, walk across a
B bridge
In this activity, Ss complete the sentences about
vocabulary that will appear in the video .
B
• Preview the activity Direct Ss ' attention to the
In this activity, Ss match Soon-mi's comments
sentences. Go over the instructions. Explain that Ss will
to the places they describe.
complete the sentences.
• Preview the activity Go over the instructi ons. Have Ss
• Do the activity Have Ss compl ete the sentences.
read the comments.
• Play the video Have Ss match the comments to the
Go over the answers with the cl ass.
pl aces .
I Answers
1. c 2. a 3. c
• Option Have vo lunteers name an example of each kind

• Check answers Go over the answers with the class .
I Answers
1. e 2.a 3. d 4. c 5. b
of place or thing mentio ned in Parts A and B.
Then play the video for them to check the ir answers.
T-215 Video notes

c B
In this activity, Ss identify sentences as true or false . In this activity, groups discuss free or cheap activities
• Preview the activity Go over the instructions. Have Ss to do in their town or city.
read the sentences. • Preview the activity Put Ss into small groups. Go over
• Play the video Have Ss write T fo r true sentences and F the instructi ons.
for fa lse ones. Pl ay the vi deo again , if necessary. • Do the activity Have Ss tell each other about free or
• Check answers Go over the answers with the cl ass. cheap things to do in their towns or cities.
Eli ci t the correct version of each fa lse sentence. • Follow-up Have groups share their ideas with the class.
Action video note
I
Answers
1. F 3. F 5. T 7. F Inst ruct Ss to make their own video about free
2. T 4. F 6. T or cheap things to do. For further instructions, visit
www. cam bridge.org/fourcorners/teacher
• Option Have Ss answer the questi ons fro m memory.
T hen pl ay the video fo r Ss to check their answers.
A
In this activity, pairs discuss which activities they
would like to do .
• Preview the activity Go over the in structi ons and read
the questi ons. Mode l a conversati on with a volunteer, if
necessary.
• Do the activity Have Ss share their opini ons and ideas.
• Follow-up Have Ss report to the class about the acti vities
their partner woul d li ke to do in New York City.
..
Video not~s T-?1 ~

An inspiring person
Story summary
In this video, Alicia explains w here her love of art comes from - her Aunt
Gloria. Alicia is making th is video for her aunt , and we tag along as Alicia
delivers a gift to Aunt Gloria to thank her for inspiring Alicia to pursue a
career as an artist. The gift is a painting that Alicia made herself.
Language summary
Grammar Vocabulary
• Past of be • Personality adjectives
l• Simple past
Before you watch (page T- 193) While you watch (pages T-193-194)
A A
In this activity, Ss match vocabulary words to In this activity, Ss identify basic facts about the video.
their definitions. • Preview the activity Expl ain that Ss will identify how
• Preview the activity Direct Ss' attenti on to the list of Aunt Gl ori a in spired Ali cia. Go over the instructi ons.
verbs. Go over the instructi ons. Have Ss read the sentences.
• Do the activity Have Ss match the verbs and their • Play the video Have Ss check the correct answers as they
defi ni tions. watch the video. Play the video again , if necessary.
• Check answers Have Ss compare answers with a partner. • Check answers Go over the answers with the class.
Answers
I Answers
1. c 2. d 3. a 4. b
She took Alicia to art museums.
She taught Alicia about art.
She is passionate about art .
B
In this activity, Ss complete the sentences. B
• Preview the activity Direct Ss' attention to the In this activity, Ss complete the sentences.
adjectives. Go over the instructi ons. • Preview the activity Go over the instructi ons. Have Ss
• Do the activity Have Ss compl ete the sentences with the read the incompl ete sentences.
correct adjecti ves. • Play the video Have Ss circle the correct answers. Pl ay
• Check answers Have Ss compare answers with a partner. the video again , if necessary.
Go over the answers with the class. • Check answers Go over the answers with the class.
I I
Answers Answers
1 . passionate 3. modern 1. c 2. c 3.a 4. b 5. b
2. exciting 4. beautiful
• Option Have Ss answer the questio ns fro m memo ry.
Then play the video for Ss to check their answers.
T 'H 7 \/inon nntA~

c B
In this activity, Ss identify sentences as true or false. In this activity, Ss tell about their partner from Part A.
• Preview the activity Go over the instructions. Have Ss • Preview the activity Go over the in structions. Read the
read the sentences. question. Model the activity with a volunteer if helpful.
• Play the video Have Ss write T for the true sentences and • Do the activity Have Ss talk about their partner from
F for the false ones. Play the video again, if necessary. Part A and compare the information .
• Check answers Go over the answers with the class. • Follow-up Elicit the answers from the cl ass.
Elicit the correct version of each false sentence. • Option Put Ss in small groups based on their interests
and talents. Have them compare the people who in spired
I Answers
1. F 2. T 3. F 4. F 5. T

them. Elicit answers from the class.
Action video note

Instruct Ss to make their own video about
Then pl ay the video for Ss to check their answers. someone who inspired them. For further instructions,
visit www.cambridge.org/ fourcorners/teacher
A
In this activity, Ss interview their partner.
• Preview the activity Go over the instructions. Read the
questions. Mode l the interview, if necessary.
• Do the activity Have pairs interview each other and take
notes.
• Check answers Have Ss confirm with their partner that
the information in their notes is correct.
Video notes T-218

Olga's Diner
Story summary
In this video, Ben and Marco visit Olga's Diner, which is famous for its
hamburgers . After reading off the items on the extensive menu, Marco
and Ben order. Marco orders a hamburger, onion rings , a soda, apple pie,
and ice cream. But he can't believe what Ben orders: fruit salad, mixed
vegetables, carrot juice, and frozen yogurt . Ben says he's trying to eat
healthier these days . When it comes time to go home, guess who'd like to
go for a walk!
Language summary
l• • Articles
Present perfect for experience
• Menu items
• Interesting food
• Ordering food
• Checking information
A A
In this activity, Ss match the pictures with the In this activity, Ss identify words from the video .
vocabulary words. • Preview the activity Go over the in structions. Have Ss
• Preview the activity Direct Ss' attention to the pictures. read the list of words. Explain that Ss will li sten for the
Go over the instructions. food items on the menu.
• Do the activity Have Ss write the words under the • Play the video Have Ss check the food items that are on
corresponding pi ctures. the menu as they watch the video. Play the video again , if
• Check answers Have Ss compare answers with a partner. necessary.
Go over the answers with the class. • Check answers Go over the answers with the class.
Answers
I
Answers
1. soda 3. strawberries crab cakes , hamburgers, lamb chops, mixed
2. blueberries 4. a hamburger vegetables, oysters, rice, seaweed salad, soy milk,
spring rolls, squid , steak
B
B
In this activity, Ss answer vocabulary questions.
In this activity, Ss match food items to Ben or Marco.
• Preview the activity Go over the instructi ons.
• Preview the activity Go over the instructi ons. Have Ss
• Do the activity Have Ss circle the correct answers .
read the list of items.
• Play the video Have Ss draw a line from each food ite m
Go over the answers with the cl ass.
to the person who order it: Ben or Marco. Play the video
I
again, if necessary.
Answers
1. a 2. b 3. b • Check answers Go over the answers with the class .
Answers
Marco: hamburger, onion rings , soda, apple pie with
vanilla ice cream
Ben: fresh fruit plate , mixed vegetables, carrot juice,
frozen yogurt
T-219 Video notes

• Option Have Ss answer the question s from me mory. B
Then pl ay the video for Ss to check their answers. In this activity, Ss create a menu.
• Option Pause the video when an item appears and have • Preview the activity Go over the instruction s. Model an
Ss match it. example for each type of dish , if necessary. For example:
Nachos are often an appetizer. Corn bread or green
c beans can be a side dish.
In this activity, Ss identify sentences as true or false. • Do the activity Have Ss fill in their menus.
• Preview the activity Go over the instructions. Have Ss • Check answers Have Ss share their menus with a partner
read the sentences. to check that the food items are in the correct categories
• Play the video Have Ss write T for the true sentences and and have appropriate prices.
F for the false o nes. Pl ay the video again , if necessary.
• Check answers Go over the answers with the class. c
Eli cit the correct version of each false sentence. In this activity, Ss share their menus in groups.
• Preview the activity Put Ss in small groups. Go over the
I Answers
1. T 2. T 3. F 4. F 5. F

instruction s.
• Do the activity Have Ss tell their group about their
menu.
Then pl ay the video for Ss to check their answers. • Follow-up Have groups report to the class on the ir
menu s.
• Option Have each group choose their favorite menu.
After you watch (page T-196) Share the menu with the class and have the Ss decide
which menu they like best.
A
Action video note
In this activity, Ss discuss their own experience
with a partner. Instruct Ss to make their own video tour of
a favorite restaurant or meal. For further instructions, visit
• Preview the activity Go over the instructions. Read the www.cambridge. org/fourcorners/teacher
questions. Mode l answers to the questions, if helpful.
• Do the activity Have pairs interview each other.
responses.
Video notes T-220

World music
Story summary
In this episode of Street Talk, Emi K. tells us what kind of music she listens
to: jazz, classical, pop, and reggae, including a lot of Bob Marley. Then Emi
interviews Peter, Alicia, and her friend Rebecca about the kind of music
they listen to. Upon learning that they both love reggae, Emi and Rebecca
make plans to go to a concert together!
Language summary
• So, too, either, and neither • Types of movies • Asking for suggestions
• Determ iners • Types of music • Giving a suggestion
Before you watch (page T-197) • Play the video Have Ss check the correct an swers as they
watch the video. Play the video again, if necessary.
A • Check answers Go over the answers with the cl ass .
In this activity, Ss label the pictures.
I
Answers
• Preview the activity Direct Ss' attention to the pictures. 1. Emi 3. Em 5. Em i 7. Emi, Rebecca
Go over the instructi ons. Have Ss read the sentences.
2. Peter 4. Alicia 6 . Alicia
• Do the activity Have Ss number the pictures to match
the sentences.
• C heck answers Have Ss compare answers with a partner. B
Go over the answers with the class. In this activity, Ss identify sentences as true or false.
I Answers
3, 2, 1
read the li st of sentences.
• Play the video Have Ss write T fo r the true sentences and
F fo r the false ones. Pl ay the video again , if necessary.
B • Check answers Go over the an swers with the class.
In this activity, pairs discuss their examples of the Elicit the correct vers ion of each false sentence.
situations in Part A.
• Preview the activity Go over the in structi ons. Model an
example, if necessary.
• Do the activity Have Ss tell their partner their own examples.
I Answers
1. T 2. F 3. F 4. F 5. T
• Follow-up Have Ss report to the cl ass o n their partner's c

responses. In this activity, Ss complete the sentences.
• Preview the activity Go over the in structions. Have Ss
read the incomplete sentences.
While you watch (pages T-197-198) • Play the video Have Ss circle the correct answers. Pl ay
the video again , if necessary.
A • Check answers Go over the answers with the class .
In this activity, Ss check the types of music each
person listens to.
• Preview the activity Expl ain that Ss will watch a video
abo ut the types o f music people li sten to. Go over the
instructions and read the li st of musical types. Expl ain
I Answers
1. c 2. b 3. a 4. c 5. b
• Option Have Ss answer the question s from memory.

any types that are unfa mili ar. Then pl ay the video fo r Ss to check the ir answers.
T-221 Video notes

After you watch (page T-198) c
In this activity, pairs discuss their playlists.
A • Preview the activity Go over the instructions. Model the
In this activity, pairs compare their musical taste to the conversation with a volunteer.
characters in the video. • Do the activity Have pairs di scuss their li sts and ask
• Preview the activity Go over the in structions and read information questions.
the example. • Follow-up Have Ss report to the class on the ir partner's
• Do the activity Have pairs share their opinions. playli st. Have Ss share additional information about the
• Follow-up Have Ss repo rt to the class on their partner's songs or explain why their partner likes them.
opinions.
Action video note
B Instruct Ss to make their own video about
favorite music. For further instructions, visit
In this activity, Ss create their own playlists. www.cambridge.org/fourcorners/teacher
• Preview the activity Go over the instructions. Explain
the example. Suggest that Ss think of four or five
different kinds of songs.
• Do the activity Have Ss write their pl ayli sts .
Video notes T-222

My dream: Starting a business
Story summary
In this video for his business class, Tim interviews a coffee shop ow ner for
advice because he' d like to have his own cookie store someday. Amelia,
the coffee shop owner, tells Tim about opening her own shop and gives
him some suggestions to start his career. Ameila even offers Tim a job so
he can learn about the business!
Language summary
•
• Infinitives of purpose • Personalized goals • Reacti ng to bad news
l Will for predictions

• May, migh t for possibility
• Milestones • Reacting to good news
Before you watch (page T-199) While you watch (pages T - 199-200)
A A
In this activity, Ss label the pictures of In this activity, Ss identify sentences as true or false.
vo cabulary words . • Preview the activity Go over the in structi ons. Have Ss
• Preview the activity Direct Ss' attention to the pictures. read the sentences.
Go over the instructions. • Play the video Have Ss write T for the true sentences
• Do the activity Have Ss write the c01Tect words under and F fo r the fa lse ones as they watch the video. Pl ay the
the corresponding pictures. video agai n, if necessary.
• Check answers Have Ss compare answers with a partner. • Check answers Go over the answers with the class.
Go over the answers with the class. Elicit the correct version of each fa lse sentence.
I
Answers
1. a recipe
2. a cupcake
3. a muffin
4 . cookies
5. coffee
I Answers
1. T 2. F 3. T 4. F 5. F
B
B In this activity, Ss complete the sentences.
In this activity, Ss answer questions about key • Preview the activity Go over the instructi ons. Have Ss
concep ts in the video . read the incomplete sentences.
• Preview the activity Go over the instructions. Have Ss • Play the video Have Ss circle the correct answers. Play
read the questi ons and answers . the video again , if necessary.
• Do the acti vity Have Ss check the correct answers. • Check answers Go over the answers with the class.
• Check answers Have Ss compare their an swers with a
partner. Elicit the answers fro m the class.
Answers
1 . It's a company or organizati on that sells something to
I Answers
1. a 2. b 3. c 4. b 5. c 6. b
• Option Have Ss answer the questions fro m memory.

make money. Then play the video for Ss to check their answers.
2 . They' re peop le w ho buy things.
3 . It means you look for informati on about something
and study it.
T-223 Video notes

c B
In this activity, Ss number the steps. In this activity, pairs share their answers to Part A.
• Preview the activity Go over the instructions. • Preview the activity Go over the instructions. Read the
• Play the video Have Ss number the steps Ameila took question.
from I to 7. Play the video again, if necessary. • Do the activity Have pairs share their predictions.
• Check answers Go over the answers with the class. Encourage them to make as many predictions as they can.
• Follow-up Have groups report to the class on their most
I Answers
2, 6, 1, 7, 3, 5, 4

creative prediction and the total amo unt of predictions
they made.
Action video note

Then pl ay the video for Ss to check their answers. Instruct Ss to make their own video about
achieving their dream. For further instructions, visit
A
In this activity, Ss make predictions about how Tim
will make his dream come true.
read the phrases. Model the example conversati on with a
vo lunteer.
• Do the activity Have pairs make predictions.
Video notes T-224

Video scripts
Unit 1 A licia Thanks. It 's easy to ma ke . It ta kes a few minutes,
and it isn' t expe nsive.
Unusual interests Emi That's great. Hey, what about th ose earrings?
Emi K. , a reporter f or Street Talk, interviews Tim and Alicia Oh , yeah , I ma ke ea rrin gs, too. These a re a littl e
Alicia to fin d out about th eir unusual interests and difficult, but ! like th e m.
hobbies. Emi Cool. Do yo u se ll yo ur j ewelry?
A licia No, no, it's just a ho bby.
Female announcer Street Talk! Wi th Emi K. Emi That's too bad, beca use I wa nt to bu y some!
Emi Hey, I'm Emi K., a nd thi s is Street Talk. Emi So, wow! A lot of peopl e have inte restin g
Today 's questi o n is: " Do yo u have an unusual ho bbies. T im co ll ects butto ns. A li cia makes
interest o r ho bby?" For exa mple, I'm interested jewelry. And I pl ay c hess. And I'm pretty
in spo rts and ga mes. I pl ay c hess in the pa rk ! good at c hess, ri g ht? C heck.
It 's fun! And I'm inte rested in fashi o n. I make Old man Checkmate. I win!
sweaters in my free time . OK . So, let's as k Emi OK, g uys ! Tha nks fo r watc hin g Streel Talk ! See
you nex t time. Good-bye '
some peo pl e abo ut th eir unu sual inte res ts.
Ready? Let's go !
Unit 2
Emi Exc use me, sir? I' m Emi K., fro m Street Talk. Happy birthday, Eric!
W hat's yo ur na me? Eric 's fa mily makes a home video wishing him a happy
Tim I'm so rry, can yo u re peat th at, please? bir!hday while he 's studying abroad in Italy.
Emi S ure. What's yo ur na me? Thi s is an inte rview fo r
T V. Mom Eric, happy birthday! Oh, and buo n complea nn o 1
Tim O h, OK. My na me's Tim. That's " happy birthday" in Italian . . . ri g ht? Oh ,
Em i Good. So, Tim , today's qu es ti o n is, " Do you have Eric! You're in Ita ly fo r school, and we' re he re,
a n unusual interest o r ho bby?" at home. Italy is so fa r away! We reall y mi ss
Tim Yeah, I do. I collect butto ns. yo u, all o f us ' Yo ur dad a nd I . ..
Em i Hey, I like the m ! How ma ny butto ns do yo u have? Dad Happy birthday, so n !
Tim O h, I have abo ut I 00 . A lot of the m are at ho me. Mom . . . and yo ur little siste r, Lizzy . . . Put th e hat
Emi W he re a re the butto ns fro m? Whe re do you get o n, dea r.
th em ? Li ~~y Wow, Eri c ' Yo u ' re 20 now' Yo u' re reall y o ld !
Tim O h, l bu y th e m o n vacati on. And my fri e nds g ive Mom ... a nd G ra ndpa Joe is he re, too!
the m to me, too. So me of the m a re old - like, Grandpa Do n' t li ste n to Li zzy! You' re not old , Eri c.
fro m juni o r hi gh school. You' re youn g. I'm o ld !
Emi I rea ll y like thi s butto n. Whe re is it fro m? Mom And Aunt Lil y has the video ca me ra. An yway,
Tim T hat's fro m England . That's from my sister. She thi s video is for yo u. I ho pe you like it ! We have
li ves the re now. some rea ll y c ute pictures of you ... like thi s
Emi T hat' s interes tin g. Hey! Do yo u wa nt thi s butto n? o ne!
Tim Yeah. Thanks! Dad Oh, look at th at. Who ' s th at little baby?
Mom That's yo u, Eric. Look at yo ur c url y, blo nd hair.
Now yo u have brow n hair.
Emi O K, everyo ne, thi s is A li c ia. So, Alic ia, do you
Li ~zy Look at thi s o ne' Ha, ha! Loo k at th at. He looks
have an unusual inte res t o r ho bby?
funn y!
Alicia Yeah, I do . I ma ke j ewelry.
Mom Oh, Li zzy! That' s hi s Hall oween costum e. I
Emi Rea ll y? ls th at diffi c ult?
think it's very c reati ve. And yo u' re very c reati ve
Alicia No . It's easy, and it's fun . Like, look at thi s
now, too, Eri c! Yo u pl ay th e pi ano , yo u d raw
neckl ace.
pictures ...
Emi Wow ! That's really coo l.
T -225 Video scripts

Li~~r Hey, I' m c rea ti ve, too! I play th e pi a no, too! Ben Yeah, but I do n' t sk i, and I do n' t like rea ll y
Mom I know, dea r, I kn ow. cold weathe r, and I do n' t like the snow. So
Grandpa O h, I like thi s o ne. I'd rath er go in Ju ly o r Au g ust.
Li ~~y Ha, ha ' Loo k ! Nick So, you g uys watching, what's yo ur
Mom O h, Li zzy. I thin k he's very handsome. o pinio n? When's a good time to visit
Grandpa We ll , of course he 's very ha ndsome. He has a Vancouver? January? Jul y? April ? October?
ha ndsome grand fa th er! Winte r o r summe r? Send us a tex t or email !
Dad T hi s o ne 's my favo rite. Re me mbe r thi s? It's o ur Ben OK, he re's a picture of Vancouve r in Jul y.
trip to Cali fo rni a. Hey, look at th at! It's Stanley Park, a reall y
Mom Wow, in thi s picture yo u' re sho rt. And now big park in Vanco uver. It's beautiful. It's very
yo u' re so ta ll ' sunny. It's not clo udy at all. It's beauti ful !
Gra ndpa Ah, your grad uati o n day. Yo u' re a seri o us Would n' t you like to ride a bike the re? I
stude nt, Eri c. Yo u' re very hardwo rking. That' s a wo uld ! And look at thi s ... here's Vancouver
good thin g. in October - ni ce colo rs, ri ght? So what's
Mom He's so tall and ha ndsome. OK , Eri c! That' s o ur your opinio n? Please tex t us! We got a text'
bi rthday video fo r yo u ' It's from ... my mo m. Hi , Mo m. "What's
Dad Have a great day in Italy! the weather like at school today? The
Grandpa Arrivederc i' weathe r here is great." Ah , the weather here
A ll Ha ppy birthday ' Bye' is cloudy, Mo m. OK, bac k to Vancouver.
Nick Yea h - look at thi s! That loo ks fun ! Ri ght?
Ben lt looks ex tre me ly co ld.
Unit 3 Nick I like co ld weathe r. Lots of people like cold
January or July? weath er, ri g ht? So me of you like Va ncouver
whe n it's co ld? Talk to us, people.
On "Ben's Travel Blog," Ben and his f riend Nick debate
Ben What? A message?
whether it 's better to travel to Van cou ve r, Canada, in
Nick Yeah ! It's fro m ... my mo m. She says,
January or Ju ly.
''l' m watc hing your blog. In my o pini o n,
I'd like to go in the spring. It's pretty wa rm
Ben Hey, eve rybod y. I'm Be n, a nd thi s is my
in the c ity, but it snows qu ite a bit in th e
li ve trave l bl og. That's right, it 's happe ning
mo untains .. ."
ri ght now, live, on the Inte rne t. So send
Ben " . . . In the spring, yo u can ski and go to
me an e mail o r a tex t, a nd we' ll chat! It's
the beach o n th e same day! " Good po int,
Thursday, May 14, at 3:32 p.m. I have go t
Nic k's mom .
a great show fo r yo u today. And . . . my
Nick Thanks, Mo m. OK . Please do n' t te ll me
friend Nick is he re!
th at o ur mo ms are the o nl y o nes watc hin g
Nick He llo, everyo ne !
thi s show. ls th ere anyo ne e lse watc hin g
Ben Yea h, we are both really excited today.
o ur show? What's yo ur opinio n o n
Wh y? Beca use Nick a nd I are ta lkin g abo ut
Vancouver?
o ne of o ur favo rite places ...
Ben Wow! He re's a tex t. It' s fro m ... my mom
Ben and Nick Vanco uve r, Canada!
aga in .
Nick Today we'd like to talk about a good time
Nick " l can see your apa rtm e nt. It isn' t clea n.
of yea r to go to Va nco uve r.
P lease c lea n it! "
Ben Yeah. I wo uld like to go to Va nco uve r in
Ben So, Nic k, what do yo u think ?
Jul y, in th e summe r, whe n it's warm and
Nick Yo ur mo m' s ri g ht. Our apa rtm e nt isn' t
sun ny. But Nick likes to go in Ja nu ary, in
c lean.
the winte r.
Ben No, I mean, abo ut the show. Are we do ne?
Nick That's ri ght. I like to ski . So I'd like to go
Nick I think so .
in Ja nu ary. It snows a lot in Janu ary, and
Ben and Nick OK, we ll , tha nks for watc hin g, a nd we' ll
it 's a great time to ski .
see yo u nex t time o n " Be n's Trave l Blog."
Video scripts T-226

Unit 4 Unit 5
My new apartment! Don't stress out!
/11 this home video, Tim takes his parents on a visual tour Marco creates a video blog to give his fo llowers tips 011
of' his neH' apartment. how to relieve stress.
Tim Hi , Mom! Hi , Dad! It's yo ur son. Tim. And this is Marco Hey, guys. It's Ma rco. As you can see, I'm a
my new apartm e nt' student. So I have a lot of homework a nd tests. I
also have two part-time jobs. So, I have a lo t of
stress. For exa mple, this class, this class is rea ll y
Tim OK, this is the kitchen. It 's really big 1 And ... hard. We have tests eve ry week! So I'm a little
it's .. . not very c lean. Actuall y, it' s a mess. Wow. stressed out. So, how do 1 manage stress? That's
There are a ... lot of dishes. Well, I'm going to a good questi o n. Well , 1 sometimes use thi s.
clean up the kitchen today. I'm going to was h It 's called a " stress ball." Look. Breathe deeply,
the dishes and put them away. There is n' t a squeeze slow ly. Breathe deeply. Squeeze s low ly.
di shwasher, but there ' s a big s ink . I was h the Ahhh .. . , 1 fee l better. That' s one way l manage
di shes every day. My roommate Bo c leans up stress. Now watc h. Here are some other ways.
a little. He washes the dishes once a week or
sometimes once a month. He usua lly doesn ' t put Marco OK, I'm kind of stressed o ut. When I'm this
the di shes away. But, look. The cou nter is pretty stressed out, I meditate. Let me show yo u.
c lean! I wipe off the counter every day. Bo usually OK. Sit comfortably. Keep your neck and back
doesn ' t wipe it off. My roommate, Bo, he' s a straight. Cross your legs. Put you r hands o n
musician! He plays the guitar. There he is ... He your knees like this. C lose yo ur eyes. Breathe
doesn ' t clean up very much, but he's a fun guy, and s low ly and deeply. Relax a nd watch your
he 's very friendly! breath. Co ntinue to breathe slow ly a nd deeply.
Count the breaths si lently.
Ti111 OK , so, anyway, there ' s a g reat li vi ng room.
There are big windows, and there ' s a lot of li ght. Marco OK, I' m pretty stressed o ut again. So, here's
And there are ... a lot of things. We ll , I usually another tip. I sit quietly a nd listen to music.
clean up the li ving room , but . .. well , um , Bo Wron g music. Ahhh . . . Yeah, that 's great.
doesn' t. I sit o n this sofa, and I watc h TV at ni g ht. Yeah ....
Bo 's c lot hes a re not a lways here. Oh , and I stud y
here, too. These are my books ... under Bo's
bo xes. Bo really doesn ' t c lean up at a ll , but he ' s a Marco OK, guys, now I' m very stressed o ut. I have
fun g uy' Anyway, next is my bedroo m. a big English test tomorrow! So, how do I
manage stress now? 1 take a break and play a
video game! OK , I feel better now. Well , 1 fee l
Ti111 OK. it' s not a big bedroom , but there 's a big a little better.
c loset. Look! I can hang up a ll my c lothes in here .
Ah' T he re's Bo now ... let me introduce you.
Marco OK, guys. He re is my numbe r-one tip. Are
yo u really, reall y, really stressed o ut? Talk to
Tim OK. And this is Bo ' s room ... ah. That' s somebody about it. I do' He llo, Alicia? It 's
Bo now' He plays the guitar' I guess he ' s Marco . Oh, are you s leepi ng? Sorry, Well , I'm
bu sy. Anyway ... so Mom ... Dad that's my really stressed o ut. I have a lot of tests, and ....
apartment . .. my apartment. How do you like
it ? I think it's great. Ah . that ' s Bo ' s garbage.
Anyway, I'll see you soon. Bye!
T -227 Video scripts

Unit 6 Ian That's awful ! Yo u dance li ke a refri gera to r.
A nd yo u ca n' t rap. l have a headac he.
A re you a st ar? Emi I'm afra id I di sagree. I think yo u' re rea ll y
Ti111, a repo rte r .for Cool TV N e ws, introduces th eir 11e 11• good.
reality show, Are Yo u a Sta r?, and na rra tes wha t happ ens Alicia I ag ree. Yo u' re funny and very exc iting to
th e .first da y of the competition. watc h.
Tim Clearl y the judges don' t agree. Who will be
Tim Tim W il so n he re fo r Cool TV News . the winner? Watch to ni ght at 8:00 p.m. to fin d
Cool T V News now has its ow n reality o ut. Thi s is Tim Wilso n fo r Cool TV News.
show - Are You a Sta r ? The contes ta nts Ian Yo u dance like a refri gerato r, I te ll yo u.
a re co nfide nt and c reati ve. The j udges are
seri o us but fri e ndl y. We ll , some judges
are fri e nd ly. Today is the first day o f Unit 7
com petiti o n. A farmer's market
In his "Tip of the Week " video, Ben discusses the
advantages of shopping at yo ur local fa rme rs ' market.
Contestant I Hi . I sing a nd write so ngs. I ho pe to be a
big star. Li ste n !
Ben Oh , hey, Be n here. It's Mo nday mo rnin g, and it's
Contestant I !singi ng ! " Bac k in my bedroom I watc h a
time fo r my "Tip of the Week." I wa nt to te ll yo u
cartoo n. But it's so bad th at I fas t forw ard to
abo ut a new a nd bette r place to sho p in my tow n.
a sitco m. But it's a re run . Wi sh my re mote
He re's my tip - two words: FA RM ERS ' MA RKET.
co ntro l co uld make my head numb ..."
I love sho pping the re! T he fo od at th e fa rme rs'
Em i I like yo u. Yo u' re a rea ll y c reati ve pe rfo rm er.
market is freshe r th an th e food at the supe rm arket.
A lic ia Yeah ' I think so, too. He 's pretty coo l'
The food is less ex pe nsive, too . Some times you
Ian No, no. no, no. No' He 's bo rin g . Yo u a re
can barga in fo r a lower pri ce. Look at thi s. The
NOT a sta r! Nex t !
fa rme rs' ma rket has g reat vegetab les. Look at these
carrots. Ve ry fres h, ve ry ni ce, and ve ry cheap - just
Contestant 2 Hi . I rea ll y ho pe you like thi s song. o ne do ll a r! What a barga in ' I mea n, carrots at th e
Co111esta n1 2 lsin gi ng l " I love yo u, I rea ll y, rea ll y do 1 supe rm arket a re usuall y three doll ars. And th ese
And I w ill always be tru e to yo u! " potatoes are ni ce. Look at all th e di ffe re nt colo rs.
A licia That' s a ve ry ... inte restin g so ng. Thi s o ne is a purple potato. Th at' s cool, ri g ht? The
£111i Yes. Yo u' re . . . hardwo rking ... and very ... fa rme rs' marke t also has wo nde rful fruit. Yea h,
noisy. look at thi s apple. It' s fa ll now, so th e apples at
Ian That' s te rribl e! She can' t sing. May be yo u th e fa rm e rs' ma rke t a re great. Look at it. It's - it' s
sho ul d pl ay golf, do ka rate, lea rn to ski , beautiful ' Mmm! It 's mo re de li c io us th a n the apples
ba ke cook ies, I do n' t care - but you sho ul d at the supe rm arke t. Oh , a nd thi s is fro m the fa rm e rs'
not si ng anymo re. Do not sing aga in . Ever ' ma rke t, too . Thi s is apple c ide r. It's like appl e
Con testan t 2 Yo u know, yo u' re not ve ry ni ce. juice. At th e superm arket, it costs five doll ars. At
Em i I ag ree . th e farm er's ma rke t, fo ur do ll ars. BUT, I ba rgained,
A lic ia I thin k so, too. and g uess what? The vendor let me have it fo r th ree
Ian I di sagree. I' m a very ni ce pe rso n. Yo u just doll ars. That is a reall y great price! Ahhh .... That
can ' t sing. Nex t! is so great! So, th ey have appl es, the appl e c ide r,
a nd thi s. I love j a m fro m the farm ers' market. My
favo rite is straw be rry. I like it o n fres h-baked bread .
Ti111 It's not go ing we ll so fa r. Will Contes ta nt The bread is fro m the far me rs' marke t, too. All
3 make th e judges ha ppy? ri g ht. Th at is so good! It's g reat fo r breakfas t in the
Co111estan1 3 Hi . l ca n sing and dance. Watc h thi s ' mo rnin g, too. Oh , and o ne mo re thin g. Thi s is fro m
Co111esta111 3 Isinging ! " It's a very ra iny day outside, and I th e fa rm e rs' market, too. It 's a nice pl a nt, ri ght? It's
do n' t know what to do - play a board ga me, fo r my living roo m . Five dollars! It is so c hea p ! So,
pl ay some cards, or ma ke a video or two. th ese are my thin gs fro m th e new fa rm e rs' market:
Do a c rosswo rd, do a jigsaw, ba ke some th e carrots, the potatoes, the apple, the apple c ide r,
cooki es, whe n I'm do ne I'll take a nap, and th e fres h-baked bread and strawbe rry j am, a nd th e
whe n I wa ke, I' m ho ping I will see the sun ." ho use pl a nt. Actually, the re are many more thin gs
Video scripts T-228

to buy at the farmers' ma rket, but my bag isn ' t bi g typical food cart in New York. These carts se ll
eno ug h! Oh , hey' It's my roommate, Nick. Hey, everything. You can find hot dogs, hamburge rs,
Nick, come over here . I' m doin g my 'Tip of the soda, ice cream, and other kinds of fast food.
Week." Thi s week , it 's all about eating better and And the food is less than five do llars. Now,
saving money at the new farmers ' market. Gotta see look at this. You can also get Chinese food on
this place' Great food, health y, too, cheap prices - the street in New York' These rice noodles cost
Nick I know all about th e farmers' marke t. It isn' t really about four do llars. They ' re spicy and delici o us!
new. You can get th e m on Canal Street in M a nhattan.
Ben You do? ! It isn' t? Canal Street is the busiest street in Chinatown.
Nick Yeah , I mean , that' s where all our food always What can you do for free on a rainy day ? We ll ,
comes from. you can go to the New York Public Library in
Ben Uh, it does? Manhattan' I rea ll y enjoy read ing here. It's ni ce
Nick Yeah. I usually go groce ry shopping for us , right ? and quiet. A lso, you can use the Internet for
Ben Yeah. free. l rea ll y love the lion statues in front of th e
Nick Well. I a lways buy food from the farmers' marke t. library. Aren ' t they cool? Do you like mu se um s?
Ben My roo mmate Nick, tak ing Be n' s "Tip of the Here 's one more recomme ndation . Th is is the
Week." He agrees with me' Shopping at the farmers' Metropo lita n Museum of Art. You can see a lot
market is better and less expensive th a n shoppin g at of amazing pictures here. Now, everyone thinks
the supe rmarke t. Way to go Nick' it costs twenty dollars . But that's not really true.
The sign in the museum says twenty dollars is
" recommended." This means you can pay twenty
Unit 8 dollars, or yo u can pay ten dollars. Or you can
Things to do in New York City for less pay one dollar! OK, everyone, those are my
t han $5.00 recomm e ndations for cheap fun in New York .
Soon-mi creates a web video to share fun things to do in So, good Iuck and have fun!
New York Cityfo r less than $5.00.
Unit 9
Soon Mi Hi , eve ryone. I' m Soon-mi. I live he re, in
Seoul , but I love to visit New Yo rk City. In my An inspiring person
op inion , New York is the most exciting city in In this home video, Alicia discusses how her Aunt Gloria
th e world! Now, everybody says, "New York is has inspired her to pursue a career as an artist.
expensive." But yo u can do a lot of fun things
in New York for less than five doll ars. Here are Alicia Are you ready? OK . He llo . This is Alicia
my reco mmendatio ns. OK, so he re ' s one thing Martinez . Right now, I' m a college stude nt.
yo u shouldn ' t mi ss. And it 's free! You can take I' m studying art. I want to be an artist one
a ride on the Staten Is land Ferry. I'd definite ly clay. I can make my own jewe lry, and I like
reco mmend it. OK , so th is is the ferry. It's a to paint. Look. J did thi s painting. I fini s hed
big boat. It goes be tween Staten Island and it a week ago. Today, I' 111 makin g thi s video
Manhattan. And it goes very nea r thi s. Yeah , for my Aunt Gloria . She is so meone I reall y
that ' s the Statue of Liberty. It's probably the admire! Aunt G loria made a difference in my
most famous place in New York, and you can life, especially when I was a child. You see.
see it for free on th e ferry. OK . Now. this is my fami ly was from a very small town , and
anoth e r cool pl ace in New York . Yeah, that' s the there were n' t any museums there. But abo ut
Brooklyn Bridge. I think it 's abo ut 150 years once a month , I went into the city with Aunt
o ld . Anyway, peop le drive th e ir cars across the G loria, and she showed me al I the mu se ums.
bridge - from Manhattan to Brookl y n, and from We looked at so many g reat pictures - old
Brooklyn to Manhattan. But I think yo u should paintings and modern ones. So today, I ' 111
wa lk across it - th at's really fun! Wow, that's visiting Aunt G loria to say, "Thank you for
beautiful. What a g reat view of th e Manhattan inspiring me' " And I' m g iving her a g ift' I
sky line! And how much does it cost? Guess . almost forgot the gi ft - and the camera' OK ,
That' s ri g ht. It's free' OK. So th e re's the Staten let 's go!
Island Ferry and th e Brooklyn Bridge. But what
about food? We ll, you can get the cheapest and
most delicious food in New York . You can buy
many kind s of food on the street. So, this is a
T-229 Video scripts

Alicia OK, that's my Aunt Gloria's house. She's Waiter Excellent ! And what wo uld yo u like?
my mother's sister. She's a teac her. She's Ben How is the fres h fruit plate?
pass io nate about art. I love art because of Waiter Oh, it's very fresh.
he r. So today, I'm say ing, "Thank yo u." Ben OK ... but what kinds of fruit are th ere?
This is exc iting!
Waiter We ll , th ere's a banana, an appl e, some
strawberri es, and blueberri es.
Ben OK. I'll have that, please.
Aunt Gloria Alicia' What a ... surpri se! Oh .. . Marco What? Fruit? No hamburge r?
Come in. Ben Hamburgers are n' t hea lth y.
Marco Hea lth y? But yo u usuall y love ham burgers. Olga 's
is fa mous for its hamburge rs'
Alicia So, Aunt Gloria, l have a g ift for you ! Ben Yeah, I kn ow. But I'm try ing to eat hea lthi er food
Aunt Gloria A g ift? For me? th ese days.
Alicia Yes. Th is is it' Waiter Would yo u like an appeti zer or a side dish? Olga 's
Aunt Gloria Oh, Alicia. Thi s is bea utiful. Did you paint it? is fa mous for its onion rin gs. They're rea ll y good!
Alicia Yes, I d id . I made it fo r yo u. It's my gift - to Ma rco OK, I'll have some oni on rings, please.
say. "Thank yo u! " Ben And I'll have some mi xed vegetables, please.
Aunt Gloria Thank yo u? Marco What?!
Alicia Thank yo u fo r inspiring me! Ben We ll , it's important to eat a balanced diet.
Aunt Gloria Reall y? Did I in spire yo u? What did I do? Waiter What wo uld you like to drink?
Alicia Yes! Of co urse' You are so pass ionate about Marco A large soda for me.
art. You took me to muse ums, you tau ght me Ben And I' ll have so me carrot juice.
about art ... And now I love art, and I want Waiter OK. Let me read th at back to you. That's a
to be an arti st, and it's because of you. hamburger, oni on rin gs, and a large soda fo r yo u.
Aunt Gloria Oh, Alicia. That 's so kind of you. I do n' t And th e fres h fruit pl ate, a side o rder of mixed
know what to say. vegetables, and some carrot juice for yo u.
Alicia I know what to say. Let's go to a museum Ben Ri ght.
agai n soon! Wait er OK .
Aunt Gloria That is a great idea. Now you're inspiring Marco Fruit? Mi xed vegetab les? Carrot juice?
me! Oh, my. Thi s is bea utiful. I love it.
Waiter Here yo u go, guys.

Unit 10 Ben Thank yo u.
Marco Oh, wow! Now, look at thi s burge r! Oh , man. I'm
Olga's Diner so happy right now. How's the fruit?
Marco and Ben make a video reviewing Olga's Diner, where Ben It's great' The fruit is really fresh. There are a
they e11jov the diner 's healthy and not-so-healthy options. lot of blueberries, and I love blueberri es. And
blueberri es are rea ll y hea lth y.
Marco Hey, everyone' I'm Marco, and thi s is Ben. Marco Oh yea h? That's interestin g. Olga's isn' t reall y
Ben Hey, everybody! So, today we' re visiting Ol ga's fa mou s for its fruit. How about the vegetables?
Diner. Ben The vege tabl es are excellent ' The carrot juice is
Marco Olga ·s is famous fo r its hamburge rs. But are the de lici ous, too. And very -
ham burge rs really good? Let's find out! Look at Marco Health y, I kn ow.
the menu . It's really bi g! They have everythin g
here. They have lamb chops , th ey have steak . ..
Ben Mixed vegetables, ri ce .. . Marco OK . It 's dessert time. Oh , yea h 1 This is so
Marco Oysters, sprin g rolls .. . good ! Olga 's has great apple pi e. And it's
Ben Soy m ilk, seaweed salad ... deli cious with vanill a ice cream! How's yo ur
Marco Crab cakes ... oh, and look, they have squid' frozen yog urt?
Wow' I' ve never had squid . Oh , here's our waite r Ben It's rea ll y good . .. and ... reall y health y !
now. Service is good here, ve ry fast. Waiter Thanks, guys.
Waiter Hey, are you ready to ord er? I recommend the Ben Hey, look at th e bill. Olga's isn' t very expensive.
ham bu rgers. T hey' re excellent' The pri ces are great!
Marco Yeah , I heard they' re good. I' ll have a hamburge r,
please!
Video scripts T -230

Marco So . .. th at's O lga's Dine r. The ha mburge rs Peter But the n I started li ste ning to th e wo rd s. The
are ... de lic io us. A nd the o ni o n rin gs are .. . wo rd s are rea ll y inte res tin g. A lo t of co untry
g rea t, a nd th e appl e pie a nd th e ice c rea m .. . mus ic so ngs te l I a sto ry. So metim es th e sto ri es
are rea ll y good. too . I de fi nite ly reco mme nd thi s are sad, and so me tim es, th ey' re funn y.
place. Wh at abo ut yo u . .. Be n? E111i Oh, I didn ' t know th at. Hey, yea h. Thi s is kind
Ben Yea h, I love thi s pl ace' I mea n. th e fruit pl ate is o f cool!
real ly fres h. T he m ixed vegetab les and carrot jui ce £ 111i O K, so te ll us. Wh at's yo ur na me, a nd w hat type
a re excelle nt. A ND the frozen yog urt is reall y of mu sic do yo u li ste n to?
good. A nd eve rythin g is - Alicia We ll , I'm A li cia, and I love a lo t of types of
Marco Very hea lth y .. . mus ic . But ri g ht now, my favo rite ty pe of m us ic
Ben Ma rco, a re yo u OK , budd y? How ' re you do ing? is ... a h, here it is. Li ste n.
Marco Yea h. No . I thin k I ate too muc h. I have a Emi T hi s is interes tin g . Wh at is it?
stomac hac he. I'd li ke to take a wa lk. Alicia It's pop mu sic fro m Ind ia.
Ben Good idea . Let's wa lk ho me. Exerc ise is ... Emi Oh , coo l.
Marco ... ve ry hea lthy. M aybe nex t tim e I' ll o rde r the Alicia Thi s song is fro m a mov ie. Most of th e mov ies
fruit plate. in Ind ia ha ve so ngs . The ac to rs s ing and da nce,
Ben Have yo u ever had ca rrot jui ce? It' s rea ll y a nd they' re rea ll y fun .
hea lth y ... Emi I don ' t un de rstand th e wo rd s.
Alicia Ne ithe r do I. They' re in anothe r lang uage. I
think it' s Hindi . Some o f my fri e nds fro m India
Unit 11 can tra ns late the wo rd s.
World music Emi Oh . So w hat is thi s so ng abo ut?
Emi K. o/Street Ta lk i11tervie1vs Alicia and others she Alicia It 's abo ut love. I thin k mos t of th e ir so ngs are
encounters on the streer ro f ind out what rype a{ music about love.
rh ey like to listen /o . Emi Ye ah , like a ll o f th e po p mus ic he re in th e U.S.
Tha nks!
E111i H i, everyo ne. I' m E mi K., a nd thi s is Srreet Talk . Alicia S ure '
Today's qu es ti on is: " Wh at type o f mus ic do yo u
li ste n to?" Fo r exa mple, I liste n to ma ny types o f
E111i Hey, loo k, everyo ne, it ' s my fri e nd Re becca .
mus ic. Le t's see .. . j azz, c lass ica l, po p mu sic,
Rebecca Hi , Emi , how are yo u?
and - o h, yea h' I li ste n to a lo t of Bo b M arl ey.
Emi Good . So, Re becca, he re's th e q ues tio n: " Wh at
You kn ow Bob M arl ey, ri ght? He's a ve ry fa mo us
ty pe of mus ic do yo u li ste n to?"
reggae s inge r a nd mu s ic ia n, fro m Jam a ica. I lo ve
Rebecca That's easy. Reggae! I love reggae mus ic.
reggae mu sic. It 's very re lax ing. OK , so let's as k
E111i
Reall y? I didn ' t kn ow th at. So do I'
some peo pl e abo ut the kind of mus ic they li ste n
Rebecca Yeah, a nd I rea ll y love Bob Marl ey.
to. Exc use me, sir? Can I in terview yo u?
Emi Hey! So do I ' That's a maz ing.
Peter Sorry? O h, O K, s ure.
Rebecca Thi s is so coo l' No ne of my oth e r fr ie nds like
E111i T ha nks. So, w hat's yo ur name? A nd w ha t ty pe of
reggae. Wh y do n' t we go to a reggae co ncert
m usic do yo u li ste n to?
so metime?
Peter I' m Pe te r. Wh at mus ic do I liste n to? He re, li ste n.
Emi That's a g rea t idea. Whe re can we go? Any
E111i T hi s is co untry mu s ic.
suggestio ns?
Peter Yea h, I love co untry mus ic. I we nt to college
Rebecca Yea h, we co uld go to th at reggae club nea r th e
in Texas, a nd most of th e peop le the re li ste n to
stati o n.
cou ntry mus ic . At fi rst, l d id n' t like it.
Emi Coo l. Let's go th ere ! O K, everyo ne. Tha nks fo r
Em i Of co urse.
watc hin g. See yo u next time!
T-231 Video scripts

Unit 1 2 Tim l see. Well , my store will only se ll cookies.
Am.elia Hmm. You mi g ht have a probl e m .
My drea m: Starting a business Ti111 Reall y? I think peo pl e will love my cookies. Try
Tim makes a video fo r his class, revealing his dream one!
to one day o wn a cookie store. He interviews Amelia, Amelia Mmm! These a re good. But, reall y, it' s a
a coffee shop owner; to get advice on how to make his diffi c ult job. Yo u' ll work a t ni g ht. You ' ll work on
dream a reality. weekends. You ' ll work ea rl y in the mo rnin g .
Tim T see. Well , what about money? How did yo u ge t
Tim Good mo rnin g. Mr. Abrams. Hello, classmates. I'm th e mo ney to start your business?
making this video to show in o ur class. So, thi s is my Amelia l went to the ba nk to get a loan.
kitchen. And th ese a re my cookies. My gra ndmothe r Tim Oh, th at's easy.
taug ht me how to ma ke th ese cook ies. It 's a secret Amelia But the bank said no .
fam il y rec ipe. My drea m is to have my own cookie Tim Oh . That's too bad.
sto re. 1 mean , my fri e nds always say to me, "Tim! Amelia So I went to a diffe rent bank, a nd th ey said no,
Yo u sho uld ha ve a cookie store! " So th at's my too .
dream. But how will I make it happen ? Today, I' m Tim That's a shame. The n what did yo u do ?
asking a co ffee sho p ow ner for advice. I think her Amelia Well , 1 took a c lass to learn abo ut business. The
ideas wi ll be very inte res tin g! Let 's go. teac he r showed me how to write a business pl a n.
Tim You mea n a pl an to show how yo ur business will
make money?
Tim Thi s is Amelia da Silva. And thi s is he r coffee Amelia Ri g ht! First, I did a lot of research. I studi ed th e
shop. It 's ca ll ed "The Cupcake Station ," and customers, the nei g hborhood, and oth e r coffee
she started it a year ago. shops. The n I wrote a business pl an, using my
researc h.
Tim. Oh. That so unds hard.
Amelia That's ri ght. It 's rea lly hard work, but I always
A111elia Yea h, it was. But the bank liked my bu siness
wanted to have my own coffee shop. It's a
plan, a nd it gave me the money.
dream come true.
Tim I'm happy to hear that.
Tim That's wonderful!
Amelia Yea h, I' m rea lly excited.
Amelia He re, have a cupcake.
Tim We ll , Amelia, thanks so much for yo ur adv ice.
Tim Oh, thanks' Mmm. That's a great cupcake' So,
A111elia No prob lem. So, what do you think you ' ll do
Amelia, how did you achieve your dream?
now, Tim?
A111elia That's a good question. First, I worked part-time
Tim We ll , I' m takin g a busi ness class now. I' ll finish
at another coffee shop to lea rn about th e business.
thi s video for the c lass. The n I think I' ll write my
Ti111 What did you lea rn ?
own business plan. And I may get a job to save
Amelia We ll , I learned it 's very important to know your
money to sta rt my cook ie business .
c ustomers.
Amelia Hey, why don 't yo u try working he re ? Yo u mi ght
Tim Kn ow yo ur c ustom e rs .. . what do you mea n?
like it, and you' ll learn about the business.
Amelia Yo u need to know what yo ur customers like. For
Tim Rea lly? Wow, that' s great. Thanks , Amelia'
example. I so ld only cupcakes and coffee he re at
Amelia Yo u' re welcome. And I know my c usto me rs.
first. But my customers wanted other things - like
They' ll love your cookies!
muffins, do nuts, and pie. So now I'm selling those
Tim That' s great to hear! Have another cookie.
thin gs to get mo re customers and to improve my
Amelia Tha nk s ' And have a noth e r cupcake .
business.
Tim Tha nk s.
Video scripts T-232

unit
Language summary
Grammar Vocabulary
Pr esent of be Interests Sports and exercise
art They ...
Wh- questions Affi rmative statements
fashion bowl.
Where are you from? I'm fro m Korea. languages ski.
Where is he from? He's from Korea. literature swim.
How old is she? She's five. politics They play . ..
How old is it? It's five years old. pop culture baseball.
What are your names? We're John and Greg. sports golf.
What are our names? You're John and Greg. technology table tennis.
Where are they? They' re at home. travel They do ...
gymnastics.
Yes I no questions with be karate.
Yes I no Short answers Short answers yoga.
questions Affirmative Negative
Am I Yes, you are . No, you aren't. Functions
Are you Yes, I am . No, I'm not.
Asking for repetition
Is he old? Yes, he is . No, he isn't .
Can you repeat that, please?
Is she Yes, she is . No, she isn't.
Cou ld you repeat that, please?
Is it Yes, it is . No, it isn't.
Could you say that again, please7
Are you Yes, we are . No, we aren't.
Are we Yes, you are . No, you aren't. Asking someone to speak more
Are they Yes, they are . No, they aren't. slowly
Can you say that more slowly, please?
Simple present Could you say that more slowly, please?
Could you speak more slowly, please?
Wh- questions
Where
Why do I I you I we I they play table tennis?
When does he I she
How often
Affirmative statements Negative statements

play I don't
You play You don't
He plays He doesn't
She plays She doesn't
It plays golf. It doesn't play golf.
We play We don't
You play You don't
They play They don't
• In negative statements, you can use the fu ll forms do not and does not.
Yes I no questions Short answers Short answers
Affirmative Negative
Do Yes, you do . No, you don't.
Do you Yes, I do . No, I don't.
Does he Yes, he does . No, he doesn't.
Does she Yes, she does. No, she doesn't.
Does it play golf? Yes, it does . No, it doesn't.
Do you Yes, we do . No, we don't.
Do we Yes, you do. No, you don't.
Do they Yes, t hey do . No, they don't.
T-233 Photocopiab/e © Cambridge University Press

Language summary
Grammar Vocabulary
What ... like? and What ... look like? Personality Appearance
adjectives bald
What ... like? What . .. look like?
confident blonde
What are you like? What do you look like? creative curly
What am I like? What do I look like? friendly elderly
What is he like? What does he look like? funny little round glasses
What is she like? What does she look like? generous long gray hair
What is it like? What does it look like? hardworking medium height
What are we like? What do we look like? serious middle-aged
What are they like? What do they look like? shy mustache
• Use What ... like ~ to ask about personality. talkative overweight
• Use What .. . look like ? to ask about appearance. red hair
• We use adjectives to answer these questions. short
short white beard
Be + adjective (+ noun)
shoulder-length hair
Be + adjective Be + adjective + noun straight brown hair
I am talkative. I am a talkative guy. tall
You are friendly. You are a friendly person . wavy
He is serious. He is a serious teacher. young
She is confident. She is a confident girl.
It is hardworking . It is a hardworking class. Functions
We are creative. We are creative students.
Saying you think something
They are generous. They are generous people.
is true
• Adjectives exp lain how people look or act. I think so.
• Adjectives usua ll y fo ll ow the verb be or come before a noun. I believe so.
• More than one adjective can be used in a sentence I guess so.
/'111 tall and thin.
Saying you think something
Order of adjectives isn't true
I don't think so.
Size, age, shape, color
I don't believe so.
She has long brown hair. I'm not really sure.
He has little square glasses.
I have new pink glasses.
My sister and I have curly black hair.
• Use adjectives in the order of size, age, shape, and color.

Sh e has long red hai1: NOT She has 1al lcMg hair.
Photocopiable © Cambridge University Press T-234

unit
Language summary
Grammar Vocabulary
Adverbs of intensity Weather Indoor activities
c loudy bake cooki es
It's + adverb + adjective
rain y do a crossword
It 's extremely hot. It 's pretty rainy. snowy do a jigsaw puzzl e
It's very sunny. It 's fa irly warm . sunny make a vi deo
It 's really cold . It's somewhat windy. wind y make po pcorn
• Adverbs g ive mo re in fo rm ati o n abo ut adj ec ti ves. play a board gam e
Temperature
• Adve rbs of inte nsity a nswer th e qu esti o n How + adj ecti ve + is it ? play chess
cold
• Adverbs of inte nsity can ra nge fro m wea k (some 1l'hat, fa irly) to stro ng (ve ry, extremely). take a nap
cool
Quantifiers with verbs hot
warm
Seasons
It ra ins a lot. It doesn't rain very much .
dry season
It snows quite a bit. It doesn't rain at all.
fall
It rains a little .
rainy season
• Q uan tifi e rs co me afte r verbs. spring
• Q uant ifi e rs a nswe r the qu es ti o n How much does ir . . . ? summer
• Q uantifie rs can ran ge from no ne (not at all ) to a smal l amo unt (a little) to a large winter
amo unt (a lot) .
Would like+ infinitive Functions

Wh- questions Asking for an opinion
What What do you think ?
When would I I you I he I she I it I we I you I t hey like to play? What are your thoughts?
Why What 's your opinion?
Giving an opin ion

I think . . .
Affirmative statements Negative statements I'd say .. .
I In my opinion , ...
You You
He He
She would like to eat. She wouldn't like to eat.
It It
We We
You You
Th ey They
• In affi rmati ve state me nts, yo u can use th e co nt rac ti o n 'd in stead o f would.
She'd like to play a board game.
you you
you I I
he he he
Would she like to eat? Yes, she would. No, she wouldn 't.
it it it
we you you
you we we
th ey they they
T -235 Photocopiable © Cambridge University Press

unit
Language summary
Grammar Vocabulary
How many; quantifiers before count nouns Things in a Household chores
home cle an out the closet
Questions with many Quantifiers + count nouns
armchair clea n up the yard
How many chairs are there? There are a lot of chairs. bathtub drop off the dry
How many shelves are there in the There are some shelves in the living bed cleaning
living room? room. closet hang up the clothes
How many closets are there? There are a few closets. coffee table pick up the magazines
Are there many cu pboards in the There aren't many cupboards in the cupboard s put away the dishes
kitchen ? kitchen. curtains take out the garbage
Are there many cu rtains? There aren't any curtains. dishwasher wipe off the counter
• Count noun s are thin gs that can be counted; we can use th em in the plural. dresser
• Use '7011' many or 111any in questi ons with plural count noun s. refrigerator
• Use quantifiers a lot of; some, a.few, many I not many, and not any before count nouns. shelves
shower
How much; quantifiers before noncount nouns sink
Questions with much Quantifiers + noncount nouns sofa
stove
How much space is there? There is a lot of space.
toilet
How much light is there in the living There is some light in the living room.
room? Rooms in a
How much light is in the bedroom? There is a little light in the bedroom. home
Is there much noise from outside? There isn't much noise from outside . bathroom
Is there much space for shelves in There isn't any space for shelves in bedroom
the kitche n? the kitchen . kitchen
living room
• Noncount nouns are thin gs that cannot be counted; we cannot use them in the plural.
• Use how much or much in questions with noncount noun s.
• Use quantifiers a lot of; some, a /i11le much I not much, and not any before noncount Functions
nouns .
Making a request
Separable two-word phrasal verbs Can you turn down the music , please?
Followed by a noun Separated by a noun Separated by Could you turn down the music, please?
a pronoun Would you turn down the music, please?
I put away my I put my clothes away. I put them away. Agreeing to a request
clothes. Sure.
She clean ed out her She cleaned her closet out. She cleaned it out. No problem.
closet. I'd be happy to.
• A phrasal verb is a verb+ parti cle (a parti cle is a small word like up or off).
• Some phrasal verbs can be separated by a noun or a pronoun .
• A noun can come after a phrasa l verb, but a pronoun cannot.
I took out th e garbage. NOT I :eelt et.: i't.
Photocopiab/e © Cambridge University Press T-236

unit
Language summary
Grammar Vocabulary
Imperatives Parts of the Healthy habits
body eat a balanced diet
ankle eat a good breakfast
Walk for 20 minutes every day. Don't walk right after eating. arm exercise daily
Stretch before you exercise. Don't stretch too quick ly. back get enough sleep
Eat 30 minutes before you lift Don't eat a big meal before you ear go for a walk
weights. lift weights . eye lift weights
• Imperatives can be affirmative or negative. finger protect your skin
•The subject (vou) is implied; it is not directly stated. The sentence begins with the verb. foot (feet, plural) wash your hands
• Use imperatives to give instructions or directions. hand
Other words
head
Adverbs of manner breathe
knee
stretch
Statements with adjectives Statements with adverbs leg
hold
mouth
My sister is a deep sleeper. She sleeps deeply . repeat
neck
They are slow runners. They run slowly. relax
nose
You are a careful eater. You eat carefully .
shoulder
I am a noisy breather. I breathe noisily .
stomach
• Add -ly or -ilv to an adjective to form most adverbs of manner. throat
• The adverb follows the verb. toe
• Adverbs of manner describe how someth ing is done. tooth (teeth, plural)
How questions wrist
Questions with adverbs Answers Health

problems
How often do you drink coffee? Three times a day. a backache
How long do you sleep every night? About six hours . a co ld
How well do you relax? Not very well. I a cough
Extremely well. an earache
a fever
Questions with adjectives Answers
the flu
How healthy is your diet? Somewhat healthy. a headache
How stressed are you? Pretty stressed. a sore throat
a stomachache
Questions with quantifiers Answers a toothache
How many cups of coffee do you drink? Three cups .
How much sleep do you get? Quite a bit. Functions
• In questions , use how before an adverb, an adjective, or a quantifier. Saying how you feel
• H o11· + adjective is usually fo ll owed by the ve rb be (not do). I'm not feeling well.
I don't feel so good.
I feel awful.
Wishing someone well

Take it easy.
Get well soon.
I hope you feel better.
T-237 Photocopiable © Cambridge University Press

Language summary
Grammar Vocabulary
Verb + infinitive or gerund Types of TV shows Television
a ca rtoon commercial s
Verb+ infinitive Verb+ gerund Verb + gerund
a documentary fast-forward
or infinitive
a drama publi c TV
I want to watch my I enjoy watching I like to watch I watching a game show record
favorite TV show. sports on TV. cartoons. a reality show remote control
My brother hopes to He dislikes watching We love to see I seeing a sitcom reruns
buy a new TV soon. reality TV shows . famous actors. a soap opera satellite TV
She prefers to listen I a talk show skip
listening to the radio . the news
I hate to watch I watching
talk shows.
Functions
• An infinitive is to+ verb. A gerund is verb+ -ing.
• Some verbs (hope, want) are followed by infinitives.
Agreeing with an opinion
• Some verbs (enjoy, dislike) are followed by gerunds. I agree .
• Some ve rbs (like, love, prefe1; hate) are fo ll owed by a gerund or infinitive, with no I agree with you.
difference in meaning. I think so, too .
Present continuous for future plans Disagreeing with an opinion

I disagree .
Wh- questions I don 't really agree .
am I I'm afraid I disagree.
are you
is he
What is she doing tonight?
is it
are we
are you
are they

am I am not
You are You are not
He is He is not
She is watching TV. She is not watching TV.
It is It is not
We are We are not
You are You are not
They are They are not
•In affirmative statements, you can use the contractions 'm, 're, or 's.
• In negative statements, yo u can use the contraction s '111 not, 're not or aren 't, or 's not
or isn 't.
Yes I No questions Short answers Short answers

Am you are . you aren't.
Are you I am . I'm not.
Is he he is. he isn't.
Is she coming over? Yes, she is . No , she isn't.
Is it it is . it isn't.
Are we you are. you aren't.
Are you we are . we aren't.
Are they they are. they aren't.
Photocopiable @ Cambridge University Press T-238

unit
Language summary
Grammar Vocabulary
Comparative adjectives Opposites Adjectives
big I smal l to describe
Adjectives with one Affirmative statements with clothing
expensive I cheap
or two syllables comparative adjectives baggy
heavy I Iight
This laptop is light. This laptop is lighter than the other one. loud I quiet bright
Your camera is nice . Your camera is nicer than mine . slow I fa st comfortable
The new printer is fast. The new printer is faster than the old one . thick I thin plain
The laptop is slow. The laptop is slower than the desktop. pretty
This ca r is quiet. This car is quieter than mine. tight
This ce ll phone is thin. This cell phone is thinner than that one. ugly
Your watch is big. Your watch is bigger than mine. uncomfortable
The red phone is heavy. The red phone is heavier than the white one.
Adjectives with three Affirmative statements with Functions
or more syllables comparatives
Bargaining for a lower price
The laptop is expensive. The laptop is more expensive than the How about ... ?
desktop. The desktop is less expensive . Will you take . . . ?
The new camera is difficult The new camera is more difficult to use than Would you take ... ?
to use. my old one. The old camera is less
difficult to use than my new one . Suggesting a different price
You can have it I them for .. .
Irregular adjectives Affirmative statements with I'll let you have it I them for . . .
comparatives I'll give it I them to you for .. .
The new printer is good . The new printer is better than my old one .
The new cell phone is bad . The new ce ll phone is worse than my old one .
• To fo rm comparatives of adjectives with one or two syllab les, add -er.

• For adjectives end ing with vowe l +con sonant, double the consonant before
add ing -er (big - bigge r).
• For adjectives ending with -y, replace the -y with -ier (heavy - heavier) .
• To fo rm comparatives of adjectives with three or more sy ll ables, use more I
less+ adjective.
• Use co mparative adjectives to compare or contrast two things.
Enough and too

Enough before nouns
Do you have enough money for the jacket?
I don't have enough time to try it on.
I have enough shirts . I don't need a new one .
Enough after adjectives

Is the dress small enough ?
The pants aren't long enough . I'm tal l.
This shi rt is big enough . It fits well.
Too before adjectives

Are the pants too large?
The shoes aren 't too small. They fit wel I.
The belt is too big. Do you have a smaller one?
• Enough means " the right amount of' something ."

• Too means "more than necessary or poss ibl e."
T -239 Photocopiable © Cambridge University Press

Language summary
Grammar Vocabulary
Should for recommendations; can for possibility Places to see Adjectives to
botanical gardens describe cities
Wh- questions
castle beautiful
Where fountain clean
Why should I I you I he I she I we I they travel ? monument dangerous
When can palace dirty
How often pyramid modern
What should I I you I he I she I we I they visit? square relaxing
What places ca n statue safe
stressful
traditional
You sho uld go to the palace. You shouldn't see it in one day. ugly
You can ta ke trains and taxis. You can't walk everywhere.
Yes I no questions Short answers Short answers Functions

Affirmative Negative Asking for a recommendati o n
Should I see the square? Yes, you should . No, you shouldn't. What would you recommend doing there?
Can I fin d statues there? Yes, you can . No, you can't. What would you suggest doing there?
What do you think I should do there?
• Should and can are special types of verbs called modals. Use them with a main
Giving a recommendation
verb in base form.
I'd recommend going ...
• Do not use third-person singular-sin sentences with should and can.
• Use should to express advice I recommendations. I'd suggest going ...
• Use can for things that are possible or not possible. I think you should go . ..
Superlative adjectives
Adjectives with one Affirmative statements with
syllable superlatives
This city is clean . This is the cleanest city in the country.
The neighborhood is safe . It's the safest neighborhood in the city.
Is the park big? It's the biggest park in Tokyo.
Is the hotel ugly? It's the ugliest hotel in town.
Adjectives with two or Affirmative statements with
more syllables comparatives
The building is modern . It's the most modern building here.
The fountain is beautiful. It's the most beautiful fountain in Italy.
Irregular adjectives Affirmative statements with
comparatives
The restaurant is good . It's the best restaurant in the city.
The restaurant is bad . It's the worst restaurant in the city.
• To form superlatives of adjectives with one syllable, add -est.

• For adjectives ending with vowel +consonant or two, doub les the consonant before
add ing -er (b ig - biggest).
• For adjectives ending with -y, replace -y with -iest (ugly - ugliest).
•To form superlatives of adjectives with three or more syllables, add use the
most+ adjective.
• When comparing three or more things , use superlatives to show th e most.
Photocopiable © Cambridge University Press T-240

unit
Language summary
Grammar Vocabulary
Was I Were born Careers Personality
ast ronaut adjectives
Wh- questions brave
at hlete
When was I I he I she I it born ? composer caring
Where were yo u I we I th ey born ? des igner determined
director honest
Affirmative statements Negative statements inspiring
explorer
was I wasn't po litician inte lligent
You were You weren't scientist passionate
He was He wasn't ta lented
She was born in Peru. She wasn't born in Braz il .
It was It wasn't
Functions
We were We weren't
You were You weren 't Expressing certainty
They were They weren't I'm positive .
I'm certain.
Yes I no questions Short answers Short answers I'm sure.
Affirmative Negative Expressing uncertainty
Was he born in 1879? Yes, he was . No, he wasn't. I'm not sure, but I think .. .
We re they born in Mexico? Yes, t hey were. No, th ey weren't. I'm not certain, but I think .. .
He was born in 1879. NOT He bom:ed in 1879. He was homed in 1879. I'm not positive, but I think .. .
Past of be
Wh- questions
Where was I I he I she I it on Sunday?
When were you I we I they t here?

Van Gogh was an artist. He wasn't an athl ete.
Reagan and Washi ngton were Reagan and Washington
U.S. presidents. weren 't sc ienti sts.

Was van Gogh an arti st? Yes, he was . No, he wasn't.
Were Ronald Reagan and Yes , they were . No, t hey weren't.
George Washington alive
at the same time?
• Use the past of be for actions that were completed in the past or fo r states of bei ng in
the past (s uch as where peop le lived, or what their jobs were).
Period of time + ago

I finished my research paper three days ago.
Diego Rivera died more t han 50 years ago.
I saw the new action movie a week ago.
• Use ago with periods of time, not spec ific times or dates .
• Use ago to refer to a period of time in the past in relation to the present moment.
T-241 Photocopiab/e © Cambridge University Press

unit
Language summary
Grammar Vocabulary
Articles Menu items Interesting food
appetizers avocados
Alan
cheese ravioli blue cheese
Let 's go to a restaurant. cheesecake carrot juice
I'd like an ice cream cone . chicken stir-fry dates
crab cakes frozen yogurt
Some desserts oysters
I know some good restaurants here . French fries plantains
Let's get some ice cream . fruit salad seaweed
garlic bread soy milk
The ice cream squid
lamb cho ps
Let's go to the restaurant on 6th Avenue .
main dishes
I love the ice cream at Wor ld Cafe .
mashed potatoes
• Use a I an before a no nspec ific singul a r co unt noun . (a no un is nonspecific when it mixed vegetable s
does n' t matter which o ne you are talking abo ut). onion rings
• Use some before a non spec ific plural count noun or a noncount noun. pie
• Use th e befo re a specifi c count or noncount noun (a noun is specific whe n both rice
speaker and li stener unde rstand which thing they are talking about, OR when it is side di shes
the second me nti on of th e noun ).
steak
• Use an before vowe l sounds.
tomato soup
Present perfect for experience
Wh- questions Functions
What have I I you I we I they eaten ? Ordering food
Where has he I she I it eaten ? I'll have ... , please .
I'd like ... , please .
Affirmative statements Negative statements Can I have ... , please?
have I haven't
Checking information
You have You haven't
Let me check that.
He has He hasn't
Let me read that back.
She has eaten . She hasn't eaten .
Let me repeat that.
It has It hasn't
We have We haven't
You have You haven't
They have They haven't
• In affirmative stateme nts, yo u can use the contrac tions 've a nd 's .
In negati ve stateme nts, you can use the contractions 've not and 's not.

Have you have . you haven't.
Ha ve you I have . I hasn't.
Has he he has . he hasn't.
Has she eaten ? Yes, she has . No , she hasn't.
Has it it has . it hasn't.
Have we you have . you haven't.
Ha ve you we have . we haven't.
Have th ey they have . they haven't.
• Use the present perfect to talk abo ut experi e nces betwee n some point in the past
and now.
Photocopiable © Cambridge University Press T -242

unit
Language summary
Grammar Vocabulary
So, too, either, and neither Types of movies Types of music

an action movie blues
Affirmative statements Agreement Disagreement an animated movie classical
I'm a fan of comedies. So am I. I I am , too. Oh, I'm not. a comedy country
I like to watch dramas. So do I. I I do , too. Oh, I don't. a drama folk
a horror movie hip-hop
Negative statements Agreement Disagreement
a musical jazz
I'm not a fan of comedies . Neither am I. I I'm not, either. Oh, I am . a science-fiction pop
I don 't like to watch dramas. Neither do I. I I don't, either. Oh , I do . movie reggae
a western rock
• Use so am I I I am, roo to agree with affirmative statements with th e verb be.
tech no
• Use so do I I I do, too to agree with statements that use other verbs in the simple present.
• Use a negative form of be or do to disagree with affirmati ve statements.
• Use neither am I I I 'm not, either to agree with negative statements with the verb be. Functions
• Use neither do I I I don't, either to agree with negative statements that use other verbs.
• Use an affirmative form of be or do to disagree with negative statements. Asking for suggestions
Do you have any suggestions?
Determiners What do you suggest?
Determiner + plural noun Any suggestions 7
All of Giving a suggestion

Most of Let's ...
A lot of my friends like jazz. Why don't we . . . ?
Some of We could ...
Not many of
None of
Determiner+ plural pronouns
All of
Most of
A lot of them like jazz.
Some of us
Not many of
None of
•These determiners come before plura l nouns (or pronouns th em I us) and answer the
questi on how many?
• Determiners show general quanti ties of something, not specific numbers (compare:
some of' th e students; ji ve students). They range from 100% of something (all of)
to 0% (none o,f).
• Use of + the or of+ possessive adjective before a noun.
Most of my fri ends OR Most of the studenrs.
OT Most offrimds OR Most tJf Slt1dc>1ls.
T-243 Photocopiable © Cambridge University Press

unit
Language summary
Grammar Vocabulary
Infinitives of purpose Personal goals Milestones
get a credit card buy a house
Statement with infinitive Meaning
join a gym get promoted
I'm saving money to travel next I'm saving money because I want to learn an instrument go to college
summer. travel next summer. lose weight graduate from
We exercise to lose weight. We exercise because we want to lose make more friends high school
weight. pass a test rent an
She studied hard to get good She studied hard because she wanted sa ve money apartment
grades . to get good grades. start a new hobby retire
work I study harder start a ca reer
•An infiniti ve ( 10 +verb) can state the reason for or purpose of something; it can
answer th e questi on why? and rep lace a clause w ith because. get married
• Infinitives of purpose can appear in sentences using any verb ten se or time frame. start school
Will for predictions

Functions
Questions with will
Reacting to bad news
What do you think you' ll do next summer?
That's too bad.
Do you think you' ll get a job?
That 's a shame .
Will you rent an apartment or will you buy a house?
I'm sorry to hear that.
Affirmative statements Negative statements Reacting to good news
I will take English classes. I won't take Engli sh classes. That's wonderful!
He'll work part-time . He won't work part-time. That 's great to hear!
We' ll take a trip. We won't take a trip . I'm happy to hear that!
They' ll have a big party. They won't have a big party.
• Will is fo llowed by the base form of the main verb.

• Do not use third-person singu lar -s in sentences w ith will.
• In affirmative statements, you can use the contraction 'LI.
• In negative statements, you can use the contractions won't or 'LI not.
• Will shows certainty about future prediction s
May, might for possibility

I may take English classes . I may not take English classes.
I might take English c lasses. I might not take English c lasses .
He may work part-time . He may not work part-time.
He might work part-time. He might not work part-time.
We may take a trip. We may not take a trip.
We may not take a t rip. We might not take a trip.
They may have a big party. They may not have a big party.
They might have a big party. They might not have a big part y.
• Use may and might with a main verb. Do not change the form of may I might or the
main verb with he, she, or it.
• May and might for future possibility do not contract.
• May and might show future poss ibility There is no difference in mean ing between the
two verbs .
• May and might are often used with the phrases I don 't really know or I'm not sure.
Photocopiable © Cambridge University Press T -244

Credits
Four Corners Student's Book 2
Illustration credits Text credits
Tom Garrett: 5, 15, 17, 45, 65, 69, 115, 128, 130; John Goodwin: 4, 13, 21, The authors and publishers are grateful for permission to reprint the following
23 ( top), 49 ( top), 103, 135; Kim Johnson: 2, 10 (bottom) , 20, 24, 30, 36, items: 122 Adapted from "NYers Of The Week: Two Students Raise Fund s For
46, 50, 60, 70, 71, 80, 100, 110, 119; Bill Ledger: 39, 47, 86, 106, 121; Harlem Baseball Teams " by josh Robin, www.nyl.com, June 19, 2009 . Copyright
Dean MacAdam: 19, 2 7, 40, 49 (bottom), 90, 107, 111 , 117, 120, 140, 144; © 20 10. Reprinted with permission from NYl News. Every effort has been made
Garry Parsons: 16, 59, 66, 97, 127, 139; Maria Rabinky: 31, 32, 133, 134; to trace the owners of copyrighted materi al in this book. We would be grateful
Cristina Sa mpaio: 10 ( top), 48, 116; Rob Schuster: 23 (bottom), 66, 69, 89, to hear from anyone who reco gnizes hi s or her copyrighted mate rial and who is
125, 148 unacknowledged. We will be pleased to make the necessary correction s in future
ed itions of the book.
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from top left) © Martin Lee / Alamy; © Alamy; © Photo Edit; © Pankaj tt lnsy Shah/ Bakery; © Blend Images/Getty Images; © Mark Bassett/Alamy; © Benjamin
Getty Images; © Alamy; © Brand X/ Getty Images; © Media Bakery; © Alamy; Shearn/ Getty Images; © lnmagine; © lnmagine; 112 (clockwise from top left)
51 ( top) © Mike Powell/Getty Images; (bottom row, left to ri3ht) © Media © AFP / Getty Images; © Getty Images; © Newscom; © AFP/Ge tty Images; 113 ( top
Bakery; © Upper Cut Images/ Getty Images; © JG Photography/Alamy; © Larsen tt to bottom) © AP/Wide World Photos; © John Parra/Ge tty Images; 116 (left to
Talbert/ Getty Images; 52 © Nicole Balch/ Getty Images; 53 (all) © Shutterstock; ri3ht) © Media Bakery; © Shutterstock; © Yel low Dog Productions/ Alamy; 118
55 (TV frames, all) © Shutterstock; (TV shows, clockwise from top left) © Everett (both) © Frank Veronsky; 120 (top row, left to ri3ht) © Media Bakery; © Blend
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Spelling Productions/Everett Co llection; © Fox/Ge tty Images; © Pictorial Press Ltd ./ ri3ht) © Dirk Anschutz/ Getty Images; © lnsadco Photography/ Alamy; © Bellurget
Alamy; 56 (top row, left to ri3ht) © Blend Images/ Getty Images; © Paramount/ Jean Louis/ Getty Images; (bottom row, left to ri3ht) © Image Source/Getty
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© NB C/Evere tt Co llection; © CBS/Everett Co llection; © Walt Disney Studios Motion Harlem; 123 © Courtesy of Suzanne Lefebre; 126 © Blend Images/Getty Images;
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Alamy; ©Scott Olson/ Getty Images; 77 (left to ri3ht) © Alamy; © Wendy Connett/ Archive/Getty Images; Everett Collection; © Popperfoto/Getty Images; © Hulton
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Alamy; © Nie Cleave Photography/Alamy; © Shutterstock (bottom row, left to Wide World Photos; © AP/Wide World Photos; © AP/Wide World Photos; © AP/ Wide
ri3ht) © Alamy; © Media Bakery; © Shutterstock; 80 (clockwise from top left) World Photos; © David R. Anchuelo/Getty Im ages; 149 (clockwise from top left)
©Sh utterstock; © Media Bakery; © Shutterstock; © Sarni Sarkis Provence/ Alamy; © Kobal; © Everett Collection; © Mary Evans/LUCAS FILM/ Ronald Grant/ Everett
© Jeff Spielma n/ Getty Images; 81 © Shutterstock; 83 © Tony Anderson/Getty Collection; © Advertising Archive/ Everett Collection ; © Pictorial Press Ltd ./Alamy;
Images; 85 (left, top to bottom) © Sh utterstock; © AP/Wide World Photos; © Everett Collection; © Newscom; © Kobal; 150 © Newscom; 151 © Colin Raw/ Getty
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T-245
Credits
Four Corners Teacher's Edition 2
Illustration credits
Garry Parsons: T-1 88, T- 197; Nesbitt Graphi cs, Inc: T-196 (bottom)
Photography credits
T-177 ( top ) , T-178, T-17 9, T-180, T-181 , T-182, T-184, T-185, T-186, T-187,
T-190, T- 193, T-194, T-195 (bottom), T-196 ( top), T-197, T-199 (bottom) Video
screen grabs courtesy of Steadman Productions, Boston, MA; T-177 (middle,
clockwise from top left) © Photosani - Fotolia.com, © Gunter Menzl - Fotolia.
com, yang yu - Fotolia.com , © Chuck Franklin I Alamy; T-183 (clockwise from
top left) © Christy Thompson - Fotolia.com, © MAXFX - Fotolia.com, © vasina
Nazarenko - Fotoli a.com, © Karen Moskowitz/ Getty Images, © Janis Smits -
Fotolia.com, © Sergey Peterman - Fotolia.com; T-189 © Kheng Guan Toh -
Fotolia.com; T-191 (clockwise from top left) © MyTrainArt - Fotolia .com, ©
Sunny Images - Fotolia.com, © Marco - Fotolia.com, © Chuck Terry - Fotolia.com,
© Pavel Losevsky - Fotolia.com; T-192 © Sheila Joynes - Fotolia.com; T-195
( top, left to ri3ht) © DTPhoto - Fotolia.com, © fotogal - Fotolia.com, © Denisa V
- Fotolia.com, © canelle - Fotolia.com; T-196 (clockwise from top left) © DUSAN
ZIDAR/S hutterstock, © Sandra van der Steen/Shutterstock, © svry/Shutterstock,
© Hannamariah/Shutterstock; T-198 © Michael Ochs Archives /Getty Images;
T-1 99 (clockwise from top left) © Lane Erickson - Fotolia.com, © Ruth Black -
Fotolia.com, © David Jungina - Fotolia.com, © debr22pics - Fotolia.com, ©
Barbara Dudzinska - Fotoli a.co m; T-200 © nyul - Fotolia.com
T-246
Authors' acknowledgments
Many people contributed to the development of Four Corners. The authors and publi sher would like
to particularly thank the following reviewers :
Nele Noe, Academy for Educational Development, Qatar Star College-Cy-Fair, Cyp re ss, TX, USA; Alice Ya -fen Chou, National
Independent Secondary School for Girls, Doha, Qatar; Yuan-hsun Taiwan University of Science and Technology, Taipei, Taiwan;
Chuang, Soo Chow University, Taipei, Taiwa n; Ce lso Frade and Gregory Hadley, Niigata University of International and Information
Sonia Maria Baccari de Godoy, Associac;ao Alumni, Sao Paulo, Studies, Department of Information Culture, Niigata-shi, Japan ;
Brazil; Pablo Stucchi, Antonio Raimondi School and Institute Raymond Dreyer, Northern Essex Community College, Lawrence,
San Ignacio de Loyola, Lima, Peru; Kari Miller, Binational Center, MA, USA; Ma ry Keter Terzian Megale, One Way Llnguas-Suzano,
Quito , Ecuador; Alex K. Oliveira, Boston University, Boston, MA, Sao Paulo, Brazil; Jason Moser, Osaka Shoin Joshi University,
USA; Elisabeth Blom, Casa Thomas Jefferson , Brasilia, Brazil; Kashiba-shi, Japan; Bonnie Cheeseman, Pasadena Community
Henry Grant, CCBEU - Campinas, Campinas, Brazil; Maria do College and UCLA American Language Center, Los Angeles, CA,
Ro sario, CCBEU - Franca, Franca, Brazil; Ane Cibele Palma, CCBEU USA; Simon Banha, Phil Young's English School, Curitiba, Brazil ;
Inter Americano, Curit iba, Brazil; Elen Flavia Penques da Costa, Oh Jun II , Pukyong National University, Busan, Korea; Carmen
Centro de Cultura ldiomas - Taubate, Tau bate, Brazil; ln ara Lu cia Gehrke, Quatrum English Schools, Port o Al egre, Brazil; Atsuko K.
Castillo Couto, CEL LEP - Sao Paulo, Sao Paulo, Brazil; Geysa de Yamazaki, Shibaura Institute of Technology, Saitama, Japan; Wen
Azevedo Moreira, Centro Cultural Brasil Estados Unidos (CCBEU hsiang Su, Shi Chien University, Kaohsiung Campus, Kaohsiung,
Belem ), Belem, Brazil; Sonia Patricia Cardoso, Centro de ldiomas Taiwan; Richmond Stroupe, Soka University, World Language Center,
Universidad Manuela Beltran , Barrio Cedritos, Colombia; Geraldine Hachioji, Tokyo, Japan; Lynn e Kim, Sun Moon University (Institute
ltiago Losada, Centro Universitario Grupo Sol (Musali), Mexico City, for Language Education), Cheon An City, Chung Nam, Korea; Hiroko
Mexico; Nick Hilmers, DePaul University, Chicago, IL, USA; Monica Nishikage, Taisho University, Tokyo, Japan; Diana Pena Munoz
L. Montemayor Menchaca, EDIMSA, Metepec, Mexico; An ge la and Zaira Kuri, The Anglo, Mexico City, Mexico; Alistair Campbell,
Whitby, Edu-ldiomas Language School, Cholula, Puebla, Mexico; Tokyo University of Technology, Tokyo, Japan; Song-won Kim , TTI
Mary Segovia, El Monte Rosemead Adult School, Rosemead, CA, (Teacher's Training Institute), Seoul, Korea; Nancy Alarcon , UNAM
USA; Dr. Deborah Al d red , ELS Language Centers, Middle East Region , FES Zaragoza Language Center, Mexico City, Mexico; Laura Emilia
Abu Dhabi, United Arab Emirates; Leslie Lott, Embassy CES, Ft. Fierro Lopez, Universidad Aut6noma de Baja California, Mexicali ,
Lauderdale, FL, USA; M. Martha Lengeling, Escuela de ldiomas, Mexico; Maria del Rocio Domingeuz Gaona, Universidad Aut6noma
Guanajuato, Mexico; Pablo Fri as, Escuela de ldiomas UNAPEC, Santo de Baja California, Tiju ana, Mexico; Saul Santos Garcia, Universidad
Domingo, Dominican Republic; Tracy Vande rh oek, ESL Language Aut6noma de Nayarit, Nayarit, Mexico; Christian Melendez,
Center, Toronto, Canada; Kris Vicca and Michael Mccollister, Feng Universidad Cat61ica de El Salvador, San Salvador, El Salvador;
Chia University, Taichung, Taiwan; Flavia Patricia do Nascime nto lrasema Mora Pablo, Universidad de Guanajuato, Guanajuato,
Martins, First ldiomas, Sorocaba, Brazil; Andrea Taylor, Florida Mexico; Alberto Peto, Universidad de Oxaca, Tehuantepec, Mexico;
State University in Panama, Panama, Panama; Carlos Lizarraga Carolina Rodriguez Beltan, Universidad Manuela Beltran , Centro
Gonzalez, Groupe Educative Angloamericano, Mexico City, Mexico; Colombo Americano, and Universidad Jorge Tadeo Lozano, Bogota,
Dr. Martin Endley, Hanyang University, Seou l, Korea; Mauro Luiz Co lombia; Nidia Milena Molina Rodriguez, Universidad Manuela
Pinheiro, IBEU Ceara, Ceara, Brazil; Ana Lucia da Costa Maia de Beltran and Universidad Militar Nueva Granada, Bogota, Colombia;
Almeida, IBEU Copacabana, Copacabana, Brazil; Ana Lucia Alm eid a, Yolima Perez Ari as, Universidad Nacional de Colombia, Bogota,
Eli sa Borges, IBEU Rio, Rio de Janeiro, Brazil; Maristela Silva, ICBEU Colombia; Hector Vazquez Garcia, Universidad Nacional Aut6noma
Manaus, Manaus, Brazil; Magaly Mendes Lemos, ICBEU Sao Jose de Mexico, Mexico City, Mexico; Pilar Barrera, Universidad Tecnica
dos Campos, Sao Jose dos Campos, Brazil; Augusto Pelligrini Filh o, de Ambato, Amb ato, Ecuador; Deborah Hul ston , University of
ICBEU Sao Luis, Sao Luis, Brazil; Leo nardo Mercado, ICPNA, Lima, Regina, Regina, Canada; Rebecca J. Shelton, Valparaiso University,
Peru ; Lu cia Rangel Lugo, Institute Tecnol6gico de San Luis Potosi, Interlink Language Center, Valparaiso, IN, USA; Tae Lee, Yonsei
San Luis Potosi, Mexico; Maria Guadalupe Hernandez Lozada, University, Seodaemun-gu, Seou l, Korea; Claudia Thereza
Institute Tecnol6gico de Tlalnepantla, Tlalnepantla de Baz, Mexico; Nascimento Mendes, York Language Institute, Rio de Janeiro, Brazil;
Greg Jankunis, International Education Service, To kyo, Japan; Jamila Jenny Hakam, ELT Consultant, Muscat, Oman; Stephanie
Karen Stewart, International House Veracruz, Veracruz, Mexico; Smit h, ELT Consultant, Au stin, TX, USA.
George Truscott, Kinki University, Osaka, Japan; Bo-Kyung Lee,
Hankuk University of Foreign Studies, Seou l, Korea; Andy Burki, The authors would also like to thank the Four Corners editorial ,
Korea University, International Foreign Language School, Seou l, production, and new med ia teams, as well as the Cambridge
Korea; Jinseo Noh, Kwangwoon University, Seoul, Korea; Nadezhda University Press staff and advisors arou nd the world for their
Nazaren ko, Lone Star College, Hou ston, TX, USA; Carolyn Ho, Lone contributions and tireless commitment to quality.
T-247

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Jack C.

Richards· David Bohlke

Cambridge University Press

© Cambridge University Press 20 12

This publication is in copyright. Subject to statutory exception

First published 2012

Printed in Hong Kong, China, by Golden Cup Printing Company Limited

ISBN 978-0-521-12716-5 Student's Book 2 with Self-study CD-ROM

For a full list of components, visit www.cambridge.org/fourcorners

Cambridge University Press has no responsibility for the persistence or

Book design: Adventure House, NYC

Welcome Unit Pages 2- 3 Students can ... Classroom instructions

Descriptions Students can ... What . . . like?; be + Personality adjectives

Life at home Students can ... How many/much; Things in a home

Interactions: Listening: Reading: • Interview about interests

Interactions: Listening: Reading: • Descriptions of family member personalities

Interactions: Listening: Reading: • True or false information about the weather

Interactions: Listening: Reading: • Discussion about homes

Interactions: Listening: Reading: • Instructions

Interactions: Listening: Reading: • "Find someone who" activity about TV preferences

vi Scope and sequence

Interactions: Listening: Reading: • Comparison of products

Interactions: Listening: Reading: • Discussion about things to do in one day

Interactions: Listening: Reading: • Guessing game about famous people

Interactions: Listening: Reading: • Discussion about eating out

Interactions: Listening: Reading: • Movie talk

Interactions: Listening: Reading: • Discussion about changes

Scope and sequence vii

The approach 4. F luency

After you have finished the Warm-up activities point to

Classware Classware presentation software can be used on an interactive whiteboard

For a co mpl ete li st of components, visit www.cambridge.org/fourcorners or contact your local

Vocabulary It's extremely cold.

• Uses illustrations, photos, definitions, and activities to aid , Weather Temperature

• Previews the meaning and use of the target grammar in a

• Provides personalized oral practice ............... .,._.

~ Grammar .. Adverbs of intensity; quantifiers with verbs

I . It snows in Moscow in the winter. (a lot)

• Relates directly to the learning outcome of the lesson

B Pair work Read yoor sentences. Your partne1

B listen 10 the conve~t ion. Whtre are 1he thrtt peoplel

D Numbc1 the sentences from 1 to 6. Then compare with a pa11ne1

2 Listening When's a good time to visit'

• Relates directly to the learning outcome • What'stheweatherlikethenl

8 Group work Share your opinions wnh

I can ask for and give en op1mon.

I'd like to lay chess.

a board game coo ldes a jigsaw puzzle popcorn

a bake b.do <do d. make

e. make I. play g. play h.take

• Provides structured listening and speaking practice Evan: Wecanmakesornepopcorn, too

Listen totheirconversationla terintheday.

8 Pair wo r k Make true sentences with r'd like IO or 1woufdn'i like IO

5 Speaking I'd like to .. • Focuses on aspects of pronunciation such as word stress,

f can talk abour whar I would !tke to do

Where would you like to go?

Spring can amw: in February in Victoria on the wcit rout. In

Sumn~r brings warm to hot weather from May ro September.

Fall brings oool 1tmprr.1.turcs in ~pt<'mlx-r and October. lf1 a

Snow lxgms 10 fall m NCM"mber,and tcmpcntura drop. lli) I

2 Writing An email to a friend

• what isyourfriend'sname! • Whendoyouplantovisit?

Writing f Kate Spencer to Hee·jin Choi

• Provides a variety of real-world text types, such as emails, HiHee-j in,

FC2 Teacher's Book

FC2 Teacher's Book