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SECOND EDITION
Brian Abbs • Chris Barker. Ingrid Freebairn
with JJ Wi son and Stella Reilly
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PEA RSON
Lonzrnani
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Postca rds 2, Second Edition
Authorized adaptation from the United Kingdom edition,
entitled Snapshot. first edition, published by Pearson
Education.Limited publishing under its Longman imprint.
Copyright © 1998.
American Engli sh adaptation, published by Pearson
Educati on, Inc. Copyrig ht © 2008.
Copyright ©2008 by Pea rson Education, Inc.
All rights rese rved. No part of this publication may be
rep rod uced, stored in a retr ieval system, or transmitted
in any form or by a ny means, electronic, mechanical,
photocopyi ng, recordi ng, or otherwise, wit hout the prior
permiss ion of the publisher.
Pea rson Educati on, 10 Bank Street, White Plains. NY10606
Staff credits: The people who made up the Postcards 2,
Second Edition team, representing editorial, prod uction,
design , and ma nufactu ring, a re Aerin Csigay, Dave
Dickey, Nancy Flaggman, Ann France, Geraldine
Cen iusas, Charles Gr een, Mike Kemper, Dana Klinek,
Ed Larnpr ich, Mel issa Leyva, Liza Pleva, and Stella Reilly.
Cover an d text design : Ann Fran ce
Text composition: TSI Grap hics
Text font: 1'1 / 14 pal at ine
ISBl -13: 978-0-13-8 15045-7
ISBN-"IO: 0-13-815045-1
1 2 34 5 6 78 91O-QWD- 13121110 09
Illustrationcredits
Mark Coll ins: p. 2 (top); Francois Escalmel, p. 23; Tim
Hagger ty: pp. 18,74,86, 111; Peter Gunther: p. 69; Bria n
Hug hes : pp. 5,12; Alan Neider : p.78; Chris Reed : pp. 19,
40,54, 101; Bar t Rivers, pp. 50, 81, 121; Robert Roper : p. 65;
And rew Shiff: pp. 44, 70, 85; Jim Starr: pp. 22, 106; Anna
Vc1tfort: p. 28.
Text credits
P: 2 Source for Harry Potter's family tre e: wikipedia.org:
p. 20 "Becoming a Fat Nation," adap ted from USA TODAY,
February 19, 2002; p. 40 Source of chart: U.S. Bureau of
the Census: p. 68 "A Modern-day Mozart," ad apted from
60 Mi nutes' "Prodigy 12, Compared to Mozart," Novemb er
28,2004; P: 76 "A Laught er a Day Keeps the Doctor Away,"
adapt ed from "Community Hero: Dr. Madan Kataria" by
Wendy Jewel l, which appeared on www..laughteryoga.org;
p. '103 Rules of behavior, adapted from 'Teaching Manne rs
in a Manner-less World" by Ellen R. Delisi o, wh ich
appe ared on ed ucat ion-world.com.
Photo credits
All anginal photography by Stephen Og ilvey; cove r
(city) David Notan/ Getty Images, (button) Da rlin g
Kindcrsley: borders (globe) Larry Wil1iams/Corbis,
(clouds) Royal ty-Frec/ Corbis: p. 2 (friends ) Leland
Bobbc/ Corbis, (classmates) WizData, Inc./Shutter stock.
com; p. 9 And res Rod riguez/Shutt erstock.com; p. 11
(top) Andrew Redington/ Get ty images, (bottom) Fabrice
Coffrini /Cetty Ima ges: p. 14 Shu tterstock.com: p. 15
Shutterstock. corn: P:20 (top) Bananabt ock/ age fotostock,
(bottom) Mar k Richards/Photoli dit: p. 26 Pearson
Educat ion/ Peter Lake: p. 30 Bavaria/ Gett y Images; P: 32
(top) David Young-wolf f/Photolid it, (middle left) Darling
Kinde rsley. (middle right) Dor ling Kinderslcy, (bottom
left) Cra ig}. Brown/Index Stock Imagery; p. 33 (top)
Dorling Kindersley, (bottom) Dorli ng Kinderslcy: p. 36
(biking) myli fe photos/ age fotostock, (hockey) Dennis
Macfronald/agc fotos tock, (skateboar ding) Hemera/ age
fotost ock, (sw imming) Joh n Cu mming/ age fotostock,
(table tennis) Image OJ/ age fotostock, (bowling) jose
Mari a Riola/ age fotost ock, (camp ing) imagelOO/a gc
fotostock, (running) SuperStock/ age fot ostock, (roc k
cli mbing) Cate Frosc/Shut tcrstock.com, (wall climbing)
S. Pala zov/ Shutterstock.com; p. 51 Royalt y-Frce/ Corbis,
(lamp) Steve Horrell/ Photo Researchers, Inc.; p. 52 (left)
Kaz Chiba/ Ce tt y Images, (right) Thomas Northcut/
Get ty Images; p. 53 Contographer/ Corbis; p. 57 (1)
Lon don Feat ures Intern ati onal, (2) Idols Licensi ng and
Publicity ua, (3) Rex Feat ur es, (4) Big Pictu res; p. 58 (left)
Bobby Deill/RealDeaIPhoto/ Shuttcrstock.com, (righ t)
Jupiterirnages Corporation: p. 60 (a) Royalty-Free/ Corbis,
(b) Ch ri stophe Lovi ny/Corbis: p. 61 (c) Tom & Dee Ann
McCarthy/ Corbis, (d) Chri stine Osborne/ Corbis,
(e) National Galler y Collect ion by kind per mission of
the Trustees of t he Nat ional Callery, Londori/ Cor bis.
(f) Fra ns Lanting /Corhis; p. 66 (left) Ma ry Eva ns Pict ur e
Library /Al arny, (right) Victor ia & Albert Museum,
London/ Art Resource, NY; P: 75 Dyn amic Graphics
Croup/ Crcat as/ Alamy: p. 76 (left) Dr. Madan Kataria,
(right) AP Images; p. 79 (top) Vic Bidder / PhotoEdit,
(midd le left) Robert Bren ncr/Photolidit, (middle right)
James Leynsc/ Corbis, (bottom right) James Connelly/
Corbis, (bot tom left) FoodPix/Gett y Images; P: 80 (S<1 0
Pau lo) Angelo Cavall i/age fotostock, (New York) Sandra
Baker/Getty Images, (Chicago) Color Day Production/
Getty images, (Vancouver) Rob Atkins/ Cotty Images,
(Syd ney) Martin Mi schkulnig/ Cctty Images; p. 84
Mediolma ges/SuperStock; p. 88 (top) Ch risti e's Images/
Corbis, (midd le) Chri stophe Bolsvieu x/Corbis. (bottom)
Royalt y-Frce/ Corbis: p. 89 Jack Fields / Corbis: p. 93 (left)
Gregory Pacc/Corbis. (middle) Evan Agost ini / Getty
Images, (right) Pun it Paran jpe/Reuters/ Corb is, (bottom)
Business Wire/Getty lmages; p. 94 (top) ©2005 Marvel/
Corbis, (bottom) Warner Bros/DC Comics/The Ka bul
Collection; p. 96 (top) Sebastian D'Souza/ Getty Images,
(bottom) Sherw in Crasto/ Rcuters/Corbis: p. 99 Images;
p. 100 Pearson Educa tion/ Peter Lake; P: 102 (lop to
boncm) Grace/ zefa/ Corbis, Michelle D. Mil liman/
Shutterstock.corn, Pear son Educat ion/Peter La ke. Pearson
Educat ion /Peter Lake; p. 107 (top) Ron Watts / Cnrbis,
(middle) Tom Stewart/ Corbis. (bottom) Ga len Rowell /
Corbis: p.11 3 (top) Bananafltock/ age Iotostock. (bottom)
Bob Parduc/ Alamy: p. 116 (top) Et ienne George/ Corbis
Sygma. (middle) Kazuyosh i No mach i/Corbls, (bott om)
Royalt y-Free/ or bis: p. 117(top) Royalty-Frcc/ Corbis,
(bottom) Royalty-Free/Corbis: p. 'l l8 (left to right) Suz an/
All Action, Rex Features, Suzi Gibbons/ Red ferns, Rex
Features, David Redfern/ Redferns, J 1 i nternational /
Red ferns, Corbis, Peter Aitchison!All Actio n, Rex
Featu res; P: 119Corbis: P: 120 Aga & Miko Ma ternc/
Shutterstock.com; p. 122(top) licki Pardo/ Cetty Images.
(middle) Getty Images. (bottom) Arabia n Eye/ Get ty
Images: p. 123 (top) Kaz Chiba/Getty Images, (bottom)
Royalty-Frec/ Corbis; p. 124 Kenneth Garret t/ Getty
Images; P: 125 (top) Anne- larie Weber !Getty Images,
(bottom) Reuter. / Corbis: P: 126 (top left) Jeff Greenberg/
age fotostock, (top right ) Royalry-Free/Corbis, (bottom
left) Anders Ryman/Corbis, (bottom right) Macduff
Everton/Corbis; p. 127 arga ret Courtncy-Clarkc/ Corbis:
p. 128(top) AI-Nakheelldpa/Corbi s, (middle) Dynami
Earth Imaging/Photo Researchers, lnc.: p. 129 (bottom)
Stephanie Kuy endaI/ C rbis.
Contents
Scope and Sequence iv UN IT 8 I used todream of ... 70
Characters viii Progress check 77
Game 3 78
Lets get started. 2
Project 3 79
UNIT 1 Meet Alex and his friends. 6
UNIT 9 We were walking home ... 80
UNIT 2 Do youhaue any piua dough? 14
Wide Angle 3 88
Progress check 21
UNIT 10 You'rethe best inthe group. 90
Game 1
Project 1
22
23
Progress check 97
UN IT 3 #I re there anIJ chips left? 24
UNIT 11 Vou shouldn't be upset.
Game 4
98
106
Wide Angle 1 32
Project 4 107
UNIT 4 How often do !IOU go rode
climbing? 34
UNIT 12 I'll teach VOU if !IOU want
to learn. 108
Progress check 41
Progress check 115
UNIT 5 Ellerybodvs waiting tor us. 42
Wide Angle 4 116
Game 2 50
Fun with songs 1-4 118
roject 2 51
Focus on culture 1-4 122
UNIT 6 What are !IOU going to wear? 52
Fun with grammar 130
Pro gress check
Peer editing checklist 134
id e Angle 2
IT 7 You were awesome,Jllex!
Scope and Sequence
Unit
let!get started.
Meet Rlexandhis
friends.
Pages 6-13
00 you haue any piua
dough?
Pages 14-20
Communication
someone's personality
Give-and follow inst ructions
Grammar
Review of the simple prese nt
Possessive.pronouns: mine, yours (sinq.), hers, his,
ours, yours (pl .), theirs
Whose?
Coun t an d non count nouns
Imperatives (Commands)
Progress check Units 1 and 2 Test -taking tip: Be prepared.
Page 22
Game 1: Stomp, spin, and spell
Page 23
Project 1: A snapshot of a great snack
Make an offer THere is I There are wit h some a nd any
lire there any chips left?
Quest ions with How much and How many
Expressions of quant ity: a little, a few, a lot of,
not much, not many '
Pages 24-31

Pages 32-33 Wide Angle 1: International treats
Pages 34--40
How often do you go
rock climbing?
Express prefe re nces: would
rather
Adverbs of f reque ncy
Ex pressio ns of frequency
How often
Gerunds
Page 41 Progress check Units 3 and 4 Test -t aking ti p: Stay positive and relaxed.
Talk about wh at's going on The present con tinuous
Elferybody's waiting
now The simp le prese nt contrasted wit h th e
for us.
present cont inuous
Pages 42-49
Page 50 Game 2: Sentence charades
Page 51 Project 2: A snapshot of a special interest
'Talkabout clo thes to o + adjective; not + adjective + enough
What are !IOU going to
omment an d complime nt Present continuous for future arrangeme nts
wear?
Be going to + ver b fo r fut ure plan s,
int enti ons, and predict ions
Pages 52-58
Page 59 Progress check Units 5 and 6 Test -t aki ng tip: Keep your eyes on your own paper.
Pages 60-61 Wide Angle 2: What is beauty?
IV Scope and Sequence
Vocabulary Learn to learn
Personalit y traits Reading: Identify people from descriptions Expand your vocabulary Linking words in
Listening: LIsten fo r speci fic information to connected speech
complete a chart
Speaking: Describe people's personalit ies; Talk
about yourself
Writing: Write about your ideal person
f or various meals Reading: Read for specif ic informat ion Learn words that are Using stress and
Listening: Listen t o determine true and false often used t oget her int onation t o
information (collocations) strong feeli ngs
Speaking : Give and f ollow instructions
Writing: Make a poster on healthful eating
tips
Reading: Read to di scrimi nat e information
Listening: Listen t o identify true information
Discuss your react ions to errands;
Talk about a pl ace descri bed in a reading
Writing: Write about a shopping place
Reading: Read a bar graph
Listening: Listen for specific information
Speaking: Talk about w hat you like and don't
like doing w hen you don't have school
Writing: Write about what you like and don't
like doing during your f ree time
Reading: Read a blog for specif ic information
Listening: Listen to discrimi nat e information
Speaking : Talk about reasons for running late
Wr iting: Write about what usually happens at
school
Learn collocat ions with Woufdyou
food
Learn coll ocat ions in The sound 101in soccer
context
Role-play to pract ice Words begi nning with
English s + another consonant
Reading: Read for specific information Change nouns t o The pronunciat ion of
Listening: Listen to discriminat e information adjectives going to
Speaking : Talk about th e kind of clot hes you
like; Discussyour opinion
Writing: Write a list of fashion do's and don'ts
Scope and Sequence v
Pages 70-76
Pages 62- 69
Stope a
The simpl e past of be
The simple past of regular and irregula r verbs
Conjunctions: and, but. so
Used to for past ha bits
Express agreement or
disagreement
Express opinion
Communication Title
Jused todream of...
Vou wereawesome,
Jllex!
nd Sequente
Page 77 Progress check Uni ts 7 and 8 Test-taking tip: Wr it e neat ly.
Page 78
Page 79
The past continuous
The past cont inuous wit h when and while
Talk about the weat he r
Talk about past activities
Game 3: Q & A baseball
Project 3: A snapshot of my childhood
We were walking
home ...
Pages 80-87
Pages 88-89 Wide Angle 3: A traditional st ory
The simple past and the past continuous
Talk about prefere nces The comparative and superlat ive forms of
Vou're the best inthe
adjectives
group.
Making comparisons wit h as + adjective + as
Pages 90-96
Page 97 Progress check Uni ts 9 and 10 Test-t aking tip: tookout for keyword s.
Express decisions Will for predict ions and decis ions
Vou shouldn'tbe upset.
Should/Shouldn't for advice
Must/Must no t for rul es and obligations
Pages 98-105
Page 106 Game 4: Say and do the opposite
Page 107 Project 4: A snapshot of a trip
Talk ab out summer plans May/Might for possi bility
ru teach you if vou
First conditional: If clause + w;/Ilmight
want tolearn.
Pages 108-114
Page 115 Prog ress check Units 11 and 12 Test-taking ti p: Stay f ocused on your work.
Pages 116-117 Wide Angle 4: Summer camps
vi Scope and Sequence
Vocabulary SkU s Learn to learn Pronunciation
Positive and negative
adjectives
Basicemotions
Readi ng: Read for specif ic information
Listeni ng: Listen to discriminate inf ormat ion
Speaki ng: Talk about a party; Int erview a
classmat e about a reading
Writing : Write a summary for a teen magazine
Readi ng: Read for specif ic i nformat ion
Listening: Listen to discri minat e informat ion
Speaki ng: Talk about what makes you happy
and sad or angry; Expresspersonal opinions
Wri t ing: Write a paragraph about what your
classmat e used to do
Learn irr egula r past Intonat ion in YeslNo and
forms in groups information questions
Personalize what you The pronunciation of
learn in school used to
Adjectives for describing Reading : Read for specific information Make pred ict ions The pronunciat ion of hi
the weather Listening: Listen to discriminate information in walk
Speaking: Talk about stories you like; Discuss
similariti es and differences
Writing: Put sentences in order to write a story
Adject ives of quality Reading: Read for specific information Listen carefull y to the The pronunciation of lce/
(positive and negative) List ening: List en to determine true and fa lse sounds of English as in mad
information
Speaki ng: Express personal opinions; Express
pref erences
Writing: Write a paragraph about the
advantages and disadvantages of being very
qood -lookinq
Parts of the body Reading: Read a questionnaire Learn f rom your mistakes The short sound of lui as
Listenin g: Listen t o discri mi nate information; in should
List en f or specif ic i nf ormat ion
Speaking: Give your opinion on manners
Wr it ing : Make an etiquette.l ist
Summer activities Readi ng: Read a website for specific
information
Listening: List en to a radio show to determine
true and false information
Speaki ng: Talk about your summer plans
Wri t i ng: Wr ite an e-mail about your summer
pl ans
-
Uset he publisher'S Stress in verb + noun
websit e for additional combinations
information and
practice
Scope and Sequence vii
Vo ul ry
1 Personal Information
Read the information. Then complete the form wit h your own inf ormat ion.
Last name First name Age Address Tel. no. --
Hudson Kathleen 13 61 Park Avenue (212) 555-3586 kat123@mail.com
New York, NY
10303 U.S.A.
2 Relationships
Mr. atld Mrs. Pursley Mr. atld Mrs. Evatls Mr: a"d Mrs. Potter
The fam ily
i i
A. Read the family words.
Marjorie
VerMO" I t Jalltes
" .
' ..
• grandfather and
Pursley Porsley Potter

,
1
,
p;randmother =grandparents
• father and mother =parents
, ,
.
"
,
..
'
. • son and daughter =children
• brother • uncle Pudley Porsley KarryPotter
• sister • cousin
Qnlychild
• aunt • onl y ch ild
II B. PAIRS. Writ e some of the
words from Exercise A in
Harry Potter's family tree.
Friends
A. Read the words and look
at the pictures.
B. Write names below
the pictures where
appropri ate.
2 Let's get sta rted.
+.Repeat
,. ~ e s e r i b e . 2. falce turns, 1. Cover.
A. Look at the pictures and read the commands.
3 Classroom commands
6. Ihlnk, 7. Circle.
9. Vraw. 10. list. t 2. Ull derlille.
B. PAIRS. Take turns. Student A. act out a command from Exercise A. Student B, guess the
command. Act out at least three commands each.
4 Everyday activities
A. Read the phrases and look at the pictures.
1. walce up 2. getup g. takea shower +. brush my teeth 5. have brealcfast 6. leave thehouse
~
t. goto school 8. have luneh 9. gethOlMe frollt school 1O. have. dlllller t 1. do ltly homeworlc 12. gotobed
B. PAIRS. Ask each other questions using some of the phrases in Exercise A.
Let's get started. 3
Grammar 7 Adjectives
look at the adjectives. Match them with at
5 Nouns
least two nouns from the box.
. "
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A. Write two more examples for each
category.
Category
I
Example
months
January.
days of the week
Sunday,
classroom objects
board,
red,
Spain,
kitchen,
colors
countries
rooms of a house
places in a town
park,
teacher.
occupations
B. What words begin with capital letters in
Exercise A7 Give one more example for
each.
1. places:
India
2. things:
Apple computer ,
3. people:
Mr. Sandler
6 Pronouns
A. Fill in the missing object pronouns.
SUbject
I
Object
I me
You
He
She
It it
We
You you
They
B. Write the subject pronouns from Exercise A
in the correct column.
First person Second person Third person
I
game girl hair house magazine
mall man movie park test
beaut ifu l girl
1. beautiful:
2. big:
3. boring:
4. easy:
5. expensive:
6. interesting:
7. long:
8. short:
9. tall :
10. young:
8 Verbs
Fill in the past form.
Base form I Simple past form
be
bring
come
dance
do
eat
get up
go
have/ has
put
sing
take
tell
walk
write
4 Let's get started.
9 Prepositions of location
A. Read the sentences and
look at the pictures.
Where's the balloon?
It's under the table.
It's behind the computer.
Where are the CDs?
They're in the bag.
They're on the bag.
Where's the balloon?
It's above the table.
It's in front of the TV.
B. PAIRS. Take turns. Ask where four
classroom objects are. Use prepositions
of location in your answers.
A: Where are your books?
B: They're in my bag. Where's the teacher's
bag?
A: It's ...
10 This/These; That/Those
A. Read the sentences and look at the
pictures.
This is my book. These are my books.
That's an apple. Those are apples.
B. PAIRS. Point to two things that are near
you and two things that are far from you.
Ask your classmate what the objects are.
Switch roles.
FOT example:
A: What's this'?
B: It's a ruler.
A: What are those on the teacher's table?
B: Those are dictionaries. Your tum.
Communication
11 Ask and answer questions
-
A. A2 Listen to the questions and the
answers.
A: What's today's date?
B: It's February 13th.
A: What time is it?
B: It's twelve o'clock.
A: What day is it?
8: It's Wednesday.
A: What year is it?
B: It's 2010.
A: When's your birthday?
B: It's on November 8th.
B. Take turns. Ask and answer the questions
in Exercise A. Give true answers.
12 Say goodbye
A. Read the expressions
below.
1. Good luck.
Thanks.
2. Goodbye.
3. Keep in touch.
4. Have a great weekend/day/trip.
5. Take care.
B. Write the appropriate response below each
expression in Exercise A. A response can be
used to respond to several expressions in
Exercise A.
• Sure.
• Bye./See you,
• Thanks./Thank you. • You, too .
let's get started. 5
Affi rmat ive statements
I' m 15.
Diane is outgoing.
Lori and Diane are friends.
We' re in Green Fire.
Yes/No questions
Are you in TeenScene?
Is Diane outgoing?
Are Alex and Joe best friends?
Information questions
Who is she?
Howald are you?
Where are they?
Discovering grammar
look at the grammar chart. Answer the
questions.
1. What are the simple affirmative present
forms of the verb be? ,
2. What words do Yes/No questions with be
begin with?
3. What are some examples of question
words used in information questions?
Negative statements
I' m not in TeenScene.
Diane's not shy. / Diane isn't shy.
They' re not sisters. / They aren 't sisters.
We' re not in Green Fire. / We aren't in Green Fire.
Affirmative answers
Yes, I am.
Yes, she is.
Yes, they are.
Short answers
My teacher.
Fifteen.
At school.
Negative answers
No, I' m not.
No, she's not. / No, she isn't.
No, they' re not./ No, they aren't,
Long answers
She's my teacher.
I' m 15.
They' re at school.
3. Paul:
(+) - - - - --- - ­
(-) - - - - - --­
4. Karen and Diane:
(+) - - - - - - - - ­
(-) - - - - - - - ­
5. Joe:
(+) - - - - - --- ­
(-) - - - - - - -­
6. Diane:
(+) ------ - - - ­
(- ) - - - - - - - ­
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1 III
III
Practicing grammar
4 Pradice
A. Write affirmative (+) and negative (-)
statements, describing each person. Use
the verb be and the adjectives you have
learned.
1. Alex:
(+) Alex i6 popular with girl6.
(_) He'6 not 6hy.
2. tori:
(+) - - - - - - - - ­
(-) ­ - - - -­- -
B. GROUPS. Imagine you are one of the
characters. Describe yourself to your
classmates. They will try to guess which
character you are.
5 Practice
PAIRS. Ask and answer Yes/No questions
about people in your class. Use the cues and
any of your classmates' names.
1. shy
A: /5 Ann 6hy?
B: No. 6he'5 not,/Ye5, 5he ie;.
2. outgoing
3. talkative
4. competitive
5. serious
8 Unit 1
6 Practice 8 Communication
Playa game. Go to page 130. Describe someone's personality
7 Practice
A. Write information questions about the
self-introductions on pages 6-7. Use the
cues.
1. (Who) Paul
Who's Paul?
Q:
2. (What) Teen Scene
Q:
3. (How old) Paul
Q:
4. (What) Green Fire
Q:
5. (Who) the Creen Fire members
Q:
6. (What) Lori's last name
Q:
7. (Who) from Los Angeles
Q:
B. PAIRS. Take turns asking and answering
the questions in Exercise A. Don't look at
the reading.
A. AS List en to the conversation.
A: Who's that?
B: He's my classmate.
A: What's his name?
B: Adam.
A: He looks reall y cool.
B: He is, but he 's pretty shy.
B. PAIRS. Role-play the conversation with
a partner.
C. PAIRS. With a classmate. write your own
conversation about a new person at your
school. Use Exercise A as your model. Then
role-play your conversation.
GROUPS. Talk about yourself.
Tell your classmates the following
information about yourself:
• your name
• your nickname if you have one
• your age
• other interesting information about yourself
and your personality
Useful language:
• My name's ...
• My nickname is . ..
• I'm _ _ years old.
• I'm friendly/shy/scrious/etc.
• r enj oy ...
Unit 1 9
9 Dialogue
A6 Cover the dialogue and listen.
Mom: So, how's Teen Scene, kids? What are
you up to these days?
Joe: A lot. We're busy with practice. We
have a show in November.
Mom: That's great! What kind is it?
Diane: It's a musical. It's a mixture of hip
hop, pop, and Broadway.
Dad: Really? Sounds interesting. Whose
idea was it?
Diane: I'd like to say mine, but .. .
Joe: Yours? Ours, Diane. Not just yours.
Dad: That's enough, you two. So, how's
your new director?
Diane: Paul? He's OK He's friendly, but I
think he's a perfectionist.
Joe: Yeah, he makes us practice a lot. He's
really serious.
Mom: That's not so bad.
Diane: It is. He's not exactly easygoing.
Mom: I bet he keeps you busy.
10 Comprehension
A. Answer the questions.
1. When is the Teen Scene show this year?
2. What kind of show is it?
3. What adjectives does Diane use to
describe Paul?
B. A7 Read along as you listen again. Check
your answers.
11 Useful expressions
A. ~ Listen and repeat.
• What are you up to these days?
• That's enough.
• That's not so bad.
• I bet . ..
• Sounds [interesting],
B. Match each expression in Exercise A with
an expression below.
1. Seems nice. Sounds interesting.
2. What's new? _
3. I'm sure ... _
4. Stop it. _
S. That's OK. _
1 Readi g
A3 Read along as you listen to Alex and
his friends.
Hi. My name's Alex Romero.
I'm 15 years old. I'm a member
of Teen Scene. a drama and
music group. I play t he guitar.
I'm easygoing. and I'm not shy!
Communication
Describe someone' s personality
Grammar
Review of the simple present
Possessive pronouns: mine,
yours (sinq .), hers, his, ours,
yours (pl.), theirs
Whose?
Vocabulary
Personality tr ait s
Hi. I'm Joseph Sanders, but my nickname's
Joe. I'm also 15. Diane, my sister, says I'm a
bookworm because I enj oy reading. I love books.
Alex and I are best friends. but we're opposit es.
He's easygoing. but I'm a little serious. Alex is
pretty popular wit h girl s.
2 ompreh sion
A. Write the names of the
characters.
1. He's the director of
Teen Scene.
Paul Chan
2. Alex is hi s best friend.
3. She's from Los Angeles.
4. She's Joe's sister .
5. He plays the guitar.
6. She's in Green Fire with
Di ane and Karen.
B. A4 Read along as you
listen again. Check your
answers.
3 Vocabulary
Personality traits
A. Match each personality trait with the correct definition.
1. popular _ b _ a. makes a Jot of rules to be followed
2. ea sygoing __
b. liked by a lot of people
3.
quiet _ _
c. not easily upset; usually not worried
4. studious _ _
d. enjoyable or entertaining
5.
smart _ _
e. spends a lot of time studying
6. serious __
f . intelligent
7. outgoing _ _ g. very calm; not noisy or loud
8.
shy __
h. very sens ible; usuall y works hard
9. competitive _ _ l. enjoys meeting new people
10.
fun _ _
j. determined to be better than other
people
11.
str ict _ _
k. uncomfortable around other people
B. PAIRS. Which of the adjectives in Exercise A describe you?
Talk with a classmat e.
For example:
A: I'm pretty eas ygoing, but I'm also shy. What about you?
B: I'm not shy at all. I'm very outgoing.
C. GROUPS. form groups of four. Choose adjectives from
Exercise A t hat describe one of your classmates. Describe that
person to the members of your group and have them guess
the person's name.
I'm Paul Chan, t he
direct or' of Teen
Scene. I'm 26 . I
enj oy working with
Expand your vocabulary.
teenagers. They're
When you learn a new adjective, try to learn its
f un, but they're also
cfla llenging.
I'm serious, but I'm
not st rict . I'mju st
a perfect ionist l
opposite, too. This will double your vocabulary.
Match the adj ectives with their opposites. Use a
dictionary if you need to.
1. studious a. shy
2. friendly b. lazy
3. fun c. strict
4. outgoing d. unpopular
5. popular e. talkalive
6. quiet f. unfriendly
7. easygoing g. boring
GRAMMAR Focus
Review of the simple present: be
Affirmative statements
I' m 15.
Diane is outgoing.
Lori and Diane are friends.
We' re in Green Fire.
Yes/No questions
Are you in TeenScene?
Is Diane outgoing?
Are Alex and Joe best friends?
Information questions
Who is she?
Howald are you?
Where are they?
Negative statements
I' m not in Teen Scene.
Diane' s not shy. / Diane isn' t shy.
They' re not sisters. / They aren't sisters.
We' re not in Green Fire. / We aren't in Green Fire.
Affirmative answers
Yes, I am.
Yes, she is.
Yes, they are.
Short answers
My teacher.
Fifteen.
At school.
Negative answers
No, I' m not.
No, she's not. lNo, she isn't.
No, they' re not.l No, they ar!!n't.
Long answers
She' s my teacher,
I' m 15.
They' re at school.
Discovering grammar
Look at the grammar chart. Answer the
questions.
1. What are the simple affirmative present
forms of the verb be? - - - --f
2. What words do Yes/No questions with be
begin with? -- _ - --f
3. What some examples of question
words used in information questions?
Practicing grammar
4 Practice
A. Write affirmative (+) and negative (-)
statements, describing each person. Use
the verb be and the adjectives you have
learned.
1. Alex:
(+) Alex i5 popular with girl5.
(_) He'5 not 5hy.
2. Lori:
(+) ----- - - - ­
(-) - - - - - - - ­
3. Paul:
(+) - - - - - - --­
(-) - - - - - - - ­
4. Karen and Diane:
(+) ---- - - - - ­
(- ) - - - - - - -­
5. Joe:
(+) --- - - - - -­
(-) - - - - - - - ­
6. Diane:
(+) - - - - - - - - ­
(-) - - - - - - - ­
B. GROUPS. Imagine you are one of the
characters. Describe yourself to your
classmates. They will try to guess which
character you are.
5 Practice
PAIRS. Ask and answer Yes/No questions
about people in your class. Use the cues and
any of your classmates' names.
1. shy
A: Ann 5hy?
B: No. not.lYe5, 5he ;5.
2. outgoing
3. talkative
4. competitive
S. serious
8 Unit 1
ay a game. Go to page 130.
7 Practice
A. Write information questions about the
self-introductions on pages 6-7. Use the
cues.
1. (Who) Paul
Who's Paul ?
Q:
2. (What) Teen Scene
Q:
3. (Howold) Paul
Q:
4. (What) Green Fire
Q:
5. (W ho) the Green Fire members
Q:
6. (What) Lori's last name
Q:
7. (Who) from Los Angeles
Q:
B. PAIRS. Take turns asking and answering
the questions in Exercise A. Don't look at
the reading.
Describe someone's personality
A. AS List en to the conversation.
A: Who's that?
B: He's my classmate.
A: WhClt' s his name?
B: Adam.
A: He looks reall y cool.
B: He is, but he's pretty shy.
B. PAIRS. Role-play the conversation with
a partner.
C. PAIRS. With a classmate, write your own
conversation about a new person at your
school. Use Exercise A as your model. Then
role-play your conversation.
GROUPS. Talk about yourself.
Tell your classmates the following
information about yourself:
• your name
• your nickname if you have one
• your age
• other interesting information about yoursel f
and your persona lily
Useful language:
• My name's .. .
• My nickname is . ..
• I'm __ years old.
• I'm friendly/shy/serious/etc.
• I enjoy . ..
Unit 1 9
9 Dialogue
A6 Cover the dialogue and listen.
Mom: So, how's Teen Scene, kids? \J\That are
you up to these days'?
Joe: A lot. We're busy with practice. We
have a show in November.
Mom: That's great! "\That kind is it?
Diane: It's a musical. It' s a mixture of hip­
hop, pop, and Broadway,
Dad: Really? Sounds interesting. Whose
idea was it?
Diane: I'd like to say mine, but , . ,
Joe: Yours? Ours, Diane. Not just yours.
Dad: That's enough, you two. So, how's
your new director'?
Diane: Paul? He's OK He's friendly, but I
think he's a perfectionist.
Joe: Yeah, he makes us practice a lot. He's
really serious.
Mom: That's not so bad.
Diane: It is. He's not exactly easygoing.
Mom: I bet he keeps you busy.
10 Comprehension
A. Answer the questions.
1. When is the Teen Scene show this year?
I I : 2. What kind of show is it?
III ,
, .
3. What adjecti ves does Diane use to
'"
I,
describe Paul?
B. \ ~ Read along as you listen again. Check
your answers.
11 Useful expressions
A. ' AS Listen and repeat.
• What are you up to these days?
• That's enough,
• That's not so bad.
• I bet .. .
• Sounds [interesting].
B. Match each expression in Exercise A with
an expression below.
1. Seems nice. SoundB interesting.
2. What 's new?
3. I'm SUfe .. .
4. Stop it.
5. That's OK.
GRAMMAR Focus
Review of the simple present: other verbs
Affirmative statement Negative statement
Joe practices every day. He doesn't practice on weekends.
Joe and Diane have busy schedules. They don't have much free time.
Yes/No questions Affirmat ive answers Negat ive answers
Does Joe practice on weekends? Yes, he does. No, he doesn't .
Do Joe and Diane have busy sche dules? Yes, they do. No, they don't .
Informat ion questions Short answers long answers
When does Joe practice? After school. He practices after school.
Where do Joe and Diane practice? At school. They practice at school.
Discovering grammar
PAIRS. Look at the grammar chart. Complete the rules with
do or does.
1. In quest ion s with he, she. and it, use
form of a verb.
+ th e base
2. In questions wit h /, you, we, and they, use
base form of a ve rb .
+ t he
Practicing grammar
12 Practice
Complete the paragraphs with the simple present.
1. MlcheJleWie(bd onlya teenage r
but she (play) wo rld-class golf.
Michelle (not/spend) all her
t ime playing golf. Slw al so (love) _
readlng and drawing.
1. Bract Pitt and 1\ngeli no Jolic (be) _
Hollywood actor s.They (live) _
in Ca lifornia. They (do) a lot.of
chnrity work. Angcline (t ravel) _
eround the world to help the poor. Brad (use)
_____ _ his fame to help xave the
envi ronmcnt,
13 Practice
PAIRS. Ask and answer t w o
Yes/No questions about each
article in Exercise 12.
For ex ampl e:
Q: 00e5 Michelle Wie play
tennier
A: No, vhe doe5n't. She
play5 qolf.
14 Practice
PAIRS. Ask and answer two
inf ormat i on questions about
each article in Exercise 12.
For example:
Q: Where do Angelina Jolie
and Brad Pitt live?
A: They live In Califo rnia.
15 Writing
A. In your notebook, write a
magazine article about a
person you admire.
B. PAIRS. Read your
classmat e's parag raph.
Circle any errors. Us
Peer editing che
page 1 3 ~ / t
Possessive Possessive
adjectives pr onouns
my mine
your yours
her hers
his his
our our s
your your s
their theirs
Questi on with Whose?
Whose is that?
Whose idea is it ?
GRAMMAR Focus
Possessive pronouns
Possessive
adjectives
It 's my book.
It 's your book.
It' s her book.
It' s his book.
It' s our book.
Those are your books.
Those are their books.
Short answer
Mine.
Ours .
Possessive
pronouns
It' s mine.
It 's yours.
It 's hers.
It' s his.
It's ours.
Thoseare yours.
Those are theirs.
Long answer
It 's mine.
It's ours.
Discovering grammar
Look at the grammar chart. Circle the correct answe rs.
1. A possessive pronoun replaces a possessive adjective and a
.
..
(pronoun! noun).
"
::
,.
. . ;: n,
2. A noun (always! never) follows a possessive pronoun.


Ii
"
II i
I II
II
j ,
I:
"
'"
' .,
..
..
Practicing grammar
.. ;i ;
"
..
16 Practice
j d
'"
,
II
',.
'"
..
.
Rewrite the sentences. Use possessive pr onouns. I
iii :;
I tf I
1. Those are their CDs . Tho5e C05 are the;rf;.
....
nl
2. This is
II
3. That's our soccer ball.
i,

1 "
4. That's my comic book. 1 0
"
5. Those are b is sneakers.
6. This is your cell phone.
17 Practice
GROUPS. Form groups of four.
1. Every person in your group
puts three items ina bag.
Don't look at the items.
2. hoose th ree items from
the bag. Don't take yours!
3. Find out to whom each item
belongs. Whoever finds the
owners of all three items
first wins.
For example:
A: Daniel, is this yours?
B: No, it's not mine. It's his/
hers.
18 Pronunciation
linking words in
connected speech
A. Listen and repeat.
A: Whose are these?
B: Those
'--'
are mine.
'--'
A: Whose idea was it?
'----' v
B: It was his.
A: Whose is it?
"---' ........
B: It' s ours.
'-'
B. PAIRS. Practice the
quest ions and answers.
19 Listening
A10 Li st e n to the conversation.
Put a check (II) below the
name of t he person who owns
each object .
- ----!I. --
Shir ts I
_-j---_---l-_ --<
Sneakers ±=
Maga zines
__ _ __....L.- _ . __ Basketball _
12 Unit 1
Th new director
A. e Read along as you listen to the conversation. What activity are Diane and Karen
attending t oday?
5
J
-l
J
B. GROUPS. Discuss: Which do you t hink is bet t er, a st rict teacher or an easygoing one?
Explain your answer.
Unit 1 13




• rice
• bread


A. A12
1 Y,
:::'1
",
" ,
: : . ~
,
I
"
.
"
"
:
"
"
'I
,
"
..:
..
For example:
A- This is rice.
B: These are pancakes.
C. PAIRS. What do you usually eat for breakfast? for lunch or
dinner? for snacks?
ca ulary
Foods for various meals
I
I
I
If
"
,
..
listen and repeat.
Breakfast
• juice
• bacon • coffee
• maple
• eggs
syrup
butter • ham
cereal • jelly/jam
• milk
lunch and dinner
• sandwid1es
fruit: apples, pears,
• seafood: fish,
bananas, oranges
shrimp
meat: chicke n,
steak, pork chop • soda
• soup
pasta
• vege tab les
pizza
• water
• omelet
• pancakes
• sausages
• tea
Communication
Give and follow instructions
Grammar
Count and noncount nouns
Imperatives (Commands)
Vocabulary
Foods for various meals
Snacks and desserts
• ice cream
• cake
• chips
• pi e
B. PAIRS. Which of the food items in Exercise A are in the
pictures? Take turns identifying them.
2 Listening
Listen to the report. Then write True or
False. Circle the wrong information in the false
statements.
According to the report, . . .
1. Fifty-one percent of teenagers try to
eat something healthful every day.
True
2. Eighteen percent of teenagers eat lunch at
school. _
3. Judy skips lunch at school because she has
no time for it. _
4. Carlos always has something for lunch at
school. _
5. Carlos eats a nutritious lunch at school.
GROUPS. Talk about your eating
habits.
Useful language:
• Do you always eat breakfast/lunch/
dinner?
• What's your favorite snack?
• Of course.lNot always.
• I (don't) always eat . . .
• I don't have time to eat .. .
Count and noncount nouns
Count nouns (can be counted)
Singular Plural
an apple
a tomato
two
a few
) apples
tomato es
a sandwich
several sandwiches
many
An apple a day i sgood for you.
Apples ar my favorite snack.
Apples have a lot of vitamins.
Noncount nouns (cannot be counted)
milk juice cereal
rice coffee cheese
Icecreami s my favorite dessert.
Discovering grammar
look at the grammar chart. Circle the
correct answers.
1. Use a or an before singular (count /
noncount) nouns.
2. Add -s or -es to (count I noncount) nouns
to make them plural.
3. With noncount nouns, use a (singular /
plural) verb.
Practicing grammar
Unit 2
__J
my favorite food.
not that good for you.
rich in vitamins and
a lot of sugar.
good for you .
A. Connect the three parts to make sentences.
Write the sentences in your notebook.
3 Practice
B. PAIRS. Compare your sentences. Correct
any errors..
Ice cream
Cookies

Fi sh I have

15
4 Dialogue
A14 Cover the dialogue and listen.
Joe: I'm starving,
Alex: Me, too. I'm in the mood for pizza.
Joe: But we don't have any money.
Alex: No problem. Do you have any pi zza
dough? And some chocolate chips and
walnuts?
Joe: What for?
Alex: A chocolate chip pizza.
Joe: Eww. That sounds terrible.
Alex: Just get over here and help me. Tum
on the oven, please.
Joe: Done.
Alex: Now Jet's prepare the dough. First,
flatten the dough and form it into a
circle, .. like thi s.
Joe: OK ,
"
Alex: Next, spread some peanut butter! and
"
"
add some chocolate chips.
:'
"'
" ,
",
III
''' '
m ~
"
i
l
I
~ 11\
I ,
.....
"
Ii
16 Unit 2
5 Comprehension
A. Ust the pizza ingredients Alex and Joe use.
B, Read the steps for making chocolate chip
pizza. Put the steps in order,
_ _ Then sprinkle some walnuts on top.
_ 1_ First, flatten the dough and form it into
a circle.
_ _ Finally, bake the pi zza in the oven.
_ _ Ne xt, spread some peanut butter, and
add some chocolate ch ips.
e. ~ Read along as you listen again. Check
your answers.
"
"
Ii
"
II
I:
" I,
:,
II
"
II
"
"
"
"
I I
I
' 1\
-"
, ,'
".
"
'"
:
' "
'"
"
'"
"I
' "
' II
' ....
: ~ .
,
Joe:
: ~
Alex:
Joe:
'"
~ .
Alex:
....
' "
...
"
.
Diane:
.
Alex:
",
..
.,
Diane:
.
And then?
Sprinkle some waln uts on top.
Are you sure about this?
Relax. Finall y, bake the pizza in the
oven.
WHAT in the world are you making?
A chocolate chip pizza!
Gross!
6 Useful expressions
A. ~ Listen and repeat.
• I'm starving.
• Me, too.
• I'm in the mood for .. .
• No problem.
• What for?
• And then?
• Are you sure about this?
• Gross!
B. Match each expression in Exercise A with
an expression below.
1. I'm very hungry.
I'm starvinq.
2. Are you doing the right thing?
3. I feel the same way.
4. Why?
5. Yuck!
6. I feel like having some . ..
7. Don't worry.
8. What's next?
7 Pronunciation
Using stress and intonation to express
strong feelings
A. § listen and repeat.
• Are you sure about this? [doubt]
• What in the world are you making?
ldisbelief]
• A chocolate-chip pizza! [excitc:ment]
• Whatfor? [doubt]
• No problem. [encouraging/reassuring]
B. PAIRS. Practice the conversations. Use
appropriate stress and intonation.
1. A: But we don't have any money.
B: No problem.
2. A: What for?
B: I'm making a chocolate chip pizza.
3. A: Are you sure about this?
B: Relax.
4. A: What in the world are you making?
B: Avocado ice cream!
Unit 2 17
I
GRAMMAR Focus
Imperat i ves (Commands)
Affirmative
Turn left . (Givedirections.)
Sprinkle some walnuts. (Giveinstructions.)
Stop! (Giveorders.)
Please turn on t heoven. (Make polite requests.)
Negat ive
Don't worry.
Discovering grammar
Look at the grammar chart . Circle the
correct answers.
1. Use (the base form I the past form) of the
verb in imperatives.
2. Use (don't I doesn't) before the base form
in negative imperatives.
Practicing grammar
8 Practice • Sprinkle. • Open your mouth.
• Turn right. • .Qe&-t erase the
Look at the pictures and the commands. Write
• Don't turn it off. -OOaffi-:­
each command below the correct picture.
• Stop complaining.
" ' ,
. " , ... .
• .: II
' 111 1
..' ,. :'
"
I' ':: ::
...
:Hl
I
I" "
• • 1
;i ::
""
:i;
1
f1 \ .,' "
1. Don't eraf5e the board.
2. _ 3. _
11 11 11
·111
I
i
'1'• ~ I
• 11'1 ,
I ' ••." 1,
_ 5. _ .. _
6.
4.
Playa game. Go to page 130.
Unit 2
learn words that are often used together (collocations).
Learning some words that go together helps you avoid mistakes. 'Turn on" + "the oven" are examples of
words that go together.
Write each noun next to the verb it goes with. Some nouns can be used more than once.
Ibread cake butter salt oven
eggiJ
1. Turn on the
2. Toast the
3. Spread the
4. Bake the
oven
5. Sprinkle some
6. Fry the
7. Melt the
8. Preheat the
on the meat .
in a pan.
in a pan.
10 Practice
A. Look at the underlined nouns in the recipe
below. Write C above each count noun and
NC above each noncount noun.
B. Complete the procedure for the recipe. Use
the verbs in the box. You will use put twice.
Ispread sprinkl e put
~ u t - I
1 sl ice of br
ralslns
2 tablespoons peanyt b!,J.tmr
brown iYW
l /
S
banana, sliced
Some round chocolate candy . such as M&Ms
I. Cut the slice of bread into the shape of
a circle.
2. the peanut butter on the bread.
3. some sugar on the
peanut butter.
4. two banana slices on
top to make the eyes and a raisin
in the middle for the nose.
5. the pieces of
chocolate at the bottom 01 the
sandwich to make the mouth.
Eat and enjoy your happy face sandwich! ©
11 Communication
Give and follow instructions
A. A18 Listen to the instructions.
1. First, draw a big circle.
2. Next, draw a triangle below the circle.
Make sure the tip touches the circle.
3. Then draw two straight lines starting
from the bottom of the tria ngle.
4. Finally, draw two straight lines from each
side of the triangle.
B. PAIRS. Student A, read the instructions
out loud. Don't look at Student 8's
paper. Student B, listen to and follow the
instructions.
- - - - - - - - - - - - - - - - - - ~
C. PAIRS. Switch roles. Student A, listen to
Student B's instructions and follow them.
D. Compare your drawings. Are your results
the same?
Unit 2 19
::...­
..
.. '
" "]
·
· :::';
~ .....
·
·
.:;
c

0. "
12 Reading
A. Look at the title and the pictures. What do you think the
reading is about? Put a check (..... ) before the sentence that
expresses the main idea.
_ _ 1. Food in the United States is delicious.
_ _ 2. There are too many people in the United States.
_ _ 3. People in the United States are getting fatter.
B. e Read along as you listen.
According to surveys, 61 percent of Americans,
or 127 million people, are obese. The U.S.
government is worried because too much weight
contrib'utes 10 diabetes, heart disease, and other
illnesses.
Some people blame the food industry and
advertisers for the nation's weight problem. They
say food makers wont people to eat when they're
not hungry and keep eating when they're full .
But food manufacturers say it's not their fault
that many Americans are overweight. People can
choose what they want to eat. They point out that
supermarkets in the United States offer a lot of choices, including low-calorie, fat­
free, and sugar.free foods. Advertisers say it's not Iheir fault either. More money
is spent on marketing low-calorie and fat-free foods than any other foods.
No matter who's right, it is true: People in the United States are geffing fatter.
They simply eat 100much. As aresult, health departments in the United States are
laking action. For example, New York's health department has asked restaurants
to use healthful ingredients in foods. Many
schools in the United States no longer have soda
or candy vending machines, and school cafeterias
are offering more healthful menus.
Health experts agree thaI being a healthy
nation is everybody's responsibility, that the best
way to solve ihe problem is through education.
Apublic education campaign on food and health
would help educate people about whallhey
eat, forcing food manufacturers to offer more
wholesome and healthful food choices.
13 Comprehension
Discuss and answer these
questions.
1. What health problem do
people in the u.s. have?
2. Why is the US. government
worried about it?
3. Who do some people
blame for America's weight
problem?
4. Why do advertisers say that
America's problem is not
their fault?
5. What <Ire some schools in
the U.S. doing to help the
country's weight problem?
6. What do experts say is
the best solution to the
problem?
14 Wrting
GROUPS. Make a poster
on healthful eating and
maintaining good health
habits for teenagers. Include
a list of do's and don'ts.
1. Eat at leaet three
healthful meale a day.
2. _
3. _
4. _
5. _
6. _
20 Unit 2
Units 1 and 2
Test-taking t ip: Be prepared.
Bring at least two pens or pencils with good erasers and any other resources that your teacher I
\.... allows you t o have at the t est . Bring a wat ch so that you can pace yourself. ~
Grammar
A. Write questions for the underlined
answers. (3 points each)
1. Matt is 13 years old.
(How) How old ;6 Matt?
2. He goes to Kennedy Middle School.
(VVhatschool) __
3. His sister's name is Tracy.
(What) _
4. They live in Arizona.
(Where) _
5. Matt isn't sporty. He likes reading.
(What) _
6. He plays video games on weekends.
(When) _
B. Answer the questions using the
information in Exercise A. If the answer is
no, correct the information. (3 points each)
1. Q: Is Matt 12 yea rs old?
A: No. he'6 not. He'6 13year6 old.
2. Q: Does Matt go to high school?
A: _
3. Q: Is his sister's name Tracy?
A: _
4. Q: Do they live in Texas?
A: _
5. Q: Does Matt like sports?
A: _
C. Replace the underlined words with
possessive pronouns. (2 points each)
1. A: Whose book is this?
mine
B: It's -my book.
2. A: Whose house is that?
B: That's our house.
3. A: Is this your pen?
B: No, it's not. It's his pen.
4. A: Are these your sneakers?
B: No, they're not. They're her sneakers.
5. A: Whose project is this?
B: It's their project.
Vocabulary
D. Write a or an before the count nouns.
Write an X before the noncount nouns.
(1 point each)
1. _ X_ peanut butter
6. _ _ cheese
2. _ _ apple 7. _ _ avocado
3. _ _ banana 8. _ _ tomato
4. __orange 9. __bread
5. _ _ juice 10.
_ _ mango
Communication
E. Read the instructions. Number them 1-5 to
show the correct sequence. (1 point each)
__ Then sprinkle the oranges with 1112
tablespoons of cereal.
_ 1_ First. put 2 tablespoons of yogurt in a
glass.
__ After that, add 2 more tablespoons of
yogurt to the glass.
_ _ Next. put 4 orange slices on the yogurt.
_ _ Finally, top with the pineapple.
ow lea .•.
describe people's personalities.
t alk about food and eating habits.
o gi ve and f oll ow instructions.
Unit 2 21
1. Play t his game standing in small groups.
2. One student is the "spell master" and can
keep his or her book open. The other
students close their books .
3. The spell master says a word from the list
and then asks a student to spell it. The
student spells the word aloud, but uses
actions instead of letters for 5, t, e, and i.
If the student spells and "acts" the word
correctly, he or she gets a point.
s=
STOMP
E=
CLAP
,
slttart
cheese
If the st udent does not spell it and act it out
correct ly, the spell master spells it and acts
it out. The spellmaster then gives the next
student a word.
5. The student with the most points at the end
of the game wins.
Useful language
• You got it!
• You didn't quit e get it.
• Was that one sto mp or two stom ps?
T=
SPIN
1=
HOP
juice butter
frimds Olttelet
.
sattdwiches easygOlttg
differettt vegetables
colttpelitive desserts teenagers
itl rediettt ittterestitlg perfectionist
22 Game 1
A snapshot ifa great snack
Think of a great snack that you can make. Write inst ructions on ow to make it.
Use the recipe below as a guide. T en pretend you're on a cooking show. Explain
and demonstrate to your group or class how to make the snack.
1. Write the ingredients you need.
To make a hicago hot dog. you need a hot dog, a
hot dog bun, an onion, a t omat o, a hot pepper, and
a dill pickle. You al so need some mustard, relish, and
celery salt .
2. Write the steps in the recipe.
First. boil t he hot dog for about three minutes,
unt il it's nice and fat.
Next. chop the onion and slice the tomato. Then
slice the hot pepper and pickle.
When t he hot dog is ready. put it in the bun. Then
add t he other ingredient s in this order: First, put
some must ard on t he hot dog. I like to use a lot of
mustard. Then put some relish on. After t hat . put
about a teaspoon of chopped onion on t op.
Final ly, add a slice of pickle. t hree slices of
t omato, t he hot pepper, and sprinkle the whole t hing
with celery salt. Mmm, it tastes good!
3. Demonstrate how to make the snack.
Project 1 23
Di logue
e Cover the dialogue and listen.
Mom: Joe, could you go to the supermarket
for me?
Joe: Why me? Ask Diane, Mom.
Alex: Let's do it, Joe, so we can get some ice
cream. Are there any chips left, by the
way?
Joe: No. You ate them all.
Alex: Then we should get chips, too, and
some soda.
Mom: Oh no, Alex. You can't have any junk
food at my house.
Joe: OK, Mom. I'll go. Is there a shopping
list?
Mom: No, but I'll tell you what we need.
We need bread, eggs, milk, juice,
cheese . . .
Joe: Whoa, Mom! Please, slow down.-=.
I I
: : ~ ~ :

How much bread do you want,
::
) ." , ,
I
and how many eggs?
.. . ;' ..
Mom: One loaf of wheat bread, two .
"
. .
'I ~ :: .. . :
dOZE>..n eggs, onegallon of
:: :::: :
milk, ... what else?
u ; : ~ : . :
tJ •••
'1
0M
" Joe: Juice and cheese. How much;
.. dch ?
Jluce an eese:
Mom: 1""0 quarts of juice and a
pound and a half of cheese.
Joe: And how much money are
you giving me?
Mom: Here's $100.
Joe: Cool. Let's go, Alex.
Equivale nts
1 pound = about 1/2 kilogram
1 quart = about 1 liter
1 gallon = about 4 liters
. ~ ... .n.
'=l~ : . l l " " " n I[l Cl1I t n
Communication
Make an offer
Grammar
There is/There are with some
and any
Questions with How much
and How many
Expressions of quantity:
a little, a few, a lot of,
not much, not many
Vocabulary
..
Foods at the supermarket
-al' _
-
24 Unit 3
rite Tr ue or Fa se after
each sentence.
1. Mom asks Joe to go with
her to the super market.
2. Alex wants to go to the
supermarket. _
3. Morn says Alex can buy
chips and soda. _
4. Joe eats a lot of junk food at
home. _
5. Joe goes to the supermarket
w ith Alex. _
B. 21 Read along as you
listen again. Check your
answers.
3 Useful expressions
A. 22: listen and repeat.
• Whyme?
• . . . by the way.
• Whoa!
• What else?
• Let's go.
on e sa · 0 . Use t e ex ressions from
Exe rcise A.
Dad: John, could you get some ee for me?
John: Why me? Ask Ethan. He ne ver does an ything.
He's al ways . . .
Dad: , John! Slow down! Ethan's at practi ce.
You can go with Tim.
John: Oh, OK. Why do we need eggs?
Dad: I' m making some omelets.
John: So, a dozen eggs. _
Dad: Tha t' it. Wha t woul d you like in yo ur omelet,
. 7
John: Just some cheese. Come on, Tim.
4 Pronunciation
Would you I wudj -al
A. 23 Listen and repeat.
Would you Like some soda? Wha t wou ld you like to eat?
'-J \...J
Would you like an omelet? What would you like to do?
\...J \...J
B. PAIRS. Practice the conversation.
A: I'm starving.
B: What woul d you like to eat ?
A: How about a sandwich?
B: OK. Would you like a ham sandwich?
A: Sure. Thanks.
GROUP. Joe doesn't want to go to the store for his
~ ~ ~ ~ .. mom. Talk about the things your mom or dad asks
• you to do and what your reactions are.
Useful language:
• Does your mom or dad ask you to do a lot of errands?
• Do you always obey your mom or dad?
• Oh yeah.l Of course.
• Sometimes.l Always.lNot always.
• What kinds of things do your parents ask you to do?
• Go to the store.l T row out the garbage.lBabysit.
Unit 3 25
5 Vocabulary
Foods at the supermarket
A. eListen and repeat.

• carrots __
• cheese _ _
• cookie __
• cucumber __
• doughnut _ _
• lemon _ _
• lettuce _ _
• melon _ _
• muffin _ _
• mushroom _ _
• nuts _ _
• olive oil __
• onion __
• peach _ _
• peas __
::: : ::: :, ' ,
• potato _ _
:: : II :' 1 ,
• tomato __
:: : :I ,
" I :;::: :, I ,
• yogurt __
;:
B. Match the words in
t .::::: :: : I
I . • I II 01 r I Exercise A with the food
I '
items in the picture. 'I • ,I" "
:: :
:: :: : : C. PAIRS. Work together to
: : identify the other food
llf t; :: : , , , I
items in the picture.
'Ii " ,,, ''
. : I
11 1111 :, ;
, III ' ;
III I
_I t ·
learn collocations with food
Learning expressions that usually go with certain food items is useful.
Write the food items that go with the expressions. Use a dictionary if
necessary. Some food items can go with more than one expression.
eggs
beef
mil k
ice cream
juice
onions
cheese
r ice
brea d
lettuce
1. a gallon of
2. a head of
3. a pound of
4. a loaf of
milk/ ice cream
5. a quart of
6. a bag of
7. a pint of
8. a dozen
26 Unit 3
D. Write some food items from Exercise A in the word web.
6 Practice
GROUP. Play the shopping game with
five classmates. Decide who'I start first.
Student' says one food item he or she wants
to buy. Each student who follows adds a new
food item, repeating all of the items previously
mentioned.
For example :
51: I'm going to the supermarket to buy some
apples.
82: I'm going to the supermarket to buy some
apples and a pound of cheese.
83: I'm going to the supermarket to buy some
apples, a pound of cheese, and a melon.
7 Listening
2S Listen to the conversation. Put a check (V')
before all the true statements.
According to the conuersaiion, . ..
~ 1. Many teenagers do the food shopping
for their families.
_ _ 2. They do this because their parents
hate food shopping.
_ _ 3. Most teenagers usc shopping lists
when they shop.
_ _ 4. Ryan shops for brand-name products.
5. Nicholas thinks about his dad's health
when he does the shopping.
6. Olivia always looks for the best quality
when she does the shopping.
Unit 3 27
-,. 1'
.),
. ~ ::.
." .. . , j
.
I ~ I:I
{
Yes, please.lNo t hanks.
Sure. I'd love some.
Affirmative st at ement s
There's a sandwich in t he refrigerator.
There's some soda, too.
There are several sandwiches on the table.
Yes/No questions
Is there any milk in the refrigerator?
Are there any sandwiches in the refrigerator?
Some to make an offer
Would you like some coffee?
Would you like some apples?
Discovering grammar
Negative statements
There isn't any cheese.
There isn't any ju ice.
There aren't any cookies.
Short answers
Yes, there is.lNo, there isn't.
Yes, there are.lNo, there aren't.
10 Practice
Look at the grammar chart. Circle the
correct answers.
1. Use (there is I there are) with sing ular
count nouns and noncount nouns.
2. Use (some I any) in aff irmative st atement s.
3. Use (some I any) in negat ive st atements .
Practicing Grammar
8 Practice
Complete the sentences with some or any.
1. A: I'm hungry. Is there any food?
B: I'm sorry. There isn't. But there's
Itli l
',11 '
' I
_ _ _ _ milk.
.... ,..
_1" "
2. A: The re ar e sandwiches left
from the party. Would you like one?
B: No, thanks.
3. A: Are there cookies left?
B: Yes, there are cookies in
the kitchen.
4. A: Would you like snacks?
B: SUfE' . I'll have chips.
5. A: Would you like to go to the movies?
B: No. Tdon' t have money.
9 Practice
Playa game. Go to page 130.
28 Unit 3
A. Look at the picture. Memorize what's in the
box. Then cover the picture.
B. PAIRS. Take turns. Ask if there are any
apples, rice, muffins, butter, cookies, and
sugar inthe box.
For exa mple :
A: Are there any apples in the box?
B: Yes, there is. There' s one apple.
11 Communication
Make an offer
A. 26 Listen to the conversati on.
A: J'm in the mood for ice cream. Is there
any ice cream in the freezer?
B: No, sorry. There isn' t. Would you like
some yogurt?
A: No, thanks.
B. PAIRS. Student A, ask for something to
eat." Student S, say there isn't any and offer
something else. St udent A, accept or refuse
Student 6's off er.
14 Practice
A. PAIRS. First , complete the
Quest ions wit h How much and How many questions with How much
or How many. Then ask a
Questions Possible answers
classmate the questions.
Alot .
Howmuch milk do we need ? Circle your classmate's
Just a little.
How much money do you have? { answers.
Not much.
Alot .
Howmany tomatoes do we need?
Just a few.
Howmany glasses of milkdo you drinkevery day? {
Not many.
Expressions of quantity
1. water do you drink
a lot of [tomatoes] a lot of [milk]
each day?
a few [tomatoes] a little [milk]
a. five glasses ormore
b. three tofour glasses
c. two glasses
look at the grammar chart. Circle the correct answers.
2. servings of
1. Use (How much / How many) for questions using count nouns.
vegetables do you eateach day?
2. Use (How much / How many) for questions using noncount a. two servings ormore
nouns. b. one serving
3. Use (a few I Cl little) to talk about quantities of count nouns. c. none
4. Use (a few / a (ittle) to talk about quantities of noncount
3. candy and chocolate
nouns.
do you eateach day?
a. alot
b. alittle
in the
c. none
Practicing Grammar
4. kinds offruit do you
( 12 Pradice eateach day?
md a. three ormore
Complete the questions with How much and How many.
b. one ortwo
1. How much money do you spend on a school day?
c. none
2. text messages do you get per day?
5. soda doyou drink
3. hours of sleep do you get each da y?
each day?
a. three cans ormore
4. time do you spend on homework per day?
b. one totwo cans
5. ice cr eam can you eat at one time?
c. none
13 Practice
B. PAIRS. Compare your
results . Talk about foods
Read the dialogue. Circle the correct answers .
-re you eat and don't eat.
A: How much money do you have? Who has healthier eating
ce
B: Just (1. afew I a little). But I think it' s enough. We don't need habits?
(2. many I much) money to go camping.
A: Yeah, I'm sure we 're OK. I have (3. afew I a little) dollars, too.
What about food? How much food is there?
::l
B: Food's not a problem. We have (4. many I a Jot) .
offer
A: Good. And water? How many bottles do we have?
efuse
B: (5. A lot / A little). We have fjfteen bottles.
Discovering grammar
Unit 3 29
15 Reading
r:
Read along as you listen to the article. As you read and listen. think about this question:
What are floating markets?
-
11'Iar k e! s, the ..e ClYC C\ lot of sl't\ a ll boats
ovc fl owi l'1g with fres h f.. L-i1f al'1d vegetabl es.
.:Jm 9i ne the c olors of f ..e sh f"(.-lit ClVld
ve.e et o bl e s 0 1'1 of bo a ts sai li ng
a l o ng the ,-ive.-. The'" imCl gine
T ho i w omcl'1 in the.i.. c olo..fl,1 t ..a d it iol'1a l
d ot hes 0'" the se. boots. The effe ct is
1'I'\°9
ic o
l.
The Wlcwkets o p en at 6:30 A.M.
e arl y in t he- '''lwni ng) befo..e the ma..k ets
QpeJl) p ick f .' u il Clf' c! vc e etClbl c-s
f.. oWl the i .· fa ... ms . L ate .., thei ... wives se ll
the f"L-iit a nd vegela bl es o n thei ... boat s.
Why do the '-\lomen sell the i.. rJ..o d llC+s
C e_
we""
o n boa ts) instead of h, "CguICl" st o "cs?
l1t ..al Tha il al'l.::! hCls bodie s of wok ..
t h >' oL-i g ho L-i t . In some pl aces) thc l-c (-we
c o "' .... ls i "slcad of st.'eel s . F a ..",e..s
h....v e tho! ir fot'ms ne,:lI" the se
and se l li "9 the i>' p ... oduct s OIl boots is
nt.
16 Comprehension
Answer the questions.
1. What are floating markets?
2. Who are the sellers in these markets?
3. What do the sellers sell in these markets?
4. What time do the markets open?
5. Why do the women sell from their boats?
6. What can you do at a floating market?
17 Speaking
GROUPS. Describe Thailand's floating markets
with information from the article.
For example:
A: Thailand's floating markets are really
interesting. There are a lot of . . .
B: And there are ...
30 Unit 3
.r\1 Lt II <':\I, I<",J ) you - Cit, l,s e e a ,,; h 10
shop C-'l' you can exchal'1g c y<H.-I >' p ... oc! w;:i with
Floatit19 m(1I'ke.t s t otl t' ist
de:;i i hcl t i o hS ih At the r oatihfJ
o t he.· sello's ' P..Odl' l s , Jf }:Ol.\ tiel' h lln9 " Y'
c o li o t \ e of t he W OWl el\ o"d she wi ll com ·'
ave!" to you . }tOI.-l C CHl ''\Ial ch he.. c o ok )I OU!'
food .-i9 ht o n the boat!
18 Writing
A. PAIRS. Talk about an interesting shopping
place you know. Discuss the questions with
a classmate.
• What kind of a place is it?
• Where is this place?
• What can you buy there'?
• Why is it interesting?
• Why do you like to shop there?
B. In your notebook, write a paragraph
about the place you talked about in
Exercise A. Use your answers to the
questions in Exercise A for ideas .
C. PAIRS. Read your classmate's paragraph.
Circle any errors. Use the Peer editing
checklist on page 134.
PlanningJor the show
A. e Read along as you listen to the conversation. What strategy does Alex suggest for balancing
pract ice and schoolwork?
B. Discuss: Do you think students should have extracurricular activities in school? Why or why
not? What kinds of activities do you suggest for your school?
Unit 3 31
. ~ -
: ·
• • I
E
very country has its own special treats.
Here are four famous foods from around
the world that you may want to try.
Vegemite is one of the best-loved foods in
Australia, but it's not very popular in other
countries. It's a dark brown spread that
tastes salty-a bit like beef bouillon.
Australians usually eat it on bread
wit h butter, or on toast with
melted cheese. It has a lot of
vitamins and minerals, and most
Australian kids grow up eating it. When
Australians go abroad, many take ajar of
Vegemite. It's hard to find in other countries.
Escargots, or snails, are a popular French dish. The
snails are usually cooked in liquid, then put back
into their shells With butter, garlic, and herbs.
Because snails eat things that can be
poisonous, the snails are first fed lettuce and
flour for about two weeks. 'l'hen they are not
fed anythrng for several days. Tbis cleans out
their stomachs so they are safe to eat.
Ifyou like hot, spicy foods, you'11 like Korean kimchi.
There are many different kinds of kimchi, but the most
popular kind is made from Chinese cabbage, garlic,
onions, and hot peppers. 'fa make kimchi in the
traditional wfW, Koreans combine the ingredients in a big
jar. Then the jar is put outside during the winter months.
This lets the kimchi ferment and gives it a hot, sour taste.
Kimchi is served at meals as a side dish, and it's used in many
recipes. It has lots of vitamins and minerals.
On a hot day in Singapore, try ice kachang, or red.bean
ice. It's a big ball of shaved ice with sweet, frUity syrup
and red beans. The beans are sweet, not salty, and taste
good with the fruit-flavored ice. It's usually served with
milk and jelly. Variations of ice kachang are found all
over Asia.
1 Reading
Reading skill : Reading fluent ly
Don't stop in t he middle of a sentence if you don't
understand a part icular word. Carryon to the end,
paying att ent ion to the content words (nouns, adj ect ives,
and main verbs).
A. Read the text without stopping. Pay attention to content
words.
B. Complete the chart with information from the reading.
Name of food
Vegemite
Country of ori gin
What is it?
How is it served?
C. Answer these comprehension questions.
1. Why is Vegemite healthy?
2. Why do many Australians take Vegemite abroad?
3. Why are snails fed lettuce and flour, and then nothing?
4. Why is a jar of kimchi placed outside in winter?
2 Ustening
~ 2 9 Listen to a description of a popular dish. Write True or False.
False 1. It's called "spicy 4. It's made with
good" in English. raw fish.
_ _ _ _ 2. It tastes a 5. Lemon juice makes
little sour. it safe to eat.
___ _ 3. It has only two 6. It's not popular in
ingredients. Latin America.
3 Speaking
GROUPS. Talk about some famous or interesting dishes in your
count ry. Use the points below as a guide.
• Can you translate the • How do you make it?
name into English? • How is it served?
• Whatis it? • How does it taste?
4 Writing
Write a paragraph about an interesting dish in your country.
Wide Angle 1 33
Sport s and activities
1
(" 30 Cover the dialogue and listen.
Communication
Express preferences : Would
rather
Grammar
Adverbs of frequency
Expressions of frequency
How often
Gerunds
Vocabulary
Alex:
Lori:
Alex:
Lori:
Alex:
Lori:
Alex:
Karen:
Alex:
Diane:
Alex:
Diane:
Alex:
Diane:
Alex:
Hi, guys. What's up?
Nothing much. Where are your
Rollerblades"?
I don't ha ve Rollerblades. I hate
RoUerblading.
You do ? So why are you here?
Well, I enjoy watching you guys.
Sure you do. What sport are you into?
Rock climbing.
Seriously? How often do you go rock
climbing?
Once a week-at the Sports Club.
That' s just wall climbing, Alex.
At least I' m not a couch potato. By the
way, whe re's Joe?
Guess.
At home, of course. Let's call him and
sec if he wants to join us.
Don't even tr y, Alex. Joe would rather
read than play sports.
Brr, It's cold.l think I'd rather watch
TV in this cold weather. See you:
2 Comprehension
A. Answer the questions.
1. Who doesn't have Rollerblades? Why not?
2. What sport does Alex like?
I
3. Where does Alex go climbing?
! I
4. Where's Joe?
I
I
I I
B. What do you think a "couch potato" is?
I
C. 31 Read along as you listen again. Check
your answers.
34 Unit 4
5. What does Alex decide to do in the end?
A. . 32 listen and repeat.
• othi ng much.
• Sure you do.
aceq estions or statements on the left with the
responses on the right.
1. A: What' s up? ~ B: See you.
2. A: Who's at t h ~ ~ ~ ~ ~ ~ ~ ~ ~ B: Guess.
3. A: I'm not good at skating. 11: Nothing much.
• At least ...
4. A: Bye! Talk to you later. B: Sure you do.
• Gu ess.
5. A: Sometimes I see Johnny B; At least you try.
• See you.
Depp at the supermar ket.
4 Vocabulary
I
i
Sports and activities
-
A. e listen and repeat. i
I
1. baseball
2. basketball
3. biking
4. bowling
5. camping
6. figure skating
7. football
8. golf
9. gymnastics
10. hockey
11. rock climbing
12. Rollerblading
13. skateboarding
14. soccer
15. swimming
16. table tennis
17. tennis
18. track and field
19. volleyball
20. wall climbing
B. Number the pictures. Use some of the
sports and activities in Exercise A.
·
·
·
·
~
·•
I
' I , lli
' " .... ~
B: Not very often.
A. e listen and repeat.
• s o ~ c e l '
• volleyball
• hockey
• golf
• rock dimbing
B. e Listen to the conversations.
1. A: Do you like soccer?
B: I love it. Soccer is my favorite.
3. A: Do you go rock climbing?
B: No way. It's too scary.
C. PAIRS. Practice the conversations.
36 Unit 4
learn collocations in context.
Sports and activities go with certain verbs. Learn
the following collocations:
• play tennis
• go biking
• do track and field (but run track)
Combine play, go, and do with the sports and
activities in Exercise 4A.
5 Pronunciation
The sound 101 in soccer
2. A: Do you watch women's volleyball?
GRAMMAR Focus
Adverbs offrequency
100% 'V......---­ _
0%
always usually often somet imes never
I always clean my room.
She sometimes goesdancing./Somet i mes she goes dancing.
I'm never home on weekends.
Expressions of frequency
once a day/week/month/year all the time
twice a day/week/month/year every day/week/month/year
three times a day/week/month/year
How often Short answers Long answers
Howoften do you cleanyour room? Everyday. I clean my room every day.
How often does shego dancing? Once a week . She goes dancing once a week.
How often do they eat out? Never. They never eat out.
Discovering grammar
Look at the grammar chart. Write True or
False.
1. Expressions of frequency always go at the
beginning of a sentence. _
2. We cannot use expressions of frequency as
short answers. _
3. How often and How many times a weeki
month/year have the same meaning.
Practicing grammar
6 Practice
A. Write questions that begin with How often.
1. you / go out with your: family
How often do you go out with your family?
2. our teacher / arrive late for class
3. you/play video games
4. your best friend / call you
5. your parents / go to the supermarket
6. you! go to parties
B. PAIRS. Ask your classmate the questions in
Exercise A. Use adverbs and expressions of
frequency in your answers.
For example:
A: How often do you go out with your
family?
B: Once a week. We usually go out on
weekends.
7 Practice
Find one classmate for each activity in the
chart. Ask How often . . . ?
For example :
A: I low often do you take a shower?
B: Once a day.
A: How about you, Sandy?
C: Twice a day.
Find semsene who . ..
----­
l1
1
miffil
takes a s ~ o w e r twloe a day.
goes tot he!Moviesoneeaweek,
never olean his/ her roo,",
I
goes blkhtll every day.
t-


-_.­
L listenstoIt1l1sic all theflttte.
-­ -
-
~
""
Unit 4 37
I
GRAMMAR Focus
~ = - # Gerunds after verbs
like, love, hate, (don't) mind, prefer
I like playing basket ball.
I lovedancing.
I hate doing t rack and field.
I don't mind getting up early.
I prefer staying home on weekends.
Yes/No questions Short answers
Do you like exercising? Yes, I do./No, I don't.
Information questions
Why do you hate watching soccer?
Because it's boring.
Discovering grammar
Look at the grammar chart. Answer the
questions.
1. What do you add to the base form of a
verb to change it into a gerund?
::::.....,.­
· ;tl: 1 '
2. (an you give two examples of how the
~ : : ' 111
1
' '''' ''''<,
"'''''.
... .....!i: t
' ''' '''''' .
base form changes spelling when it is
i : : : : : E ~ changed into a gerund?
Practicing grammar
8 Practice
A. Complete the sentences with gerunds.
1. Sue likes (go) to the park.
2. Josh doesn't mind (do) his
math homework.
3. Why do you hate (swim) ?
4. They prefer (play) soccer.
B. Complete the sentences with activities you
like or don't like doing. Use gerunds.
1. I like on a rainy day.
2. I love in the summer.
3. I don't mind on the
weekend.
4. I prefer after school.
38 Unit 4
9 Practice
A. First, replace the verbs in parentheses with
gerunds. Then fill out the questionnaire for
yourself.
B. PAIRS. Ask your classmate the questions
in the survey. Then add up his or her score
and compare your results.
You Your
cl assmate
Do you like . . . Yes No Yes No
1. (slInbathe)? 0 0 0
2. (go) to the beach? aD 0 0
3. (be) outside? 0
Do you mind ... Yes No Yes No
Do you prefer . . . Yes No Yes No
7. a. (relax) by the pool? 0
b. (lie) on the beach? DO DO
8. a. (lie) in the un? 0 0 0
b. (sit) in the shade? 0 0 00
9. a. (have) a quick dip?
o n
b. (swim) long distances?0 0 00
Scoring
1) Yes 1 No 0 4) Yes 0 No 1 7a) Yes 1 No 0 7b) Yes 1 0
2)Yes 1 No 0 5) Yes 0 No 1 Ba)Yes 1 0 0 8b) Yes 0 0
3) Yes 1 No 0 6) Yes 0 1 0 1 9a) Yes 1 No 0 9b) Yes 0 ' 0
See page 135 for your Sun Worshipper rati ng.
10 Practice
Have a competition. Go to page 131.
11 Listening
A36 Listen to the conversat ion. Circle the
correct answers.
1. Billis _
a. a teacher c. a spor ts coach
b. a manager
2. Daniel prefers watching ,
a. skateboarding c. volleyball
b. baseball
3. Daniel thinks ba seball is _
a. exciting c. boring
b. fun
4. are becoming more popular
because of adver tising.
a. Team sports c. Wa ter sports
b. Action sports
S. According to the class, is t heir
favorite sport.
a. baseball c. soccer
b. basketball
12 Communication
Express preferences: Would rather
A. 0 Listen to conversation.
A: Wou ld you ra ther wa tch team sports or
action sports?
B: Team sports. 1like w atching soccer. Wl lat
abou t you?
A: I'd rather watch ac tion sr-orts.
B: Which acti on spor t do you like?
A: Skateboard i ng.
B. PAIRS. Now practice the conversation with
a classmate.
C. PAIRS. Ask your classmate his or her
preferences. Use the model in Exercise A.
Replace the underlined parts with your
preferred activities.
GROUPS. Talk about the things
you like and don't like doing
when you don' t have school.
Useful language:
• What do you like doing when there's no
school?
• What do you hate doing?
• I like/love/don't like/hate.. .
• I prefer . ..
• I don't mind . ..
• Me, too./Yeah, I hate doing that, too.
• Really?/Seriously?
13 Writing
A. Write a paragraph about the things you like
and hate doing in your free time. Use the
information in Teen Talk for ideas.
In my free t ime, I like . , .
In my free time. J hate . . .
B. PAIRS. Read your classmate's paragraph.
Circle any errors. Use the Peer editing
checklist on page 134.
Unit 4 39
14 Reading
A. GROUPS. List three sports you think are for boys and three you think are for girls.
Sports for boys: , _
Sports for girls: , _
/"
B. ~ Read along as you listen to the article.
Some people think of certain
sports as only for men or
only for women. For example,
when a girl wants to take up
boxing, people say, "You're
so pretty. Why do you want
to be a boxer? Boxing is for
men." And some parents
don't like it when their sons
show interest in dancing or
figure skating.
It is generally true that boys tend to do sports that require
st rength and size, such as soccer and biking, and that girls
go for sports that require flexibility and grace, such as figure
skating and gymnastics. But is there a difference in the types
of sports boys and girls play?
PARTICIPATION IN SOME
POPULAR SPORTS ACTIVITIES
"Exercise" '-__111!1_
walking __ L..-
Soccer ...--..
Biking "'1III!I!IIt.
Basketball ......
Campi ng "--__
Bowling ,.....""­
Golf
Gymnastics
Figure
skating
o 20 40 60
Percent ollhe population
7years old and over
- Women Men
C. look at the graph. Does
the information in the
chart support the ideas in
the reading?
15 Comprehension
A. Answer the questions.
1. What kinds of sports do
boys tend to like?
2. What kinds of sports do
girls tend to like?
3. Are the activities you
listed in Exercise 14A
the same as the ones in
the graph?
B. Look at the graph again.
Who does more of each
activity?
40 Unit4
16 Your tum
A. GROUPS. Form all-girl and all-boy groups. Each group: List
five sports or activities your group likes. Put them in order,
with number 1 being the most popular.
Boys
Girls
1.
1.
2.
2.
3 .
3 .
4 .
4 .
5 .
5.
B. Compare your list with another group's list. Is there any
difference between the girls' and the boys' lists?
Units 3 and 4
Test -taking tip: Stay positive and relaxed.
\. Keep a positive attitude throughout the test and t ry to st ay relaxed.
)
Grammar
A. Complete the questions with How much
and How many. (2 points each)
1. How much money do you ne ed?
2. books do you buy each
school year?
3. juice do you drink
each day?
4. cups of coffee does your
dad drink in the morning?
5. chocolate can I eat?
B. Complete the sentences with some and any.
(1 point each)
1. There's !jome food on the table.
2. There aren't vegetables.
3. But there's fruit.
4. Sorry. There isn't milk left.
5. Is there bread in the kitchen?
6. No, there isn't bread, but there
are cookies.
C. Answer the questions with expressions
of frequency. Give true answers for you.
(3 points each)
1. Q: How often do you visit your
grandparents?
A: Once a week.
2. Q: How often do you watch TV?
A: _
3. Q: How often does your dad play spo rts?
A: _
4. Q: How often do you go to the movies?
A: _
5. Q: How often do you walk to school?
A: _
D. Complete the sentences with gerunds.
(1 point each)
1. I love (go) qoina biking.
2. She enjoys (play) tennis.
3. I don't mind (watch) DVDs.
4. He doesn't like (study) _
5. What do you prefer (do) after
school?
6. I love (dance) with you.
Vocabulary
E. Circle the word that doesn't belong in each
group. (1 point)
1. a. doughnut b. cookie
~ b u t t v
2. a. juice b. cucumber c. carrot
3. a. lettuce b. orange c. mushroom
4. a. milk b. apple c. yog urt
5. a. baseball b. biking c. volleyball
6. a. tennis b. volleyball c. camping
Communication
F. Complete the conversation with a form of
there is or there are. (3 points each)
A: I'm hungry. /6 there any cheese?
B: No, . But _
some eggs. You can make an omelet.
A: 0 , thanks. any frui t?
B: Yes. some apples.
A: Good. I'll have an apple then.
o I can ...
o talk about my reaction to doing errands.
make, accept, or refuse an offer.
:J express preferences.
U it 4 41
Vocabulary
Classroom activi t ies
L....----­
I
I
II
~ Cover the dialogue and listen.
Karen: Hi, Diane. Are you waiting for me?
Diane: Of course I am. You never show up
on time!
Karen: I'm sorry. Tcouldn't decide what to
wear.
Diane: For practice? What's wrong with
jeans?
Karen: Nothing, but I always wear jeans.
And guess what? I'm wearing them
today! I'm tired of my clothes.
Anyhow, what are the others doing?
Are they here yet?
Diane: Everybody except Lori. She's
running late.
Karen: Are Alex and Joe around?
Diane: They're waiting for us in the
auditorium. Alex is practicing, and
Joe's hanging out backstage. He's
probably.reading.
Karen': Joe reads all the time . Let's go.
Diane: Hey, wait up! Why do you always
walk so fast?
Karen: Well, everybody's waiting for us,
remember?

2 Comprehe n
A. Write T for true, F for false, and NJ if there
is no information in the dialogue.
F 1. Karen is waiting for Diane.
2. Karen is always late.
3. Lori is practicing with Paul.
4. Alex is reading.
5. Joe is working on an assignment.
6. Alex likes Diane.
B. ~ Read along as you listen again. Check
your answers.
UnitS
Communication
Talk about what's go ing on
now
Grammar
The present continuous
The simple present contrasted
with the present continuous
___~ 3 Useful exp essions
A. ~ Listen and repeat.
• Of course I am.
• What's wrong with . .. ?
• I'm tired of . . .
• She's running late.
• Is he around?
• Wait up!
Circle the correct responses.
1. A: Are you sure about that?
B: Of course I am. / OK
2. A: What's wrong with you?
B: No. / Nothing.
3. A: Hey, wait up!
B: I can't. I'm running late. / I can't.
I'm reading.
4. A: Hey, is Patrick around?
B: He's at practice. / He likes to practice.
PAIRS. Tal k about reasons for
running late.
Useful language:
• Are you usually on time?
• Most of the time./Not always./I'm
always late!
• Why are you sometimes late?
• I can't decide what to wear,
• I get up late.
• I need to finish something.
• It takes me a long time to get ready.
• I spend hours in the bathroom.
Unit 5
II
Negative statements
I'm not waiting
for him.
He's/She's not
waiting for him.
We' relThey' re not
waiting for him.
Short answers
Yes, Iam.!No, I'm not.
Yes, he/she is.!
No, he's/s he's not.!
No, he/she isn't.
Long answers
I' m/ We' re waiting for
our fri ends.
He's/ She's waiting in
front of the theater.
They're practicing
because they have
a show next month.
Affirmative statements
I' m waiting for you.
Information qu est ions
What are you doing?
Why are they practicing?
Where is he/she waiting?
He's/ She's waiting
for you.
We' re/They' re waiting
for you.
Yes/No questions
Are you waiting for me?
Is he/she waiting for me?
Discovering grammar
Look at the grammar chart. Circle the
correct answers.
1. The present continuous form is
(is, am, are / do, does) +' verb + -ing.
2. The present continuous refers to an action
that is or is not happening
(every day / right now),
Practicing grammar
4 Practice
What are the people in the picture doing?
Write sentences using the present continuous.
1. Ji m / play volleyball
Jim is playing volleyball.
2. Megan and Ken/play Monopoly
3. Alice/ relax at the park
4. Mark and Elena / jog together
5. Kevin / take pictures
5 Practice
PAIRS. Student A. cover the picture. Guess
what three people in the picture are doing
askinq Yes/No questions. Student B, look at
the picture and check if Student A is correct.
For example:
A: Is Jim playing volleyball with Kevin?
B: No, he's not. Try again.
A: Is he playing volleyball with Michael.
B: Yes/ he is!
6 Practice
Have Go to page 131.
, "
8 Practice
GRAMMAR Focus
The simple present contrasted
with the present continuous
Simple present statements Present continuous statements
I alwayswear jeans. I'm wearing jeanstoday.
He/She usually wears jeans. He's/She's wearing jeans right now.
We/They wear jeans every day. We'relThey're wearing jeans today.
I live in New York. I' m living in New Yorkthis year.
He/She studies French. He' s/ She's studying French this
semester.
Information questions Answers
What do you usually wear? I usually wear j eans.
What are you wearing today? I' m wearing jeans.
Discovering grammar
Look at the grammar chart. Complete the grammar rules with
present continuous or simple present.
1. Use the to talk about routines
and habits.
2. Use the to talk about actions
that an" happening right now or for temporary situations.
A. Look at the picture
again on page 44. Write
conversations about it
using the cues.
1. Jim / play volleyball (on
Fridays)
2. Mega nand Ken / jog
(play Monopoly/on
weekends)
3. Kevin / relax in the
park (take pictures / on
Saturdays)
4. Mark and Elena / play
Monopoly (jog in the
afternoons)
1. A: Where's Jim ? /6 he playing
volleyball with Michael?
B: Yes. he is. He usually
plays volleyball with
Michael on Fridays.
2. A: _
3. My teacher (sit)
(not/usually/walk)
4. Michael (not/pay)
Be (never/pay) attention.
5. My friends (wait)
(meet) there every Friday night.
Practicing grammar
B: _
7 Practice
Complete the sentences with the simple present or the present
3. A: _
continuous forms of the verbs in parentheses.
1. I usually (ride) ri de my bike to school, but right now
B: _
I (walk) 'm walkinq to school.
2. We (take) a test right now. We often
(have) a test on Fridays.
4. A: _
at her desk. She
around during exams.
B: _
attention to our teacher today.
for me at the mal l. We
B. PAIRS. Choose two
conversat ions and role-play
them.
Unit 5 45
9 Vocabulary
Classroom activities
.r-
A. . 42 Look at the picture as you listen and repeat.
1. paying attention
2. sleeping in class
3. taking notes
4. discussing something
S. writing on the board
6. erasing the board
7. daydreaming in class
8. getting into trouble
9. arguing
10. doing research on the Internet
11. explaining something
12. spelling a word
.:::::-­
'. ,
,.:­
B. Write the correct number next to each activity in the picture.
46 Unit 5
10 Pronundati
Words beginning with s + another consonant
A. 43 listen and repeat.
• sleep • student
• Stacy • spell
• school
B. PAIRS. Take turns saying the sentences.
1. Nicholas is sleeping in class.
2. Stacy is writing on the board.
3. Kayla and Zach are in school.
4. Abby is a good student.
5. Nicole is spelling a word.
11 Writing
A. PAIRS. What do you and your classmates do in English class?
List the things you do. Use some of the vocabulary in
Exercise 9.
B. Now write what usually happens in your English class. Use
the simple present and the present continuous whenever
appropriate.
Wedo different things in English claeJ s. At the beginning
of the lesson, we often listen to a dialogue.
Role-play to ractice
English.
In class, take the opportunity
to do role-plays. Role-playing
gives you the opportunity
to practice pronunciation,
intonation, and new vocabulary.
PAIRS. Go to Exercise 12.
Make sure you participate in the
role-play.
12 Communication
Talk about what's going
on now
A. ~ L i s t e ~ to the
conversation.
A: Hello?
B: Hi, Nikki . What's up?
A: Nothing much.
B: What are you doing?
A: Reading.
B: What are you reading?
A: The new Harry Potter
book.
A: Do you always read in
your free time?
B: Usually.
A: What else do you do?
B: I sometimes watch
DVDs or play video
games.
B. Role-play the conversation,
replacing the underlined
parts.
C. PAIRS. Read your classmate's paragraph. Correct any errors.
Use the Peer editing checklist on page 134.
Unit 5 47
13 Reading
A. GROUPS. Discuss this question:
What are the good things about
school? Make a list with the
members of your group.
B. Read along as you listen.
breaks and recess, eanng cafeteria food. orgoing tofhe principal'sofiiu,
perhaps. 850,000 teenagers in the United States don't experietloo these
things, because theyare hOlMeschooled. They don't go toa regular school.
their parems teach fhelM. their education takes place at hOlMe am itt the
COi1tIMUttlty.
What Is it like tobe hOlMeschooled? Read s blog about his hOlHeschooling
experience.
14 Comprehension
Answer these questions.
1. How many teenagers in
the United States are
horneschooled?
2. 'Who teaches homeschooled
children?
3. How does Dylan feel about
his education?
4. What activities does Dylan
do as part of his home­
schooling?
15 Listening
e'Listen to the question­
and-answer session on home­
schooling. Cross out the
phrase that is not correct.
1. Jasmine _
What do!Most people reetteettber about their
school days? P1ayitIQ with classi1tates during lunch
MONDAY, JULY 10th
I'm Dylan and I'm 14 years old. This is my third year of
being horneschooled by my mom, a former professor. A
lot of people ask me how I feel about it. They ask, "Do
you mi ss being in school with other kids?"
Well, my daily life is different from the daily lives of
millions of children who go to regular schools, but I'm
enjoying my time with my mom. I'm learning things at
my own pace. We can go fast or slow, depending on the
subject. These days, I'm reading books that most kids
only read when they get to college. I'm studying French,
German, art, and the histories of the world-things I'm
very interested in.
A lot of kids think I never get to interact with other
kids, but that's not true. I get together with the other
homeschooled kids during our weekly sports games
and at social events . I don't just study at home. My
mom takes me to all kinds of field trips-e-tc museums,
theaters, libraries, and lots of other cool places. We even
go hiking and explore the woods when I'm studying
biology. And college? I'm not worried about it. I know
I'm preparing myself well for it .

b. is a college student
c. was homeschooled
2. Homeschooled kids can
meet other people through
a. field trips
b. birthday parties
c. sports activities
3. Homeschooling is _
a. easy
b. not for everybody
c. a big decision
4. Michael likes his regular
school because he _
a. has different teachers
b. likes his classmates
c. likes recess
48 Unit 5
The problem with Alex
A. -e;; Read along as you listen to the conversation. What is Diane's problem with Alex?
Oh. Lori's t here?
Well. I usually help
11---....------------.. ..------__.l1li my mom wit h dinner ...__•
B. Discuss: Do you think Diane shoul d be mad at Lori ? Should she be ~ : r : ~ ~ ~ ~ : ~ ~ ~ ~ ~ t
mad at Alex? Explain your answer.
Unit 5 49
Divide the class into A teams and B teams.
There should be bet wee n t hree and five
To act out each word, the player can use
players in each team.
hand gest ures or body movement s, and th e
special gestures illustrated below. But the
2. Your teacher will give the A teams and the
B teams some slips of paper. On each slip
there is a sent ence. (Teacher: SeeTeacher's
Edition.)
3. One player from each A team picks a slip of
paper from the B team's pile. The player has
ten seconds to think about the sentence.
Then the player acts out the sentence for his
or her team .
..
..
- _.- ­
...-- -.....--- --
~
Wrong!
Right!
there are (three)
words in this sentence.
First word .. .
Kee guessing!
Second word . . .
50 Game 2
player cannot speak and cannot point to
objects in the room.
5. If the player's team guesses the sentence
within 30 seconds, the team gets a point.
6. A player from each 8 team then chooses a
slip of paper from the A team's pile . The
game continues as each player on each
team acts out a sentence.
7. The team with the most points at the end of
the game wins.
I Useful language
• It 's your turn.
• Our tea m get s a point !
• It 's our t urn because you
spoke/point ed at something.
L
A snapshD ofa sp ial interest
Wr ite a speech about somet hing you fi nd interesting and enjoy spending ti me on:
a craft or hobby, a collection, a pet, a sport , or a fr ee-ti me activity. Then present
your speech to your classmates.
I'm really into lizards. They're f ascinat ing
animals and they' re very fr·iendly. I know because
I have a pet iguana named Iggy. He's great. I feed
him and play with him every day.
of 2. Give more information about it.
Iguanas are diffi cult animals to t ake care of.
but that also makes them interesting pets. I f eed
Iggy every morning. He gets a special diet of f ruit
and vegetables. And I make sure his heat lamp is - - - - - ~ : : : = = ~ ~ ~ ~ ! ! ! ! ! ! ! ! ! ~ ~ ~
. t urned on. Most of t he day he sits on a rock and
warms himself. At least once a day I take him
out of his terrari um and let him walk around t he
house. And once a week I give him a bat h. He loves
to swim in the bathtub!
3. Share your interest with your classmates. Bring
things related to your interest to show the class.
..
• I
Project 2 51
B. Label the clothes and accessories with words from Exercise A.
52 Unit 6
6.
\
Communicati on
Talk about clothes
Comment and compliment
Grammar
too + adjective/not + adjective
+ enough
Present continuous for future
arrangements
Be going to + verb for future
plans, intentions, and
predictions
Vocabulary
Clot hes and
accessories
• socks
• tights
• top
• 'l -shir t
• ring
• shoes/
sneakers
• skirt
1 Vo b lary
Clothes and accessories
A. b Listen and repeat.
• belt • earring(s)
• boots • jacket
• bracelet • necklace
• dress • pants/jeans
1.
2 Practice
3.
Have a competition. Go to page 131.
12.
11. _
10.
3 Reading
A. GROUPS. Discuss: Does anyone influence you in your fashion style? Explain your answer.
B. ~ Read along as you listen.
A
merican teenagers have a big
influence on the u.s.fashion
indust ry. Many of them have a
part-ti me job or get money from their
parents. so t eens buy a lot of clothes.
Without teen agers, many clothing
companies wouldn't exist.
Celebrities who are popular with
teens have the biggest infl uence on
fashion t rends. Think of performers
such as Britney Spears, sports
personalities such as Anna Kournikova,
and rap/hip-hop artist s such as Jay-t. Low-rise j eans
with a very short to p (a "belly shirt") are popular, thanks
to Britney Spears and Anna Kournikova. The gangsta
look-big, baggy pants; over-sized f-shirt s or sweatshirts;
and baseball caps-is popular, because of rappers. Punk
fashion, which became a trend again in 1996, features
combat boots, old Converses shoes, tight leather pants,
ripped J-shlrts, and spiked jewelry.
4 Comprehension
Answer the questions.
1. Why do American teenagers have a big
influence on the U.S. fashion industry?
2. Who are the major influences on fashion?
3. What fashion trends are these celebrities
responsible for?
a. Britney Spears
b. Sienna Miller
4. What's a Livestrong band?
GROUPS. Talk about the kinds of
clot hes you like.
Useful language:
• What kinds of clothes do you like to
wear?
• I'm the jeans-ano-t-sntrt type.
I'm the opposite. I love dressing up.
• I'd rather be comfortable.
• I prefer shorts and T-shirts.
Bono-chic (boho for bohemian and chic
meaning fashionable) is mainly f rom t he mid­
2000s. A boho-chic outfit may include long
flowing skirts, wide belt s, sheepskin boot s or
cowboy boot s, baggy sweaters, and hobo bags.
Sienna Miller and the Olsen twins, Mary Kate and
Ashley, popularized the boho-chic trend.
There'are also celebrities who create their own
look-Gwen Stefani, for example, mixes fashion
from past decades with modern styles.
Anot her trend is the preppy look, which
is a classic, neat look: collared. bu tton-down
shirts and loafers. Then, of course, t here are trendy
accessor ies, such as the Livestrong band.a yellow
wr ist band developed by cycl ist and cancer survivor
Lance Armst rong.
So that's the first decade of the century. What's going
to happen in the second decade?For sure, trend spotters
from clothing companies are watching Hollywood and
t he MTV crowd to find out.
Change nouns to adjectives.
Many nouns can be made into adjectives by
adding endings, or suffixes .
For example: beauty-beautiful
PAIRS. Add these suffixes to the nouns to
change them into adjectives.
I-y
-ish
1. style
2. trend
3. fashion
-ous -able -ful
4. taste
5. dress
6. glamor
-less I
Unit 6 53
Too +adjective
This sweater is too short. It doesn't fit me.
These shoes are too ti ght. I can't wear them.
Not +adjective + enough
Thisjacket isn't warm enough. I need a different
one.
These pants aren't big enough. They're not very
comfortable.
Discovering grammar
look in the grammar chart. Circle the
correct answers.
t. Too comes (before / after) the adjective.
2. Enough comes (before I after) the
adjective.
Practicing grammar
5 Practice
Complete the sentences. Use too or enough
and the cues.
1. These shoes are (Hot comfortable)
_ _ _ _ _ _ for hiking.
2. I don't like rock climbing. It's (scary)
3. This tea needs more sugar. It's (not sweet)
4. My mom doesn't like sports cars. She
thinks they're (fast) _
5. The pizza (not hot) . Put it
back in the oven.
6 Communication
Comment and compliment
A. ~ Listen to the conversation.
A: What do you think of this skirt?
B: Actually, it looks too big.
A: Really? Well, what about these pants?
B: They're great! You look good in them!
A: Thanks!
54 Unit 6
B. PAIRS. Imagine you are celebrities.
Student A. ask Student B's opinion about
clothes you are trying on for an event.
Student B. respond to Student A.
For example:
A: [en, what do you think of this blue dress?
B: Uh. It's not fashionable enough.
A: What about this black one?
B: Black looks great on you, Angie. You
look very glamorous.
A- Thanks.
tight
low
high
long
7 Dialogue
8 Comprehension
~ S 1 Cover the dialogue and listen. A. Read the false statements. Cross out the
false information and correct it.
Diane: OK. How do Tlook? Be honest.
Karen: Hmm .. . you look too dressed up.
How about th.is purple top and these
jeans?
Diane: 111at top is too tight, and those jeans
aren't dressy enough. What are you
going to wear?
Karen: My red skir t, a black Lop, and black
boots.
Diane: Wow! You're going to look great! But
what about me?
Karen: Definitely wear the jeans. Alex is
going to notice you for sure.
Diane: I wish! Alex doesn't even know I exi st.
He's going to notice Lori , not me .
Karen: Sounds like you're jealous!
Diane: Get out of here! I am not!
Karen: Yeah, right.
Diane: Anyway, what time are we leaving?
Karen: Oh, Lori' s coming by at seven.
purple
1. Karen suggests a ..top and jeans to Di ane.
2. Diane says the top is too big.
3. Diane is going to wear a red skirt.
4. Karen wishe s Alex would notice her.
5. Karen thinks Lor i is jealous of Diane.
r .
B. . ~ Read along as you listen again. Check
your answers.
9 Useful expressions
A. ~ l ist en and repeat.
• How do I look?
• 1 w ish!
• Definitelv
.I
• Sounds 1ike . . .
• Get out of here!
B. Complete the conversations with
expressions from Exercise A.
B:
B:
L A:
B:
3. A:
B:
you're busy.
B: I am. I'lt call you later.
2. A: Ooh. You're jealous!
_
You look awesome!
4. A: Are you going to the Black Eyed Peas
concert?
___ _ ___ _ _ _ Tcan't wait!
5. A: Wow! You look like Jennifer Amst on!
Unit 6 55
GRAMMAR Focus
Present contmuous for future arrangements
Affirmative statements
He' sl eaving early tomorrow.
We're practicing this weekend.
Negative statements
He'snot coming to the part y tonight .
We're not doing anyt hing on Friday.
Yes/No quest ions
Are you coming over later?
Short answers
Yes, I am./ No, I'm not.
Inf ormat ion questions
When are t hey leaving?
Answers
They' re leaving tomorrow morning.
Discovering grammar
Look at the grammar chart. Circle the
correct answers.
1. In thi s sente nce, "We're studying at home
t oni ght," t he present conti nu ou s expresses
(present I fut ure) meaning.
2. In this sentence, " We' re studying at
home ri ght now," t he pr esent continuous
expresses (present I f uture) meaning.
Practicing grammar
10 Practice
Complete each conversation with the present
continuous.
1. A: (Marta/come) /s Marta coming to the party?
B: Yes, (she/bring) the CDs.
2. A: What time (you/leave ) _
tomorrow?
B: (I/take) the five o' clock
tra in.
3. A: (jon/drive) us to practice
toni gh t?
B: No, he can't. (he/do) his
homew or k.
4. A: (you/do) anything special
this weekend?
B: Well, (f/not goout) on
Fr iday evening, but (my cousins/come)
- - over on Saturday and (wei
play) volleyball.
56 Unit 6
11 Practice
A. look at the list of activities below. Put a
check (v) before activities you are doing
this weekend. Put an (X) before those you
are not doing.
- -study­ _
- - 90..to a marie:__
, _ _ phone a clseemato _
-- clean my-coonJ_
__.;; 5t ay ovecst: my..friend'6 hOU68
visit my...grandparents
- _ have a par.ty _
[your own idea]
B. PAIRS. Ask and answer questions abo
what you're doing this weekend. Ilse i
from Exercise A.
For example:
A: Are you studying this weekend?
B: No, I'm not. I'm visiting my
grandparents on Saturday.
A: What about Sunday?
---
as
GRAMMAR Focus
Be gomg to + verb for future plans,
intentions, and predictions
Statements
I' m )
He's/She's (not) going to watch TV tonight.
You' re
We' re/They're
Yes/No questions Short answers
Yes, Iam.l No, I' m not.
Are you )
Yes. he/she is.l No, he's/
15 he/ she going to watch TVtonight?
she's not.
Are they
Yes, they are.l No, they' re not.
Information quest ions Answers
Who's going to watch TVtonight? l am.
What Is she/ he going to do tonight? He's/She's going to watch TV.
When are they going to watch TV? Tonight.
Practicing grammar
12 Practice
Complete the conversations
with be going to and the
verbs in parentheses.
1. A: Is Jason coming to your
party on Saturday?
B: I don't know. I (call)
him in a minute.
2. A: (you/have)
a party for your
birthday this year?
R: Yeah. I (have)
it in a club.
Discovering grammar
A: What (you/wear)
Look at the grammar chart. Circle the correct answers.
- - - - - - - -_?
1. Be going to is followed by the (past I base) form of a verb.
B: Just jeans and a nice top.
2. Use be going to + verb to talk about (plans I promises).
The party (not/be)
formal.
13 Practice
PAIRS. Look at the pictures.
Ask and answer what each
person is going to do. Choose
phrases from the box.
make a phone call
play music
wash his car
take a bath
For exampl e:
A: What's Angelina Jolie going
to do?
B: She's. .. . What about
Cameron Diaz? What's she
going to do?
Unit 6 57
14 Pronunc·ation 17 Writing
The pronunciat ion of goingto /gana/ GROUPS. Write some fashion do's and don'ts
for teenagers like you. Include the advice you
A. 54 Listen and repeat.
heard in Exercise 15.
1. I'm going to see you tonight.
2. She's going to call you at 5:00.
1. Wear styles you're going to be
3. He's going to arrive at 7:00.
4. They're going to play volleyball. comforta ble in.
2. Don't wear clothes that are too
B. PAIRS. Take turns saying each sentence
out loud.
fashionable or too trendy.
3.
15 Listening
4.
55 Listen to the talk show. Circle the letter
5.
of the phrase that correctly completes each
6.
statement.
7.
1. Olivia says the girls in her new school
8.
a. are not fashionable c. hate fashion
b. are into fashion
2. Lauren advises Olivia not to wear anything
that's _
a. too comfortable c. too short
b. too trendy
3. Noah tells Olivia to _
a. be confident c. be nic e
b. look pretty
4. Lauren says a person can't be confident if the
clothes are _
a. too trendy c. not comfortable
b. too expensive
5. Ella advises Olivia to _
a. follow fashion trends c. look young
b. be herself
6. When choosing clothes, Anna advises
teenagers to cons ider their _
a. parents c. fri ends
b. personal style
16 Speaking
GROUPS. Discuss this question.
Do you agree with the ad vice that the teens and
the editor of Teen Magazinegive? Explain your
answer.
58 Unit 6
-
Units 5 and 6
r
Test-taking tip : Keep you r eyes on your own paper.
You don' t want to appear to be cheating and cause unnecessary trouble for yourself.
Grammar
A. Complete the conversations with either the
simple present or the present continuous.
(3 points each)
1. A: What (you/do) are you doing ?
B: I (check) my messages.
A: But why (you/use) _
my computer? You always (use)
____ _ _ my things without
permission.
B: I'm sorry. But Mom (use)
_ _ _ _ _ _ the other one. Just five
more minutes.
2. A: Can I borrow one of your Harry Potter
books-the final book?
B: I'm sorry, but I (read) _
it.
A: You (not/read) it right
now. You only (read) _
on weekends.
B: You're wrong. I (just/rest)
_____ _ for five minutes.
A: All right. But can I borrow it later?
B: Sure.
B. Complete the conversation with the
present continuous form to express future
meaning. (2 points each)
A: Can I come to your house tonight?
B: No, sorry. My cousins from Canada (visit)
us. ______
A: When (they/come) ?
B: They (arrive)
tonight.
A: (you/take)
anywhere?
at 7:00
them
B: Of course. We (take)
all over town.
them
Vocabulary
C. Put a check (v) next to proper behavior in
the classroom and an X next to the ones
that are not proper. (2 points each)
~ 1. paying attention to the teacher
2. daydreaming during class
3. checking your messages on your
cell phone
4. arguing with your classmates
5. taking notes during a lesson
6. sending instant messages during
class
7. helping to erase the board
Communication
D. Complete the conversation. Use too and
enough in your responses. (3 points each)
A: What do you think of these jeans?
B: (low and tight)
A: What about this pair?
B: Urn. No, (not fashionable)
A: You're difficult. How about these? Are
they, (fashionable)
---- - - - - - - _ ?
B: Yes! They look great.
Now t can ••.
ta lk about reasons f or running late.
o explain what's going on now.
o compliment and respond to a
compliment.
Unit 6 59
1 Reading
Reading skill : Using pictures
Look at the phot os and illustrations in an art icle or st or y
before you read, as you read, and af t er you read .
A. PAIRS. Look at the title and pictures before you read. Talk to
a partner about what you see in the pictures.
B. As you read, look at the pictures that illustrate information.
C. After you read, use pictures to help you remember. Write the
letters of pictures that illustrate the following.
1. _ d_ Ancient Egypt 6. _ _ neck rings
2. _ _ thin women 7. _ _ tattoos
3. _ _ plump women 8. _ _ Maori culture
4. _ _ Renai ssance Europe 9. _ _ long hair on men
5. __ Padaung culture 10. __ piercings
2 Listening
~ , Listen to a fashion expert. On the chart. check (.....) what she
says is stylish and attractive for men and women today.
Hairstyle Makeup Tattoos Piercings
short o none 'none o none
Men medium length u alittle o one or two D oneortwo
o long o alot a alot o alot
~ short o none o none o none
Women 0 medium length U a little U one ortwo o one or two
long CJ a lot :J a lot o a lot
3 Speaking
GROUPS. Talk about what makes men and women stylish
and attractive. Comment on hairstyle. makeup, tattoos, and
piercings.
A: Do you think long hair is attractive on a man?
B: Well, Tthink short hair on a man is attractive.
C: Interesting. I think long hair is attractive.
4 Writing
Write two paragraphs about what you think makes men and
women attract ive and stylish.
60 W"de Angle 2
Images ofbeautyand style are all around us: in movies, on television,
in magazines, and on the Internet. However, what's attractive changes
over time and varies from culture to culture.
What is the ideal bod y shape? In ancient Egypt, beautiful women
were thin and had small waists. In Renaissance Europe (1300-1500),
people thought plump women were very beautiful. And in many
traditional Pacific Island cultures, men find extremely heavy women
very att ractive.
In Sixteenth-century England, the ideal woman had snow-white skin,
red cheeks, and red lips. To make themselves attractive, women wore
very white makeup and painted thei r lips and cheeks bright red. In the
nineteenth century, makeup went out of fashion. Queen Victoria said
it was "impolite" to wear makeup. By the 1940s, makeup was back in
fashion-but snow-white skin was out. Suntans were glamorous.
Some cultures have very speci al ideas of beauty. For the Padaung of
Burma, a very long neck is beautiful on a woman. Girls from the age
of fiveor six wear metal rings arou nd their necks. As thei r necks grow,
more rings are added.
In the traditional Maori culture of New Zealand, tattoos made a
man attractive. Men tattooed their faces and much of their bodies .
The tattoos were "body art" and gave information about the man's
family and position in society. Long, healthy hair
on a man also made him handsome.
In western countries today, some people think
tattoos and body piercings are attractive. While some
men and women get small tattoos , others get tattoos
all over their bodies. Piercing is al a stylish, and
not just on the ears. Some people have piercings on
thei r eyebrows, nose , lips, or tongues .
What do you think makes a
person attracti e:
5
1 Dialogue
~ Cover the dialogue and listen.
Lori : You were awesome, Alex!
Alex: Thanks! Your dance number was
great, too.
Diane: Congratulations, Alex! You were
incredible! You sounded amazing on
the guitar!
Alex: Thanks. So, who taught you those
gular
dance moves?
Diane: Nobody. Actually, most of our moves
were pretty simple.
e
Alex: I always knew you guys were
talented.
Paul: There you are. Way to go, kids! That
was a terrific show.
Diane: Did you really think so, Paul? We're
glad you liked our performance.
Paul: I really did. Urn, Alex, can I see
you backstage? Just for a couple of
minutes.
Alex: Sure. Guys, can you wait for me here,
please?
Diane: No problem. Take your time.
2 Comprehension
A. Complete the statements with words from
the dialogue.
1. Lori said Alex was awesome
2. Diane said Alex was _
3. She also said Alex was _
on the guitar.
4. Alex said the girls were _
5. Paul said the show was _
B. ' 83 Read along as you listen again. Check
your answers.
3 Useful expressions
.
A. 84 listen and repeat.
• Congratulations!
• Way to go!
• There you are.
• Just for a couple of minutes.
• Take your time.
B. Which expression from Exercise A would
be appropriate to say for each of these
situations?
1. Your friend just won a spelling
competition. Congratulations!
2. You're telling someone you only need a
little of their time.
3. Your friend passed a really difficult test.
4. You're going somewhere with a friend,
but you're not in a hurry.
5. You're looking for someone and you
finally find hi m or her.
4 Vocabulary
Positive and negative adjectives
A.
-"
85 listen and repeat.
Positive
awesome
amazing
incredible
fantastic
terrific
wonderful
Negative
awful
terrible
horrible
dreadful
disgusting
lousy
B. PAI RS. Give your opinions of some famous
people or movies using some of the
adjectives above. Find out your partner's
opinions.
For example:
A: I think James Bond movies are fantastic.
What do you think?
B: Oh, I think they're dreadful!
Unit 7 63
GRAMMAR Focus
The simple past of be (WQS, were)
Affirmative statements
I was
You were
He/She was
at the party last night.
You were
We were
They were
Yes/No Questions
: : : e h ~ ~ ~ h e 1
at the party last night ?
Were you
Were they
Information questions
Who was at the party last night?
Where was the party?
Negative statements
I wasn't
You weren't
He/She wasn't
You weren't
We weren't
They weren't
Short answers
home last night.
Yes, Iwas./No, I wasn't.
Yes, he/she was./ No, he/ she wasn't.
Yes, we were./ No, we weren't.
Yes, they were.lNo, they weren't.
Answers
I was ./We were.
At the school auditorium.
Discovering grammar
Look at the grammar chart. Complete the
rules with was or were.
1. The simple past forms of be are _
and _
2. With I, He, She, and It, use in
simple past statements.
3. With You, We, and They, use _ _ .,.-­_ in
simple past statements.
Practicing grammar
5 Practice
Complete the conversation with the past form
of be.
Lori: How was
(l)
the party last Saturday?
Alex:
(2)
Lori: you there all night?
(3)
Alex: Oh, yeah. It
(4)
so mu ch fun.
Lori: Who else there?
(5)
Alex: Paul, of course. His sister
_ .,.--_ _ with him.
(6)
Lori: Really? What about the other Teen
Scene members? they all
there? (7)
Alex:
(9)
(10)
6 Pradice
A. Write questions with the past tense of be.
Use the cues.
1. (you / at a party recently)
Were you at a party recently?
2. (When lit) _
3. (Where/it) _
4. (What kind of party / it)
5. (Who /attheparty)
6. (How / it)
B. PAIRS. Ask your partner the questions in
Exercise A. Switch roles.
For examp l e:
A: Were you at a party recently?
B: Yes, I "vas.
7 Pronunciation
orm
Intonation in Yes/No and
information questions
jay?
A. ~ listen and repeat.
Yes/No questions
---..A
We re you at a party recently?
--...If
Was he there?
--.J
Was it fun?
Information questions
~
When was the party?
~
What kind of party was it?
~
How was the party?
B. PAIRS. Alternate reading the examples
?py
above. Student A, read the Yes/No
questions. Student B, read the information
questions.
8 Communication
Express agreement or disagreement
A. B7 listen to the conversation.
A: Were you at Mike's party last night?
B: Yes, I was.
A: How was it?
B: It was awesome. 1 loved it.
C: Not me. I thought it was awful. The food
\ '\' a 5 really bad.
B: You're right about that. But the music was
great.
C: That 's true. It was fantastic.
B. GROUPS. Practice the conversation. Then
role-play, replacing the underlined parts
with your own ideas.
GROUPS. Talk about a party you
were at recently. Talk about the
food, the people at the party, and
the activities. Use the questions in
Exercise 6 for ideas.
Useful language:
• I was at a birthday party [last Saturday] .
• Really? How was it?
• It was awesome/amazing/incredible/boring.
• There were . . .
II . The food/music/dancing was ...
Unit 7 65
The simple past of regular and irregular verbs
Affirmative statements
I studied music in school.
He/ She taught mus ic years ago.
Yes/ No quest ions
Did you study music?
Did he/she teach mus ic last year?
Information quest ions
Where did you study music?
Where did t hey teach last yea r?
Negative statements
I didn't study acting.
He/ She didn't teach acting.
Short answers
Yes, I did.lNo, I didn't.
Yes,he/ she did.l No, he/she didn't.
Answers
I studied at Juilliard.
In Korea.
Some irregular verbs
begi n ~ began bring ~ brought
choo se ~ chose com e ~ came
have ~ had let ~ let
make ~ made put ~ put
speak ~ spoke teach ~ taught
think-s thought write ~ wrote
Note: Seepage 136for a list of more
irregular verbs.
3,
4.
9 Practice
u3. not/ become)
old. He (16. not/make)
(19. got)
st udent
Mozart (22. die)
Discovering grammar
Look at the grammar chart. Complete the rules with regular, irrequier, or both regular and
irregular,
1. With verbs in the simple past, the spelli n9 changes.
2. To form the simple past of verbs, add -ed or-d.
In negative statements with verbs, use didn't and the base form .
In questions with verbs, use did and the base form.
Practicing grammar
Complete the biography with the past forms of the verbs in parentheses.
Wolfgang Amadeus Mozart (I. be) was born onJanuary 27, 1756, in Salzburg, Austria.
Mozart (2. be) a musical prodigy. He (3. be) exceptionally tal ent ed in
music. I-Ie (4. begin) playing the piano when he (5. be) . only t hree years
old. Soon after, he could play the piano like a professional. At t he age of four, Mozart
(6. learn) to play the harpsichord and violi n. At five, he (7. write) his
own music. Mozart (8.give) his first public performance at the age of six for t he
Empress of Austria. Recognizing his child's talent, Mozart's father (9. take) his on
on concert tours throughout Europe.
Mozart (ro. play) for the rich and for royalty. As a teenager, he (n. write) _
and completed his fir t opera. He U2. continue) to write great music as an adult, but
famous. Mozart U4.getmarried) when he (15. be) 26 years
much money from his compositions, so he (17. teach) to support
his family. Sadly, his wife u8.become} sick from not eating properly. Soon, Mozart also
sick. Before he (ao. die) , Mozart UI. give) one .of his
instructions on how to complete his last work the RequiemMass.
on December 5, 1791, in ienna, Austria.
66 Unit 7
10 Practice
A. Read Mozart's biography again, Use the
cues to write questions about Mozart.
1. (Where I he born)
Where waf> he born?
2. (have I a special talent as a child)
Did he have a f>pecial talent ee a
child?
3. (How old I he when he began
playing the piano)
4. (What I he learn at the age of four)
5. (What I he write at the age of ftve)
6. (What I he do when he was six)
7. (Where I his father take him)
8. (Who I he play for)
9. (When I he get married)
10. (he make I a lot of money)
11. (Why I his wife become sick)
12. (When I he die)
B. PAIRS. Student A. role-playa reporter
int erview ing an expert on Mozart. Ask the
questions in Exercise A. Student B, you're
an expert on Mozart. Answer the reporter's
questions.
F01' example:
Q: Where was he born'?
A: He was born in Salzburg, Austria.
11 Practice
Playa game. Go to page 132.
learn to learn .. , ~ " , ,, __ --,.r
•• ~ . f ·
Learn irregular past forms in groups
You can learn irregular past forms faster if you
memorize them in groups.
Write the past forms of these verbs. You may
use a dictionary. In your notebook, group them
according to how they form the simple past.
bend choose
take feel
know sleep
leave spend
break grow
build keep
ride meet
send write
12 Listening
88 list en to the interview. Then circle the
correct answers.
1. Rob is going to study (at (I IIniversit y /
at home).
2. Rob says it's (exciting I difficult) being gifted .
3. Rob's school friends thought he was
(smart I weird).
4. Rob failed an exa m because he
(didn't knowtheanswers /
didn't want to be different),
s. Rob's parents make sure he
(has a balanced schedule / st udies many hours) .
13 Your turn
GROUPS. Discuss the following:
1. What sort of problems do you think Rob had
at school?
2. What do you think his friends thought of
him? What about his teacher s?
3. Would you like to be gifted? Why or
why not?
Unit 7 67
like an orche stra in his head. These days,
while kids are downloading music off the
Internet , Jay downloads music from his head.
Using a computer program, he composes so
fast that he often crashes his computer.
Jay's father, Robert, who became blind at
36, is a linguist . His mother is a painter from
Israel. Neither of his parents is a professional
musician, but as a child J ay heard music in
his head all the time. He started comp osing
when he was in elementa ry school. His
teachers didn't know what t o do wit h him .
At age 10, he began his studies at Juilliard.
When Jay was 11 , he began studying with
third-year college students .
Jay continues to hear music in his head.
When music enters his head, he writes it
down. Beethoven changed his compositions
many times. Jay never has to. He says,
"It just comes out right th e first
time."
A M ODEf'..N-DAY M OZA..f'..1
The Juilliard School is an int ern at ionally
famous performing arts school in New York
City. There is a student at Juilliard who,
accordi ng to music experts, is the greatest
talent to come along in 200 years. This
st udent recently wrot e five complet e
symphonies, and he is only 12 years old!
His name is Jay Greenberg.
Jay wrote a musical piece called The Storm
in jus t a few hours for the New Haven
Symphony in Connect icut , U.S.A. A
well-respected Ameri can composer, Sam
Zyman, compares Jay to gr eat pro digies
like Mozart . Jay can compose
a pia no sonata in twenty-five
minutes, and it's a great piece
of classical mus ic!
In an interview, Jay said that
he doesn't know where the
music comes from. The music
comes fully written, playi ng
14 Reading
A. Think of a famous person or someone you know who has exceptional talent. What special talent
does he or she have?
B. 89,' Read along as you listen to the story about a young musical prodigy.
15 Comprehension
Answer the questions.
1. What kind of school is [uilliard?
2. What is Jay Greenberg's exceptional ability?
3. Which great composer is Jay compared to'?
4. What's special about Jay's composing talent?
Unit 7
16 Speaking
PAIRS. Take three minutes to reread Jay's
story. Then ask and answer questions about
Jay. Try not to look back at the reading.
For example:
A: Where is Jay studying?
B: At Juilliard, in New York.
A: Whflt did he write for the New Haven
Symphony?
B: I think it's called The Storm.
17 Writing
In your notebook, write a summary for a teen
rnaqazine about Jay and his exceptional talent.
68
The good news
A. 810 Read along as you listen. What's Paul's good news?
B. GROUPS. Discuss: Why does Alex say, "You j ust made my day"? Give examples of other
situat ions when someone or something makes your day.
Uni t 7 69
1 Vocabulary
Basic emotiIons
-:
A. 811 l"isten and repeat.
Comrnunicati
E lan
xpress opinion
Grammar
Conj unctions' a
Used to f . tid, but, so
or past habits
Vocabulary
BasicernotiIons
70 Unit 8
B. Complete the sentences with the adjectives
from Exercise A. Then match them to the
pictures on page 70.
_ 5 _ He's
tired
because he spent
all afternoon cutting the grass.
__ She's
because her mom
gave her some candy.
__ He's because he's
speaking in front of a lot of people.
__ She's because her
friends suddenly arrived.
_ _ She's
broke the window.
_ _ He's
is shouting at him.
__ He's
. . .
IS wmnmg.
_ _ He's
flew away.
__ He's
because her son
because his mom
because his team
because his bird
because he's
watching a horror film.
_ _ She's because her
friend is talking to someone else. ~
v,.
__ She's
because her mom
found her diary.
__ She's .because her
~
-
baby's sick.
C. PAIRS. Talk to a classmate about how you
::
....
feel today.
Personalize what you learn in school
It is easier to learn and memorize vocabulary
when you relate it to your own life.
A. Choose one emotion from page 70 that you
can relate to your own experience.
For example: __--'-'--'--__
5ad
I
8. PAIRS. Who or what do you remember when
you think of the emotion? Talk about the
situation.
I
For example:
A: I was very sad when my dog died. OR
My dog died, and I was very sad.
8: I was . ..
l, /J
GROUPS. Talk about what makes
you happy and what makes you
sad or angry.
I
IUseful language:
• What makes you happy/sad/angry?
·I'm happy/sad when .. .
II
• I get angry when . . .
• Seriously?
• You're kidding!
• No way!
2 Your turn
A. Choose three adjectives from Exercise 1A.
Write them in the chart. Then Iist three
things that make you feel each emotion.
Adjective
happy
I Things that make me
feel each emotion
summer vacation, a
new CD, soccer game5
8. PAIRS. Compare your charts.
For example:
A: What makes you happy?
B: Well, summer vacation is one thing.
A: Me, too!
3 Listening
812 What makes people happy? Listen to the
interview. Circle the people's answers.
It ,l b .1 my Job
cmY p,irlfriellD mv husband my son
I
my students my family
\
my new house
U '-"/ .1 I " y car
,, ""
mv lIideo games
UnitS 71
I ~
Dialogue
(S"13 Cove r the dialogue and listen.
Alex: You know, Joe, I used to dream of being an actor.
Joe: Keep dreaming, Alex.
Alex: I' m serious. I di d n' t lise to care about my s tudies. I just
w anted to be an actor.
Joe: And yOll don' t want to do that anymore?
Al ex: Not anymore. I' m going to be a professional musician.
Joe: Wait a minute. Did you get into [uilliard?
Alex: I wish, but that's never going to happen. I'm not that
good!
Joe: Never say neuer. Hey, it's not too lat e to apply.
Al ex: I know, but Paul's recommending me to Star Performers,
so I'm keeping my fingers crossed.
Joe: Star Performers! That's awesome! There's Lori. Hey, Lori .
Paul's recommending Alex to Star Performers.
Lori : Oh? When did Paul talk to you, Alex?
Alex: Just now.
Lori : J just talked to Paul, too, but he didn't mention it. Excuse
me. I have to go.
Alex: Wai t. Lori. are you coming to the party?
I!
Joe: \Vhat's wrong with her?
5 Comprehension
A. Wr ite True or False for each
st at emen.
True 1. Alex wants to
be a professional mus icia n.
___ _ 2. He got
accepted at [uilliard.
____3. Joe is happy
for Alex.
____4. Alex told Lori
the good news.
_ _ _ _ 5. Lori learned
the news from PauI.
____ 6. Lori is excited
about Alex 's news.
B. 814 Read al ong as you
listen again. Check your
answers.
72 Unit 8
I
6 Useful expressions
A. ~ Listen and repeat.
• Keep dreaming.
• Not anymore.
• I wish.
• Never say never.
• I'm keeping my .fingers crossed.
• Just now.
B. Write the appropriate response. Use the
expressions in Exercise A.
1. A: Do you still enjoy watching cartoons?
B: Not anymore.
2. A: Di d you get an A in math?
B:
3. A: I'll never be an actor!
B:
4. A: When did you see Jennifer Aniston?
B:
5. A: I dream of being famous someday.
B:
6. A: I hope you get into [uilliard,
B:
GRAMMAR Focus
Conjunctions:
and, but, so
Alex is excited, and Joe is happy, too.
Alex and Joe are happy, but Lori f eels bad.
Lori felt sick, so she went home.
Discovering grammar
Look at the grammar chart. Complete the
rules with and, but, or so.
1. Use to show contrast .
2. Use to express a result .
3. Use to add information.
Practicing grammar
7 Practice
Fill in the blanks with and, but, or so. Then
insert a comma (,) where it's needed.
1. Teen Scene had <-1 good show, so Paul
is very happy.
2. Alex told Joe his news Joe was
excited.
3. Lori talked to Paul he didn't
mention the news about Alex.
4. Paul thinks Alex is talented he is
recommending him to Star Performers.
5. Lori is also talented Paul didn't
recommend her.
8 Practice
Combine the sentences with and, but, or so.
Write the new sentences in your notebook.
1. 1opened the door. I saw a puppy.
I opened the door. and I saw a pupPY.
2. Do something good. Don't tell anyone
about it.
3. Laugh. The world will laugh with you.
4. I'd like to join Teen Scene. I can't because I'm
only thirteen.
5. The news makes me sad. I don't read
newspapers.
9 Communication
Express opinion
A. 816 Listen to the conversation.
A: Do you think Alex is a good musician?
B: I think he' s a terr Wc singer, and he's
great on the guitar.
A: You really think so? Honestly, J don't
think he's that great, but he's very
popular.
B. PAIRS. Choose an entertainer to talk about.
Express your opinions about the person's
abilities.
Unit 8 73
GRAMMAR Focus
Used to
Affirmative statements
I
You
He/She
You
We
They
used to be an actor.
used to work in Hollywood.
YeslNo Questions
Did you use to be an actor?
Did he use to wor in Hollywood?
Did they use to work in Hollywood?
Information questions
What did he use to be?
Where did they use to work?
Negative statements
I
You
He/She
You
We
They
didn't use to be famous.
didn't use to like acting.
Sho rt an swers
Yes, Idid.l No, Ididn't .
Yes, he did.l No, he didn't.
Yes, they did.l No, they didn't .
Long answers
He used to be an actor.
They used to work in Holl ywood.
Discovering grammar
look at the grammar chart. Circle the correct answers.
1. Use the (past I base) form of a verb with used to.
2. Use used to to talk about past situations that are (stiff true /
no longer true).
Practicing grammar
10 Practice
look at the pictures of Alexis. Write sentences comparing the
past and the present.
When Alexis was three years old, ... Now ...
short and chubby tall and thin
Fo}' example:
She ueed to be !5hort and chubby. but now ehe'e tall and thin.
1. afraid of the dark / not afraid anymore
2. re ally shy / very outgoing
3. like going to bed early /like to stay up late
4. love playing in the rain / hate it when it rains
74 Unit 8
1 Practice
AI RS . Use the sentences from Exercise 10 to
rit e questions. Interview your classmate.
ake notes.
For example :
Did you use to be chubby?
1. _
2. _
3. _
4. _
12 Writing
A. Write a short paragraph about the
classmate you talked to in Exercise 11.
Don't write your classmate's name.
When this person was a young child, he/she
used to .. .
B. Read the paragraph to the class. Ask your
classmates to guess who the person is.
Forexample:
B: Is it Caitlin?
A: No.
C: Is it Emily?
A: Yes, it is.
13 Pronunciation
The pronunciation of used to
A. 817 Listen and repeat.
• used to 1 used to feel nervous
speaking in front of the
class.
• didn't use to I didn't use to be afraid
of flying.
• did you use to What did you use to do
when you were nervous?
B. ~ Listen to the conversation. Then
practice it.
A: What did you use to be nervous about?
B: J used to be nervous about going to the
principal's office.
A: Me, too. But I'm not anymore.
B: Really? Why not?
A: Because the principal's my mom!
14 Practice
Have a competition! Go to page 132.
Unit 8 75
15 Reading
A. What do you think the expression "Laugh and the world laughs with you" means?
Do you agree?
B. ~ Read along as you listen.
All over the world, groups
of people meet early
each morning for one
reason: to laugh. But what
makes them so happy?
There are no funny stories
or comedians- everyone
just laughs. At first, the laughter
is forced. But after a few minutes, the laughter
becomes real and fun . Are these people crazy?
That 'sexactly the reaction Dr. Madan Kataria got
when he asked some people at a park in Mumbai,
India, where he lives, to start a laughter club with
him. Four of those people somehow agreed, and
they laughed with Dr. Kataria in one corner of the
park. The small group of five quickly grew to fifty.
Before long, the Laughter Club spread all over the
world.
Why a laughter club? When Dr. Kataria was
younger, he used to enjoy reading the section
"Laughter, the Best Medicine" in the magazine
Reader's Digest.During his research as a doctor,
he learned the many health benefits of laughter,
so he thought,"lf laughter is so good, why not
start a laughter club?"
What are the benefits of laughter? Various
studies show that laughter has a positive effect
16 Comprehension
Answer the questions.
1. Who started the Laughter Club?
2. What do members of the club do every day?
3. 'Why did the doctor start the club?
4. What are the benefits of laughter?
5. What two groups of people laugh a lot?
6. What kinds of people find it hard to laugh?
Why?
76 Unit 8
on the body. It helps remove the negative
effects of stress, and it is an important element
for maintaining good health. Some doctors use
laughter therapy to help their patients feel better.
Children can laugh up to 300 times a day, but as
they become adults, most of the laughter stops.
Dr. Kataria also observed that people from the
countryside laugh easily and often. He himself
used to laugh a lot when he was a kid, but he no
longer laughs as much as an
adult.This is true for most
people as they get older:They
laugh less. Why is this so?And
what kinds of people find it
hardest to laugh?
It seems that educated and
successful people like doctors,
scientists, journalists, and
CEOs of companies find it
very hard to laugh. It must
be because they are too
busy and have too much
responsibility to laugh at little
things. Does this mean that
successand wealth do not
guarantee happiness? What
do you think?
17 Speaking
GROUPS. Discuss: What kind of people seem
to laugh a lot? What kind of people seem to
laugh only rarely?
A: Children laugh a lot. For example, my baby
brother laughs all the time.
B: My baby sister laughs a lot, too. But
principals rarely laugh.
A: Yeah. Mrs. Darren always looks serious.
Units 7 and 8
Test-takinq tip: Wri t e neat ly.
If your teacher cannot read your handwriting, he or she might mar k your answers wrong.
Grammar
A. Complete the paragraph with the simple
past form. (1 point each)
Yesterday (1. be) wa5 the first day
of school. I (2. walk) to school
with my friends. As we walked, we
(3. tell) stories. We
(4. have) fun walking together.
We (5. not/notice) the time.
Before we knew it, we (6. be) _
already at school. In the classroom, I
(7. introduce) myself. I (8. say)
____ hi to my teacher.
B. Write Yes/No and information questions
using the simple past. Use the cues.
(3 points each sentence)
1. Yesterday was Dad's birthday.
(Yes/No) Was vesterday Dad'5 birthday?
(When) When was Dad's birthday?
2. We planned a surprise party for him.
(Yes/No) _
(Who) _
3. Mom baked a birthday cake for Dad.
(Yes/No) _
(What) _
C. Write affirmative (+), negative (-), and
interrogative (7) sentences using used to.
(3 points each)
J. K. Rowling
1. (+) be poor She u5ed to be poor.
2. (+) live in a small apartment _
D. Combine the sentences using and, but,
or so. Write the new sentences in your
notebook. (2 points each)
1. Our house is small . It's nice.
Our hOU5e i5 small, but it's nice.
2. Alex likes Lori . He always call s her,
3. I like you. You don't like me.
4. It was very cloudy. I took my umbrella
with me.
5. Mom likes jazz. Dad doesn't like jazz.
6. Alex is a guitarist. His sister is a pianist.
Vocabulary
E. Write P for positive, N for negative.
(1 point each)
n.angry _ awesome _ incredible
_awful _ fantastic _ upset
_ bored _ horrible _ happy
Communication
F. Complete the conversation with
expressions from the box. (1 point each)
Never say never. Th at's t rue.
Keep dreaming.
A: I think Alex will become famous someday.
B: _
A: Really. I'm serious.
B: No way. He'll never be famous.
A: _
B: Well, there are many talented teenagers who
are better than he is.
A: _
3. (-) live in a mansion
4. (?) work as a teacher
_
_
ow I can .••
o express agreement or disagreement.
o express my opinions.
talk about past habits.
Unit 8 77
t . Create a baseball diamond in the classroom.
Choose a place in the front for home pl at e,
then places for first, second, and third bases
around the room.
2. Next, form two teams. The first team comes
to the front. Each player takes his or her
turn at "bat."
3. The "pitcher" (your teacher) asksthe
"batter" a review question. If the batter
answers correctly, he or she goes to first
base and other players already on the field
move one base. For each player who reaches
home plate, the team scores a "run." If the
batter does not answer correctly, the team
scores an "out."
4. Keep track of "outs" and "runs." After
three outs or five minutes, whichever comes
first, the second team comes to bat.
-
Useful language
• Could you repeat the question?
• That was gr eat! Congratulat ions!
• Oh well, good t ry. That was a hard 0 e
• What 's the score?
• Hurry up! We're running out of
time!
Review Questions
u.,tt 5
What do you do irl your free "tiWle?
What are you dol.,g right t1OW1
What is [natHel dOMg right rlow1
What are you wearhtg today?
U.,lt6
What are you dolrllJ this
weeketwt1
Whim are you leavfrl9 school
today?
What are you goittg to do afur
sChool1oday1
Where are you goittg to eat
dlrlrleY 1orl/ght1
Uritt 7
How was your weekettd?
What did you do last w
Where were you 0.,
three o'clock?
What did you eat for [
yesterday?
Urltt s
What you were you.,!!
did you use togo fD b
Whet! you were you.,!!
you use fU be afraid
What you were YOUrI!!
shows did you use 10
Woo, you were youn!!
did you use to hate?
Game 3
A snapshot of my childhood
My Favorite foys and Games
I had a big collection of Pokemon
cards when I was young. I used to
t rade them wit h my f ri ends. That
WfJS fu n. We al so used to play with
Spider-Man and Power Rangers
action f igures. And r used to play
Nint endo a lot. I was really into
. Mario Brot hers and Pokemon games.
Make an illustrated autobiographical sketch of your
r .
MUSIC Collections
life as it was when you were six years old. Use the TV shows Things you loved
list of topics and the project below as a guide. Then Toys and games Things you hated
share your sketch with your classmates. Books and Your family
magazines Your neighborhood
1. Choose four topics to write about. Pets Favorite places
Foods Dreams
2. Find pictures to illustrate your sketch.
My Neighborhood
When I was six, I lived in Seattle, Washington. It
used to rain a lot , but it was a nice cit y. There
was a creek near my house. My friends and r
used to hang out t here and play.
My Favorite Foods
My mom makes really healthy meals with
lot s of vegetables. But when I was six, J
didn't use t o like vegetables much. (I hated
t
green peas!) But [ used t o love macaroni
and cheese, pizza, and hot dogs.
My Dream
When I was six, I used to want to be a
soccer star. I wanted to be rich and
f amous and have lots of fa ns. Hey, I'm
not ri ch or famous, but I'm on the soccer
team this year. And my parents are big
ods
fans!

roject 3 79
The past continuous
The past continuous with
when and while
Vocabulary
Adject ives for describing the
weather
7. It's warm.
8. It's raining.
9. It's snowing.
-r
A. ~ Listen and repeat.
1. It's sunny. 4. It's windy.
2. It's cloudy. 5. It's cold.
3. It's foggy. 6. It's hot.
------
Adjectives for describing the weather
Vocabula
Communication
Talk about the weather
Talk about past activ ities
Grammar
B. PAIRS. look at t he pict ur es
on page 80. Ask each ot he r
what the weat he r is like in
t he different places .
FO'rexample:
A: What' s the weather like
in Rio?
B: It' s warm and sunny.
C. (§;J listen t o t he
conve rsat ion.
A: What' s the weather like
there today?
B: It's snowing.
A: Really? It' s warm and
sunny here. What was it
like yester day?
B: It was snowing
yesterday, too.
The pa st continuous
We were playing in the snow.
Yes, we were./ No, we weren't .
Negat ive statements
It wasn't snowing at t his time
yesterday.
We weren't playing in the snow.
Answers
Yes, it was.l No, it wasn't.
Answers
It was snowing.
Affirmat ive st atements
It was snowing at t his time
yesterday.
We were playing in the snow.
Yes/ No questions
Was it snowing at thi s t ime
yesterday?
Were you playing in the snow?
Information questions
What was happening at this
time yesterday?
What were you doing?
Discovering grammar
Look at the gramma r chart. Circle the correct answers.
1. To form the past cont inuous, use (is or are I was or were) +
verb-ing.
2. Use the past continuous to describe (something that was in
progress I an event that happened).
Practicing grammar
2 Practice
A. Complet e the sentences with the past continuous form.
Late last nigh t, r (1. sleep) wa66/eeping when Theard a. noise
ou tside. I looked out and [ saw a man. He (2. runs _
away from a neighbor's house. He (3. wear) a white
'l-shirt and 'white sneakers. It (4. mill ) , but he (5. not
wear ) a jacket. He (6. car ry) a small bag.
B. PAIRS. St ude nt A, you' re a poli ce off ice r. St ude nt B, you're
t he person who saw the man running away. St ude nt A,
interview St udent Babout what he or she saw. Use the cues.
1. Q: What / you/ do last nigh t?
2. Q: What / the man / do?
3. Q: he / wear / a white I -shirt?
4. Q: What kind of shoes ! he / wear?
5. Q: he / car ry / a big bag?
3 Practice
Play a game. Go t o page 132.
Unit 9 81
II
II
4 Dialogue
5 Comprehension
A. Answer the questio ns.
1. What wa s Diane pointing at w hen she said, "Look!"?
2. Who volu nteers to ca ll 911?
3. What's on its way?
4. Wh at do es the 911 perso n tell Joe not to do?
5. Why di d they decide to cover the man with Joe's jacket?
B. 823 Read along as you listen again. Check your answers.
82 Unit 9
No, we didn'
We were wal
home from a
pa rty when
f ound him.
ake predi ions
To better understand a listening or a reading text,
try to guess what will happen next.
Before you listen to Joe's conversation with the
police officer, try to predict the questions the
offi cer will ask.
6 Listening
e listen to the conversation between Joe
and a police officer. Circle the fetter of the
phrase that completes each sentence.
1. The four friends just came from __.
a. a Broadway show c. a meeting
b. a party
2. While they were walking home, Diane
heard __.
a. music b. laughter c. a man's cry
ln't . 3. The man was lying _ _ .
za lki
a. on the street c. in an ambulance
n a
b. in the park
:n we
I. 4. The kids covered the man with Joe's jacket
because Lc..;
a. it started to snow c. it was windy
b. it started to rain
5. The police officer wanted to call _ _ .
a. Joe's parents b. Joe's school c. 911
7 Pronunciation
The pronunciation of t ~ 1 in walk
A. ~ Listen and repeat.
• walk
• talk
• saw
• cross
• call
• fall
B. 826 , listen to the sentences. Circle the
words with the !J/sound.
1. W au h four tickets to the show.
2. Did you talk to Paul?
3. I thought you were at the mall.
4. Let's go over to that crosswalk.
s. Can you throw that ball to me?
8 Communication
Talk about past activities
A. 827 listen to the conversation.
A: What was the man wearing when you
saw hi m?
B: He was wearing business clothes.
A: What were you doing at the time ?
B: We were wal king home.
B. PAIRS. Role-play the conversation. Replace
the underlined parts with other activities.
83
I
rl
I
I
~ ~ i : ! ! ' ! 7 The past continuous
with when and while
They were walking home when they heard a cry.
When they heard a cry, they were walking home.
They heard a cry while they were walking home.
While they were walking home, they heard a cry.
Discovering grammar
Look at the grammar chart. Circle the
correct answers.
1. "She was playing" is (simple past I past
con tinuous).
2. "It started" is the (simple past I past
continuous) .
3. In sentences like the ones in the chart,
a. the (simple past I past continuous)
often comes after when clauses.
b. the (simple past I past continuous)
often comes after while clauses.
10 Practice
PAIRS. Student A, you're a journalist.
St ud ent 8, you're a member of the audience.
Student A, ask Student B about the Vo/adore-s
Student B, answer Student A's questions.
For example:
Q: What were you doing when you noticed a
large group of people?
A: I was walking with my friend in
Chapultepec Park.
1. Q: What/you/do/when/you/nolice/
the large group of people? .
2. Q: What/the people/ do?
3. Q: What/the four men/do/when /
you I see / them?
4. Q: the musician at the top of the
pole/playa guitar?
5. Q: What/the four men/start to dol
while/the music/play?
Practicing grammar
9 Practice
Complete the sentences with the simple past
or the past continuous.
It (1. be) was a sunny day in Mexico
City. My friend and I (2. walk) in
Chapultepec Park when we (3. notice) _
a large group of people. They (4. look) _
up. Four men (5. hang) upside down
from a 75-foot pole while a musician at the top
1 of the pole (6. play) a flute. While
I
the music (7. play) , the four men
I'
(8. start) to turn around and around
I
the pole. We didn't know it at the time, but we
(9. watch) Mexico's famous flying
I
I
dancers, or Voladares. It (10. be) a
spectacular sight!
84 Unit 9
11 Practice 12 Writing
s.
Complete the sentences with the simple past
or the past continuous.
1. Once upon a time, there (be) _
a beautiful young woman.
2. The man's name (be) _
Narcissus.
A. Rewrite the sentences in Exercise '11.
putting them in the correct order to make
a story.
3. Echo (fall) in love with
Narcissus right away, but Narcissus
(not/notice) her.
4. Narcissus (admire) his
reflection in the water when Echo
(see) him.
S. While Echo (look) at him, he
(continue)
reflection in the water.
to admire his
6, Her name (be) Echo.
7. One day, while Echo (walk) In
the woods, she (see) a young
man by the river.
8. In the end, Narcissus (die) _
because he (not/eat) or drink.
B. GROUPS. Compare your story with another
group's story. Are the stories the same?
GROUPS. Talk about the stories
you like to read. for example.
fairy tales. scary stories, love
stories, and other types of stories.
Useful language:
• Do you like fairy tales?
• Of course. Everyone loves fairy tales .
• One of my favorite fairy tales is . ..
• No. I'm too old for fairy tales.
• Don't be silly. Fairy tales aren't just for kids .
• I prefer scary stories.
• Me, too.
• I don't. J like love stories.
• Yuck. I hate . ..
Unit 9 85
13 Reading
A. GROUPS. Discuss: What is a fairy? What does a good fairy
usua lly do in a fairy tale?
B. eRead along as you listen.
The Three ·Wishes
>==

••=<
ONCE upon a time, there lived
a poor man with a pretty wife. One
winter night, while they were sitting
by the fire, they were talking about
their rich neighbors. Their neighbors
were happy because they could
buy anything they wanted. The
wife said, "l wish there were a good
fairy right now to give us whatever
we wanted." The husband said he
was thinking the very same thing. At that instant, a very beautiful
woman appeared in the room. She said, "I am a fairy. I promise to
give you anything you ask for. But think carefully. You have only
three wi shes." Then she disappeared.
The wife told her husband, "Personally, I'd ask to be beautiful
and rich." But the husband said, "Being beautiful and rich is
useless if you get sick and you die. Let's ask for good health and a
long life. " "But," said the wife, "what's the purpose of a long life
if you're very poor?We would be miserable for a long time!" "All
right," the husband said. "Let's think about this some more."
While he was talking, his wife put more firewood on the fire
because it was a very cold night. Shesaid to her husband, "This
is such a nice fire. I wish we had sausages to cook on this fire for
supper." Before she could finish her sentence, down came a long
link of sausages from the chimney. The husband angrily shouted,
"Now we only have two wishes left! I wish those sausages would
stick to your nose!" And then it happened. The sausages got stuck
to the wife's nose. The wife screamed because she couldn't take
the sausages off her nose. There was only one wish left. The man
and his wife argued about the third wish-to ask for riches or for
the sausages to disappear? While they were arguing, the woman
ran toward the window. She wanted to jump out of the window
because she couldn't live with the sausages that were hanging
from her nose. The man loved his wife so much and couldn't live
without her, so he said, "Stop, my clear wife. All right. You make
the last wish." The wife wished for the sausages to drop off, and the
sausages fell to the floor. Both husband and wife were very happy.
They reali zed that they didn't need riches or a long life. They were
happy the way they were because they loved each other.
14 Comprehension
Answer the questions.
1. Why did the man and hi
wife think thei r neighbor­
were happy?
2. Why did the wife wish for
good fairy?
3. What did the fairy promi
to do?
4. What did the wife want fa
herself?
5. What about the husband?
6. What did the wife
accidentally wish for?
7. What did the husband
accidentally wish for?
8. What was the third and 1
wish?
15 Speaking
A. GROUPS. Make all-boy a
all-girl groups. Each grou
list several things you'd Ii
to ask a good fairy.
For example :
Girls: I'd ask to be
president of my
country.
Boys: I'd ask for
intelligence.
t
I'd ask to
_ _ 1be .. .
B. Compare your results. Are
there similarities in what
boys want and what gir 5
want? What are they?
What are the differences:"
86 Unit 9
Back at home
A. Read along as you listen. Underline the informat ion that explains what was
wrong wit h the man.
At the police station? Did
. you do anything wrong?
Of course not, Mom. While we were walking home r'
after t he party, we heard a man cry for help. ,
< -
OK, but while you were having an
adven t ure, we were worried!
He was tal king t o his
wif e on his cell phone
before he f aint ed. She
got there while we were
talking t o t he police.
B. Discuss this question : Were Joe and Diane wrong in not calling th eir parents?
Why or why not?
Unit 9 87
1 Reading
Reading skill : Visua lizing
As you read, let the words in the story form pict ures in
your mind.
A. Read the story. As you read, think about the images the st ory
is describing.
B. PAIRS. Take a few minutes to visual ize four sce nes from t he
story. Describe the scenes to your partner.
2 Listening
~ There are many stories all ove r the world t hat are similar
to "Taro and t he Palace at t he Bot t om of the Sea ." Li st en to a
storyteller tell the American story "Rip Van Winkle." As you
listen, number t he parts of the story in the cor rect order.
His house was empty and most of hi s friends were dead.
He met a group of peopl e playi ng a bowling ga me.
He dran k some liquor.
He said, "I am your father !"
He fell asleep.
He helped an old man carry a keg.
He woke up and wen t back home.
Rip Van Winkle went for a walk in the mountains.
A woman said Rip di sappeared twenty years ago.
3 Speaking
GROUPS. Discuss these questions.
1. How are "Taro an d the Palace at the Bottom of the Sea" and
"Rip Van Win kle" similar?
2. How are the stories different?
4 Wrting
GROUPS. Work together as a group to make up a very short,
simple fai ry tale similar to the Tar o and Ri p Va n Winkle st ories .
Set it in the modern day with a teenager as the ma in character.
88 Wide Angle 3
Communication
Talk about preferences
Grammar
The comparative and superlative
forms of adjectives
Making comparisons with
as ... as/not as .. . as
Vocabulary
Adjectives of quality
(positive and
negative)
• It's not your fault,
• I know that.
• Maybe I will .
• mad • matter
• chance • talent
• can't • happen
• glad
• happy
PAIRS. Practice the conversation. Make sure you pronounce
the words with the 1<£1 sound correctly.
A: Are you mad at me?
B: No, but I'm mad at Sandra.
A: Why? What happened?
B: I can't talk about it. Can we change the topic?
A: OK.
Listen carefully to the sounds of English.
To improve your pronunciation, choose certain sounds in English that
are difficult for you. Focus on these difficult sounds and practice them
often.
Listen carefully to the sound lrel in each word in Exercise 4A.
PAIRS. Practice saying the words with a classmate.
3 Useful expressions
B. Write the appropriate responses. Use some of the expressions
from Exercise A.
1. YOIl don't look good. Why don't yOLt stay home and get
some rest? Maybe I will .
2. We have an exam today. -,-­__
3. Is he mad at me? _
4. Aren't you happy about the news? _
5. Did I do something to hurt you? _
6. I'm sorry about that. _
A. ~ Listen and repeat.
• Should I be?
• No, it's not you.
• I can't answer for [him].
The pronunciation of /{J!/ as in mad
A. b Listen and repeat .
4 Pronunciation
Unit 10
..........-­ ~ .
Practicing grammar
5 Practice
A. First. fill in the blanks with either the
comparative or superlative form of the
verbs in parentheses.
1. Which is (cold) colder
a. _50C
b. -18
0
F
2. Wh ich is (hot) _
a. 100°C
b. 100°F
3. Which is (old ) ?
a. the Eiffel Tower
b. t he Great Pyrami d of Giza
c. the Empire State Building
4. Which is (heavy ) ?
a. a kilo of pot atoes
b. a kilo of cotton
c. neither
5. Which cont inent is (small) ?
a. Asia
b. Austra lia
c. Antarct ica
6. Which is (f ar) _
a. 100 yards
b. 100 met ers
c. 100 feet
0 • • • • • • • • • • • •
B. Now test yourself! Circle the correct
answers.
the best
the worst
the farthest
The comparative and
superlat ive forms of adjectives
Adjective Comparative Superlative
short shorter than the short est
big bigger than the biggest
funny funnier the funni est
famous more famous the most
than famous
interest ing more interest ing the most
than interesti ng
Irregul ar adj ect ives
good better than
bad worse than
far farther than
Joeis shorter than Paul.
Alex isthe shortest among the three men.
He isthe best guitarist in the group.
Discovering grammar
Look at the grammar chart. Then answer
the exercises.
A. Complete the rules.
Short, one-syllable adjectives (for
example, short and fast)
1. To form the comparative, add
_ ___ to the adjective.
2. To form the superlative, add _
to the adjective.
Long adjectives (for example. interesting)
3. To make the comparative, use the word
____ before the adjective.
4. To make the superlative, use the words
_ _ _ _ and before the
adjective.
B. Circle the correct answers.
1. Use the (comparative / superlative) to
compare two people, two places, or
two things.
2. use the (comparative / superlative) to
compare one person, place, or thing
with others in a group.
92 Unit 10

-racnce
e pictures and the information. Then complete the sentences with the comparative
at ive form.
actor (U.S.A.)
Birthdate: June 4, 1975
Height: 5'8"
Weight: 120 Ibs.
Ai.s!,A.w(}\'('t(}\ R(}\l (As!,A.)
Bollywood actor and modelllndio)
ational model lUK)
Birthdate: November 11, 1972
.....lIlIiII1e: ay 22, 1970
Height: 5'7"
. 5'9"
Weight: 122lbs.
: 122\bs.
- Rai is (young) ,younger than Naomi Campbell, but she is (old) Angelina [olie.
i Campbell is (old) of the three, and Angelina [olie is (young) _
tina [olie is (tall) Ash, but she is (short) Naomi.
is (short) of the three.
. is (heaV1/) Angelina Tolie.
dice 9 Your turn
_ a compet it ion! Go to page 133. PAIRS. Take turns asking questions about your
favorite celebrities.
,For exampLe:
munication
A: Who do you prefer, Coldplay or U2?
ut preferences
B: Coldplay.
li st en to the conversation.
A: Really? Why?
B: Because they' re more talented than U2.
· Who do you prefer, Alex
I like better. [think he's smarter than
I'
Alex. And he 's tall er.
· Oh, I prefer Alex.
fhy?
· Well, he' s and more
alented . too.
S. Role-play the conversation. Change
underline d parts with Lori and Diane
your own opinions about them.
Unit 10 93
I
Making comparisons
with as . .. as I not as •.. as
Alex is fifteen. Joe is also fifteen.
Alex is as old as Joe.
Nicole Kidman is 5'10". Naomi Campbell is 5'9".
Naomi Campbell is not as tall as Nicole Kidman.
look at the grammar chart. Circle the
correct answers.
1. Use as . .. as to express the
(5imilaritics / differences) between
two items.
2. Use not Cl5 ... as to express the
(similarities / differences) between
two items.
Complete the sentences with as . . . as and not
as . . . as. Use the information in Exercise 6 on
page 93 for your answers.
1. Ash is (not tall) not as tall as Naomi.
2. Naomi Campbell is (heavy) _
Ash.
3. Angelina [olie is (not heavy) _
Naomi and Ash .
4. Naomi Campbell is (not young)
_ _ _ _ _ _ Angelina [olie.
5. Ash Rai (not famous) in
Hollywood she is in
Bollywood.
Discovering grammar
Practicing grammar
10 Practice
94 Unit 10
11 Practice
Rewrite the pairs of sentences
using as . . . as and not as .. . as.
1. Spider-Man is exciting. Superman is
also exciting.
Spider-Man is as exciting as
Superman.
2. Jessica Simpson is beautiful.
Angelina jolie is more beautiful.
3. English is easy. Spanish is easy, too.
4. The Harry Potter movies are
interesting. The Harry Potterbooks
are more interesting.
12 Vocabulary
Adjectives of quality
r
A. 836 Listen and repeat.
• famous • good-looking
• attractive • talented
• beautiful • successful
• gorgeous • fashionable
• handsome • incredible
B. Write an adjective before each noun. Use a
or an and the adjectives in Exercise A.
1. a hand60me man
2. woman
3. building
4. song
5. jacket
6. singer
7. shoes
• Do you think
13 Practice
GROUPS. Use the adjectives in Exercise 12 to
talk about famous actors, musicians, or sports
people.
For example:
A: J think Johnny Depp is the most handsome
movie star today.
Johnny Depp! No way! Jude Law is better­
looking than Johnny Depp.
GROUPS. Think of some famous
people. Give your opinions about
them. Who do you think are
beautiful or good-looking? Who are
good actors or good singers?
Useful language:
is beautifull
good-Iooki ng?
• What do you think of ?
• You really think so?
• I don't think so.
• I think is more beautiful/
better-looking than _
• I disagree.
• I think is the most beautiful/the
most handsome ever.
• No way!
14 Listening
837 Listen to the conversation. Write True or
False for each statement.
According to the conversation .. . I
1. Sasha is the most beautiful woman
in the world.
_ _ _ _ 2. People usually agree on what or
who they think is beautiful.
_ _ _ _ 3. The most beautiful woman in the
world is from India.
_ _ _ _ 4. Ash Rai thinks physical beauty is
important.
_ _ _ _ 5. She also thinks that beauty is
temporary.
___6. Ash is a famous Hollywood actor.
_ _ _ _ 7. Robert de Niro wants to hire her.
15 Writing
A. PAIRS. List some advantages and some
disadvantages of being very beautiful or
good.looking.
Advantages
I
Disadvantages
You could become rich
snd i emoue.
B. Write a paragraph about your ideas in
Exercise A.
C. PAIRS. Read your classmate's paragraph.
Circle any errors. Use the Peer editing
checklist on page 134 to help you with your
comments.
Unit 10 95
16 Reading
838. Read along as you listen. Underline the sentence that explains what BoJlywood is.
who is the most popular' movie actor in the world?
TomCruise? Guess again. It 's Amitabh .5achchan.
A mit abh who? What about the most beautiful
woman in the world? If .'Jour answer is Nicole
Kidman or Angel ina .Jolie, tr.!::J again . It's
Rai, A sh for short. If Am itabh
.5achchan is more famous than Tom
Cruise, and Ash RBi is more
beautiful than Nico le Kidman
or an.'J HolI.'Jwood movie
star, wh.'J haven't we heard
of them? Its because the.sJ
are Edl,ywood stars.
5 01l .'Jwood is the nickname for
Ind ia's Blmindust r.'J ' or the equ ivalent
of the United States' HoU:Jwood.
5ut 501l.'Jwood is much bigger
than Holl!:Jwood. Consider these
numbers: E.ver.'J 14 million
Indians watch a movie. And
that's onl.!::J in Indi a! E.ach
5oll.'Jwood makes more than 90 0
Blms. HolI,:lwood makes less than
halt ot that.
17 Comprehension
Answer the questions.
According to the reading, ...
1. Who is the most popular actor in the world?
2. Who is the most beautiful woman in the world?
3. Why are their names not as well known as
Tom Cruise and Nicole Kidman?
4. What is Bollywood?
5. What are the elements in a Bollywood movie?
6. Why is a Bollywood movie considered
"wholesome"?
What is a 501l9wood movie lik.e?To begin wit h,
it· is three to tour how-s long. And it follows a
f ormula: It has to top Indian movie sta rs like
A mita6h and Ash, lots of singing i'lnd dancing
(more than one hundred , spectacu lar
colors, and in between all the singing and
dancing is the stor.'J of a poor who meets
a beauti ful , r ich girl. A nd , of
course, t here's alwaqs a
happ.tJ ending. Bu t wa it!
There are two things missing
- th ere's no kissing and there's no blood ,
even if there's a loto f action. In other
words, a 501l,ywood movie is whCltcan be
called "whol esome." The hero and the
heroine don 't ki ss; in the,y never
touch eac h other, except in a fan tasy
song se9uence, where t he.sJ hold
hands. In other words, in Hollywood,
t he,y Q,lll it a musical.
In India, it'sjust
a movie ,
18 Speaking
GROUPS. Discuss these questions:
1. What are the best and worst things abou t
Bollywood movies?
2. What are the best and worst things about
Hollywood movies?
96 Unit 10
est-t aking t ip: Look out for key words.
cook f or import ant words in directions such as complet e, circle, choose, underli ne, either, and or.
----­- ----­- - - - -----­- - - - -------­- - -
Units 9 and 10
-----/
_ ..... ..mar
Complete the conversation with either the
simple past or the past continuous forms of
the verbs in parentheses. (2 points each)
A: Where (1. you/ be) were you last
night?
B: J (2. study) at the library.
A: Reall y? What time (3. you/be)
___ _ _ _ therc?
B: I guess around 8:00.
A: Me, too! But I (4. not see) _
yo u there.
B: I (5. use) one of the
computers. What (6. yOll/do)
_ _ _ _ _ _ 7
A: I (7. l isten) to some CDs in
the music sect ion.
B: Oh, 1see. We (8. be) in
different parts of the library.
B. Compl et e the sentences with when or
while. (2 points each)
1. 1wa s taking a shower when the
phone rang.
2. They were walking to class it
started to rain.
3. Were you working las t night _
the lights went out?
4. she was working on the
computer, Sue arrived.
5. I went to the mall my brother
was watching TV.
6. I was ea ting dinner, I heard a
strange noise outsi de.
C. Find the mistakes. Then correct the
sentences. (2 points each)
the
1. Dogs are friendliest pet.
'"
2. Soccer is interest ing as basketba ll.
3. She plays the guitar better he does.
4. My sis ter is the older in our fa mily.
5. Ms. Kim is more nice than Mr. Mane.
6. Alex is t he more talented in Teen Scene.
Vocabulary
D. Circle the word that doesn't belong in each
group. (1 point)
1. a.9 b. foggy c. windy d. cloudy
2. a. sllnny b. hot c. warm d. cold
3. a. short b. chubby c. thin d. funny
4. a. far b. attractive c. ugly d. beautiful
Communication
E. Complete the conversation with
expressions from the box. (3 points each)
Should I be? No, it's not you.
Maybe I will. It's not your fault.
I can't answer for him.
A: Did I do something to upset you?
B: No, It's not you.
A: I'm sorry you're upset.
B: _
A: Are you mad at Mike then?
B: _
A: I don't know. Docs he know how you
feel?
B: _
A: You should talk to him about it.
B: _
ow I can ...
Cl narrate a past event .
o talk about the weat her.
o ta lk about preferences.
Unit 10 97
1 Dlalo u
n ..""'- ~
'.:l".""" WHIT"'"
Communication
Express decisions
Grammar
Will for predictions and
decisions
Should/Shouldn't for advice
Must/Must not for rules and
obligations
Vocabulary
Parts of the body
2 Comprehension
A. Answer the questions.
1. Why is Paul annoyed with Lori?
2. What does Paul give to Lori?
3. What is PauI going to do for Lori?
4. Why does Lori leave hurriedly?
5. What does Pau I tell Lori about the
audition?
B. 840, Read along as you listen again. Check
your answers.
Paul:
Lori:
Paul:
Lori:
Paul:
Lori:
Paul:
Lori:
Paul:
Lori:
Paul:
e
/
Cover the dialogue and listen.
You're late, Lori.
Sorry, Paul.
It's OK. Here's the script for our spring
musical. You should audition for the
lead part. You'll be perfect for it.
Thanks. I'll read it tonight. Is that all?
I think so. What's the matter? Your eyes
look red. Are you all right?
I'm just tired. Uh, actually, there's
something else. Why did you
recommend only Alex to Star
Performers?
Is tha t why you're upset? You shouldn't
be. I' m going to recommend you to
Talented Teens.
In los Angeles? You're kidding.
Nope.
You mean . .. ? Oh no. Thave to go talk
to Alex. I'm son y, I have to go.
That's OK. And, Lori .. . You mu st be
on time for your audition.
Lori: I will. 1promise.
98 Unit 11
3 Useful expressions
, ~
A. 841 Listen and repeat.
• Is that all? • Actually, . ..
• What's the matter? • Are you all right?
• Tthink so. • You're kidding.
B. Match each expression with the
appropriate response.
.A: ». Is that all? a. Nothing.
_ _ 2. Are you all b. You're
right? kidding.
_ _ 3. You got the c. Actually, no .
highest grade I'm upset about
in English. something.
__ 4. What's the
d. I think so.
matter?
4 Vocabulary
Parts of the body
A. ~ Listen and repeat.
a n k l e ~ hand _ _ shoulder _ _
arm _ _ head __ stomach _ _
back __ hip _ _ thumb _ _
ear _ _ knee _ _ toe _ _
eIbow __ leg _ _ waist _ _
eye __ mouth _ _ wrist _ _
face _ _ neck _ _
finger _ _ nose _ _
foot (pI feet) _ _
B. Match the numbers and the parts of
the body.
C. Write the words from Exercise A under
these headings.
Head Body Arm Leg
eye
I
and decisions
Affirmative statements Negative statements
She' ll be perfect for the He won't like it.
I,
role.
I' ll read the script tonight. We won't stay long.
We' ll talk to him. I won't be with you.
Yes/No questions Short answers
Will you be OK? Yes, I will./ No. I won't.
Will they be here? Yes, they will./ No, they
won't.
Contractions
f'II -t I will they'll ~ they will
you'll -t you will he'll ~ hewill
it'll ~ it will she'll ~ she will
we'll -t we will won't ~ will not
Discovering grammar
look at the grammar chart. Circle the
correct answers.
1. Use wilf + the (-ing form I base form) of a
verb to talk about the future.
2. The simple future form of will is (the same I
not the same) for all subjects.
3. The contraction of will not is (wifln't I
won't).
Will for predict ions
Abby: We (4. take) the bus to 42nd
Street, then we (5. take) the
subway to 59th Street.
Dad: And how (6. you/get ) back?
Dave: We (7. take) the bus ba ck.
Can yOIl pick us up at the bus station?
Dad: Fine. I (8. tell) your mom.
Oh, what time (9. you/be) _
home?
Abby: I'm not sure, but we (10. call)
_ _ _ _ you when we're on the bus.
6 Practice
Playa game. Go to page 133.
7 Communication
Express decisions
A. ~ Listen to the conversation.
A: \l\fhat's the matter? Are you all right?
B: Not really. I ~ a i d something rude to my
mom..: I feel awful.
A: What will you do?
B: I'll talk to her and apologize.
B. PAIRS. Talk about any of the situations
below. Use the conversation in Exercise A
as a model.
• You were in a bad mood, and you were
Practicing grammar
rude to someone.
• You forgot your friend's or family
5 Practice
member 's birthday.
Complete the conversation with will or'll and
the verbs in parentheses.
Abby: Dad, can I go to Central Park with
Sandra?
Dad: Central Park? Is your ankle OK now?
You shouldn't do too much walking.
Abby: Don't worry, Dad. I (1. be) '/I be
fine.
Dad: Oh, all right, but not just you and
Sandra.
Dave: I (2. go) with them, Dad.
Dad: Good, but how (3. you/get) _
there?
100 Unit 11
Should/Shouldn't for advice
Affirmative statements Negative statements
He/She } He/She }
You should get some rest. You shouldn't worry so much.
~ : ~ y } should talk to Paul. ~ : ~ y } shouldn't talk to me.
Must/Must not for rules and obligations
He/She 1 He/She 1
You must be on time for school. You must not be lat e.
They They
Discovering grammar
Look at the grammar chart. Circle the correct answers.
1. Use (should / must) to give advice.
2. Use (should I must) to state rules or express obligations.
3. Useshould and musfwith (the base form I the -ing form).
Practicing grammar
8 Practice
PAIRS. Student A, say any of the situations below. Student B,
give Student A advice. Use the advice from the box.
study tonight apologize to them see a doctor
put-9R-a-8aRd A i d ~ tell your parents practice
1. A: I cut my finger.
B: You should put on a Band-Aid.
2. My neck and back hurt all the time.
3. I have a final exam tomorrow.
4. I lost my parents' car keys.
5. I was rude to my parents.
6. My team has a game this weekend.
9 Pradlce
What shouldn't the people in the pictures do?
1. ride a bike without a helmet:
She s houldn't ride a bike wit hout a helmet.
10 Practice
Complete the rules below. Use
must and must not with the
verbs in the box.
have pass take­
leave show wear
1. All students m U6t take
one foreign language class.
2. All students _
a uniform on school days.
3. Students _
the classroom without the
teacher's permission.
4. Students _
written permission from
pa rents to leave the school
during school hours.
5. A student _
the oral exam to get an
English certi ficate.
6. You a valid
ill to enter.
2. eat so much ice cream: _
3. watch so much TV: _
4. sleep so much: _
Unit 11 101
11 Reading
A. GROUPS. Form all-boy and all-girl groups. On a piece of paper, list five rules of proper behavior.
For example:
Say "thank you" when someone hands me something. _
B. Read and answer the questionnaire.
Do manners matter anymore?
Read the rules for proper behaVior. Write A, 0, or S next to each one.
IA= agree 0 = old-fashioned but 01< S = sillyl
• never put your feet on the seats.
• offer your seat to old people.
• never throw litter on the fl oor.
• always listen to music with headphones.
., ' ...··....-1·;'11 .
;\1 h00I. \ 'on s IIonId •.• ' ·.:'i';\j;m§ffi::m
. . ., . '\.. "..,.
• never chew gum in t he classroom.
• stand up when your t eacher enters the classroom,
• st and up when you answer your teacher's questions.
• call your teachers Mr., Ms" or Mrs. and the last narne. __
• help a gir l carry heavy things.
• hold the door open for a girl.
• offer your seat to a girl on a crowded bus or t rain.
• always tell a girl that she looks nice.
(j
. I" I II .'-.,···:tii:::!h1!li - I
If s , on Ion ( .. • :. "
• always offer to pay your share when you go out.
• never be the first to call a boy.
• never invite a boy out.
• never go out with a boy alone.
C. Boys and girls. compare your answers. Do you agree on the proper etiquette? Which ones do
you disagree on?
102 Unit 11
12 Speaking
PAIRS. Each girl should pair
up with a boy. Talk about
the rules of behavior you
discussed in Exercise 11A.
Choose two and give your
opinions about them.
For example:
Girl: What do you think: A
boy should help a gi rl
carry heavy things.
Boy: Well, I awcc. But
maybe girls should
offer to help boys, too!
13 Pronunciation
The short sound l uI as in
should
A. Listen and repeat.
• should
• put
• could
• took
• would
• book
B. 845 listen to the
sentences. Underline the
words with the short Ill/
sound.
1. You should
swollen foot in warm
water.
2. We could push this up
and pull that down.
3. Would you li ke to look
at my new book?
C. '846' listen to the sentences
and repeat them. Check
your answers.
14 Listening
A. 847 Li sten to the first part of the interview. Then circle the
correct answers.
1. Dr. Banker is _ _ .
a. an editor b. a lawyer

2. BeCool, Be Nice is _ _ book.
a. an etiquette b. a teen language c. a comic
3. BeCool, Be Nice is for __.
a. parents b. teenagers c. teachers
4. Dr. Banker says we often forget to say "Good morning"
and _ _ .
a. "See you later." b. "You' re cool/ c. "Thank you."
5. Dr. Banker says today's _ _ are tomorrow's role models.
a. parents b. teenagers c. politicians
"
B. B48. Listen to the second part of the interview. Complete
t ese rules of behavior.
According to Dr. BCl nkef, teachers like these types of behCl vior
in their students:

2. help lHvev

.. 3. Ct¥tdt
(I
towCU"'£i,
Ct¥tdt othe-J...y,
If . youl re­ _

5.
of eaclv CJthe¥'or-
Unit 11 103
GROUPS. Discuss: Do you think
teenagers, and people in general ,
are not as well mannered as they
should be? Explain your answers. Give
examples.
Useful language:
• I agree. Many people are .. .IMany people
forget ...
• I don't agree. We .. .
• I don't think that's true.!1 don't think so.
• For example, most people . . .!most people
don't . . .
• People should . . .zsnoutcn't ...
15 Writing
A. CLASS, Discuss rules of etiquette for your
class t o practice. Choose a classmate to
write the ideas on the board.
B. GROUPS. Choose five rules from the list
on t he board that you think are important.
Write them on a piece of paper. Use should,
shouldn't, will, or must. Decorate your
"etiquette list."
Learn from your mistakes.
When you make a mistake, stop and think how
you can learn from that mistake.
PAIRS. Look back to the activities you did in this
unit: pronunciation, grammar activities , writ ing.
etc. Choose one area where you made mistakes,
and identify your difficulties.
• For example, if there are spelling mistakes,
write the words out three times correctly.
• Or if you made mistakes with grammar, check
the examples and the rules in the grammar
charts and correct your sentences. (You could
also ask your teacher to give you another
practice exercise for homework.)
- - - - - - --./
Spelling
etiquette
etiquette
etiquette
Grammar
"/I be fine .
We'll go with you .
.
• ..... it
~ ..


2._------­
I
3._------­
)
I
4. _---------­
S.
1.
104 Unit 11
Joe's advice
A. 84 9 Read along as you listen. What advice does Joe give Lori?
Is t his
confidentia17
Should I leave?
B. Discuss these questions: Is Diane a good friend? In your opinion, what makes a good friend?
Uni t 11 105
TOUCH
RU8
• Look at t he pictures of t he girl and learn
t he new words.
2. Divide into two teams. A person from
one team stands and challenges a person
from the other team, who also stands. The
challenger rubs, points at. touches, or pats
a part of his body, but says he is doing
something different. The person from the
other team must do and say the opposite.
For example, if the challenger rubs his
stomach and says "I am patting my head,"
the other player pats her head and says "I
am rubbing my stomach."
• The chall enger gets t hree tries to get the
other player to make a mistake. If the play
makes a mistake, the challenger's team ge
one point. If not, the other team gets one
point.
4. Teamsswitch roles and challengers after
each play. Your teacher will keep score on
the board.
Useful language
• I chall enge (name)!
• Let 's try another one.
• A-ha! My team gets a point !
• That was good. Your team
gets a poi nt.
e-:_.. _
106 Game 4
A snapshot oja trip
ayer
Write an e- mail about a trip you took: a day trip, a weekend trip, or a vacation.
Then send or give your e-mail to a classmate. Comment on your classmate's trip.
lets
e
n
... 6. Exchaiige e-mail -with a classmate.
7. Comment on•your·ciassmate;strip.
- L_ . ~ _ ~ . _ ~ . _ •.• __ ': .,_
o Hey! What's up?
f) I went to Kings Canyon last weekend wit h my
grand parents. It's about four hours f rom L.A. We
drove there on Saturday morning, and we stayed until
S unday evening.
• Kings Canyon is real ly amazing. It's one of th e oldest
nat ional parks in America . It's not as f amous as
Yellowstone or Yosemit e, but it 's j ust as nice and
it's not as crowded. There are a lot of beauti ful
mountains, valleys, lakes, and rivers.
o The fi r st day we drove around the park. We saw a
forest of giant redwood t rees. They're a lot bigger
t han I t hought . We also saw Mount Whitney, one of
t he t allest mount ains in the Uni"ted States. It was
huge. In t he late afternoon, we parked, h ~ k e d up a
mountain, and set up our t ent. It was fun cooking,
eating, and sleeping outdoors.
We woke up early on Sunday morning and made
breakfa st. .After breakfast. a group of deer walked by
our tent . 1'111 at-t aching t he pict ure I t ook! At about
10: 30, we packed up our t ent and hiked back to t he
car. We took a scenic rout e and stopped a lot along
t he way t o take short hikes and see t he views. We
fi nally started t o head back horne around 6 :0 0 . It
was a great weekend. You should go t o Kings Canyon
somet ime!
e Hope to hea r f rom you soon.
Chrb
Project 4 107
1 Dialogue
'850 Cover the dialogue and listen.
Lori: Alex, you do have Rollerbladesl
Alex: They're my cousin's . I though t I
shou ld gi ve Rol lerblading a try. If I
like it, I might buy my own pair.
Lori: I'll teach you if you wan t to learn.
Alex: OK. Thanks.
Joe: So, what' s up with Star Performers?
Any nev..,.:;?
Alex: Well . . . I got accepted. I'm in!
Diane: Congratulations! We knew you coul d
do it!
Lori : I' m rea lly happy for yOll, Alex. Sorry
about how I acted ea rlier.
Alex: Don' t worry about it, Lori. I'm ha ppy
for you, too. Paul told me about
Talented Teens.
Lori: I know. I can' t believe it. I mi ght not
get past the audition stage. But if I
don' t gi ve it a try, I' ll never know !
Alex: Well , good luck, Lori.
Lori: Than ks. You, too.
Communication
Talk about summer pia _
Grammar
May/Might for possib' ­
First conditional : If cia
will or may/might
Vocabulary
Summer act ivities
..
Unit 12
lans
ili t y
3use ~
2 Comprehension
A. Answer the questions.
1. Why is Lori surprised when she sees
Alex?
2. What does Alex want to tr y?
3. Why does Diane congratul ate Alex?
4. Does Alex accept Lori 's apology? Explain
your answer.
B. 851 Read along as you listen again. Check
your answers.
3 Useful expressions
A. 852 List en and repeat.
1. What 's up wit h Star Performers?
Nothinq much .
2. Any news?
3. I'm in!
4. I can't believe it.
5. Sorry about how I act ed.
6. Give it a tr y!
B. Write these responses below the
appropriate expressions in Exercise A .
a. Nothing much. d. Maybe I will.
b. Neith er can I. e. Congratulations!
c. Actually, there is. f . Don't worry
about it.
Unit 12
GRAMMAR Focus
May or might for po ssibility
Affirmative statements Negative stat ements
Imay/might get an audition. I may not/might not get past the
audition stage.
It may/might rain tomorrow. It may/might not snow.
Wemay/might go to the We may/might not be home tonight.
movies tonight.
5 Pradice
Rewrite the sentences. Use
may/might
1. Perhaps we'll see each
other later.
We might see each
other lat er.
2. There's a 50- 50 cha nce that
it will snow tomorrow.
Discovering grammar
Look at the grammar chart. Circle the correct answers.
1. May and might (have / don't have) the same meaning.
3. I don't think I'll be able to
2. May and might are followed by the (past / base) form
go out thi s evening.
of a main verb.
4. There's a chance I'll get an
Practicing grammar
A in English.
4 Pradice
5. It's possible we're going to
Complete the conversations with may/might + the verbs in
parentheses. travel to the United States
this summer.
1. A: What are you going to do thi s weekend?
B: I'm not sure. I (stay) might stay home.
2. A: Are you going to be in tomorrow?
6. We'll think about coming to
B: I don't know. I (be) in around 7:00.
your party on Friday.
3. A: What's the weather going to be like tomorrow?
B: I'm not really sure. It (be) warm and sunny.
4. A: What are you going to do tonight?
6 Vocabulary
B: I don't know. We (hang out) at the
Boulevard Cafe.
Summer activities
5. A: Are they coming over tonight?
A. 85 3 List en and repeat .
B: They (stop by) for an hour, but I'm not sure.
1. _ f _ babysit
2. __ hang out with
friends
3. _ _ go on vacation
4. __go to the beach
5. __ have a picnic
6. _ _ stay home
7. _ _ take a music class/
take a dance class
8. _ _ volunteer
I "
110 Unit 12
I
I
B. Match the activities in Exercise A to the pictures.
7 Pronunciation
Stress in verb + noun combinations
,
A. 854 Listen and repeat. Notice the strong
word in each phrase.
• take classes • go on vacation
• stay home • have a picnic
B. elisten. Circle the strong words.
1. I'll just stay home.
2. She'll take dancing.
3. He'll babysit his sister.
4. We'll have fun tomorrow.
5. They'll 1>0 to the beach.
/
C. e- Listen again and check your answers.
8 Communication
Talkabout summer plans
A. € :v listen to the conversation.
A: What are you going to do this summer?
B: I'm not sure. Jmight visit my
grandparents. What about you?
A: I have a new guitar, so I may take guitar
classes.
B: That sounds like fun!
B. PAIRS. Role-play the conversation. Ask
and answer questions about your summer
plans. Replace the underlined parts w it h
your own plans.
Unit 12 111
First conditional:
If clause + will or may/might
Affirmative statements
If clause Result clause
If you want to learn, I' ll teach you. (sure)
If the weather's nice, we' ll go to the beach.
If I like it, I may/might buy my
own Rollerblades.
(not sure)
If the weather's nice, I may/might go to t he
beach.
Negati ve statements
If I don't try, I won't know. (sure)
If it rains thisweekend, wewon 't go to the beach.
If it rains thisweekend, we may not/might not go
to the beach. (not sure)
Look!
You can reverse the if clause and the result
clause.
Result clause If clause
I' ll go to the beach if the weather'snice.
Discovering grammar
Look at the grammar chart . Write True or
False.
1. Use the first conditional to express an
activity that will happen under certain
conditions. True
2. Use will in the if clause. _
3. Use will or may/might in the result clause.
4. Use will for unsure statements.
5. Use mayor might for sure statements.
6. Use a comma between the clauses when
the if clause comes first. _
Practicing grammar
9 Practice
Complete the sentences with either the
simple present or will/won't + the verbs in
parentheses.
1. If she (e-mail) me the
pictures, I (forward) them.
2. You (meet) my cousin from
New York if you (come) to my
house tonight.
3. If he (win) the spelling bee,
he (have) a party afterwards.
4. If I (not see) you tomorrow,
I (call) you.
5. If you (not hurry) , you
(not catch) the bus.
10 Practice
Complete the sentences with may/might or
may not/might not + one of the phrases in
the box.
eateh the bus enjoy skiing
be at school today get a table
be able to lend you some
want to take an English class this summer
1. If we leave now, we might catch the bus.
2. If you don't have money, 1 _
3. If we don't make a reservation, we _
4. If you don't like cold weather, you _
S. If you want to improve your English, you
6. If she's sick, she
11 Practice
Have a competition. Go to page 133.
112 Unit 12
13 Comprehension
'ore you read, think about this question: Answer the questions.
u pl an your summer vacation, or do
1. What does Worried Mom's son want to do
- go wit h t he flow" (just wait and see
this summer?
t happens)? ( .
I (' :oc 2. Why is Worried Mom worried?
- Read along as you listen. \ l" 3. What does Worried Mom's son say when she
makes plan s for summer?
" ~ '
4. What problem does Frustrated Dad have
with his daughter every summer?
5. What are the advantages of talking with
other parents about summer activities?
All of us parents face the same issues every summer. Our children
don't realize that "just hanging out" is fun only for a short time.
My fourteen-year-old plans to just "hang out" this summer. I work
full-time, so I can't supervise my son during the day. If he has
nothing to do for the entire summer, I worry that he'll get into trouble.
If I leave him alone, he'll do nothing but watch TV, listen to music all
day, or hang out with his friends. My son has several interests. He
loves sports and music. But if I talk to him about making plans for
the summer, he'll tell me to leave him alone. What should I do?
Worried Mom
Worried Mom, i.f your son has a close friend , you might
suggest to the friend 's parents that your children do an
activity together. This strategy always works with my
children. Try it.
Summer's almost here-time for the yearly argument with my
...
daughter. The issue: What should she do during the long summer
vacation? My daughter likes to "go with the flow," her exact words.
If I make plans for her, she'll say I'm a control freak. But if I wait for
her to make the decisions, she might end up facing a long, useless
summer, and she'll get terribly bored. Help!
Frustrated Dad
Frustrated Dad, you might want to try talking to other
parents. That might give you ideas for summer activities.
Your daughter might decide to do some of those activities
with her friends. Plus, if she realizes that her friends won't
be at home during the vacation. she will want to plan
things with you. Good luck!
Unit 12 113
14 Listening
A. ~ Listen to the radio show. Write True or
False after each statement.
True 1. Summertime is stressful for
Irene and her husband.
_ ___ 2. Irene's son is busy during the
summer break.
_ _ _ _ 3. The radio host advises Irene to
plan fun morning act ivities for
her son.
_ _ _ _ 4. Sherri's daughter is always on
the Internet.
_ _ _ _ 5. Shcrri finds it difficult to talk
to her daughter.
_ _ _ _ 6. The radio host says that
Sherri's daughter should not
have a cell phone.
_ _ __ 7. The radio host says it's OK to
listen to an iPod when you're
with people.
B. 860 listen again. Check (v) the pieces of
advice you hear.
D Plan different things to do in the
morning.
D Invite your son to go biking or jogging.
o Have an instant picnic.
o Set the alarm clock to wake up your son.
D Tell your children not to use the house,
phone too much.
[j Be firm and consistent with your rules.
o Leave your teenagers alone.
D Keep your teenagers active and busy.
GROUPS. Talk about your plans
for the summer.
Useful language:
• What are you going to do in the
summer?
• It depends.
• I'm not sure.
• I might just hang out.
• Nothing much.
• If the weather is , I
might . . .
• That sounds like fun .
15 Writing
Write an e-mail to a friend about your plans
for the summer. Use may/might, going to,
and will.
• What "we you going to do? Where might
you go?
• W11at activities are you going to do? What
activities might you do?
• What about the weather? What if it rains?
• What are some of your friends doing this
summer?
To:
Subject: ~ = = = = = = : : . : = = = = = = = ~
Hi.
Summer's almost here. I can't wait. Dad
says we might go to ...
Use the publisher's website for
additional information and practice.
Did you know that your book's publisher has a
website that includes additional activities and
games?
If you're looking for additional activities, you'll find
them at www.longman.com/postcards.
114 Unit 12
-------­----­
est-taking tip: Stay focused on your work.
Units 11 and 12
Don' t worry if ot hers fi nish bef ore you do. Keep working until you' re f i nished.
------------------,)
mar
D. Complet e the sentences with t he simple
present or will/won't + verb.
- Complete the sentences with should or
shouldn't . (1 point each)
1. You 6hould look both ways before you
cross the street.
2. You speak when your mouth is
full.
3. We greet our teacher when we
enter the classroom.
4. I go out without asking my
parents' permission .
5. You read the directions before
answering.
6. She take your things without
telling you.
B. Rewrite the rules using must or must not.
(2 points each)
mwst
1. Students are required to wear black shoes
to school.
2. Students can't go out during school hours.
3. Students are required to ask permission
to go to the bathroom during class.
4. You are required to submit book reports
on time.
5. You can't be late for school.
C. Complete the conversations with will, '11,
or won't and the verbs in parentheses.
(2 points each answer)
1. A: Will (you!be) you be
B: Yup. But I (not!be)
befor 5:30.
A: OK. I (call)
2. A: What time Q/oll/comc)
house tomorrow?
B: 9:30.
A: Promise you (not/be)
home tonight?
home
you around 6:00.
to my
late.
(2 points each answer)
3. We (not /finish)
in time if we (/lot/start)
now.
Vocabulary
1. Ifit(be) £;
(not/buy) won't buy
2. If I (go)
(you/be)
E. Circle the part of the body that doesn't l.­
belong in each group. (2 points each)
r
1. waist back shoulders S
2. wrist teeth elbow hand
3. shoulders ankle chest stomach
4. thumb knee ankle toe
I
5. eyes mouth nose finger
6. hand finger thumb nose ~ ;
5:
Communication
F. Complete the conversation. Use may/might. ... .
(3 points each line)
A: What are you going to do during the
term break?
B: I'm not sure. _
How about you?
A: If ,
B: You're so lucky.
Now I can ...
talk about decisions:
give my opi nion on manners.
o talk about summer plans.
expensive, I
it.
out with Tom;
upset?
our project
_
Unit 12 115
1 Reading
Reading skill : Work ing wit h a learni ng part ner
After readi ng a t ext, work wi t h a learning partner to ask
and answer comprehension quest ions.
A. Read the article. Then write four comprehension questions.
1.
2.
3.
4.
B. PAIRS. Take turns asking and answering your questions with
a learning partner.
2 Listening
Listen to a radio advertisement. Complete the chart.
Ages: _ _ to __
Programs: _ _ to __ weeks
Lessons: guit ar, bass, and vocals I
• Form your own rock band
• Write an original _
• Per form Iive in a _
• Make your own CD and _
• Design a poster, T-shirt, and
3 Speaking
GROUPS. Discuss these questions.
1. Which one of these ramps would you most like to attend? Why?
2. Which of these camps are you not interested in? Why?
3. Are there summer camps in your country? 1£ yes, what kinds?
4. You own a summer camp. What kind of program do you offer?
4 Writing
You own a summer camp. Write about your program.
116 Wide Angle 4

I
A list of ourfavorite songs
A. GROUPS . On a piece of paper, make two
columns with the heads Favorite English
songs and Favorite locaf songs.
E. Homework: Listen to as many of the songs
on the class list as you can. Which songs do
you li ke best? Why?
B. GROUPS. Talk about your favorite songs.
Choose two or three songs for each
column. List their titles and the names
F. CLASS. Share your reactions to t he songs
with your classmates.
of the singers. Use the Useful language
in your discussion.
C. GROUPS. Present your list to the class.
Writ e the song titles and the singers'
names on the board.
Useful language:
• What's your f avor it e English song?
• That's mine, t oo !
• I don't know t hat one. Can you sing
a few li nes?
D. CLASS. Look at the titles on the board.
Vote on your top three favorit e songs in
each category. Copy the ti t les of t he top
songs into your notebook.
• Who sings it?
• It's not t hat popular, right?
• What about local songs?
• Yeah, that's a really cool song.
118 Fun with songs 1
A booklet of favorite songs
A. GROUPS. Look at the list of songs you
made in Fun with songs 1. Each group
member should choose one favorite song .
from the list.
B. Homework: Each group member should
look for:
• the lyrics to the song
• biographical information about the singer
or group
• pictures to illustrate the song and booklet
C. GROUPS. Put your booklet together. Use
the Useful language in your discussion.
Discuss:
• how to organize the songs and
biographies
• the title for the collection
• the decorations for the pages and cover of
the booklet
D. GROUPS. Present your song book to
the class. If time allows, play one song
Materials:
• Paper for each
group's booklet
• Markers or
colored pencils
• Lyr ics to favorite
songs
• Pictures to
illustrate the
booklet
from the collection and share some
information about the singer or group. Ask
your classmates for their comments and
questions.
E. CLASS. Vote on the following:
• The best presentation
• The most creative song collection
• Your favorite song collection
Useful language:
• Do we have t he lyrics to all the songs?
• How should we orga nize the songs?
• How about (by genre/ alphabetically!
by singer's name)?
• Should we include t he singer's biography
before or after each song?
• What about the ti t le for the coll ecti on?
• That 's a really cool title!
• Let's talk about the cover.
Fun w ith songs 2 119
n it I
Rewriting afavorite song
Materials:
• Recording and lyri cs of one or two verses
of a song
• A thesaur us and/or a dicti onary
A. GROUPS. Your teacher will give you a copy
of one or two verses from a song. Read
the lyrics as the teacher plays the song.
Then discusswhat the song is about. Use a
dictionary if helpful.
B. GROUPS. Your teacher will tell you to
replace either (1) all the verbs, or (2) all the
adjectives in the verse(s). Underline the
words to be replaced.
You. rtehi iD know.
awesome
YOu.'rt ju.s-i ~ r i H 1 e ~
C. GROUPS. Work together to find new words
t o replace the underlined words. Choose
words that will change the meaning or t one
of the song. Usea dictionary or a thesaurus
if helpful. Usethe Useful language in your
discussion.
D. GROUPS. Review your work to make sure
your replacements make sense. Practice
your new song.
E. GROUPS. Perform your song for the class.
Ask your classmates for their comments.
F. CLASS. Vote on the following:
• The most creative version
• The funni est versi on
• The best performance
Useful language:
• What can we replace t his word with?
• No, t hat 's a noun. We have to use an
adjective/ a ver b.
• Let 's choose a word with the same numbe
of syllables.
• That word really changes t he meaning!
• I think it makes the song sound funny!
• Does it still make sense?
• I think this works.
A comic strip of afavorite song
z
Materials:
• Recording and lyrics of a song
• Paper or poster board for each group
• Markers or colored pencils
A. CLASS. Your teacher will hand out the
lyrics to a short song that tells a story. Read
the lyrics as you listen to the song.
B. GROUPS. Discuss the song and the story it
tells. Use a dictionary if helpful. Talk about
how to illustrate the song in a comic strip.
Use the Useful language as you discuss.
Answer these questions:
• What's the song about?
• Who are the characters?
• What's happening in the story?
• What pictures and li.nes can you use to
illustrate your comic strip?
C. GROUPS. Draw your comic strip. Write lines
in speech bubbles for each frame.
D. GROUPS. Show your comic strip to the
class. Role-play your comic strip by reading
the lines in the speech bubbles. Ask
your classmates for their comments and
questions.
E. CLASS. Vote on the following:
• The most creative comic strip
• The funniest comic strip
• Your favorite comic strip
Useful language:
• Let 's read t he whole song again first .
• Do you want to work on the whole song
or give each person a f ew lines?
• What kind of pictures can we draw?
• For the first two lines. let's draw a ...
• Next, we can show ...
• Final ly, the last frame can show .. .
• That's so funny/awesomelcool.
Fun with songs 4 121
Fo(us on (ul ure I
1
"Marco Polo" from the United States
You play this game in a swimming pool. One
player closes his or her eyes and counts to ten.
The other players swim to different parts of the
pool. With eyes closed, the player tries to find
the others. He or she calls out "Marco," and
the others say "Polo." The game ends when the
player catches someone. Then it's that person's
tum to find the others in the next game.
2
"Take from the End" from Japan
3
You play this game in pairs or groups. One
person says a word that does not end with the
"n" sound, for example, "baseball." The next
person says a word that begins with the last
sound in that word, for example, "love." Then
the next person says a word beginning with the
last sound in that word, for example, "very." If
someone says a word ending with an "n" sound,
or if they can't think of a word, they lose.
"The Hunter" from Saudi Arabia
4
One person is "the hunter." The hunter closes his
or her eyes while the other players mn and hide.
Then the hunter starts looking for them. When
the hunter finds someone, the person starts
running and the hunter has to catch him or her.
The game ends when the hunter catches
everyone.
"Caught You!" from China
A group of people sits in a circle. One person
sits outside the circle, eyes closed, with his or
her back to the group. The group quietly passes
a small ball from person to person. The person
outside the circle says "Stop!" The person
holding the ball stands lip and sings a song or
tells a story.
122 Focus on culture 1
1 Comprehension
A. Complete each statement with the name of
the correct game.
l. You play in water.
2. You need a ball for
3. You answer a call in
4. is a word game.
5. In , people run.
6. Tn , someone sings or
tells a story.
B. GROUPS. Pl ay "Take from the End" or
" Caught You!" If you lose or have the ball,
you can either:
• sing a song in English
OR
• say four funny sentences about yourself
(for example, "I like to eat shoes.")
2 Comparing cultures
PAIRS. Discuss these questions.
1. Do you play any games similar to these in
your country?
2. What other games do people play in your
country?
3. Describe a fun game people play in your
country:
• How many people play?
• What are the rules?
• What do people do?
• How does someone win or lose?
3 Your tum
Write a paragraph about a game people play
in your country.
Focus on culture 1 123
Fo(us on (ulture Z
AWORLD OF SPORTS
Do you like fast sports? Here are three sports from around the world with speeds of
over 60miles per hour.
Sepak takraw is aMalaysian game that people play allover Southeast Asia. It's similar to
volleyball, but players can't touch the ball with their hands or arms. Instead, they must use
their feet, legs, and lower body tohitthe ball and keep it from touching the ground.There
are three players on each team and they get three chances totrytosend the ball over the net,
which is 5feet high. To do this, players often do a360-degree turn in the air. The opposing team
tries toblock the ball with their legs and feet. The game is fast, fun, and exciting-in fact, the
rattan ball can reach speeds ofover 60 miles per hour!
In the frozen Arctic North, reindeer racing is asport ofskill and speed. We think ofreindeer
as the cute animals that pull Santa's sled. In fact, they are very strong animals that can survive
extremely low temperatures and can reach running speeds of60 miles per hour. In Siberia, the
reindeer pull asled in which the driver sits. In Finland, the reindeer driver is on skis and holds
on to the reins with both hands. Speeding behind the reindeer over frozen ground or ice is very
excitinq,
Sandboarding is especially popular in South America, Australia, and theUnitedStates-but
youcan do it wherever there are sand dunes. Like snowboards, sandboardsare waxed and
thereare straps on the board for boots (or bare feet). Sandboarders usually walk up or ride a
dunebuggy tothe top ofadune, then hop on their boards for the awesome ride down. You can
rea chspeeds of60 miles per hour and when you jump up into the air, you feel like you're flying.
Unlike snowboarding, you (an sandboard all year round. Sand doesn't melt!
5feet =1.5 meters 60 miles = 97 kilometers
Focus on culture 2 124
1 Comprehension
A. Write short answers to the questions.
L Where do people play scpak takraw?
all Over Southea@t A@;a
2. How do takraw players hit the ball?
3. What do takraw players often do to send
the ball over the net?
4. How fast can reindeer run?
5. Look at the photo of reindeer racing. Is
th is in Siberia or Finland?
6. How do sandboarders st ay on the board?
7. What is an advantage of sandboarding?
B. PAIRS. Take turns pointing to the following
in the pictures:
1. a net s. straps
2. reins 6. a 360-degree turn
3. a sand dune 7. frozen ground
4. a rattan ba II
2 Comparing cultures
.
i
PAIRS. Discuss these questions.
1. Which of these sports would you like to
watch or do? Why?
..
2. Do people play or do any of these sports in •
your country?
3. What are some interesti ng or unusual sports
in you r country?
4. Choose one int eresting or unusual sport.
• What equipment do you need?
• Where do you do or play it?
• How do you do or play it?
• What is exciting about it?
3 Your tum
Write a paragraph about an interesting or
unusual sport in your country.
Focus on culture 2 125
Fotus on tulture J
Traditio al Style
Traditional clothing can be very stylisk In fact, if you look
at today's high fashion, you'll see ma ny ideas borrowed from
traclitional styles. Here are some beau liful traditional items of
clothing from around the wor ld.
~ ~ ~ ~ 1 2
-----'
1 Comprehension
A. Look at the pictures. Read the descriptions
and fill in the names of the clothing items.
kilt
1. Men in this country wear a _ ----'-='--_
on special occasions. It's a short wool
skirt, usually plaid. You wear it with a
wide black belt. Men say it's warm and
comfortable.
2. Women wear a on special
occasions in this country. This headdress
is made of cloth and can be round or
pointed. It sits on top of the head, and
is decorated with embroidered designs.
Beads often hang down to cover the
woman's hair and forehead.
3. Men and women in this country
sometimes wea r a on special
occasions. It's a beautiful multi-colored
piece of cloth. You wear it over the
shoulder. Women also tie it under their
arms to make a dress.
4. In the summer, men and women in this
country sometimes wear a _
to festivals. It's a light cotton robe with
a sash. Women's robes are usually in
colorful prints, while men's robes are
usually blue and white.
S. Men and women in this tropical country
usually wear a to keep them
cool and comfortable. It's a piece of cotton
doth that comes in beautiful prints or
solid colors. People usually tie the cloth
around their waist, sometimes with a
sash, and wear it with a shirt or blouse.
B. PAIRS. Take turns pointing to the following
in the pictures:
1. skirt 4. robe
2. beads S. shirt
3. sash
C. Write the name of each clothing item next
to the country where you think people
wear it.
___ _ Scotland ___ _ Russia
_ _ _ _ Ghana
--- - Japan
___ _ Indonesia
2 Comparing cultures
PAIRS. Discuss these questions.
1. Which of these traditional clothing items
would you like to wear? Why?
2. Which of the items would you not like to
wear? Why not?
3. What are some traditional clothing items in
YOllr country? Describe them:
• Who wears them?
• When and where do people wear them?
• What are they made of?
• What colors or patterns do they corne in?
3 Your turn
A. Write a description of a traditional clothing
item from your country.
B. GROUPS. Take turns describing the clothing
item you wrote about. See if others in the
group can guess what it is.
Focus on culture 3 127
ofDu
Fo£us on (ulture q
8.4 miles = 14 km 5.1 miles", 8.5 km 89 feet = '27 m
50 miles = 80 km 100·F = 40· C 30·F = -1'C
Dubai is one of the seven eml r at • In the
United Arab Emirates, a small country
between Saudi Arabia and Oman. It'. one of
the most popular tourist destinations in the
Middle East.
Dubai is on the Persian Gulf, and It's fomous for
its beaches. The most beautiful beach In Dubal
is Jumeirah Beach, with Its white sand and clear
blue water. There are a lot of IlLXury hotels
around the beach, Including the BurJ AI Arab,
one of the largest hotels In the world. It's on a
man-made Island, and tt looks like the sail of a
boat. It's one of the best hotels in the world,
and It's also one of the most expensive . It costs
over $1,000 a night to stay in the least expensive
room, whJle the most expensive room is $28,000
a night.
Nearby are the PalmIslands. These are the
three largest artificial Iskmds In the world. The
biggest of the three is the Palm Dlero-it's 8.4
miles long and 5.1 miles wide. Each island is in
the shape of a pcllm tree. They were made from
sand and rock from the Persian Gulf. The islands
have beach-front hotels, villas, malls, and water
parks.
The most exciting water park In Dubcl Is the Wild
Wadi Water Park . It features thirty rides and
attractions, Including a huge wave pool with an
artificial beach. The most eXCiting ride Is the
Jumeirah Scelrah, one of the tallest and fastest
speed slides In the world. You drop an incredible
89 feet and reach a speed of SO miles per hour!
One of the newest and largest shopping malls
in Dubai is the Mall of the Emirates. There
are over 400 shops and restaurants and o
fourteen-screen movie theater. Best of all, the
mall features the Middle Ecsfs first indoor ski
r-esort-Skl Dubal. It's a 2S-story ski resort with
chair lifts ond five ski runs. When you enter Ski
DubQI, be sure to put on a coat. Although it may
be over 100 degrees Fahrenheit outside, it's
always at least 30 degrees in Ski Dubai.
128 Focus on culture 4
1 Comprehension
A. PAIRS. Identify which attraction each
phot o shows. Discuss what features of the
attraction you can see in the photo.
B. What superlatives are used to describe
Dubai 's attractions? Complete the chart.
Dubai one of the mOfJt popular tourifJt
deetinettone in the Middle EafJt
[umcirah Beach _
Burj Al Arab _
The Palm Tslands _
Wild Wadi Water Park _
[umeirah Sceirah _
The Mall of the Emirates _
2 Comparing cultures
GROUPS. Discuss these questions.
1. Which of the attractions in Dubai wou ld you
most like to visi t? Why?
2. What are the five best places to visit and
thi ngs to do in your count ry? Why?
3. What are the five best places to visit and
things to do in your town? Why?
3 Your turn
GROUPS. With your group, decide whether
t o write about your town or your country.
Choose which attractions to write about.
Each group member should write a
paragraph about one of the five best
places to visit or things to do.
Fun with culture 4 129
Fun witla ,Fananaar
Uni 1, PractiG , page
For the teacher: You will need any object that you can spin,
such as a pen. Have students sit in a circle. Before playin g t he
game, expla in the mechanics of t he game : You, t he teacher,
will begin by spinning the pen. When it st ops spinni ng, t he
student the' pen is pointing to will answer your question; After
that st udentanswers, he.or she wil l spin t he pen. When t he
pen stops spinning, the student t he pen is pointing to will
answer S1 's quest ion, and so on.
For example:
T: OK. Let'sstart! [Teacher spins pen, which points to 51. ] Are
you ready?
51: Yes, I am. [51 spinspen, which pqints to 52.1
51: My name's Luis. What 's your-mime?
52: My name's Clara. [52'spins pen, which points to 53. ]
52: I'm 13. Are you 13? .
53: Yes, I am. [53.spins pen, wHich points to 54.J
53: I'm ver y competitive. Are you very competi tive?
54: No. I'm not. [54 spins pen, which points to 55.1
Unit 2,9 Practice, page 18
For the t eacher: This game can be played either as a team
compet it ion or as a Whole -class activity. To make the activity
more fun and challenging, give the commands as f ast as you
can.
Assign two to three students to help you monitor the activity.
Say out loud a command for students to follow. Those who
don ' t follow the command are out of the game. Use the
suggest ed commands below or use your own.
1. Stand up.
2. Don't sit dow n.
3. Sit do wn.
4. Stand up.
5. Rai se both hands.
6. Put down your right hand.
7. Raise your right hand.
8. Don't put down your hands.
9. Put down both hands.
10. Turn to the classmate on your left.
11. Smi le at your classmate.
12. Turn around and face the board.
ice,
For the teacher: Tell
students they are going
to pl ay a game called Ten
Quest ions. This can be
done in groups of f ive or
six, or wi t h the ent ire class.
Expl ain the mechanics of
the game: Students think of
a well -known place in their
town or cit y. It must be a
place ot her student s know.
Students make a list of all
the things t hat they can
fi nd there (people, animals,
obj ect s, et c.). Student 1 says
one sentence begi nning
with There is or There are
that describes his or her
place. The other st udent s
take tu rns askin g questions
t o get more information.
Once stu dent s have asked
ten questions or guess the
place, anot her student
describes his or her place.
Students continue unt il all
places have been guessed or
revealed .
For example:
51: There are a lot of people
in this place.
52: Are there any cars in
that place?
51: No, there aren't.
53: Is there much noise?
51: N o, there isn't.
84: Are there any trees
there?
51: Yes, there are a lot of
trees.
85: Is it Central Park?
81: Yes, it is.
130 Fun with grammar
, 10 Pra ice, page 38
or the t eacher:
1. Act out an act ivit y for the class, for example, pl aying
basketba ll. Ask t he class, " What do I li ke doing?" Elicit the
answer "You like playing basket ball."
2. Divid e t he class into two teams. Ask f or 3-4 volunteers
f rom each team to act out activi ties. For example, choose
a student from Team A and whisper an act ivit y t o him or
her, for example, eating ice cream. That student acts out
t he activity, and the opposing t eam get st he first chance to
guess. If the opposing team is unable to guess, they pass,
and the student's team getst he chance to steal the point.
3. Once.all acti vities have been acted out , add up each team's
poi nts. The team that guessed t he most activities wins.
For t he teacher :
1. Divi de the class into two t eams. Give List A t o Team A; List B
t o Team B. Tell students to try to memorize t he -ing f orm of
the verbs. Tell t hem to pay attent ion to spelli ng. After three
minut es, t ake t he list s away.
2. On t he board, make t wo li st s of the base fo rm of some
of the verbs. Each list should have the same verbs but
arranged in a different order.
3. Have a student from each team go to t he board and choose
any verb t o write in it s -ing form.
4. Each student should write only one verb, but he or she may
also correct t he previous student's answer. The first team t o
give all the correct answers wins.
Li sl A Li st B
1. wait waiti ng 1. explai n explaining
2. argue arguing 2. have having
3. jog jogging 3. pay paying
4. it sitting 4. erase erasing
5. practice practicing 5. wait waiting
6. have having 6. argue arguing
7. hang hanging 7. listen listening
8. erase erasing 8. run running
9. pay paying 9. hang hanging
10. xpla in explaining 10. sit sitting
11. r un running 11. practice pract icing
12. listen listen ing 12. jog jogging
.......~ - -
'------
Unit 6, 2 Practice,
page 52
For the teacher:
1. Have students draw
a chart with three
colu mns, one labeled
Cor rect, t he other Partly
Incorr ect, and the third
labeled Incorrect.
2. Play some music. While
t he music is playing, have
students walk around '
the room, obser ving
their classmates'
clot hing, footwear, and
accessories. This activity
should be done quickly;
the music should play for
less than one minute per
round. As soon as the
music stops, tell stud ents
to pair up with another
student. Student s should
stand back to back with
their charts. Tell stud ent s
t o take turns making
statements about the
other's appearance.
For example:
A: You're wearing blue
jeans.
B: No, I'm not. I'm wearing
blue pa nts, not jeans.
If th e student is 100 percent
cor rect , he or she gets
2 points. Part ial responses
are 1 point . Start t he music
agai n. The student s walk
around the roo m again.
When the music stops, tell
stude nt s to pair off with a
different partner. Continue
for four or five rounds.
Fun with grammar 131
it. srananaar
n 7, ract c ,
9
7
For the teacher: Cut up slips of paper and write a different word or short phrase on each. Give
one to each student. Tell st udent s they wi ll use their word or phrase in a simple past sent ence.
Explain t hat they each will contribute a sentence to a "chai n story."
On a sheet of paper, writ e a sentence in the simple past . (If the class has been divided int o
groups, write the same sent ence on separate sheets of paper, one for each group.) Pass t he
piece of paper with the sentence on it to St udent A. Student A writes his or her sentence on the
sheet , f olds the paper, so that only his or her sentence can be seen, not the original sentence,
and passes it on to the next student . The process continues until all students have contributed a
sentence.
Call on a student or a representative from each group to read the entire story. Vote on the best
st ories by category: the funniest, the most ridiculous, the scariest, etc.
Unit 8, ..· · ~ .....ice,
ge75
For the teacher: Think of five places and five
people your students know. On separate
sheet sof paper, write a description of what
eacf of these places and people used to be
and what they are now. You may displ ay
pictures of these places and people on t he
board. Option: You may also ask student s t o
work in groups and assign them a place or
person. Each group writes a descripti on of
their place or person. Tell them not t o writ e
the name of the place or person they are
describing.
For example:
This person used to be very famous as an
action star. He didn't use t o be bald. He
used to be married to Demi Moore. He is
still a movie star, but he is not as famous as
before. He has three daughters.
Fold the pieces of paper with the
descriptions and put them i n a box .
Divide the class into t wo t eams. Have a
representative from each team draw a
description from the box and read it out
loud. The representative's group has the
first chance to guess. If the team guesses
incorrectly, t he other team gets the chance
to steal the point .
adice, page 81
For the teacher: Make paper money or use
Monopoly money.
Write ten past continuous sentences on
the board-some with mistakes. Divide the
class into small groups. Give each group
$1,500-$2,000. Explain that in an auction,
people compete to buy an ite m by offering
an amount of money. The hi ghest bidder
gets the item. In this game, you will auction
off each senten ce on t he board, and each
group should make a bi d for it . If someone
in the group' is sure t hat a sentence is
grammatically corr ect or not , t he group
should make a good bid. If t he group is not
sure, it should not bid or should bid low.
Start the bidding at $100. Students can
only increase the bids in increments of $50 .
After a sentence is sold, ask the group that
bought it if it is correct. If it is incorrect , they
have fifteen seconds t o correct it.
Continue until all the sent ences are
correct ed. Have the groups total t heir points.
1 point for every $100 left over
2 points for every correct sentence
5 points for every incorrect sentence
students correct
- 3 point s for every incorrect sentence
students can't correct
132 Fun with grammar
1 , 7 ...r2,."It
93
Uni
For the teacher: Prepare sets of cards with different pairs of nouns on each card. You should
have roughly one card for each st udent. Each pair should be from the same cat egory, for
example, soccer/baseball, gui t ar/piano, apples/oranges, New York/London, train/plane,
sofa/armchair, Tom Cruise/ George Clooney.
Divide t he class int o Teams A and B. Ask the t eams to stand in two lines. Give the first student
from each team one card from each set. Expl ain the game: The two student s fro mTeam A and
Team Bread out loud t he pair of nouns on t heir card to th e rest of their team. The next pair
of stude nts in line t hen rush to the board, and each st udent writ es one comparat ive sentence
using t he pair s of nouns on their team's card. Students may write, for example, Soccer is more
popular than baseball . If st udent s need more support, elicit some familiar adjecti ves and write
them on t he board. For example, boring, int erest i ng, popular, healthful, etc. Don't correct
the sent ences at t his sta ge. The two student s who just wrote sentences now t ake a card,
and t he same process is repeated unt il everybody has had a chance to write a sentence. Give
student s a few minut es t o check their sent ences for mistakes and then go over the sent ences
wit h t he wh ole class. Award a point for each correct sentence. (Some teachers may prefer to
award 2 point s for each sentence-1 point for a correct comparative, 2 point s if the sentence is
complet ely correct in all other respect s.) The group with the most points wins.
nll,6 1 0
For t he teacher: Cut pieces of cardboard or
paper t he size of playing cards, enough for
all t he students in your class. Draw a symbol
on-each card to illustrate various topics, for
example, 't revei.ter: airplane), relationships
(a heart and a broken heart). and so on .
Explain what the symbols mean and the
predictions t hey might prom pt . For example,
the card for travel might el icit "You will
catch a plane tomorrow'to another country.
!You will travel to many countries this year.
/You will become an airline pilot." Make a
pile of all the cards. Tell student s they will all
be fortune tellers as well as clients. Call on a
student to draw a card from the pile, choose
a fort une teller, and give that fortune.t eller
the card the student picked. Thefortune
t eller will then read t hat student's fortune
out loud . For example, if a student picks-a
card with the drawing of ten children, the
fort une teller will say. "You'll have a big
family. You' ll have ten children!"
Do the activity until everybody has had
a chance to be both a fort une teller and
client. You can divide t he class into groups
so that more people-can do the activity at
t he same time.
Uni 12, 11 Pradice, page 112
For the teacher: Prepare several tic-tac-toe
sheets with parts of conditional sentences.
For example:
Condnlonalfle-fac-foe
"
"
i-
"
Ifit rallts, We lItight QO If he doe.srs't
st\owboanllWtl praetiee,
You !MaV decide If our teacher fheywilliose
toleave early says yes. thegattte
If you don't If Idon't PlUS She wors't be
call lite, the test happy
Have the students form groups of three or
four. Distribute a tic-tac-toe sheet to each
group. Each group should get the same
sheet for each round of the game. Explain to
the students that they should complete each
conditional sentence directly in the grid.
Have the groups exchange sheets and
check each other's sentences. Check that
the sentences are grammatically correct.
Students mark an Xfor each sentence that is
grammatically correct and makes sense and
an 0 for each incorrect sentence. The group
that has the most correct sentences wins.
Fun w ith grammar 133
Peer eclitio. c:laec:klist
o Is the first letter of each sentence capitalized? Are proper nouns capitalized?
- a student. ---+- She is a student.
Our direct:or's name Ie ---+- Our di rector's name Is Paul.
He lives in€ w ---+- He lives in New York.
o Is there a period (.) or exclamation mark (I) at the end of each sentence?
I like Michele Wie0 ---+- I like Michele Wie,
She"s awesome 0 ---+- She's awesomel
o Is there a question mark (?) at the end of each question?
What is your name 0 ---+- What's your name?
o Is the vocabulary correct?
Nicole Kidman is ve@ ---+- t'-licole Kidman is very tal l.
o Is the spelling correct?
That's a € ---+- That's a beauriful necklace .
o Do sentences and questions have the correct word order?
C:&U student? ·---+- Are you a student?
o Are the verbs and their tenses correct?
tenne. ---+- t am nne.
HeSrock climbing. ---+- He ll kee rock clinlbing.
§ youg ut yesterday? ---+- Did you go out yesterday?
o Are sequence words such as first, next, or after that used if needed?
the bread. Spre ad t he buttej ---+- First, toast the bread, Next. spread the butter.
o Are the paragraphs clear and easy-to-understand?
I like school. I meet my friends there. ---+­ I like school because I meet my f riends
I don't sornet. lmee like school. I get up there. We have a lot of fun. But sometimes,
early. We have a lot of fun. I don 't like school because I have to get up
early .
134 Peer editing checklist
ord list
Unit 7 surprised, 70 fashion able , 94 mouth, 99
amazi ng, 63
awesome, 63
awful,63
compose, 68
composer, 68
di sgusting. 63
dow nload, 68
fantastic, 63
ho rrible, 63
incredibl e, 63
tnll, 74
thin, 74
tired, 70
upset , 70
worried, 70
Unit 9
cloudy, 80
cold ,80
fair y tale. 85
fast, 90
good- looking, 94
gorgeous, 94
handsom e, 94
heavy, 93
successful .v-l
t<l lcnled. 94
Unit 11
an kle,99
musica l, 98
neck, 99
nose. 99
pol it e. 104
recommend. 98
rude, roo
shoulder, ')9
upset, 98
Unit 12
lousy, 63 foggy, 80 apologize, 100 babysit, 110
professional, 66 hot, 80 drm . 99 go on vacation, ltO
symphony, 68 raining, 80 aud ition, 98 go to the beach, 11 0
tal ent, 67
terrible, 63
snowing, 80
sunny, 80
back, 99
considerat ion. 1m
hang out with
friends, 11 0
ter rific, 63 warrn.Bt) ear, 99 ha ve a picnic. TlO
wonderful, 63 windy, 80 elbow. 99 issue, 11 3
etiquette. 102 stay home. no
Unit 8 Unit 10 eye, 99 stress ful. 114
:
cr

jj
~
#
(
angry, 70
bored,70
chubby, :14
embarrassed, 70
excited, "/0
happy,70
nervous, '/0
sad, 70
scared,70
short, 74
attractive, 94
beautiful, 94
best, 90
best looking, 95
better, 90
bett er looki ng, 93
famou s, 94
far, 92
farth er, 92
farthes t, 92
face, 99
(eet , 99
fin ger, 99
(oot,99
hand. 99
head. 99
hip, 99
knee, 99
leg, 99
manne rs, 102
su mmer. 111
take a (music or dance
class, 11 ()
volunteer. 110
worried, 11 3
Irregular verbs
l
Base form Simple past Base form Simple past
~
become becam e meet met

-
break
cost
broke
cost
read
ride
read I rEd;
rode
~
cut cut nUl ran
do did say said
draw drew see saw
d rive drove send sent
ea t ate shake shook
fall fell sing sang
feci felt sit sat
find found sleep s lept
fit fit spend "pent
forget forgot st an d stood
ge t got swim swa m
give gave teach tau gh t
grow grew tell told
hear hea rd / hu d / think though t
hold held throw th rew
hurt hurt underst and understood
keep kept Wilke up woke lip
know knew wear wore
leave left win won
Jose lost write wrote
136 Word list
ord list
let's get started. shy, 7 carrots. 26 Unit 5
smart. 7 cheese, 26
aunt , 2 arguing, 46
strict. 7 cucumber, 26
best friend, 2 daydreaming. 46
studious, 7 doughnut, 26
boyfri end, 2 discussing a problem, 46
floating market. 30
brother, 2 doing research on the
Unit 2 lemon, 26
brush teeth , 3 Internet, 46
lettuce, 26
children, 2 bacon, 14 erasing the boa rd, 46
loaf, 24
circl e, 3 bananas, 14 expla ining something, 46
melon, 26
classmates, 2 breadr l-l gett ing into tro uble, 46
muffin, 26
co usin, 7­ breakfast, 14 hiking, 48
mush room, 26
cover (e). 3 bu tter, 14 homeschooling. 48
nuts, 26
daughter, 2. cake, 14 paying attention, 46
olive oil. 26
describe, 3 carrots, 14 sleeping in class, 46
onion, 26
di scuss, 3 cereal .l-t spell ing a word, 46
oranges, 26
do hom ework, 3 cheese, 14 taki ng notes, 46
peach,26
draw, 3 chicken, 14 writing on the board, 46
peas, 26
eat or have breakfast / chips, 14
pota to. 26
lunch / dinner, 3 coffee, 14 Unit 6
sell ,30
father, 2 cookies, 14
accessories, 53
tom ato, 26
fri end, 2 dessert, 14
belt. 52
yogu rt , 26
get home from school, 3 eggs, ] 4
baggy, 53
get up, 3 fish, 14
baseball cap , 53
Unit 4
girlfr iend. Z fruit, 14
boots, 52
go to bed, 3 ha m, 14 action sports, 39
bracelet, 52
go to school, 3 ice crea m, 14 bilseball, 36
comfor table, 53
grandfather, 2 jam, '14 bas ketball. Be
d ress, 52
grandmothe r, 2 juice, 14 biking, 36
dressy, 53
gra ndparen ts, 2 lunch, 14 bowling,36
earrings, 52
gu ess, 3 maple syrup, 14 camping, 36
jacket, 52
imag ine, 3 mea t. 14 couch potato, 34
jean s, 52
leave the house, 3 milk, 14 figure skating, 36
necklace, 52
list, 3 nu ts, 14 football, 36
pants. 52
mother, 2 omelet, 14 golf, 36
shoes, 52
neighbor, 2 pancakes, 14 gymnastics, 36
skir t, 52
onl y chil d, 2 pasta, 14 hockey, 36
sneakers. 52
parents, 2 peanut butter, 16 Rollerbl ading. 36
socks, 52
pet, 2 pears, J4 skateboardi ng. 36
sweater, 52
repeat , 3 pie,1 4 soccer, 36
top, 52
sis ter, 2 pi zza, 14 sunbather, 38
Tvshirt. 52
son, 2 pork chop, 14 swimming, 36
take a shower, 3 rice, 14 table tenn is, 36
uncle. 2 sand wiches, 14 tennis, 36
und erl ine, 3 sausages. 14 trac k and field, 36
wa ke up, 3 seafood, l4 volleyball,36
sh rim p, 14
Unit 1 snacks, 14
Your Sun Worshipper Rating
soda, 14
competi tive, 7
&-9 You are a true un orshipp r. You love
soup, 14
easygoing, 7
being at the se and lyin In the sun, but you
tea, 14
friendly, 7
should try t be more a rive.
tomatoes, 14
fun, 7
vegetab les, 14
- ~ - 6 You like the sun" but you don't just sit or
nickname, 6
lie down on the beach. You like bt..'ing active.
water. 14
ou tgoing, 7
0-3 You hate-the sun . You also hate going to
perfectionist, 7
Unit 3
the beach, especially when there are too many
popular, 7
quiet , 7 beans, 26
people. You don 't mind doing a bit of exercise,
but you are definitely not a sun worshipper.
serious, 7 beef, 26
Word list 135
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