Starter 1

TEACHER’S
BOOK

Third Edition

SMART
CHOICE Smart learning
on the page and on the move

Ken Wilson 1
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 NEW
FOR SMART CHOICE!
More ways to keep learning outside the classroom.

Smart Choice Online Practice with On The Move provides a wealth of media-rich
skill-building practice for each Student Book unit. An intuitive Learning Management System
(LMS) allows students, teachers, and administrators to track and report on student, class,
and institutional performance.

online ON THE
PRACTICE MOVE
With Smart Choice Online Practice, With Smart Choice On The Move,
students can use their computer to: students can use their smartphone
or tablet to:
• Experience 30 hours of additional practice,
with 12 interactive practice activities for • Extend their learning with five practice
each Student Book unit activities for each Student Book unit
• Complete grammar, vocabulary, video- • Practice their vocabulary, grammar, and
based listening comprehension, and listening skills
record-and-playback speaking activities
• Get instant feedback and challenge
• Go online to research Student Book topics themselves to improve their score
and share their findings with their
classmates • Stream all the Student Book audio
and video
• Download all the Student Book and
Workbook audio and video • Practice anywhere!

• Connect with their teacher and view and

print their progress reports at any time

Third Edition

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1
Third Edition

SMART CHOICE Home Edit Profile Log out Help

ii
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 The Online Practice Learning Third Edition

SMART CHOICE Home Edit Profile Log Out Help

Management System is an easy-to-use Smart Choice Level 1

tool for monitoring and tracking student,

class, and institutional progress.
Students Total Practice Tests
•E
 asily create classes, hide and assign All Students
content, and track students’ progress Activity Completion 17/168 17/144 4/5

• See your students’ achievements Total Score 76% 76% 70%

at a glance Total Seat Time 124 min 124 min 24 min

Jose

• Use progress reports as invaluable Activity Completion 19/168 19/144 5/5

records for student evaluation Total Score 54% 54% 65%

Total Score Time 138 min 138 min 28 min

• Track progress and see reports for both Kayla
Online Practice and On The Move Activity Completion 10/168 10/144 2/5

Total Score 93% 93% 36%

Total Score Time 42 min 42 min 16 min

Alexis

Activity Completion 3/168 3/144 5/5

Total Scoreotas 0% 0% 85%

GET STARTED Third Edition

SMART CHOICE
It’s easy to get started with
Smart Choice Online Practice.
•O
 nline Practice is password protected: a
Student access code card is packaged with
each Student Book and a Teacher access
code card comes with each Teacher’s Book
• Administrator access code cards are
available upon request from Oxford
University Press sales representatives
• Student access codes are valid for one
year after registration; Teacher and
Administrator access codes do not expire

Third Edition

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Students and teachers can register

for Smart Choice Online Practice
and On The Move in ten languages –
English, Spanish, Portuguese,
Japanese, Chinese, Korean, 2
Vietnamese, Thai, Turkish, or Arabic.

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 TESTING PROGRAM

The Smart Choice Online Practice Testing Program includes a comprehensive

range of tests to meet all of your assessment needs.

Interactive tests
• Four interactive, auto-scored
Progress Tests for each level
• Tests cover the core vocabulary,
grammar, and functional
language taught in the
Student Book
• Teachers stay in control – easily
hide and assign the tests and
view students’ results

Downloadable tests Unit 5 Test

• Each level includes 12 Unit Tests, Name:____________________________ Date: ___________________

plus a Midterm and Final Test Vocabulary

Use the following to answer questions 1-4:

• Comprehensive coverage of all the Look at the picture. Complete the activity label. Use a word or phrase from the box.

language and skills taught in the a book homework on the phone a computer game

Student Book 1 3.

• Language- and skills-based tests

assess vocabulary, grammar, reading, read __________________
play __________________
writing, listening, and speaking
2 4.

do __________________ talk __________________

Use the following to answer questions 5-8:

Choose the best word or phrase to complete the sentence.

5. I take ____ every morning.

A) TV
B) tablet
C) a nap

© Oxford University Press. Permission granted to reproduce for classroom use. Smart Choice Level 1—Unit 5 Test 1

Third Edition

SMART CHOICE Home Edit Profile Log Out Help

 Tests are downloadable

from the Online Practice
Teacher’s Resources area.  

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 INTRODUCTION
WELCOME TO SMART CHOICE
THIRD EDITION!
Smart Choice Third Edition is a four-skills course for
adult and young adult learners who are looking to
improve their ability to communicate in English. The
four levels of Smart Choice take students from beginner
to intermediate level. Each level contains 60–90 hours
of classroom material. In addition to the Student Book,
teachers will find a wealth of supplementary presentation
and practice materials in the Teacher’s Book with
Testing Program, the Workbook with Self-Study
Listening, and the Classroom Presentation Tool.
SMART CHOICE 1
Smart Choice 1 is for elementary students with
limited knowledge of English. Low elementary
students can use Smart Choice 1, although they
might feel more comfortable using the slower-paced
Smart Choice Starter, a beginner level.
Student Book
Each Student Book unit contains vocabulary and
grammar input, pronunciation work, plus practice
in all four skills: speaking, listening, reading, and
writing. There are also four review units that feature
an additional conversation and reading text. In the
back, there’s a Grammar Reference section, Audio
Script, and Vocabulary List.
Online Practice with On The Move
An access code for Online Practice and On The Move
activities is included with each Student Book.
Designed to be used outside of class, these activities
provide automatic scoring and feedback. Five new
On The Move activities, optimized for smartphones,
enable students to practice their grammar, vocabulary,
and listening skills anywhere, anytime. Progress
reports allow students to track their own progress,
and teachers and administrators to track scores of
individuals, classes, and institutions.
Class Audio
The Class Audio for each Smart Choice level can
be downloaded from Online Practice and includes
the Vocabulary, Conversation, Language Practice,
Pronunciation, Listening, and Reading from each
Student Book unit, as well as the Conversation and
Reading from the Review Units. The Class Audio
is also available to teachers on the Classroom
Presentation Tool.
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Workbook with Self-Study Listening
The Workbook is designed for self-study, although
the exercises can also be used in class as review.
The Workbook contains additional practice of all
the vocabulary and grammar presented in the
Student Book, as well as extra reading, listening,
and pronunciation practice. The Workbook audio
is available on Online Practice.
Teacher’s Book with Testing Program
The interleaved Teacher’s Book includes notes on how
to use each Student Book activity. The Teacher’s Book
also contains answers to all the Student Book and
Workbook exercises, language notes, and extra ideas.
The Online Practice Testing Program includes interactive,
auto-scored progress tests and downloadable unit,
midterm, and final tests.
Classroom Presentation Tool
Classroom Presentation Tool provides teachers with
audio, video, answer keys, and scripts.
KEY FEATURES OF SMART CHOICE
Success in the classroom
On each page, material is carefully staged to move
from controlled to less-controlled activities. Attention
is paid at every step to maintain a balance of challenge
and support. Smart Choice lets students have real
success communicating in English in contexts that
are educationally and personally rewarding. Now I
can statements at the end of each unit signal student
achievement and reinforce success.
Choice
Personalization activities on every page encourage
students to bring their own ideas and opinions into class.
With Online Practice, On The Move, and Workbook
with Self-Study Listening, Smart Choice extends this
freedom of choice to out-of-class study as well. Smart
Choice has also been designed to allow teachers
maximum flexibility in adapting the material to their
own teaching styles and classroom needs.
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 HOW SMART CHOICE WORKS
Each unit of Smart Choice follows the same
familiar and reliable format.
Vocabulary
Students first of all need words, the building blocks of
language. Therefore, every Smart Choice unit begins by
introducing words or phrases that relate to the topic of
the unit. First, students engage in a warm-up activity
on the topic. Next, they look at a picture that features
the vocabulary in context, match the words and
images, and listen to check their answers. Finally,
a short speaking or writing activity allows students
to practice using the new vocabulary items. The
Vocabulary Tips present practical strategies to help
students learn new vocabulary.
Conversation
The Conversation is designed to build students’
confidence in their ability to speak and understand
everyday English. Each Conversation is also available
as a video clip for teachers to play on the Classroom
Presentation Tool in class or for students to watch
through the Online Practice component. Using the
vocabulary students have just learned, the Conversation
introduces the grammar and function of the unit. First,
students read the conversation and add the missing
words. Then they listen to check their answers and
practice the conversation with a partner. Finally, students
practice the conversation again, adding new words
and their own ideas. The Conversation Tips at the
bottom of the page present practical strategies to help
students develop their conversation skills.
Language Practice
The correct use of grammar is an essential element
of communicative competence. The Language Practice
page features presentation, practice, and personalization.
First, a Language Practice box presents new grammar
in context. (A Grammar Reference in the back of the
book provides more comprehensive explanations and
additional exercises.) Next, carefully staged activities,
moving from controlled to less-controlled, practice
the form, meaning, and use of each structure. This
page ends with Pronunciation activities that focus
on features of spoken English, including stress,
intonation, reductions, and linked sounds.
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Listening
The Listening page features a variety of genres, including
conversations, interviews, and radio shows, and includes
both native and non-native speakers. A pre-listening
task introduces a second set of vocabulary and helps
students predict the kinds of things that they will hear.
Then students listen to the recording twice. The first
time they listen to get the main idea; the second time
they listen for specific information. The Listening Plus
section features a new, more challenging recording that
completes the story or gives it an unexpected twist.
The Smart Talk information-gap activity at the end of
this page provides a fun way for students to practice the
key language of the unit.
Reading
The Reading page features a colorful, magazine-style
article that students can relate to. The activities build
students’ reading skills while providing input for
classroom discussion. The first activity usually exploits
the images and, where appropriate, the title and headings
of the text. This allows students to activate their
previous knowledge of the topic and prepare them for
the exercises that follow. A variety of tasks practice key
reading skills, such as skimming, scanning, and reading
for main ideas.
Writing
The writing activities in Smart Choice are in the back
of the book and can be done either in class or assigned
as homework. Writing tasks are carefully controlled,
with model texts that offer students clear guidance and
opportunities to express their opinions.
Speaking
The Speaking page allows students to work in pairs and
groups on games, activities, quizzes, and class surveys
that combine the language they have just learned with
the English they already know. There are also speaking
tasks throughout each unit to build students’ fluency.
Review units
Review units after every three units feature a conversation
that incorporates new grammar and vocabulary and an
additional reading, both designed to offer slightly more
challenge.
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 USEFUL CLASSROOM LANGUAGE

VOCABULARY
1 Listen and repeat.
Soup. S-O-U-P.
How do you say
in English? How do you spell soup?

1. 2.

Luggage.
How do you say this word?
What does luggage mean?

3. 4.

Excuse me, can you repeat that, please? I’m sorry, I don’t understand.

I’m sorry, can you

speak more slowly?
5.

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 USEFUL CLASSROOM LANGUAGE

VOCABULARY Extension
• Have students look carefully at the pictures in the
The goal of this section is to encourage students to use Student Book and role play the situations.
English in class by presenting and practicing useful • Point out that the students in the pictures are using
classroom language. their pens and notebooks. Have students pick up
their notebooks and pens. Have students practice
WARM-UP asking and answering the questions. Encourage
• Books closed. Elicit English phrases and words them to write down the words their classmates spell.
that students already know. Point to things in the • Have students walk around the class, practicing the
classroom, such as the door, windows, books, etc. expressions in the book. Encourage students not
Elicit answers and write them on the board. to read from their books. If students have trouble,
• Elicit expressions such as What’s that? and What’s write the expression on the board.
your name? and write them on the board. Fill the
board with the English that students already know. EXTRA IDEA
Make statements and then elicit their questions. For
example, say It’s a book. or W-I-N-D-O-W. to elicit the
Activity 1 correct questions, such as What’s this? or How do you
• Books closed. Ask What’s your name? Then ask spell window?
How do you spell your name? Write the questions
and answers on the board. If necessary, review EXTRA IDEA
the alphabet.
Encourage students to use excuse me, please,
• Select students two at a time. Have pairs practice thank you, and you’re welcome when asking and
asking and answering the questions. answering the questions.
• Point to something in the classroom, such as a
book. Elicit the word for book in the students’
native language. Then ask How do you say [book] in
English? Elicit the answer.
• Select students two at a time. Point to things in
the classroom. Have students ask and answer the
question How do you say in English?
• Repeat the procedure for the expressions:
How do you say this word?
What does mean?
Excuse me, can you repeat that?
I’m sorry, I don’t understand.
I’m sorry, can you speak more slowly?
• Books open. Focus attention on the pictures.
Read the expressions. Have students repeat the
expressions after you.
• Play the recording. Have students practice the
expressions again.

T–2
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 CONVERSATION VARIATION
Before playing the recording to check answers,
The goal of this section is to present and practice have students make pairs. Ask students to read the
more useful language to enable students to use English conversations. Have other students decide whether the
in the classroom. pair has completed the conversation correctly. Then
play the recording and allow students to check
WARM-UP their answers.
• Books closed. Elicit the questions that students
learned on page 2. Then elicit typical answers to
the questions. Write the students’ responses on
Activity 2
the board in the form of a model conversation. • Focus attention on the four conversations. Model
For example: them for the class.
A Excuse me. How do you say [book] in English? • Have students make pairs and practice the
conversations. Make sure students change roles so
B Book.
they practice both part A and part B.
A How do you spell book?
B B-O-O-K.
A Thank you.
• Demonstrate the conversation with one student.
Then have students practice in pairs.

Activity 1
• Books open. Focus attention on the first picture.
Write the conversation from item 1 on the board.
Read the conversation several times for the class.
Point out that Uh-huh is an informal way to say yes.
Have students repeat after you.
• Focus attention on the phrases in the box. Read the
phrases several times. Have students repeat after you.
• Write an incorrect phrase from the box in the
first line of the conversation for the second picture.
Elicit that this is incorrect. Elicit the correct answer.
• Have students do the activity on their own. Walk
around the class to check that students understand
how to complete the activity.
• Play the recording. Allow time for students to
change incorrect answers. Check answers.
ANSWERS
1. How do you pronounce this word?
2. What does delighted mean?
3. What’s this called in English? Can you repeat that?
4. How do you spell that?

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 Useful Classroom Language

CONVERSATION
1 Complete the conversations with the phrases in the box. Then listen
and check your answers.

Can you repeat that? How do you pronounce this word?

How do you spell that? What’s this called in English?
What does delighted mean?

1. A How do you pronounce this word? 2. A

B Which one? This one? B It means “very happy.”
A Uh-huh. That one.
B Favorite.

3. A 4. A How do you say in English?

B That? That’s called a keychain. B Strawberry.
A Sorry. A
B Sure. Keychain. B Strawberry? S-T-R-A-W-B-E-R-R-Y.

2 PAIR WORK. Practice the conversations with a partner.

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 1 Nice to meet you! WARM
UP
How do you
SPEAKIN G GRAMMAR LISTEN IN G REA D IN G greet someone?
Introductions The verb be Information questions Biography

CONVERSATION

ONLINE
PRACTICE

1 Listen to the conversation. Then practice it with a partner.

Marco Hi. My name’s Marco. What’s your name?
Kelly Hi, Marco. My name’s Kelly.
Marco So, where are you from, Kelly?
Kelly I’m from Toronto. How about you?
Marco I’m from San Diego, California.

2 PAIR WORK. Practice the conversation again. Replace the underlined words
with information about you.

PRONUNCIATION—Syllable stress
1 Listen. Notice the stressed and unstressed syllables. Circle the stressed syllable
in each word.
1. Mar • co 3. Me • xi • co 5. Ca • na • da
2. To • ron • to 4. Ko • re • a 6. stu • dent

2 Listen again and repeat. Which words have the same syllable stress?

4
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 1 Nice to meet you!
SPEA KIN G
Introductions
G R A MM A R
The verb be
LISTEN IN G
Information questions
REA D IN G
Biography

Vocabulary:  Hi, my name’s .; What’s your name?; My name’s .; Where

are you from?; I’m from .
Conversation:  Introducing yourself
Language Practice:  Simple present of be: statements and questions with be; possessive adjectives
Pronunciation:  Syllable stress
Listening:  Greetings and introductions, saying where people are from
Smart Talk:  An information gap activity about well-known people
Reading:  An article about Emma Stone
Writing:  An email about yourself
Speaking:  A class survey about where students are from

CONVERSATION
The goal of this section is to present and practice
greetings and introductions.
WARM-UP
• Books closed. Greet the class and introduce
yourself. Write the words you use on the board. For
example: Hi, my name’s … I’m from … Then ask a
student What’s your name?
• Ask two students to introduce themselves to each
other. Write the new expressions they use on the
board.
• Elicit other greetings and introduction expressions
and write them on the board. Include: Hello, good
morning / afternoon / evening.
Activity 2
• Write the conversation on the board, leaving blanks
for the underlined names and places.
• Model the part of Marco using your own
information, filling in the blanks as you go. Have
a student model the other part of the conversation
with you, using his or her own personal
information. Write the student’s information in the
appropriate blanks.
• Have students make pairs and do the activity.
PRONUNCIATION
The goal of this section is to focus on syllable stress.

Activity 1 Activity 1
• Books open. Focus attention on the picture. Ask Focus attention on the example and model the syllable
Where are they? Elicit the answer In a classroom. stress for the students. Then play the recording and
have students do the activity on their own.
• Focus attention on the model conversation.
• Have students read the conversation silently. ANSWERS
• Play the recording. 1. Mar • co 3. Me  • xi • co 5. Ca  • na • da
• Play the recording again before students practice 2. To •   ron  • to 4. Ko •   re • a 6. stu • dent
the conversation. Pause after each line of the
conversation and have students repeat. Be sure to
correct pronunciation and intonation. Activity 2
• Have students make pairs and practice the Play the recording again and have students say the
conversation. Make sure pairs change roles so they words. Then have students compare their answers with
practice each part. a partner.
VARIATION ANSWERS

• Books closed. Play the video instead of the recording 1, 3, 5, 6 (first syllable stressed)
2, 4 (second syllable stressed)
and have students watch silently.
• Books open. Focus attention on the model
conversation and play the video again and have
students read along in the book.
• Play the video again before students practice
the conversation. Pause after each line of the
conversation and have students repeat.
T–4
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 LANGUAGE PRACTICE
The goal of this section is to present and practice the
target grammar: statements with the simple present
of be.
• Books closed. Present the personal pronouns
(I, you, he, she, etc.) by writing them on the board.
Then point to yourself and to students to establish
meaning. Explain the contractions (I am = I’m, etc.)
and the negatives (I’m not, He isn’t, etc.)
• Books open. Write the examples from the Language
Practice box on the board. Change these examples
to make them true for you and your students. For
example: I’m a teacher. and You’re a student.
• Focus on the personal pronouns you wrote on the
board. Point to yourself and say My name is ____.
Write my next to I. Provide or elicit the other
possessive adjectives.
• Direct students to page 124 of the Grammar
Reference for more information and practice.
Activity 1
• Make sure students understand how to do this kind
of fill-in-the-blanks activity.
• Focus attention on the pictures and explain that
students need to use information from the pictures
in order to answer correctly.
• For number one, focus attention on the picture and
elicit His name is Nelson da Silva.
• Preteach photographer and Ireland. Then have
students complete the activity on their own.
• Check answers.
ANSWERS
1. am/’m, Her, are/’re
2. my, my, are/’re, is/’s
3. is/’s, am/’m, aren’t, are
T–5
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EXTRA IDEA
• Have students make pairs and write simple
sentences about celebrities they are interested in.
For example: Daniel Dae Kim is an actor. He’s from
the US.
• As students work, move around the class to help
as necessary.
• Have pairs read their sentences to another pair.
Then have three or four pairs read their sentences to
the class. Write the occupations students talk about
on the board and teach them to the class.
Activity 2
• Focus attention on the example conversation in
the speech bubbles. Have two students read the
conversation aloud.
• Write the sentences from the speech bubbles on
the board:
Hi, I’m ____. Nice to meet you.
Nice to meet you, too. I’m _____. I’m from _____.
• Model the first part of the conversation, using
information that is true for you.
• Have a student model the other part of the
conversation with you, using their own personal
information.
• Have students make pairs and do the activity.
Then have students perform their conversations
for the class.
EXTRA IDEA
• Elicit the names, jobs, and places of origin of
celebrities and write them on the board.
• Have students role play a conversation using the
celebrity information.
SMART CHOICE ONLINE
Remind students that there are extra Language Practice
activities on Online Practice and On The Move.
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 Nice to meet you! • Unit 1

LANGUAGE PRACTICE
Statements with be Grammar Reference page 124
Possessive adjectives
I’m a student. I am I’m my
You’re from Mexico. you are you’re your
He’s from Korea. he is he’s his
She’s from Canada. she is she’s her
We’re students. we are we’re our
They’re from the US. they are they’re their
I’m not a teacher. I’m a student.
He isn’t from Brazil. He’s from the US. is not isn’t
They aren’t teachers. They’re students. are not aren’t ONLINE
PRACTICE

1 Complete the sentences.

1. “Hi. My name is Nelson da Silva.
I ’m a photographer. This is
my wife. name is Gloria.
We from São Paulo, Brazil.”

2. A Hi, my name is Jung-hwa Ban.

B And name is Jae-won Kim.
A We from South Korea. He
from Seoul, and I’m from
Busan.

3. “Hi. My name ’s Greg White.

I an English teacher. I’m from
Sydney, Australia. My parents
from Australia, they’re from Ireland. Their
names Brendan and Maggie.

2 PAIR WORK. Tell your partner about yourself.

Hi, I’m Yuko. Nice to meet you.
Nice to meet you, too.
I’m Ana. I’m from Brazil.

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 Nice to meet you! • Unit 1

CONVERSATION

ONLINE
PRACTICE

1 Complete the conversation. Then listen and check your answers. Practice the
conversation with a partner.

a. friend b. How are you c. Fine

Kelly Hey, Marco! 1 ?

Marco 2 , thanks. And you?
Kelly Good, thanks.
Marco Who’s that girl over there?
Kelly Her? That’s my friend, Emily. Would you like to meet her?
Marco Yes, please!

Kelly Hi, Emily, this is my 3 , Marco. Marco, this is Emily.

Marco Nice to meet you, Emily.
Emily Nice to meet you, too.

2 PAIR WORK. Practice the conversation again. Use the ideas below.
1 2 3
How are things Things are great classmate

How’s it going Not bad brother

3 PAIR WORK. Walk around the class and introduce your partner to another classmate.
A , this is my friend, .
, this is .
B Nice to meet you, .
C Nice to meet you, too.

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 CONVERSATION
The goal of this section is to practice introducing
yourself and others.
WARM-UP
• Books closed. Rapidly introduce students to one
another. Then write the following on the board:
[Student A], this is [Student B].
[Student B], this is [Student A].
• Books open. Focus attention on the picture. Ask
Who is introducing themselves? Encourage students
to guess.
Activity 1
• Focus attention on the model conversation.
• Preteach words and phrases students might not
be familiar with. For example: Who’s that girl over
there?; That’s…; and Would you like to meet her?
• Have students read the conversation silently,
without doing the activity. Then have students do
the activity on their own.
• Play the recording. Allow time for students to
change incorrect answers. Check answers.
• Play the audio again before students practice
the conversation. Pause after each line of the
conversation and have students repeat. Be sure to
correct pronunciation and intonation.
• Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.
ANSWERS
1. b 2. c 3. a
VARIATION
• Play the video instead of the recording when
students are checking their answers.
• Play the video again before students practice
the conversation. Pause after each line of the
conversation and have students repeat.
EXTRA IDEA
Books closed. To reinforce learning, play the recording
or the video of the conversation while students
write it down. Give students time to try to complete
the conversation from memory before playing the
conversation for a second time.
Activity 2
• Focus attention on the chart. Explain that the chart
is color-coded, and that items in the green column,
for example, can be substituted into the green box
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in the conversation in Activity 1. Demonstrate this
with How are things. Point out the other colors and
the corresponding columns in the chart and boxes
in the conversation.
• Have students practice the conversation in pairs,
putting the examples in the chart into the blanks
in the model conversation. Make sure pairs change
roles so they practice each part.
Activity 3
• Copy the three-line conversation on the board.
• Select three students. Have them model the
conversation for the class. As they speak,
complete the conversation on the board with the
introductions they use and their names.
• Have students work with the same partner from
Activity 2. Then have students walk around the
class to introduce each other to another classmate.
Alternatively, have each pair join two or three other
pairs and take turns introducing their partners.
• CULTURE NOTE: In the US, it is natural to gesture
towards a person when you are introducing
him/her to someone else. It is considered friendly
and appropriate to smile and make eye contact with
the person you are being introduced to.
EXTRA IDEA
Have students practice using body language while
making introductions, as demonstrated in the video
and described in the Culture Note above.
SMART CHOICE ONLINE
Remind students that there are extra Conversation
practice activities on Online Practice and On The Move.
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 LANGUAGE PRACTICE
The goal of this section is to present and practice the
target grammar: questions with be.
• Write the questions and answers from the Language
Practice box on the board.
• Focus attention on the yes/no questions first.
Change the examples on the board to make them
true for you and your students. For example:
A Is she a teacher?
B No, she isn’t. She’s a student.
• Focus attention on the wh- questions. Explain
that these kinds of questions require a detailed
answer, not just yes or no. Ask different students
the questions. Have them provide full answers. For
example: What’s your name? My name is Dan. Write
the answers on the board.
• When asking Who’s that? gesture to another student.
Make sure that students understand that this
question refers to a third person.
• Direct students to page 124 of the Grammar
Reference for more information and practice.
• LANGUAGE NOTE: Students may ask how they can
identify whether the pronoun you in a question is
singular or plural. Explain that we can only tell from
the context.
Activity 1
• Make sure students understand how to do this kind
of matching activity.
• Have students complete the activity on their own.
• Check answers.
ANSWERS
1. e 3. a 5. c
2. f 4. d 6. b
VARIATION
• Ask any question in Activity 1 and elicit the
correct answer.
• Have students make pairs and take turns asking and
answering the questions in random order.
• Have students make pairs and practice the
conversations. Make sure pairs change roles so they
practice each part.
ANSWERS
1. How are you?, How are you?/And you?/How about
you?, Who’s that, That’s/He’s
2. What’s your name?, Where are you from?,
How about you?/Where are you from?
EXTENSION
• Books closed. Write person B’s lines from each
conversation on the board.
• Have students make pairs and try to recreate person
A’s lines for both conversations.
Activity 3
• Make sure students understand that the expressions
in column A and column B are two parts of the
same conversation.
• Have the students put the lines in the correct order
on their own. Then have students check their
answers with a partner.
• Check answers. Then have students make pairs
and practice the conversation with their own
information.
ANSWERS
A: Hi! Are you a student?
B: Yes, I am. And you? Are you a student?
A: Yes, I am. What’s your name?
B: My name’s _____. What’s your name?
A: My name’s _____.
B: Nice to meet you, _____.
A: Nice to meet you, too.
SMART TALK
Teaching notes for the Smart Talk activity begin on
page T–84.
SMART CHOICE ONLINE
Remind students that there are extra Language Practice
activities on Online Practice and On The Move.

Activity 2
• Make sure students understand guy. Then have LISTENING
students complete the conversations on their own.
• Ask two students to model the first conversation. The goal of this section is to practice listening
Correct as necessary. Repeat this procedure for the selectively for key information.
second conversation.

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 Nice to meet you! • Unit 1

LANGUAGE PRACTICE
Questions with be Grammar Reference page 124
Are you a student? Yes, I am. No, I’m not.
Is he a teacher? Yes, he is. No, he isn’t.
Is she an artist? Yes, she is. No, she isn’t.
Are you actors? Yes, we are. No, we aren’t.
Are they doctors? Yes, they are. No, they aren’t.
Who’s that? Who is Who’s
What’s your name? What is What’s
Where are you from?
How are you?
How old are you? ONLINE
PRACTICE

1 Match the questions and answers.

1. What are your names?
2. How old is he?
3. Where are you from?
4. Who’s that?
5. Is she your girlfriend?
6. How are you?
e a. We’re from Brazil.
b. Not bad, thanks. And you?
c. No, she isn’t. She’s my sister.
d. That’s my brother.
e. He’s Andrew, and I’m Nancy.
f. He’s 21.

2 PAIR WORK. Complete the conversations. Then practice them with a partner.
1. A Hi, Jane! How are you ? 2. A Hi, my name’s Hiro. ?
B Hey, Alex! I’m fine. ? B I’m Lisa.
A I’m fine, too. A ?
B guy over there? B I’m from the US. ?
A my classmate. A I’m from Japan.

3 PAIR WORK. Put the lines in the correct order. Then use information about you
and practice the conversation with a partner.
A B
Nice to meet you, too. 2 Yes, I am. And you? Are you a student?
My name’s . Nice to meet you, .
1 Hi! Are you a student? My name’s . What’s your
Yes, I am. What’s your name? name?

SMART TALK
Student A: Turn to page 84.
Who’s that? Student B: Turn to page 96. 7
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 Nice to meet you! • Unit 1

LISTENING
1 Listen and answer the questions.
1. Where’s Yuko from?
2. Where’s Jorge from?
3. What’s the teacher’s name?
4. Where’s the teacher from?

2 Listen and choose ( ) the expressions you hear.

1. a. What’s your name? 4. a. Where are we?
b. What’s her name? b. Where is that?

2. a. What’s his name? 5. a. What about you?

b. What are their names? b. What’s that?

3. a. Where are you from? 6. a. Can you say that again?

b. Where’s he from? b. Can you repeat that?

3 PAIR WORK. Introduce yourself to a partner. Use the expressions from Activity 2.

READING
1 BEFORE YOU READ What do you know about Emma Stone?

Who is Emma Stone?

Emma Stone was born in Scottsdale,
Arizona on November 6, 1988. Her real
name is Emily Jean Stone. Her grandfather
was Swedish. Her family members are from
England, Scotland, Ireland, and Germany.
Her family name is Stone. She’s an actor.
She’s in movies and TV shows. Her first big
movie role was in the movie Superbad. She’s
also in the The Amazing Spiderman movies.
Emma Stone’s favorite band is the Beatles.
ONLINE
PRACTICE

2 Read the text about Emma Stone. Correct the sentences.

1. She was born in Germany.

2. She was born on December 6, 1989.

3. Her father is Swedish.

4. She doesn’t have a favorite band.

WRITING
Turn to page 108.
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 LISTENING READING
The goal of this section is to practice listening The goal of this section is to practice reading selectively
selectively for key information. for key information.

Activity 1 Activity 1—Before you read

• Focus attention on the questions. Explain that
students will listen to a conversation in a classroom.
Tell students to write answers on the lines. Point out
that when people say where they are from, they can
say the city or the country or both.
• Encourage students to write both city and country if
they hear both.
• Play the recording and have students do the activity.
• Check answers.
ANSWERS
1. Nagoya, Japan 3. Ray
2. Santiago, Chile 4. Canada
Activity 2
• Focus on the expressions. Say each one. Focus
particular attention on the contractions What’s and
Where’s.
• Tell students to choose one answer for each item.
• Play the recording and have students do the activity.
• Focus attention on the photo. Ask Who is in the
photo? (Emma Stone)
• Ask What do you know about Emma Stone? Elicit
what students know about the actor. In addition to
the Spiderman movies and Superbad, her movies
include: Aloha, Birdman, The Help.
• Write any other information students know about
Emma Stone on the board.
Activity 2
• Focus attention on the sentence. Explain that
students will correct the sentences after they read
the text.
• Have students read the text and do the activity on
their own. Check answers.
AnswerS
1. She was born in Scottsdale, Arizona, USA.
2. She was born on November 6, 1988.
3. Her grandfather was Swedish.
4. Her favorite band is the Beatles.

• Check answers.
ANSWERS Extension
Ask other comprehension questions:
1. a 3. a 5. a
2. a 4. b 6. a What is Emma Stone’s real name?
How old is she?
Where are her family members from?
Activity 3
• Elicit the questions from Activity 2 that students can
use to introduce themselves, and write them on the Writing
board. For example: What’s your name? Where are
Teaching notes for the Writing section are on
you from? Where is that? What about you? Can you
page T–108.
say that again? Can you repeat that?
• Have students make pairs and take turns
introducing themselves. Smart Choice Online
Remind students that there are extra Listening practice
Extra idea activities on Online Practice and On The Move.
Have students work in pairs to create short
conversations using as many of the questions in
Activity 2 as they can. Ask pairs to perform the
conversations for the class.

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 SPEAKING
The goal of this section is to practice the language in the
unit in an enjoyable, meaningful, and personalized way.
Activity 1
• Focus attention on the map and the names of the
countries. Ask Where is Canada? Have students
point to Canada (labeled) on the map.
• Have students work in pairs to find each country on
the map and label it.
• Check answers. Say the names of the countries and
have students point to them on their maps.
VARIATION
If your students are all from the same country, tell
them to pretend they are from another country. Before
students start the activity, have them choose a country
from the list on the board. Then have them use the new
country to ask and answer the question.
Activity 3
• Focus attention on the example in the speech
bubble. Have a student read it aloud.
• Have students make pairs. Have each pair introduce
each other to the class, using the example sentence
as a model.

ANSWERS
VARIATION
1. Canada 5. Japan As a follow-up to the Variation activity in Activity 2,
2. the US 6. South Korea
3. Mexico 7. New Zealand
have each student introduce his/her classmate to the
4. Brazil 8. Australia class using the new country.

EXTRA IDEA
Write Where is ? It’s here. on the board. Elicit • Have students go online to find out information
the names of other countries and write them on the about one of the countries on the map. Suggest
board. Have students make pairs and take turns asking that they can search for information on an
and answering questions about the countries. official website for the country or check an online
encyclopedia.
Activity 2 • Have students write a text with the information or
present it to the class.
• Focus attention on the conversation in speech
bubbles. Say each line and have students repeat. • Remind students that they can also share the
information they find on the Discussion Board on
• Write the model conversation in speech bubbles on
Online Practice. You might also want to ask them
the board. Show how the question and responses
to use the Discussion Board for the next unit’s
can be adapted, so students can use their own
Warm-Up activity.
information as they speak. For example: Hello,
my name’s . Where are you from, ?
I’m from . TESTING PROGRAM
• Model the activity with a student. Have the student Print Unit 1 Test from the Testing Program for an
say speaker 1’s lines, substituting his/her own end-of-unit assessment.
information. Demonstrate how to write the name
of the student’s country on the map.
• Have students walk around the class and take
turns asking and answering the question. Remind
students to write the country’s name on the map.
• Continue the activity until students have had a
chance to write as many names as possible on
the map.
• Elicit any new names of countries and write them
on the board.

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 Nice to meet you! • Unit 1

SPEAKING — Where are you from?

1 Find these countries and label their names on the map.

Australia Brazil Canada Japan
South Korea Mexico New Zealand the US

1. Canada

2. 5.

6.

3.

4.

8.

7.

2 CLASS ACTIVITY. Go around the classroom and ask your classmates where
they are from. Find their country on the map and write it on the map.

Hello, my name’s Elena.

Where are you from, Elena?

I’m from Mexico.

3 CLASS ACTIVITY. Introduce a classmate and show the classmate’s country on the map.
This is my friend Jason.
He’s from Indonesia.

GO Find out more about one of the countries on the map.

ONLINE Share your information with the class.

NOW I CAN
SPEAK I N G G R A MM A R LISTEN IN G REA D IN G
make an make statements and understand information understand short
introduction. questions with be. questions. biographies. 9
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 2 What do you do? WARM
UP
What jobs begin
SPEAKIN G GRAMMAR LISTEN IN G REA D IN G with the letters
Personal information Wh- questions Personal information Jobs S, M, A, R, T ?

VOCABULARY
1 Look at the people. What are their jobs? Write the correct letter.
Then listen and check your answers.

a. architect f. pilot
b. singer g. actor
c. doctor h. teacher
d. musician i. police officer
e. chef j. writer
f
1. Sandy 2. Emi

3. Laura 4. Jose 5. Robert 6. Becky

7. Brian 8. Linda 9. Lisa 10. Lenny

ONLINE
PRACTICE

2 PAIR WORK. Where do the people work?

theater hospital school restaurant office airport

Where does a doctor work?

A doctor works in a hospital.

3 PAIR WORK. Talk about people you know and what they do.
My friend Akiko is a doctor.
Where does she work?

She works in a hospital in Osaka.

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 2 What do you do?
SPEA KIN G
Personal information
G R A MM A R
Wh- questions
L istening
Personal information
R ea ding
Jobs

Vocabulary:  actor, architect, chef, doctor, musician, pilot, police officer, singer, teacher, writer;
assistant, movie director, nurse, TV host
Conversation:  Talking about personal information
Language Practice:  Wh- questions
Pronunciation:  Reduction of do you
Listening:  People talking about jobs and where they live
Smart Talk:  An information gap activity about jobs
Reading:  An article about a student with three jobs
Writing:  A paragraph with personal information
Speaking:  A group discussion about different kinds of jobs

VOCABULARY
The goal of this section is to present and practice the
target vocabulary: jobs.
WARM-UP
• Books closed. Write S, M, A, R, T vertically on the
board. Then elicit jobs that students already know
in English and write them on the board. When
these jobs start with S, M, A, R, or T (for example:
teacher), write the word after the appropriate letter
on the board.
• Then have students focus on the letters. Ask them to
think of jobs that start with these letters. Complete
the activity yourself if students are unable to do so.
• If students contributed to the Warm-Up Discussion
Board as part of the Online Practice, look at their
comments now with the class.
POSSIBLE ANSWERS
S: student, sales person
M: model
A: actor
R: reporter, receptionist
T: teacher, truck driver
Activity 1
• Books open. Focus attention on the pictures. Check
to see which jobs the students already know.
• Model the target vocabulary items: architect, singer,
doctor, etc. Then model the names.
• Have students complete the activity on their own.
• Play the recording. Allow time for students to
change incorrect answers. Check answers.
• LANGUAGE NOTE: Job titles in English are
becoming less and less gender specific. Although
waiter and waitress are still used, server is more
frequently used for both men and women. Actor is
now used for men and women.
ANSWERS
1. f 5. j 8. g
2. c 6. b 9. i
3. a 7. d 10. e
4. h
Activity 2
• Focus attention on the words in the word box. Say
each word and have students repeat.
• Model the example conversation in the speech bubbles
and have students repeat. Write on the board: Where
does a(n) ____ work? A(n) ____ works in a(n) ____.
• Model the activity with a student and show how it
can be adapted. For example:
T: Where does a chef work?
S: A chef works in a restaurant.
• Have students make pairs and ask and answer
questions about the jobs in Activity 1.
Activity 3
• Model the example conversation in the speech
bubbles and have students repeat. Write the sentences
on the board and show how they can be adapted. For
example: My friend ___ is a(n) ___. Where does ____
work? He/She works in a(n) ____ in ____.
• Ask a student What’s your friend’s job? and Where
does your friend work? Change the model on the
board with the student’s answers.
• Have students make pairs and do the activity. Then
have pairs present their conversations to the class.
Extra idea
Have students tell the class about their partners’
information. For example: Kenji’s friend Mark is an
architect. He works in an office in Milan.
Smart Choice Online
Remind students that there are extra Vocabulary
practice activities on Online Practice and On The Move.

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 CONVERSATION
The goal of this section is to present and practice
the target vocabulary and grammar of the unit in a
typical conversation.
WARM-UP
• Books closed. Elicit some situations where people
often meet and speak to strangers. Write these on the
board. For example: waiting in line, on a train, etc.
• Elicit questions you can ask someone when you
meet them for the first time. For example: What’s
your name? and Where do you live?
• Books open. Focus attention on the picture. Ask
Where do you think these people are? Encourage
students to be creative with their answers.
Activity 1
• Focus attention on the model conversation.
• Preteach words and phrases students might not be
familiar with. For example: Really? and Small world!
• Have students read the conversation silently,
without doing the activity.
• Much of the conversation is about a person not
in the picture. Point out that Brian lives in the
same town as Stacy’s sister, Suzy. To do this, ask
Where does Brian live? and Where does Suzy
live? Explain how this coincidence relates to the
expression Small world!
• Have students do the activity on their own.
• Play the recording. Allow time for students to
change incorrect answers. Check answers.
• Play the recording again before students practice
the conversation. Pause after each line of the
conversation and have students repeat. Be sure to
correct pronunciation and intonation.
• Have students practice the conversation in pairs.
Make sure pairs change roles so they practice
each part.
• KEY VOCABULARY: Small world! is an idiom which
is used to express surprise when you find something
in common with someone else, usually when you
are talking to somebody and find out that you both
know the same person.
ANSWERS
1. c 2. a 3. b
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VARIATION
• Play the video instead of the recording when
students are checking their answers.
• Play the video again before students practice
the conversation. Pause after each line of the
conversation and have students repeat.
• When students are familiar with the conversation,
have them close their books. Pause the video before
Stacy’s lines and have students say her lines.
• Divide the class in half. Have one half say Stacy’s
lines and the other half say Brian’s lines, and then
switch roles.
Activity 2
• Focus attention on the chart. Explain that the chart
is color-coded and that items in the green column,
for example, can be substituted into the green box
in the conversation. Demonstrate this with Mexico
City. Point out the other colors, their columns in the
chart, and boxes in the conversation.
• Elicit other words or phrases that can go in each
column. Explain to students that they can practice
with their own ideas and write them in the blanks
on the bottom row of the chart.
• Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.
Conversation Tip
• Focus attention on the Conversation Tip.
• Explain that asking follow-up questions (like What
does she do?) can keep a conversation going. Elicit
other typical follow-up questions and write them on
the board. For example: How about you? and What
do you think? Give examples if students are unable
to do so.
SMART CHOICE ONLINE
Remind students that there are extra Conversation
practice activities on Online Practice and On The Move.
13/12/2019 08:34
 What do you do? • Unit 2

CONVERSATION

ONLINE
PRACTICE

1 Complete the conversation. Then listen and check your answers.

Practice the conversation with a partner.

a. English teacher b. singer c. Chicago

Brian So, where do you live?

Stacy Well, I’m from New York, but I live in 1 .
Brian Interesting. And what do you do?
Stacy I’m an 2 . What about you?
Brian I’m a doctor. I work in a hospital in Seattle.
Stacy Really? My sister lives in Seattle.
Brian What does she do?
Stacy She’s a 3 .
Brian What’s her name?
Stacy Suzy Davis.
Brian Suzy? I know her!
Stacy Really? Small world! CONVERSATION TIP
EXTEND THE CONVERSATION

2 PAIR WORK. Practice the conversation again. Ask follow-up questions to extend
the conversation.
Use the ideas below. Add your own ideas.

1 2 3 My sister lives
Mexico City architect writer in Seattle.

Tokyo actor police officer

What does
she do?

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 What do you do? • Unit 2

LANGUAGE PRACTICE
Wh- questions Grammar Reference page 125
What do you do? I’m an architect.
Where do you live? I live in Rio.
What does she do? She’s a college student.
Where does she go to school? She goes to NYU.
What do they do? They’re pilots.
Who do they work for? They work for Korean Air.
Where do they work? They work in an airport. ONLINE
PRACTICE

1 Match the questions and answers.

1. What do you do? b a. She’s an architect.
2. Where do you live? b. I’m an office worker.
3. What does your sister do? c. In São Paulo.
4. Where do your friends go to school? d. They go to the University of Texas.

2 Complete the conversations.

1. A Where you ? 2. A Where your sister ?
B I in Los Angeles. B She in Seoul.
A What you ? A What she ?
B I an actor. B She a teacher.

3 PAIR WORK. Complete the chart. Ask and answer the questions
with information about you.

You Your partner

1. Where do you live?
2. What do you do?
3. Where do you go to school?
4. Where do you work?

PRONUNCIATION—Reduction of do you
1 Listen. Notice the reduced sound of do you.
Unreduced Reduced
1. What do you do? Whadaya do?
2. What do you study? Whadaya study?
3. Where do you live? Wherdaya live?
4. Where do you go? Wherdaya go?

2 Listen again and repeat. Be sure to say the reduced sound.

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 LANGUAGE PRACTICE Activity 2
• Make sure students understand Los Angeles
The goal of this section is to present and practice and Seoul.
the target grammar: simple present wh- questions.
• Explain that students need to write one word for
• Books closed. Write the following sentences from each blank.
the conversation on page 11 on the board:
• Have students complete the activity on their own.
What do you do?
• Check answers.
I’m an English teacher.
What does she do? ANSWERS

She’s a singer. 1. A: do, live 2. A: does, live

B: live B: lives
 Explain that do is used with I, you, we, and they. A: do, do A: does, do
Does is used with he, she, and it. B: am/’m B: is/’s
• Books open. Write the examples from the Language
Practice box on the board. Underline the words that
are written in bold in the Language Practice box. Activity 3
Explain to students why these words change.
• Draw two columns on the board, labeled You and
• Write several names of well-known people and Your partner.
couples on the board. Elicit statements, such as
He’s an actor. and They are actors. • Have a student ask you the questions. Write the
answers on the board in the You column. Ask
• Direct students to page 125 of the Grammar another student the questions. Write his/her
Reference for more information and practice. answers under Your partner.
• Focus attention on the chart in the book. Have
students complete the You column on their own.
Activity 1
• Have students make pairs and ask each other the
• Focus attention on the columns of questions and questions in the chart.
answers. Make sure students understand how to do
this kind of matching activity. • To check answers, have students present a
conversation to the class.
• Explain the meanings of University of Texas and
office worker. ANSWERS
• Have students complete the activity on their own. Answers will vary.
• Check answers.
ANSWERS
1. b 2. c 3. a 4. d
PRONUNCIATION
The goal of this section is to focus on the reduction of
do you.
EXTENSION
• Divide the class into two groups: A and B. Have
Group A read the first question aloud. Group B Activity 1
reads the correct answer aloud. Model the examples. Then play the recording.
• Have Group B read the second question. Group A
reads the correct answer aloud.
• Continue like this until the students have read all Activity 2
the questions and answers. • Play the recording again. Have students practice
saying the examples in Activity 1.
• Then have students ask the questions to a partner.
For question 4, students can ask Where do you go on
the weekend?

SMART CHOICE ONLINE

Remind students that there are extra Language Practice
activities on Online Practice and On The Move.

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 LISTENING Activity 4
• In this activity, students listen to a continuation of
The goal of this section is to practice listening for the one of the conversations in Activity 2.
main idea, to practice listening for specific information,
and to discuss the listening passages. • Focus attention on the questions, so students
know what information they are listening for in
the recording.
Activity 1—Before you listen • Play the recording and have students answer
• This activity introduces four new vocabulary items: the questions.
assistant, movie director, nurse, TV host. • Check answers.
• Focus attention on the pictures in Activity 2 and ANSWERS
model the pronunciation of the new items.
1. a movie director 3. He’s an actor.
• Focus attention on the circles where students need 2. a woman 4. He wants to be a movie actor.
to write the letters.
• Have students do the activity on their own.
• Check answers. EXTENSION
When you have checked the answers, ask follow-up
ANSWERS questions, such as:
1. a 2. c 3. d 4. b In the first conversation, does Jane remember Bob?
Does Jane’s job sound interesting? Why or why not?
In the second conversation, why does he say, “Hey! Wait
Activity 2 a second!”?
• Focus attention on the places where students need What does Bob want from Jane?
to write the names of the people. Explain there are
four pictures but only three conversations—one EXTRA IDEA
picture is extra.
• Have students practice using the appropriate
• Play the recording and have students do the activity. intonation to express emotions.
• Check answers. • Elicit different emotions and write them on the
ANSWERS board. For example: boredom, surprise, excitement,
and interest.
1. (none) 2. Sergio 3. Jane 4. Jason
• Play the recording, pausing after each speaker.
Have students repeat each line of the conversation,
modeling the emotion of the speaker.
Activity 3 • Students can use the audio script on page 114
• Focus attention on the words in the box and for help.
the chart. Elicit which types of words go in
which column.
• Play the recording and make sure students write SMART TALK
words from the box in the correct column.
• Check answers. Teaching notes for the Smart Talk activity begin on
page T–86.
ANSWERS
1. Jane, assistant, Boston, Los Angeles Smart Choice Online
2. Sergio, nurse, Rio de Janeiro, San Francisco
3. Jason, TV host, Taiwan, New York City Remind students that there are extra Listening practice
activities on Online Practice and On The Move.

Extra idea
• Have students make pairs and create conversations
like the ones on the recording.
• Students can use the audio script on page 114
for help.
• Have pairs perform one conversation for the class.

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 What do you do? • Unit 2

LISTENING
1 Write
BEFORE YOU LISTEN Look at the four people in the photos below.
the correct letter.

a. movie director b. TV host c. nurse d. assistant

2 Listen and write the correct names of the people in the conversations under the photos.
There is one extra photo.

1. 2. 3. 4.

3 Listen again. Use the words in the box to complete the chart.
San Francisco TV host assistant
Los Angeles nurse Taiwan
New York Rio de Janeiro Boston

Name is a/an.... is from.... lives in...

1. Jane
2. Sergio
3. Jason

4 Listening PLUS. Listen to more of Jane’s conversation and answer the questions.
1. Who does Jane work for?
2. Does she work for a man or a woman?
3. What does Bob do?
4. What does Bob want to do?

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 What do you do? • Unit 2

READING
1 BEFORE YOU READ Look at the pictures and answer the questions.

1. Where are the people working?

2. What jobs are they doing?

I’m a Student, and I Have Three Jobs.

Marie Rodriguez is a student at the University of
Chicago. The tuition fees are $64,000 per year. Marie
lives with her parents in Highland Park, Cook County.
It is 42 kilometers north of downtown Chicago. “Rent
for an apartment in Chicago is expensive,” she says. “I
need to make money to pay for college.” She has three
part-time jobs.
“I’m a server at a restaurant in Chicago,” she says.
“I bring food and drinks to customers. Then in the
evening, I’m a library assistant. I work in the university
library. On the weekend, I work at the movie theater. I
love it! I see movies for free!”
When does she study? “I study every day,” she
says. “On some weekends, I study all night.”
When does she sleep? “I don’t sleep a lot, but it’s
OK,” she adds. “I can sleep when I finish school!”
ONLINE
PRACTICE

2 Read the article. Choose ( ) True or False.

True False
1. Marie lives with her parents in Chicago.
2. She works in a restaurant in the evenings.
3. She doesn’t study on the weekends.
4. She likes working in the movie theater.
5. Sometimes she doesn’t sleep on the weekend.

3 GROUP WORK. Discuss these questions.

1. Do you work and study at the same time?
2. Do you work to pay your tuition fees?
3. Do you have a part-time job? Describe it.
4. Do you or your friends have more than one job?

WRITING
Turn to page 108.
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 READING EXTRA IDEA
• Have students make pairs.
The goal of this section is to practice reading • Students take turns dictating one section of the
comprehension. reading to their partner.
• This is an opportunity to recycle important
Activity 1—Before you read expressions such as How do you spell…? and Can
you say that again?
• Focus attention on the pictures. Ask students: What
do you see? Elicit one or two answers.
EXTRA IDEA
• Have students make pairs and discuss the questions.
Ask a few students to share their ideas with the class. Have students write other true or false statements
about the reading. They can read these statements to a
ANSWERS partner or to the class and elicit answers.
1. library, movie theater, and a restaurant
2. librarian, usher, server
Activity 3
• Have students make groups and discuss the
Activity 2 questions.
• Focus attention on the picture and title of the • Have students share their ideas with the class.
article. Ask What does the person do? (She’s a
student.) How many jobs does she have? (three) Variation
• Read the article aloud to the class or play the Have students make groups of three. Designate one
recording. Tell students not to be concerned if they student as the leader, one as the note-taker, and one as
do not understand every word. the reporter. The leader asks the questions and makes
• Have students read the article individually and do sure everyone has a chance to respond. The note-taker
the activity. writes down the answers. The reporter reports their
answers to the class.
• Check answers.
ANSWERS
1. False 3. False 5. True
WRITING
2. False 4. True Teaching notes for the Writing section are on
page T–108.
Variation
Have students underline the answers as they read.

CHALLENGE WORDS
• Focus attention on the words in blue in the article
and explain that these are challenge vocabulary
terms.
• Write each sentence containing blue words on
the board.
• If these challenge words haven’t been defined by
this point, ask students to use the context of the
sentence to guess the definition of each one and
then check their guesses in a dictionary. Elicit and
write the correct definitions on the board.
• Have students create new sentences for each
challenge term and share them with the class.

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 SPEAKING
The goal of this section is to practice the language in the
unit in an enjoyable, meaningful, and personalized way.
Activity 1
• Focus attention on the pictures. Have students look
at the first picture and read the caption. Write police
officer on the board. Ask Is this a police officer? Elicit
no, and then the correct name of the job (writer).
Model crossing out police officer and writing writer
instead on the board.
• Repeat this procedure with the other seven captions.
ANSWERS
1. writer 5. architect
2. pilot 6. police officer
3. doctor 7. zookeeper
4. server 8. window washer
VARIATION
Have students make pairs or small groups and correct
the names of the jobs. Then have students share their
answers with the class.
Activity 2
• Have students make pairs and make a list of ten
more jobs.
• Elicit the jobs and write them on the board.
Activity 3
• Draw the chart from the book on the board.
• Preteach difficult, interesting, dangerous, and boring.
• Use writer as an example. Ask a student where
in the chart they would put this job. Write it in
the chart.
• Have students complete the activity on their own.
POSSIBLE ANSWERS
Difficult jobs: police officer, doctor, window washer
Interesting jobs: writer, architect, pilot, zookeeper
Dangerous jobs: police officer, pilot, zookeeper, window
washer
Boring jobs: server, pilot, window washer
Activity 4
• Ask Do you think a window washer is a dangerous
job? Write the example sentences in speech bubbles
on the board. Show how the sentences can be
adapted. Say I think a writer is an interesting job.
In the sentences on the board, substitute window
washer with writer and dangerous with interesting.
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• Explain to students that they will compare their
charts and their opinions of the jobs.
• Have students make groups and do the activity. Make
sure students use the articles a and an, as they practice.
• Ask a few students to share their ideas and answers
with the class.
• LANGUAGE NOTE: When making generalizations,
you can use plural nouns. For example: I think
architects have an interesting job.
EXTRA IDEA
• Write these excerpts from the reading on page 14 on
the board and underline the words as shown:
I’m a server at a restaurant in Chicago.
I bring food and drink to customers.
I work at the movie theater.
I love it because I see movies for free.
• Pick one of the jobs from Activity 1 and change the
underlined words on the board so that they apply to
this job. For example, for a zookeeper:
I’m a zookeeper at the National Zoo in
Washington, DC.
I bring food to the animals.
I work in the monkey house.
I love it because the animals are funny.
• Have students make groups. Have each group pick a
job and write a description of it using sentences like
the ones on the board.
• To extend this activity, a student from each group
can read their sentences without saying the name of
the job while other groups try to guess the job.
• Have students go online to find out more about
an interesting job. Suggest that they can search for
the name of the job and training, skills, and/or job
information. If necessary, explain that they can often
find this information on websites for job postings,
career office websites, and government websites.
• Have students write a text with the information or
present it to the class.
• Remind students that they can also share the
information they find on the Discussion Board on
Online Practice. You might also want to ask them
to use the Discussion Board for the next unit’s
Warm-Up activity.
TESTING PROGRAM
Print Unit 2 Test from the Testing Program for an
end-of-unit assessment.
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 What do you do? • Unit 2

SPEAKING — The world of work

1 CLASS ACTIVITY. Look at the pictures and correct the names of the jobs.

1. police officer 2. server 3. architect 4. pilot

5. doctor 6. writer 7. window washer 8. zookeeper

2 PAIR WORK. Make a list of ten jobs.

3 What do you think of the jobs? Complete the chart.
Difficult jobs Interesting jobs Dangerous jobs Boring jobs

4 GROUP WORK. Compare your answers.

I think window washer
is a dangerous job. I think zookeeper
is a dangerous job.

GO Find information about an interesting job.

ONLINE Make notes and share with the class.

NOW I CAN
SPEAK I N G G R A MM A R LISTEN IN G REA D IN G
say what I do and use wh- understand short understand short
where I live. questions. conversations about people. descriptions of jobs.
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 3 Do you like spicy food? WARM
UP
What foods
SPEAKIN G GRAMMAR LISTEN IN G REA D IN G do you like?
Likes and dislikes Simple present Ordering in restaurants Eating out

VOCABULARY
1 Look at the picture. What are the foods? Write the correct letter.
Then listen and check your answers.

a. lettuce e. noodles i. soup m. beef

b. onions f. tomato j. beans n. tuna
c. chicken g. carrots k. cheese o. rice
d. salmon h. potato l. shrimp p. bread

7
6
8
1 n 12 16
11

13
2 5 9 15
4 ONLINE
3 10 14 PRACTICE

2 Complete the chart. Add one more food from the picture
to each list.

Meat Seafood Vegetables Others

beef salmon lettuce cheese

VOCABULARY TIP
Make flashcards to learn
new words.

3 CLASS ACTIVITY. Find a classmate who likes each tomatoes

food in the chart.
A Do you like chicken? A What’s your name?
B Yes. B Eric. I like tomatoes
in my salad.

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 3 Do you like spicy food?
SPEA KIN G
Likes and dislikes
G R A MM A R
Simple present
L istening
Ordering in restaurants
R ea ding
Eating out

Vocabulary:  beans, beef, bread, carrots, cheese, chicken, lettuce, noodles, onions, potato, rice,
salmon, shrimp, soup, tomato, tuna; cheeseburger, French fries, hamburger, lasagna, meatballs,
mushrooms, ramen, spaghetti, sushi
Conversation:  Talking about likes and dislikes
Language Practice:  Simple present
Pronunciation:  Question intonation
Listening:  Ordering in restaurants
Smart Talk:  An information gap activity about food
Reading:  An article about street foods in Seoul and brunch in San Francisco
Writing:  A letter about your favorite restaurant
Speaking:  A class discussion about food from different countries

VOCABULARY Activity 2
• Copy the four-column chart on the board. Teach the
The goal of this section is to present and practice the words meat, seafood, and vegetables.
target vocabulary: food.
• Focus attention on the examples in the chart.
Warm-Up • Have students complete the activity on their own.
• Books closed. Elicit food items students already • Check answers.
know in English. Write some of these on the board. POSSIBLE ANSWERS
Have students write down three of their favorite
Meat: beef, chicken
foods. Then elicit some answers.
Seafood: salmon, shrimp, tuna
• If students contributed to the Warm-Up Discussion Vegetables: lettuce, onions, carrots, beans,
Board as part of the Online Practice, look at their tomato, potato
comments now with the class. Others: cheese, noodles, rice, bread, soup

Activity 1 Activity 3
• Books open. Focus attention on the picture. Check • Model the example conversation.
to see which foods the students already know.
• Have students walk around the class and ask and
• Model the target vocabulary items: lettuce, onions, answer questions to find out who likes each food in
chicken, etc. the chart.
• Have students complete the activity on their own.
• Play the recording. Allow time for students to
change incorrect answers. Check answers. Vocabulary Tip
• Focus attention on the Vocabulary Tip.
ANSWERS
• Have students make flashcards by writing new
1. n 5. i 9. j 13. m vocabulary words on index cards. The new word
2. d 6. l 10. g 14. k should also be used in a sentence on the other side
3. e 7. c 11. h 15. f
4. o 8. p 12. a 16. b
of the card, as in the example.
• Encourage students to use their cards regularly.

EXTRA IDEA
Smart Choice Online
Have students discuss the food choices of the people
in the picture. Teach the words healthy, unhealthy, raw, Remind students that there are extra Vocabulary practice
boiled, and fried. Model sentences, such as The man activities on Online Practice and On The Move.
likes fried chicken. and Fried chicken is an unhealthy
food. Have students discuss in groups.

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 CONVERSATION
The goal of this section is to present and practice
the target vocabulary and grammar of the unit in a
typical conversation.
WARM-UP
• Books closed. Elicit different kinds of restaurants
students know. Write these on the board. For
example: Japanese, Italian, Chinese, etc. Then
elicit the foods associated with these restaurants
and write them on the board. For example: sushi,
spaghetti, fried rice, etc.
• Elicit ways to invite someone to go for a meal. For
example: Let’s have sushi. and Do you want to have
some sushi?
• Books open. Focus attention on the picture. Ask
Where do you think these people are? (In a park.)
Activity 1
• Focus attention on the model conversation.
• Preteach words and phrases students might not be
familiar with. For example: dumplings, Great idea!,
and I’m starving!
• Have students read the conversation silently,
without doing the activity.
• Have students do the activity on their own.
• Play the recording. Allow time for students to
change incorrect answers. Check answers.
• Play the recording again. Pause after each line of the
conversation and have students repeat. Be sure to
correct pronunciation and intonation.
• Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.
• KEY VOCABULARY: I’m starving! is a common idiom
that means I’m very hungry.
ANSWERS
1. c 2. b 3. a
VARIATION
• Play the video instead of the recording when
students are checking their answers.
• Play the video again before students practice
the conversation. Pause after each line of the
conversation and have students repeat.
• When students are familiar with the conversation,
have them close their books. Pause the video before
Anthony’s lines and have students say his lines.
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EXPANSION
• Books closed. Write Anthony’s lines on the board.
Leave space for Ana’s lines after each line.
• Have students recreate Ana’s lines. If they find this
difficult, write a clue on each blank line.
• Books open. Students check to see how accurately
they were able to recreate the conversation.
Activity 2
• Focus attention on the chart. Explain that the
chart is color-coded and that items in the green
column, for example, can be substituted into the
green box in the conversation. Demonstrate this
with hamburgers. Point out the other colors, their
columns in the chart, and boxes in the conversation.
• Elicit other words or phrases that can go in each
column. Explain to students that they can practice
with their own ideas and write them in the blanks
on the bottom row of the chart.
• Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.
EXTRA IDEA
Books closed. To reinforce learning, play the recording
or video of the model conversation while students
write it down. Give students time to try to complete
the conversation from memory before playing the
conversation for a second time.
Activity 3
• Focus attention on the example conversation. Model
the conversation with a student.
• Write the conversation on the board. Show how
it can be adapted. Ask a student what his or her
favorite kind of food is and the name of a restaurant
in town that the student knows. Change the
example on the board to the student’s answers.
• Have students make pairs and do the activity.
• Have students role-play their conversation for the
class.
SMART CHOICE ONLINE
Remind students that there are extra Conversation
practice activities on Online Practice and On The Move.
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 Do you like spicy food? • Unit 3

CONVERSATION

ONLINE
PRACTICE

1 Complete the conversation. Then listen and check your answers. USEFUL WORDS
Practice the conversation with a partner.
Italian
a. Let’s have dumplings. b. Chinese c. pizza Mexican
Japanese
Anthony Are you hungry? Chinese
Ana Hungry? I’m starving! Korean
Anthony Do you like 1 ? Peruvian
Ana No, not really. Do you like 2 food?
Anthony Yes, I do. I love it!
Ana 3
Anthony Great idea!
Ana OK! Let’s go!

2 PAIR WORK. Practice the conversation again. Use the ideas below.
Add your own ideas.

1 2 3
hamburgers Korean How about kimchi?

sandwiches Mexican Why don't we get tacos?

3 PAIR WORK. Make a plan to go to a restaurant. Use real places in your town.
A Let’s have Italian food. Do you want to go to Luigi’s Pizza?
B I don’t like pizza.
A How about Tomo Sushi?

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 Do you like spicy food? • Unit 3

LANGUAGE PRACTICE
The simple present Grammar Reference page 126
Do you like fish? Yes, I do. No, I don’t.
Does Chuck like noodles? Yes, he does. No, he doesn’t.
Do they like pizza? Yes, they do. No, they don’t.
I like shrimp, but I don’t like salmon.
Dora likes chicken, but she doesn’t like beef.
Dora and Chuck like beans, but they don’t like noodles. ONLINE
PRACTICE

1 Use the chart. Complete the sentences.

Loves Likes Doesn’t like Hates
beef beans
noodles vegetables
pizza onions
soup rice
Chuck hamburgers sushi
vegetables chicken beef
pizza
Dora rice beans noodles
hamburgers
soup sushi onions

1. Chuck loves hamburgers, but Dora them.

2. Dora onions, but Chuck them.
3. Chuck and Dora noodles, but they sushi.
4. A Dora pizza?
B No, she it.
5. A Chuck vegetables?
B Yes, he . But Dora them.

2 PAIR WORK. Write three more questions about Chuck and Dora.
Then ask and answer the questions.
1. Do Chuck and Dora like beef? 3.
2. 4.

PRONUNCIATION—Question intonation
1 Listen. Notice the rising intonation at the end of yes/no questions.
Then notice the falling intonation at the end of wh- questions.

1. Do you like pizza? 3. What kind of food do you like?

2. Do you like Chinese food? 4. What kind of ice cream do you like?

2 Listen again and repeat. Be sure to use rising and falling intonation correctly.
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 LANGUAGE PRACTICE
The goal of this section is to present and practice
the target grammar: simple present yes/no questions
and answers.
• Books closed. Write the following questions and
answers on the board:
Do you like pizza? No, I don’t.
Do you like hamburgers? Yes, I do.
Explain how do becomes does, don’t, and doesn’t,
and when to use like and likes.
• Books open. Write the examples from the Language
Practice box on the board. Underline the words that
are written in bold. Explain to students why these
words change.
• Write several foods on the board. Ask individual
students questions such as Do you like onions?
Follow up with questions in the third person: Does
like onions?
• Direct students to page 126 of the Grammar
Reference for more information and practice.
• LANGUAGE NOTE: Many students will make the
common error of using the singular form of the
noun. For example: I like onion. Explain that
generalizations in English always take the plural
form of the noun. For example: I like onions. and
I like rainy days. Remind students that uncountable
nouns do not have a plural form. For example: I like
cheese. and I like English.
VARIATION
To check answers, have pairs read the sentences (1–3)
and present the conversations (4–5) to the class.
Activity 2
• Write the example Do Chuck and Dora like beef? on
the board. Explain to students that they are to create
their own questions about the information in the
chart in Activity 1.
• Some students may write very simple questions
based on the example in the book. To challenge
students, write they, hate, Does, hates, love, and loves
on the board. Have students create questions using
these words.
• Have students do the activity in pairs.
• Check answers.
ANSWERS
Answers will vary. The sentences should be about Chuck
and Dora’s likes and dislikes.
PRONUNCIATION
The goal of this section is to focus on question
intonation.
Activity 1
Model the examples. Then play the recording.

Activity 1
• Books closed. Explain the difference between love
Activity 2
and like, and don’t like and hate. Play the recording again. Have students practice saying
the examples in Activity 1.
• Write the words loves, likes, doesn’t like, and hates on
the board. Remind students we use these forms with
the third person singular. Elicit examples of things SMART CHOICE ONLINE
students like and hate and write them on the board.
Remind students that there are extra Language Practice
• Follow up with questions about students in the class activities on Online Practice and On The Move.
to elicit the third person forms. For example: Does
like onions? No, she doesn’t.
• Focus attention on the chart with information
about Chuck and Dora’s likes and dislikes. Explain
that students will use this information to complete
the sentences.
• Have students complete the activity on their own.
• Check answers.
ANSWERS
1. loves, hates
2. doesn’t like, likes
3. don’t like, like
4. Does, like, hates
5. Does, hate, does, loves

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 LISTENING
The goal of this section is to practice listening for the
main idea, to practice listening for specific information,
and to discuss the listening passages.
Activity 1—Before you listen
• This activity introduces and reviews additional
food vocabulary including the following vocabulary
items: cheeseburger, French fries, hamburger, lasagna,
meatballs, mushrooms, ramen, spaghetti, sushi.
• Focus attention on the menus. Have students
check the words they don’t know. Model each new
vocabulary item and have students repeat.
• Check comprehension by asking questions. For
example: Which foods are/have vegetables? (pizza, soup,
vegetable tempura) Which food is/has meat? (spaghetti
with meatballs, chicken salad, chicken teriyaki, lasagna,
hamburger, cheeseburger, club sandwich) What kinds of
soup are there? (tomato and onion)
Activity 2
• Focus attention on the pictures. Point out the places
where students need to number the pictures. Elicit
the kinds of foods students can see in Picture A.
For example: pizza, lasagna, and spaghetti. Elicit the
kind of restaurant it is (Italian). Point out that the
menus in Activity 1 match the pictures.
• Play the recording and have students write the
number of the conversation on the correct picture.
ANSWERS
A. 2 B. 1 C. 3
Activity 3
• Focus attention on the three menus in Activity 1.
Point out that this time students need to listen for
specific words and phrases.
• Play the recording and have students circle the
correct food items on each menu.
ANSWERS
1. ramen
2. spaghetti with meatballs, pizza with mushrooms
3. cheeseburger and tuna salad
Activity 4
• Students listen to continuations of the conversations
in Activity 2.
• Focus attention on the picture. Ask Which
restaurant are they in? If necessary, have students
look at the menus in Activity 1. Elicit Cafe Italia.
Check to see if students can remember what the
people ordered.
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• Play the recording and have students complete
the chart.
• Check answers.
ANSWERS
1. No, it’s salty. She wants water.
2. Yes, he likes the food. He wants some spaghetti, too.
3. Yes, he likes the food. He wants French fries.
EXPANSION
• Write some additional questions on the board.
For example:
Conversation 1: Why does the server say I’m sorry?
(The ramen is salty.)
Conversation 2: Why does the man want spaghetti?
(He’s very hungry.)
 Conversation 3: What does the customer say about
the cheeseburger? (It’s delicious.)
• Play the recording again. Have students write the
answers to the questions on the board.
EXTENSION
Ask follow-up questions about the three conversations.
For conversation 1, ask What do you do when you
don’t like your food in a restaurant? For conversation 2,
ask What do you eat when you are very hungry? For
conversation 3, ask What foods do you like to eat
together?
EXTRA IDEA
Have students role play ordering in a restaurant using
the menus in Activity 1. Before students begin, model
the pronunciation of the items on the menus. Make
sure servers ask if their customers like their food and if
they want anything else.
SMART TALK
Teaching notes for the Smart Talk activity begin on
page T–88.
SMART CHOICE ONLINE
Remind students that there are extra Listening practice
activities on Online Practice and On The Move.
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 Do you like spicy food? • Unit 3

LISTENING
1 ofBEFORE YOU LISTEN Look at the menus. Check the meaning
any food words you don’t know.

Cafe JAPANESE NY Diner

TA L IA GARDEN
I Onion soup
Tomato soup

Spaghetti Hamburger
with meatballs

Lasagna Ramen Cheeseburger

Pizza Sushi
with mushrooms Club sandwich
Sashimi
Chicken salad
Seafood teriyaki Tuna salad
Chicken teriyaki
French fries
Vegetable tempura

2 Listen and look at the pictures. Which restaurants are the people in?
Number the pictures.

A. B. C.

3 Listen again. What do they order? Circle the foods on the menus.
4 Listening PLUS. Listen to more of the conversations and complete the chart.
Does he/she like the food? What does he/she want?
1. No, it’s salty.

2.

3.

SMART TALK
Student A: Turn to page 86.
Does he like fish? Student B: Turn to page 98. 19
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 Do you like spicy food? • Unit 3

READING
1 BEFORE YOU READ Look at the article. What do you think the article is about?

Eating out in . . . Seoul

Kimchi is Korea’s best-known

food. It’s made from cabbage, chili
peppers, and vegetables. Korean
restaurants serve it at almost every
meal. It’s difficult to describe—there
kimchi are so many different types!
Seoul has great restaurants, but there is also
cheap and interesting food on the streets. You can get
delicious kimbap (rice and seaweed rolls) and dukbokki
(rice cakes in a hot pepper sauce) from food carts called
pojangmacha. It’s a good value, and you get a lot! We
also recommend the chicken kebabs and the dumplings. pojangmacha

San Francisco San Francisco offers the best of world cuisine, including
some fascinating mixtures of styles—Japanese-Italian,
Korean-American, and so on. But what do San Francisco
people like best? Sunday brunch!
The best and often the biggest meal of the week is brunch.
At many restaurants, there is a long table full of wonderful
food: eggs, pancakes, sandwiches, salmon, and home fries
(fried potatoes you eat with breakfast). You can have
breakfast food for lunch—or lunch food for breakfast!
That’s why it’s called brunch (breakfast + lunch).
Did you know? Ninety-five percent of San Francisco’s
restaurants have doggy bags (take-out containers for the food
you don’t finish), because “today’s brunch is tomorrow’s lunch.”

Sunday brunch
ONLINE
PRACTICE

2 Read the article. Match the words and definitions.

1. kimchi a. a box for food you don’t finish
2. pojangmacha b. a meal with breakfast and lunch dishes
3. brunch c. street food carts
4. doggy bag d. a well-known Korean food

3 GROUP WORK. What food in the article do you want to try?

Tell your group.

I want to try home fries because

I like potatoes. How about you? I want to try kimchi.
I like spicy food!
WRITING
Turn to page 109.
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 READING Activity 3
• Focus attention on the question What food in the
The goal of this section is to practice reading article do you want to try? Write it on the board.
comprehension.
• First, elicit the foods that are mentioned in the
article. For example: cabbage, chili peppers, etc. Then
Activity 1—Before you read ask What do you want to try? Why? Elicit responses,
such as I want to try kimchi because I like spicy food.
• Focus attention on the photos in the first section of
the article. Ask questions, such as What city is this? • Elicit other adjectives to describe food and write
and Is it a city in Asia? Elicit the answer Seoul. them on the board. For example: sweet, sour, salty,
fresh, etc.
• Repeat this procedure for the photos in the second
section. Ask questions to elicit San Francisco. • Write the example conversation in speech bubbles
on the board. Show how it can be adapted. Ask a
• Have students answer the question.
student what he or she wants to try. Change the
SUGGESTED ANSWER example on the board to the student’s answer. Then
have students do the activity in groups.
This article is about eating out in Seoul and San Francisco,
and the typical foods people like. • Have students share their answers with the class.
ANSWERS
Answers will vary.
Activity 2
• Read the article aloud to the class or play
the recording. EXTRA IDEA
• Tell students not to be concerned if they do not • Have students make a short list of foods that are
understand every word. popular in their city, as well as simple definitions,
• Have students read the article individually and similar to those in Activity 2.
do the matching activity. • Have groups take turns reading a definition to the
• Check answers. Then read the article aloud again. class. Ask the other groups to guess what food is
This time, have students stop you when there is a being described.
word they don’t understand. Have other students
provide the answers by paraphrasing, drawing,
or miming. WRITING
• CULTURE NOTE: Korean food is often spicy, as red Teaching notes for the Writing section are on
chili sauce is a very popular ingredient. Note the page T–109.
pronunciation of these words: kimchi: /gImtSi/,
kimbap: /gImb&b/, dukbokki: /dVgboUki/,
pojangmacha: /poUdZ&Nm&tS&/. Restaurants in the
US usually serve brunch on the weekends only.
• KEY VOCABULARY: Make sure students do not
confuse buffet and brunch. A buffet is an all-you-
can-eat meal. Brunch is a meal served in the late
morning and combines breakfast and lunch foods.
ANSWERS
1. d 2. c 3. b 4. a

CHALLENGE WORDS
• Focus attention on the words in blue in the article
and explain that these are challenge vocabulary terms.
• Write each sentence containing blue words on
the board.
• If these challenge words haven’t been defined by
this point, ask students to use the context of the
sentence to guess the definition of each one and
then check their guesses in a dictionary. Elicit and
write the correct definitions on the board.
• Have students create new sentences for each
challenge term and share them with the class.
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 SPEAKING VARIATION
• Focus attention on the questions.
The goal of this section is to practice the language in • Have students make pairs or small groups and
the unit in an enjoyable, meaningful, and personalized way. discuss the questions.
• Have students share their answers with the class.
Activity 1
• Focus attention on the pictures. Have students do
the activity on their own. If students don’t know a
country, refer to the map on page 9, and point to • Have students go online to find out information
its location. about local restaurants with food from another
• Have students work in pairs to name as many foods country. Suggest that they can search for the type of
as they can. restaurant and then the neighborhood they live in.
If necessary, explain that most restaurant websites
will have a tab at the top of the page with the menu.
Activity 2 • Have students write a text with the information or
• Focus attention on the example conversation in present it to the class.
the speech bubbles. Ask a student the question. If • Remind students that they can also share the
the student knows the name, write it on the board. information they find on the Discussion Board on
If the student doesn’t know the name, ask another Online Practice. You might also want to ask them
student until someone names the food. to use the Discussion Board for the next unit’s
• Have students get up from their chairs and walk Warm-Up activity.
around the class as they do the activity.
• When the students have completed the activity, TESTING PROGRAM
elicit the answers and write them on the board.
Print Unit 3 Test from the Testing Program for an
ANSWERS end-of-unit assessment.
1. olives 7. curry
2. kimchi 8. sushi
3. tacos 9. fish and chips
4. paella 10. dumplings
5. pasta 11. pad thai
6. cheeseburger 12. pão de queijo

• CULTURE NOTE: Kimchi is pickled cabbage from

Korea. Paella is usually made with seafood, chicken,
and rice. Curry is made in India, Thailand, and
other countries in Asia. It usually has vegetables
and sometimes meat and always includes the spice,
curry. Pad thai is a noodle dish from Thailand.
Pão de queijo is a type of bread made with a mild
cheese that is eaten in Brazil.

VARIATION
Instead of doing activities 1 and 2, write the names of
the foods on the board in random order. Have students
write each one under the correct country.

Activity 3
• Focus attention on the questions. Lead the class in a
discussion. For questions 1 and 3, say each food and
have students raise their hands.
• Write the students’ answers and results on the
board. Ask Are you surprised by the results?

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 Do you like spicy food? • Unit 3

SPEAKING — Food from all over the world

1 Look at these foods from all over the world. How many do you know?
Write the names you know.

1. Greece 2. Korea 3. Mexico 4. Spain

olives

5. Italy 6. the US 7. India 8. Japan

9. the UK 10. China 11. Thailand 12. Brazil

pão de queijo

2 CLASS ACTIVITY. Go around the class and try to find the names of the other dishes.
Do you know the name
of the Korean food? Yes, it’s . Do you know the
name of the Chinese food?

3 CLASS ACTIVITY. Discuss these questions.

1. Which of the foods do you eat?
2. What do you think about them?
3. Which do you want to try?
4. What do you think is the best food in the world?

GO Choose a type of food from another country. Find the name and address of a
ONLINE local restaurant. Look at the menu and share the information with your class.

NOW I CAN
SPEAK I N G G R A MM A R LISTEN IN G REA D IN G
talk about my use the simple understand short understand short texts
likes and dislikes. present. conversations about ordering. about eating out. 21
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 REVIEW Units 1–3
1 Read the conversation. Choose the correct answer.
Sophia Hi, I’m Sophia. Nice to meet you.

Carlos Hi, I’m Carlos. Nice to meet you, Sophia.

Are you / You are a friend of Alex?
1
Sophia Yes, we’re teachers at the same school.

Carlos Oh, that’s great!

Sophia Thanks. Where are / Where you from,

Carlos? 2

Carlos I’m from Mexico. [SAY MORE]

Sophia Really? My brother works in Mexico.

Carlos What does he do?

Sophia He’s a doctor. What about you?

What do / does you do?
3
Carlos I’m an architect.

Sophia Oh! My sister is an architect.

Carlos Really? Where does she live?

Sophia She lives / live in Canada. [SAY MORE]

4
Carlos Are you Canadian?

Sophia No, my family is from the US.

Carlos I see. Do / Are you live here in the city?

5
Sophia Only in the summer. I work in Japan in
the winter. [SAY MORE]

Carlos Wow, that’s interesting.

2 Listen and check your answers. Then practice the conversation with a partner.
3 PAIR WORK. Put a box around the jobs and countries. Practice the conversation
again. Use your own ideas for the jobs and countries.

4 Practice the conversation again. This time add information and [ SAY MORE].

Sophia Where are / Where you from, Carlos?

2
Carlos I’m from Mexico. [I live in Guadalajara.]

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 REVIEW Units 1–3
Conversation
Review Objectives
• Vocabulary: greetings, countries, jobs
• Grammar: present tense of be; wh-questions;
the simple present
The goal of this section is to review and practice
the language presented in Units 1–3 in a fun and
meaningful way.
Warm-Up
Books closed. Write What’s you name? on the board.
Then have students ask you similar introductory
questions, such as Where are you from? Write the
questions on the board. Continue until you have
elicited most of the greeting and introduction questions
presented in Units 1–3.
Activity 1
• Books open. Focus attention on the people in the
picture. Ask Where are the people? What are they
doing? and Do they know each other? Elicit They’re in
a cafe. and They don’t know each other. Say They’re
meeting each other for the first time.
• Focus attention on the conversation. Preteach words
and phrases students might not be familiar with.
For example: Canadian.
• Have students read the conversation silently. At
this time, students should ignore the [say more]
instruction. Then have students choose the correct
answers.
Activity 2
• Play the recording. Allow time for students to
change incorrect answers. Then check answers.
• Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.
ANSWERS
1. Are you 3. do 5. Do
2. Where are 4. lives
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Activity 3
• Focus attention on the conversation in Activity 1.
Explain that students identify and put a box around
the jobs and countries in the conversation. Students
then change these words with their own ideas.
• Have students make pairs and put a box around the
words. Then check answers.
• Elicit ideas for jobs and countries and write them
on the board before students do the next part of
the activity. Point out that they may need to change
other parts of the conversation. For example, they
will need to change at the same school. depending
on how the word teachers changes in the same line
and the question Are you Canadian? depending on
the changes to the previous line.
• Have students practice the conversation again,
this time using their own ideas for the jobs and
countries.
ANSWERS
A box should be put around the following
jobs: teachers, doctor, architect x 2
countries: Mexico x 2, Canada, the US, Japan
Activity 4
• Focus attention on the conversation in Activity 1
again. Explain that [say more] means students
should provide more information, to make the
conversation more interesting and to keep it going.
• Explain the example I’m from Mexico. I live in
Guadalajara. to show how the speaker is providing
more information.
• Have students practice the conversation again,
adding more information at [say more].
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 Reading
Review Objectives
• Vocabulary: jobs, foods, nationalities
• Grammar: present tense of be; wh- questions;
the simple present

Activity 5
• Focus attention on the photo of the man. Ask
What’s his job? (He’s a chef.)
• Have students scan the article quickly. Ask Where is
he from? (São Paulo) Where does he live now? (New
York)
• Have students answer the question.
SUGGESTED ANSWER
The article is about a chef.

Activity 6
• Focus attention on the article. Preteach a cook, wish,
a hard question, crazy, and any other words your
students may not understand.
• Have students read the article and do the activity on
their own. Then check answers.
ANSWERS
1. True 4. True 7. False
2. False 5. True 8. False
3. False 6. False

EXPANSION
Have students write other true and false statements
about Luis. Students can say these statements to the
class, or they can write statements for a partner. Have
students elicit the answers.

Activity 7
• Elicit the kinds of restaurants mentioned in the
article. Ask students whether they like these kinds
of restaurants or not. Then elicit other kinds of
restaurants and write them on the board.
• Elicit the kinds of foods mentioned in the article.
Ask students why they like particular kinds of food.
Write the reasons on the board.
• Then have the students talk in pairs about what
kinds of restaurants and foods they like. They can
use the words on the board for help.

EXTRA IDEA
Have students write a brief review of a restaurant or
coffee shop near the school.

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5 Look at the article. Who is it about?
CITY SPOTLIGHT
MEET NEW YORK'S BEST NEW CHEF!
LUIS SILVA IS A CHEF. HE LIVES IN MANHATTAN
AND WORKS AT CRUZ’S GRILL ON 6TH AVENUE.
Where are you from?
I’m from São Paulo, Brazil, but I live in
New York now.
Why did you become a chef?
I love food, and my mother is a wonderful
cook!
Is your mother a chef, too?
No, she isn’t. She’s a teacher, but sometimes
I wish she worked with me here in New
York!
6 Read the article. Choose ( ) True or False.
1. Luis is from Brazil.
2. His mother is a chef.
3. His favorite Japanese restaurant is Kyo Ya.
4. Luis’s favorite Chinese restaurant is Grand Sichuan.
5. He likes the pasta at Bar Primi.
6. Luis likes the pizza at Bar Primi.
7. Luis’s friend Julio is a chef at a Mexican restaurant.
8. His friend has a Spanish restaurant on 45th Street.
7 PAIR WORK. What are your favorite restaurants? What foods do you like at
these restaurants? Tell your group.
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Review • Units 1–3
What kind of food do you like?
I like all kinds of food—Chinese, Italian,
Mexican. But Japanese food is probably
my favorite. My wife is Japanese.
What’s your favorite Japanese restaurant
in the city?
Oh, that’s a hard question. I think 15 East.
They have the best sushi, and their sashimi is
also very good. My wife’s favorite is Kyo Ya
in the East Village.
What about other kinds of restaurants?
For Chinese food, I love Grand Sichuan in
Chelsea. They have the best noodles and some
crazy hot chicken! For Italian food, I go to Bar
Primi, also in the East Village. Their pasta is
delicious. But don’t ask me about pizza places.
I don’t like pizza!
And what about Mexican restaurants?
What’s your favorite?
Oh, definitely Julio’s on 2nd Street. My friend
Manuel is the chef there. He’s from Mexico
City, so it’s real Mexican food. Actually, his
mother is a chef, too. Her restaurant is on 45th
Street, but she makes Spanish food. Manuel
and I like to eat there when we’re not working.
True False
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 4 How often do you do yoga? WARM
UP
What are your
SPEAKIN G GRAMMAR LISTEN IN G REA D IN G favorite sports?
Habits and routines Frequency adverbs Leisure activities Professional sports

VOCABULARY
1 Look at the pictures. What are the activities? Write the correct letter.
Then listen and check your answers.

a. swimming c. biking e. basketball g. running

b. soccer d. weightlifting f. martial arts h. yoga

e
1. 2. 3. 4.

ONLINE
5. 6. 7. 8. PRACTICE

2 Complete the chart with the activities in the picture.

Go… Do… Play…
swimming martial arts soccer

3 PAIR WORK. Do you do any of these activities? Tell your partner.

A Do you go swimming?
B Yes, I do. Do you do yoga?
A No, I don’t. Do you … ?

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 4 How often do you do yoga?
SPEA KIN G
Habits and routines
G R A MM A R
Frequency adverbs
L istening
Leisure activities
R ea ding
Professional sports

Vocabulary:  basketball, biking, martial arts, running, soccer, swimming,

weightlifting, yoga; bowling, horseback riding, ice skating, surfing
Conversation:  Talking about habits and routines
Language Practice:  Frequency adverbs and time expressions
Pronunciation: Final s sounds
Listening:  Interviews about exercise routines
Smart Talk:  An information gap activity about routines
Reading:  An article about NBA basketball players and their training
Writing:  An email about your typical weekend
Speaking:  A class survey about sports and exercise

VOCABULARY • LANGUAGE NOTE: The words swimming, running,

The goal of this section is to present and practice the
target vocabulary: sports and exercise.
Warm-Up
• Books closed. Elicit sports and exercise activities
students already know in English. Write these on
the board. Then elicit the ones students do/play
or watch. Ask What are your favorite sports? Have
a show of hands to find out which sports students
enjoy the most.
• If students contributed to the Warm-Up Discussion
Board as part of the Online Practice, look at their
comments now with the class.
Activity 1
• Books open. Focus attention on the pictures. Check
to see which activities the students already know.
• Model the target vocabulary items: swimming,
soccer, etc.
• Have students complete the activity on their own.
• Play the recording. Allow time for students to
change incorrect answers. Check answers.
ANSWERS
1. e 3. a 5. f 7. c
2. h 4. d 6. b 8. g
Activity 2
• Copy the three-column chart on the board.
• Focus attention on the verbs go, do, and play, and
explain that each activity in Activity 1 is used with
only one of these verbs. Focus attention on the
examples. Explain that go swimming is correct but
play swimming is incorrect.
• Have students complete the activity on their own.
• Check answers.
and biking, when used to mean activities, are used
like nouns. When we talk about these activities,
we usually use go. For example: I go swimming. For
sports with equipment such as balls or bats, we
usually use play. Other activities use do.
ANSWERS
Go: swimming, biking, running
Do: yoga, martial arts, weightlifting
Play: basketball, soccer
Activity 3
• Write the model conversation on the board.
• Ask the question Do you go swimming? to several
students and elicit affirmative and negative responses.
• Ask two students to model the conversation for
the class.
• Show students how to change the sentences. On the
board, replace swimming with biking.
• Have students make pairs and do the activity. Then
have pairs present their conversations to the class.
Extension
Have students review the Conversation Tip on
page 11. Show students how the tip is used to extend
the conversation in Activity 3. For example:
A Do you go swimming?
B Yes, I do.
A Where do you go swimming?
B At the sports center.
Smart Choice Online
Remind students that there are extra Vocabulary practice
activities on Online Practice and On The Move.

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 CONVERSATION
The goal of this section is to present and practice the
target vocabulary and grammar of the unit in a typical
conversation.
WARM-UP
• Books closed. Write the words fit and not fit on the
board and explain them to the class. Ask Are you
fit? and elicit yes and no answers. Have students give
more information with their answers such as Yes,
I am. I go swimming.
• Books open. Focus attention on the picture. Ask Do
you think the man and woman are fit? Encourage
students to give reasons with their answers.
Activity 2
• Focus attention on the chart. Explain that the chart
is color-coded and that items in the green column,
for example, can be substituted into the green box
in the conversation. Demonstrate this with biking.
Point out the other colors, their columns in the
chart, and boxes in the conversation.
• Elicit other words or phrases that can go in each
column. Explain to students that they can practice
with their own ideas and write them in the blanks
on the bottom row of the chart.
• Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.

Activity 1
• Focus attention on the model conversation.
• Preteach words and phrases students might not
be familiar with. For example: in shape, ugh,
crowded, etc. Explain the phrase keep fit. Write be
+ fit and keep + fit on the board. Explain that when
you are fit, you are healthy and that when you keep
fit, you do something, like exercise, to stay healthy.
• Have students read the conversation silently,
without doing the activity.
• Have students do the activity on their own.
• Play the recording. Allow time for students to
change incorrect answers. Check answers.
• Play the recording again. Pause after each line of the
conversation and have students repeat. Be sure to
correct pronunciation and intonation.
• Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.
ANSWERS
1. c 2. a 3. d 4. b
Conversation Tip
• Focus attention on the Conversation Tip.
• Model the example for the class. Explain that asking
questions gives the other person(s) a chance to
speak. Make sure students notice that in the model,
both speakers ask questions.
• Write some statements about yourself on the board.
For example: I play tennis. Then ask students
questions, such as Do you play tennis? and What
sports do you play? Have individual students
respond.
• Have students write statements about themselves
and sports. Then have students make pairs, read
their statements, and ask each other questions.
SMART CHOICE ONLINE
Remind students that there are extra Conversation
practice activities on Online Practice and On The Move.

VARIATION
• Play the video instead of the recording when
students are checking their answers.
• Play the video again before students practice
the conversation. Pause after each line of the
conversation and have students repeat.
• When students are familiar with the conversation,
have them close their books. Pause the video before
Clare’s lines and have students say her lines.
• LANGUAGE NOTE: Play rather than go or do is
usually used when asking a general question
about whether someone participates in sports. For
example: Do you play any sports? and What sports
do you play?

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 How often do you do yoga? • Unit 4

CONVERSATION

ONLINE
PRACTICE

1 Complete the conversation. Then listen and check your answers.

Practice the conversation with a partner.

a. yoga b. tennis c. swimming d. I love it!

Brad Clare, you’re in great shape. What do you do to keep fit?

Clare I go 1 , or I do 2 .
Brad How often do you do that?
Clare Every morning. 3
Brad Wow! How often do you go to the gym?
Clare Ugh! I never go to the gym. I hate it. It’s too crowded.
Brad I see.
Clare And what about you? What do you do to keep fit?
Brad I usually go to the gym after work, and I play
4 about twice a week.

2 PAIR WORK. Practice the conversation again. CONVERSATION TIP

Use the ideas below. Add your own ideas.
TAKING TURNS

1 2 3 4 Ask questions to let your

partner talk.
biking martial arts I enjoy it. basketball
It’s a lot
running weightlifting soccer How often do you
of fun.
go to the gym?

I never go. How

about you?

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 How often do you do yoga? • Unit 4

LANGUAGE PRACTICE
Frequency adverbs and time expressions Grammar Reference page 127
Do you ever exercise after class?
M Tu W Th F Sa Su
Yes, I always go running after school.
Yes, I usually play tennis with my friend.
Yes, I sometimes go swimming, but
I never do yoga.
How often do you exercise?
I go running every day.
I play tennis four times a week.
I go swimming once a week.
ONLINE
PRACTICE

1 Look at the information about Anna. Then complete the sentences.

M Tu W Th F Sa Su

1. Anna usually does yoga. 4. She goes swimming .

2. She plays tennis. 5. She goes running.
3. She goes running . 6. She does yoga .

2 PAIR WORK. Complete the conversations. Use your own ideas.

1. A Do you ever ? 2. A Do you ever ?
B Yes, I do. B No, I don’t. But I like .
A Really? How often ? A Really? How often ?
B . B .

PRONUNCIATION—Final s sounds
1 Listen. Notice how the final s sounds like /s/ or /z/.
Does each word end in a /s/ or /z/ sound? Write s or z.
1. S tennis 4. sometimes
2. always 5. swims
3. class 6. martial arts

2 Listen again and repeat. Be sure to say the final s correctly.

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 LANGUAGE PRACTICE
The goal of this section is to present and practice
the target grammar: frequency adverbs and time
expressions.
• Books closed. Write the following on the board:
A Do you ever exercise after class?
B  Yes, I always / usually / sometimes / never exercise
after class.
• Books open. Copy the schedule from the Language
Practice box on the board. Show how running is
checked Monday through Sunday, and how yoga
is not checked at all. Use the schedule to teach the
meanings of the frequency adverbs.
• Put additional check marks in the schedule to teach
twice a week, three times a week, etc.
• Direct students to page 127 of the Grammar
Reference for more information and practice.
Activity 2
• Write the two conversations on the board.
• Focus attention on conversation 1. Ask Do you
ever go swimming? Elicit an affirmative answer.
Ask How often do you go swimming? Focus attention
on conversation 2. Ask Do you ever do yoga?
Elicit a negative answer, such as No, I don’t. But I
like swimming.
• Explain that if students answer yes to the question
Do you ever ?, they use conversation
1 as a model. Conversation 2 is the model if the
answer is no.
• Have students make pairs and complete the
conversations with their own ideas.
• Allow enough time for students to practice
both conversations.
ANSWERS
Answers will vary.

Activity 1
• Focus attention on the chart and how Anna does PRONUNCIATION
yoga four times a week. Then focus attention on
the example. Make sure students understand that The goal of this section is to focus on final s sounds.
they look at the chart for information in order to
complete the sentences.
• Point out or elicit that frequency adverbs go before
Activity 1
the verb and time expressions usually go at the end • Model the examples and have the students repeat
of the sentence. after you.
• Have students complete the activity on their own. • Play the recording. Then have students write s or z
after the words.
• Check answers.
ANSWERS
ANSWERS
1. s 3. s 5. z
1. usually 4. every day 2. z 4. z 6. s
2. never 5. sometimes
3. twice a week 6. four times a week

EXPANSION
Have students identify whether the sentences in the
activity have frequency adverbs or time expressions.
Then have students change each sentence from one
to the other. For example: Anna usually does yoga.
becomes Anna does yoga four times a week.
Activity 2
Play the recording again. Have students check their
answers and practice saying the examples in Activity 1.
SMART CHOICE ONLINE
Remind students that there are extra Language Practice
activities on Online Practice and On The Move.

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 LISTENING EXTRA IDEA
• Play the recording again and have students write
The goal of this section is to practice listening for the down the questions the interviewer asks about
main idea, to practice listening for specific information, keeping fit. Check answers.
and to discuss the listening passages. • Have students make pairs and take turns asking and
answering the questions.
Activity 1—Before you listen ANSWERS
• This activity introduces four new vocabulary items: What do you do to stay healthy?
bowling, horseback riding, ice skating, and surfing. How often do you do that?
• Focus attention on the four pictures. Have students Do you play any sports?
Do you exercise?
look at the first picture. Ask What sport is this? Elicit What sports do you do?
the answer. (horseback riding) Do you swim?
• Have students write the letter for each word in the
circle on the correct photo.
• Check answers and model the pronunciation of the Activity 4
new items. • In this activity, students listen to continuations of
• Have students make pairs and discuss the question the interviews in Activity 2.
Are they good ways to keep fit? Have students share • Focus attention on the questions and the three
their ideas with the class. answer choices. Explain that students will choose
ANSWERS the correct answer for each question.
1. d 2. c 3. a 4. b • Play the recording and have students choose the
correct answers.
Bowling is probably the only sport that is not a good way
to keep fit.
• Check answers.
ANSWERS
1. b 2. c 3. a
Activity 2
• Focus attention on the chart. Explain that students
need to listen for the people’s ages and jobs.
SMART TALK
• Play the recording and have students complete
the chart. Teaching notes for the Smart Talk activity begin on
• Check answers. page T–90.

ANSWERS
SMART CHOICE ONLINE
1. Diane, 26, police officer
2. Tony, 39, taxi driver Remind students that there are extra Listening practice
3. Sandy (Sandra), 19, student activities on Online Practice and On The Move.

Activity 3
• Focus attention on the sentences. Explain that
students need to complete the sentences. Ask What
kind of word follows go? (an -ing sport) What kind of
word is between the subject and the verb? (an adverb
of frequency)
• Play the recording again and have students complete
the sentences.
• Check answers.
ANSWERS
1. a. running b. sometimes, summer
2. a. bowling b. ride (a motorcycle)
3. a. ice skating b. usually

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 How often do you do yoga? • Unit 4

LISTENING
1 Are
BEFORE YOU LISTEN Look at the photos. Write the correct letter.
they good ways to keep fit?

a. surfing b. ice skating c. bowling d. horseback riding

1 2 3 4

2 Listen to interviews with three people. Complete the chart.

Name Age Job
1. Diane

2. Tony

3. Sandy

3 Listen again. Complete the sentences about the people.

1. Diane: a. I go three times a week.
b. I go surfing in the .
2. Tony: a. I sometimes go , but that’s all.
b. I every day.
3. Sandy: a. I like to go in the winter.
b. In the summer, I go to the beach every day.

4 Listening PLUS. Listen to more of the interviews and choose the correct answers.
1. How often does Diane go to the gym?
a. every day b. on the weekend c. never
2. How often does Tony go to the gym?
a. never b. every week c. two or three times a year
3. What does Sandy do at the gym?
a. She meets her friends. b. She swims. c. She does weightlifting.

SMART TALK
Student A: Turn to page 87.
How often? Student B: Turn to page 99. 27
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 How often do you do yoga? • Unit 4

READING
1 BEFORE YOU READ What do you know about the NBA?

YOU WANT TO PLAY IN THE NBA?

READ ON …
Basketball is a very popular sport all over the world. Young
players from all countries dream of becoming professional players,
and they want to play in the best league in the world, the NBA
(National Basketball Association).
What’s it like playing at the top level of this amazing sport?
Professional basketball is a hard, non-stop sport, and the players
are very tall and fast. They need a lot of energy, and they need to be
very fit. They never stop training—in the gym, on the running track,
and on the court. When the season starts in October, training gets
really serious.
Superstar Jeremy Lin was born in California. He is the first
Chinese-American to play in the league. He is also the first NBA
player to score more than twenty points in his first five games.
Jeremy Lin doesn’t like running. He usually trains with the basketball
in his hand, doing the same moves again and again. After training,
he often does yoga. And his favorite sport is... soccer! He can’t play
both sports because they are both in the same season.

CRAZY FACT: Jeremy Lin is 1.91 meters tall, but his parents are
only 1.68 meters tall!

ONLINE
PRACTICE

2 Read the article. Complete the questions. Then match them with the answers.
1. was Jeremy Lin born? a. yoga
2. does the NBA season start? b. 1.68 meters
3. does Lin like doing after training? c. California.
4. tall are his parents? d. in October.

3 Read the article again. Choose ( ) True or False.

True False
1. There are players from all over the world in the NBA.
2. Jeremy Lin is the first Chinese NBA player.
3. NBA players only train on the basketball court.
4. Lin is a professional soccer player, too.

4 CLASS ACTIVITY. Do you watch sports on TV? Do you go to the games?

I usually watch sports on TV.
I never go to games.
It’s too expensive.
WRITING
Turn to page 109.
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 READING CHALLENGE WORDS
• Focus attention on the words in blue in the article
The goal of this section is to practice reading and explain that these are challenge vocabulary
comprehension. terms.
• Write each sentence containing blue words on
the board.
Activity 1—Before you read
• If these challenge words haven’t been defined by
• Books open. Focus attention on the picture. Ask this point, ask students to use the context of the
questions, such as Do you know this man? and What sentence to guess the definition of each one and
sport is he playing? then check their guesses in a dictionary. Elicit and
• Then focus on the title of the article. Ask What do write the correct definitions on the board.
you know about the NBA? Elicit information and • Have students create new sentences for each
write it on the board. challenge term and share them with the class.
• CULTURE NOTE: The NBA stands for National
Basketball Association and it is the professional
basketball organization of the US. Activity 4
ANSWER • Elicit the names of popular sports, sports teams, and
sports shows on TV, and write them on the board.
Answers will vary. Then focus attention on the examples in speech
bubbles. Write the examples on the board and
model them for the class.
Activity 2 • Ask Do you watch sports on TV? Elicit frequency
• Note that this activity has two parts: completing adverbs, such as always, never, etc. Using the
questions, and then matching. examples on the board, show how the adverbs in the
• Read the article aloud to the class or play the speech bubbles can be adapted.
recording. • Have students do the activity in groups.
• Tell students not to be concerned if they do not
understand every word. EXTENSION
• Have students read the article individually and • Have students write follow-up questions. Elicit some
complete the questions. ideas and write them on the board. For example:
• Check the questions and have students complete the What’s your favorite baseball team? and What do
matching activity. Then check those answers. you watch on TV? (for students who never watch
sports).
• Read the article aloud again. This time, have
students stop you when there is a word they don’t • Have students practice again, this time using their
understand. Have other students provide the follow-up questions.
answers by paraphrasing, drawing, or miming.
• KEY VOCABULARY: Basketball is played on a court.
WRITING
Tennis and squash are also played on a court.
Soccer, baseball, and most other outdoor team Teaching notes for the Writing section are on
sports are played on a field. page T–109.
ANSWERS
Completing the questions: Matching:
1. Where 1. c
2. When 2. d
3. What 3. a
4. How 4. b

Activity 3
• Focus attention on the statements. Read them aloud
to the class.
• Have individual students read the statements aloud
one at a time. After each statement, elicit the answer.
ANSWERS
1. True 2. False 3. False 4. False

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 SPEAKING
The goal of this section is to practice the language in the
unit in an enjoyable, meaningful, and personalized way.
Activity 1
• Focus attention on the survey. Elicit or explain that a
survey is a set of questions that a lot of people answer.
The answers are usually counted and the results
analyzed. For example: Three out of ten people said they
go to the gym every day. Ask Where do you see surveys
or questionnaires like this? (in magazines, online)
• Focus attention on the title. Ask What do you think
this survey is about? (fitness, exercise habits)
• Have students explain or mime such words as
baseball, football, squash, tennis, volleyball. Make
sure students know the word individual.
• Model the activity by asking a student the first
question. Write the answer on the board.
• Have students complete the survey on their own.
• Have students make pairs and compare answers.
• LANGUAGE NOTE: Play rather than do is used
with team sports. Do is usually used when we talk
about sports we do alone, or individual sports.
In American English, football refers to a kind of
ball game that is played in Canada and the United
States only. Soccer is used for the FIFA ball game.
VARIATION
Have students take turns asking and answering the
questions in pairs. Then have students share one of
their partner’s answers with the class.
Activity 2
• Write the example conversation in the speech bubbles
on the board. Model the conversation with a student.
Then ask another student Do you play any team
sports? Elicit the answer that is true for him/her.
• Have students make small groups and discuss the
information from the survey.
VARIATION
Assign one question from the survey to each member
of the small group. Have each student ask their question
and take notes on the answers the group gives them.
Activity 3
• Focus attention on the questions in the survey
again. Ask How often do the people in your group go
to the gym? Have a student from each group report
on their classmates’ answers to that question and
tell the class which student in their group plays the
most sports.
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• Go through each question. Have a student from
each group share their group’s answers with the
class. As they report back, take notes on the board.
EXTENSION
Write Agree on one side of the board, and Disagree
on the other. Have a group of students come to the
board. Say one of the statements in question 6 and
have students stand in front of the word that expresses
their opinion. Ask one or two students to explain their
opinion. Repeat the procedure with another group of
students but say a different statement. Continue until
everyone has had a chance to talk about one of the
statements.
EXTRA IDEA
Have each student make a schedule like the one in the
Language Practice box on page 26. Students can then
share the information in their schedules and make
statements about what they do on a regular basis. For
example: I play tennis once a week. You can expand on
the topic by having students use other activities such as
watch TV, visit museums, etc.
• Have students go online to find out information
about a famous athlete from their country. Suggest
that they can search for this individual’s name,
hometown, date of birth, place of birth, training,
and how he/she became a good athlete. Suggest they
answer these questions:
What is his/her name?
How old is he/she?
What sport does he/she play?
How does he/she train?
If necessary, explain that they can usually find this
information on official websites.
• Have students write a text with the information or
present it to the class.
• Remind students that they can also share the
information they find on the Discussion Board on
Online Practice. You might also want to ask them
to use the Discussion Board for the next unit’s
Warm-Up activity.
TESTING PROGRAM
Print Unit 4 Test from the Testing Program
for an end-of-unit assessment.
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 How often do you do yoga? • Unit 4

SPEAKING — How fit are you?

1 PAIR WORK. Complete this survey. Then compare your answers with a partner.
HOW FIT ARE YOU?
1. How often do you go to the gym?
every day twice a week every week other
2. Do you play these team sports? Select the ones you play.
football soccer basketball baseball
tennis squash volleyball other
3. How often do you play the sports in question 2?
every day every week every month other
4. Do you do these individual sports?
running swimming biking skiing surfing
5. How often do you do the sports in question 4?
every day every week twice a month other
6. Which sentences are true for you?
a. I’m happy with my sports.
b. I exercise to keep fit.
c. I don’t have time to exercise.
d. I enjoy team sports.
e. I enjoy individual sports.
f. Sports are boring.

2 GROUP WORK. Share your information. Ask and answer questions

about the information.

Do you play any team sports?

I play basketball. Do
you enjoy team sports?
No, I don’t like sports.

3 CLASS ACTIVITY. Share your group information with the rest of the class.
Who plays the most sports?

GO Find out about a famous athlete from your country.

ONLINE Make notes and share with the class.

NOW I CAN
SPEAK I N G GRAMMAR LISTEN IN G REA D IN G
talk about habits use frequency adverbs understand descriptions understand descriptions
and routines. and time expressions. of leisure activities. of athletes.
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 5 What are you watching? WARM
UP
What is one
SPEAKIN G GRAMMAR LISTEN IN G REA D IN G thing you do
Daily activities Present continuous Describing activities Cell phone manners every day?

VOCABULARY
1 Look at the people. What are they doing? Write the correct letter.
Then listen and check your answers.

a. do homework d. check email g. talk on the phone

b. send a text message e. read on a tablet h. watch TV
c. play a computer game f. listen to music i. take a nap

4
7

1 b

5
3
8

9 ONLINE
PRACTICE

2 PAIR WORK. What can you remember? Cover the word box
and test your partner.

What’s number 1?
Send a text message.
What’s number 4?
VOCABULARY TIP
3 PAIR WORK. How often do you do the things in Make lists of words that
follow the same verb.
Activity 1? Tell your partner.
A I check my email every day. How often do you
check your email?
B I check my email twice a day.
do homework
do yoga
do martial arts

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 5 What are you watching?
SPEA KIN G
Daily activities
G R A MM A R
Present continuous
L istening
Describing activities
R ea ding
Cell phone manners

Vocabulary:  check email, do homework, listen to music, play a computer game, read on a
tablet, send a text message, take a nap, talk on the phone, watch TV; make a phone call
Conversation:  Describing everyday activities
Language Practice:  The present continuous
Pronunciation:  Reduction of what is and what are
Listening:  Phone conversations about what people are doing
Smart Talk:  An information gap activity about what people are doing
Reading:  An article about cell phone manners
Writing:  A paragraph about what you’re doing right now
Speaking:  A cell phone conversation game

VOCABULARY • Have students make pairs and do the activity.

The goal of this section is to present and practice the
target vocabulary: everyday activities.
Warm-Up
• Books closed. Ask Do you have class every day?
and Do you go to the gym every day? Elicit answers
for each question. Then ask What is one thing you
do every day? Write students’ answers on the board.
• If students contributed to the Warm-Up Discussion
Board as part of the Online Practice, look at their
comments now with the class.
Activity 1
• Books open. Focus attention on the picture. Check
to see which activities the students already know.
• Model the target vocabulary items: do homework,
send a text message, etc.
• Have students complete the activity on their own.
• Play the recording. Allow time for students to
change incorrect answers. Check answers.
• LANGUAGE NOTE: Explain that see and watch
are used in different ways. Watch means to pay
attention to something for a period of time. Watch
TV is correct but see TV is not.
ANSWERS
1. b
2. d
4. c
5. a
7. f
8. e
3. g 6. h 9. i
• Check answers.
ANSWERS
Answers will vary.
Activity 3
• Focus attention on the model conversation. Model
it for the class and write it on the board. Show
students how to change the underlined expressions
with information about yourself. Elicit another
example.
• Have students do the activity in pairs.
ANSWERS
Answers will vary.
Vocabulary Tip
• Focus attention on the Vocabulary Tip and on
the examples do homework, do yoga, and do
martial arts.
• Tell students that some nouns often go with certain
verbs. When learning new words, it helps to learn
the words that go together.
• Ask What other things do people do? Elicit answers
and write them on the board. For example: do
dishes, do chores, do laundry, etc.
• Tell students to build a list of phrases that start with
the same verb and to use it when they study.

Smart Choice Online

Activity 2 Remind students that there are extra Vocabulary practice
• Focus attention on the phrases in the word box in activities on Online Practice and On The Move.
Activity 1. Explain that students will test a partner
on these phrases to see which ones they remember.
• Read the example conversation with a student. Then
have the student cover the word box. Ask What’s
number 8? Have the student look at the picture and
try to remember the phrase.
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 CONVERSATION
The goal of this section is to present and practice
the target vocabulary and grammar of the unit in a
typical conversation.
WARM-UP
• Books closed. Mime some activities from page
30 such as talk on the phone and take a nap. Ask
students What am I doing? Elicit answers and write
them on the board.
• Divide students into groups. Have students come
to the board one at a time and mime an activity.
Students in the groups have to guess what activity
the student is miming. Write the correct answers on
the board.
• Books open. Focus attention on the picture. Ask
Where do you think these people are? What are they
doing? and What do you think they are talking about?
Activity 1
• Focus attention on the model conversation.
• Preteach words and phrases students might not be
familiar with. For example: actually, (me) neither,
no way, etc.
• Have students read the conversation silently,
without doing the activity.
• Have students do the activity on their own.
• Play the recording. Allow time for students to
change incorrect answers. Check answers.
• Play the recording again. Pause after each line of the
conversation and have students repeat. Be sure to
correct pronunciation and intonation.
• Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.
• LANGUAGE NOTE: Actually is often used to signal
that the speaker is about to correct himself/herself
or contradict/disagree with another person.
ANSWERS
1. b 2. a 3. c
Activity 2
• Focus attention on the chart. Explain that the chart
is color-coded and that items in the green column,
for example, can be substituted into the green box
in the conversation. Demonstrate this with history.
Point out the other colors, their columns in the
chart, and boxes in the conversation.
• If necessary, explain that Lord of the Rings and
The Hunger Games are movies.
• Elicit other words or phrases that can go in each
column. Explain to students that they can practice
with their own ideas and write them in the blanks
on the bottom row of the chart.
• Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.
EXTRA IDEA
• Look back at the Conversation Tips on pages 11
and 25. Have students notice the turn taking
and follow-up questions in the conversation on
this page.
• Have students reread the conversation in Activity 1.
See if they can find other places where the speakers
can ask follow-up questions. For example, after
Emily says I’m reading a book about China, Kelly
could ask What kind of book? Or after the last line,
Emily could ask Do you like it?
SMART CHOICE ONLINE
Remind students that there are extra Conversation
practice activities on Online Practice and On The Move.

VARIATION
• Play the video instead of the recording when
students are checking their answers.
• Play the video again before students practice
the conversation. Pause after each line of the
conversation and have students repeat.
• Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.

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 What are you watching? • Unit 5

CONVERSATION

ONLINE
PRACTICE

1 Complete the conversation. Then listen and check your answers.

Practice the conversation with a partner.

a. China b. English c. Harry Potter

Kelly Hello?
Emily Hey, Kelly! It’s Emily. What are you doing?
Kelly I’m studying. What are you doing?
Emily I’m studying, too. What are you studying?
Kelly 1 . How about you?
Emily I’m reading a book about 2 .
Kelly That’s nice. Actually, I’m not studying.
Emily Yeah, me neither. I’m watching a movie.
Kelly Me, too! What are you watching?
Emily I’m watching 3 .
Kelly No way! Me too!

2 PAIR WORK. Practice the conversation again. Use the ideas below.
Add your own ideas.

1 2 3
history Brazil Lord of the Rings

science South Korea The Hunger Games

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 What are you watching? • Unit 5

LANGUAGE PRACTICE
The present continuous Grammar Reference page 128
What are you doing? I’m watching a movie. I’m not doing homework.
What is she doing? She’s checking her email. She isn’t studying.
What are they doing? They’re listening to music. They aren’t reading.
Are you studying? Yes, I am. No, I’m not.
Is he watching a movie? Yes, he is. No, he isn’t.
Are they playing baseball? Yes, they are. No, they aren’t. ONLINE
PRACTICE

1 Complete the conversations.

1. A What’s your mom doing? 3. A What are you doing?
B She ’s having lunch. B I a movie about Korea.

2. A What’s your friend doing? 4. A What are they doing?

B He his email. B They on the phone.

2 Complete the sentences. Use the verbs in the box.

talk play read take

1. What book are you reading ?

2. She’s with her friends. I think she tennis.
3. He’s busy now. He on the phone.
4. She’s at home. She a nap.

3 PAIR WORK. What do you think your friends and family are doing now?
Tell your partner.

What’s your best

friend doing now? I’m not sure. Maybe she’s
reading her book.

PRONUNCIATION—Reduction of what is
and what are
1 Listen. Notice the reduced sounds of what is and what are.
Unreduced Reduced
1. What’s your teacher doing? Whatsyar teacher doing?
2. What’s your mom eating? Whatsyar mom eating?
3. What are you doing? Whadaya doing?
4. What are you reading? Whadaya reading?

2 Listen again and repeat. Be sure to say the reduced sounds.

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 LANGUAGE PRACTICE
The goal of this section is to present and practice the
target grammar: the present continuous.
• Books closed. Contrast the present continuous
with the simple present by writing the following on
the board:
I study (every day).
I am studying (now).
• Explain that we use the simple present to describe
an activity we do regularly. We use the present
continuous to describe an activity that we are doing
right now or around this time.
• Explain how to form the present continuous: the
present tense of be + verb + ing.
• Books open. Review the examples in the Language
Practice box.
• Direct students to page 128 of the Grammar
Reference for more information and practice.
EXTRA IDEA
Ask a student a question from the Language Practice
box Are you studying? Elicit the answer. Ask another
student What are you doing? and elicit an answer. Have
students make pairs and ask and answer questions from
the Language Practice box.
Activity 1
• Focus attention on the four conversations. Explain
that students need to fill in the blanks with the
correct verbs in the present continuous.
• Review the vocabulary items on page 30 if necessary.
• Have students complete the activity on their own.
• Check answers.
ANSWERS
1. ’s having 3. ’m watching
2. ’s checking 4. ’re talking
EXPANSION
Write other vocabulary items from page 30 on the board.
For example: play a computer game. In pairs, have students
write two-line conversations, like the ones in Activity 1,
using the vocabulary items in the present continuous.
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Activity 2
• Write the question What book are you reading? on
the board. Underline are you reading and ask What
form of the verb is this? (present continuous).
• Focus attention on the verbs in the box and the
sentences in Activity 2. Explain to students that they
have to complete the sentences with the present
continuous form of the verbs in the box.
• Have students complete the activity on their own.
• Check answers.
ANSWERS
1. reading 3. is/’s talking
2. is/’s playing 4. is/’s taking
Activity 3
• Write the example conversation in speech bubbles
on the board. Elicit or explain the meaning of the
phrase I’m not sure. Maybe ... Point out that we use
the phrase when we haven’t decided yet. Model
this example conversation with a student. Then
show how it can be adapted easily. Ask questions,
such as What are your parents doing now? Write the
responses on the board. Make sure students use the
present continuous.
• Have students do the activity in pairs. Encourage
students to make guesses and have fun doing
the activity.
ANSWERS
Answers will vary.
PRONUNCIATION
The goal of this section is to focus on the reduction of
what is and what are.
Activity 1
Model the examples. Then play the recording.
Activity 2
Play the recording again. Have students practice saying
the examples in Activity 1.
SMART CHOICE ONLINE
Remind students that there are extra Language Practice
activities on Online Practice and On The Move.
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 LISTENING Activity 4
• In this activity, students listen to a continuation of
The goal of this section is to practice listening for the conversation 1 in Activity 2. Focus attention on the
main idea, to practice listening for specific information, pictures of Yuki and Joe in Activity 2. Ask questions
and to discuss the listening passages. about their conversation Is Joe doing homework?
What is he doing? What is Yuki doing? What does she
tell him to do? Who do you think she is?
Activity 1—Before you listen
• This activity introduces and reviews the following
• Play the recording and have students choose the
correct answers.
vocabulary items: do homework, make a phone call,
read on a tablet, take a nap. • Check answers.
• Ask students to think back to the vocabulary on ANSWERS
page 30. Elicit the words they know.
1. c 2. c 3. b
• Have students match the words to make activities.
Point out that they should use each verb only once.
• Check answers. Then model each new vocabulary Extra Idea
item and have students repeat. Have students make pairs and write the end of one of
the other conversations. Encourage them to answer
ANSWERS these questions: What is their relationship? What do
1. b 2. c 3. d 4. a they like to do? What are they good at? When they have
finished their conversations, have students perform
them for the class.
Activity 2
• Focus attention on the pictures. Ask What is each Extra Idea
person doing? Have students describe what they see. Have a discussion about study habits. Ask questions,
• Explain that there are three phone conversations. such as:
Tell students to match two pictures to each Is Joe studying hard? Why not?
conversation. Do you watch TV or listen to music when you study?
• Play the recording and have students number the Can you study and listen to music at the same time?
pictures.
• Check answers.
SMART TALK
ANSWERS
1. A and D 2. B and F 3. C and E
Teaching notes for the Smart Talk activity begin on
page T–92.

Activity 3 Smart Choice Online

• Focus attention on the sentences. Have students Remind students that there are extra Listening practice
read the sentences. activities on Online Practice and On The Move.
• Play the recording and have students correct the
information.
• Check answers.
ANSWERS
1. Yuki: I’m looking at your homework on my phone
computer.
2. Joe: I’m watching a baseball basketball game.
3. Dan: Who Where are you, and what are you doing?
4. Jeff: I’m at home, and I’m eating making a pizza.
5. Jackie: I’m reading a book, that’s all. For my cooking
history class.
6. Mike: I’m at my mom’s house, and we’re I’m playing a
computer game.

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 What are you watching? • Unit 5

LISTENING
1 Use
BEFORE YOU LISTEN What are the activities? Match the words to make activities.
each verb once.
1. read a. homework
2. take b. on a tablet
3. make c. a nap
4. do d. a phone call

2 Listen to the phone calls. Which two people are talking? Match the pictures
to the phone call.

A. B. C.

D. E. F.

3 Listen again. Read the sentences and correct the information.

1. Yuki: I’m looking at your homework on my phone.
2. Joe: I’m watching a baseball game.
3. Dan: Who are you, and what are you doing?
4. Jeff: I’m at home, and I’m eating a pizza.
5. Jackie: I’m reading a book, that’s all. For my cooking class.
6. Mike: I’m at my mom’s house, and we’re playing a computer game.

4 Listening PLUS. Listen to more of the conversation between Yuki and Joe.
Choose the correct answer.
1. Yuki is 2. Joe is good at math, 3. Joe’s answer to the first question is
a. Joe’s friend. a. and he likes it. a. on page 18.
b. Joe’s mother. b. and he works hard. b. correct.
c. Joe’s math tutor. c. but he doesn’t work hard. c. incorrect.

SMART TALK
Student A: Turn to page 88.
What is he doing? Student B: Turn to page 100. 33
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 What are you watching? • Unit 5

READING
1 BEFORE YOU READ Look at the pictures. What are the people doing wrong?

Do you have good cell phone manners?

We all love our cell phones. But we sometimes speak too loudly, we make calls in the
wrong places, and we have terrible ringtones. What about you? How good are your cell
phone manners? Here are some

CELL PHONE SCENARIOS!

Scenario 1 - You’re sitting with friends at a table in a cafe.
Everyone is looking at their phones. They’re texting, checking
email, looking at social networking sites. No one is talking.
Your phone rings. What do you do? Do you...
a. answer the phone?
b. walk away and answer it?
c. ignore the call?
Scenario 2 - You’re sitting in class. You’re listening to
the teacher. You receive a text from your best friend—“Hey
buddy! We have to talk! It’s important!” Do you…
a. ignore the text?
b. text back and tell your friend you’re in class?
c. leave the classroom and call your friend?
Scenario 3 - You’re at a rock concert. The singer in the
band says: “Please do NOT record our songs on your phone!”
Do you…
a. turn off your phone?
b. call a friend and hold your phone in the air?
c. record the entire show?
ONLINE
PRACTICE

2 Read the article. Are they good or bad ideas? Mark them G (good idea) or B (bad idea).
3 GROUP WORK. What do you think are good or bad
manners when using your cell phone? Compare your
answers with the group.

I never make calls or

answer texts in class. That is a really bad idea!

WRITING
Turn to page 110.
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 READING
The goal of this section is to practice reading
comprehension.
Activity 1—Before you read
• Books closed. Ask Do you use your cell phone in
class? Elicit No, we don’t. Ask the follow-up question
Why not? Elicit answers, such as It’s not good, It’s
rude, It’s bad, and It’s wrong.
• Books open. Elicit the places in the pictures and ask
Is it rude to use your cell phone when you’re in line?
and How about in a movie theater?
• Focus attention on the question in the book What
are the people doing wrong? and elicit answers.
SUGGESTED ANSWERS
You shouldn’t talk loudly on a cell phone when you are in
line and/or in a public place like a restaurant. You should
turn off your phone in a movie theater.
Activity 3
• Write the example conversation in speech bubbles
on the board. Show how they can be easily adapted.
Ask a student for an example of something that is
bad manners when using a cell phone. They can use
their answers from Activity 2. Change the model on
the board with the student’s answer.
• Repeat this procedure to elicit an example of good
manners. Show students that they can substitute a
bad idea in the model with a good idea.
• Have students work in groups to discuss good and
bad manners when using cell phones.
• Ask individual students to report what they learned
about the other students to the class.
EXTENSION
Have students work in pairs or small groups and think
of other scenarios involving cell phone manners. Ask
them to come up with three possible responses and
rate each one as a good or bad idea. When students are
finished, have them share their ideas with the class.

Activity 2
• Explain what good idea and bad idea mean in WRITING
this activity. Teaching notes for the Writing section are on
• Read the article aloud to the class or play the page T–110.
recording. Tell students not to be concerned if they
do not understand every word.
• Have students read the article individually and write
G or B after the items for each scenario.
• Check answers. Then read the article aloud or play
the recording again. This time, have students stop
you when there is a word they cannot understand.
Have other students provide the answers by
paraphrasing, drawing, or miming.
ANSWERS
1. a. B  b. G  c. G
2. a. G  b. B  c. B
3. a. G  b. B  c. B

CHALLENGE WORDS
• Focus attention on the words in blue in the article
and explain that these are challenge vocabulary terms.
• Write each sentence containing blue words on
the board.
• If these challenge words haven’t been defined by
this point, ask students to use the context of the
sentence to guess the definition of each one and
then check their guesses in a dictionary. Elicit and
write the correct definition on the board.
• Have students create new sentences for each
challenge term and share them with the class.

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 SPEAKING EXTENSION
Have students find new partners and play the game
The goal of this section is to practice the language in the again. This time encourage students to ask for
unit in an enjoyable, meaningful, and personalized way. additional information:
Why are you on the beach?
Activity 1 Why are you painting a wall?
• Bring in paper or note cards to distribute to Who is with you?
students, or have students cut or tear a sheet of
paper into six pieces.
Activity 2
• Elicit different prepositions from the class and write
Have students perform their conversations for the class.
them on the board: in, under, near, opposite, behind,
next to, etc.
• Tell the class to think of three different places. Then
have them write each place with a preposition on
one piece of paper (or card) so there are three pieces • Have students go online to find out information
of paper with a different place on each. For example, about good cell phone manners. Suggest that they
write on the table on the board. can search for good cell phone manners or cell phone
• When students are finished, have them fold the etiquette. Explain that etiquette is a word that means
papers and put them in a pile for Places. good manners.
• Tell the class to think of three different actions. • Have students write a text with the information or
Then have them write each action in the present present it to the class.
continuous tense on one piece of paper (or card), • Remind students that they can also share the
so there are three pieces of paper with a different information they find on the Discussion Board on
action on each. For example, write I’m eating a Online Practice. You might also want to ask them
cookie on the board. Tell students that the sentences to use the Discussion Board for the next unit’s
should be in the first person (with I), and there Warm-Up activity.
should be a verb (for example eating), and there
should usually be an object (for example cookie).
TESTING PROGRAM
• When students are finished, have them fold the
papers and put them in a pile for Actions. Print Unit 5 Test from the Testing Program for an
end-of-unit assessment.
• Model the activity with a student. Start a normal
phone conversation. Use this example to guide you:
T: Hi, how are you?
S: I’m fine, thanks. How about you?
T: Pretty good. Where are you?
S: (taking a piece of paper from the Place pile and
unfolding it, reads) On the beach.
T: Nice! What are you doing on the beach?
S: (taking a piece of paper from the Action pile and
unfolding it, reads) I’m painting a wall.
• Model another phone conversation. This time have
the student ask you, the teacher, the questions. Use
another student’s two piles of paper to provide your
answers.
• Have students make pairs and combine their
Action piles and Place piles. Then have them take
turns asking and answering questions in the phone
conversation.

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 What are you watching? • Unit 5

SPEAKING — Where are you, and what are you doing?

1 PAIR WORK. Follow the instructions and play the game.

on the moon I’m dancing!

Get six
small pieces Take three pieces of paper Take the other three pieces
and write a different of paper and write a different
of paper. place on each paper. action on each piece.

ACTIONS PLACES

Have a phone conversation Student B, take a piece of

Fold your pieces of paper with your partner. paper from the PLACES
and put them in two piles— Student A, ask: pile and read it.
PLACES and ACTIONS. Where are you? I'm on the moon!

Student B, take a piece of

paper from the ACTIONS
Student A, now ask: pile and read it. Switch roles!
What are you doing there? I'm dancing to music.

2 CLASS ACTIVITY. Share your conversations with the class.

GO Find a website with a list of good cell phone manners.

ONLINE Make notes. Tell the class about the information on the website.

NOW I CAN
SPEAK I N G G R A MM A R LISTEN IN G REA D IN G
talk about what use the present understand descriptions understand rules for
people are doing. continuous. of daily activities. polite cell phone use. 35
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 6 Where were you yesterday? WARM
UP
Do the things
SPEAKIN G GRAMMAR LISTEN IN G REA D IN G in the pictures
Past events Past tense of be Problems Past to present happen to you?

VOCABULARY
1 Look at Penny’s day. Complete the sentences. Write the correct letter.
Then listen and check your answers.

a. flat c. long e. late g. crowded

b. closed d. sick f. broken h. terrible

Penny’s Bad Day

1. She is . 2. Her cell phone is 3. The tire is 4. The weather is

. . .

5. The subway station 6. The lines are 7. The elevator is 8. She is .

is . . .
ONLINE
PRACTICE

2 PAIR WORK. What’s happening to Penny? Use the pictures to tell a story.
She is sick. Her cell phone is .

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 6 Where were you yesterday?
SPEA KIN G
Past events
G R A MM A R
Past tense of be
L istening
Problems
R ea ding
Past to present

Vocabulary:  broken, closed, crowded, flat, late, line, long, sick, terrible, tire, weather;
airport check-in, bus station, movie theater, subway station, supermarket, train station
Conversation:  Talking about past events
Language Practice:  The past tense of be
Pronunciation:  Reduction of t in wasn’t and weren’t
Listening:  People talking about problems
Smart Talk:  An information gap activity comparing present and past activities
Reading:  An article about a tribute band
Writing:  A diary entry about your last English class
Speaking:  A class survey on past activities

VOCABULARY
The goal of this section is to present and practice the
target vocabulary: problems.
Warm-Up
• Focus attention on the pictures. Ask Do the things in
the pictures happen to you? Have students describe
what is happening in each picture. For example: for
picture 1, elicit She’s waking up and She’s sick. Ask
follow-up questions, such as Do you get sick often?
• If students contributed to the Warm-Up Discussion
Board as part of the Online Practice, look at their
comments now with the class.
Activity 1
• Focus attention back on the pictures and the
sentences under the pictures.
• Explain to students that the pictures tell the story of
one woman’s unlucky day.
• Model the target vocabulary items: flat, closed, etc.
• Make sure students understand that they must use
words from the box to complete the sentences. Then
have students complete the activity on their own.
• Play the recording. Allow time for students to
change incorrect answers. Check answers.
• LANGUAGE NOTE: All of the target vocabulary items
are adjectives. Some of them look like verbs: closed,
broken, and crowded. These adjectives are formed
from verbs, and are called participial adjectives.
ANSWERS
1. d 4. h 7. g
2. f 5. b 8. e
3. a 6. c
Activity 2
• Focus attention on picture 1 in Activity 1 and ask
Why is she in bed? Focus attention on the example
sentence. Elicit any additional ideas and write them
on the board. For example: She’s sick and she is late
for school or work. Encourage students to have fun
thinking of additional ideas.
• Then focus attention on picture 2 and ask What’s the
problem? Elicit the answer and additional ideas and
write them on the board.
• Have students make pairs and write a story about
Penny.
• Have a few pairs read their stories to the class.
ANSWERS
Answers will vary.
VARIATION
• Have pairs write sentences for picture 1 only. Collect
the sentences and redistribute them to other pairs.
Then have students write sentences for picture 2.
Repeat this process for all eight pictures.
• Have pairs read their sentences, correct any
mistakes, and then read their stories to the class.
Smart Choice Online
Remind students that there are extra Vocabulary practice
activities on Online Practice and On The Move.

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 CONVERSATION
The goal of this section is to present and practice
the target vocabulary and grammar of the unit in a
typical conversation.
WARM-UP
• Books closed. Elicit some situations where students
feel embarrassed in class and write them on the
board. For example: You’re late for class. and You
didn’t do your homework.
• Have a show of hands to establish which situation
students find the most embarrassing.
• Books open. Focus attention on the picture. Ask
Where do you think these people are? and What do
you think is happening? Encourage students to be
creative with their answers.
Activity 1
• Focus attention on the model conversation.
• Preteach words and phrases students might not be
familiar with. For example: (a) watch and how come?
• Have students read the conversation silently,
without doing the activity.
• Have students do the activity on their own.
• Play the recording. Allow time for students to
change incorrect answers. Check answers.
• Play the recording again. Pause after each line of the
conversation and have students repeat. Be sure to
correct pronunciation and intonation.
• Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.
ANSWERS
1. b 2. a 3. c
VARIATION
• Book closed. Before students do the activity in
the book, play the video and ask the following
comprehension questions:
What is the problem? (Marco is late.)
Why is he late? (His watch was broken.)
What was the problem yesterday? (He was late.)
Why was he late yesterday? (The bus was crowded.)
• Discuss the answers as a class.
• Books open. Focus attention on the model
conversation. Follow the teaching notes in Activity 1,
but play the video instead of the recording to check
answers and model the conversation.
• When students are familiar with the conversation,
have them close their books. Pause the video before
Marco’s lines and have students say his lines.
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Activity 2
• Focus attention on the chart. Explain that the chart
is color-coded and that items in the green column,
for example, can be substituted into the green box
in the conversation. Demonstrate this with bicycle.
Point out the other colors, their columns in the
chart, and boxes in the conversation.
• Elicit other words or phrases that can go in each
column. Explain to students that they can practice
with their own ideas and write them in the blanks
on the bottom row of the chart.
• Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.
• CULTURE NOTE: While irony is quite common
in English speaking countries, students from
other cultures may not be familiar with it or
even recognize it. Focus students’ attention on
the teacher’s question Was it [your watch] broken
yesterday, too? Explain that she isn’t really asking
a question. She is making an ironic statement
meaning You were late yesterday, too. She is also
showing that she doesn’t believe his excuse.
Activity 3
• Write Where were you yesterday? on the board.
Focus attention on the words in the box. Model how
to substitute words from the box. For example: My
grandmother was sick.
• Have students make pairs and take turns asking and
answering the question. Encourage them to make as
many sentences as they can.
• Have students share their answers with the class.
Conversation Tip
• Focus attention on the Conversation Tip.
• Model the example for the class and write it on the
board. Explain that the speaker repeats yesterday
as a way to get clarification and more explanation
about what he heard. Ask What does the teacher
tell him after he repeated “yesterday”? Elicit She
reminded him he was late to class yesterday as well.
• Have students make pairs and practice the model.
Make sure students are using correct question
intonation.
SMART CHOICE ONLINE
Remind students that there are extra Conversation
practice activities on Online Practice and On The Move.
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 Where were you yesterday? • Unit 6

CONVERSATION

ONLINE
PRACTICE

1 Complete the conversation. Then listen and check your answers.

Practice the conversation with a partner.

a. bus b. watch c. sick

Teacher Good morning, Marco.

Marco Good morning. Sorry I’m late. My 1 was broken.
Teacher Was it broken yesterday, too?
Marco Yesterday?
Teacher Remember, you were also late yesterday!
Marco Oh, no. I was late yesterday because the 2
was crowded.
Teacher Interesting. And you weren’t here last week. How come?
Marco I was 3 .
Teacher I see. And do you have your homework?
Marco Homework?

2 PAIR WORK. Practice the conversation again. Use the ideas below.
Add your own ideas.

1 2 3
bicycle train at work

alarm clock station on vacation

CONVERSATION TIP
GETTING CLARIFICATION
Get more explanation by repeating
what your partner said.

3 PAIR WORK. Where were you yesterday? Ask and answer

this question. Use a word or phrase from each column of
the chart. Was it broken
yesterday too?
My dog cell phone was sick.
cat grandmother broken.
bicycle bus late. Yesterday?
subway crowded.
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 Where were you yesterday? • Unit 6

LANGUAGE PRACTICE
The past tense of be Grammar Reference page 129
Were you at home? Yes, I was. No, I wasn’t.
Was she in class? Yes, she was. No, she wasn’t.
Were they on vacation? Yes, they were. No, they weren’t.
Where were you yesterday? I was at home. I wasn’t in class.
Where was he yesterday? He was at home. He wasn’t in class.
Where were they yesterday? They were at home. They weren’t in class. ONLINE
PRACTICE

1 Complete the conversations.

1. A Was Miguel in class yesterday?
B No, he wasn’t . He was sick.

2. A Where your sister yesterday?

B She at home.

3. A Why you at school yesterday?

B Because we sick.

2 Complete the sentences with information about you.

1. I late for class today.
2. I at home this time yesterday.
3. I at a baseball game last Saturday.
4. I on vacation last winter.

3 PAIR WORK. Ask and answer questions about the past.

1. Were you in class yesterday?
2. Were you at home at 8 p.m. last night?
3. Were you on vacation last week?
4. Were you at this school last year?

PRONUNCIATION—Reduction of t
in wasn’t and weren’t
1 Listen. Notice how the final t can be reduced when
wasn’t or weren’t are followed by a vowel sound.
Unreduced Reduced
1. He wasn’t at home. He wazn at home.
2. They weren’t at a concert. They wern at a concert.
3. I wasn’t in class yesterday. I wazn in class yesterday.
4. You weren’t on vacation. You wern on vacation.

2 Listen again and repeat. Be sure to say the reduced sounds.

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 LANGUAGE PRACTICE
The goal of this section is to present and practice the
target grammar: the past tense of be.
• Books closed. Write the following questions and
answers on the board:
A Are you at home? B No, I’m not.
A Are you in class? B Yes, I am.
A Are you on vacation? B No, we are not.
• Then ask and answer the questions.
• Explain that you are going to ask about the past.
Erase the present tense forms and replace them
with the past tense forms. For example: Are you…?
becomes Were you… ? and I am becomes I was.
• Explain that we use the past tense for an action or
event that was completed in the past. For example:
I was late. and They were hungry.
• Books open. Write the examples from the Language
Practice box on the board. Underline the words
that are in bold. Explain the difference between
was and were.
• Direct students to page 129 of the Grammar
Reference for more information and practice.
Activity 1
• Focus attention on the three conversations. Explain
that students need to fill in the blanks with the
correct past tense form of be.
• Review the vocabulary items before students start
the activity.
• Have students complete the activity on their own.
• Check answers.
ANSWERS
1. Was, wasn’t, was 3. weren’t, were
2. was, was
EXTENSION
Have students practice the completed conversations
in pairs.
Activity 2
• Books closed. Write the question Were you late for
class today? on the board. Elicit Yes, I was. and No,
I wasn’t. Change the word today in the question to
yesterday or last Monday if necessary to elicit both
yes and no answers.
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• Books open. Focus attention on the four sentences
in the book. Explain that students are to complete
the sentences with information that is true for them.
ANSWERS
Answers will vary. Students need to write was or wasn’t in
each sentence.
EXTENSION
Have students compare their answers with a partner.
Ask students to tell the class about statements they had
in common using were and weren’t. For example: We
weren’t late for class today.
Activity 3
• Write the following question and answer on
the board:
A Were you at the beach yesterday?
B No, I wasn’t. I was in class.
• Ask the class the question and elicit answers, such
as No, I wasn’t. I was at home. Write the answers on
the board.
• Focus attention on the four sentences in the book.
Explain to students that they are to write Yes, I was.
or No, I wasn’t. plus extra information.
• Have students complete the activity in pairs. Ask
some students to tell the class about their partner.
For example: He wasn’t in class yesterday. He was
at home.
ANSWERS
Answers will vary.
PRONUNCIATION
The goal of this section is to focus on the reduction
of t in wasn’t and weren’t.
Activity 1
• Model the examples and have the students repeat
after you. Show how the final t sound disappears
when wasn’t and weren’t are followed by a vowel
sound.
• Play the recording.
Activity 2
Play the recording again. Have students practice saying
the examples in Activity 1.
SMART CHOICE ONLINE
Remind students that there are extra Language Practice
activities on Online Practice and On The Move.
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 LISTENING EXTENSION
Ask these follow-up questions for more listening
The goal of this section is to practice listening for the comprehension work:
main idea, to practice listening for specific information, Conversation 1: W
 hen is the train leaving? Where are
and to discuss the listening passages. the tickets?
Conversation 2: W
 hat is Diego’s last name? Where is his
Activity 1—Before you listen passport?
• This activity introduces six new vocabulary items:  ow much are the groceries? Where was
Conversation 3: H
airport check-in, bus station, movie theater, subway her wallet before?
station, supermarket, train station.
• Focus attention on the pictures. Have students Activity 4
describe what they see.
• In this activity, students listen to continuations of
• Model each new vocabulary item and have students the conversations in Activity 2.
repeat.
• For review, ask students questions about each
• Have students complete the activity on their own. conversation. For example for conversation 1, ask
Point out that some words are extra. What problems does the man have? Elicit He’s late for
• Check answers. the train. and He left the tickets at home.
ANSWERS • Focus attention on the answer choices so students
know what to listen for.
1. e 3. b
2. f 4. d • Play the recording and have students do the activity.
• Check answers.
ANSWERS
Activity 2 1. a 2. b 3. b
• Focus attention back on the pictures in Activity 1.
Ask What kind of things do people talk about in each
place? Elicit ideas, for example: ticket prices, times VARIATION
of movies, price of food, etc. • Have students predict what happens next. Play the
• Explain that there are three conversations in three recording and have students check their predictions.
different places. Ask Where are the people? • Play the recording again and have students do
• Play the recording and have students write the name the activity.
of each place using the places in Activity 1. • Check the answers.
• Check answers.
ANSWERS
1. train station 3. supermarket
SMART TALK
2. airport check-in Teaching notes for the Smart Talk activity begin on
page T–94.
EXTENSION
Play the recording again. Have students take notes of SMART CHOICE ONLINE
key words they hear that tell them the place. Elicit these Remind students that there are extra Listening practice
key words as you check answers. activities on Online Practice and On The Move.

Activity 3
• Focus attention on the questions and answer
choices. Have students read them so they know
what to listen for.
• Play the recording and have students do the activity.
• Check answers.
ANSWERS
1. b 2. a 3. b

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 Where were you yesterday? • Unit 6

LISTENING
1 BEFORE YOU LISTEN Look at the places and write the correct letter.

a. bus station d. supermarket

b. airport check-in e. movie theater
c. subway station f. train station

1. 2. 3. 4.

2 Listen to three conversations. Where are the people? Write the name
of the place from the list above.
1. Conversation 1: 2. Conversation 2: 3. Conversation 3:

3 Listen again. Choose the correct answers to these questions.

1. Why is Sam late?
a. The tickets were on the kitchen table.
b. The alarm clock was broken.
2. What is Diego’s problem?
a. He doesn’t have his passport.
b. He doesn’t have his bag.
3. What problem does the girl in the supermarket have?
a. She doesn’t have her bag.
b. She doesn’t have her wallet.

4 Listening PLUS. What happens next? Listen and choose the correct answers.
1. a. Linda’s father brings the tickets to the station.
b. The tickets were in Sam’s pocket.
2. a. Diego’s passport was in the hotel.
b. His passport was in a cab.
3. a. Her wallet is in her bag.
b. Her wallet was on the floor.

SMART TALK
Student A: Turn to page 89.
Where were they? Student B: Turn to page 101. 39
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 Where were you yesterday? • Unit 6

READING
1 What
BEFORE YOU READ Look at the picture. Who are these people?
do you think they do?

ALMOST THE REAL THING!

There are lots of tribute bands in Japan.
They sing songs by famous bands, such as
the Beatles and the Rolling Stones. They
dress like them and sometimes look like
them, too.
The Parrots are one of the most popular
Beatles tribute bands. They often play at
Abbey Road Live House, a small music
club in Roppongi, Tokyo. The Parrots don’t
speak English very well, but they know two Japanese Beatles tribute band
hundred Beatles songs. Singer Mamori
Yoshii has a very good Liverpool accent. at a surprise birthday party for his wife
Nancy Shevell. McCartney was in Japan
In 2012, they were onstage in Manchester, to promote his album New. The Parrots
England with a famous British band called were also the first Asian band to play
the Arctic Monkeys. In 2013, the Parrots at a Beatles’ convention in the UK.
were onstage in Tokyo with Paul McCartney Not bad for a tribute band!
ONLINE
PRACTICE

2 Read the article. Choose ( ) True or False.

True False
1. There are only tribute bands for the Beatles
and the Rolling Stones.
2. The Parrots sing songs by the Beatles.
3. Mamori Yoshii speaks English very well.
4. The Parrots were with Paul McCartney on his birthday.
5. The Parrots were in Japan for a Beatles convention.
6. The Parrots were also in a concert with the Arctic Monkeys.

3 Write questions for these answers.

1. At a club in Roppongi, Tokyo.
2. Yes, his accent is very good.
3. Nancy Shevell is Paul McCartney’s wife.
4. Paul McCartney was there to promote his new album.
5. In Manchester, England.

4 GROUP WORK. Are there tribute bands in your country? Do you like or dislike
tribute bands? Discuss with other students.

Are there tribute bands

in Brazil? Yes, but I don’t like them!

WRITING
Turn to page 110.
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 READING
The goal of this section is to practice reading
comprehension.
Activity 1—Before you read
• Books open. Focus attention on the picture. Ask
students to describe what they see. Elicit There are
four men crossing the road, etc.
• Ask Who are these people? What do you think
they do? and elicit responses. Make sure students
understand what a tribute band is. Say A tribute
band plays the music of a more famous band.
ANSWER
They are a tribute band. They play Beatles music.
Activity 2
• Focus attention on the article. Remind students
what a tribute band is.
• Read the article aloud to the class or play the
recording.
• Tell students not to be concerned if they do not
understand every word.
• Have students read the article individually and do
the true-false activity.
• Check answers. Then read the article aloud or play
the recording again. This time, have students stop
you when there is a word they cannot understand.
Have other students provide the answers by
paraphrasing, drawing, or miming.
ANSWERS
1. False 3. False 5. False
2. True 4. False 6. True
Activity 3
• Focus attention on the first answer. Ask students
to find the answer in the text and read the entire
sentence (They often play at Abbey Road Live House,
a small music club in Roppongi, Tokyo). Elicit the
question (Where do they often play?).
• Have students write questions for the answers,
scanning the article again.
• Check answers and then have students practice
asking and answering the questions with a partner.
ANSWERS
1. Where do they often play?
2. Is Mamori Yoshii’s Liverpool accent good?
3. Who is Nancy Shevell?
4. Why was Paul McCartney in Japan?
5. Where were they onstage with the Arctic Monkeys?
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CHALLENGE WORDS
• Focus attention on the words in blue in the article
and explain that these are challenge vocabulary terms.
• Write each sentence containing blue words on
the board.
• If these challenge words haven’t been defined by
this point, ask students to use the context of the
sentence to guess the definition of each one and
then check their guesses in a dictionary. Elicit and
write the correct definitions on the board.
• Have students create new sentences for each
challenge term and share them with the class.
Activity 4
• Focus attention on the model conversation in
the speech bubbles. Model the conversation with
a student.
• Have students make small groups and discuss the
questions. Ask students to share their ideas with
the class.
EXTRA IDEA
Have students make pairs or small groups and talk
about the kinds of music and particular singers or
bands they like.
EXTRA IDEA
• Have students prepare a project about their favorite
band, using the reading as a model. Have students
answer these questions:
What kind of music do they play?
Where are they from?
What are some of their songs?
Have they appeared in concert? If so, where?
• Students can do this as homework. Have students
find and include photos of their favorite band.
WRITING
Teaching notes for the Writing section are on
page T–110.
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 SPEAKING
The goal of this section is to practice the language in the
unit in an enjoyable, meaningful, and personalized way.
Activity 1
• Focus attention on the pictures and ask Where are
these people? Elicit at a New Year’s Eve celebration,
on vacation/hiking, at a temple, etc.
• Go over the survey questions with the class. Model
them for the students. Be sure everyone knows that
December 31 and January 1 are New Year’s Eve and
New Year’s Day. Also be sure students understand
the use of last in the phrases last week and your
last birthday.
• Focus attention on the first survey question Where
were you at this time yesterday? Elicit some possible
answers and write them on the board. Make sure
students answer in the past tense. For example:
I was at home. and I was in class.
• Have students add two questions of their own.
• Have students complete the You column on their
own with information that is true for them. As they
complete the activity, move around the class to offer
help as necessary.
ANSWERS
Answers will vary.
Activity 3
• Write the example on the board. Show how it can
be adapted. Ask a student where they were on
December 31. Change the model on the board with
the student’s name and answer.
• Ask individual students to share what they learned
about the other students with the class.
• LANGUAGE NOTE: In a compound subject such as
My friends and I, I always comes at the end.
EXTRA IDEA
Have students ask follow-up questions to the questions
in the survey. Elicit some examples such as Do you
usually go out on Saturday night?
• Have students go online to find an interesting
news article from last month. Suggest that they can
search for articles on well-known English language
news sites.
• Have students write a text with the information or
present it to the class.
• Remind students that they can also share the
information they find on the Discussion Board on
Online Practice. You might also want to ask them
to use the Discussion Board for the next unit’s
Warm-Up activity.

Activity 2 TESTING PROGRAM

• Write the first line of the survey, including the Print Unit 6 Test from the Testing Program for an
three columns (You, Student 1, Student 2), on the end-of-unit assessment.
board. Choose two students and model asking
and answering the survey questions. Explain to
students that they are to ask the survey questions
to two classmates and write their answers in the
appropriate columns.
• Have students complete the activity in groups.
As groups practice, walk around and offer help
as necessary.
• Some groups may finish before others. Have these
groups write additional questions on a piece of
paper. Exchange the additional questions between
groups who have finished early. Have the groups
report their answers to each other.

EXTENSION
Your students may celebrate holidays specific to their
culture that are not mentioned in the book. Elicit
these and write them on the board. Have students ask
and answer questions about these holidays, using the
questions Where were you? and Who were you with?

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 Where were you yesterday? • Unit 6

SPEAKING — Where were you?

1 Look at the questions in the survey. Add two more questions. Then write your answers.
You Student 1 Student 2
Where were you …

1. at this time yesterday?

2. at this time last week?

3. last Saturday night?

4. on your last birthday?

5. on December 31 last year?

6. (your choice)

Who were you with …

1. last week?

2. last Saturday night?

3. on your last birthday?

4. on January 1 this year?

5. on vacation last year?

6. (your choice)

2 GROUP WORK. Ask and answer the questions. Complete the survey.
Where were you at this
time yesterday? I was at the park
near school.

3 CLASS ACTIVITY. Share your information with the class.

Jun was in Chicago on December 31 last year.

GO Find an interesting newspaper article from last month.

ONLINE Make notes and share them with the class.

NOW I CAN
SPEAK I N G G R A MM A R LISTEN IN G REA D IN G
talk about past use the simple understand short conversations understand an article
events. past of be. about problems. about past and present. 41
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 REVIEW Units 4–6
1 Read the conversation. Choose the correct answer.
Ava Ethan, this is Ava. Where are you?

Ethan I’m at home. [SAY MORE]

Ava What you are /are you doing?

1
Ethan I’m checking my email, and I’m
listening to some music.

Ava Why weren’t / wasn’t you in class this

morning? 2

Ethan Because the weather was terrible, and

the bus was crowded.

Ava Ethan, you always have / have always the

3
same excuse. You’re just lazy!

Ethan No, I’m not! And actually, now I’m sick.

[SAY MORE]

Ava Really?

Ethan Yes! Anyway, where are you? Are you

in class?

Ava No, I was / were in class, but now I’m at

4
Susie’s party.

Ethan Susie is having / has a party?

5
Ava Yes. [SAY MORE]

Ethan OK! I’m on my way.

Ava But you’re sick.

Ethan No, it’s OK. I’m feeling better!

2 Listen and check your answers. Then practice the conversation with a partner.
3 PAIR WORK. Put a box around the excuses. Practice the conversation again.
Use your own ideas for the excuses.

4 Practice the conversation again. This time add information and [ SAY MORE].

Ava Ethan, this is Ava. Where are you?

Ethan I’m at home. [In my room]

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 REVIEW Units 4–6

Conversation
Review Objectives
• Vocabulary: daily activities, problems
• Grammar: frequency adverbs, the present continuous,
the past tense of be

The goal of this section is to review and practice Activity 3

the language presented in Units 4–6 in a fun and
meaningful way.
Warm-Up
Books closed. Write the following questions on the
board: Where were you at 8 p.m. last night? and What
do you usually do on Saturday morning? Elicit similar
questions and write them on the board. Have students
ask and answer the questions as a class activity.
Activity 1
• Books open. Focus attention on the people in the
picture. Ask Where are the people? and What are
they doing? Elicit The woman is at a party, and the
man is in his room. They are talking to each other.
• Focus attention on the conversation. Preteach words
and phrases students might not be familiar with.
For example: excuse, lazy, etc.
• Have students read the conversation silently. At
this time, students should ignore the [say more]
instruction. Then have students choose the correct
answers.
Activity 2
• Play the recording. Allow time for students to
change incorrect answers. Then check answers.
• Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.
Answers
1. are you 4. was
2. weren’t 5. is having
3. always have
• Focus attention on the conversation in Activity 1.
Explain that students identify and put a box around
Ethan’s excuses in the conversation. Students then
change these words with their own ideas.
• Have students make pairs and put a box around the
words. Then check answers.
• Elicit ideas for excuses and write them on the board
before students do the next part of the activity. Point
out that they may need to change other parts of the
conversation.
• Have students practice the conversation again, this
time using their own ideas for excuses.
ANSWERS
A box should be put around the following excuses:
Because the weather was terrible, the bus was crowded,
I’m sick
Activity 4
• Focus attention on the conversation in Activity 1
again. Explain that [say more] means students
should provide more information, to make the
conversation more interesting and to keep it going.
• Explain the example I’m at home. In my room. to show
how the speaker is providing more information.
• Have students practice the conversation again,
adding more information at [say more].

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 Reading
Review Objectives
• Vocabulary: sports, daily activities, problems
• Grammar: the present continuous, frequency adverbs

Activity 5 EXTRA IDEA

• Focus attention on the photo of the clock. Ask Have students write a paragraph on how they spend a
Where are you usually at this time in the afternoon? typical weekday morning.
and Where are you at this time in the morning?
• Tell students that they will read an article by a testing program
woman named Sally Garcia. In it, she interviews
Print Midterm Test from the Testing Program
some people.
for an assessment of Units 1–6.
• Have students read the article quickly to find out
how many people she talks to.
• LANGUAGE NOTE: An early bird is an idiom for
a person who gets up early in the morning or a
person who is particularly energetic in the morning.
ANSWERS
She talks to three people: Robin, Helen, and Andy.

Activity 6
• Focus attention on the article. Preteach sunrise,
lawyer, chatting online, and any other words or
phrases your students may not understand.
• Have students read the article again and do the
activity on their own. Then check answers.
ANSWERS
1. She is writing an article for a magazine.
2. He is checking his email and doing homework.
3. She’s chatting with a friend in Seattle.
4. Because the traffic is terrible later.

EXPANSION
Have students write other questions about the article.
Students can ask these questions to the class or can
write questions which they give to a partner to answer.

Activity 7
• Elicit some of the activities mentioned in the article.
Ask students whether they do these in the morning.
Then elicit other activities and write them on the board.
For example: I go to the gym. and I read the newspaper.
• Then have students do the activity in pairs. Before
they start, look briefly at Activity 4 on page 42.
Explain to students that the best way to have an
interesting conversation is to say more.

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5 Read the article quickly. How many people does Sally Garcia talk to?
Early
Birds
By Sally Garcia
W hat do you do before sunrise? Do
you go running? Do you do yoga?
Or, like most people, are you in bed until
the sun comes up?
It’s 5 a.m. It’s dark, and I’m sitting in
a coffee shop. The place is crowded!
I’m here because I’m writing an
article for this magazine, but
what are all these other people
doing here—at this time in
the morning?
Robin is 24, and he’s
studying to be a lawyer. “What
am I doing? I’m checking my
email, and I’m doing homework,”
he says. “I have classes from 8 a.m. to
5 p.m. every day. After that, I go to my
sports clubs—martial arts on Mondays,
basketball on Tuesdays, yoga on
Wednesdays. I never have free time! So
I always study here in the mornings.”
Helen is a nurse. “I’m chatting online
with a friend in Seattle,” she says. “I work
6 Read the article again. Answer the questions.
1. Why is Sally at the coffee shop?
2. Why is Robin at the coffee shop?
3. Who is Helen chatting with?
4. Why does Andy drive downtown very early?
7 PAIR WORK. What do you usually do in the mornings? Tell your partner.
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Review • Units 4–6
nights at the hospital, and this is my break.
Excuse me, my friend is saying something
important. . . ” She’s talking to someone in
Seattle? What time is it there?
Andy is a taxi driver. “I’m playing
computer games,” he tells me.
“Why aren’t you driving your taxi?”
I ask.
“I usually start work at 8 a.m.,”
he replies.
“So why aren’t you sleeping?”
“I drive downtown very early
every morning because the traffic
is terrible later. I leave the car in the
parking lot, and I come here. I usually
have a coffee and then start work. This is
a good place to wait.”
There are about 20 people in the coffee
shop. They all have similar stories. Now
I’m thinking, maybe this is the best place
to be at 5 a.m.!
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 7 Which one is cheaper? WARM
UP
What are you
SPEAKIN G GRAMMAR LISTEN IN G REA D IN G wearing right
Talking about clothes Comparative adjectives Clothes shopping Comparing countries now?

VOCABULARY
1 Look at the people. What are they wearing? Write the correct letter.
Then listen and check your answers.

a. a dress d. a nice jacket g. a scarf j. a dark suit

b. a white shirt e. a colorful sweater h. a tie k. a T-shirt
c. baggy pants f. high heels i. jeans l. sneakers

6 10
1 k 4
11
7

12

9
ONLINE
PRACTICE

2 PAIR WORK. Discuss the clothes in the picture.

Do you like the T-shirt?
No, I don’t like
yellow clothes.

3 PAIR WORK. Ask and answer questions VOCABULARY TIP

about the clothes. Draw pictures to learn new
words.
A Do you ever wear a suit?
B No. I never wear a suit. I usually wear jeans.
A Do you like sneakers?
B Yes, I do. tie
A How often do you wear them?
B I wear them every day.

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 7 Which one is cheaper?
SPEA KIN G
Talking about clothes
G R A MM A R
Comparative adjectives
LISTEN IN G
Clothes shopping
REA D IN G
Comparing countries

Vocabulary:  baggy pants, a colorful sweater, a dark suit, a dress, high heels, jeans, a nice
jacket, a scarf, sneakers, a T-shirt, a tie, a white shirt; flamenco dress, kilt, kimono, sari
Conversation:  Shopping for clothes
Language Practice:  Comparative adjectives
Pronunciation:  Word stress in comparisons
Listening:  Conversations about shopping for clothes
Smart Talk:  An information gap activity about shopping
Reading:  An article about where to buy cheap clothes around the world
Writing:  An email about fashion
Speaking:  A discussion about clothes

VOCABULARY Activity 3
• Focus attention on the model conversation and
The goal of this section is to present and practice the write it on the board.
target vocabulary: clothes.
• Then focus attention on the underlined words. Explain
that students can change the conversation with the
WARM-UP vocabulary items in Activity 1 and the frequency
• Books closed. Tell the class what you’re wearing. adverbs and time expressions they studied in Unit 4.
Say I’m wearing _________. Then write each item • Model the conversation with a student. Then
of clothing on the board. Have one or two students model it again, this time using other clothing items,
describe what they are wearing themselves. frequency adverbs, and time expressions.
• If students contributed to the Warm-Up Discussion • Elicit some other frequency adverbs and time
Board as part of the Online Practice, look at their expressions, such as always, on the weekend, and
comments now with the class. twice a week, etc. Write them on the board.
• Have students do the activity in pairs. Make sure
Activity 1 pairs change roles so they practice both parts.
• Books open. Focus attention on the picture. Check to • Have some pairs perform their conversations for
see which items of clothing the students already know. the class.
• Model the target vocabulary items: a dress, ANSWERS
a white shirt, etc.
Answers will vary.
• Have students complete the activity on their own.
• Play the recording. Allow time for students to
change incorrect answers. Check answers. Vocabulary Tip
• LANGUAGE NOTE: Clothing worn for business (such • Focus attention on the Vocabulary Tip. Have
as suits or shirts with ties) and on special occasions students look at the image of the tie. Explain that
is called formal wear or formal clothes. Other kinds drawing pictures of new vocabulary items can help
of clothing are called casual wear or casual clothes. them remember new words.
ANSWERS • Encourage students to draw the words on cards,
1. k 4. e 7. a 10. j
which they can shuffle. Students should study the
2. c 5. i 8. d 11. h cards regularly.
3. l 6. g 9. f 12. b

SMART CHOICE ONLINE

Activity 2 Remind students that there are extra Vocabulary practice

• Focus attention on the example conversation in the activities on Online Practice and On The Move.
speech bubbles. Model the conversation with a student.
• Write the example conversation on the board. Show
how it can be adapted. Ask another student Do you
like the baggy pants? Elicit the answer and reason
and write them on the board.
• Have students make pairs and do the activity.
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 CONVERSATION
The goal of this section is to present and practice
the target vocabulary and grammar of the unit in a
typical conversation.
WARM-UP
• Books closed. Set the scene. Ask questions about
students’ shopping habits. For example:
Where do you go shopping?
How often do you shop for clothes?
How much do you spend on clothing every month?
What’s your favorite item of clothing?
What color is it?
• Books open. Focus attention on the picture. Write
on the board: Where are the women? and What are
they doing? Elicit responses to the questions and
write them on the board. Encourage students to
guess and have fun with the activity.
Activity 1
• Focus attention on the model conversation.
• Preteach words and phrases students might not be
familiar with. For example: prefer, the black one.
• Have students read the conversation silently,
without doing the activity.
• Have students do the activity on their own.
• Play the recording. Allow time for students to
change incorrect answers. Check answers.
• Play the recording again. Pause after each line of the
conversation and have students repeat. Be sure to
correct pronunciation and intonation.
• Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.
• LANGUAGE NOTE: A formal shirt for women is
often called a blouse. A more casual shirt for women
is often called a top.
ANSWERS
1. d 2. c 3. b 4. a
VARIATION
• Books closed. Before students do the activity in
the book, play the video with the sound off. Ask
students to describe what clothing the people are
wearing, the other clothes they see, and the colors of
the clothing.
• Books open. Focus attention on the model
conversation. Follow the teaching notes in Activity 1,
but play the video instead of the recording to check
answers and model the conversation.
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• When students are familiar with the conversation,
have them close their books. Pause the video before
Kelly’s lines and have students say her lines.
EXTENSION
• Have students practice saying prices. Write the
following prices on the board:
$13, $30, $14, $40, $15, $50, $16, $60, $17, $70, $18,
$80, $19, $90
• Point to the prices on the board. Have the whole
class, and then individual students, say the numbers.
EXTRA IDEA
• Write the model conversation on the board. Have
students practice in pairs.
• Books closed. Erase several lines from the
conversation on the board. Have students practice
the entire conversation again.
• Repeat this procedure until students can recite the
conversation from memory.
Activity 2
• Focus attention on the chart. Explain that the chart
is color-coded, and that items in the green column,
for example, can be substituted into the green box
in the conversation. Demonstrate this with jeans.
Point out the other colors and the corresponding
columns in the chart and boxes in the conversation.
• Elicit other words or prices that can go in each
column. Point out that students need to use an item
that is used with a pair of in the first blank. The
second blank requires a singular noun.
• Explain to students that they can practice with their
own ideas as well as those in the book.
• Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.
SMART CHOICE ONLINE
Remind students that there are extra Conversation
practice activities on Online Practice and On The Move.
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 Which one is cheaper? • Unit 7

CONVERSATION

ONLINE
PRACTICE

1 Complete the conversation. Then listen and check your answers.

Practice the conversation with a partner.

a. cooler b. $150 c. shirt d. shoes

Kelly What are you looking for?

Emily I need a pair of 1 , but first
I need a new 2 .
Kelly OK. What about these two? Which one do you prefer?
Emily Which one is more expensive?
Kelly The black one.
Emily How much is it?
Kelly Wow! It’s 3 .
Emily Hmm. What about the red one?
Kelly It’s $39.00.
Emily I think the black one is 4 than the red one.
Kelly Yeah. But the red one is cheaper.
Emily I’m not surprised!

2 PAIR WORK. Practice the conversation again. Use the ideas below.
Add your own ideas.

1 2 3 4
jeans jacket $300 better

gloves scarf $99 more stylish

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 Which one is cheaper? • Unit 7

LANGUAGE PRACTICE
Comparative adjectives Grammar Reference page 130
The red T-shirt is cheaper than the blue one.
The blue T-shirt isn’t as cheap as the red one.
The blue T-shirt is more expensive than the red one.
The red T-shirt isn’t as expensive as the blue one.
Which one is cheaper? The red one.
good better bad worse ONLINE
PRACTICE

1 Complete the sentences. Use the adjective in parentheses.

1. Regular jeans are cheaper than designer jeans. (cheap)
2. Old shoes are new ones. (comfortable)
3. Her sweater is your black one. (colorful)
4. This scarf is that dirty one. (nice)

2 Now rewrite the sentences. Use not as … as …

1. Designer jeans aren’t as cheap as regular jeans.
2. These new shoes my old ones.
3. Your black sweater hers.
4. That dirty scarf this one.

3 PAIR WORK. Do you agree or disagree with the sentences?

If you disagree, give your opinion.
1. Designer clothes are more comfortable than regular clothes.
2. A scarf is more interesting than a tie.
3. A suit is cooler than jeans and a T-shirt.

Designer clothes are more

comfortable than regular clothes. I disagree. I think regular
clothes are more comfortable.

PRONUNCIATION—Word stress in comparisons

1 Listen. Notice the stress on words that are compared.
1. The black bag is cooler than the red one.
2. My new phone is cheaper than my old one.
3. Your shoes are newer than mine.
4. My jeans are more comfortable than my skirt.

2 Listen again and repeat. Be sure to stress the words correctly.

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 LANGUAGE PRACTICE ANSWERS
1. aren’t as cheap as 3. isn’t as colorful as
The goal of this section is to present and practice the 2. aren’t as comfortable as 4. isn’t as nice as
target grammar: comparative adjectives.
• Books closed. Draw a simple picture of a shirt on
the board. Write a value, such as $15 next to it. Activity 3
Then draw a simple picture of a jacket, and the
value, such as $50. • Focus attention on the first sentence in the activity.
Then focus attention on the example conversation
• Use these images to explain the meaning of cheaper in speech bubbles. Write the conversation on the
than and more expensive than. Give examples, such board and model it for the class. Make sure students
as The shirt is cheaper than the jacket. understand that the first bubble shows agreement.
• Explain or elicit the rules for forming comparatives: The second bubble gives a reason for the speaker’s
For most adjectives with one syllable, we add –er. opinion.
For most adjectives with two or more syllables, we • Focus attention on the second sentence. Using the
use more + adjective. Some adjectives have a special, examples on the board, show how a scarf and is
or irregular, form. more interesting than a tie. can be substituted into
• Books open. Review the examples in the Language the speech bubble.
Practice box. Explain that isn’t as cheap as and isn’t • Have students do the activity in pairs.
as expensive as are negative statements. Teach Which
one is cheaper? Add the example Which one is more ANSWERS
expensive? and write it on the board. Answers will vary.
• Teach aren’t as…as for plural nouns. For example:
My jeans aren’t as expensive as my suit.
• Then focus attention on the form and spelling PRONUNCIATION
rules of comparative adjectives on page 130 of the
Grammar Reference section. The goal of this section is to focus on word stress
in comparisons.

Activity 1
• Focus attention on the example in the first sentence.
Activity 1
Teach regular if necessary. Explain that students • Model the examples. Make sure that students notice
need to complete the sentences with the correct that the words which show the comparison are
comparative form of the adjectives at the end of stressed. You can use the items in the Language
each sentence. Make sure students notice that these Practice section for more examples if necessary.
are affirmative sentences. • Then play the recording.
• Have students do the activity on their own.
• Check answers. Activity 2
ANSWERS Play the recording again. Have students practice saying
1. cheaper than 3. more colorful than the examples in Activity 1.
2. more comfortable than 4. nicer than

SMART CHOICE ONLINE

VARIATION Remind students that there are extra Language Practice
If students have difficulty with the activity, write the activities on Online Practice and On The Move.
adjectives (cheap, comfortable, etc.) on the board. Elicit
the comparative forms cheaper, more comfortable, etc.
Then have students do the activity on their own.

Activity 2
• Explain to students that they are to rewrite the
sentences from Activity 1 in the negative form by
using the adjectives from Activity 1 and the negative
form of be. Review the use of isn’t as…as and aren’t
as…as.
• Have students complete the activity on their own.
• Check answers.

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 LISTENING EXTENSION
Play the recording again and have students write down
The goal of this section is to practice listening for the all of the adjectives they hear. Have them compare
main idea, to practice listening for specific information, answers with a partner. Elicit the words and write them
and to discuss the listening passages. on the board:
expensive, cheaper, nice, nicer, beautiful, more stylish,
more expensive, good.
Activity 1—Before you listen
• This activity introduces four new vocabulary items: EXTRA IDEA
flamenco dress, kilt, kimono, and sari.
Have students make pairs or small groups and talk
• Focus attention on the pictures. Ask What are the about traditional clothing in other countries. Elicit the
clothes called and where are they from? names of the clothing items and countries and write
• Have students complete the activity on their own. them on the board. For example: hanbok is a dress from
Model the pronunciation of the new vocabulary Korea.
items.
ANSWERS EXTRA IDEA
1. kimono – Japan 3. kilt – Scotland • In groups, have students examine their clothes and
2. sari – India 4. flamenco dress – Spain other possessions. Ask Where are your clothes made?
Have students make a list of the countries where
their clothes were made.
Activity 2 • You can extend this activity by asking students if
they can remember whether their personal items
• Focus attention on the words. Say each word.
were cheap, moderately priced, or expensive. See
• Play the recording and have students select the if the groups can establish whether items made in
words they hear. certain countries are generally expensive or cheap.
• Check answers.
ANSWERS
sari, flamenco dress, tie, party dress, suit, shirt, kimono
SMART TALK
Teaching notes for the Smart Talk activity begin on
page T–96.
Activity 3
• Focus on the excerpts from each conversation. SMART CHOICE ONLINE
Explain that students need to listen and complete
Remind students that there are extra Listening practice
each answer. Encourage students to predict the
activities on Online Practice and On The Move.
answers.
• Play the recording again and have students do
the activity.
• Check answers by having pairs of students read
the conversations.
ANSWERS
1. sari, India 4. very nice, very expensive
2. beautiful, expensive 5. help, buy a suit
3. black party dress 6. than the others

Activity 4
• In this activity, students listen to a continuation of
conversation 3 from Activity 2.
• Have students read the three summaries first.
• Play the recording and have students choose the
correct summary.
ANSWER
2

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 Which one is cheaper? • Unit 7

LISTENING
1 where
BEFORE YOU LISTEN Look at the clothes. What are they called and
are they from? Match the name and a country.

flamenco dress kimono sari kilt

Scotland India Japan Spain

1. 2. 3. 4.

2 Listen and select ( ) the clothes that you hear.

sweater sari jeans flamenco dress tie kilt
party dress suit T-shirt shirt kimono

3 Listen again. Complete the answers.

Conversation 1
1. A What's this? Is it a flamenco dress?
B No, it's a . It's from .
2. A What do you think?
B It's , but it's too .
Conversation 2
3. A Hello, can I help you?
B Yes, I want to buy a .
4. A What about this one?
B Oh, this one is , and it's .
Conversation 3
5. A Good morning! How can I you?
B I have an interview, so I need to .
6. A Are they expensive?
B Well, they're more expensive .

4 Listening PLUS. Listen to the next part of Conversation 3.

Choose the correct summary.
1. The customer thinks Italian suits look nicer, and he buys one.
2. The customer wants to buy an Italian suit, but he buys a cheaper one.
3. The salesperson thinks that the cheap suit doesn't look nice. The customer doesn't
buy a suit.

SMART TALK
Student A: Turn to page 90.
Which one do you like? Student B: Turn to page 102. 47
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 Which one is cheaper? • Unit 7

READING
1 BEFORE YOU READ Where do you buy your clothes? Do you buy designer clothes?

Where Can I Buy Cheap Clothes Around the World?

Consignment shops in the US
In the US and other places around the world, people are now
recycling their clothes at consignment shops. You bring your clothes
to the stores. They tell you: “We want these, we don’t want those.” They
usually prefer designer or well-known labels. If they sell the clothes,
you get up to 50% of the price. Consignment shops are great for the
customers. The clothes are cheaper than in regular stores. You can get
a pair of $100 designer jeans for only $10 at a consignment shop!

Shopping around Seoul

Clothes are cheaper in Seoul if you buy them in an
underground shopping mall. These stores sell clothes, shoes,
and accessories in underground train stations. Street vendors
also have tables on the street. The clothes are cheaper
because the vendors don’t pay rent for a shop. The tables are
usually easy to find because they are in busy areas.

La Lagunilla Market, Mexico City

People at La Lagunilla Market can make great clothes just
for you, and at a cheap price! The market is just ten blocks
north of the main plaza in Mexico City. There are little stores
where dressmakers are waiting to meet you. Why buy designer
clothes when you can get something specially made for you?

ONLINE
PRACTICE

2 Answer the questions.

1. Do consignment shops only want designer clothes?
No, but they usually prefer them.
2. Are designer clothes cheaper at consignment shops?

3. What is an underground shopping mall?

4. Why are Seoul street vendors' clothes cheaper?

5. Where is La Lagunilla Market?

3 GROUP WORK. Discuss these questions with other students.

1. Do you buy clothes in a store or online?
2. What are your favorite clothing stores?
3. What are your favorite online stores?
WRITING
Turn to page 111.
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 READING Activity 3
• Focus attention on the questions.
The goal of this section is to practice reading
comprehension. • Have students do the activity in groups. Allow time
for groups to discuss their answers
• Have each group share their answers with the class.
Activity 1—Before you read
• Books open. Focus attention on the pictures and EXTENSION
the title of the article. Ask What is this article about? Have students discuss their reasons for their shopping
Elicit ideas. (Buying cheap clothes around the world.) preferences in their small groups.
• Have students answer the questions Where do you
buy your clothes? Do you buy designer clothes? Have EXTENSION
students tell the class their answers. Ask the following questions:
ANSWERS What are your favorite brands?
Answers will vary. What’s the most expensive brand you know?
Do you have more regular clothes or designer clothes?

Activity 2
• Focus attention on the questions. WRITING
• Read the article aloud to the class or play the Teaching notes for the Writing section are on
recording. Tell students not to be concerned if they page T–111.
do not understand every word.
• Then have students read the article and do the
activity on their own.
• Check answers. Then read the article aloud or play
the recording again. This time, have students stop
you when there is a word they cannot understand.
Have other students provide the answers by
paraphrasing, drawing, or miming.
ANSWERS
1. No, but they usually prefer them.
2. Yes, designer clothes are cheaper than in regular stores.
3. They are stores in underground train stations.
4. Because they don’t have to pay rent for a shop.
5. It’s in Mexico City.

CHALLENGE WORDS
• Focus attention on the words in blue in the article
and explain that these are challenge vocabulary
terms.
• Write each sentence containing blue words on the
board.
• If these challenge words haven’t been defined by
this point, ask students to use the context of the
sentence to guess the definition of each one and
then check their guesses in a dictionary. Elicit and
write the correct definitions on the board.
• Have students create new sentences for each
challenge term and share them with the class.

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 SPEAKING
The goal of this section is to practice the language in the
unit in an enjoyable, meaningful, and personalized way.
Activity 1
• Focus attention on the pictures. Ask What do you
see? Elicit descriptions of the people in each picture.
• Focus attention on the questions and discuss them
with the class.
VARIATION
Have students discuss the questions in pairs or small
groups first and then have them share their ideas.
ANSWERS
Answers will vary.
Activity 2
• Focus attention on the quotes and read them aloud.
• Have students make small groups and discuss the
questions.
• Elicit ideas from the class.
POSSIBLE ANSWERS
Karl Lagerfeld quote: Cheap can mean that something
looks poorly made. The speaker is saying that inexpensive
clothes can look good.
Thomas Fuller quote: The speaker is saying that when
your clothes look good, you will have more opportunities.
EXTRA IDEA
• Provide other quotes about clothes and write them
on the board:
“It is the eye of other people that ruin us. If I were
blind I would want, neither fine clothes, fine houses,
or fine furniture.” – Benjamin Franklin
“I don’t design clothes, I design dreams.” – Ralph
Lauren
“Do not trouble yourself much to get new things,
whether clothes or friends... Sell your clothes and keep
your thoughts.” – Henry David Thoreau
“[Clothes] change our view of the world and the
world’s view of us.” – Virginia Woolf
• Have students use dictionaries to look up any
words they don’t know, and then discuss the quotes
in pairs or small groups. If necessary, write these
possible paraphrases on the board in random order
and have students match them to the quote:
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We care how other people judge our appearance.
Clothes represent our dreams.
How you think is more important than what
you wear.
Clothing is part of our identity.
• Ask Which quote do you agree with the most? Why?
Elicit ideas.
Activity 3
• Focus attention on the statements in the
questionnaire. Make sure students understand what
each means.
• Have students select the answers on their own. Then
have them discuss their answers in groups.
• Ask Which statement do most people in your group
agree with? Which statement do most people disagree
with? Who in your group do you agree with the most?
Elicit answers from each group.
EXTENSION
Write questions on the board:
What do you think clothes say about people? Do
you think clothes tell us something about someone’s
personality, job, or status? Why or why not?
Have students discuss the questions in pairs or small
groups. Have groups share their ideas with the class.
• Have students go online to find pictures of clothes.
Suggest that they can search for popular fashions. If
necessary, explain that they can usually find pictures
of clothes on the websites of fashion magazines.
• Have students write a text about the clothes they
find or present the information to the class.
• Remind students that they can also share the
information they find on the Discussion Board on
Online Practice. You might also want to ask them
to use the Discussion Board for the next unit’s
Warm-Up activity.
TESTING PROGRAM
Print Unit 7 Test from the Testing Program for an
end-of-unit assessment.
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 Which one is cheaper? • Unit 7

SPEAKING — Are clothes important?

1 CLASS ACTIVITY. Look at the people and discuss these questions.

1. Do the clothes look expensive?
2. Do the people look stylish?
3. Would you wear the clothes?

2 GROUP WORK. What do the quotes mean? Do you agree with the people?

“ Never use the word ‘cheap.’ Today

everybody can look chic in inexpensive
“ Good clothes
clothes (the rich buy them too).
-Karl Lagerfeld,
German fashion designer ” open all doors.
-Thomas Fuller, British historian
”
3 GROUP WORK. What’s your opinion? Select your answers
and discuss your answers with other students.

Is Fashion Important to You?

Agree Disagree Not sure
1. Expensive clothes always look better.
2. Clothes aren't important.
3. Young people look cool in any clothes.
4. Designer clothes are a waste of money.
5. You need a lot of money to look stylish.

GO Find stylish pictures of clothes.

ONLINE Compare your choices with other students.

NOW I CAN
SPEAK I N G G R A MM A R LISTEN IN G REA D IN G
talk about use comparative understand short conversations understand short
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 8 What’s she like? WARM
UP
Describe your
SPEAKIN G GRAMMAR LISTEN IN G REA D IN G appearance in
Describing people Be like and look like Describing people Describing friends three words.

VOCABULARY
1 Look at the people. Describe their appearance. Make sentences using these words.
Then listen and check your answers.

tall
medium-height long brown
He’s a short man short blond
with hair.
She’s a good-looking woman curly red
thin straight dark
heavy

ONLINE
PRACTICE

2 PAIR WORK. Answer the questions. Use the personality words in the box.
confident cool friendly funny patient
quiet serious shy smart

1. What’s the male actor like? 3. What’s the reporter like?

2. What’s the female actor like? 4. What’s the cameraman like?

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 8 What’s she like?
SPEA KIN G
Describing people
G R A MM A R
Be like and look like
L istening
Describing people
R ea ding
Describing friends

Vocabulary:  blond, brown, confident, cool, curly, dark, friendly, funny, good-looking, hair,
heavy, long, man, medium-height, patient, quiet, red, serious, short, shy, smart, straight, tall,
thin, woman; fit, messy, relaxed, unhealthy
Conversation:  Describing people
Language Practice:  Be like and look like
Pronunciation:  Linked sounds with does and is
Listening:  Describing yourself and other people
Smart Talk:  An information gap activity about a friend
Reading:  An article about best friends
Writing:  A paragraph describing yourself
Speaking:  A quiz about making friends

VOCABULARY SUGGESTED ANSWERS

The goal of this section is to present and practice the
target vocabulary: words that describe people.
Warm-Up
He’s a tall man with straight dark hair. (cameraman)
She’s a medium-height woman with short dark hair.
(reporter)
He’s a tall man with short brown hair. (actor)
She’s a good-looking woman with long red hair. (actor)

• Books closed. Elicit the name of a celebrity. Then

ask students to describe that person. For example:
Brad Pitt: tall, good-looking, etc. Write these words
on the board. Alternatively, you can use the image
of Emma Stone on page 8 or Jeremy Lin on page 28.
• Elicit other words that describe people that students
know. Write these on the board.
• Then use three words to describe yourself. Have
students describe themselves in three words.
• If students contributed to the Warm-Up Discussion
Board as part of the Online Practice, look at their
comments now with the class.
Activity 1
• Books open. Focus attention on one of the people
in the picture. Describe the person and write the
description on the board. For example: He’s a tall
man with straight brown hair.
• Go through the vocabulary items one at a time. Model
them for the class. Ask questions about the picture to
confirm understanding. For example: Who has straight
hair? Who has curly hair? Who is medium height?
• Have students complete the activity on their own.
Tell them to write at least six sentences.
• Play the recording. Allow time for students to
change incorrect answers. Check answers.
• LANGUAGE NOTE: There are many rules regarding
the order of adjectives. The following is a common
pattern: size, shape, color, plus noun. For example:
She has short, curly, red hair.
Activity 2
• Focus attention on the items in the box. Check to
see which ones the students already know. Model
any new vocabulary items.
• Write funny on the board. Elicit an adjective from
the box that has an opposite meaning. For example:
serious. Write shy on the board and elicit two words
that are opposite in meaning: friendly and confident.
• Focus attention on the picture in Activity 1 and the
first question What’s the male actor like? Elicit the
answer He’s friendly.
• Have students do the activity in pairs.
• Have students share their sentences with the class.
ANSWERS
Answers will vary. Possible answers:
1. He’s friendly.
2. She’s cool.
3. She’s serious.
4. He’s not / He isn’t confident.
EXTENSION
Ask students if they know adjectives that are the
opposite of any of the other words. Have them think
of a list in pairs and then share their answers with the
class. (patient/impatient, cool/uncool, quiet/noisy or
talkative, smart/slow, confident/unsure.)
Smart Choice Online
Remind students that there are extra Vocabulary practice
activities on Online Practice and On The Move.

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 CONVERSATION
The goal of this section is to present and practice the
target vocabulary and grammar of the unit in a typical
conversation.
WARM-UP
• Books closed. Elicit jobs associated with celebrities
and write them on the board. For example: singer,
actor, etc.
• Have students describe some celebrities’
appearances and personalities. For example: Tom
Cruise is short. and He’s friendly.
• Books open. Focus attention on the picture. Write
on the board: What do you think the woman is
smiling about? Elicit responses to the question and
write them on the board. Encourage students to
guess and have fun with the activity.
Activity 1
• Focus attention on the model conversation.
• Preteach words and phrases students might not be
familiar with. For example: show and I wish!
• Have students read the conversation silently,
without doing the activity.
• Have students do the activity on their own.
• Play the recording. Allow time for students to
change incorrect answers. Check answers.
• Play the recording again. Pause after each line of the
conversation and have students repeat. Be sure to
correct pronunciation and intonation.
• Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.
ANSWERS
1. c 2. d 3. a 4. b
VARIATION
• Play the video instead of the recording when
students are checking their answers.
• Play the video again before students practice
the conversation. Pause after each line of the
conversation and have students repeat.
• When students are familiar with the conversation,
have them close their books. Pause the video before
Clare’s lines and have students say her lines.
• Repeat this procedure with Doug’s lines.
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Activity 2
• Focus attention on the chart. Explain that the chart
is color-coded, and that items in the green column,
for example, can be substituted into the green box in
the conversation. Demonstrate this with movie star.
Point out the other colors and the corresponding
columns in the chart and boxes in the conversation.
• Elicit other words or activities that can go in each
column. Explain to students that they can practice
with their own ideas as well as those in the book.
• Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.
Activity 3
• Focus attention on the example conversation in
the speech bubbles. Model the conversation with
a student.
• Write the conversation on the board. Show students
how the conversation can be adapted by erasing
actor and Edward Norton in the example on the
board. Replace this with singer and Adele.
• Have students make pairs and practice asking and
answering questions about their favorite actor,
singer, or musician. Encourage students to talk
about more than one person.
Conversation Tip
• Focus attention on the Conversation Tip. Model the
example for the class. Explain that the speaker says
Really? with a rising tone to show surprise. Model
Really? with a falling intonation to show how we
express interest.
• Have students make pairs and practice the model.
EXTRA IDEA
• Play this game with your class. Write the names
of several celebrities that your students are familiar
with on slips of paper.
• Have individual students come to the board and
select a slip at random. The other students in the
class have to ask yes/no questions to identify the
celebrity on the slip of paper. Students can ask
questions such as:
Is it a woman?
Is she an actor?
Does she have long hair?
• Each student gets to ask two questions to guess who
the celebrity is.
SMART CHOICE ONLINE
Remind students that there are extra Conversation
practice activities on Online Practice and On The Move.
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 What’s she like? • Unit 8

CONVERSATION

ONLINE
PRACTICE

1 Complete the conversation. Then listen and check your answers.

Practice the conversation with a partner.

a. dark b. cool c. actor d. tall

Clare Hey! That’s Bo Marshall!

Doug Who?
Clare Bo Marshall, the 1 . He’s on this show.
Doug Which one is he? What does he look like?
Clare He’s 2 , and he has 3 hair.
Doug Oh, I see him. Do you know him?
Clare Yes, I do. I was in high school with him.
Doug Really? What’s he like?
Clare He’s really nice. And he’s very 4 .
Doug I see. Was he your boyfriend in high school?
Clare I wish!

2 PAIR WORK. Practice the conversation again.

Use the ideas below. Add your own ideas.

1 2 3 4
movie star good-looking blond serious

singer short red funny

CONVERSATION TIP
EXPRESSING EMOTION
Use a rising tone to express
surprise.
3 PAIR WORK. Describe your favorite actor, singer, or
musician. Ask and answer questions. I was in
high school
My favorite actor is with him.
Edward Norton. What does he look like?

Really?
He’s tall and thin.

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 What’s she like? • Unit 8

LANGUAGE PRACTICE
Be like and look like Grammar Reference page 131

What’s she like? She’s smart, funny, and confident.

What does she look like?
Who does she look like?
She’s tall and good-looking.
She has long, curly red hair.
She looks like Julia Roberts.
ONLINE
PRACTICE

1 Match the questions and answers.

1. What’s your sister like? d a. He’s very smart.
2. What does your sister look like? b. She’s tall and thin.
3. Who does your sister look like? c. He looks like me.
4. What is your brother like? d. She’s very funny and confident.
5. Who does your brother look like? e. Natalie Portman.

2 Complete the conversations.

1. A Do you know my friend Luisa Alva? 3. A Do you know Jun and Chong-hee?
B No. What does she look like ? B No, ?
A She’s very tall. A He’s tall, and she’s very short.
2. A Do you know any TV stars? 4. A Do you know anybody famous?
B Yes, I do. I know Oprah Winfrey. B Yes. I know Johnny Depp and his daughter.
A Really? ? A Really? ?
B She’s very smart. B They’re very cool.

3 PAIR WORK. Ask and answer questions like in Activity 2.

Do you know my friend
Carlos Rodriguez? No. What does
he look like?

PRONUNCIATION—Linked sounds
with does and is
1 Listen. Notice the linked sounds with does and is.
1. What does he do?
2. What is he like?
3. What does she look like?
4. What is she doing?

2 Listen again and repeat. Be sure to link the words.

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 LANGUAGE PRACTICE ANSWERS
1. What does she look like?
The goal of this section is to present and practice the 2. What’s she like?
target grammar: be like and look like. 3. what do they look like?
• Books closed. Elicit the adjectives from pages 50 4. What are they like?
and 51. Write them on one side of the board.
• Draw a two-column chart titled Appearance and VARIATION
Personality on the other side of the board. Have
To check answers, have students make pairs. Ask pairs
students come to the board and copy the adjectives
to read the conversations out loud.
in the appropriate column.
• Books open. Write the questions and answers from
the Language Practice box on the board. Explain Activity 3
that we use be like for personality and look like for • Focus attention on the example conversation in
appearance. When using look like, do or does is used the speech bubbles and write them on the board.
in the question form. For example: What does she Show students how the conversation can be adapted
look like? by erasing Carlos Rodriguez in the example on the
• Direct students to page 131 of the Grammar board. Replace this with a friend’s name.
Reference for more information and practice. • In pairs, have students ask and answer questions like
• LANGUAGE NOTE: The use of like can be very those in Activity 2.
confusing for students. In addition to the uses of
like presented in the Language Practice box, we can
say I like to mean I enjoy. If your students watch
English-language movies, they may be aware that
PRONUNCIATION
like can be used as a kind of pause, similar to um or The goal of this section is to focus on linked sounds
uh. For example: I, like, don’t know what to say. with does and is.

Activity 1 Activity 1
• Focus attention on the two columns. Explain that Focus attention on the examples. Explain that the t
students match the questions on the left with the sound in What often sounds like d and that the words
answers on the right. What does he and What is she often sound like one
• Review the vocabulary items before students start word. Model the examples. Then play the recording.
the activity.
• Have students do the activity on their own. Activity 2
• Check answers. Play the recording again. Have students practice saying
• CULTURE NOTE: Natalie Portman, born in Jerusalem the examples in Activity 1.
in 1981, is a female actor. She grew up in the U.S.
She’s 1.60m and has dark hair. She had a role in Star
Wars Episodes I–III. SMART CHOICE ONLINE
Remind students that there are extra Language Practice
ANSWERS
activities on Online Practice and On The Move.
1. d 2. b 3. e 4. a 5. c

Activity 2
• Focus attention on the four conversations.
Explain to students that they need to complete the
conversations with questions.
• Have students do the activity on their own.
• Check answers.
• CULTURE NOTE: Oprah Winfrey, born in 1954, is
an American TV host, actor, businesswoman, and
philanthropist. She is most famous for The Oprah
Winfrey Show. Johnny Depp, born in 1963, is an
American actor. His movies include the Pirates
of the Caribbean series, Alice in Wonderland, and
Charlie and the Chocolate Factory.
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 LISTENING
The goal of this section is to practice listening for the
main idea, to practice listening for specific information,
and to discuss the listening passages.
EXTENSION
Have students discuss some of the topics raised in the
listening activities. Say John thinks elementary school
teachers are smart. Then ask What do you think?
and Do you think college teachers are smarter than
elementary school teachers?

Activity 1—Before you listen

• This activity introduces three new vocabulary items: SMART TALK
fit, messy, and relaxed.
Teaching notes for the Smart Talk activity begin on
• Focus attention on the pictures. Have students
page T–98.
describe the people. Model each new vocabulary
item and have students repeat.
• Have students do the activity on their own. Smart Choice Online
• Check answers. Remind students that there are extra Listening practice
activities on Online Practice and On The Move.
POSSIBLE ANSWERS
A. 1, 2 B. 1, 2 C. 2, 1

Activity 2
• Focus attention on the pictures and the places
where students need to number the activity.
Remind students there are only three pictures but
four conversations.
• Play the recording and have students do the activity.
• Check answers.
ANSWERS
A. 2 B. 1 C. 4

Activity 3
• Focus attention on the answer choices. If necessary,
teach roommates.
• Play the recording again. Have students choose the
correct answers.
• You can stop the recording after each conversation
to give time for students to answer.
• Check answers.
ANSWERS
1. a 2. a 3. b 4. b

Activity 4
• In this activity, students listen to a continuation of
conversation 1 in Activity 2.
• Preview the answer choices. You may want to
preteach education.
• Play the recording. Then check the answers.
ANSWERS
1. b 2. a 3. a

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 What’s she like? • Unit 8

LISTENING
1 descriptions
BEFORE YOU LISTEN Look at the people in the pictures. Choose the
you agree with.

A. B. C.
She looks like... He looks like... He looks like...
1. an athlete. 1. an actor. 1. a doctor.
2. a singer. 2. a chef. 2. a musician.
She looks... He looks... He looks...
1. unhealthy. 1. shy. 1. relaxed.
2. fit. 2. stylish. 2. messy.

2 Listen to the conversations and number the pictures in Activity 1 in the order
that you hear them. There’s one extra conversation.

3 Listen again. Who is talking? Choose the correct answer.

1. a. two people at a party 3. a. two roommates
b. a brother and a sister b. people thinking about being roommates
c. two people in an online chat room c. a student and a teacher

2. a. a father and a salesperson 4. a. two famous baseball players

b. a father and his daughter b. two friends from English class
c. a girl and a woman in a store c. a famous baseball player and a fan

4 Listening PLUS. Listen to more of the first conversation.

Choose the correct answer.
1. John was at college with Alex and .

a. knows of his sister Tina b. knows of his sisters Tina and Amanda
2. Alex has three sisters, and one of them .
a. works in television b. is a famous movie star

3. Alex’s sisters Sandy and Amanda .

a. are both teachers b. are both TV stars

SMART TALK
Student A: Turn to page 91.
My best friend Student B: Turn to page 103. 53
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 What’s she like? • Unit 8

READING
1 BEFORE YOU READ Look at the title. What do you think the article is about?

My
My best friend is Barbara. She’s tall,
slim, and very pretty. She has long,
curly brown hair. I like her because
she’s a friend when times are good or
bad. She’s always there when I need
her. She’s patient, she’s kind, and
she’s very stylish.
My best friend’s name is Diane
Costello. She’s medium height, and she
has straight blond hair—I want hair like
that! I love her because she’s a good
listener, and she understands me. My
other friends understand me, but they
don’t listen!
and Me
Pablo Montana is
my best friend. He’s
a year older (I’m 18),
but we’re in the same
college class. We like
the same things—
soccer, basketball, social networking
sites. He’s tall, and he has short brown
hair and a great smile. He’s confident,
smart, and very cool.
My best friend’s name is Lenny Mason.
He’s a really nice guy. He’s tall (but I’m
taller!), and he has short blond hair. He’s
a very funny guy, and he always looks
very cheerful. We laugh a lot when we’re
together. I like my other friends, but some
of them don’t have our sense of humor.
ONLINE
PRACTICE

2 Read the article. Look at the pictures. Who is Barbara, Diane, Pablo, and Lenny?
3 Read the article again. Choose the correct answer.
1. Why does Diane like Barbara?
a. She’s a friend in bad times. b. She always needs her.

2. Why does Barbara like Diane?

a. She listens. b. Her hair is nice.

3. What things are the same about Pablo and Lenny?

a. Their age. b. Their interests.

4. What is different about Pablo and Lenny?

a. Their sense of humor. b. Their height.

4 GROUP WORK. Do you know anyone like the four people?

My friend Luis is like Lenny.
He has curly blond hair. Really? My friend Kate
has curly blond hair, too.

WRITING
Turn to page 111.
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 READING
The goal of this section is to practice reading
comprehension.
Activity 1—Before you read
Have students look at the article. Then focus attention
on the question.
SUGGESTED ANSWER
It’s an article describing people and their best friends.
Activity 2
• Focus attention on the article.
• Ask How many paragraphs are there in the reading?
Elicit There are four paragraphs.
• Point out that there are four people in the pictures.
Explain that each paragraph describes one of the
people in the pictures. Students have to match the
paragraphs with the people in the pictures.
• Have students scan the article quickly and identify
the people in the pictures.
ANSWERS
Barbara is the woman on the right with the curly
brown hair.
Diane is the woman on the left with the blond hair.
Pablo is the man on the left with short brown hair.
Lenny is the man on the right with short blond hair.
Activity 3
• Focus attention on the items and the answer choices.
• Read the article aloud or play the recording.
Tell students not to be concerned if they do not
understand every word.
• Then have students read the article and do the
activity on their own.
• Check answers. Then read the article aloud again.
This time, have students stop you when there is a
word they cannot understand. Have other students
provide the answers by paraphrasing, drawing,
or miming.
ANSWERS
1. a 2. a 3. b 4. b
Extension
• Have students write questions about the reading.
For example: What’s Lenny like?
• Have students read their questions to the class.
• Have other students answer the questions.
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CHALLENGE WORDS
• Focus attention on the words in blue in the article
and explain that these are challenge vocabulary
terms.
• Write each sentence containing blue words on
the board.
• If these challenge words haven’t been defined by
this point, ask students to use the context of the
sentence to guess the definition of each one and
then check their guesses in a dictionary. Elicit and
write the correct definitions on the board.
• Have students create new sentences for each
challenge term and share them with the class.
Activity 4
• Focus attention on the question.
• Write the example conversation in speech bubbles
on the board. Show how they can be changed. For
example, in the model, replace My friend Luis with
My brother Paul.
• Have students do the activity in groups.
• Allow time for groups to discuss the answer. Then
elicit answers from individual students.
Extension
• Have students write paragraphs about someone they
know and admire, like the examples in the reading.
• Write the following questions on the board:
What is the person like?
What does the person look like?
Why do you admire this person?
• When students have completed the activity, have
some read their paragraphs for the class.
WRITING
Teaching notes for the Writing section are on
page T–111.
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 SPEAKING
The goal of this section is to practice the language in the
unit in an enjoyable, meaningful, and personalized way.
Activity 1
• Focus attention on the chart. Ask What are the three
types of things the chart asks about? (personality,
looks, interests)
• Review the vocabulary. Elicit an explanation or an
example for the words. For example: Victor is funny.
Everyone laughs at his jokes. Adam is tall. Tall is the
opposite of short. I like sports, especially soccer and
basketball.
• Have students complete the chart on their own.
ANSWERS
Answers will vary.
• Have students go online to find a questionnaire
about personality. Suggest that they can search for
personality quiz.
• Have students write a list of new personality words
with their definitions and present it to the class.
• Remind students that they can also share the
information they find on the Discussion Board on
Online Practice. You might also want to ask them
to use the Discussion Board for the next unit’s
Warm-Up activity.
TESTING PROGRAM
Print Unit 8 Test from the Testing Program for an
end-of-unit assessment.

EXTENSION
Write on the board: Is it important to be funny? How
important is it? How important is being tall? How
important is an interest in music? Ask students the
questions. Elicit very important, important, or not
important. Demonstrate how to adapt the questions. For
example: How important is being smart? Students can
use these questions to compare answers in Activity 2.

Activity 2
• Model the activity with a student. Ask Is it
important to you that your friend is funny? Elicit the
response. For example: Yes, it is very important to
me./No, it isn’t important to me.
• Have students make groups and compare answers.
Have students divide the items in the chart, so that
each member of the group asks about at least one
quality. Make sure everyone takes notes on each
member’s responses.
• Ask the groups to report their answers to the class.
For example: Everyone thinks it’s important for a
friend to be helpful. Most people think it’s important
that friends are interested in sports.

Activity 3
• Focus attention on the description in the speech
bubble. Point out that there is one sentence about
each category in the chart.
• Have students complete the activity on their own.
• Ask students to read their descriptions to the class.

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 What’s she like? • Unit 8

SPEAKING — What’s important to you?

1 Complete the chart about what’s important to you when you make friends.
WHAT’S IMPORTANT TO YOU?
Very important Important Not important
Personality
funny
patient
quiet
smart
helpful
confident
serious
Looks
tall
thin
good-looking
hair color
Interests
sports
music
dancing
movies
art

2 GROUP WORK. Compare your answers.

3 CLASS ACTIVITY. Write two or three sentences to describe a friend.
Then share them with the class.

My friend is quiet and serious. He’s

tall and good-looking. We like the
same things like sports and movies.

GO Find a questionnaire about personality.

ONLINE Make a note of any new personality words. Discuss them in class.

NOW I CAN
SPEAK I N G G R A MM A R LISTEN IN G REA D IN G
describe appearances use be like and look understand short understand short
and personalities. like for descriptions. descriptions of people. descriptions of friends.
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 9 What can you do there? WARM
UP
What are some
SPEAKIN G GRAMMAR LISTEN IN G REA D IN G tourist attractions
Tourist sites Can and can’t Describing attractions Famous cities in your city?

VOCABULARY
1 Look at the map. What are the attractions? Write the correct letter.
Then listen and check your answers.

a. palace c. cathedral e. zoo g. statue

b. tower d. park f. market h. museum

d 1
3

8
6

5 7

ONLINE
PRACTICE

2 Match the places with what you can do there.

1. park a. see lots of interesting things from history
2. cathedral b. play soccer or sit and read a book
3. museum c. see many different animals
4. zoo d. buy fruit and vegetables
5. market e. look at the beautiful building
and colorful windows
VOCABULARY TIP
3 PAIR WORK. Which places do you want to visit? Tell your Connect words with people
you know. Make sentences.
partner.
A I want to visit the zoo because I love animals.
B I love food, so I want to visit the market. Park: Ya-ting
goes to a park
every week.
Museum: My
dad works at a
museum.

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 9 What can you do there?
SPEA KIN G
Tourist sites
G R A MM A R
Can and can’t
L istening
Describing attractions
R ea ding
Famous cities

Vocabulary:  cathedral, market, museum, palace, park, statue, tower, zoo;

camping, riverboat cruise, safari, trail riding
Conversation:  Recommending places to see
Language Practice:  Can and can’t
Pronunciation:  Reduced and unreduced can and can’t
Listening:  Recommending places to see
Smart Talk:  An information gap activity about famous events
Reading:  An article about Istanbul
Writing:  An article about your hometown
Speaking:  A discussion and presentations about places to visit

VOCABULARY • Have students do the activity on their own.

• Check answers.
The goal of this section is to present and practice the
target vocabulary: tourist attractions. ANSWERS
1. b 2. e 3. a 4. c 5. d
Warm-Up
• Books closed. Write the name of a well-known city,
such as New York City on the board. Elicit tourist Activity 3
attractions such as The Statue of Liberty, and write • Focus attention on the model conversation and
them on the board. write it on the board.
• Then ask What are some tourist attractions in your • Focus attention on the attractions and the reasons
city? Elicit answers and write them on the board. that are underlined.
• If students contributed to the Warm-Up Discussion • Explain to students that they can change the
Board as part of the Online Practice, look at their underlined items with their own ideas.
comments now with the class. • Model the conversation. Then model it again, this
time using other attractions and reasons why you
want to visit there.
Activity 1
• Books open. Focus attention on the picture and the
• Have students do the activity in pairs. Make sure
pairs change roles so they practice both parts.
items in the box.
• Model the target vocabulary items: cathedral,
• Have some pairs perform their conversations for
the class.
palace, etc.
• Have students complete the activity on their own. ANSWERS
• Play the recording. Allow time for students to Answers will vary.
change incorrect answers.
• Check answers.
ANSWERS
Vocabulary Tip
• Focus attention on the Vocabulary Tip. Explain
1. d 3. c 5. b 7. f
to students that connecting new vocabulary to
2. a 4. e 6. h 8. g
something that they know and like can help them
remember more effectively.
EXPANSION • Have students practice this tip by writing similarly
Elicit other famous parks, towers, museums, etc., that personalized sentences.
students know. • Have students read their sentences to the class.

Activity 2 Smart Choice Online

• Focus attention on the places on the left and the Remind students that there are extra Vocabulary practice
activities you can do there on the right. Make activities on Online Practice and On The Move.
sure students understand how to do this kind of
matching activity.
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 CONVERSATION
The goal of this section is to present and practice
the target vocabulary and grammar of the unit in a
typical conversation.
WARM-UP
• Books closed. Write the following on the board:
Place
What to see
What to do
• Elicit a place all students are familiar with and write
it on the board. Then elicit what a visitor can see
there and what a visitor can do there. Write these
things on the board.
• Books open. Focus attention on the picture. Write
on the board: How do the two men look? and Do
they look excited, upset, angry, etc? Elicit responses
to the questions and write them on the board.
Encourage students to guess and have fun with
the activity.
Activity 1
• Focus attention on the model conversation.
• Preteach the Zona Rosa and Mexico City. See the
Culture Note below for information about the
Zona Rosa.
• Have students read the conversation silently,
without doing the activity.
• Have students do the activity on their own.
• Play the recording. Allow time for students to
change incorrect answers. Check answers.
• Play the recording again. Pause after each line of the
conversation and have students repeat. Be sure to
correct pronunciation and intonation.
• Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.
• CULTURE NOTE: The Zona Rosa is a neighborhood
near the historic center of Mexico City. It is
famous for art galleries, restaurants, antique
stores, and nightclubs. There is also a large Korean
community.
ANSWERS
1. b 2. d 3. c 4. a
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VARIATION
• Play the video instead of the recording when
students are checking their answers.
• Play the video again before students practice
the conversation. Pause after each line of the
conversation and have students repeat.
• When students are familiar with the conversation,
have them close their books. Pause the video before
Marco’s lines and have students say his lines.
Activity 2
• Focus attention on the chart. Explain that the chart
is color-coded, and that items in the green column,
for example, can be substituted into the green box in
the conversation. Demonstrate this with New York.
Point out the other colors and the corresponding
columns in the chart and boxes in the conversation.
• Elicit other words or activities that can go in each
column. Explain to students that they can practice
with their own ideas as well as those in the book.
• Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.
• CULTURE NOTE: SoHo is the name of a neighborhood
in New York City with expensive stores, restaurants,
and galleries. There is also a Soho neighborhood
in London, but it does not have a capital H. Oxford
Street is a very busy shopping street in London with
more than half a million visitors daily.
EXTRA IDEA
• Have students write a short description of an
interesting place in their town or city.
• Have individual students read their descriptions to
the class. Have other students guess the place.
SMART CHOICE ONLINE
Remind students that there are extra Conversation
practice activities on Online Practice and On The Move.
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 What can you do there? • Unit 9

CONVERSATION

ONLINE
PRACTICE

1 Complete the conversation. Then listen and check your answers.

Practice the conversation with a partner.

a. the Zona Rosa b. Mexico City c. visit the museums d. next month

Alex Guess what! I’m going to visit 1 .

Marco Really? I went there last year! When are you going?
Alex 2 .
Marco Are you excited?
Alex Very! Can you tell me some things to see and do there?
Marco Sure. I always like to 3 . There are so many of them!
Alex And what about shopping? Where can I go?
Marco Oh! You can go to 4 . You can buy a lot of
cool things there.
Alex Thanks!

2 PAIR WORK. Practice the conversation again. Use the ideas below.
Add your own ideas.

1 2 3 4
New York tomorrow go to the theater SoHo

London in the summer visit the parks Oxford Street

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 What can you do there? • Unit 9

LANGUAGE PRACTICE
Can and can’t Grammar Reference page 132
Where can I go in Mexico City? You can go to the Zona Rosa.
What can I do there? You can buy cool things.
What else can I do there? You can eat good food.
Can I buy interesting things there? Yes, you can. No, you can’t.
ONLINE
PRACTICE

1 Complete the questions. Use the verbs in the box.

buy eat take meet watch

1. Where can I take a tour of the city?

2. Where I a good baseball game?
3. Where I presents?
4. Where we good food?
5. Where you interesting people?

2 Complete the conversation.

A Where can I look at some paintings around here?
B You to the Guggenheim Museum.
A When there?
B You there on weekends.

3 PAIR WORK. Ask and answer the questions in Activity 1. USEFUL WORDS
A Where can I take a tour of the city? every day
B You can take a tour from a bus downtown. on weekends
A When can I take it? on Saturdays
on Saturday nights
B You can take a tour every day.
on Sunday afternoons

PRONUNCIATION—Reduced and
unreduced can and can’t
1 Listen. Notice the reduced sound of can in statements and
questions but not in short answers. Can’t is never reduced.
1. Can I get there by train? /k n/ I get there by train?
e

2. Yes, you can. Yes, you /kæn/.

3. No, you can’t. No, you /kænt/.
4. What can I do there? What /k n/ can I do there?
e

5. You can shop and buy gifts. You /k n/ shop and buy gifts.
e

2 Listen again and repeat. Be sure to reduce can correctly.

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 LANGUAGE PRACTICE
The goal of this section is to present and practice the
target grammar: can and can’t.
• Books closed. Explain that can has a number of
meanings. The meaning of can presented here
expresses possibility rather than ability. For
example: I can go to the bank at lunch. rather than I
can sing.
• Books open. Review all the examples in the
Language Practice box. Point out the position
of can, the pronoun, and the main verb in the
questions. Then show the position of the pronoun
in the statements.
• Direct students to page 132 of the Grammar
Reference for more information and practice.
Activity 1
• Focus attention on the five questions. Explain that
students need to fill in the blanks with can and one
of the verbs in the box.
• Have students complete the activity on their own.
• Check answers.
ANSWERS
1. can, take 3. can, buy 5. can, meet
2. can, watch 4. can, eat
• Focus attention on the underlined items in the
model. Explain that students can change the
conversation with the questions from Activities 1
and 2, and their own ideas.
• Model the conversation. Then model it again, this
time using other places and time expressions.
• Elicit another example. Then have students do the
activity in pairs. Make sure pairs change roles so
they practice both parts.
• Have some pairs perform their conversations for
the class.
ANSWERS
Answers will vary.
PRONUNCIATION
The goal of this section is to focus on reduced and
unreduced can and can’t.
Activity 1
Model the examples. Explain that can is usually not
stressed in a sentence, and is often linked to the word
that comes after it. Can’t, however, is usually stressed,
and is not linked to other words. Then play the
recording.

Activity 2
Activity 2 Play the recording again. Have students practice saying
• Focus attention on the picture. Ask Where is the the examples in Activity 1.
person? and What’s he looking at? Elicit He’s looking
at a painting.
SMART CHOICE ONLINE
• Focus attention on the activity.
Remind students that there are extra Language Practice
• Make sure students understand that the original activities on Online Practice and On The Move.
Guggenheim Museum is a famous art museum in
New York City designed by Frank Lloyd Wright.
• Have students complete the activity on their own.
• Check answers.
• CULTURE NOTE: The original Guggenheim Museum
is in New York City. There are now sister museums
in Bilbao, Abu Dhabi (under development),
Berlin, and Venice. All of these museums combine
distinguished architecture with great works of art.
ANSWERS
1. can I look at 3. can I go
2. can go 4. can go

Activity 3
• Focus attention on the model conversation in the
book and write it on the board.
• Explain that the first line of the conversation is
the first question in Activity 1. The third line is a
follow-up question.
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 LISTENING
The goal of this section is to practice listening for the
main idea, to practice listening for specific information,
and to discuss the listening passages.
EXTRA IDEA
Play the recording again or have students turn to the
audio script on page 119. Have students take notes on
other details. Then have students write one true and
one false statement. Ask students to read a sentence to
the class and elicit if it is true or false.

Activity 1—Before you listen

• This activity introduces four new vocabulary items:
camping, riverboat cruise, safari, and trail riding.
• Focus attention on the pictures. Have students
describe what they see. For the first picture, ask
What do you see? Elicit sentences, such as There is
a boat on a river. and/or This is a cruise. Repeat this
procedure with the other pictures.
• Model each new vocabulary item and have students
repeat.
• Have students write the letter of the word on the
correct photo.
• Check answers.
ANSWERS
1. c 2. a 3. b 4. d
Activity 2
• Focus attention on the chart. Ask What cities are the
speakers talking about? Elicit Nairobi, Quebec City,
and New Orleans. Elicit the countries for each city:
Kenya, Canada, and the United States.
• Point out that as they listen, students will draw
an arrow from the speaker to the city, to the
description, and finally to the activity.
• Play the recording and have students do the activity.
• Check answers.
ANSWERS
Seline, New Orleans, French Quarter, riverboat cruise
Thomas, Nairobi, Green City in the Sun, safari
Veronique, Quebec City, old and historic city, trail riding
Activity 3
• Focus attention on the statements and have students
read them so they know what to listen for.
• Play the recording and have students choose True
or False.
• Check answers.
ANSWERS
1. True 4. True
2. True 5. True
3. False 6. False
Activity 4
• In this activity, students listen to a continuation
of the three conversations in Activity 2. The three
speakers recommend other places to visit in their
countries.
• Focus attention on the items. You may want
to preteach barbecue, scuba diving, traditional,
marathon, and comedy. Explain that students choose
the things the speakers talk about.
• Play the recording and have students do the activity.
• Check answers.
ANSWERS
1. Memphis: barbecue cooking, Africa in April, Italian
festival
2. Mombasa: scuba diving, traditional music, run a
marathon
3. Montreal: comedy festival, jazz, theater
EXTENSION
• Write additional comprehension questions on
the board:
How long is Africa in April?
What other kinds of music can you hear in
Mombasa?
What’s the name of the comedy festival?
• Have students turn to the audio scripts on pages 119
and 120 to check the answers.
• Check answers with the class.
SMART TALK
Teaching notes for the Smart Talk activity begin on
page T–100.
SMART CHOICE ONLINE
Remind students that there are extra Listening practice
activities on Online Practice and On The Move.

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 What can you do there? • Unit 9

LISTENING
1 BEFORE YOU LISTEN Look at the pictures. Write the correct letter.

a. safari b. trail riding c. riverboat cruise d. camping

1 2 3 4

2 Listen and connect the people, the places, and the activities.
Seline Nairobi old and historic city trail riding

Thomas Quebec City Green City in the Sun safari

Veronique New Orleans French Quarter riverboat cruise

3 Listen again. Choose ( ) True or False.

True False
1. The music and food are both good in New Orleans.
2. You can take a riverboat cruise to other cities.
3. The national park is far away from Nairobi.
4. Every day, you can see elephants taking a bath.
5. You can ride horses near the river in Quebec City.
6. You can’t ride horses in winter there.

4 Listening PLUS. Listen to the people talk about other places in their country.
Choose ( ) the things you can see, hear, or do in the three new places.
1. Memphis 2. Mombasa 3. Montreal
Japan week scuba diving comedy festival
barbecue cooking mountain climbing jazz
Africa in April traditional music theater
Italian festival run a marathon swimming

SMART TALK
Student A: Turn to page 92.
Don’t miss it! Student B: Turn to page 104. 59
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 What can you do there? • Unit 9

READING
1 BEFORE YOU READ Look at the pictures of Istanbul. What do you see?

UNIQUE ISTANBUL
Istanbul is unique. If you go to Europe, you must visit Istanbul
— it is the only city in both Europe and Asia. It has a population
of more than fourteen million people. Istanbul is the biggest city
The Grand Bazaar
in Europe and also the biggest in the Middle East. You can
visit the main attractions in the European side of the city.
The Grand Bazaar was built in 1461 and is one of the
world’s oldest and largest markets. You can buy traditional
Turkish carpets, gold jewelry, and leather goods there. The
Blue Mosque was built in 1610. The interior is beautiful. You
can see blue tiles on the walls and two hundred and fifty
stained glass windows.
The Blue Mosque
You can visit the Topkapi Palace Museum near
the Blue Mosque. It was built in 1470. Before it was a
museum, it was a sultan’s palace, and it is the oldest
and largest palace in the world. It’s huge—the walls of
the palace are three miles long.
Is there more? Yes! You can eat amazing food, listen
to exciting music, and speak to friendly people. You
really have to visit Istanbul. The Topkapi Palace Mu
seum ONLINE
PRACTICE

2 Read the article about Istanbul. What do these numbers refer to?
3 250 1461 1470 1610 14,000,000

3 Read the article again. Answer the questions.

1. Why must you visit Istanbul?

2. What can you buy at the Grand Bazaar?

3. What can you see in the Blue Mosque?

4. How big is the Topkapi Palace Museum?

4 GROUP WORK. Do you want to visit Istanbul?

Yes, I want to visit Istanbul.
Me, too! I want to go to the
Topkapi Palace Museum.

WRITING
Turn to page 112.
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 READING CHALLENGE WORDS
• Focus attention on the words in blue in the article and
The goal of this section is to practice reading explain that these are challenge vocabulary terms.
comprehension. • Write each sentence containing blue words on
the board.
Activity 1—Before you read • If these challenge words haven’t been defined by
this point, ask students to use the context of the
• Focus attention on the pictures of Istanbul. Ask sentence to guess the definition of each one and
What do you see? Do you know these places? and then check their guesses in a dictionary. Elicit and
What do you know about them? Elicit answers. write the correct definitions on the board.
• CULTURE NOTE: Istanbul was founded in 660 BCE • Have students create new sentences for each
(Before the Common Era) and was known as challenge term and share them with the class.
Byzantium. The city was also called Constantinople
at one time. Istanbul served as the capital of the
Roman, Byzantine, Ottoman, and Latin empires. Activity 4
With more than 12 million visitors in 2015, it is the
world’s fifth most popular tourist destination.
• Focus attention on the question and on the example
conversation in the speech bubbles. Write them on
POSSIBLE ANSWERS the board.
The Grand Bazaar, the Blue Mosque, Topkapi Palace • Show students how the example conversation can be
Museum adapted by erasing go to the Topkapi Palace Museum
in the example on the board. Replace this with shop
in the Grand Bazaar.
Activity 2 • Have students make groups and discuss the
• Books closed. Read the article aloud to the class question.
or play the recording. Tell students not to be
concerned if they do not understand every word.
• Books open. Have students read the article and do
WRITING
the activity on their own. Teaching notes for the Writing section are on
• Check answers. Read the article aloud again. This page T–112.
time, have students stop you when there is a word
they cannot understand. Have other students
provide the answers by paraphrasing, drawing, or
miming.
ANSWER
3: walls of Topkapi Palace Museum are three miles long
250: the Blue Mosque has 250 stained glass windows
1461: the year the Grand Bazaar was built
1470: the year the Topkapi Palace Museum was built
1610: the year the Blue Mosque was built
14,000,000: the population of Istanbul

Activity 3
• Focus attention on the questions. Have students
read the article again and write answers to the
questions.
• When checking answers, have individual students
read the questions one at a time. After each
question, elicit the answer.
ANSWERS
1. It is the only city in both Europe and Asia.
2. You can buy traditional Turkish carpets, gold jewelry,
and leather goods.
3. You can see blue tiles on the walls and two hundred
and fifty stained glass windows.
4. It’s huge.

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 SPEAKING
The goal of this section is to practice the language in the
unit in an enjoyable, meaningful, and personalized way.
Activity 1
• Books closed. Ask What do you know about South
Africa? If possible, elicit the following facts:
It’s very beautiful.
There are a lot of different kinds of animals.
There are mountains, beaches, and rivers there.
It’s next to the ocean.
• Books open. Focus attention on the pictures and the
question.
• Elicit answers.
SUGGESTED ANSWERS
You can see different kinds of animals.
You can go on a safari.
You can go on a riverboat cruise.
You can go surfing in the ocean.
Activity 2
• Books closed. Elicit activities that students do in
your country. Write students’ responses on the
board.
• Books open. Go over the questions in the book. If
necessary, teach spring, summer, fall, winter, and
souvenirs.
• Choose a place that students are familiar with.
Then focus attention on the first question and elicit
several answers. Write these on the board. Review
the tourist attractions vocabulary items (zoo, park,
statue, etc), on page 56, and the verbs (buy, take, eat,
etc.) on page 58, if necessary.
• Have students do the activity in groups.
• When they have completed the activity, elicit some
answers and write them on the board.
ANSWERS
Answers will vary.
Activity 3
• Have students work in the same groups from
Activity 2 and have them prepare a presentation
using their discussion and notes. Each member of
the group should participate in the presentation.
• Suggest ways students can organize their
information. For example: each student could
answer one or more questions, or each student
could cover one or more places.
• Have groups give their presentation to the class.
VARIATION
Instead of students giving their presentation to the
class, have each group give the presentation to another
group.
• Have students go online to find out information
about things to do in a particular country. Suggest
that they can search for the name of the country
and the most interesting things to do. If necessary,
explain that they can usually find this information
on the website of an official tourist organization for
that country as well as popular tourist websites.
• Have students write a text with the information or
present it to the class.
• Remind students that they can also share the
information they find on the Discussion Board on
Online Practice. You might also want to ask them
to use the Discussion Board for the next unit’s
Warm-Up activity.
TESTING PROGRAM
Print Unit 9 Test from the Testing Program for an
end-of-unit assessment.

EXTENSION
• Have each student think of one interesting place to
visit in their country, such as a museum or a park.
Tell students NOT to share the place with anyone.
• Have students make small groups and have them
take turns asking yes/no questions to try to guess
each student’s interesting place.

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 What can you do there? • Unit 9

SPEAKING — Come visit us!

1 Look at the pictures of South Africa. What can you see and do there?

VISIT SOUTH AFRICA!

2 GROUP WORK. Imagine that you want to make a tourist poster for your country.
Discuss these questions and make notes.
1. What are the most interesting places to visit?
2. Are there unique places to visit? Are these places famous?
3. What can you do and see there?
4. When is the best time to visit the places? Spring, summer, fall, or winter?
5. What can you eat there?
6. What can you buy there?

3 CLASS ACTIVITY. Each group takes turns to give a short presentation from their notes.
My favorite place to visit in Japan is the island
of Hokkaido. You can go there by plane. I love
to see the snow in the winter. The ramen from
Hokkaido is delicious!

GO Choose a country that you want to visit. Find out about the most
ONLINE interesting things to do there. Make notes and share with the class.

NOW I CAN
SPEAK I N G G R A MM A R LISTEN IN G REA D IN G
talk about use can and can’t. understand descriptions understand short texts
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 REVIEW Units 7–9
1 Read the conversation. Choose the correct answer.
Reporter Excuse me, I’m from WFBN Radio.
Your clothes are fantastic. You
look / look like a movie star!
1
Woman Oh, thank you.

Reporter Can you tell the listeners about them?

Woman OK. I’m wearing a baggy white jacket, a

black T-shirt, and jeans. [SAY MORE]

Reporter Tell me about your jacket. [SAY MORE]

Woman It’s a man’s jacket.

Reporter Really? Do you like men’s jackets?

Woman Yes. They’re more comfortable

than / as women’s jackets.
2
Reporter I see. And are they cheaper?

Woman No. This is more expensive /as expensive as

a woman’s jacket. 3

Reporter And your jeans... Are they designer

jeans?

Woman No, they’re regular jeans. They’re

better/ good than designer jeans.
4
Reporter I see. And you’re wearing high heels.

Woman That’s right. [SAY MORE]

Reporter They look / look like great!

5
Woman Thanks!

2 Listen and check your answers. Then practice the conversation with a partner.
3 PAIR WORK. Put a box around the clothes words. Practice the conversation
again. Use your own ideas for the clothes.

4 Practice the conversation again. This time add information and [ SAY MORE].

Reporter Can you tell the listeners about them?

Woman OK. I’m wearing a baggy white jacket, a black T-shirt, and jeans.
[I’m also wearing a scarf.]

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 REVIEW Units 7–9

Conversation
Review Objectives
• Vocabulary: clothing
• Grammar: be like and look like, comparative adjectives

The goal of this section is to review and practice
the language presented in Units 7–9 in a fun and
meaningful way.
Warm-Up
Books closed. Write the following question on the
board: What are you wearing? Say Tell us about your
clothes. Elicit answers and write them on the board.
Have students talk about their clothes as a
class activity.
Activity 1
• Books open. Focus attention on the people in the
picture. Ask What’s the man doing? What’s his job?
and What does the woman look like? What’s she
wearing? Elicit answers.
• Have students read the conversation silently. At
this time, students should ignore the [say more]
instruction. Then have students choose the
correct answers.
Activity 2
• Play the recording. Allow time for students to
change incorrect answers. Then check answers.
• Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.
ANSWERS
1. look like 4. better
2. than 5. look
3. as expensive as
• Elicit ideas for clothes and write them on the board
before students do the next part of the activity. Point
out that they might need to change other parts of
the conversation. For example, they will need to
change the line Tell me about your jacket. and the
subsequent lines that refer to the woman’s jacket.
• Have students practice the conversation again, this
time using their own ideas for the clothes.
ANSWERS
A box should be put around the following clothes:
baggy white jacket, black T-shirt, jeans, jacket, man’s jacket,
men’s jacket, women’s jackets, woman’s jacket, jeans,
designer jeans, regular jeans, designer jeans, high heels
Activity 4
• Focus attention on the conversation in Activity 1
again. Explain that [say more] means that students
should provide more information, to make the
conversation more interesting and to keep it going.
• Use the example I’m also wearing a scarf. to show
how you can say more.
• Have students practice the conversation again,
adding more information at [say more].

Activity 3
• Focus attention on the conversation in Activity 1.
Explain that students identify and put a box around
the clothes in the conversation. Students then
change these words with their own ideas.
• Have students make pairs and put a box around the
words. Then check answers.

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 Reading
Review Objectives
• Vocabulary: tourist attractions, words that describe personality
and appearance
• Grammar: can and can’t

Activity 5 Activity 7
• Focus attention on the web page. Ask What kind of • Elicit some of the personal details described in the
website do you think it is? article. For example:
• Have students look at the article quickly. Oscar writes that he has short hair.
• Have students answer the question. Brigit writes that she is shy.
ANSWER
Brigit writes that she is an engineering student.
Su-hyun writes that her hometown has the largest
It’s a social networking website.
department store in the world.
Elicit other details and write them on the board.
Activity 6 • Explain to students that they are going to write a
description of themselves. Encourage them to use
• Focus attention on the web page. Preteach mermaid, the range of details that are shown in the web page.
and any other words or phrases your students may
not understand. • Have students write the description on their
own. Then have students share their personal
• Review the questions. Then have students read the descriptions in groups.
three people’s introductions and do the activity on
their own. Check answers.
• CULTURE NOTE: Recife is a city in northeast Brazil.
Carnaval is a festival which takes place in many
cities in Brazil forty days before Easter.
ANSWERS
1. Oscar, Su-hyun 4. Busan
2. Oscar, Brigit 5. Recife and Busan
3. Malmö

EXPANSION
• Have students write other questions. For example:
What does Brigit study? or What are the people in
Recife like?
• Students can ask these questions to the class, or
can write questions which they pass to a partner
to answer.

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 Review • Units 7–9

5 Look at the website. What kind of website do you think it is?

www.worldofcontact.net

World of Contact
FIND FRIENDS MAKE CONTACT

SEARCH students 1 2 3 4 »

Hello! I’m 17, and I’m in my last year of high school. Next year, I want
to travel, so I want to connect with students in Asia and Europe. I’m
1.75m tall with short brown hair, and my friends say I look like Kaká,
the soccer player. I can’t play like Kaká, but I’m crazy about soccer!
I live in Recife, in Brazil. It’s a great city—we’re very friendly and
outgoing—and you can see so many things. There are many
Oscar, 17
beaches, cathedrals, and museums. The best time to come is during
Brazil
Carnaval. You can party all day and night!

I’m 21, and I’m studying to be an engineer. If possible, I want to

connect with engineering students in Asia and Latin America. I’m
quite serious and shy, so I prefer talking to people online.
I live in Malmö, Sweden. It’s a nice city, and it’s also very near the
Danish capital, Copenhagen. Copenhagen has cool museums, parks,
and a very famous statue of a mermaid. You can’t do much in Malmö,
Brigit, 21 but you can do a lot of things in Copenhagen.
Sweden

Hi! I’m a college freshman, and I want to connect with other English
learners, especially in Latin America. I’m 1.68m tall (I’m as tall as
my dad!), and I have long, black hair.
I live in Busan, South Korea. It is a big city, and we have big
attractions, too. The largest department store in the world is here,
and we have Korea’s best beaches. My favorite, though, are the
Su-hyun, 19
fish markets!
Korea

6 Read the introductions. Answer the questions.

1. Who describes his/her appearance?
2. Who describes his/her personality?
3. Which hometown is near a capital city?
4. Which hometown has the largest department store in the world?
5. Which hometown has great beaches?

7 GROUP WORK. Write something about you for the website.

Then share it with your group.

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 10 Is there a bank near here? WARM
UP
What is your favorite
SPEA KIN G GRAMMAR LISTEN IN G REA D IN G place in your
Places around town There is and there are Tourist facilities Favorite places neighborhood?

VOCABULARY
1 Look at the picture. What’s in the mall? Write the correct letter.
Then listen and check your answers.

a. coffee shop d. department store g. movie theater

b. shoe store e. restaurant h. bookstore
c. convenience store f. Internet cafe i. bank

i 3 4
1
2

6 7 9
5 8

ONLINE
PRACTICE

2 Match the places and the things you can do there.

1. a bank f a. check your email
2. a bookstore b. have coffee
3. an Internet cafe c. try on a pair of jeans
4. a coffee shop d. buy milk
5. a department store e. look at magazines
6. a convenience store f. change money

3 PAIR WORK. What other things can you do at these places?

Tell your partner.
A What can you buy at a convenience store?
B You can buy snacks, drinks, and magazines.

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10 Is there a bank near here?
SPEA KIN G
Places around town
G R A MM A R
There is and there are
L istening
Tourist facilities
R ea ding
Favorite places

Vocabulary:  bank, bookstore, coffee shop, convenience store, department store,

Internet cafe, movie theater, restaurant, shoe store; copy center, garden, sports stadium,
swimming pool
Conversation:  Describing places in the neighborhood
Language Practice:  There is and there are
Pronunciation:  Word stress in compound nouns
Listening:  Asking for directions
Smart Talk:  An information gap activity about places in the neighborhood
Reading:  An article about what to do in Sydney and Vancouver
Writing:  An email describing where you live
Speaking:  A talk about the best places to go and things to do in town

VOCABULARY Activity 2
• Explain that students need to match the places on
The goal of this section is to present and practice the the left with activities on the right. Focus attention
target vocabulary: places in the neighborhood. on the example.
• Have students do the activity on their own.
Warm-Up
• Check answers.
• Books closed. Ask Where do you go every week?
Elicit answers such as to class, to work, to the gym, to ANSWERS
the cafe, near the school, etc. Then ask What is your 1. f 3. a 5. c
favorite place in your neighborhood? Elicit answers 2. e 4. b 6. d
and write them on the board.
• If students contributed to the Warm-Up Discussion
Board as part of the Online Practice, look at their Activity 3
comments now with the class.
• Focus attention on the model conversation. Model
it for the class and write it on the board. Show
Activity 1 students how to change the model by replacing
a convenience store with a department store.
• Books open. Focus attention on the picture. Check
to see which places the students already know. • Have students do the activity in pairs.
• Model the target vocabulary items: coffee shop, • Then ask some pairs to perform for the class.
shoe store, etc. ANSWERS
• Have students complete the activity on their own. Answers will vary.
• Play the recording. Allow time for students to
change incorrect answers.
• Check answers. Extra Idea
• LANGUAGE NOTE: A cafe and a coffee shop are • Have students name their favorite businesses in
synonyms. An Internet cafe has computers which their neighborhood. Ask questions, such as What’s
customers can use. Many cafes and bookstores provide the name of your favorite shoe store? and What’s
free wifi to customers, but a password is often needed. the name of your favorite coffee shop? Encourage
students to agree or disagree. Elicit expressions such
ANSWERS as Really? I don’t like that place. or Me, too! That
1. i 4. b 7. c place is great! and write them on the board.
2. e 5. d 8. h • Have students do the activity in groups.
3. f 6. a 9. g

Smart Choice Online

Remind students that there are extra Vocabulary practice
activities on Online Practice and On The Move.

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 CONVERSATION
The goal of this section is to present and practice
the target vocabulary and grammar of the unit in a
typical conversation.
WARM-UP
• Books closed. Ask What do you buy every day or
most days? Elicit answers, such as coffee, etc.
• Then ask follow-up questions, such as Where do you
usually buy your coffee? and Where do you usually
buy your sandwiches? Then ask Where is that store?
Elicit answers.
• Books open. Focus attention on the picture. Write
on the board: What do you think the woman is
saying to the man? Elicit responses to the questions
and write them on the board. Encourage students to
guess and have fun with the activity.
Activity 1
• Focus attention on the picture. Ask students what
they think the person is asking about.
• Focus attention on the model conversation.
• Preteach words and phrases students might not be
familiar with, such as downtown.
• Have students read the conversation silently,
without doing the activity.
• Have students do the activity on their own.
• Play the recording. Allow time for students to
change incorrect answers. Check answers.
• Play the recording again. Pause after each line of the
conversation and have students repeat. Be sure to
correct pronunciation and intonation.
• Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.
ANSWERS
1. d 2. c 3. b 4. a
VARIATION
• Play the video instead of the recording when
students are checking their answers.
• Play the video again before students practice
the conversation. Pause after each line of the
conversation and have students repeat.
• When students are familiar with the conversation,
have them close their books. Pause the video before
Brian’s lines and have students say his lines.
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Activity 2
• Focus attention on the chart. Explain that the
chart is color-coded, and that items in the green
column, for example, can be substituted into the
green box in the conversation. Demonstrate this
with buy a coffee. Point out the other colors and the
corresponding columns in the chart and boxes in
the conversation.
• Elicit other words or activities that can go in each
column. Explain to students that they can practice
with their own ideas as well as those in the book.
• Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.
Conversation Tip
• Focus attention on the Conversation Tip. Explain
what echo means. Model the example for the class.
Explain that the purpose of an echo question is to
check that you have understood correctly.
• Have students find other examples of echo questions
in other Conversation sections in the book. For
example, on page 11, Brian says Suzy?
EXTRA IDEA
• Have students look at the conversation in Unit 9,
page 57. Ask two students to read it for the class.
• Have students make pairs. Tell students to find
places where the speakers could check their
understanding by asking echo questions.
• Pairs can write or say their answers.
• Have some pairs perform their conversations for
the class.
SMART CHOICE ONLINE
Remind students that there are extra Conversation
practice activities on Online Practice and On The Move.
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 Is there a bank near here? • Unit 10

CONVERSATION

ONLINE
PRACTICE

1 Complete the conversation. Then listen and check your answers.

Practice the conversation with a partner.

a. restaurants b. get something to eat c. a bank d. change some money

Brian Hi. Can you help me?

Ana Sure. What can I do for you?
Brian I want to 1 . Is there 2 in the
neighborhood?
Ana Yes, there is. There’s one across the street.
Brian Across the street?
Ana Yes.
Brian OK, and I’d like to 3 . Are there any
4 around here?
Ana No, sorry, there aren’t. But there are some downtown.
Brian Great. Thanks!
Ana You’re welcome.

2 PAIR WORK. Practice the conversation again. CONVERSATION TIP

Use the ideas below. Add your own ideas. CONFIRMING INFORMATION
Use echo questions to check
1 2 3 4 your understanding.
buy some
buy a coffee a coffee shop shoe stores
shoes
buy a watch a movie There’s one
a bookstore
travel book movie theaters across the street.

Across the street?

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 Is there a bank near here? • Unit 10

LANGUAGE PRACTICE
There is and there are Grammar Reference page 133
There’s a bank next door.
There isn’t a bank around here.
Is there a bank in the neighborhood? Yes, there is. There’s one across the street.
No, there isn’t.
There are some bookstores downtown.
There aren’t any bookstores around here.
Are there any bookstores around here? Yes, there are. No, there aren’t. ONLINE
PRACTICE

1 Complete the sentences.

1. I’m very happy because there’s a movie theater in my neighborhood.
2. a gym around here, but a nice park across the street.
3. I’m unhappy because any cheap restaurants in my neighborhood.
4. a coffee shop across the street, but any Internet cafes.

2 Complete the questions.

1. Is there a post office near you?
2. a train station in your neighborhood?
3. any shopping malls in your town?
4. any convenience stores in your neighborhood?
USEFUL WORDS
3 Complete these sentences about your neighborhood. across the street
Try to use words from the box.
around the corner
1. There is a really nice restaurant down the street . across from my house
2. good convenience store . near my house
3. big department store . down the street
on my street
4. nice coffee shop .
ten minutes away
5. good bookstore . on the next block
6. movie theater .

PRONUNCIATION—Word stress
in compound nouns
1 Listen. Notice the word in a compound noun that gets more stress.
1. I like to go to the coffee shop.
2. My father works in a department store.
3. The train station isn’t far from here.
4. Is there a movie theater in your town?

2 Listen again and repeat. Be sure to stress the correct word.

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 LANGUAGE PRACTICE
The goal of this section is to present and practice the
target grammar: there is and there are.
• Books closed. Write the following question on the
board: Is there a bank in the neighborhood? Elicit
answers for the area around your school. Repeat
with other businesses (bookstore, coffee shop, etc.)
until you have elicited several affirmative and
negative responses.
• Books open. Write the statements with there is and
there isn’t from the Language Practice box on the
board. Change the sentences (for example: change
bank to coffee shop) to make true statements about
the neighborhood of your school. Then have
the class make true statements with there is and
there isn’t.
• Repeat this procedure with there are and there aren’t.
• Direct students to page 133 of the Grammar
Reference for more information and practice.
Activity 1
• Focus attention on the example. Explain that
students need to complete the sentences with
there is, there isn’t, there are, and there aren’t. The
completed sentences must make sense. Point out the
use of but in items 2 and 4 and how it signals that
one part of each sentence will be negative and that
the other part will be affirmative.
• Have students do the activity on their own.
• Check answers.
ANSWERS
1. there’s 3. there aren’t
2. There isn’t, there’s 4. There’s, there aren’t
Activity 2
• Focus attention on the questions. Explain that
students are to complete the questions with Is there
or Are there.
• Have students complete the activity on their own.
• Check answers.
ANSWERS
1. Is there 3. Are there
2. Is there 4. Are there
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Activity 3
• Books closed. Write the prepositions from the
Useful Words box on the board. Make simple line
drawings to show what they mean.
• Books open. Write the first sentence on the board.
Show students how to change the sentence using
prepositions and the places presented in the unit.
For example: There is a really nice restaurant on the
next block.
• Have students do the activity in pairs.
ANSWERS
Answers will vary.
VARIATION
• Instead of presenting the prepositions to the
students, see if students already know them.
• Books closed. Draw simple line drawing to show
across the street, around the corner, etc. Elicit the
prepositions. Then have students open their books
and do the activity.
PRONUNCIATION
The goal of this section is to focus on the word stress in
compound nouns.
Activity 1
Model the examples. Then play the recording.
Activity 2
Play the recording again. Have students practice saying
the examples in Activity 1.
SMART CHOICE ONLINE
Remind students that there are extra Language
Practice activities on Online Practice and On The Move.
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 LISTENING Activity 4
• In this activity, students listen to a continuation of
The goal of this section is to practice listening for the the four conversations in Activity 2.
main idea, to practice listening for specific information,
and to discuss the listening passages. • Focus attention on the picture next to the activity.
Ask the following questions:
Where is the man swimming?
Activity 1—Before you listen Is he inside or outside?
• This activity introduces four new vocabulary Is he having fun?
items: copy center, garden, sports stadium, and Does he like the pool?
swimming pool.
• Then focus attention on the answer choices. Play
• Focus attention on the pictures. Have students the recording.
describe what they see. You may want to teach
flowers, path, printer, copier to help students • Check answers.
describe the pictures. ANSWERS
• Model each new vocabulary item and have Problems: The walk to downtown. The cost of using a
students repeat. computer at the business center.
• Have students write the letter of the word or phrase
on the correct picture.
EXTENSION
• Check answers.
• Write other comprehension questions on the board.
ANSWERS For example:
1. b 2. a 3. d 4. c What time does the swimming pool close?
What’s the problem with the park?
How much does it cost to use a computer at the
Activity 2 business center?
• Focus attention on the example. Explain that there Where is the business center?
are four conversations. Students write the number of Where are the bookstores?
the conversation next to the places in the activity.
• Have students listen again and answer the questions.
• Play the recording and have students do the activity.
• Check answers before doing the next activity. EXTRA IDEA
ANSWERS • Have students role play a conversation between a
1. swimming pool 3. shoe stores hotel guest and a front desk clerk. The hotel guest
2. park 4. coffee shop can ask the front desk clerk to recommend places to
go and things to do in the students’ town. Students
can take turns playing the role of the front desk clerk.
Activity 3 • You can extend this activity by having students
return to the front desk clerk, as in the Listening
• Have students listen to the conversations again and Plus activity, having had problems with the places
match the places in the column on the left with the which were originally recommended.
directions on the right.
• Play the recording again. Students can write or say
the answers. You can stop the recording after each
conversation to give time for students to answer. SMART TALK
ANSWERS Teaching notes for the Smart Talk activity begin on
page T–102.
1. d 2. a 3. b 4. c

SMART CHOICE ONLINE

EXTENSION
Remind students that there are extra Listening activities
• Write other comprehension questions on the board. on Online Practice and On The Move.
For example:
When is the swimming pool open?
How does the clerk describe the park?
Is Market Street nearby?
What’s the name of the cafe the clerk recommends?
• Have students listen again and answer the questions.
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 Is there a bank near here? • Unit 10

LISTENING
1 BEFORE YOU LISTEN Look at the pictures. Write the correct letter.

a. swimming pool b. garden c. sports stadium d. copy center

1. 2. 3. 4.

2 Listen to the woman helping tourists. Where do they want to go?

Write 1–4.
coffee shop park
1 swimming pool shoe stores
hotel Internet cafe

3 Listen again. Match the places with their locations.

1. swimming pool a. on the next block
2. park b. on Market Street
3. shoe stores c. around the corner
4. coffee shop d. two blocks away

4 Listening PLUS. Listen to the tourists later.

Choose ( ) the things that are a problem.
The swimming pool schedule
The walk to downtown
The cost of using a computer at the business center
The price of a taxi downtown

SMART TALK
Student A: Turn to page 93.
Is there a bank? Student B: Turn to page 105. 67
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 Is there a bank near here? • Unit 10

READING
1 BEFORE YOU READ Look at the pictures. What do you think you can do in these cities?

Having fun downtown

Hi, my name is Brian
Burns, and I come from
Australia. I live in Sydney.
It’s a great place to visit—great beaches, great
weather, and great for outdoor sports. There
are also clubs, movie theaters, and a lot of
free entertainment in the streets and parks.
My favorite part of Sydney is Chinatown.
It’s so lively! There are many cheap restaurants
and grocery stores, and there are department
stores where you can find interesting Chinese
clothing. Every year, there’s a big celebration
for Chinese New Year. It’s so fun and colorful!
I go every year.
Hello, my name is Sarah
Chan, and I live in Vancouver,
Canada—the greatest city
in the world! Vancouver has everything. In the
spring, you can ski in the mountains and swim
in the ocean—on the same day! Really! And
Vancouver is a great place to walk. There are
nice places to spend a sunny afternoon.
Yaletown is my favorite neighborhood.
There are a lot of coffee shops, furniture stores,
bookstores, and boutiques. On weekends,
there’s a really awesome farmer’s market. I go
with my friends and hang out in Yaletown all day.
Then at night, we go and watch a movie.

Sydney Vancouver

ONLINE
PRACTICE

2 Read the article. Choose ( ) the things Brian and Sarah talk about.

movie department
restaurants coffee shops bookstores
theaters stores
Brian
Sarah

3 Read the article again. Answer the questions.

1. Why is Sydney a good place to be outdoors?
2. What kinds of stores are in Chinatown?
3. What can you do in Vancouver in the spring?
4. Why does Sarah like Yaletown?
5. Where does Sarah like to go on the weekend?

4 PAIR WORK. Compare your neighborhood with Chinatown and Yaletown.

In my neighborhood,
there are coffee shops, In mine, there are many
but there isn’t a theater. restaurants, but there
aren’t any bookstores.
WRITING
Turn to page 112.
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 READING
The goal of this section is to practice reading
comprehension.
Activity 1—Before you read
• Books open. Focus attention on the article. Ask
What do you know about Sydney? Elicit answers.
Then ask What can visitors do in Sydney? If
students don’t know much about Sydney, focus
specifically on the photos. Ask What do you see?
Elicit Chinatown and Sydney Opera House. Ask
What can you do in Chinatown? Elicit You can eat
Chinese food.
• Repeat this procedure with Vancouver.
Activity 2
• Read the article aloud to the class or play the
recording. Tell students not to be concerned if they
do not understand every word.
• Have students read the article and do the activity on
their own.
• Check answers. Then read the article aloud again.
This time, have students stop you when there is a
word they cannot understand. Have other students
provide the answers by paraphrasing, drawing,
or miming.
ANSWERS
Brian: movie theaters, restaurants, department stores
Sarah: movie theaters, coffee shops, bookstores
Activity 3
• Focus attention on the questions. Review them with
the class.
• Have students do the activity on their own.
• Check answers.
ANSWERS
1. The weather is great for outdoor sports and there are
great beaches.
2. There are many cheap restaurants and grocery stores.
There are also department stores where you can find
interesting Chinese clothing.
3. You can ski in the mountains and swim in the ocean on
the same day.
4. There are a lot of coffee shops, furniture stores,
bookstores, and boutiques. There’s also a
movie theater.
5. She likes to go to the farmer’s market in Yaletown and
then to the movie theater at night.
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CHALLENGE WORDS
• Focus attention on the words in blue in the article
and explain that these are challenge vocabulary
terms.
• Write each sentence containing blue words on
the board.
• If these challenge words haven’t been defined by
this point, ask students to use the context of the
sentence to guess the definition of each one and
then check their guesses in a dictionary. Elicit and
write the correct definitions on the board.
• Have students create new sentences for each
challenge term and share them with the class.
Activity 4
• Write Chinatown and Yaletown on the board.
• Elicit one or two similarities between students’
neighborhoods and the places in the article. Write
them on the board. For example: There are a lot of
good coffee shops in my neighborhood.
• Then focus attention on the differences. Elicit one
or two examples, such as There aren’t any Chinese
clothing stores in my neighborhood. Write them on
the board.
• Then focus attention on the example conversation
in speech bubbles. Show students how they can
adapt it with their own ideas. Explain that In mine
means In my neighborhood.
• Have students do the activity in pairs.
Extra Idea
• Have students research other well-known
Chinatowns around the world online. For example,
the Chinatown in Yokohama, the Chinatown in
London, and the Chinatown in New York City.
• Have students write a description of what you can
do in one of the Chinatowns. They can write a short
description of what a visitor can do there, similar to
the description in the article.
WRITING
Teaching notes for the Writing section are on
page T–112.
T–68
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 SPEAKING
The goal of this section is to practice the language in the
unit in an enjoyable, meaningful, and personalized way.
Activity 1
• Focus attention on the picture. Ask What city is this?
(Seattle) Have students describe what they see.
• Read the sentences aloud. Teach unfamiliar words
and phrases such as space, needle, waterfront. Ask
Which building do you think is the Space Needle?
Elicit which activity students want to do in Seattle
and why.
Activity 2
• Focus attention on the lists of places and things to
do. Elicit examples of places in the students’ town.
• Have students make small groups and make a list of
the best places to go and things to do in their town.
Activity 3
• Focus attention on the example notes in Activity 2.
Ask What kind of information is in the notes?
(locations, hours, size)
• Have students work individually to choose three
places and make notes about them. Encourage them
to include interesting details.
VARIATION
Have students work in pairs to make notes on
three places.
Activity 4
• Model the activity. Tell the class about a good place
to go and/or a thing to do in your town. Say as
much as you can.
• Have students work individually to prepare a
short talk. Tell them to be prepared to talk for at
least a minute.
• Have students come to the front of the class to give
their talks. When they finish, elicit other details
about the place or activity from the class.
VARIATION
Have students make pairs or small groups and take
turns giving their talks.
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EXTRA IDEA
Have students make pairs and create a poster about
their town (or a town or city they know well). Tell
students to include a photo or drawing and to use the
poster of Seattle in the Student Book as their model.
Encourage them to write sentences with can, for
example: You can ski in the mountains!
EXTRA IDEA
• Have one student come to the board. This student
chooses a place in town and writes the place on a
piece of paper.
• The other students ask ten questions about the place
and then try to guess what is written on the piece
of paper. The student at the board must answer the
questions truthfully. The class asks questions such
as Can you get something to eat there? and Is it near
the station?
• Have students go online to find out about a city
they want to visit. Suggest that they can search
for the name of the city and tourist information. If
necessary, explain that they can usually find this
information on the website of an official tourist
organization for that city as well as popular tourist
websites.
• Have students write a text with the information or
present it to the class.
• Remind students that they can also share the
information they find on the Discussion Board on
Online Practice. You might also want to ask them
to use the Discussion Board for the next unit’s
Warm-Up activity.
TESTING PROGRAM
Print Unit 10 Test from the Testing Program for an
end-of-unit assessment.
11/12/2019 11:50
 Is there a bank near here? • Unit 10

SPEAKING — Come to my town!

1 Read the poster about Seattle. What do you want to do in Seattle?

E TO S
COM EA You
You
can
can
climb the Space Needle
go to Olympic Sculpture Park
T You can enjoy our street markets

TL
You can visit Chinatown
You can see the waterfront

E
You can drink the best coffee in the US!

2 GROUP WORK. Which are the best places to go and things to do in your town?
Discuss and make a list. Look at the words below for ideas.

famous buildings
monuments see plays
museums watch sports games
Places opera houses Things to do go to clubs
boutiques walk in parks
markets go swimming
sports stadium

farmer’s market – There’s a farmer’s market in Central Plaza that is

open on the weekends.
sports stadium – We have a stadium with 50,000 seats. There are
rock concerts there.
boutiques – Main Street has some really great boutiques.

3 Choose three of the places from your list. Make notes about them.
4 CLASS ACTIVITY. Prepare a short talk about the places you chose. Give the talk
to the rest of the class. The rest of the class can add information.

GO Choose a city you want to visit. Find tourism

ONLINE information about it. Share it with your classmates.

NOW I CAN
SPEAK I N G G R A MM A R LISTEN IN G REA D IN G
talk about places use there is and understand exchanges understand short texts
around town. there are. about tourist sites. about favorite places. 69
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 11 Did you have a good time? WARM
UP
Do you go on
SPEA KIN G GRAMMAR LISTEN IN G REA D IN G vacation? Where
Vacation activities Simple past Describing vacations Hotel description do you go?

VOCABULARY
1 Look at the picture. What happened? Write the correct letter.
Then listen and check your answers.

a. sit on the beach c. miss your plane e. climb a mountain g. write postcards
b. forget your passport d. visit an art gallery f. lose your luggage h. break your arm

3
6

4
2 5

h 1
ONLINE
PRACTICE

2 PAIR WORK. Ask and answer questions

about vacations.
A What do you do on vacation?
B I sometimes visit a museum. What about you?
A I always sit on the beach. VOCABULARY TIP
B I never write postcards. Make word associations
to learn new words.

vacation

relax travel

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11 Did you have a good time?
SPEA KIN G
Vacation activities
G R A MM A R
Simple past
L istening
Describing vacations
R ea ding
Hotel description

Vocabulary:  break your arm, climb a mountain, forget your passport, lose your luggage, miss
your plane, sit on a beach, visit an art gallery, write postcards; credit card, e-ticket, passport, visa
Conversation:  Describing a vacation
Language Practice:  The simple past
Pronunciation:  Reduction of did you
Listening:  Conversations about problems on vacation
Smart Talk:  An information gap activity about vacations
Reading:  An article about a plane made into a hotel
Writing:  A paragraph about a memorable vacation
Speaking:  A conversation about places to go on vacation

VOCABULARY
The goal of this section is to present and practice the
target vocabulary: things that happen on vacation.
Warm-Up
• Books closed. Tell students about where you
go on vacation. For example: Every year I go to
. I visit my parents. Then ask Do you
go on vacation? Where do you go? Ask students to
provide additional information about where they go,
and why they go there. For example: I stay with my
grandparents.
• If students contributed to the Warm-Up Discussion
Board as part of the Online Practice, look at their
comments now with the class.
Activity 1
• Books open. Focus attention on the picture. Check
to see which activities the students already know.
EXPANSION
Focus attention on the picture again. Ask questions,
such as:
Did the man have a good vacation? Why?
Did the woman have a good vacation? Why?
Does the man like going to museums?
Does the man look happy on the beach?
Activity 2
• Focus attention on the example conversation. Model
it for the class. Then show students how they can
replace the underlined items with other expressions
from Activity 1 or their own ideas.
• Have students do the activity in pairs.
• Have some pairs perform their conversations for
the class.
ANSWERS
Answers will vary.

• Model the target vocabulary items: sit on the beach,

forget your passport, etc.
• Have students complete the activity on their own. Vocabulary Tip
• Play the recording. Allow time for students to • Focus attention on the Vocabulary Tip and the
change incorrect answers. example. Write the example on the board. Explain
that the key word is in the center, and that this is an
• Check answers. effective way to remember new vocabulary items.
• LANGUAGE NOTE: Miss can mean be too late for • Then show another example. Choose a word such as
something, as in I missed my plane. It can also mean clothing, and elicit words that go in this word family:
not go, as in I missed class. jeans, dress, etc.
ANSWERS
1. h 3. b 5. a 7. d Smart Choice Online
2. c 4. f 6. g 8. e
Remind students that there are extra Vocabulary practice
activities on Online Practice and On The Move.

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 CONVERSATION
The goal of this section is to present and practice the
target vocabulary and grammar of the unit in a typical
conversation.
WARM-UP
• Ask students about where they went on vacation
or on school trips. Start by telling students about
places where you have visited.
• Then ask questions such as What can you do in
? Elicit answers, such as You can go to
museums. and You can go shopping.
Activity 1
• Focus attention on the model conversation.
• Preteach words and phrases students might not be
familiar with. For example: awesome and secret.
• Have students read the conversation silently,
without doing the activity.
• Have students do the activity on their own.
• Play the recording. Allow time for students to
change incorrect answers. Check answers.
• Play the recording again. Pause after each line of the
conversation and have students repeat. Be sure to
correct pronunciation and intonation.
• Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.
ANSWERS
1. b 3. c
2. a 4. d
• Elicit other words or activities that can go in each
column. Explain to students that they can practice
with their own ideas as well as those in the book.
• Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.
• LANGUAGE NOTE: To go to a show means to see a
live performance. A show may or may not have live
music. A musical, however, always includes music
and songs.
• CULTURE NOTE: New York City is the largest city
in the United States with more than 8 million
residents. It is famous for its theaters, architecture,
and restaurants. The state of Colorado is famous
for outdoor activities, such as mountain climbing,
hiking, and white-water rafting.
Activity 3
• Focus attention on the example in the speech
bubble. Have a student read it aloud.
• Write the sentences in the speech bubble on the
board. Show how they can be adapted by replacing
New York City with Mexico, and my friends last
year with my family in the summer, etc. Model the
activity with a student.
• Have students make pairs and take turns talking
about their favorite vacations.
EXTRA IDEA
• Have students make a word map with some of the
vocabulary items on this page. Make a word map for
family on the board, as an example.
• Have students do the activity in groups.

VARIATION SMART CHOICE ONLINE

Remind students that there are extra Conversation
practice activities on Online Practice and On The Move.
• Play the video instead of the recording when
students are checking their answers.
• Play the video again before students practice
the conversation. Pause after each line of the
conversation and have students repeat.
• When students are familiar with the conversation,
have them close their books. Pause the video before
Emily’s lines and have students say her lines.
• Repeat this procedure with Kelly’s lines.

Activity 2
• Focus attention on the chart. Explain that the chart
is color-coded, and that items in the green column,
for example, can be substituted into the green box in
the conversation. Demonstrate this with New York.
Point out the other colors and the corresponding
columns in the chart and boxes in the conversation.
• Teach musical and show, if necessary.

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 Did you have a good time? • Unit 11

CONVERSATION

ONLINE
PRACTICE

1 Complete the conversation. Then listen and check your answers. Practice the
conversation with a partner.

a. sister b. Hawaii c. on the beach d. a great restaurant

Kelly You look great!

Emily Thanks. I was on vacation last week.
Kelly Where did you go?
Emily I went to 1 with my 2 .
Kelly Wow! Did you have a good time?
Emily We had an awesome time. It’s a great place! We spent every day
3 , and every night we went to 4 .
Kelly And did you meet anyone interesting?
Emily Yes, I did.
Kelly Really? Tell me more!
Emily No! It’s a secret!

2 PAIR WORK. Practice the conversation again. Use the ideas below. Add your own ideas.
1 2 3 4
New York roommate in the city a musical

Colorado friends in the mountains a show

3 PAIR WORK. Talk about your favorite vacation.

I went to New York City to visit my friends
last year. I visited lots of art galleries.

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 Did you have a good time? • Unit 11

LANGUAGE PRACTICE
The simple past Grammar Reference page 134
Did you go anywhere on vacation? Yes, I did. I went to Bangkok.
No, I didn’t. I stayed home.
What did you do? I went to the beach.
Where did you stay? I stayed in a nice hotel.
Who did you go with? I went with my sister. ONLINE
PRACTICE

1 Complete the sentences. Use the verbs in the box.

go lose meet make take write visit

1. I met an interesting girl from Seoul last week.

2. I a lot of emails at the hotel.
3. We to Taipei last summer. It was fantastic!
4. The airline a mistake, and I my luggage.
5. We galleries, and I photos with my new camera.

2 Complete the questions. Then answer them with information about you.
1. A Where did you go on your last vacation? REGULAR VERBS
B .
arrive arrived
2. A How long there? miss missed
B . visit visited

3. A Where stay? IRREGULAR VERBS

B . go went
see saw
4. A anything interesting?
lose lost
B . take took
make made
3 PAIR WORK. Ask and answer the questions in Activity 2. write wrote

PRONUNCIATION—Reduction of did you

1 Listen. Notice the reduced sounds of did you.
Unreduced Reduced
1. Did you go on vacation? Diju go on vacation?
2. What did you do? Whadiju do?
3. Where did you stay? Where diju stay?
4. How did you get there? How diju get there?

2 Listen again and repeat. Be sure to say the reduced sounds.

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 LANGUAGE PRACTICE • Review the regular and irregular verbs in the box
next to the activity before students start.
The goal of this section is to present and practice the • Have students complete the activity on their own.
target grammar: the simple past. • Check answers.
• Books closed. Write the following statements on
the board: ANSWERS

I go to the beach on vacation. 1. A  Where did you go on your last vacation?

2. A  How long did you stay there?
I stay in a nice hotel. 3. A  Where did you stay?
I go with my sister. 4. A  Did you do anything interesting?
Student B’s answers in this activity will vary.
• Have students change these sentences into the
past tense.
• Books open. Focus attention on the Language VARIATION
Practice box. Review the examples. Point out the If students have difficulty with the activity, have them
use of the auxiliary did, and its position in yes/no complete the questions first. Check the questions are
questions and wh- questions. correct before students write their answers.
• Direct students to page 134 of the Grammar
Reference for more information and practice.
Activity 3
• Have a pair of students model asking and answering
Activity 1 the questions.
• Focus attention on the five sentences and the words • Have students do the activity in pairs. Allow enough
in the box. Explain to students that they are to time for students to practice both the Student A and
complete the sentences with verbs from the box. Student B roles.
First, however, students need to change the verbs
into the simple past tense.
• Preteach mistake if necessary. PRONUNCIATION
• Have students complete the activity on their own.
The goal of this section is to focus on the reduction of
• Check answers. did you.
ANSWERS
1. met 3. went 5. visited, took Activity 1
2. wrote 4. made, lost
Model the examples. Explain that questions with
did you are often reduced. Then play the recording.
VARIATION
If students have difficulty with the activity, focus
attention on the verbs in the box next to Activity 2.
Activity 2
Show how go becomes went in the simple past. Then Play the recording again. Have students practice saying
have students do the activity, using the information in the examples in Activity 1.
this box for help.
SMART CHOICE ONLINE
Activity 2 Remind students that there are extra Language Practice
• Books closed. Write the question Where did you activities on Online Practice and On The Move.
go on vacation? Elicit a response and write it on
the board.
• Explain or elicit the order of words in a wh- question
in simple past: Question word + did + subject + base
form of the verb. Then elicit the order in a yes/no
question: Did + subject + base form of the verb.
• Follow up by asking How long did you stay there?
Write the responses on the board.
• Books open. Focus attention on the five questions
in the book. Explain that students are to complete
the questions first and then write answers with
information that is true for them. As an example,
answer the first question with information that is
true for you.
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 LISTENING EXTENSION
• Write other comprehension questions on the board.
The goal of this section is to practice listening for the For example:
main idea, to practice listening for specific information, When did he lose his credit card?
and to discuss the listening passages.
Why was it a problem that the police had his card?
What did he do in Hong Kong?
Activity 1—Before you listen • Have students listen again and answer the questions.
• This activity introduces three new vocabulary
words: credit card, e-ticket, and visa and reviews the
word passport. Activity 4
• Focus attention on the pictures. Ask What do you • In this activity, students listen to a continuation of
see? Elicit some answers. conversation 3 in Activity 2.
• Model each new vocabulary item and have students • Explain that students need to order the events
repeat. from 1–6. You may want to preteach police station
and consulate.
• Have students write the letter of the correct word on
the picture. • Play the recording. Then check the answers.
• Check answers. ANSWERS

ANSWERS a. He went to the police station in Acapulco: 1

b. He got a call from the Acapulco police: 5
1. d 2. a 3. c 4. b c. He visited the Canadian consulate: 3
d. He flew to Acapulco: 6
e. The hotel in Acapulco texted him: 4
Activity 2 f. He flew to Mexico City: 2

• Explain that there are three conversations about

people’s vacations. Focus attention on the chart. EXTENSION
• Explain that for each conversation, students need • Ask more comprehension questions: What was in
to listen for the place the person went on vacation, Denny’s bag? Where was Denny’s passport?
whether they liked the place, and the problem they • Ask other questions: Why did he go to the Canadian
had. Elicit examples of problems people have on consulate? Why were the police in Acapulco worried?
vacations. For example: lost passport, missed flight, etc.
• Point out that students need to change the first
person pronouns and possessive adjectives in the SMART TALK
audio to third person pronouns and possessives in
their answers. For example: I lost my credit card. Teaching notes for the Smart Talk activity begin on
becomes He lost his credit card. page T–104.
• Play the recording. You can stop the recording
after each conversation to give time for students SMART CHOICE ONLINE
to answer.
Remind students that there are extra Listening activities
• Check answers. on Online Practice and On The Move.
ANSWERS
1. Hong Kong, Yes, He lost his credit card.
2. Vietnam/Hanoi, Yes, He didn’t have a visa.
3. Acapulco, Yes, He left his bag on the beach.

Activity 3
• Focus attention on the sentences. Have students
read them so they know what to listen for.
• Play the recording again and have students choose
the correct statements. Then check answers.
ANSWERS
1. b 4. a
2. b 5. b
3. a 6. a

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 Did you have a good time? • Unit 11

LISTENING
1 BEFORE YOU LISTEN Look at the pictures. Write the correct letter.

a. passport b. e-ticket c. visa d. credit card

1. 2. 3. 4.

2 Listen to the people talking about their vacations and complete the chart.
Name Place Did they like the city? What was the problem?
Carl Hong Kong
Abi
Denny

3 Listen again and choose the correct statement.

1. a. Carl left his credit card at home.
b He left his credit card in an ATM.
2. a. The card company found his card.
b. The police found his card.
3. a. Abi didn’t have a visa when she got to Vietnam.
b. She had the wrong visa when she got to Vietnam.
4. a. The people at the airport were very helpful to Abi.
b The people at the airport were not helpful.
5. a. Denny met some people from his hometown on the beach.
b. He met some people from Europe on the beach.
6. a. He left his bag on the beach.
b. He left his bag in a restaurant.

4 Listening PLUS. Listen to more of Denny’s conversation.

Put the events in the correct order.
a. He went to the police station in Acapulco. 1
b. He got a call from the Acapulco police.
c. He visited the Canadian consulate.
d. He flew to Acapulco.
e. The hotel in Acapulco texted him.
f. He flew to Mexico City.

SMART TALK
Student A: Turn to page 94.
What did you do there? Student B: Turn to page 106. 73
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 Did you have a good time? • Unit 11

READING
1 BEFORE YOU READ Describe what you can see in the pictures.

What Can You Do with an Old Airplane?

When planes can’t fly any more, they usually go to an
airplane junkyard. Or they sit somewhere in an airport. However,
something different happened to an old Boeing 727 at the airport
in San José, the capital of Costa Rica. The plane was built in 1965
and flew for South Africa Air and Avianca Airlines in Colombia.
When it stopped flying, they parked it in San José.
The Manuel Antonio National Park is on the Pacific Coast of
Costa Rica, about 130 kilometers from San José. Some people say
it’s one of the twelve most beautiful national parks in the world.
There’s a hotel in the park called the Costa Verde Hotel. The
owners of the hotel decided to use the Boeing 727. They took it
into the national park and rebuilt it as part of the hotel.
The inside of the plane is made of Costa Rican wood. The
furniture is from Java, Indonesia. There is an amazing view of
the ocean. Guests can also see plenty of animal life in the trees,
including monkeys and toucans.
The owners of the hotel got the idea of using the plane from a
company in Oregon, United States. The Oregon company buys old
727 planes and turns them into hurricane-proof homes.
What else can you do with an old airplane? Any ideas?
ONLINE
PRACTICE

2 Read the text and answer the questions.

1. What usually happens to old airplanes?

2. Where did they leave the Boeing 727 when it stopped flying?

3. How far is the Manuel Antonio National Park from the capital?

4. What is the inside of the plane made of?

5. What can guests see at the hotel?

3 GROUP WORK. Look at the different places. Come up with ideas to change
the places into different things.

an old movie theater a school building your bedroom a bank a bus

You can turn a bus into a cafe.

You can turn a bank into a club.

WRITING
Turn to page 113.
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 READING Activity 3
• Focus attention on the places in the box and the
The goal of this section is to practice reading example conversation in the speech bubbles. Ask
comprehension. two students to read the conversation aloud. Ask
What could you turn an old movie theater into? Elicit
ideas and write them on the board.
Activity 1—Before you read
• Focus attention on the pictures. Have students
• Have students work in small groups and discuss
their ideas to change each place.
describe what they see.
• If students do not identify that this is a hotel, ask
• Write each place as a heading on the board. Elicit
ideas for each place and write the ideas under each
What kind of place has bedrooms with balconies?
heading. Encourage students to give specific details.
Provide students with a clue, say People stay there
on vacations. ANSWERS
• CULTURE NOTE: The plane hotel is in Manuel Answers will vary.
Antonio National Park. The Manuel Antonio
National Park is the smallest in Costa Rica, but
it gets 150,000 visitors a year. It is known for the EXTRA IDEA
diversity of its wildlife. Have students vote on which idea is the best for
each place.
ANSWER
Answers will vary.
EXTRA IDEA
Have students go online to research unusual hotels. Ask
them to take notes and then share the information with
Activity 2 a partner in class.
• Read the article aloud to the class or play the
recording.
• Tell students not to be concerned if they do not WRITING
understand every word.
Teaching notes for the Writing section are on
• Have students read the article individually and page T–113.
answer the questions.
• Check answers. Then read the article aloud or play
the recording again. This time, have students stop
you when there is a word they cannot understand.
Have other students provide the answers by
paraphrasing, drawing, or miming.
ANSWERS
1. They go to an airplane junkyard or sit in an airport.
2. They parked it at the airport in San José.
3. 130 kilometers
4. Costa Rican wood
5. They can see the ocean and plenty of animal life in
the trees.

CHALLENGE WORDS
• Focus attention on the words in blue in the article and
explain that these are challenge vocabulary terms.
• Write each sentence containing blue words on
the board.
• If these challenge words haven’t been defined by
this point, ask students to use the context of the
sentence to guess the definition of each one and
then check their guesses in a dictionary. Elicit and
write the correct definition on the board.
• Have students create new sentences for each
challenge term and share them with the class.

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 SPEAKING
The goal of this section is to practice the language
in the unit in an enjoyable, meaningful, and
personalized way.
Activity 1
• Focus attention on the pictures. Ask Where are
these places?
• Have students make pairs and discuss what they
know about the places.
• Elicit answers and write them on the board.
ANSWERS
Answers will vary.
VARIATION
Write these details on the board and have students
work in pairs and match them to the places.
1. Fewer than 4,000 people have reached the top.
2. There are historic forts at each end.
3. Millions visit on New Year’s Eve.
4. The buildings date back to the fifth century BCE.
5. It’s 8,848 meters above sea level.
6. Nearly a million people visit each year.
7. More than 200 people have died there since 1922.
8. The Parthenon is there.
CULTURE NOTE AND ANSWERS
The Acropolis is in Athens. It has many old ruins, including
the Parthenon. The buildings date back to the fifth
century BCE. Nearly a million people visit every year.
Copacabana Beach is in Rio. Millions of people visit it on
New Year’s Eve. There are historic forts at each end.
Mount Everest is in the Himalayas and is the one of the
highest mountains on Earth. It is 8,848 meters above sea
level. Fewer than 4,000 people have reached the top.
More than 200 people have died there since 1922.
Activity 2
• Focus attention on the conversation. Read it aloud
with a student.
• Have students make pairs and practice the
conversation. Make sure they change roles so they
practice each part.
Activity 3
• Write some or all of the conversation on the board.
Show students how the underlined words can be
adapted by replacing Brazil with Mexico, and Rio
de Janeiro with Guadalajara, etc. Model the activity
with a student.
• Explain that students should use their own ideas.
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• Have students make pairs and practice the new
conversation again. Make sure students change roles
so they practice each part.
• Ask students to perform their conversations for
the class.
Activity 4
• Write the example conversation in the speech
bubbles on the board.
• Elicit other places students want to go and write
them on the board. Model how to adapt the
conversation. For example, replace Athens, Greece
in the first speech bubble with Florence, Italy, and
Acropolis with art museums.
• Choose a student and ask them to name another
place they want to go. Follow up with a question
like the one in speech bubbles. Write the answers on
the board.
• Have students make groups and do the activity.
• Ask students to share their answers with the class.
EXTRA IDEA
• Books closed. Elicit things that might happen on a
bad vacation: I lost my money, I missed by plane, etc.
Have students look at page 70 for ideas.
• Have students describe a bad vacation. Encourage
students to have fun imagining things going wrong.
The vacation should be described in the simple
past tense.
• Have students go online to find out more about a
place they heard about in the discussions for this
unit. Suggest that they can search for the place along
with the phrases things to do and places to visit.
For example: Things to do in Athens. If necessary,
explain that they can usually find this information
on official tourist websites.
• Have students write a text with the information or
present it to the class.
• Remind students that they can also share the
information they find on the Discussion Board on
Online Practice. You might also want to ask them
to use the Discussion Board for the next unit’s
Warm-Up activity.
TESTING PROGRAM
Print Unit 11 Test from the Testing Program for an
end-of-unit assessment.
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 Did you have a good time? • Unit 11

SPEAKING — Where I went and where I want to go.

1 PAIR WORK. What do you know about the places in the pictures?
Ask and answer questions.

1. Copacabana Beach, 2. The Acropolis, 3. Mount Everest,

Rio de Janeiro, Brazil Athens, Greece Himalayas, Nepal

2 PAIR WORK. Practice the conversation with a partner.

Sally: So, where did you go on vacation?
Lee: I went to Brazil.
Sally: Really? Where in Brazil?
Lee: I went to Rio de Janeiro.
Sally: How did you get there?
Lee: I took a plane.
Sally: What did you do?
Lee: I spent most of my time on Copacabana Beach.
Sally: Did you do anything else?
Lee: I went to great restaurants, visited famous monuments,
and met a lot of nice people.
Sally: Did you enjoy the trip?
Lee: Yes, I really liked the people, the weather, and the food.

3 PAIR WORK. Practice the conversation again. Use your own ideas.
4 GROUP WORK. Make a list of other places you would like to visit. Say why.
Ask and answer questions.

I want to go to Athens, Greece.

I want to see the Acropolis. What’s the Acropolis?

It’s a famous old building.

It’s 2,500 years old.

GO Find out more about a place you heard about in the discussions.
ONLINE Make notes and share with other students.

NOW I CAN
SPEAK I N G G R A MM A R LISTEN IN G REA D IN G
talk about vacation use the simple understand short understand a
activities. past. descriptions of vacations. description of a hotel.
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 12 I’m going to go by car. WARM
UP
What kinds of
SPEA KIN G GRAMMAR LISTEN IN G REA D IN G transportation
Future plans Going to + verb Transportation Travel blog do you use often?

VOCABULARY
1 Look at the picture. What kinds of transportation are there? Write the correct letter.
Then listen and check your answers.

a. sports car d. motorcycle g. SUV

b. helicopter e. plane h. truck
c. limousine f. train i. van

2
e
1

5 6
4

8
ONLINE
PRACTICE

2 Complete the chart with the transportation in the picture.

Go by . . . Go on . . . Take a . . . Drive a . . . Ride a . . .
train foot train car bicycle

3 PAIR WORK. Ask and answer questions about transportation.

How do you get to class?

I usually take a bus.

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12 I’m going to go by car.
SPEA KIN G
Future plans
G R A MM A R
Going to + verb
L istening
Transportation
R ea ding
Travel blog

Vocabulary:  bicycle, car, helicopter, limousine, motorcycle, on foot, plane, sports car, SUV,
train, truck, van; cable car, electric scooter, streetcar
Conversation:  Describing future plans
Language Practice:  Going to + verb
Pronunciation:  Reduction of going to
Listening:  A radio show about transportation
Smart Talk:  An information gap activity about people’s plans
Reading:  A blog post about a solar-powered car race
Writing:  An email about studying abroad
Speaking:  A discussion about transportation

VOCABULARY the man next to the motorcycle. Ask What’s happening?

Elicit He has a problem with his motorcycle.
The goal of this section is to present and practice the
target vocabulary: kinds of transportation.
Activity 2
Warm-Up • Focus attention on the chart and the example word
in each column.
• Books closed. Tell students how you usually get to
class. For example: I take a bus and a subway. Then • Make sure students understand that different kinds
write this example on the board. Then ask students of transportation need different verbs. For example:
What kinds of transportation do you use often? Elicit go by train, ride a bicycle, etc. Explain or elicit
words such as car, bicycle, etc. and write these on that go on foot means to walk. For example: I went
the board. on foot to the museum because all the buses were
crowded.
• If students contributed to the Warm-Up Discussion
Board as part of the Online Practice, look at their • Have students do the activity on their own.
comments now with the class. • Check answers.
ANSWERS
Activity 1 Go by: train, car, plane, helicopter
• Books open. Focus attention on the picture. Check Go on: foot
Take a: train, limousine
to see which kinds of transportation the students Drive a: car, sports car, limousine, SUV, truck, van
already know. Ride a: bicycle, motorcycle
• Model the target vocabulary items: sports car,
helicopter, etc.
• Have students complete the activity on their own. Activity 3
• Play the recording. Allow time for students to • Focus attention on the speech bubbles and write
change incorrect answers. them on the board. Model them for the class.
• Check answers. • Show students how the speech bubbles can be
• LANGUAGE NOTE: An SUV is a sports utility adapted by erasing take a bus and replacing it with
vehicle. It is a large vehicle, with four-wheel drive, drive my car.
and is higher off the ground than a typical car. • Have students do the activity in pairs.
ANSWERS ANSWERS
1. e 4. d 7. f Answers will vary.
2. b 5. h 8. g
3. c 6. i 9. a

Smart Choice Online

EXTRA IDEA
Remind students that there are extra Vocabulary practice
Focus attention on the man in the picture with his arms activities on Online Practice and On The Move.
in the air. Ask What’s he doing? Elicit He’s waving. or
He’s trying to get someone’s attention. Focus attention on

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 CONVERSATION
The goal of this section is to present and practice
the target vocabulary and grammar of the unit in a
typical conversation.
WARM-UP
• Books closed. Tell students about your vacation
plans. These plans can be real or imaginary. Write
the months of the year on the board. Select a month
in the future, during the school vacation, and say
I’m going to on vacation. Then ask
students if they have any plans to go away.
• Books open. Focus attention on the picture.
Ask students what they think the people are
talking about.
Activity 1
• Focus attention on the model conversation.
• Preteach words and phrases students might not be
familiar with. For example: chill out.
• Have students read the conversation silently,
without doing the activity.
• Have students do the activity on their own.
• Play the recording. Allow time for students to
change incorrect answers. Check answers.
• Play the recording again. Pause after each line of the
conversation and have students repeat. Be sure to
correct pronunciation and intonation.
• Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.
ANSWERS
1. d 2. c 3. b 4. a
Activity 2
• Focus attention on the chart. Explain that the chart
is color-coded and that items in the green column,
for example, can be substituted into the green box in
the conversation. Demonstrate this with classmates.
Point out the other colors and the corresponding
columns in the chart and boxes in the conversation.
• Elicit other words or activities that can go in each
column. Explain to students that they can practice
with their own ideas as well as those in the book.
• Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.
Conversation Tip
Focus attention on the Conversation Tip and the
example. Ask students Why is it good to give more
details when you answer a question? Elicit examples,
such as It makes the conversation more interesting.
Explain that it also provides an opportunity for the
other person to ask a follow-up question, such as Where
did you buy the ticket? or How much did the ticket cost?
SMART CHOICE ONLINE
Remind students that there are extra Conversation
practice activities on Online Practice and On The Move.

VARIATION

• Play the video instead of the recording when

students are checking their answers.
• Play the video again before students practice
the conversation. Pause after each line of the
conversation and have students repeat.
• When students are familiar with the conversation,
have them close their books. Pause the video before
Anthony’s lines and have students say his lines.
• Repeat this procedure with Ana’s lines.

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 I’m going to go by car. • Unit 12

CONVERSATION

ONLINE
PRACTICE

1 Complete the conversation. Then listen and check your answers.

Practice the conversation with a partner.

a. five days b. plane c. Rome d. aunt and uncle

Ana Hey! No classes next week! What are you going to do?
Anthony I’m going to visit my 1 .
Ana Where do they live?
Anthony They live in 2 .
Ana Wow! That’s far. How are you going to get there?
Anthony I’m going to go by 3 . I just bought my ticket.
Ana How long are you going to stay?
Anthony I’m going to stay for 4 ,
maybe a little longer.
Ana And what are you going to do?
Anthony Nothing! I’m going to chill out!

2 PAIR WORK. Practice the conversation again. CONVERSATION TIP

GIVING MORE INFORMATION
Use the ideas below. Add your own ideas. When you answer a question,
give more details.
1 2 3 4
classmates Buenos Aires train two days How are you going
to get there?
best friends Mexico City bus a week

By plane. I just
bought my ticket.

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 I’m going to go by car. • Unit 12

LANGUAGE PRACTICE
Going to + verb Grammar Reference page 135
Are you going to go by train? Yes, I am. No, I’m not.
Is she going to ride a motorcycle? Yes, she is. No, she isn’t.
What are you going to do? I’m going to see my friends.
How are you going to get there? I’m going to take a bus.
How long are you going to stay? I’m going to stay for two days. ONLINE
PRACTICE

1 Select ( ) the sentences if they are true for you.

If not, rewrite them so they are.
1. I’m going to stay home tonight.

2. I’m going to see my friends this weekend.

3. I’m going to take a bus after class.

4. I’m not going to take the subway tomorrow.

5. I’m not going to take a plane next winter.

2 Match the questions and answers.

1. Where are you going on your next vacation? e a. Maybe June or July.
2. When are you going to go? b. About a month.
3. How are you going to get there? c. I’m going to go shopping.
4. How long are you going to stay there? d. I’m going to go by plane.
5. What are you going to do? e. Bangkok, probably.

PRONUNCIATION—Reduction of going to
1 Listen. Notice the reduced sound of going to.
Unreduced
1. What are you going to do?
2. Is she going to be a doctor?
3. He’s going to study tonight.
4. They’re going to watch a TV show.
Reduced
What are you gonna do?
Is she gonna be a doctor?
He’s gonna study tonight.
They’re gonna watch a TV show.

2 Listen again and repeat. Be sure to say the reduced sound.

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 LANGUAGE PRACTICE VARIATION
• Books closed. Write the following on the board:
The goal of this section is to present and practice the place
target grammar: going to + verb.
time (month)
• Books closed. Contrast the simple present with transportation
the future going to + verb by writing the following
on the board: number of days
I take a bus to school (every day). activity
I am going to take a bus to school (tomorrow). • After place, write Where. After time, write When.
Then elicit the question words that go with the
• Explain that we can use going to + verb to express other words on the board.
future plans or actions.
• Books open. Review all the examples in the • Books open. Have students match the question
words on the board with the answer choices in the
Language Practice box.
activity. Then have students do the activity in
• Direct students to page 135 of the Grammar the book.
Reference for more information and practice.
EXTENSION
Activity 1 • Have students practice asking and answering the
questions in Activity 2 with information that is true
• Focus attention on the sentences. Explain that for them.
students need to select the sentences that are true
for them. Students rewrite the sentences that are not • Then have students come up with follow-up
true for them. questions. Elicit some examples, such as Who are
you going to go with?
• Have students complete the activity on their own.
• Have students practice the questions again, this time
• Have students share their answers with the class. using the follow–up questions.
ANSWERS
Answers will vary.
PRONUNCIATION
The goal of this section is to focus on the reduction of
EXPANSION going to.
• Have students explain why the sentences are true
or not true for them. On the board write I’m going
to stay home tonight. Then add because I feel tired. Activity 1
Then write I’m not going to stay home tonight. I’m Model the examples. Explain that when used to express
going to go to a movie. the future, going to often sounds like gonna. Then play
• Have students write similar sentences on their own. the recording.
• Have students share their answers with the class.
Activity 2
Activity 2 Play the recording again. Have students practice saying
• Explain that students match the questions in the the examples in Activity 1.
column on the left with the answers in the column
on the right. Do the first item as an example.
SMART CHOICE ONLINE
• Then have students do the activity on their own.
Remind students that there are extra Language Practice
• Check answers.
activities on Online Practice and On The Move.
ANSWERS
1. e 3. d 5. c
2. a 4. b

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 LISTENING Where are the helmets stored on the scooters in Paris?
(They’re under the seat.)
The goal of this section is to practice listening for Where does the cable car in La Paz go? (It goes
the main idea, to practice listening for specific between the city and the airport.)
information, and to discuss the listening passages. • Play the recording again and have students answer
the questions.
Activity 1—Before you listen
• This activity introduces three new vocabulary items: Activity 4
cable car, electric scooter, streetcar. • In this activity, students listen to a continuation of
• Focus attention on the pictures. Model each new the conversation in Activity 2.
vocabulary item and have students repeat. • Focus attention on the questions and answer
• Have students write the correct letter on the picture. choices. Have students read them and guess the
• Check answers. answers before they listen.
• Play the recording and have students check
ANSWERS
their guesses.
1. c 2. b 3. a • Check answers.
ANSWERS
EXTRA IDEA
1. b 2. b 3. b 4. c
Ask students: What cities do you think have these
kinds of transportation? Why are these good forms of
transportation for certain cities? Have students discuss EXTRA IDEA
the questions in pairs. Elicit their ideas. • Write these questions on the board:
When did people start to use streetcars in the US?
Activity 2 Why did people stop using streetcars?
• Focus attention on the information in the two Does the transportation expert think we are going to
columns. Explain that students will listen to a radio see more streetcars?
show and they need to match the place on the left What are two problems with the use of streetcars?
with the information on the right. What do you think? Are we going to see more
• Play the recording and have students do the streetcars?
matching activity. • Have students make pairs and discuss the questions.
• Check answers.
ANSWERS SMART TALK
1. d 2. b 3. a 4. c
Teaching notes for the Smart Talk activity begin on
page T–106.
Activity 3
• Focus attention on the statements. Have students SMART CHOICE ONLINE
read them so they know what to listen for. Explain Remind students that there are extra Listening practice
that they need to decide if the statements are true activities on Online Practice and On The Move.
or false.
• Play the recording and have students do the activity.
• Check answers.
ANSWERS
1. False 2. True 3. False 4. False

EXTENSION
• Write these questions on the board:
Why did people stop using streetcars? (They bought
cars.)
What does “clean” mean? (It doesn’t pollute the air
and it’s good for the environment.)

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 I’m going to go by car. • Unit 12

LISTENING
1 Write
BEFORE YOU LISTEN Look at kinds of transportation. Are they in your city?
the correct letter.

a. streetcar b. electric scooter c. cable car

1. 2. 3.

2 Listen and match the places and the information.

1. Toronto, Canada a. first new cable cars
2. Paris, France b. a thousand more electric scooters
3. Medellín, Colombia c. longest and highest cable car in the world
4. La Paz, Bolivia d. uses streetcars

3 Listen again. Choose ( ) True or False.

True False
1. Fifty years ago, there were no streetcars in any North American city.
2. You can rent an electric scooter in Paris by sending a text.
3. Many Latin American cities are building electric car systems.
4. Medellín, Colombia is the highest capital city in the world.

4 Listening PLUS. Before you listen, try to guess the correct answers
to these questions. Then listen and check.
1. When were the first streetcars in North American cities?
a. the eighteenth century
b. the nineteenth century
c. the twentieth century
2. When did most US cities stop using streetcars?
a. between the 1920s and the 1930s
b. between the 1930s and the 1950s
c. between the 1960s and the 1980s
3. Why are electric streetcars good?
a. because they’re cheaper
b. because they’re cleaner
c. because they’re faster
4. How much is the city of Toronto going to spend on new streetcars?
a. a million US dollars
b. a hundred million US dollars
c. a billion US dollars

SMART TALK
Student A: Turn to page 95.
Where are they going to go? Student B: Turn to page 107. 79
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 I’m going to go by car. • Unit 12

READING
1 BEFORE YOU READ Look at the title and pictures. What do you think the blog is about?

Tom and Judy’s Travel Blog

Our Australian Adventure—Day 15: Alice Springs
Hi, everyone! We’re in Alice Springs, right in the Darwin
middle of the country. We’re very excited because
today we’re going to see one of the most amazing
Alice
races in the world—the World Solar Challenge! Springs
It’s a 3,000 km long-distance car race from A USTRALIA
Darwin in the north to Adelaide in the south (see
the map for the route), and all the cars are solar- Adelaide

powered! We’re going to take a look because, well,

we want to drive a car like that in the future.
The first WSC race was in 1987, World Solar Challenge route
and now it usually takes place every
two years. There are teams from many
different countries. Some of them are
high school teams! It’s super cool, and
it’s eco-friendly. In fact, we’re thinking
about building a solar-powered car and
bringing it back next time!
After this, Tom and I are heading west
to Perth. Unfortunately, we’re not going
to drive a solar-powered car. We’re going
to take the train.
We’re going to write our next blog
post in the capital of Western Australia. solar-powered car
Talk soon!
ONLINE
PRACTICE

2 Read the blog. Answer the questions.

1. Where is Alice Springs?
2. What is special about the cars in the race?
3. How long is the race?
4. Where are Tom and Judy going to go next?
5. Are they going to drive there?
6. How are they going to get there?

3 CLASS ACTIVITY. In the future, do you think people are going

to drive solar-powered cars? Why?
I think people are going to drive solar-powered cars because…

WRITING
Turn to page 113.
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 READING
The goal of this section is to practice reading
comprehension.
Activity 1—Before you read
• Ask students What’s a blog? Elicit examples of blogs
that students have themselves or read regularly.
• Have students describe what they see in the
pictures. You may want to teach solar-powered.
• Focus attention on the question in the book: What
do you think the blog is about? and elicit the answers.
• LANGUAGE NOTE: A blog is a website, often
maintained by an individual or small group, which
is regularly updated like a journal or a diary. An
entry is called a blog post.
SUGGESTED ANSWER
The blog is about Tom and Judy’s travel adventures. This
blog post is about a solar-powered car race.
Activity 2
• Read the blog aloud to the class or play the
recording. Tell students not to be concerned if
they do not understand every word. Explain that
students need to study the map as well as read
the text.
• Have students read the blog individually and answer
the questions.
• Check answers. Then read the blog aloud or play
the recording again. This time, have students stop
you when there is a word they cannot understand.
Have other students provide the answers by
paraphrasing, drawing, or miming.
ANSWERS
1. It’s in the middle of Australia (between Darwin
and Adelaide).
2. They’re solar-powered.
3. It’s 3,000 km long.
4. They are heading west to Perth.
5. No, they aren’t.
6. They’re going to go by train.
EXTENSION
• Write other comprehension questions on the board.
For example:
What does WSC mean?
When was the first WSC race?
Are Tom and Judy driving a solar-powered car in
the race?
• Have students read the blog again and answer the
questions. They can write or say the answers.
Activity 3
• Focus attention on the question.
• Write advantages and disadvantages on the board.
Under advantages write eco-friendly. Under
disadvantages write needs a lot of sun.
• Elicit other advantages and disadvantages
of solar-powered cars and write them in the
appropriate column on the board.
• Ask individual students to answer the question. Be
sure students give reasons for their answers.
ANSWERS
Answers will vary.
EXTRA IDEA
Have students discuss other changes in transportation
they imagine will take place in the future. Elicit
different kinds of transportation as prompts and
write them on the board. Then ask questions about
transportation in the future. For example: Do you think
planes are going to change in the future? How are they
going to change?
WRITING
Teaching notes for the Writing section are on
page T–113.

CHALLENGE WORDS
• Focus attention on the words in blue in the blog and
explain that these are challenge vocabulary terms.
• Write each sentence containing blue words on
the board.
• If these challenge words haven’t been defined by
this point, ask students to use the context of the
sentence to guess the definition of each one and
then check their guesses in a dictionary. Elicit and
write the correct definitions on the board.
• Have students create new sentences for each
challenge term and share them with the class.

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 SPEAKING
The goal of this section is to practice the language
in the unit in an enjoyable, meaningful, and
personalized way.
Activity 1
• Focus attention on the pictures. Ask students to
describe what they see.
• Write the kinds of transportation on the board.
Then have students say why they like or do not like
these methods of transportation. Be sure students
give reasons.
ANSWERS
Answers will vary.
Activity 2
• Copy the travel schedule on the board. Model the
activity by telling the class where you are going on
Monday, why you are going there, and how you are
traveling there. As you talk, write the information
in the schedule. For example: Monday, to school, to
teach, by car.
• Have students complete their schedules individually.
EXTRA IDEA
Draw a T-chart on the board. Label one column
Advantages and the other Disadvantages. Make sure
students know that advantages are good things and
disadvantages are bad things. Have students complete
a chart for one or more kinds of transportation. Then
have them join another pair to compare ideas.
• Have students go online to find out information
about a famous way to travel in another country.
Suggest that they can search for famous ways to
travel or enter the name of the country or a city and
public transportation.
• Have students write a text with the information or
present it to the class.
• Remind students that they can also share the
information they find on the Discussion Board on
Online Practice.
TESTING PROGRAM
Print Unit 12 Test from the Testing Program for an
end-of-unit assessment.

Activity 3
• Focus attention on the conversation. Have three
students read it aloud.
• Model the activity with one or two students. Show
how to adapt B’s lines by replacing them with your
own information on the board. For example: replace
to the park with to the movie theater.
• Have students make groups and practice asking and
answering questions about their schedules.

EXTENSION
Have students tell the class about one of their
classmates. For example: Reiko’s going to go to the mall
on Tuesday. She’s going to buy some books and new
running shoes. She’s going to go by subway.

Activity 4
• Focus attention on the questions.
• Have students make groups and discuss
the questions.
• Have students share their ideas with the class.

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 I’m going to go by car. • Unit 12

SPEAKING — How do you get around town?

1 Look at the pictures. Which transportation do you like? Which ones do you
not like? Why?

1. 2. 3. 4.

2 Make a travel schedule for the next seven days.

MY TRAVEL SCHEDULE
Day of the week Where I will go Why I will go there Transportation
Monday
Tuesday
Wednesday
Thursday
Friday
Weekend

3 GROUP WORK. Compare your travel schedules.

A Where will you go on Monday?
B I am going to the park.
C Why will you go there?
B I am going to walk around and take photos.
A How will you get there?
B I will go by bus.

4 GROUP WORK. Discuss these questions.

1. What’s good about the transportation in your area?
2. What isn’t good?
3. Do you know any cities that have good transportation? Explain.

GO Find information about a famous way to travel in another country.

Make notes and share with the class.
ONLINE

NOW I CAN
SPEAK I N G G R A MM A R LISTEN IN G REA D IN G
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 REVIEW Units 10–12
1 Read the conversation. Choose the correct answer.
Teacher Good night, Larry. See you next week.

Larry Actually, I’m going to go / go on vacation

1
next week to Mexico. [SAY MORE]

Teacher Really? That’s great! How are you going to

get there?

Larry I’m going to take a plane to Mexico City.

Teacher And what you are / are you going to do

there? 2

Larry I’m going to do some sightseeing and visit

art galleries. I studied / studyed art in school.
3
Teacher I didn’t know that.

Larry I also want to rent a car and drive to

some places.

Teacher Oh, actually, why don’t you take a bus

to Acapulco or Cancun?

Larry Are they nice places?

Teacher Sure! There’s / There are some great

4
beaches there. You can relax, swim, and sit
on the beach. [SAY MORE]

Larry I’m not really a beach person.

[SAY MORE]
Teacher Really?

Larry Yeah, and there are / are there a lot of

5
tourists in places like that.

Teacher Is that a problem?

Larry Yes! I want to practice my Spanish!

2 Listen and check your answers. Then practice the conversation with a partner.
3 PAIR WORK. Put a box around the transportation words and vacation activities.
Practice the conversation again. Use your own ideas for transportation and activities.

4 Practice the conversation again. This time add information and [ SAY MORE].

Larry I’m going to go / go on vacation next week to Mexico. [I’m going for five days.]
1
Teacher Really? That’s great!
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 REVIEW Units 10–12

Conversation
Review Objectives
• Vocabulary: kinds of transportation, vacation activities
• Grammar: going to, the simple past, there is and there are

The goal of this section is to review and practice
the language presented in Units 10–12 in a fun and
meaningful way.
Warm-Up
Books closed. Write the following questions on the
board: Where do you usually go on vacation? and Where
are you going to go this year? Elicit answers.
Activity 1
• Books open. Focus attention on the people in the
picture. Ask Where are they? and Who are they?
Elicit answers, such as They are in class. and He’s a
student.
• Focus attention on the conversation.
• Have students read the conversation silently.
At this time, students should ignore the [say more]
instruction. Then have students choose the
correct answers.
Activity 2
• Play the recording. Allow time for students to
change incorrect answers. Then check answers.
• Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.
ANSWERS
1. going to go 4. There are
2. are you 5. there are
3. studied
• Elicit ideas for transportation words and vacation
activities and write them on the board before
students do the next part of the activity. Point out
that they may need to change other parts of the
conversation. For example, they will need to change
the line I studied art in school. depending on how
the previous sentence changes.
• Have students practice the conversation again, this
time using their own ideas for transportation words
and vacation activities.
ANSWERS
A box should be put around the following
transportation: take a plane, rent a car, drive, take a bus
vacation activities: sightseeing, art galleries, relax, swim,
sit on the beach
Activity 4
• Focus attention on the conversation in Activity 1
again. Explain that [say more] means that students
should provide more information to make the
conversation more interesting and to keep it going.
• Use the example I’m going to go on vacation next week
to Mexico. I’m going for five days. to show how the
speaker is providing more information.
• Have students practice the conversation again,
adding more information at [say more].

Activity 3
• Focus attention on the conversation in Activity 1.
Explain that students identify and put a box around
the transportation words and vacation activities in
the conversation. Students then change these words
with their own ideas.
• Have students make pairs and put a box around the
words. Then check answers.

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 Reading
Review Objectives
• Vocabulary: kinds of transportation, places around town
• Grammar: the simple past, there is and there are

Activity 5 Activity 7
• Focus attention on the pictures. Have students • Focus attention on the questions. Identify some
describe what they see. Then have students read the details in the article that students should include in
first sentence of the article. Ask Why do you think their own description. For example:
the man visited New Orleans? Elicit answers. Where the event was.
• CULTURE NOTE: New Orleans is famous for its jazz How the student got there.
music. Many of the most famous jazz musicians,
What kind of event it was.
including Louis Armstrong, come from New Orleans.
The number of people who attended.
SUGGESTED ANSWER • Have students do the activity in groups.
He visited New Orleans to go to the Jazz and Heritage
Festival. ANSWERS
Answers will vary.

Activity 6
• Focus attention on the article. Preteach heritage, and testing progrAM
any other words or phrases your students may not Print Final Test from the Testing Program for an
understand. assessment of Units 7–12.
• Review the True/False statements.
• Have students read the article and do the activity on
their own.
• Check answers.
ANSWERS
1. False 3. True 5. True
2. False 4. False 6. True

EXtension
Have students show where in the article they found the
answers. For example, for item one, elicit I love going
every time!

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 Review • Units 10–12

5 Look at the pictures and read the first sentence.

Why do you think the man visited New Orleans?

A week in the life of…

Jim Conway, rock journalist

O n Sunday, I took a plane from San

Francisco to New Orleans, and I spent
a week at the New Orleans Jazz &
Heritage Festival.
First of all, I have to say New Orleans is
a fabulous city. I love going there every time!
The city, especially the French Quarter, is
really interesting, with beautiful architecture,
fascinating stores, good restaurants, and
coffee shops. This time, I was lucky and got a
room at a hotel in the French Quarter as well.
The Jazz Fest takes place at the Fair Grounds
Race Course, a 10-minute car ride from the
French Quarter. There are music events all day
from 11 a.m. to 7 p.m. And it’s not only jazz!
They have all kinds of music, including blues,
rock, rap, folk, country… There’s music for
everyone at the Jazz Fest. In fact, 400,000
people visit each year—it’s big!
I started each day at a cafe near my hotel.
I ate breakfast, checked my email, and watched
the people on the street. On the first day, I took
a taxi to the festival, but after that I walked
each day.
The Jazz Fest, of course, was just awesome.
This year, some of the biggest names in music
were there. I interviewed two of them for a rock
magazine (read the articles to find out who!),
but for the rest of the time, I listened to music
and ate at the delicious food booths. The week
went by so quickly. I couldn’t believe it. I was
sad when it was
time to go home.

6 Read the article. Choose ( ) True or False.

True False
1. This was Jim’s first time to New Orleans.
2. The French Quarter is a short car ride from New Orleans.
3. Musicians at the Jazz Fest play many styles of music.
4. Jim walked to the festival every day.
5. Jim is going to write articles for a magazine.
6. Jim had a great time in New Orleans.

7 GROUP WORK. Have you been to a music festival? What is it like?

Tell your group.

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 SMART TALK

UNIT 1 SMART TALK

Activity 1
• Write the model conversation UNIT 1—Who’s that?
on the board. Then split the Student A
class into pairs. Assign roles to
each student—one student is A, 1 PAIR WORK. Ask and answer questions to complete the information.
A Who’s number 1?
the other is B. The information B That’s Adele. What’s her real name?
USEFUL LANGUAGE

for Student A is on page 84 A Her real name is Adele Laurie Blue Adkins.
How do you spell that?
Can you repeat that?
of the book. The Student B Where is she from?
B She’s from the UK.
Did you say ... ?

information is on page 96.

• Focus attention on the first
picture and the information
below it. Read the model
conversation to the class.
If necessary, explain the
1. Name: Adele 2. Name: 3. Name: Natalie Portman
difference between “name” and Real Name: Adele Laurie Real Name: Ricardo Real Name:
“real name” here. Say Some Blue Adkins Izecson dos Santos Leite

celebrities use a stage name, From: the UK From: From: the US

which is like a nickname, and is

different from their real name.
• Model the first item (Adele)
with a student. On the board,
draw a two-column chart.
Write the information that 4. Name: 5. Name: Michelle Yeoh 6. Name:

Student A has in one column Real Name: Shaquille Real Name: Real Name: Krishna
O’Neal Bhanji
and the information Student B From: From: Malaysia From:
has in the other column.
Explain that Student A and 2 Ask about your partner’s favorite stars. Complete the sentences.
Student B have different 1. My partner’s favorite singer is .
Who’s your favorite…?
information about the same 2. He / She is from
3. My partner’s favorite actor is
.
.
person. 4. He / She is from . Where’s she from?

• Focus attention on the Useful 5. My partner’s favorite athlete is

6. His / Her real name is .
.

Language box. Model the What’s his real name?

phrases for the class. Read the 84

first item aloud with a student
again, but this time use these 4602600_SC3e_SB1.indb 84 2/18/16 8:34 AM

phrases.
Answers 4. Name: Shaq
• Preteach any vocabulary Real Name: Shaquille O’Neal
students may have 1. Name: Adele
Real Name: Adele Laurie Blue From: the US
difficulty understanding or Adkins 5. Name: Michelle Yeoh
pronouncing. From: the UK Real Name: Yeoh Choo-Kheng
• Have students do the activity 2. Name: Kaká From: Malaysia
6. Name: Ben Kingsley
in pairs. Real Name: Ricardo Izecson
Real Name: Krishna Bhanji
dos Santos Leite
• Allow sufficient time for From: Brazil. From: the UK
students to complete the 3. Name: Natalie Portman
activity before checking Real Name: Neta-Lee Hershlag
answers. You can check From: the US
answers by having pairs do the
activity one item at a time.

T–84  Smart Talk  •  Unit 1

© Copyright Oxford University Press

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 EXTENSION
SMART TALK • Put each pair in a group with
two or three other pairs and
UNIT 1—Who’s that? have them share their answers
Student B from Activity 2. Write the
following on the board and
1 PAIR WORK. Ask and answer questions to complete the information. have each group complete
A Who’s number 1?
USEFUL LANGUAGE the lines with the appropriate
B That’s Adele. What’s her real name?
A Her real name is Adele Laurie Blue Adkins.
How do you spell that? numbers:
Can you repeat that?
Where is she from?
Did you say ... ? 1.  of us have the
B She’s from the UK.
same favorite singer.
2.  of us have the
same favorite actor.
3.  of us have the
same favorite athlete.
1. Name: Adele 2. Name: Kaká 3. Name: 4.  of our favorite
Real Name: Real Name: Real Name: Neta-Lee celebrities are from the US.
• If necessary, explain the
Adele Laurie Blue Adkins Hershlag
From: the UK From: Brazil From:
meaning of the same and
celebrities.
• Have each group share their
results with the class. Find
out which singers, actors, and
4. Name: Shaq 5. Name: 6. Name: Ben Kingsley
athletes are the most popular
Real Name: Real Name: Yeoh Real Name: in the class.
Choo-Kheng
From: the US From: From: the UK
EXTRA IDEA
2 Ask about your partner’s favorite stars. Complete the sentences. Put students in groups, and
1. My partner’s favorite singer is .
Who’s your favorite…? have them make a list of other
2. He / She is from
3. My partner’s favorite actor is
.
.
celebrities they know who have
4. He / She is from . Where’s she from? nicknames or don’t go by their
5. My partner’s favorite athlete is . real names. Give the groups a few
6. His / Her real name is .
What’s his real name? minutes to make their lists and
96
then have them share their list
with the class. The group with
4602600_SC3e_SB1.indb 96 2/18/16 8:38 AM
the longest list is the winner.
To practice listening, call out
Activity 2 VARIATION
a few of the real names the
• Explain that this is a Have students stand up and walk students mentioned and elicit the
discussion activity, not an around the class, asking each appropriate nickname.
information gap. other the questions. Tell them
they can ask each person only
• Focus attention on the
one question. After one question,
examples in speech bubbles
they have to move on to another
and write them on the board.
student. Make sure the students
Elicit other useful questions
write down the names of the
students might need and write
people they interview.
them on the board.
• Have students fill in the blanks
with information about their
partner’s favorite singer, actor,
and athlete.

Unit 1  •  Smart Talk  T–85

© Copyright Oxford University Press

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 UNIT 2 Smart Talk • Student A

Activity 1 UNIT 2—What do they do?

Student A
• Write the model conversation
on the board. Then split the 1 PAIR WORK. Look at the pictures. Ask and answer questions to complete
class into pairs. Assign roles the information.

to each student—one student A What does Anne do?

B She’s a doctor.
is A, the other is B. The A Where does she work?
information for Student A is B She works in a hospital.

on page 85 of the book. The

Student B information is on
page 97.
• Focus attention on the first
picture and the information
below it. Read the model
conversation to the class.
Explain that in this activity— 1. Anne 2. Ethan 3. Jane and Kim
doctor
unlike the information gap Job:
Works in: a hospital
Job: teacher
Works in: a college
Jobs:
Work in:
activity for Unit 1—Student
A or Student B has all the
information about each person
in the pictures.
• Preteach any vocabulary
students may have
difficulty understanding or
pronouncing.
4. Mark and Yuko 5. Sang 6. Erika
• Have students do the activity Jobs: pilots Job: Job: architect

in pairs. Work in: an airport Works in: Works in: an office

• Allow sufficient time for 2 Ask your partner about these people. Write their jobs. USEFUL WORDS
students to complete the 1. My partner is . What does your do?
activity before checking 2. My partner’s dad is . What’s your dream job?
a businessperson
answers. You can check 3. My partner’s mom is .
a blog writer an office worker
4. My partner’s friend is .
answers by having pairs do the 5. is my partner’s dream job.
an assistant between jobs
self-employed
activity one item at a time.
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Answers
1. Anne 4602600_SC3e_SB1.indb 85 2/18/16 8:34 AM

Job: doctor
Works in: a hospital Activity 2 VARIATION
2. Ethan • Explain that this is a Have students stand up and walk
Job: teacher discussion activity, not an around the class, asking each
Works in: a college information gap. other the questions. Tell them
3. Jane and Kim they can ask each person only
Jobs: chefs • Focus attention on the
one question. After one question,
Work in: a restaurant questions, words, and phrases
they have to move on to another
4. Mark and Yuko in the Useful Words box and
student. Make sure the students
Jobs: pilots write them on the board. Elicit
Work in: an airport write down the names of the
other useful questions, words,
5. Sang people they interview.
or phrases students might
Job: clerk
Works in: a convenience store
need and write them on
6. Erika the board.
Job: architect • Have students fill in the blanks
Works in: an office with information about their
partner’s job, dream job, and
about their family members.

T–86  Smart Talk  •  Unit 2

© Copyright Oxford University Press

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 Smart Talk • Student B
EXTRA IDEA
Have students play a memory
UNIT 2—What do they do? game. Give them 30 seconds
Student B to study the information in
Activity 1 and try to memorize
1 PAIR WORK. Look at the pictures. Ask and answer questions to complete as much of it as they can. Then
the information.
A What does Anne do? have them close their books and
B She’s a doctor. take turns asking and answering
A Where does she work?
B She works in a hospital.
questions about the people with
a partner. Make it a competition
to see who remembers the most
information correctly.

1. Anne 2. Ethan 3. Jane and Kim

Job: doctor Job: Jobs: chefs
Works in: a hospital Works in: Work in: a restaurant

4. Mark and Yuko 5. Sang 6. Erika

Jobs: Job: clerk Job:
Work in: Works in: a convenience Works in:
store

2 Ask your partner about these people. Write their jobs. USEFUL WORDS

1. My partner is . What does your do?

2. My partner’s dad is . What’s your dream job?
3. My partner’s mom is . a businessperson
4. My partner’s friend is . a blog writer an office worker
5. is my partner’s dream job. an assistant between jobs
self-employed

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EXTENSION • Have each group share their

• Put each pair in a group with results with the class. Have
two or three other pairs and the class vote on the most
have them share their answers common dream jobs and
from Activity 2. Write the the most common jobs of
following on the board and students’ parents.
have each group complete
the lines with the appropriate
numbers.
1.  of us have the
same job.
2.  of our dads
have the same job.
3.  of our moms
have the same job.
4.  of us have the
same dream job.

Unit 2  •  Smart Talk  T–87

© Copyright Oxford University Press

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 UNIT 3
Activity 1
• Write the model conversation
on the board. Then split the
class into pairs. Assign roles
to each student—one student
is A, the other is B. The
information for Student A is
on page 86 of the book. The
Student B information is on
page 98.
• Focus attention on the model
conversation and the pictures
under the heading Food.
Explain to students that
they are to ask and answer
questions about the food in
the chart. Explain that the
chart has information about
the people’s likes and dislikes.
• Read the model conversation.
Show how the first food item,
ice cream, is in the food box
for Student A. Show how the
answer, No, he doesn’t [love ice
cream]. can be found in the
likes and dislikes chart on the
page for Student B. (Joe loves
fish, not ice cream.)
•
Preteach any vocabulary
students may have
difficulty understanding or
pronouncing.
• Have students do the activity
in pairs. Remind students
to write the food item in the
empty squares in the chart as
they work.
• Allow sufficient time for
students to complete the
activity before checking
answers. You can check
answers by having pairs do the
activity one item at a time.
Answers
Joe: loves fish, likes chicken,
doesn’t like onions, hates cheese
Lucy: loves French fries, likes
noodles, doesn’t like vegetables,
hates soup
Paolo: loves sushi, likes salad,
doesn’t like bread, hates
hamburgers
Tom and May: love ice cream,
like rice, don’t like shrimp,
hate pizza
T–88  Smart Talk  •  Unit 3
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Smart Talk • Student A
UNIT 3—Does he like fish?
Student A
1 PAIR WORK. Ask and answer questions to complete the chart. Ask about
the six food items.
Food
Food
A Does Joe love ice cream?
B No, he doesn’t.
A Does he love salad?
B No, he doesn’t.
A Does he love fish?
B Yes, he does. That’s right!
Love Like Don’t like Hate
fish
2 Ask and answer questions to complete the sentences. Do you like ?
1. I like , but my partner doesn’t.
2. I don’t like , but my partner does.
3. My partner and I both like and
I don’t like . How about you?
.
4. We both don’t like
5. We both love .
and . I don’t like either.
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Activity 2 VARIATION
Have students stand up and walk
• Explain that this is a
discussion activity, not an around the class, asking each
information gap. other the questions. Tell them
they can ask each person only
• Focus attention on the
one question. After one question,
examples in speech bubbles
they have to move on to another
and write them on the board.
student. Make sure the students
Elicit other useful questions
write down the names of the
students might need and write
people they interview.
them on the board.
• Have students fill in the blanks
with information about their
own and their partners’ food
preferences.
© Copyright Oxford University Press
3/16/16 7:16 PM
 Smart Talk • Student A
EXTRA IDEA
Have students play a memory
UNIT 3—Does he like fish? game. Give them 30 seconds
Student A to study the information in
Activity 1 and try to memorize
1 PAIR WORK. Ask and answer questions to complete the chart. Ask about as much of it as they can. Then
the six food items.
A Does Joe love ice cream?
Food
Food have them close their books and
B No, he doesn’t. take turns asking and answering
A Does he love salad?
B No, he doesn’t.
questions about the people with
A Does he love fish? a partner. Make it a competition
B Yes, he does. That’s right!
to see who remembers the most
information correctly.

Love Like Don’t like Hate

fish

2 Ask and answer questions to complete the sentences. Do you like ?

1. I like , but my partner doesn’t.
2. I don’t like , but my partner does.
I don’t like . How about you?
3. My partner and I both like and
.
4. We both don’t like and . I don’t like either.
5. We both love .

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EXTENSION • If necessary, explain the

• Put each pair in a group with meaning of all of us, none of
two or three other pairs and us, most of us, and only one
have them share their answers person.
from Activity 2. Write the • Have each group share their
following on the board, and results with the class. Have the
have each group complete class vote on the most popular
the lines with the appropriate and least popular foods. If
foods. appropriate for your class, vote
1. All of us like . on which student has the most
unusual taste in food.
2. None of us likes
.
3. Most of us don’t like
.
4. Only one person likes
.
5. Only one person doesn’t like
.

Unit 3  •  Smart Talk  T–89

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 UNIT 4 Smart Talk • Student A

Activity 1 UNIT 4—How often?

Student A
• Write the model conversation
on the board. Then split the 1 PAIR WORK. Ask and answer questions to complete the chart.
class into pairs. Assign roles A What does Jung-hwa do to keep fit?

to each student—one student B She goes swimming.

is A, the other is B. The A How often does she go swimming?

B Twice a week.
information for Student A is A Does she like it?

on page 87 of the book. The B Yes, she does. It’s fun!

Student B information is on What do they do

How often? Do they like it?
page 99. to keep fit?

• Focus attention on the model

conversation and the chart. swimming twice a week Yes. It’s fun!

Point out that there are three Jung-hwa

questions:
What do they do to keep fit? running every day No. It’s tiring.
How often (do they do the
activity)? Colin

Do they like it?

• Read the model conversation
to the class. Explain that in Sara
the activity, either Student
A or Student B has all of the go to the gym four nights a week Yes. The gym has TVs!

information about the person Gabriel

in the picture.
• Preteach any vocabulary
students may have
Kim and Max
difficulty understanding or
pronouncing. Remind students 2 What does your partner do to keep fit? Complete the sentences.
that we say go swimming, go 1. My partner goes to the gym. Do you ever…?
running, etc., but play soccer, 2. My partner plays basketball.

play tennis, do yoga, etc. 3. My partner does yoga.

How often do you…?
4. My partner goes swimming.
• Have students do the activity 5. My partner goes bowling.

in pairs. Remind students to 87

write the information in the

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they work.
• Allow sufficient time for
students to complete the
activity before checking
answers. You can check
answers by having pairs do the
activity one item at a time.
ANSWERS
Jung-hwa: goes swimming; twice
a week; Yes. It’s fun.
Colin: goes running; every day;
No. It’s tiring.
Sara: does yoga; every weekend;
Yes. But it’s expensive.
Gabriel: goes to the gym; four
nights a week; Yes. The gym
has TVs.
Kim and Max: go biking; every
morning; Yes. They go fast.
Activity 2 VARIATION
• Explain that this is a Have students stand up and walk
discussion activity, not an around the class, asking each
information gap. other the questions. Tell them
they can ask each person only
• Focus attention on the
one question. After one question,
examples in the speech
they have to move on to another
bubbles and write them on
student. Make sure the students
the board. Elicit other useful
write down the names of the
questions students might need
people they interview.
and write them on the board.
• Have students fill in the blanks.

T–90  Smart Talk  •  Unit 4

© Copyright Oxford University Press

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 Smart Talk • Student B

UNIT 4—How often?

Student B

1 PAIR WORK. Ask and answer questions to complete the chart.

A What does Jung-hwa do to keep fit?
B She goes swimming.
A How often does she go swimming?
B Twice a week.
A Does she like it?
B Yes, she does. It’s fun!

What do they do
How often? Do they like it?
to keep fit?

swimming twice a week Yes. It’s fun!

Jung-hwa

Colin

yoga every weekend Yes. But it’s expensive.

Sara

Gabriel

biking every morning Yes. They go fast!

Kim and Max

2 What does your partner do to keep fit? Complete the sentences.

1. My partner goes to the gym. Do you ever…?
2. My partner plays basketball.
3. My partner does yoga.
How often do you…?
4. My partner goes swimming.
5. My partner goes bowling.
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EXTRA IDEA the board and try to imagine

• Elicit names of famous that person’s weekly routine.
people who are athletes, Then have each group share
actors, musicians, journalists, their ideas with the class
politicians, etc. Write the or with another group. For
names on the board. example: We think Gisele
Bundchen goes running every
• Put the students in pairs or day. She never eats pizza or
small groups. Have each group
hamburgers.
choose one of the people on

Unit 4  •  Smart Talk  T–91

© Copyright Oxford University Press

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 UNIT 5
Activity 1
• Write the model conversation
on the board. Then split the
class into pairs. Assign roles
to each student—one student
is A, the other is B. The
information for Student A is
on page 88 of the book. The
Student B information is on
page 100.
• Focus attention on the people
in the picture and the names
next to them. Explain that
Student A and B have different
names.
• Practice the model
conversation with Student B.
Focus attention on the picture
of Betsy, who is talking on her
cell phone. Then practice the
conversation with Student A
but ask about Paul. Ask Is Paul
eating pizza? to elicit No, he
isn’t. Ask Is Paul doing martial
arts? to elicit Yes, he is.
• Preteach any vocabulary
students may have
difficulty understanding or
pronouncing.
• Have students do the activity
in pairs. Allow sufficient
time for students to complete
the activity before checking
answers. You can check
answers by having pairs do the
activity one item at a time.
• If some pairs finish earlier
than others, have them start
Activity 2.
ANSWERS
Ellen is checking her email.
Dan is eating pizza.
Henry and Michelle are playing a
computer game.
Mike is watching TV.
Alice is playing tennis.
Bill is taking a nap.
Betsy is walking/talking on
the phone.
Paul is doing martial arts.
T–92  Smart Talk  •  Unit 5
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Smart Talk • Student A
UNIT 5—What is he doing?
Student A
1 PAIR WORK. Look at the people. Who are they? Ask and answer questions
with a partner. Ask about the names in the box.
A Is Ellen talking on the phone?
B No, she’s not.
A Is she checking her email?
B Yes, she is.
Names
Ellen
Michelle
Betsy
Alice
Dan
Henry
Mike
Paul
Bill
2 What is your partner doing right now? Choose ( ) True or False.
True False
1. My partner is sending a text message.
2. My partner is thinking about lunch. Are you right now?
3. My partner is looking at the teacher.
4. My partner is daydreaming.
5. My partner is speaking in English.
Yes, I am. How about you?
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Activity 2 EXPANSION
• Explain that this is a discussion Have students write other
activity, not an information gap. statements which can be used to
ask a partner additional questions.
• Explain that students are to
Students can switch partners or
ask their partner questions to
give their lists of statements to
find out if the five statements
another pair.
are true or false. Focus
attention on the examples
in the speech bubbles and
write them on the board.
Elicit other useful questions
students might need and write
them on the board. Preteach
daydreaming, if necessary.
• Have students choose the
appropriate True and False
boxes as they do the activity.
© Copyright Oxford University Press
3/16/16 7:16 PM
 Smart Talk • Student B

UNIT 5—What is he doing?

Student B

1 PAIR WORK. Look at the people. Who are they? Ask and answer questions
with a partner. Ask about the names in the box.
A Is Ellen talking on the phone?
B No, she’s not. Ellen
A Is she checking her email?
B Yes, she is.

Names Dan
Paul
Henry
Mike
Bill

Michelle

Alice

Betsy

2 What is your partner doing right now? Choose ( ) True or False.

True False
1. My partner is sending a text message.
Are you right now?
2. My partner is thinking about lunch.
3. My partner is looking at the teacher.
4. My partner is daydreaming. Yes, I am. How about you?
5. My partner is speaking in English.

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EXTRA IDEA • Then have students switch

• Have students draw pictures roles. Make sure students are
similar to the one on Activity using the present continuous
1 that show people doing whenever possible.
different activities. Elicit
vocabulary from this unit
and unit 4, such as do yoga,
go swimming, etc. Write these
ideas on the board to help
students as they draw.
• Give students enough time
to finish their pictures. Then
have them sit back-to-back
in pairs. Have one student in
each pair describe his or her
picture while the other student
listens and draws what he or
she hears.

Unit 5  •  Smart Talk  T–93

© Copyright Oxford University Press

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 UNIT 6
Activity 1
• Write the model conversation
on the board. Then split the
class into pairs. Assign roles
to each student—one student
is A, the other is B. The
information for Student A is
on page 89 of the book. The
Student B information is on
page 101.
• Focus attention on the first
picture and the information
below it. Read the model
conversation to the class.
Explain that Student A and
Student B have different
information about the people.
Explain that students need
to ask and answer questions
to complete the information
about each person.
• Focus attention on the
use of the past tense and
present tense in the model
conversation. Explain that
students should use the past
when talking about Saturday,
and the present when talking
about today.
• Preteach any vocabulary
students may have
difficulty understanding or
pronouncing.
• Have students do the activity
in pairs.
• Allow sufficient time for
students to complete the
activity before checking
answers. You can check
answers by having pairs do the
activity one item at a time.
ANSWERS
1. Tom
Saturday: at a party
Now: in class
2. Miho
Saturday: on a plane
Now: in Paris
3. Amy and Jen
Saturday: on a mountain
Now: in the hospital
T–94  Smart Talk  •  Unit 6
4602631_SC3e_TB1.indb 94
Smart Talk • Student A
UNIT 6—Where were they?
Student A
1 PAIR WORK. Look at the people. Where were they on Saturday? Where are they now?
Ask and answer questions to complete the information.
A Where was Tom on Saturday?
B He was at a party. Where is he now?
A He’s in class.
1. Tom 2. Miho 3. Amy and Jen
Saturday: at a party Saturday: Saturday: on a mountain
Now: in class Now: in Paris Now:
4. Susan 5. Bill and Mary 6. Mike
Saturday: Saturday: in the park Saturday:
Now: at a game Now: Now: at home
2 Ask your partner about the people. Where were they on Saturday?
1. My partner was on Saturday. Where were you…?
2. My partner’s friend was on Saturday.
3. My partner’s brother / sister was
4. My partner’s parents were
on Saturday.
on Saturday.
Where was your…?
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4. Susan Activity 2
Saturday: at the gym • Explain that this is a
Now: at a game discussion activity, not an
5. Bill and Mary
information gap activity.
Saturday: in the park
Now: at a concert • Focus attention on the
6. Mike examples in the speech bubbles
Saturday: at the beach and write them on the board.
Now: at home Model asking and answering
the questions with students.
Then elicit other useful phrases
students might need and
write them on the board. For
example: I don’t know. and I
don’t have a brother / sister.
© Copyright Oxford University Press
3/16/16 7:17 PM
 Smart Talk • Student B
• Put the students in small
groups. Have each group
UNIT 6—Where were they? choose one (or more of the)
Student B character(s) from the activity
and think of a story to tell
1 PAIR WORK. Look at the people. Where were they on Saturday? Where are they now? about them using the pictures
Ask and answer questions to complete the information.
A Where was Tom on Saturday?
on the Student A and Student
B He was at a party. Where is he now? B pages. For example, for
A He’s in class. Tom’s pictures:
Tom was at a party on
Saturday. It was really fun. All
of his friends were there. The
music was great. He was at
the party very late. Now he’s
in class. He’s very tired, and he
has to take a test. He’s thinking,
“That party was a bad idea!”
1. Tom
Saturday: at a party
2. Miho
Saturday: on a plane
3. Amy and Jen
Saturday:
• Have the groups share their
Now: in class Now: Now: in the hospital stories with the class or with
another group.

4. Susan 5. Bill and Mary 6. Mike

Saturday: at the gym Saturday: Saturday: at the beach
Now: Now: at a concert Now:

2 Ask your partner about the people. Where were they on Saturday?
1. My partner was on Saturday. Where were you…?
2. My partner’s friend was on Saturday.
3. My partner’s brother / sister was on Saturday.
Where was your…?
4. My partner’s parents were on Saturday.

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VARIATION EXTRA IDEA

Have students stand up and walk • Have students look at the
around the class, asking each pictures on the A and B pages
other the questions in the speech of Activity 1. Focus attention on
bubbles and using the items in the set of pictures for the first
Activity 2 for ideas. character, Tom. Elicit that on
Saturday, Tom was dancing at a
party and now he is very tired
in class. Make sure students
understand that the second
picture shows the result of his
actions in the first picture.

Unit 6  •  Smart Talk  T–95

© Copyright Oxford University Press

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 UNIT 7 Smart Talk • Student A

Activity 1 UNIT 7—Which one do you like?

Student A
• Write the model conversation
on the board. Then split the 1 PAIR WORK. Look at the pictures. Ask and answer questions
class into pairs. Assign roles to complete the information.

to each student—one student A How much are the jeans?

B They’re $95. Where are they from?
is A, the other is B. The A They’re from the US. What colors do you have?
information for Student A is B Blue, black, or green.

on page 90 of the book. The

Student B information is on 1. Jeans 2. Baggy pants
Price: $95 Price:
page 102. From: the US From: Japan

• Focus attention on the first Colors: blue, black, green Colors:

picture and the information

next to it. Read the model 3. Sweater 4. Sweatshirt

conversation to the class. Price: $100

From:
Price:
From: China
Explain that Student A and Sizes: small, medium Sizes:
Student B have different
information about the clothes. 5. T-shirt 6. Shirt
Explain that students need Price: $20 Price:
to ask and answer questions From: From: Italy

to complete the information Styles: long-sleeved,

short-sleeved
Styles:

about the clothes.

• Focus attention on the use 7. High heels
Price: $100
8. Sneakers
Price:
of They’re and are they in the From: From: the US

model conversation. Explain Colors: black, red, blue Colors:

that students should use 2 Compare the clothes in each row. Which do you like? Why?
They’re and are they when A Which do you like, the jeans or the baggy pants? USEFUL WORDS
talking about plural nouns and B I like the baggy pants.
cheap fashionable
It’s and is it when talking about A Really? Why? colorful nice
B I think they’re more comfortable. How about you?
singular nouns. A I like the jeans. They’re more practical.
comfortable
elegant
practical
stylish

• Preteach any vocabulary And they’re cheaper! expensive warm

students may have

difficulty understanding or
pronouncing. In particular, 90
make sure students understand
long-sleeved and short-sleeved. 4602600_SC3e_SB1_BM1_STA.indd 90 3/3/16 10:55 AM

• Have students do the activity

4. Sweatshirt Activity 2
in pairs. Price: $30 • Explain that this is a
• Allow sufficient time for From: China discussion activity, not an
students to complete the Sizes: small, medium, large
information gap.
activity before checking 5. T-shirt
answers. You can check Price: $20 • Focus attention on the model
answers by having pairs do the
From: France conversation and write it
Styles: long-sleeved, short- on the board. Practice the
activity one item at a time. sleeved conversation with a student.
6. Shirt
ANSWERS
Price: $100 • Review the items in the Useful
1. Jeans From: Italy Words box. Focus attention
Price: $95 Styles: long-sleeved only on comfortable and cheap,
From: the US 7. High heels and show how they need
Colors: blue, black, green Price: $100 to be changed to cheaper
2. Baggy pants From: Italy
and more comfortable when
Price: $60 Colors: black, red, blue
From: Japan 8. Sneakers
used in the conversation. If
Colors: blue, white, black Price: $75 necessary, have students look
3. Sweater From: the US at the comparative adjectives
Price: $100 Colors: white, red, black on page 46 before beginning
From: Scotland the activity.
Sizes: small, medium
• Have students do the activity
in pairs.

T–96  Smart Talk  •  Unit 7

© Copyright Oxford University Press

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 Smart Talk • Student B

UNIT 7—Which one do you like?

Student B

1 PAIR WORK. Look at the pictures. Ask and answer questions

to complete the information.
A How much are the jeans?
B They’re $95. Where are they from?
A They’re from the US. What colors do you have?
B Blue, black, or green.

1. Jeans 2. Baggy pants

Price: $95 Price: $60
From: the US From:
Colors: blue, black, green Colors: blue, white, black

3. Sweater 4. Sweatshirt
Price: Price: $30
From: Scotland From:
Sizes: Sizes: small, medium, large

5. T-shirt 6. Shirt
Price: Price: $100
From: France From:
Styles: Styles: long-sleeved only

7. High heels 8. Sneakers

Price: Price: $75
From: Italy From:
Colors: Colors: white, red, black

2 Compare the clothes in each row. Which do you like? Why?

A Which do you like, the jeans or the baggy pants? USEFUL WORDS
B I like the baggy pants.
cheap fashionable
A Really? Why?
colorful nice
B I think they’re more comfortable. How about you? comfortable practical
A I like the jeans. They’re more practical. And they’re cheaper! elegant stylish
expensive warm

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Variation Extra Idea

Have the students stand up and Have students play a memory
walk around the class, asking each game. Give them about 30
other the questions. Tell them seconds to study the information
they can ask each person about in Activity 1 and try to memorize
the clothing items in one row only. as much of it as they can. Then
After that, they have to move on have them close their books and
to another student. Make sure the take turns asking and answering
students write down the names of questions about the clothing with
the people they interview. a partner. Make it a competition
to see who remembers the most
information correctly.

Unit 7  •  Smart Talk  T–97

© Copyright Oxford University Press

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 UNIT 8
Activity 1
• Focus attention on the
questions in the survey.
Preteach any vocabulary
students may have
difficulty understanding or
pronouncing. Elicit phrases
students might need, such as
I’m not sure, I don’t know, and
I can’t remember.
• Have students write their
own answers to the survey
questions before doing the
activity in pairs.
• Write the model conversation
on the board. Then split the
class into pairs. Assign roles
to each student—one student
is A, the other is B. The
information for Student A is
on page 91 of the book. The
Student B information is on
page 103.
• Focus attention on the model
conversation. Explain that
the questions come from the
survey below.
• Select a student and practice
the model conversation.
Replace the underlined text on
the board with the student’s
answers.
ANSWERS
Answers will vary.
Activity 2
• Focus attention on the four
statements and write them
on the board. Make sure
students understand both.
Select a student and say My
best friend is serious. How
about yours? Continue asking
other questions until you
find something that your best
friend and the student’s best
friend have in common. Then
write on the board:
They both have .
• Have students do the activity
in pairs.
T–98  Smart Talk  •  Unit 8
4602631_SC3e_TB1.indb 98
Smart Talk • Student A
UNIT 8—My best friend
Student A
1 PAIR WORK. Answer the questions about your best friend. Then compare answers
with a partner. Write your partner’s answers in the survey.
A What’s his or her name?
B It’s Maria.
A Where is she from?
B She’s from Mexico City.
A When is her birthday?
B I’m not sure.
My best
friend
My partner’s
best friend
1. What’s his / her name?
2. Where is he / she from?
3. How old is he / she?
4. When is his / her birthday?
5. What’s he / she like?
(smart, cool, funny, friendly…)
6. Who does he / she look like?
7. What color are his / her eyes?
8. What color is his / her hair?
9. What are his / her hobbies?
(running, reading, cooking…)
10. What’s his / her favorite food?
11. Who’s his / her favorite singer?
12. What’s his / her favorite movie?
2 Ask more questions about your partner’s friend. Complete the sentences.
1. My friend is , but my
partner’s friend is .
My best friend has…
2. They both have . How about yours?
3. They both are
4. They both like
.
.
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Variation Extension
Have the students stand up and • Put each pair in a group with
walk around the class, asking each two or three other pairs and
other the questions. Tell them have them share their answers
they can ask each person only from Activity 2. Write the
one question. After one question, following sentences on the
they have to move on to another board, and have each group
student. Make sure the students complete the lines with the
write down the names of the appropriate numbers.
people they interview. 1.  of our best
friends are women.
2.  of our best
friends have curly hair.
3.  of our best
friends are funny.
4.  of our best
friends have the same
birthday.
5.  of our best
friends have the same
hobby.
© Copyright Oxford University Press
3/16/16 7:17 PM
 Smart Talk • Student B

UNIT 8—My best friend

Student B

1 PAIR WORK. Answer the questions about your best friend. Then compare answers
with a partner. Write your partner’s answers in the survey.
A What’s his or her name?
B It’s Maria.
A Where is she from?
B She’s from Mexico City.
A When is her birthday?
B I’m not sure.
My best My partner’s
friend best friend
1. What’s his / her name?

2. Where is he / she from?

3. How old is he / she?

4. When is his / her birthday?

5. What’s he / she like?

(smart, cool, funny, friendly…)

6. Who does he / she look like?

7. What color are his / her eyes?

8. What color is his / her hair?

9. What are his / her hobbies?

(running, reading, cooking…)

10. What’s his / her favorite food?

11. Who’s his / her favorite singer?

12. What’s his / her favorite movie?

2 Ask more questions about your partner’s friend. Complete the sentences.
1. My friend is , but my
partner’s friend is . My best friend has…
2. They both have . How about yours?
3. They both are .
4. They both like .

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• Have each group share their • Then have the students play a
results with the class. Elicit the guessing game. One student
most common traits of your describes a best friend he
students’ best friends and write or she just heard about and
them on the board. the rest of the group has to
guess who it is. The student
Extra Idea who makes the most correct
guesses is the winner.
• Put students in large groups
of ten or twelve. Have the
students take turns describing
their best friends while
the others listen and try to
remember the details.

Unit 8  •  Smart Talk  T–99

© Copyright Oxford University Press

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 UNIT 9
Activities 1 and 2
• Split the class into pairs.
Assign roles to each student—
one student is A, the other is
B. The information for Student
A is on page 92 of the book.
The Student B information is
on page 104.
• Focus attention on the two
articles, and the blank lines
in the articles. Explain that
students need to ask and
answer questions to complete
the articles.
• Write the model conversation
on the board. Practice it with
a student. Make sure that
students understand that they
need to ask questions in order
to complete the information in
the articles.
• Have students read the articles
before doing the activity. If
necessary, elicit the complete
questions that students will
need to ask and write them on
the board.
• Have students do Activity 1
first. Check answers before
moving on to Activity 2.
ANSWERS
Activity 1
1. 500,000
2. great music
3. sending a text message
4. famous people
5. early
6. everyone
Activity 2
1. Schools
2. post offices
3. first Europeans
4. sports
5. Sydney
Extra Idea
If your class has students from
different countries or regions, put
the students in large groups and
talk about celebrations or festivals
that are popular where they’re
from. Make sure each group has
students from different places.
T–100  Smart Talk  •  Unit 9
4602631_SC3e_TB1.indb 100
Smart Talk • Student A
UNIT 9—Don’t miss it!
Student A
1 PAIR WORK. Read about New Year’s Eve in New York City.
Then ask questions to complete the text.
A How many people go to Times Square on New Year’s Eve?
B 500,000.
A What can you...?
New Year’s Eve in Times Square
Every year on December 31st, New Year’s Eve, 1 people
go to Times Square in New York. (How many?) It’s a great place to
be. You can see firework displays and hear 2 . (What?)
You can even vote for the music by 3 ! (How?) You can
also see a lot of 4 . (Who?)
It’s free, but you have to get there 5 (When?) if you
want to see anything. And when you’re in Times Square, you can’t
move. You have to stay there until 6 (Who?) goes home!
2 Now read about Australia Day. Then answer your partner’s questions.
Australia Day is on January 26th.
It’s a public holiday. Schools and
D AY
post offices are closed on this day.
It celebrates the time when the first
Europeans arrived in the country.
Most people take the day off work
and go to the park for a picnic. Many
of them also watch or play sports.
There are also spectacular firework
displays. In Sydney, there is often a
tall ships race. And there are prizes
for the Australian of the Year.
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Write the following questions on
the board:
1. What event do you want to
talk about?
2. When is it?
3. What can you do there?
4. What can you see there?
5. What can you eat there?
6. How many people go to it?
When each student has had
a chance to speak, have a
spokesperson from each group
report back to the class. Have
students vote on the most
interesting event.
© Copyright Oxford University Press
3/16/16 7:17 PM
 Smart Talk • Student B

UNIT 9—Don’t miss it!

Student B

1 PAIR WORK. Read about New Year’s Eve in New York City.
Then answer your partner’s questions.
A How many people go to Times Square on New Year’s Eve?
B 500,000.
A What can you...?

New Year’s Eve in Times Square

Every year on December 31st, New Year’s Eve, 500,000 people
go to Times Square in New York. It’s a great place to be. You can
see firework displays and hear great music. You can even vote for
the music by sending a text message! You can also see a lot of
famous people.
It’s free, but you have to get there early if you want to see
anything. And when you’re in Times Square, you can’t move. You
have to stay there until everyone goes home!

2 Now read about the Australia Day. Then ask questions to complete the text.

Australia Day is on January 26th.

It’s a public holiday. 1
D AY
and 2 are closed on
this day. (What?) It celebrates the
time when the 3
arrived in the country. (Who?)
Most people take the day off
work and go to the park for a picnic.
Many of them also watch or play
4 . (What?) There
are also spectacular firework
displays. In 5 ,
there is often a tall ships race.
(Where?) And there are
prizes for the Australian
of the Year.

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Unit 9  •  Smart Talk  T–101

© Copyright Oxford University Press

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 UNIT 10
Activity 1
• Write the model conversation
on the board. Then split the
class into pairs. Assign roles
to each student—one student
is A, the other is B. The
information for Student A is
on page 93 of the book. The
Student B information is on
page 105.
• Focus attention on the maps.
Explain that students need to
complete their maps by asking
and answering questions about
the places listed in the box.
• Select a student and practice
the model conversation.
Explain that students need to
complete their maps with the
correct information.
• Have students study their
maps before doing the activity
in pairs.
• Have students do the activity.
Allow sufficient time for
students to complete the
activity before checking
answers. You can check
answers by having pairs do the
activity one item at a time.
ANSWERS
First row on map (left to right):
train station, convenience store,
restaurant, hotel, bank
Second row on map
(left to right):
coffee shop, movie
theater, Internet cafe, park,
swimming pool
Places that are not on the map:
post office, shopping mall,
shoe store, bookstore, gym,
department store
T–102  Smart Talk  •  Unit 10
4602631_SC3e_TB1.indb 102
Smart Talk • Student A
UNIT 10—Is there a bank?
Student A
1 PAIR WORK. Ask and answer questions to complete the map.
Ask about the places in the box.
A Is there a bookstore?
B No, there isn’t.
A Is there a bank?
B Yes, there is. It’s next to the hotel.
Places
bookstore
bank
convenience store
gym
department store hotel
Internet cafe
restaurant
train station
park
movie theater
swimming pool
coffee shop
2 Talk about the area near your school. Complete the sentences.
1. There’s a convenience store .
Is there a…?
2. There’s a post office
3. There’s a
.
around here, but there
isn’t a . Are there any good…?
4. There are some good around here.
5. There aren’t any good
6. There
around here.
a department store around here.
There’s a , but
7. There are train stations around here.
is there a ?
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Activity 2 • Review the other statements to
make sure students understand
• Explain that this is a
the possible answers.
discussion activity, not an
information gap. • Have students do the activity
in pairs.
• Focus attention on the seven
statements and write them • If some pairs finish earlier
on the board. Then focus than others, have them ask and
attention on the model answer questions about other
questions and answers in places.
the speech bubbles. Select
a student and ask Is there
a convenience store around
here? Try to elicit There’s a
convenience store next to the
(bank). or There’s a store on
X street.
© Copyright Oxford University Press
3/16/16 7:17 PM
 Smart Talk • Student B

UNIT 10—Is there a bank?

Student B

1 PAIR WORK. Ask and answer questions to complete the map.

Ask about the places in the box.
A Is there a bookstore?
B No, there isn’t.
A Is there a bank?
B Yes, there is. It’s next to the hotel.

Places
restaurant
post office
shopping mall
swimming pool bank
shoe store hotel
movie theater

convenience store
park
train station Internet cafe

coffee shop

2 Talk about the area near your school. Complete the sentences.
1. There’s a convenience store .
Is there a…?
2. There’s a post office .
3. There’s a around here, but there
isn’t a . Are there any good…?
4. There are some good around here.
5. There aren’t any good around here.
There’s a , but
6. There a department store around here. is there a ?
7. There are train stations around here.

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Extension Extra Idea

• Have the pairs make groups Have students play a memory
and share their answers from game. Give them about 30
Activity 2. Draw a chart on seconds to study the map in
the board with three columns Activity 1 and to try to memorize
labeled There’s a…, There are as much of it as they can. Then
some…, and There aren’t any… have them close their books and
Have the groups copy and take turns asking and answering
complete the chart with places questions about the picture with
that are (or aren’t) located near a partner. Make it a competition
the school. to see who remembers the most
• Have each group share their information correctly.
answers with the class. Have
the class vote on their favorite
place near the school. Find out
what places the students would
like to have in the area near
the school.

Unit 10  •  Smart Talk  T–103

© Copyright Oxford University Press

4602631_SC3e_TB1.indb 103 3/16/16 7:17 PM

 UNIT 11 Smart Talk • Student A

Activity 1 UNIT 11—What did you do there?

Student A
• Write the model conversation
on the board. Then split the 1 PAIR WORK. Look at the pictures from Matt’s vacation.
class into pairs. Assign roles Then ask your partner questions to complete the information.

to each student—one student A Did Matt go to the US?

B No, he didn’t.
is A, the other is B. The A Did he go to Brazil?
information for Student A is B Yes, he did. That’s right!

on page 94 of the book. The Matt’s vacation

Student B information is on 1. He went to Brazil .
page 106. 2. He went with his .

• Focus attention on the box 3. He arrived at o’clock.

titled Matt’s vacation. Explain 4. He visited .

that students must ask and 5. He .

answer questions about Matt. 6. He met some people from .

Student A has to ask the 7. He had a time.

questions. Student B has to

answer them. 2 Now look at the information about Amy’s vacation.
• Practice the conversation with
Answer your partner’s questions.

a B student. Then ask Who did Amy’s vacation

he go with? to elicit He went 1. She went to California.

with his friend. 2. She went with her brother.

•
3. She arrived at three o’clock.
Have students look at the 4. She visited Hollywood.
Language Practice box on 5. She ate Mexican food.
page 72. Review the questions 6. She met some people from Brazil.
and the answers. Make sure 7. She had a good time.
students understand that the
questions and answers are in
the past tense.
• Have students do the activity
in pairs. Walk around the class
to check progress. If students
are finding the activity
difficult, stop the activity and 94

review the questions students

need to make. 4602600_SC3e_SB1.indb 94 2/18/16 8:36 AM

• Allow sufficient time for Activity 2 EXTENSION

students to complete the • The procedure for Activity 2 is • Have students use the activity
activity before checking the same as Activity 1. In this as a model to talk about their
answers. You can check activity, however, it is Student own recent vacations or their
answers by having pairs do the A who has the information favorite vacations. Write
activity one item at a time. about Amy’s vacation. the following sentences on
• If some pairs finish earlier the board:
than others, have them start ANSWERS 1. I went to .
Activity 2. 1. She went to California. 2. I went with my
2. She went with her brother. .
ANSWERS 3. She arrived at three o’clock.
1. He went to Brazil. 4. She visited Hollywood. 3. I arrived at
2. He went with his friend. 5. She ate Mexican food. o’clock.
3. He arrived at twelve o’clock. 6. She met some people 4. I visited .
4. He visited Rio de Janeiro. from Brazil.
7. She had a good time. 5. I saw .
5. He went to Sugarloaf
Mountain. 6. I ate .
6. He met some people 7. I met .
from Japan.
7. He had a great time. 8. I had a time.

T–104  Smart Talk  •  Unit 11

© Copyright Oxford University Press

4602631_SC3e_TB1.indb 104 3/16/16 7:17 PM

 Smart Talk • Student B

UNIT 11—What did you do there?

Student B

1 PAIR WORK. Look at the information about Matt’s vacation.

Then answer your partner’s questions.
A Did Matt go to the US?
B No, he didn’t.
A Did he go to Brazil?
B Yes, he did. That’s right!

Matt’s vacation
1. He went to Brazil.

2. He went with his friend.

3. He arrived at twelve o’clock.

4. He visited Rio de Janeiro.

5. He went to Sugarloaf Mountain.

6. He met some people from Japan.

7. He had a great time.

2 Now look at the pictures from Amy’s vacation.

Ask your partner questions to complete the information.

Amy’s vacation
1. She went to .

2. She went with her .

3. She arrived at o’clock.

4. She visited .

5. She ate food.

6. She met some people from .

7. She had a . time.

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• Have students copy these • Have the students interview

sentences on a separate sheet each other, using the questions
of paper and complete them on the board and answering
with true information about with the information on their
their last vacation or favorite papers. Then put the students
vacation. As a model, read in new pairs and have them
each sentence aloud and finish interview each other again,
it with information that is true this time without referring to
for you. the papers or the questions on
• Elicit questions that go with the board.
each statement. For example, • When everyone is finished, put
the first statement could be the students in large groups
the answer to the question and have them share what they
Where did you go? Write these learned about their classmates’
questions on the board. vacations.

Unit 11  •  Smart Talk  T–105

© Copyright Oxford University Press

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 UNIT 12 Smart Talk • Student A

Activity 1 UNIT 12—Where are they going to go?

Student A
• Write the model conversation
on the board. Then split the 1 PAIR WORK. Ask and answer questions to complete the information.
class into pairs. Assign roles Try to guess the place.

to each student—one student A Where is Fernando going to go on his next trip? Tokyo?
B No, he’s going to go to Seoul.
is A, the other is B. The
information for Student A is 1. Fernando 4. Ya-ting
on page 95 of the book. The Where: Seoul Where: Monterrey

Student B information is on How:

When:
How: bike
When: next month
page 107. How long: How long: a weekend

• Focus attention on the model Who with: Who with: best friend

conversation. Explain that the

question relates to one of the
people in the activity. 2. Dino 5. Carla

• Select a student and practice

Where: Dubai
How: bus
Where:
How:
the model conversation. When: the summer When:

Explain that Tokyo? is a guess. How long: a week

Who with: family
How long:
Who with:
• Give another example. Ask
How is Fernando going to go to
Seoul? By plane? Explain that
Student B has the answer No, 3. Brian
Where:
6. Amy
Where: Okinawa
he’s going to go by car. How: How: plane

• Have students do the activity When:

How long:
When: the fall
How long: a month
in pairs. Allow sufficient Who with: Who with: brother

time for students to complete

the activity before checking
answers. You can check 2 Ask your partner about future plans. Complete the sentences.
answers by having pairs do the 1. On Friday night, my partner is going to .
activity one item at a time. 2. My partner is going to go by . What are you going to do on…?

• CULTURE NOTE: Seoul is the

3. Next week, my partner
4. My partner isn’t going to
.
by .
capital city of South Korea. 5. My partner and I are both . I’m going to… How about you?

Dubai is one of the member

states of the United Arab 95

Emirates (UAE). It is located

in the Persian Gulf. Salvador 4602600_SC3e_SB1.indb 95 2/18/16 8:38 AM

is a city in Brazil. Monterrey 3. Brian 5. Carla

is in northern Mexico. Hanoi Where: Salvador Where: Hanoi
is the capital city of Vietnam. How: plane How: train
Okinawa is in southern Japan. When: the spring When: next year
How long: five days How long: three months
ANSWERS Who with: parents Who with: friend
4. Ya-ting 6. Amy
1. Fernando
Where: Monterrey Where: Okinawa
Where: Seoul
How: bike How: plane
How: car
When: next month When: the fall
When: next week
How long: a weekend How long: a month
How long: two weeks
Who with: best friend Who with: brother
Who with: sister
2. Dino
Where: Dubai
How: bus
When: the summer
How long: a week
Who with: family

T–106  Smart Talk  •  Unit 12

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 Smart Talk • Student B

UNIT 12—Where are they going to go?

Student B

1 PAIR WORK. Ask and answer questions to complete the information.

Try to guess the place.
A Where is Fernando going to go on his next trip? Tokyo?
B No, he’s going to go to Seoul.

1. Fernando 4. Ya-ting
Where: Seoul Where:
How: car How: bike
When: next week When:
How long: two weeks How long:
Who with: sister Who with:

2. Dino 5. Carla
Where: Where: Hanoi
How: How: train
When: When: next year
How long: How long: three months
Who with: Who with: friend

3. Brian 6. Amy
Where: Salvador Where:
How: plane How:
When: the spring When:
How long: five days How long:
Who with: parents Who with:

2 Ask your partner about future plans. Complete the sentences.

1. On Friday night, my partner is going to .
What are you going to do on…?
2. My partner is going to go by .
3. Next week, my partner .
4. My partner isn’t going to by .
5. My partner and I are both . I’m going to… How about you?

107

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Activity 2 EXTRA IDEA

• Explain that this is a • Elicit different kinds of
discussion activity, not an transportation. Include on foot.
information gap. Write these on separate pieces
of paper.
• Focus attention on the
examples in speech bubbles • Have students make groups.
and write them on the board. Give a piece of paper to each
Elicit other useful questions group. Have each group
students might need and write recommend a place to visit
them on the board. that is most easily reached by
the transportation written on
• Have students fill in the blanks
the piece of paper.
with information about their
partner’s future plans. • Have students give detailed
instructions. For example:
ANSWERS Take the number 31 bus from
Answers will vary. outside the school to the main
bus station. Then change to the
43 bus.

Unit 12  •  Smart Talk  T–107

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 WRITING

UNIT 1 WRITING
Activity 1
• Have students read the email UNIT 1
quickly. Then write the entire 1 Read this information from a pen pal. Then write a similar email about yourself.
email on the board. Erase
the information that relates To: judy47@yoohoo.com
Subject: Hi from the US!

to Judy such as her name,

age, etc. Choose individual My name is Judy, and I’m 19 years old. I’m a student
at Tufts University. My mom is a teacher, and my
students and ask them to read dad is a writer. My brother Chris is 21, and he’s also
the email on the board, using a student. He goes to film school in Los Angeles. My
favorite movie star is Johnny Depp.
their own names, ages, etc.
• Have students do the activity.
2 PAIR WORK. Take turns reading your emails. Ask your partner questions
about his or her email.

Activity 2
Have students make pairs and
read their email to their partner.
Encourage the students to ask
follow-up questions.
UNIT 2
1 Complete the form with your personal information. Then use the information
to write a paragraph about yourself.
Hi! My name is Sang-hyuk Lee. I’m Korean, from Seoul, but I live in Japan. I work for a car
company in Tokyo.

FASTLANE
UNIT 2 FITNESS CENTER

Last name: First name:

Membership application

Nationality:
Activity 1 Age: Birthday:

• Copy the form from the

Address:
City: Country:
Student Book onto the board. Phone number:
Choose an individual student. Job: Company:

Ask questions, such as What’s

your last name? and What’s
your nationality? Complete the 2 PAIR WORK. Compare paragraphs with your partner. What else do you want to know?
Ask questions.
form with this information.
• Have students do the activity.

108
Activity 2
• Elicit other questions that 4602600_SC3e_SB1.indb 108 2/18/16 8:39 AM

students might ask and write

them on the board. For
example: What’s your email
address?
• Have students ask and answer
these additional questions.

T–108  Writing  •  Units 1–2

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 Writing UNIT 3
UNIT 3 Activity 1
1 Read the letter from a student in the US. Then write a similar letter • Have students read the letter
about your favorite restaurant.
quickly. Make sure that they
Hey! How’s everything?
understand the letter. Then
This is a photo of me and my friend Mark. We’re at our favorite
Mexican restaurant. We love Mexican food! Do you like Mexican write the following questions
food? My favorite Mexican food is tacos. What about you? on the board:
Talk to you soon!
What’s your favorite restaurant?
Kyle
Where is it?
What kind of restaurant is it?
2 GROUP WORK. Compare letters with your group. Which restaurant does What kind of food does it have?
your group like best?
Elicit answers.
• Have students do the activity.
UNIT 4 Encourage students to include
1 Read the email from a pen pal. Then write a reply. What do you usually do on… answers to the questions on
• Saturday morning?
• Saturday afternoon?
the board in the letter they
• Saturday night? write.
• Sunday morning, afternoon, and night?

To: lee01@inter.com
Subject: Hi! It’s Friday! Activity 2
Hi! It’s Friday! The weekend! I’m so happy. I love weekends. I usually stay in bed all
Have students make groups and
morning on Saturday. Then in the afternoon, I go to the mall and meet my friends. compare their letters. Have each
At night, we sometimes go to a party. On Sunday, I sleep all morning—again!—and
in the afternoon, I watch sports on TV. At night, I do some homework, or I chat with group vote on the restaurant they
friends online. like best.
What about you? What do you do on the weekend?

2 PAIR WORK. Take turns reading your emails. Make a list of things you both
usually do on the weekend.
UNIT 4
Activity 1
• Have students read the
email quickly. Then elicit
information about what
109 the writer does on Saturday
morning, Saturday afternoon,
4602600_SC3e_SB1.indb 109 2/18/16 8:39 AM Saturday night, etc. Write the
responses on the board.
• Have students do the activity.

Activity 2
Have students make pairs and
read their email to their partner.
Have the pairs make a list of
activities they both do.

Units 3–4  •  Writing  T–109

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 Unit 5
Activity 1
• Focus attention on the
pictures. Ask What are these
people doing? Elicit They’re
chatting online.
• Read the lines from the
conversation. For example: Hi!
Elicit sentences that can be
used in reply. For example:
Hi, there!
• Have students complete the
conversation on their own.
Explain that there is more
than one correct way to
complete it, but that they must
carefully read Bestfriend1001’s
responses. Encourage students
to be creative and to have fun
doing the activity.
• Have students make pairs
and take turns reading their
conversations.
• Working on their own, have
students write about what they
are doing now. Encourage
students to be creative.
Activity 2
Have students make pairs and
read their paragraphs to their
partner. Have the pairs find
two differences between their
paragraphs.
Unit 6
Activity 1
• Focus attention on the diary.
Write the following questions
on the board:
What did Marco do on
Tuesday?
How was the weather?
Did he take the subway?
Was he early or late?
How many students were in
the class?
T–110  Writing  •  Units 5–6
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Writing
UNIT 5
1 Complete the online conversation. Read the questions before and after the answers
you write. Then write a paragraph about what you are doing right now.
Right now I’m doing my homework at my friend’s house…
Bestfriend1001: Hi!
You@SmartChoice:
Bestfriend1001: What time is it there?
You@SmartChoice:
Bestfriend1001: What are you doing?
You@SmartChoice:
Bestfriend1001: What kind of homework?
You@SmartChoice:
Bestfriend1001:
You@SmartChoice:
Do you like your English class?
Bestfriend1001: Me, too. Are you studying for a test
at the end of the year?
You@SmartChoice:
Bestfriend1001: OK—good luck with it!
You@SmartChoice:
2 PAIR WORK. Compare paragraphs with a partner. Find two differences between
you and your partner.
UNIT 6
1 Read Marco’s diary about his last English class. Then write similar information
about your last English class.
My last English class was on Tuesday. The weather was
cold, and the sky was gray. My bus was late so I was late
for class. The class was at 4:00 p.m. Mr. Dawson was the
teacher. He was on time. Eighteen students were there. It
was a really fun class. But now I have too much homework!
2 PAIR WORK. Compare your writing with a partner. Did you both like
your last class?
110
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• Have students read the diary • Write the question Did you
quickly. Then elicit answers to both like your last class? on
the questions and write them the board. Elicit follow up
on the board. questions and answers, such as:
• Have students do the activity. A Why did you like it?
Tell them their paragraphs B It was interesting.
should answer all of the
A Why was it interesting?
questions on the board.
B Because the teacher was a
lot of fun.
Activity 2 • Have students do the activity
• Have students make pairs in pairs. Encourage students to
and read their paragraphs to use the follow-up questions on
their partner. the board.
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 Writing Unit 7
UNIT 7 Activity 1
1 Read this email from a pen pal. Then write a reply. Be sure to answer • Write the questions above the
these questions:
• Are you interested in clothes? email on the board. Then ask
• What kind of clothes do you like?
the class to change them to
• What do you wear at school (or work)?
• Are there any rules about what you can wear there? the third person. For example:
Are you interested in clothes?
To: carlos@me.com changes to Is he interested in
clothes? Read the email to the
Subject: Hi, how are you?

Hi, how are you? class. Teach vocabulary such

Are you interested in clothes? I think clothes are really important, as polo shirt, if necessary.
and I like wearing stylish—but inexpensive—stuff all the time. I buy
most of my clothes in a store called H&M. They’re cheaper than Then elicit the answers to the
designer clothes and they’re OK! There are no rules about clothes at
my college—we can wear what we like. I wear jeans, a polo shirt, and
questions on the board.
sneakers all the time. What kinds of clothes do you like? What do you
wear at school? Are there any rules about what you can wear there?
• Have students do the activity on
Write to me!
their own. Make sure students
Sam answer all four questions in the
emails they write.
2 PAIR WORK. Take turns reading your emails. Do you and your partner like
the same clothes? Find two differences.
Activity 2
UNIT 8 Have students make pairs and
1 Read the information about Tony. Then write a similar paragraph about yourself. compare their emails. Have them
What are you like? What do you look like? make a list of the differences in
their likes and dislikes. Remind
Pen Pals International
them to find two differences if
Please write a paragraph about yourself for our files. Include what you look like, your
personality, what your friends think of you, and who you want to write to. they can.
My name is Tony. I’m from Chicago, and I’m a medical student. I’m tall and

Unit 8
athletic-looking. I work hard in med school, but I also enjoy my free time. I play a
lot of basketball, I ski, and I surf. I’m friendly, and I’m pretty funny. My friends like
me—I think! I want to write to people in Asia—Korea, Vietnam, places like that.

Activity 1
2 PAIR WORK. Compare paragraphs with a partner. Ask your partner questions. • Write the following questions
on the board:
111 What’s his name?
What does he look like?
What’s he like?
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What are his hobbies?

Where does he want a pen pal?
• Read the paragraph to the
class and elicit answers to the
questions on the board.
• Have students do the activity,
using the questions on the
board for help.

Activity 2
Have students make pairs and
read their paragraphs to each
other. Encourage the pairs to ask
follow-up questions.

Units 7–8  •  Writing  T–111

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 Unit 9 Writing

Activity 1 UNIT 9
• Write these questions about
1 Read this article about places in Thailand. Then write a similar article about
your town or country. Recommend something different for visitors to do.
the article on the board:
Where is the place in the
picture?
BEYOND BANGKOK
Is Chiang Mai a good place to Bangkok is a great place to visit, but there are
visit? Why? other interesting places in Thailand. I live in
Chiang Mai. It’s a smaller city, and there are
• Read the article to the class amazing things to see, like the Wat Phra Singh
Temple. There are also great street markets and
and elicit answers to the fantastic food. You can get there by bus or train
from Bangkok. I really recommend it!
questions on the board.
• Have students do the activity,
using the questions on the
board for help.
2 PAIR WORK. Take turns reading your articles. What else can you recommend
for visitors to do in your town?

Activity 2
Have students make pairs and
read their paragraphs to their
partner. Have them make a list
of other things visitors can do in
their town or country.
UNIT 10
1 Read this email from a US student living in Mexico City. Then write a similar paragraph
about the street where you live.
Right now, I’m living in a student hostel in an area called the Zona Rosa. It’s very busy!
There are some huge stores at the other end of my street. Fortunately, my part of
the street isn’t as crowded. There are only a few small stores, and there aren’t many
people. But there’s always a lot of traffic, day and night, so it’s very noisy.

Unit 10 In my hometown in the US, I live on a very quiet street. There aren’t any stores, just
houses. And every house has a front yard and a backyard.

Activity 1
• Write the email on the board. 2 PAIR WORK. Compare paragraphs with a partner. Are your streets similar
Teach student hostel, huge or very different?

stores, and hometown. Then

erase the specific information
about the Zona Rosa and
about the writer’s hometown.
•
112
Have students do the activity,
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board for help.

Activity 2
Have students make pairs, and
read their paragraph to their
partner. Then have them make a
list of similarities and differences.

T–112  Writing  •  Units 9–10

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 Writing Activity 2
UNIT 11
Have students make groups, and
read their paragraphs to each
1 Read about Jack’s best and worst vacations. Then write a similar paragraph other. Have each group vote for
about your best (or worst!) vacation.
the best and worst vacation in
their group.

Unit 12
Activity 1
• Read the email aloud. Have
students listen and circle
Richard’s questions in the
email. Explain to students that
Richard is writing to them and
2 GROUP WORK. Take turns reading your paragraphs. Which person’s vacation that they need to write a reply.
was the best? Which was the worst?

• Write Hi Richard, My name

UNIT 12 is  . on the board.
Have students use this as the
1 Read this email from a Canadian student who wants to study in your country.
Then write a reply. Include this information: opening for their emails.
• your name
• the name of your city
• Make sure students include
• the transportation in your city information such as their
• things to do in your city name, the name of their city,
the transportation in their
To:
Subject:
info@ourcity.org
Hi, from Canada!
city, and the things to do in
their city. Students also need
Hi! My name is Richard Ostrom, and I live in Toronto, Canada. I’m studying languages at school,
and I’m going to spend the summer in another country. Maybe I can visit your country!
to answer the questions they
I found your school website, and I want to ask you for some more information about your city.
circled in Richard’s email.
I love bicycling, and I’m going to bring my bike with me. Is your city a good place for bicyclists?
Also, is there a good bus or subway service? Or do people walk everywhere?
• Have students do the activity
I hope to hear from you soon!
on their own.

2 PAIR WORK. Compare your emails. What did you say about your city? Activity 2
113 Have students make groups, and
compare their emails.
4602600_SC3e_SB1.indb 113 2/18/16 8:40 AM

Unit 11 • Read the two paragraphs to EXTENSION

the class. Then elicit answers Have students imagine that they
Activity 1 to the questions on the board. are writing to someone in a city
• Write the following questions • Draw a two-columned chart where they want to live. Before
on the board: on the board with the headings they start, elicit some ideas for
My best vacation and My questions that students might
Where did Jack go? worst vacation. Elicit several want to ask. For example:
When did he go? examples for each category and Where is a good place to live in
Where did he visit? write them in the chart. the city?
Did he like Guilin? • Explain to students that they What’s the subway like? Is it safe?
Did he like San Francisco? are to write a paragraph about
a good vacation or a bad
What was his worst vacation? vacation. Have students make
notes and then do the activity.

Units 11–12  •  Writing  T–113

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 AUDIO SCRIPTS

UNIT 1 UNIT 2

LISTENING . . . . . . . . . . . . . . . . . . . . . . . . p. 8 LISTENING . . . . . . . . . . . . . . . . . . . . . . . p. 13
Teacher Hello, everyone! My name is Ray. I’m 1. Bob Hi, Jane!
your teacher. Welcome to the class! Let’s make Jane Hi... um, sorry, do I know you?
introductions. B Yes! My name is Bob Hamilton. We went to high
Jorge Hi. What’s your name? school together.
Yuko My name is Yuko. J Oh, Bob, yes. How are you?
J Can you repeat that? B Fine. Do you still live here in Boston?
Y Yuko. It’s spelled Y-u-k-o. J No, no... I don’t live here anymore. I’m on
J OK, Yuko. Where are you from, Yuko? vacation.
Y I’m from Nagoya. B Where do you live?
J Where’s Nagoya? J In Los Angeles.
Y In Japan. A And what do you do?
J OK. J I’m an assistant.
Y What about you? What’s your name? B Uh-huh. Who do you work for?
J My name’s Jorge. J A movie director.
Y Can you say that again? B A movie director? Really?
J Jorge. It’s spelled J-o-r-g-e. J Yes.
Y Hm...Where are you from? B That’s so cool!
J Santiago. 2. Interviewer Can I ask you some questions about
Y Where is that? life in San Francisco?
J In Chile. It’s in South America. Sergio Uh-huh...
Y Oh. I Can I ask you your name?
J What’s his name? S I’m Sergio.
Y Sorry? I Hi, Sergio. Do you work here in the city?
J The teacher. What’s his name? S Yes, I do.
Y Oh. His name is Ray. I What do you do?
J Where’s he from? S I’m a nurse.
Y He’s from Canada, I think. I Just one more question. Are you from San
1. Jorge Hi. What’s your name? Francisco?
Yuko My name is Yuko. S No, I’m not.

2. J What’s his name? I Where are you from?

Y Sorry? S Well, I was born in Rio de Janeiro.

J The teacher. What’s his name? I You’re Brazilian! Awesome!

Y Oh. His name is Ray. S Thanks.

3. Y Where are you from? 3. Clerk Good morning. Can I have your name?

J Santiago. Jason Chen. Jason Chen.

C Where are you traveling from, Mr. Chen?
4. Y Where is that?
J Taiwan.
J In Chile. It’s in South America.
C I see. Do you live in Taiwan?
5. Y What about you? What’s your name? J Well, I was born in Taiwan, but I live here in
J My name’s Jorge. New York City.
6. Y Can you say that again? C Do you work here?
J Jorge. It’s spelled J-o-r-g-e. J Yes, I do.
C What do you do?
J I’m the host of a TV show.
C You’re a TV host?
J Right. I have a TV program. Jason’s Taiwan Kitchen.
C Oh, right! I recognize you! Welcome home!

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 Audio Scripts

LISTENING PLUS . . . . . . . . . . . . . . . . . . . p. 13 C Hi, how are you?

B Good thanks. Can we have a cheeseburger and a
Bob So Jane, you work for a movie director.
tuna salad, please?
Jane That’s right, Bob.
C Sure.
B Wow! What’s his name?
J She’s a woman. And I don’t tell people her name. LISTENING PLUS . . . . . . . . . . . . . . . . . . . p. 19
B But--
J What do you do, Bob? 1. C Hi, how is everything? Do you like the ramen?
B I’m an actor. A Um... it’s salty.
J Are you in movies? C Oh, I’m sorry.
B No. I really want to be a movie actor. A It’s OK. Can I have some water, please?
J OK, well…good luck. See you around, Bob! C Sure.
B Hey! Wait a second! 2. C Hi, how is everything?
A Good, thank you. This spaghetti with meatballs is
very good.
UNIT 3
C Thank you. How about you, sir? How’s the pizza?
LISTENING . . . . . . . . . . . . . . . . . . . . . . . p. 19 B It’s good. But I’m really hungry. Can I have some
spaghetti?
1. A Hey, this place is really nice. C Sure!
B Do you like Japanese food?
3. C Hi. Everything OK?
A I don’t know!
A Yes, the cheeseburger is delicious.
B OK. Let’s look at the menu. Do you like ramen?
C Can I get you anything?
A What’s ramen?
A Can I have some French fries?
B It’s like...noodles in hot soup.
C Sure.
A Well, I like noodles.
B OK, let’s order ramen. Excuse me?
C Can I help you? UNIT 4
B Yes. Can we have two bowls of ramen?
C Sure. LISTENING . . . . . . . . . . . . . . . . . . . . . . . p. 27
2. A Do you like Italian food? 1. Interviewer Good evening and welcome to the
B Sure, I Iove it. Sports Show. I’m in a coffee shop downtown, and
A OK, let’s try this place. I’m talking to people about sports. Hi, what’s your
C Good evening. Welcome to Cafe Italia. name and what do you do?
A Thank you. Diane Hi, my name is Diane. I’m 26 years old and
C Take a seat. Here are the menus. I’m a police officer.
A Thank you. Do you like spaghetti? I Hello, Diane. Can I ask you a few questions?
B Yes, but I think I want a pizza with mushrooms. D Sure.
A OK. I’m going to have spaghetti with meatballs. I What do you do to stay healthy?
Excuse me? D I go running.
C Yes? I How often do you do that?
A One spaghetti with meatballs and one pizza with D Maybe three times a week.
mushrooms. I Do you play any sports?
C One spaghetti, one pizza. Thank you! D Um... well, I sometimes go surfing in the
3. A Oh, what a great place! summer.
B Glad you like it. The hamburgers here are great. I Thank you, Diane.
A Do they do cheeseburgers? D You’re welcome.
B Yes. 2. Interviewer Hello!
A OK, I’ll have a cheeseburger. What about you? Tony Hi, there.
B I think I’m going to have a tuna salad. I What’s your name, and what do you do?
A Good idea. T My name is Tony, I’m 39 years old, and I’m a taxi
B Excuse me? driver.
I Nice to meet you, Tony. So... you drive a taxi?

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 Audio Scripts

T That’s right. I Do you ever go there?

I Do you exercise? S Yes, I do!
T I don’t really exercise at all. I Cool. How often do you go?
I Really?? You don’t?? S Every day.
T No. Well, I sometimes go bowling, but that’s all. I Wow, great. And what do you do there?
I Oh well, that’s exercise, I guess! S Oh, I don’t exercise. I have coffee with my
T And I ride every day. friends at the gym’s cafe.
I Horseback riding?
T No, I ride a motorcycle.
I Ah, right... UNIT 5

3. Interviewer Hello. LISTENING . . . . . . . . . . . . . . . . . . . . . . . p. 33

Sandra Hi, there!
I What’s your name, and what do you do? 1. Joe Hello?
S I’m Sandra. My friends call me Sandy. I’m 19 Yuki Hi, Joe. This is Yuki.
years old and I’m a student! J Oh hi, Yuki. How are things?
I Hi, Sandra. Y Good, thank you. What are you doing?
S Call me Sandy! J Um, I’m doing my math homework.
I OK, Sandy. So, you’re a student, right? Y Good. I’m looking at your homework on my
S Right. computer.
I What are you studying? J Right.
S I’m studying to be an architect. Y Joe, what’s that noise? Are you watching TV?
I I see. What sports do you do? J Yes.
S I don’t really have much time. Y What are you watching?
I So, you don’t exercise? J I’m watching a basketball game.
S Not really. I like to go ice skating in winter. Y Joe, turn off the TV and do your homework.
I OK, and what about summer? J OK. No problem!
S Uh.... I usually go to the beach every day. 2. Dan Hello...
I Excellent! Do you swim? Jeff Dan?
S Yeah... sometimes. D Who is this?
J It’s Jeff.
LISTENING PLUS . . . . . . . . . . . . . . . . . . . p. 27
D Oh, hi Jeff.
1. I Diane, one more question. Do you ever go to J You OK?
the gym? D Yeah... I’m taking a nap.
D Oh, yes, I love going to the gym. J Oh! Sorry!
I How often do you go? D No problem. Where are you, and what are you
D On the weekend, I go once—sometimes twice. doing?
I That’s great! J I’m at home, and I’m making a pizza.
D Thank you. D Oh wow, great...
J Do you want some pizza?
2. I Tony, can I ask you something?
D Sure!
T Sure.
J OK—wake up and come on over!
I Do you go to the gym?
T No. 3. Jackie Hi, Jackie speaking. Is this Mike?
I Never? Mike Yes.
T Well, there’s a gym near my house. I go maybe J How are you, Mike?
twice, three times. M I’m great, How about you?
I A week? A month? J Not bad.
T A year. M Something wrong?
I OK... J No, I’m reading a book, that’s all. For my history
class.
3. I Sandy, one more question.
M What are you reading?
S Sure!
J A book about Mexican history.
I What about the gym?
M Is it interesting?
S What about it?

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J Yes, but I’m a little tired. What are you doing? D Diego. Diego Garcia.
M I’m at my mom’s house, and I’m playing a game. C Thank you, Mr. Garcia. May I see your passport?
J That’s nice. D Sure. Oh, no, where is it?
M Are you hungry? My mom is making spaghetti. C Something wrong?
J Really? I love your mom’s spaghetti! D My passport. It was in my pocket but it isn’t
M OK, well come on over. there now.
C Is it in your bag?
LISTENING PLUS . . . . . . . . . . . . . . . . . . . p. 33 D Wait a second. No, it isn’t. It was on the table in
the hotel. Oh, no...
Yuki Joe, switch off the TV and do some work.
C Do you want to call the hotel?
Joe Aw, Yuki... it’s a really good game!
D Is there time??
Y Joe, your mom is paying me to help you.
J Right. 3. Salesperson Is that everything?
Y This is important. You’re good at math... Lisa Yes.
J Thank you... S Do you need a bag for that?
Y ... but you don’t work hard. L No thank you. I’m good.
J Right... S That’s twenty seven dollars and sixty cents.
Y Do you have your math book there? L OK. Oh, no....
J Yes, I do. S What’s wrong? Is there a problem?
Y Open it to page 18. L My wallet. It was in my bag, but it isn’t here now.
J OK. S I see....
Y Is it open? L Oh, no! Where’s my wallet???
J Yeah.
LISTENING PLUS . . . . . . . . . . . . . . . . . . . p. 39
Y Are you looking at page 18?
J Yeah. 1. L Sam, I am SO angry...
Y What’s the answer to the first question? S I’m sorry, OK!
J Um.... wait a sec.... two hundred and sixty. L The train is leaving now, and we don’t have
Y Wow. Yes, very good. tickets!
J You see? I’m working hard! S I can buy some more tickets.
L There isn’t time.
Dad Linda! Sam!
UNIT 6
L Dad! What are you doing here?
LISTENING . . . . . . . . . . . . . . . . . . . . . . . p. 39 D I have your train tickets.
S You do??
1. Sam Linda! I’m here! D Yes. They were on the kitchen table. I guess you
Linda Sam, you’re late! The train is leaving in five need them.
minutes. L Oh, Dad! You’re wonderful!
S I know! I’m sorry! My alarm clock was broken! S Hey, Bill, thanks a lot. It’s really good of you to—
L OK, you’re here. Give me my ticket. D Get on the train!
S I’m sorry? L/S Yes! Right!
L The tickets. Where are they? D Have a safe trip!
S Don’t you have the tickets?
2. C Do you have any other ID?
L No!
D Um... I have a driver’s license.
S I don’t have them.
C That’s fine. You can check in with that.
L Sam! They were on the table in the
D But what about my passport?
kitchen.
C Well, you can call the hotel and—
S They were?
A Excuse me, Mr. Garcia!
L Yes!
D Yes?
S Oh. I guess they’re still there...
A I’m the hotel taxi driver. Is this your passport?
L Sam!
D My passport! Yes, it is! Where was it?
2. Clerk Good morning, sir. Are you checking in? A It was on the seat of my taxi.
Diego Yes. D Oh, no! Thank you so much!
C Can I have your name, please? A You’re welcome.

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C OK, let’s start again! S Oh, this one is very nice, and it’s very expensive.
3. L I’m sorry, I don’t have my wallet. What can I do? C How much?
C Do you have a credit card? S It’s eight hundred dollars.
L Yes, but it’s also in my wallet! C Oh! No, that’s too expensive.
C Well, I’m sorry, but— S OK. Would you like to try this dress? It’s four
A Excuse me? hundred dollars.
L Yes? C No. That’s too expensive.
A Is this your wallet? S So, you want the first one?
L Yes! Where was it? C Let me think about it.
A It was on the floor, over there near the cheese. S OK... have a nice day....
L Thank you so much! 3. Salesperson Good morning! How can I help you?
A You’re welcome. Customer I have an interview, so I need to buy a suit.
L OK, so how much do I owe you? S I see.
C Twenty seven dollars and sixty cents. C I also need a nice shirt and a tie.
L Here you are. S Oh, OK. These Italian suits are very nice.
C Thank you. C Are they expensive?
S Well, they’re more expensive than the others.
C How much?
UNIT 7 S They start at four hundred dollars.

LISTENING . . . . . . . . . . . . . . . . . . . . . . . p. 47 C That’s too much. Can you show me your cheaper

suits?
1. Salesperson Good morning, can I help you? S Sure. These suits over here are cheaper.
Customer Oh my...this store is incredible. Look at C Thank you.
all these clothes. S As you can see, they’re cheaper, but they aren’t
S We have clothes from all over the world. as stylish as the Italian suits.
C I can see that. What’s this? C I don’t want a stylish suit, I want a cheap suit.
S It’s a kimono. It’s from Japan. S OK.
C And what’s this? Is it a flamenco dress?
LISTENING PLUS . . . . . . . . . . . . . . . . . . . p. 47
S No...it’s a sari. It’s from India.
C How much is it? S Sir? Are you OK?
S This one is three hundred dollars. C Yes.
C Oh! That’s expensive. S Do you like the suit?
S We have cheaper ones. This one is nice. C What do you think?
C Yes, but the other one is nicer. S It looks OK.
S I agree. C Does it look nice?
C Can I try it? S Oh yes, very nice.
S Sure. C But the Italian suit looks nicer, right?
C Thank you. S The Italian suits are more stylish, yes.
S What do you think? C And more expensive.
C It’s beautiful, but it’s too expensive. S Yes, of course. You’re paying for good style.
2. Salesperson Hello, can I help you? C OK. Let me see ... how about this one?
Customer Yes, I want to buy a black party dress. S A very nice suit, sir.
S OK. How much do you want to spend? C And it’s four hundred dollars?
C I want something REALLY expensive! S No, sir, that one is nine hundred dollars.
S Oh! OK. How about this one? It’s two hundred C Nine hundred?!? You said they were four
dollars. hundred!
C It’s nice. But do you have something more S I said they start at four hundred dollars. This one is
expensive? more expensive.
S More expensive? Wow, OK. How about this one? C You’re not kidding! I’ll take this one.
C How much is it? S It isn’t Italian.
S Four hundred dollars. C I know, but it’s nice enough.
C I see. It’s nice. What about this one?

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UNIT 8 A He works there, at the music store.

B What? A baseball star works there?
LISTENING . . . . . . . . . . . . . . . . . . . . . . . p. 53 A Baseball star? What are you talking about?
B I’m talking about Ichiro! Ichiro Suzuki, the
1. A Hi, I’m Sandy.
famous baseball player.
B Hello. I’m Elaine.
A No, Tom! I mean Ichiro Ono. You know, Ichiro
A Nice party, right?
from English class! He looks like a musician.
B Yes.
B Oh. He always looks so relaxed!
A So, how do you know my brother?
A Well, he says “hi” to you, anyway.
B Your brother?
A This is my brother Alex’s party. LISTENING PLUS . . . . . . . . . . . . . . . . . . . p. 53
B Oh, right! My boyfriend and Alex were friends
in college. A Sandy, this is my boyfriend, John. John, this
A Is your boyfriend here? is Sandy.
B Yes. He’s over there. Next to the door. B Hi, Sandy, nice to meet you.
A Wow! You mean the tall guy with blond hair? C Nice to meet you too, John. So, you were at
He looks like a movie actor! college with my brother.
B Uh, no. The one next to him. B I was?
A Oh… the guy with glasses and a mustache? A Sandy is Alex’s sister.
B Yes. B Oh! You’re Alex’s sister!
A Nice! C Yes.
B Actually, he is. Very nice. B Are you the famous sister? The TV host?
A Is he a TV host? C No, that’s my sister Tina.
B No, he isn’t. B Oh, OK. So you’re the smart one. You teach at
A No? He sure looks like one. a college, right?
B I know. Do you want to meet him? C No. That’s my sister Amanda.
A Sure! B Oh, I’m sorry. So what do you do, Sandy?
C I teach elementary school.
2. A Excuse me, was a young girl here a minute ago?
B OK, so you are smart.
B Pardon me?
C Yes, but not as smart as Amanda.
A I’m looking for my daughter. I think she was
A And not as famous as Tina.
just here.
C Right.
B What does she look like?
A She’s fifteen years old. She has curly red hair.
Her name is Jane, and she’s a medium height
UNIT 9
girl. Very nice and friendly.
B Oh, yes, I think she was here a few minutes ago. LISTENING . . . . . . . . . . . . . . . . . . . . . . . p. 59
She looks like an athlete!
A She is! She plays tennis. Where is she now? 1. Seline My name is Seline, and I live in New Orleans.
B I don’t know. You can do some amazing things in my city. You can
listen to great music, eat great food, and you MUST
3. A Hello?
visit the French Quarter. There are lots of interesting
B Hi, I’m calling about your ad. Are you looking for
buildings and it’s beautiful there. You can take a
a roommate?
riverboat cruise on the Mississippi River, one of the
A I sure am. Can you tell me about yourself? What
world’s great rivers. You can also visit other famous
are you like?
American cities on the river—like Memphis and St.
B Well, I’m 22, and I’m a student.
Louis. Come and visit us!
A Uh-huh, and are you a neat person?
B Neat? 2. Thomas Hi, my name is Thomas, and I live in
A Yeah, neat. You know, clean. Not messy. Nairobi, Kenya. We call Nairobi the Green City in
B No, I’m not. Not really. the Sun. It has everything—museums, restaurants,
A Well, uh, sorry, the room isn’t free. theaters—and you can go on safari. Really! There’s
a national park right here in the city! You can go
4. A Hey, Tom, I saw Ichiro at the mall.
there by bus or in a taxi. There are lions, hippos,
B Really? At the mall? Wow, why was Ichiro there?
rhinos, and elephants—all just nine kilometers from

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the center of Nairobi. At 11:00 a.m. every day, the A Good! I hope you’re enjoying yourself.
elephants take a mud bath. You have to see that! B Oh, we are. But we’d like to go for a walk. Is there
3. Veronique Hello, my name is Veronique, and I live a park near here?
in Quebec City, Canada, a really old and historic city. A Sure. There’s a nice little park with a garden on
But I also want to tell you about my favorite outdoor the next block.
activity—trail riding. Trail riding is when you ride B Oh, good. Is it safe there?
a horse around different places. There are some A Of course!
amazing trail rides near the city. You can ride in the B Oh, that’s a relief. Thank you so much!
mountains, through the forest and you can also ride A No problem. Bye!
along the great Saint Lawrence River. If you come in 3. A Good morning. How can I help you?
winter, you can go trail riding in the snow! B Well, I want to buy some shoes.
A You’re looking for a shoe store?
LISTENING PLUS . . . . . . . . . . . . . . . . . . . p. 59 B Yes, I want to go to a street with a lot of
shoe stores.
1. Seline After New Orleans? Well, you can go to
A No problem. There are a lot of shoe stores on
Memphis. Memphis has great cultural activities—
Market Street.
there’s a really big event called Memphis In May. One
B Market Street. Thanks! Oh, is that far from here?
of the main events is The Barbecue Cooking contest.
A Yeah, but you can take a taxi.
The food is really delicious! Before that they have a
B Great. Thanks again!
three-day festival called Africa in April. And in June,
A You’re welcome. Have a nice day.
there’s the Memphis Italian festival, with a cooking
competition! There’s Italian food on every street! 4. A Good afternoon. Can I help you?
They have movie and music festivals, too. There’s B Hi. Wow, this is a great city. You can walk all day.
something happening just about every day of the year! I’m really tired.
A I know.
2. Thomas I can also recommend visiting Mombasa.
B I really need some coffee. Is there a coffee shop
It’s on the coast, has great beaches and the scuba
near here?
diving is amazing. It also has wonderful nightlife.
A Oh, yes. There’s a great place around the corner.
We have traditional music clubs, but for the tourists,
It’s called Cafe Centro.
there are also clubs where you can hear hip-hop,
B Is it expensive?
reggae, blues, and salsa. And if you like sports, you
A No, not at all.
can run in the Mombasa marathon!
B Perfect. Thanks so much!
3. Veronique I also recommend the wonderful city A Don’t mention it.
of Montreal, Canada’s Cultural Capital. It has
everything—camping, museums, art galleries, LISTENING PLUS . . . . . . . . . . . . . . . . . . . p. 67
theaters, and a very good music scene, especially
if you like jazz or rock music. And they have the 1. A Hi! How was the pool?

biggest comedy festival in the world, Just for Laughs. B Uh, not great. It was too small.
A Oh! I’m sorry about that.
B Is there a bigger pool somewhere else?
UNIT 10 A Um, let me think. Well, there’s a big pool out
of town.
LISTENING . . . . . . . . . . . . . . . . . . . . . . . p. 67 B How far away is it?
A Maybe 20 minutes by taxi?
1. A Hello! How can I help you?
B That’s fine.
B Yes, is there a swimming pool near here?
A Just one thing. It closes at 5 p.m. today..
A There sure is. It’s about two blocks away.
B No problem. It’s only 2 p.m.
B Oh, good! And when is it open?
A I think it’s open from 9 a.m. to 10 p.m. 2. A Hello there! How was the park?
B Thank you. B It was OK, but the garden wasn’t too exciting.
A You’re welcome. Have a good day! A Really?
B Yes. It was kind of small. We have a nicer garden
2. A Hi there! Can I help you?
in our neighborhood.
B Yes, my husband and I are visiting the city
A Oh, I’m sorry to hear that. There’s another park,
for the first time.
but it’s a 20 minute walk from here.

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B That’s OK. Actually, we want to see a movie now. L Oh, no! How did you do that??
Is there a movie theater near here? C I left it in an ATM. I took my money and forgot to
A Not really. But there are many downtown. take the card.
B Oh, that’s a little far. We walked too much today! L That’s terrible. What did you do?
3. A Hello again! How was it? C Well, I called the credit card company, of course.
B Market Street was perfect! They canceled the card so no one else could use
A Good! it. Then I went to the police. And my card was at
B I have another question. I need to print tickets the police station.
for a football game at the sports stadium. Is L Oh, that’s great!
there an Internet cafe around here? C No, it wasn’t.
A Well, there’s a business center at the train L It wasn’t?
station across the road. C No.
B Is it expensive? L Why not?
A To use a computer at the center? I think it’s $5 C Because the credit card company canceled my
for half an hour. card! I couldn’t buy anything!
B That’s $10 an hour. I guess an Internet cafe is L Ah... so what did you do?
cheaper than that, right? C I walked around the streets a lot. Hong Kong is a
A Right. great city for walking!
B Is there one near here? 2. Bob Hi, Abi!
A Not really. But there’s a copy center down the Abi Hi, Bob.
street. I think they have computers there. B You were in Vietnam, right?
B That’s great. Thank you. A Right.
A You’re welcome. B How was it?
4. A Hi! How was Cafe Centro? A Vietnam is fabulous. But I had a problem.
B Wonderful. Really good. B What was that?
A Excellent! A I didn’t have a visa when I got there.
B I have one more question. B Oh. Didn’t they tell you about that when you left
A Uh-huh. the US?
B Is there a bookstore near here? A I didn’t travel to Vietnam from the US. I traveled
A No, sorry. But there are a lot of bookstores from Singapore.
downtown. B Oh. So what happened?
B I see. How much is a taxi ride downtown? A Well, the people at the airport were really
A About $8. helpful. They checked my passport, I waited for
B Eight dollars? That’s good. an hour, and they gave me a visa.
A Do you want to call a taxi? B Great. So where did you go in Vietnam?
B Actually, no. I have enough books. Thanks, A Hanoi.
anyway. B Did you like it?
A You’re welcome. A Yes, it’s a wonderful city. And the people are
great.
B What about the food?
UNIT 11 A Oh! The food is amazing. I really enjoyed the
food.
LISTENING . . . . . . . . . . . . . . . . . . . . . . . p. 73
3. Vanessa Hey, Denny!
1. Lucy Carl! Hi! Denny Hey, Vanessa! How are things?
Carl Oh, hi Lucy. V Good. How was Acapulco?
L How was your vacation in Hong Kong? D Um... the city was nice, but on the last day,
C Uh... good and bad. something terrible happened.
L Really? You didn’t like Hong Kong? V What?
C I loved Hong Kong. It’s an awesome place. D Well, I was on the beach. . .
L I see. So what was bad? V The beach was terrible?
C Well, on the third day I was there, I lost my D No! I met these really cool people from France.
credit card. V From France? Nice.

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D So, we went to a restaurant for some food. It UNIT 12

was excellent, and I practiced my French AND
my Spanish. LISTENING . . . . . . . . . . . . . . . . . . . . . . . p. 79
V I see. Jenny Hi, and welcome to our show. I am Jenny
D But then when it was time to pay, I looked for Johnson...I’m also here with Tom Norton.
my bag. I didn’t have it with me. Tom Hello, everyone.
V Someone stole it? J Tonight we’re going to talk about eco-friendly ways
D No. I left it on the beach. to get around in cities.
V Oh, no. That’s not good! Did you go back to T Great idea, number 1—streetcars.
the beach? J Fifty years ago, most North American cities had
D Yes, of course. But it wasn’t there. And my streetcars. But as more and more people bought
passport was in it. cars, they stopped using streetcars.
V Oh, no! T One city never stopped using streetcars—and that
D Well, I thought my passport was in it. city is...
J Toronto, Canada!
LISTENING PLUS . . . . . . . . . . . . . . . . . . . p. 73
T Streetcars are clean.
Vanessa So what did you do, Denny? J What do we mean by “clean”?
Denny Well, first I went to the police in Acapulco and I T “Clean” means this: they don’t pollute the air.
filled out a form about my bag. And I said, “What about They are very good for the environment. And the
my passport?” And they said, “Sorry! Go to Mexico good news is—a lot of US cities are bringing back
City!” So I went to Mexico City. streetcars.
V What happened there? J About twenty US cities are going to build new
D I went to the Canadian consulate. They were really streetcar systems.
helpful. I filled out another form, and I made a list T Electric streetcars are cleaner and quieter than
of stuff in my bag—my passport, a book, sunglasses, regular buses. So say yes to streetcars!
sun cream. Then something amazing happened. J Great idea, number 2—electric scooters.
V What? T This is a cool idea from Paris, France. You can now
D I got a text from the hotel in Acapulco and guess rent an electric scooter to get around the city. It’s
what? They found my passport under my bed. really easy. If you want use one, you send a text,
V So your passport wasn’t in your bag. and they give you a number to put in a lock. There’s
D No! no key, and there’s a helmet under the seat!
V Excellent! J At the moment, there are only a hundred electric
D Wait! There’s more. I got a call from the police in scooters on the streets of Paris, but they are very
Acapulco. They found my bag! popular, and there are plans for a thousand more.
V Awesome! And London, England is going to rent scooters, too.
D But they were really worried. A nice lady said, “Sorry T Great idea number 3—cable cars!
señor, but there is no passport in the bag.” J If you can’t travel across town on the roads, then
V Did you tell her? the answer is to travel across town over the roads.
D Of course. I said, “I’m sorry. The passport was under T Many cities in Latin America are building new cable
the bed in my hotel room.” car systems. The first new one was in Medellín,
V That’s funny. So what did you do? Colombia, and now there’s a really amazing one in
D I flew back to Acapulco, got my passport from the La Paz, Bolivia.
hotel, got my bag from the police, and enjoyed the J La Paz is the highest capital city in the world. The
rest of my vacation. city is more than 3,500 meters above sea level. And
it now has the longest and highest cable car in the
world, between the city and the airport in El Alto.
T So, three great ideas to get around a city.

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LISTENING PLUS . . . . . . . . . . . . . . . . . . . p. 79

J We are now talking to Patrick Dixon, a

transportation expert, about streetcars. Welcome to
the show, Patrick.
Patrick Thank you. Nice to be here.
J Patrick, first of all, tell us a little about the story of
streetcars.
P Most North American cities had streetcars. Some of
them started in the nineteenth century.
J The nineteenth century? Are you serious?
P Yes. At the beginning, horses pulled them.
J No way!
P It’s true. Then of course, they were electric. In the
early part of the twentieth century, people mostly
used streetcars to get around in major cities.
J But now they don’t.
P Right.
J So what happened?
P Well, first it was buses, then it was cars. Buses can
travel to more places than streetcars. Most US cities
stopped using streetcars between the 1930s and the
1950s.
J I see.
P But now they’re coming back. And that’s good.
J Why?
P Because streetcars are electric, and electric . .
transportation is eco-friendly.
J So are we going to see more streetcars?
P Yes, we are. But there are two problems. The
first one is the cost. You talked about Toronto, and
in Toronto, they’re going to build two hundred new
streetcars. Do you know how
much that will cost?
J Tell me.
P About 1.2 billion Canadian dollars, a billion
US dollars.
J Oh, wow...You said there are two problems.
P Yes.
J What’s the other problem?
P People.
J People?
P Yes, people. People prefer cars. This is the big
problem. It’s going to be difficult to stop using cars
and start taking streetcars.

123
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8:40 PM
AM
 GRAMMAR

Unit 1 GRAMMAR
Grammar Reference
• Have students read the UNIT 1
explanations of when we use The verb be : statements and questions with contractions
the simple present of be. Ask We use the simple present of be to talk about a person’s name, nationality, age, and job.
• Are you Sally? • He is a doctor.
students to give additional • I am 20 years old. • My teacher is from England.

examples of statements using We often contract, or shorten, the verb be.

the simple present of be. • I’m a student.

• He’s a teacher.
• I’m not a teacher.
• She isn’t a teacher.

• Explain that be can be Affirmative statements Negative statements

contracted. Use the Affirmative I

am
’m
I
am not
’m not
statements and Negative You are You are not
statements charts as examples. We
They
’re from Japan. We
They
aren’t
’re not
from Brazil.

• Use the Yes/No questions chart He

She
is
’s
He
She
is not
isn’t
to review the question forms It it It ’s not

of be. Use the Short answers We only contract be in negative short answers.
chart to review answers to yes/ • No, I’m not.
• No, we’re not.
• Yes, I’m.
• Yes, we’re.
no questions and how they are
contracted. Be sure to point Yes/No questions
you
Short answers
Yes, I am. No, I’m not.
out that negative short answers Are we Yes, we are. No, we aren’t./No, we’re not.
Yes, they are. No, they aren’t./No, they’re not.
they
cannot be contracted. from Japan?
Yes, he is. No, he isn’t./No, he’s not.
Is he Yes, she is. No, she isn’t./No, she’s not.
she Yes, it is. No, it isn’t./No, it’s not.

Now Practice NOW PRACTICE

Activity 1 1 Complete the sentences with a contraction of am, is, or are. Select ( ) the
sentences that are true for you and correct the others.
• Focus attention on the activity. 1. My mother ’s a teacher. My mother isn’t a teacher.
Make sure students understand 2. I 18 years old.
3. My birthday today.
that the activity has three steps. 4. My dad tall.
First, students complete the 5. We actors.

sentences with the correct,

contracted form of be. Then
2 Answer the questions with information about you. Use contractions.
1. Are you a student? Yes, I am.
they check the sentences that 2. Is your teacher from England?
are true for them. Finally, 3. Are your parents doctors?

students correct the sentences 124

that are not true for them. Have
students read the five sentences 4602600_SC3e_SB1.indb 124 2/18/16 8:40 AM

carefully. Explain the example.

• Have students do the activity
Activity 2 • Have students do the activity
on their own. • Focus attention on the on their own.
activity. Make sure students
• Allow time for students to understand that they need to
• Allow time for students to
complete their answers. Then complete their answers. Then
complete the questions with
have students compare their have students compare their
information that is true for
answers with a partner. answers with a partner.
them. Explain the example
ANSWERS answer before students start ANSWERS
the activity.
1. ’s 4. ’s 1. Yes, I am./No, I’m not.
2. ’m 5. ’re • Tell students to use 2. Yes, he/she is. No, he/she isn’t.
3. ’s contractions when they can. 3. Yes, they are./No, they’re not.
Remind students that they can
Answers for the second part of the
only use contractions for a
activity will vary.
negative short answer.

T–124 Grammar  •  Unit 1
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 sentence with the affirmative
Grammar
form of the verb. Point out
UNIT 2 that goes is correct, rather than
The simple present: affirmative and negative statements go, because sister is the third
We use the simple present for facts, routines, and states.
person singular.
• I live in Mexico City. (fact)
• We go to school on Monday. (routine)
• Have students read the eight
• She feels tired. (state)
sentences carefully.
We add –s or –es to the verb when we answer about a third person subject (he, she, it).
• Have students do the activity
Affirmative statements
I
Spelling rules: 3rd person singular
Some verbs end in ch, sh, x, or ss. Some verbs end in consonant + –y.
on their own.
You
We
work in São Paulo.
live
Add –es to these verbs.
teach +es teaches
Change the –y to –i and add –es.
study y + ies studies
• Allow time for students to
They wash
fix
+es
+es
washes
fixes
try y + ies tries
complete their answers. Then
He
She
works
lives in São Paulo.
miss +es misses
have students compare their
These verbs have a special form:
It do does go goes have has answers with a partner.
We use the helping verb do or does + not in negative statements. We usually use the contractions
don’t and doesn’t. ANSWERS
Negative statements 1. goes 6. studies
I
You do not work in an office. He does not work
2. likes 7. like
in an office.
We don’t work She doesn’t work 3. has 8. lives,
They It
4. work misses
5. watches
NOW PRACTICE

1 Complete the sentences and make affirmative statements. Use the verb
in parentheses.
1. My sister goes
2. My teacher
3. I think an architect
4. Most taxi drivers
5. My brother
6. A good student
7. My friends and I
8. My brother
2 Complete the sentences and make negative statements. Use the verb
in parentheses.
1. My brother
2. I
3. My doctor
4. My English teacher
4602600_SC3e_SB1.indb 125
Unit 2
Grammar Reference
• Have students read the
explanations of when we
use the simple present. Ask
students to give additional
examples.
• Use the Affirmative statements
chart to show how the verb
changes to agree with the
subject. Point out that when
there is a third person singular
subject (he/she/it) an s is added
to the end of the verbs.
• Use the Spelling rules chart to
show how other verbs change
to a good university. (go) Activity 2
her job. (like)
an interesting job. (have)
• Focus attention on the activity.
in cities. (work) Make sure students understand
a lot of TV. (watch) that they need to complete
each sentence with the negative
every evening. (study)
good music. (like)
far away. (live) He home. (miss) form of the verbs. Explain the
example answer before students
start the activity.
doesn’t have a job. (have) • Tell students to use
near our school. (live)
my name. (know)
contractions.
Japanese. (speak) • Have students do the activity
on their own.
125 • Allow time for students to
complete their answers. Then
2/18/16 8:40 AM have students compare their
answers with a partner.
in the third person singular.
Point out that do, go, and have
ANSWERS
are irregular verbs.
1. doesn’t have
• Use the Negative statements
2. don’t live
chart to show do/does + not 3. doesn’t know
are used to form the negative. 4. doesn’t speak
Be sure to point out that the
verbs do not change.
Now Practice
Activity 1
• Focus attention on the
example in the activity. Make
sure students understand that
they need to complete each

Unit 2  •  Grammar  T–125

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 Unit 3 Grammar

Grammar Reference UNIT 3

• Have students read the The simple present: questions with do

explanations of how to form When we ask yes/no questions, we use the helping verb do or does. It comes before the subject.
When we answer yes/no questions, we usually use contracted forms in negative short answers.
questions with do in the
simple present. Yes /No questions
you
Short answers
Yes, I do. No, I do not./No, I don’t.

• Use the Yes/No questions and

Do we
they
like pasta? Yes, we do.
Yes, they do.
No, we do not./No, we don’t.
No, they do not./No, they don’t.

the Short answers charts to he Yes, he does. No, he does not./No, he doesn’t.
Yes, she does. No, she does not./No, she doesn’t.
show examples. Point out that
Does she like pasta?
it Yes, it does. No, it does not./No, it doesn’t.

do not and does not in short When we ask wh- questions, we also use the helping verb do or does. It comes before the
answers are usually contracted subject and after the wh- word.

to don’t and doesn’t. Ask Wh- questions

students to give additional What do we

you
like? What does
he
she like?
examples. they it

• Use the examples in the Wh-

questions chart to show how NOW PRACTICE

do and does come before the 1 Complete the questions with Do or Does. Then answer the questions
with information about you.
subject and after the wh- word. 1. Do you like sushi? Yes, I do.
Ask students to give additional 2. most children like spicy food?

examples. 3. your school serve food?

4. your friends like sandwiches?
5. you work in a restaurant?

Now Practice
6. your father drink coffee?

2 Complete the questions. Use the verbs in the box.

Activity 1 1. Where
2. What kinds of food
does your teacher live ?
your favorite restaurant ?
go
like

• Focus attention on the first 3. What kinds of food

4. Where you
you
for pizza?
in the morning?
live
serve

question and the example in

the activity. Point out that
the activity has two steps.
First, students complete the
questions with do or does.
Then they write answers to the
questions with information
that is true for them. 126

• Have students read the six

sentences carefully. 4602600_SC3e_SB1.indb 126 2/18/16 8:40 AM

• Have students do the activity Activity 2

on their own.
• Focus attention on the
• Allow time for students to activity. Make sure students
complete their answers. Then understand that they need to
have students compare their use the verbs from the box
answers with a partner. with do or does to complete
ANSWERS
the questions.

1. Do, Yes, I do./No, I don’t.

• Have students do the activity
2. Do, Yes, they do./No, they
on their own.
don’t. • Allow time for students to
3. Does, Yes, it does./No, it complete their answers. Then
doesn’t. have students compare their
4. Do, Yes, they do./No, they answers with a partner.
don’t.
5. Do, Yes, I do./No, I don’t. ANSWERS
6. Does, Yes, he does./No, he
doesn’t. 1. does, live
2. does, serve
3. do, like
4. do, go

T–126 Grammar  •  Unit 3
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 Grammar Now Practice
UNIT 4 Activity 1
Frequency adverbs and word order
• Focus attention on the
We use frequency adverbs to say how often.
example in the activity. Make
Frequency adverbs sure students understand that
always
25% 50%
x x
75%
x
100%
x
they need to put the frequency
usually x x x adverbs in the correct position
sometimes
never
x x
in each sentence. Some items
have more than one answer.
•
Frequency adverbs usually go before the verb.
• We always exercise on Monday. • I sometimes play tennis. Have students read the six
• She usually goes to the gym. • I never go running.
sentences carefully. Point out
However, with the verb be, frequency adverbs usually go after the verb.
• They are always hungry. • I’m sometimes late. that in item 6, students need
• He’s usually on time. • She’s never tired.
to choose never or ever. If they
Sometimes and usually can go at the beginning or end of a sentence.
• Sometimes I play soccer. • The weather is nice sometimes.
choose never, they will need
• I go to the gym usually. • Usually he’s late. to change another part of
We don’t use never with a negative verb. (never = not at any time) the sentence.
• He’s never late. • She’s not never tired.
• I never go there. • I don’t never go there.
• Allow time for students to
We use ever in negative statements and questions. (ever = at any time)
• She isn’t ever tired.
complete their answers. Then
• Do you ever go there? have students compare their
answers with a partner.
NOW PRACTICE
ANSWERS
1 Complete the sentences. Put the frequency adverb in parentheses
in the correct place. 1. Usually I’m hungry in the
1. I’m hungry in the morning. (usually) morning./I’m usually hungry
I’m usually hungry in the morning.
in the morning./I’m hungry in
2. I go to school on Saturday. (sometimes)
the morning usually.
3. I exercise on the weekend. (always) 2. Sometimes I go to school
on Saturday./I sometimes
4. I’m happy. (always)
go to school on Saturday./I
go to school on Saturday
5. I go out with my friends on Saturday. (usually)
sometimes.
6. I don’t eat a big breakfast. (never, ever) 3. I always exercise on the
weekend.
4. I’m always happy.
5. Usually I go out with my
127 friends on Saturday./I usually
go out with my friends on
4602600_SC3e_SB1.indb 127 2/18/16 8:40 AM
Saturday./I go out with my
friends on Saturday usually.
Unit 4 • Explain that some frequency 6. I don’t ever eat a big breakfast./
adverbs can come at the I never eat a big breakfast.
Grammar Reference beginning and the end of a
sentence. Have students read
• Focus attention on the chart. the examples. Ask students to
Use it to explain the meaning give additional examples using
of the frequency adverbs. sometimes and usually.
• Have students read the • Use the examples to show how
explanations of where never and ever are used. Never
frequency adverbs can go is not used with the negative
in a sentence. Explain that form of a verb or in questions.
with most verbs, frequency In questions and negative
adverbs come before the verb. statements, ever is used.
However, when used with
be, they usually come after • Point out that like other
the verb. Ask students to frequency adverbs, the
give additional examples of position of never and ever in a
frequency adverbs used with sentence depends on whether
be and other verbs. the verb is be or another verb.

Unit 4  •  Grammar  T–127

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 Unit 5 Grammar

Grammar Reference UNIT 5

• Have students read the The present continuous: statements and wh- questions

explanations of when we use We use the present continuous to show that something is happening now or for a limited time.
• He’s talking on the phone. (It’s happening now.)
the present continuous. Elicit • I’m living in Tokyo now. (It’s for a limited time.)

other examples of statements We form the present continuous with the helping verb be + –ing form of a verb.

using the present continuous Affirmative statements Negative statements

to describe actions happening I
am
’m
reading a book. I
am not
’m not
watching TV.
now and around this time. You are You are not

• Use the Affirmative statements We

They
’re reading a book. We
They
aren’t
’re not
watching TV.

chart, the Negative statements He

is
He is not

chart, and the Wh- questions

She reading a book. She isn’t watching TV.
’s
It It ’s not

chart to review the forms Spelling rules: -ing form

Wh- questions
of the present continuous. you work + ing working

Point out that the statements What are we

they
doing? do + ing
study + ing
doing
studying

and the wh- questions can

read + ing reading
he care e + ing caring
be contracted. What is she
it
doing? dance e + ing dancing

•
swim double consonant + ing swimming
Use the Spelling rules chart stop double consonant + ing stopping

to review how to change the

base form of the verb into the NOW PRACTICE

-ing form. 1 Write the –ing form of these verbs.

1. write writing
2. send

Now Practice 3. sit

4. have
5. play

Activity 1 6. take
7. run

• Focus attention on the 8. exercise

activity. Make sure students 2 Complete the questions. Use the present continuous form of the verb in parentheses.
understand that they need to 1. What are you doing now? (do)
change the verbs into the 2. Where your best friend now? (live)

-ing form. 3. What kind of music

4. Who your brother
your friends
to? (talk)
to these days? (listen)

• Allow time for students to 5. What you in school? (study)

complete their answers. Then 6. What she for lunch? (make)

have students compare their 128

answers with a partner.

4602600_SC3e_SB1.indb 128 2/18/16 8:40 AM

ANSWERS
ANSWERS
1. writing 5. playing
2. sending 6. taking 1. are, doing
3. sitting 7. running 2. is, living
4. having 8. exercising 3. are, listening
4. is, talking
5. are, studying
6. is, making
Activity 2
• Focus attention on the
activity. Make sure students
understand that they need to
complete the sentences with
the correct form of be and the
-ing form of the verbs.
• Allow time for students to
complete their answers. Then
have students compare their
answers with a partner.

T–128 Grammar  •  Unit 5
© Copyright Oxford University Press

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 Grammar Activity 2
• Focus attention on the
UNIT 6 activity. Make sure students
The verb be : simple past statements understand that they need to
The verb be has two forms in the past: was and were. complete the sentences with
• I was late yesterday.
• My parents were at home last night. the negative forms of be in
Affirmative statements
the past.
I
He was sick yesterday.
We
You were sick yesterday.
• Allow time for students to
She
It
They complete their answers. Then
have students compare their
We usually use contractions in negative statements.
• My teacher wasn’t sick yesterday.
answers with a partner.
• My friends weren’t at school yesterday.

ANSWERS
Negative statements
I
We 1. wasn’t 4. wasn’t
He was not were not
She wasn’t at work.
You
They
weren’t at work. 2. wasn’t 5. wasn’t
It
3. weren’t

NOW PRACTICE

1 Complete the sentences. Use was or were.

1. Last night my friends and I were at the mall.
2. The stores open until midnight.
3. My favorite store very crowded.
4. It really noisy everywhere in the mall.
5. By midnight I very tired.

2 Complete the sentences. Use wasn’t or weren’t.

1. I wasn’t late to school yesterday.
2. The bus crowded last night.
3. We at school last night.
4. The weather so bad yesterday.
5. It very hot last weekend.

129

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Unit 6 Now Practice

Grammar Reference Activity 1
• Have students read the • Focus attention on the
explanations of the past forms activity. Make sure students
of be. Use the Affirmative understand that they need to
statements chart to show add the correct form of be in
examples of was and were. the past. Preteach vocabulary
Point out that we use was with if necessary.
singular pronouns and were • Allow time for students to
with plural pronouns. Ask complete their answers. Then
students to give additional have students compare their
examples of statements using answers with a partner.
was and were.
• Explain that affirmative ANSWERS
statements with be in the past 1. were 4. was
cannot be contracted. Use the 2. were 5. was
Negative statements chart to 3. was
review negative statements
with be in the past and explain
how they can be contracted.

Unit 6  •  Grammar  T–129

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 Unit 7 Grammar

Grammar Reference UNIT 7

• Have students read the Comparative adjectives: forms and spelling rules

explanations of how and when We use a comparative adjective when we compare two people or things.
We often use than after the adjective.
to use comparative adjectives. • I’m looking for a cheaper sweater.
• I’m taller than you.

• Point out that in affirmative • Old shoes are more comfortable than new shoes.

statements, when we mention We form comparative adjectives in 3 ways:

1. For most adjectives with one syllable, we add –er.
the things we are comparing, sick sicker

we use than. For example:

small smaller
A few short adjectives have special spelling.

I’m taller than you. Spelling rules: short adjectives

The red sweater is cheaper than For short adjectives that end in –e, add –r. nice nicer

the black one. For short adjectives that end in one vowel and one
consonant, double the consonant and add –er.
big
fat
bigger
fatter

• When we don’t mention both For short adjectives that end in –y, change the –y to –i
and add –er.
happy happier

things, we don’t use than: lazy lazier

I’m taller. The red sweater is 2. For most adjectives with two or more syllables, we use more + adjective.

cheaper. stylish more stylish

comfortable more comfortable

• We also use as … as and a 3. A few adjectives have a special form.

form of be to compare two

good better
bad worse

people or things. In affirmative

statements, it means the two NOW PRACTICE
people or things are the 1 Write the comparative form of the adjectives.
same. In negative statements, 1. big bigger 5. flat 9. interesting

we use the negative form of be 2. hot 6. expensive 10. easy

3. colorful 7. dirty 11. good
and as … as to show the two 4. famous 8. crowded 12. beautiful
people or things are different.
For example: I’m not as tall as 2 Write sentences comparing the things in the parentheses. Choose adjectives
from Activity 1.
my brother. 1. Tokyo is bigger than London. (Tokyo/London)

• Review the spelling rules 2. (designer clothes/regular clothes)

of short adjectives. Explain

3. (English/Chinese)
4. (coffee/tea)
that longer adjectives are 5. (a musician’s job/a doctor’s job)

usually formed with more. For

example: more comfortable.
• Finally, point out that good and
bad have irregular comparative 130

forms.
4602600_SC3e_SB1.indb 130 2/18/16 8:40 AM

ANSWERS Activity 1. Tell students that

Now Practice
Activity 1
• Focus attention on the
activity. Make sure students
understand that they need to
change the adjectives into the
comparative form.
• Allow time for students to
complete their answers. Then
have students compare their
answers with a partner.
Activity 2
• Focus attention on the
1. bigger
their sentences must make
sense and that their answers
2. hotter
3. more colorful will vary.
4. more famous • Allow time for students to
5. flatter complete their answers. Then
6. more expensive have students compare their
7. dirtier
answers with a partner.
8. more crowded
9. more interesting POSSIBLE ANSWERS
10. easier
11. better 1. Tokyo is bigger than London.
12. more beautiful 2. Designer clothes are more
expensive than regular
clothes.
3. English is easier than Chinese.
4. Coffee is better than tea.
5. A musician’s job is more
interesting than a doctor’s job.
activity. Make sure students
understand that they need
to compare the two things
in each sentence, using an
appropriate adjective from

T–130 Grammar  •  Unit 7
© Copyright Oxford University Press

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 Grammar ANSWERS
1. is/’s, like
UNIT 8 2. does, look like
Be like and look like 3. are, like
To ask about personality, we use what + be + like. 4. does, look like
To answer, we use be + personality adjectives. 5. is/’s, like
• What’s Sofia like? • She’s smart and serious.
• What’s Paul like? • He’s funny and smart.

To ask about appearance we use:

1. what + do + look like
To answer, we use be + adjective for appearance or have + word for physical features.
• What does Yen look like? • He’s short and heavy.
• What does Meg look like? • She has blue eyes.

2. who + do + look like

To answer, we use look like + a person.
• Who does he look like? • He looks like Matt Damon.
• Who do they look like? • They look like their father.

Be like : wh- questions Look like : wh- questions

What am I like? I
What do you look like?
you
Who we
What are we like?
they
they
he
he What
does she look like?
What is she like? Who
it
it

NOW PRACTICE

1 Complete the conversations. Use be like or look like.

1. A What ’s your brother like ?
B He’s funny and smart.

2. A Who he —your mother or your father?

B My father. He has my father’s black hair.

3. A What your sisters ?

B My older sister is very serious, and my younger sister is very shy.

4. A What your older sister ?

B She’s tall, and she has long blond hair.

5. A What your favorite teacher ?

B He’s friendly and patient.

131

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Unit 8 • Explain that the pattern who

+ do + look like is used to
Grammar Reference compare two people.
• Have students read the • Then review the examples in
explanations of when and how the charts.
to use be like and look like
when describing personality
and appearance. Show the Now Practice
pattern what + be + like, which
is used to describe personality.
Activity 1
Direct attention to the • Focus attention on the
examples in the book. Elicit activity. Make sure students
other examples. understand that they need to
add be like or look like to the
• Then focus on the pattern
questions.
what + do + look like, which is
used to describe appearance. • Tell students to use
Direct attention to the contractions where possible.
examples in the book. Elicit • Allow time for students to
other examples. complete their answers. Then
have students compare their
answers with a partner.

Unit 8  •  Grammar  T–131

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 Unit 9 Grammar

Grammar Reference UNIT 9

• Have students read the Using can and can’t
Affirmative statements
explanations of can and can’t. We use the helping verb can:
1. to talk about possibility
I
You
Explain that in this unit, can • We can visit the museum today. He
She can speak English.
is used primarily to talk about
It’s open.
It

possibility, as in item 1. Ask

2. to talk about ability We
• I can’t swim. They
students to give additional • Can you speak Spanish?

Negative statements
examples of statements using 3. to ask for and give permission
• Can I come in?
I
can and can’t for possibility. • You can go home now. You
He cannot speak
• Focus attention on the next 4. to make requests and offers
• Can I have a sandwich, please?
She
It
can’t speak French.

three explanations. Explain • Can I help you? We

They
that the second item and We usually use the contraction can’t in negative short answers.
the Affirmative and Negative
statements charts show the use Yes /No questions
I
Short answers
Yes, you can. No, you cannot./No, you can’t.
of can for ability. Ask students you
he
Yes, I can.
Yes, he can.
No, I cannot./No, I can’t.
No, he cannot./No, he can’t.
to give other examples. Make Can she sing? Yes, she can. No, she cannot./No, she can’t.

sure students notice the

it Yes, it can. No, it cannot./No, it can’t.
we Yes, we can. No, we cannot./No, we can’t.

position of can and that the they Yes, they can. No, they cannot./No, they can’t.

verb doesn’t change form.

For example, we don’t say She NOW PRACTICE

can speaks. 1 Complete the sentences with information about you. Use can or can’t
and a verb from the box.
• Have students read the 1. I can’t study in a noisy room.
explanations of when we 2. I sandals to work.
make
play
use can for permission 3. I
4. I
Spanish.
a pizza.
speak
study
and requests. 5. I tennis very well.
wear

• When teaching the Yes/No

2 Match the questions and answers.
questions and Short answers 1. Can I help you? b a. Sure. With milk?
charts, point out the position 2. Can I speak to Mr. Lee? b. Yes, I’m looking for Room 232.

of can in questions and the 3. Can I have a coffee, please? c. Sure. It’s on my desk.

contraction can’t in negative 4. Can I look at your book?

5. Can you read this?
d. I’m sorry, but he’s not here right now.
e. No, sorry. I don’t have my glasses.
short answers.

Now Practice
132

Activity 1
4602600_SC3e_SB1.indb 132 2/18/16 8:40 AM

• Focus attention on the

activity. Make sure students
understand that they need
to complete the statements
with can or can’t and one of
the verbs from the box. The
completed statements should
be true for them. Preteach
vocabulary if necessary.
• Allow time for students to
complete their answers. Then
have students compare their
answers with a partner.
ANSWERS
1. can/can’t study
2. can/can’t wear
3. can/can’t speak
4. can/can’t make
5. can/can’t play
Activity 2
• Focus attention on the
activity. Make sure students
understand that they need to
match the questions on the
left with the responses on the
right.
• Allow time for students to
complete their answers. Then
have students compare their
answers with a partner.
ANSWERS
1. b 4. c
2. d 5. e
3. a

T–132 Grammar  •  Unit 9
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 Grammar ANSWERS
1. A Is there
UNIT 10 B There is/There’s
There is vs. there are and some vs. any 2. A Are there
We use there is/there are to say that something exists (or doesn’t exist). B there aren’t
• There’s a new restaurant in my neighborhood.
• There isn’t one good store around here.
3. A Are there
B there aren’t
We use there is with singular nouns, and there are with plural nouns.
• There’s a new movie at the theater.
4. A Is there
• There are three new restaurants in town. B there is
Yes /No questions Short answers
Is there a bank in town? Yes, there is. No, there isn’t.
Are there any banks in town? Yes, there are. No, there aren’t.

We often use some before plural nouns.

Activity 2
• There are some good cafes in town. (some = a few)
• Focus attention on the
We often use any before plural nouns in negative statements and questions.
• There aren’t any movie theaters around here.
activity. Make sure students
• Are there any shoe stores around here? understand that they need to
complete the sentences with
NOW PRACTICE some or any.
1 Complete the conversations. • Allow time for students to
Is there
1. A
B Sure.
a good restaurant around here?
one on the next block.
complete their answers. Then
2. A any noodles left?
have students compare their
B No, . They were very good. answers with a partner.
3. A any coffee shops around here?
B No, . ANSWERS
4. A a swimming pool in this neighborhood?
B Yes, . It’s five minutes away.
1. some 4. any
2. any 5. any
2 Complete the sentences. Use some or any. 3. some
1. There are some good stores around here.
2. There aren’t buses after midnight.
3. There are beautiful parks in this city.
4. There aren’t mushrooms on my pizza.
5. There aren’t beaches near here.

133

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Unit 10 • The use of any in questions

with plural nouns and
Grammar Reference non-count nouns is also
optional but very natural
• Have students read the sounding. Any is also used in
explanations of how to use negative statements.
there is and there are. Make
sure that students notice that
restaurant, store, and movie
are singular nouns, while
Now Practice
restaurants is a plural noun. Activity 1
• Use the Yes/No questions box • Focus attention on the
to show the question forms. activity. Make sure students
Use the Short answers box understand that they need to
to show the affirmative and complete the conversations
negative forms. with is there, there is, are there,
• Point out that the use of some or there are.
in affirmative statements with • Allow time for students to
there are is optional but very complete their answers. Then
natural sounding. We cannot have students compare their
use some with singular nouns. answers with a partner.

Unit 10  •  Grammar  T–133

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 Unit 11 Grammar

Grammar Reference UNIT 11

• Have students read the The simple past: statements and questions

explanations of how and when We use the simple past for completed actions in the past.
• Where did you go last week? • We visited Montreal.
Spelling rules: regular verbs

to use the simple past.

visit + ed visited
• Did you go by train? • No, we didn’t. We drove. miss + ed missed
+ ed
•
talk talked
Point out the auxiliary We add –ed for the simple past of regular verbs. For negative
statements and questions, we use the helping verb did. love +d loved

verb did in the questions,

hate +d hated

Affirmative statements Negative statements study y + ied studied

short answers, and negative I I
try y + ied tried

statements. You You stop double

He He consonant + ed stopped
did not

• Use the Yes/No questions box

She
It
walked to school. She
It
didn’t walk to school.

to show how did functions We

They
We
They
as the question word in yes/
Yes /No questions Short answers
no questions. Point out the you I I
contraction didn’t in the Short Did
he
she stay? Yes,
he
she did. No,
he
she did not.
answers chart. it
we
it
we
it didn’t.
we
• Use the Spelling rules chart to they they they

show how the spelling of some

verbs change in the past, in NOW PRACTICE

addition to adding -ed. 1 Write the simple past of the verbs.

1. play played
2. wash

Now Practice 3. know

4. wear
5. work

Activity 1 6. forget
7. help

• Focus attention on the 8. drop

9. like
activity. Make sure students
understand that they need to 2 Complete the sentences. Use the simple past.
change the form of the verbs 1. I didn’t go to the movies yesterday. I went to the mall.

to the simple past. Point out 2. I my luggage. I lost my wallet.

3. I didn’t forget my passport. I my money.
that some of the verbs are 4. She didn’t break her arm. She her leg.
irregular. 5. I a smartphone. I bought a tablet.

• Allow time for students to

complete their answers. Then
have students compare their 134

answers with a partner.

4602600_SC3e_SB1.indb 134 2/18/16 8:40 AM

ANSWERS • Allow time for students to

1. played 6. forgot complete their answers. Then
2. washed 7. helped have students compare their
3. knew 8. dropped answers with a partner.
4. wore 9. liked
5. worked ANSWERS
1. went 4. broke
2. didn’t lose 5. didn’t buy
Activity 2 3. forgot

• Focus attention on the

activity. Make sure students
understand that they need to
complete the sentences with
the simple past form of the
correct verb. Point out that
students can identify the verb
they need to use by reading
both sentences. For example,
didn’t go becomes went in
the second sentence of the
example answer.

T–134 Grammar  •  Unit 11
© Copyright Oxford University Press

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 Grammar ANSWERS
1. are/aren’t going to get
UNIT 12 2. are going to travel
Be going to 3. are going to ride
We use be going to: 4. are/aren’t going to have
1. to talk about future plans 5. am/’m/’m not going to travel
• I’m going to travel this weekend.
• We’re going to take a vacation next year.

2. in predictions about the future

• Look at those dark clouds! It’s going to rain.
• We can’t get there in five minutes. We’re going to be late. Activity 2
Affirmative statements Negative statements • Focus attention on the
I
am
’m
I
am not
’m not activity. Make sure students
You are You are not understand that they need to
We
They
’re going to study. We
They
aren’t
’re not
going to watch TV.
complete the sentences with
He is He is not be going to and a verb. Like
She
It
’s She
It
isn’t
’s not in Activity 1, students can
make affirmative or negative
Yes /No questions Short answers
you Yes, I am. No, I am not./No, I’m not. statements.
Are we
they
going to study? Yes, we are.
Yes, they are.
No, we are not./No, we aren’t.
No, they are not./No, they aren’t. • Allow time for students to
he Yes, he is. No, he is not./No, he isn’t. complete their answers. Then
Is she going to study? Yes, she is. No, she is not./No, she isn’t.
it Yes, it is. No, it is not./No, it isn’t. have students compare their
answers with a partner.
NOW PRACTICE
ANSWERS
1 Complete the sentences. Use be going to and the verb in parentheses.
1. Cars are going to get safer in the future. (get)
Answers will vary.
2. Fewer people by plane in the future. (travel)
3. More people streetcars to work. (ride)
4. People shorter vacations. (have)
5. I around the world someday. (travel)

2 Answer the questions with information about you. Use be going to.
1. Are you going to take a vacation next year?
Yes, I am. I’m going to visit my grandparents.
2. Are you going to study a language next year?

3. Are you going to try a new sport?

135

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Unit 12 Now Practice

Grammar Reference Activity 1
• Have students read the • Focus attention on the
explanations of how to activity. Make sure students
describe future plans using understand that they need to
be going to. Point out that the complete the sentences with
base form of the verb is used be going to and the verbs in
after be going to. parentheses.
• Explain that it is also used for • Explain that students should
predictions about the future, as choose to use the affirmative
in item 2. or negative form based on
• Have students study the what they think is going to
example sentences in the happen in the future.
charts and have them come up • Allow time for students to
with additional examples. complete their answers. Then
• Write these on the board. have students compare their
answers with a partner.

Unit 12  •  Grammar  T–135

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 VOCABULARY

Unit 1 pilot shrimp professional watch

Hey! police officer soda season weather
How are things? producer soup training
airport check-in
How are you? server spaghetti
bus station
How’s it going? singer sushi
teacher tea
Unit 5 movie theater
My name’s . check email supermarket
TV host tomato
Nice to meet you. do homework train station
window washer tuna
Nice to meet you, writer vegetables have coffee at a concert
too. zookeeper have lunch at a party
Chinese food listen to music
How old are you? at a soccer game
airport Italian food make a phone call
What’s your name? at home
hospital Japanese food play a computer
Where are you from? at school
office game
Who’s that? breakfast at the beach
restaurant read a book
brunch at the mall
How about you? school read on a tablet
lunch at work
theater send a text message
fine meal in a hotel
make money study in class
not bad delicious
part-time study math in the kitchen
pretty good describe
rent take a nap in the mountains
brother fascinating talk to a friend
tuition fees on the phone
classmate recommend watch a game on vacation
father take-out watch a movie
friend Unit 3 watch TV at this time last week
mother beans at this time yesterday
Unit 4 buddy last July
parents beef
basketball entire last night
sister bread
biking ignore last Saturday
wife cabbage
bowling manners last Saturday night
carrots
actor horseback riding record last week
cheese
artist ice skating ringtones last year
cheeseburger
doctor martial arts social networking on December 31
chicken
photographer running sites on Friday
chili pepper
student skiing on Saturday night
dumpling
teacher soccer on your last birthday
egg
surfing
Unit 6
Australia fish angry three months ago
swimming today
Brazil French fries broken
tennis yesterday
Canada hamburger busy
weightlifting
England home fries closed accent
yoga
Germany ice cream crowded convention
Ireland kebabs do martial arts flat onstage
Japan kimchi do yoga late tribute bands
Mexico lasagna exercise long
New Zealand lettuce go biking lost
South Korea meatballs go bowling sick
the US mushrooms go running terrible
noodles go skiing
onions go surfing alarm clock
Unit 2 bike
pancake go swimming
actor pizza go to the gym bus
architect potato keep fit line
assistant ramen play basketball plane
chef rice play soccer subway
college student salad play tennis suitcase
library assistant salmon ticket
movie director league tire
sandwich
musician moves traffic
seafood
nurse players train

136
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 Vocabulary

Unit 7 Unit 8 fall Unit 11 Unit 12

designer clothes blond/red hair spring break your arm cable car
dress brown/dark hair summer buy souvenirs electric scooter
flamenco dress curly/straight hair winter climb a mountain helicopter
gloves long/short hair camping fly limousine
high heels riverboat cruise forget your passport motorcycle
good-looking
jacket safari go shopping sports car
heavy
jeans trail riding go to a musical streetcar
medium height
kilt go to a restaurant SUV
short main attractions
kimono go to a show train
tall population
pants lose your luggage truck
thin stained glass
regular clothes meet someone van
sari clean sultan’s palace interesting
unique drive a car
scarf confident miss your plane
drive a truck
shirt cool sit on the beach
drive a van
shoes friendly sleep in a hotel
Unit 10 go by boat
skirt funny stay home
bank go by bus
sneakers lively stay in a hotel
bookstore go by car
suit messy visit a museum
cheap restaurant go by plane
sweater neat visit an art gallery
coffee shop go by subway
tie nice write postcards
convenience store go by taxi
T-shirt patient
copy center credit card go by train
quiet
baggy department store e-ticket on foot
relaxed
black gym passport ride a bike
serious
blue Internet cafe visa ride a motorcycle
shy
colorful national park take a bus
smart hurricane
dark post office take a taxi
junkyard
new cheerful shoe store take a train
monkeys
nice good listener shopping mall take the subway
national parks
old kind sports stadium
parked eco-friendly
red sense of humor swimming pool
rebuilt heading
white slim
across from my house toucans long-distance
stylish
better across the street races
cheaper around here routes
cooler Unit 9 around the corner solar-powered
more colorful beach down the street
more comfortable building in the neighborhood
more expensive cathedral in your town
more stylish church near you
newer gallery next door
nicer market on Market Street
worse museum on the next block
palace ten minutes away
accessories
park two blocks away
consignment shops
restaurant boutiques
dressmakers
statue clubs
labels
tower furniture stores
recycling
zoo grocery stores
street vendors
underground

137
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 workbook answer key

Unit 1 4
1. Helen isn’t 21. She’s 23.
8. bro • ther
9. Wil • liam
Greetings and 2. Aki and Haru aren’t actors. 10. pho • to • gra • pher
They’re doctors.
Introductions 3. Evan isn’t an artist. He’s
1 a student. Reading
1. How 4. Tracy and I aren’t from the US. 1
2. thanks We’re from Canada. 1. False 3. False
3. you 5. His name isn’t Roberto. His 2. True 4. True
4. Good name is Juan. / It’s Juan.
2
2 5 1. Kristen Stewart is from Los
1. How are you? 1. Is 4. I’m not Angeles.
2. How’s it going? 2. it is 5. Are 2. Her birthday is in April.
3. What’s your name? 3. Are 6. they are 3. Her mother is from Australia.
4. How are things? 4. Her mother’s name is Jules.
6
5. Where are you from? 5. One of her most famous roles is
1. c 2. d 3. b 4. a Isabella “Bella” Swan.
6. How about you?
7 6. One of her most famous movies
7. Who’s that woman? is The Twilight Saga.
8. Would you like to meet her? first part
1. Are you a student?
3
1. What’s your name?
2. What is your name?
3. How old are you?
Unit 2
2. Are you from the US? 4. Where are your parents from? Vocabulary
3. Where are you from? second part
1
4. Are you a student? Answers will vary. Possible answers:
1. musician 5. pilot
5. How about you? 1. Yes, I am.
2. doctor 6. singer
2. My name is Chen.
3. TV host 7. chef
3. I’m 22.
Language Practice 4. They’re from Taiwan.
4. actor 8. teacher
1 2
1. am 4. are Answers will vary. Possible answers:
2. is 5. are
Listening and 1. Johnny Depp
3. are 6. is Pronunciation 2. Anthony Bourdain
1 3. Oprah Winfrey
2
1. ✓ 2. ✓ 5. ✓ 4. Beyoncé
1. is
2. is / ’s LISTEN AGAIN
3. from 1. Mexico 3. artist Language Practice
4. is a / ’s a 2. Cabo San 4. 23 1
Lucas 1. work 4. go
3
1. Their names are Susan and PRONUNCIATION 2. works 5. play
Robert. 1. Geor • gia 3. lives 6. live
2. They are / ’re 28. 2. Ro • sa • ri • o 2
3. They are / ’re from San 3. Mex • i • co 1. live
Francisco. 4. Mon • tre • al 2. is
4. They are / ’re teachers. 5. ci • ty 3. works
6. ar • tist 4. is
7. tea • cher 5. goes

T–138  Workbook Answer Key

© Copyright Oxford University Press

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 3 LISTEN AGAIN Language Practice
1. I live in Busan. 1. New Jersey
1
2. They go to the University 2. Boston
of Miami. 1. d 4. e
3. pilots
3. She works for Thai Airways. 2. c 5. b
4. interesting
4. He goes to college in Tokyo. 3. a
5. United Airlines
5. They live near the station. 6. a college 2
6. He is an architect. 1. A Does; B she doesn’t
PRONUNCIATION 2. A Do; B we do
4 1. a 4. a 3. A Do; B they don’t
1. What 4. Where 2. b 5. a 4. A Does; B he does
2. Where 5. Where 3. b
3. What 6. Who 3
5 Reading first part
first part 1. Do you like noodles?
1
1. Where are you from? 2. Does your teacher like
1. a book hamburgers?
2. Where do you live? 2. a TV show 3. Do you like Mexican food?
3. What do you do?
2 4. Does your teacher live in
4. Where do you go to school?
the US?
second part 1. False
5. Do you live in the US?
Answers will vary. Possible answers: 2. False
6. Do you work in an office?
1. I’m from Peru. 3. True
second part
2. I live in California. 4. False
Answers will vary. Possible answers:
3. I’m a student. 5. True
1. Yes, I do. / No, I don’t.
4. I go to school in Vietnam. 6. True
2. Yes, he/she does. / No, he/she
doesn’t.
6
1. are you from Unit 3 3. Yes, I do. / No, I don’t.
4. Yes, he/she does. / No, he/she
2. am / ’m from
3. in Los Angeles Vocabulary doesn’t.
5. Yes, I do. / No, I don’t.
4. do you 1
6. Yes, I do. / No, I don’t.
5. a teacher Across
6. do you lettuce, tuna, soup, beef, cheese, 4
7. work (in a school) beans, chicken 1. Does Sharon live in Rome?
8. do you live Down No, she doesn’t.
9. am / ’m from tomato, carrots, salmon, rice, bread, 2. Does Sharon / she work
10. do you do potatoes, noodles, onions in Rome?
11. architect No, she doesn’t.
2
12. work in 3. Does Sharon / she like Italian
The order of the words may vary:
food?
1. spaghetti, cheese, and bread/
Yes, she does.
Listening and noodles, cheese, and bread
4. Do Vera and Gino / they live
2. beef, lettuce, and tomato(es)
Pronunciation 3. chicken, rice, and carrots
in Rome?
1 Yes, they do.
4. salmon, potato(es), and onions
1. a party 5. Do Vera and Gino / they work
in Rome?
2. Boston
No, they don’t.
3. New York
6. Do Vera and Gino / they like
4. doctor
Italian food?
5. American Airlines
Yes, they do.
6. teacher
Workbook Answer Key  T–139
© Copyright Oxford University Press

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 5
1. do you do
Review & 2
first part
2. Do you work Check Units 1–3 1. do
3. Do you like 2. play
4. Do you live Vocabulary 3. go
5. do you do 1 4. go
1. a 4. d 5. do
2. c 5. a 6. play
Listening and second part
3. c 6. b
Pronunciation Answers will vary. Possible answers:
2
1 1. Yes, I do. / No, I don’t.
1. c 4. d
1. True 4. True 2. Yes, I do. / No, I don’t.
2. d 5. c
2. False 5. False 3. Yes, I do. / No, I don’t.
3. b 6. a
3. True 6. True 4. Yes, I do. / No, I don’t.
5. Yes, I do. / No, I don’t.
LISTEN AGAIN Language 6. Yes, I do. / No, I don’t.
1. hamburgers
1
2. fruit
3. lettuce, tomato 1. c 4. a Language Practice
4. chicken 2. d 5. b
3. b 1
5. Italian food 1. always
6. pizza, spaghetti 2 2. usually
1. c 5. d 3. sometimes
PRONUNCIATION
2. d 6. b 4. never
1. a 3. b 5. b 3. c 7. b
2. a 4. a 4. b 2
1. always
Reading Conversation 2. sometimes
1 1. b 5. c 9. c 3. usually
A. Photo 2 2. c 6. d 10. b 4. never
B. Photo 1 3. a 7. b 11. a 5. usually
4. c 8. a 12. a 6. always
2 7. never
1. tea
2. coffee
Reading 3
1. c 4. c 1. Sheila never goes to the gym on
3. fruit
2. a 5. d Saturday.
4. (orange) juice
3. b 6. c 2. Do they exercise every day?
3 3. Vincent and Hugo sometimes
1. weightlifter
2. Canada
Unit 4 go bowling.
4. Nick never plays tennis
after school.
3. 90 Vocabulary
5. Marcos always goes swimming
4. 5 or 6 1 with a friend.
5. meat and fish 1. biking 6. I usually go running twice
2. martial arts a week.
3. soccer 7. How often does she go
4. swimming horseback riding?
5. basketball 8. Does he ever do yoga?
6. yoga

T–140  Workbook Answer Key

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 4
Answers will vary. Possible answers:
Unit 5 4
1. Hi, Jake. Where are you?
1. I never go running. / I go Vocabulary 2. I’m at home.
running once a week. 3. Are you watching TV?
2. I sometimes play soccer with 1
4. No, I’m not. I’m watching my
my friends. / I play soccer with 1. play 4. watch children. What are you doing?
my friends every day. 2. read 5. talk 5. I’m having coffee at a cafe.
3. I never go swimming. / I go 3. take 6. check 6. Are you with Mateo?
swimming on the weekend.
2 7. No, Mateo is playing soccer in
4. I usually do yoga after class. / I the park.
do yoga after class three times a 1. Derek plays a computer game
week. every day.
5
5. I never go biking. / I biking 2. My sister reads a magazine
twice a week. Answers will vary. Possible answers:
every day.
3. My brother sometimes takes a 1. I’m having lunch. / I’m not
nap in the afternoon. having lunch.
5
4. My parents watch TV every 2. I’m taking a nap. / I’m not
1. do 5. ever taking a nap.
2. sometimes 6. three evening.
5. Ian always talks on the phone 3. I’m doing my homework. / I’m
3. How often 7. every not doing my homework.
in class.
4. times 8. go 4. I’m sending a text message. /
6. Jerry checks (his) email three
times a day. I’m not sending a text message.
Listening and 5. I’m listening to music. / I’m not
listening to music.
Pronunciation Language Practice
1
1. ✓ 2. ✓ 4. ✓
1 Listening and
1. ’re doing
2. ’s / is taking
Pronunciation
LISTEN AGAIN
1. the gym 5. sometimes 3. ’re / are watching 1
2. is 6. always 4. ’s / is listening 1. Leslie is at home.
3. every day 7. swimming 5. ’m / am checking 2. Ed is at the library.
4. usually 8. never 6. are talking 3. Saul is at the library.

PRONUNCIATION 2 LISTEN AGAIN

1. /s/ 3. /s/ 5. /s/ 1. You aren’t doing your 1. She’s watching TV / a soccer
2. /z/ 4. /z/ 6. /z/ homework. game (on TV).
2. Susie isn’t taking a nap. 2. No, she isn’t.
3. Yes, he is.
Reading 3. Juan and Ana aren’t watching
TV. 4. It’s / The test is on Monday.
1 4. Pablo isn’t listening to music. 5. Yes, he is.
1. every morning 5. I’m not checking my email. 6. No, it isn’t. (It’s about China)
2. every day 6. Maria and I aren’t talking on 7. She’s writing an email (to the
3. in the afternoon the phone. teacher).
4. every weekend
3 PRONUNCIATION
2 1. Is Robert watching TV? 1. b 4. a
1. He’s 83 years old. Yes, he is. 2. a 5. a
2. He lives in Devon / in (the 2. Is Simon talking on the phone? 3. a 6. b
south of) England.
No, he isn’t.
3. No, he doesn’t.
4. His favorite meal is fish with
3. Is Ann eating noodles? Reading
Yes, she is.
vegetables. 1
4. Are they playing a computer
5. He eats his favorite meal once 1. D 3. A
game?
a week. 2. C 4. B
No, they aren’t.
6. Yes, he does.

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 2 4 3
1. He’s talking to a friend. 1. Where 5. Where 1. False. Adam is from New York.
2. He loves / likes his cell phone. 2. was 6. Why 2. False. Adam is studying
3. She isn’t playing tennis with 3. it 7. Because Portuguese.
her father. / She’s playing tennis 4. wasn’t 3. True.
with her boyfriend. 4. False. Adam wasn’t at the
4. She isn’t winning the game. / 5 game because the weather was
She is losing the game. 1. Were 7. wasn’t terrible and his car tire was flat.
2. wasn’t 8. were
3 3. were 9. were
1. He’s a bus driver. / He drives 4. was 10. was Review &
a bus.
2. He’s reading a book.
5. Was
6. was
11. was
12. wasn’t
Check Units 4–6
3. She works in an office.
6 Vocabulary
4. She’s walking (with the dog) (in
the park). Answers will vary. Possible answers: 1
1. I was at home. 1. a 3. d 5. a
2. I was at a restaurant. 2. b 4. c 6. d
Unit 6 3. I was on a bus.
2
4. I was in class.
Vocabulary 5. I was at a party.
1. b 3. a 5. a
1 2. d 4. d 6. b
6. I was at the park.
Down Across
1. flat 4. late Language
2. closed 5. sick Listening and 1
3. broken 6. crowded Pronunciation 1. c 3. d 5. b
1 2. a 4. c 6. d
Language Practice 1. d 3. a 2
1 2. c 4. b
1. c 3. a 5. b
1. were 4. were LISTEN AGAIN 2. d 4. c 6. b
2. was 5. were 1. False 4. True
3. was 6. was 2. False 5. True Conversation
2 3. False 6. False 1. a 5. c 9. b
1. Joanna wasn’t in class yesterday. PRONUNCIATION 2. b 6. c 10. d
2. Luke and Fiona weren’t here 1. b 3. b 5. b 3. b 7. b 11. d
last week. 2. a 4. a 6. a 4. d 8. a 12. d
3. The pizza wasn’t bad.
4. I wasn’t at the gym last night.
Reading Reading
5. Mara and I weren’t at a 1. c 3. a 5. b
tennis game. 1
2. b 4. d 6. c
6. The elevators weren’t very 1. late for class.
crowded. 2. sick.

3
Unit 7
2
1. A Was; B wasn’t, was 1. She’s studying at the University Vocabulary
2. A Were; B weren’t, were of Texas at Austin. 1
3. A weren’t; B was 2. She’s studying French and 1. jeans 6. suit
4. A was; B was German.
2. jacket 7. tie
5. A Were; B weren’t, were 3. Because her parents are from
3. shirt 8. sneakers
6. A was; B was Puerto Rico. / Because they
speak Spanish (at home). 4. sweater 9. scarf
4. Because her alarm clock was 5. T-shirt 10. dress
broken.
5. Because the bookstore was
closed.
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 2 5 Reading
Answers will vary. Possible answers. 1. The red tie is cheaper than the
blue one. 1
1. I usually wear a suit and a tie to
work. 2. Your shoes are more expensive 2. ✓ She’s a model.
2. I usually wear jeans / a skirt than my shoes.
2
and a T-shirt / a sweater 3. My bag is cheaper than
(to class). your bag. 1. b 4. c
3. I usually wear baggy pants and 4. Which sneakers are more 2. a 5. b
a T-shirt (at home). comfortable, the white ones or 3. a 6. b
4. I usually wear a dress (to the black ones?
a party).
5. I never wear a skirt.
5. His car is better than my car.
6. Sara’s shoes aren’t as stylish as
Unit 8
6. I always wear sneakers. Chao’s high heels. Vocabulary
6 1
Language Practice 1. are you looking for 1. Steve 3. Ken
1 2. need 2. Denise 4. Amanda
1. better 4. cheaper 3. that black one 2
2. nicer 5. better 4. cheaper jacket Answers may vary. Possible answers:
3. more stylish 6. worse 5. than 1. Cynthia is tall and thin. She
6. isn’t as stylish as has long blond hair. She looks
2 7. cooler than smart and confident.
1. The book is better than 8. better 2. Bryan is short and heavy. He
the movie.
has short blond hair. He looks
2. That scarf is nicer than nice and friendly.
this scarf. Listening and
3. Manuel’s pants are more stylish Pronunciation
than Steve’s pants. Language Practice
4. Your jeans were cheaper than 1
1
my jeans. 1. ✓ a black dress, ✓ Jenny’s
high heels 1. What is Meg like?
5. Sue’s Japanese is better than
2. ✓ white jeans 2. What does Satoko look like?
Tania’s Japanese.
3. Who does Mark look like?
6. The weather this week is worse
than (the weather) last week. LISTEN AGAIN 4. What are Omar and Pam like?
1. She often wears her blue skirt.
3 2. Because they don’t look good 2
1. The white car isn’t as clean as (with her black dress). 1. A Who, like
the black one. 3. Yes, she does. 2. A is, like
2. The white car isn’t as expensive 4. She usually wears (her) B is
as the black one. white jeans. 3. A does
3. The black car isn’t as old as the 5. Because a dress isn’t B has
white one. comfortable. / Because 4. A What, look
4. The black car isn’t as cheap as (Jenny thinks) jeans are more B is
the white one. comfortable than dresses.
6. Because they are dirty. 3
4 1. What does he look like?
1. These shoes are nicer than my PRONUNCIATION
2. What is John like?
old ones / shoes. 1. A dress is cooler than a skirt .
3. Who does he look like?
2. This sweater is more colorful 2. I need something more stylish .
4. What is Luiza like?
than that cheap one / sweater. 3. Your high heels are much more
3. Ben’s new suit is cooler than stylish than my sneakers . 4
this old one / suit. 4. But  jeans are more comfortable 1. Who’s 4. looks
4. The black jacket is more than dresses .
2. does 5. like
comfortable than the gray one / 5. And my white jeans are much
jacket. 3. wearing 6. He’s
cooler than my black ones.

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 5
Answers will vary. Possible answers:
Unit 9 4. Can I go skiing (in Venice)?
No, you can’t.
1. Her name is Sandy. Vocabulary 5. Can I walk on the beach
2. She is 25 years old. (in Venice)?
1 Yes, you can.
3. She’s from Taiwan.
1. Market 6. Can I climb a mountain
4. She lives in the US.
2. Statue (in Venice)?
5. She is short, and she has
black hair. 3. Cathedral No, you can’t.
6. She’s smart and funny. 4. Museum
5. Palace 5
6. Park 1. can I help 5. can I go
Listening and 2. Can you tell 6. You can go
Pronunciation 2 3. You can see 7. Can I buy
1. The Grand Bazaar is in 4. You can 8. you can
1 Istanbul.
1. tall and heavy 2. The Statue of Liberty is in New
2. an office worker York. Listening and
3. in Chile 3. St. Mark’s Cathedral is in Pronunciation
4. smart and confident Venice.
1
4. The Louvre Museum is in Paris.
LISTEN AGAIN 1. ✓ Madison Avenue
5. The Imperial Palace is in Tokyo.
1. Tonio has light curly hair. 2. ✓ Century 21
6. Hyde Park is in London.
2. Tonio is more stylish than 4. ✓ Times Square
Cesar. 3
LISTEN AGAIN
3. Tonio is staying with Cesar for Answers will vary.
a week. 1. b 4. c
4. Tonio likes (playing) computer 2. d 5. a
games. Language Practice 3. e
5. They are going to a basketball 1 PRONUNCIATION
game tomorrow.
1. can play 4. can tell 1. a 4. b
PRONUNCIATION 2. can take 5. can go 2. a 5. b
1. What does he look like? 3. can visit 6. can eat 3. b 6. a
2. What does he do? 2
3. What is he like? 1. can’t swim 4. can’t walk Reading
4. What is he doing here? 2. can’t see 5. can’t sit 1
5. What does he like to do? 3. can’t go 6. can’t talk 1. It’s near the historic center (of
Mexico City). / It’s in Mexico
3
Reading (City).
1. A Can; B you can
2. The name of the crafts market
1 2. A Can; B he can’t is (the) Mercado Insurgentes.
1. Alec 2. Daniel 3. Stephen 3. A Can; B they can
4. A Can; B you can’t / we can’t 2
2
5. A Can; B you can’t / I can’t 1. False. The Zona Rosa is in
Answers will vary. Possible answers: Mexico City.
6. A Can; B she can
1. He is tall, and he has light 2. True.
brown hair. 4 3. False. The Zona Rosa was a
2. He is (very) confident and 1. Can I visit a museum in quiet place. / The Zona Rosa is
funny. Venice? a busy place. / The Zona Rosa
3. He likes playing basketball with Yes, you can. isn’t a quiet place.
his friends. 4. False. The Plaza del Angel has
2. Can I go to the zoo (in Venice)?
4. William is cool and friendly. (several antique) stores.
No, you can’t.
5. He likes to listen to jazz and all 5. True
kinds of music. 3. Can I watch a soccer game (in
Venice)? 6. True
6. Stephen is thin and medium
height, and he has light brown Yes, you can.
hair and blue eyes.
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 Review & 2
1. bank
5
Answers will vary. Possible answers:
Check Units 7–9 2. coffee shop 1. No, there aren’t. / Yes, there
are. There are two banks in my
3. department store
Vocabulary 4. shoe store neighborhood.
1 5. bookstore 2. No, there isn’t. / Yes, there is.
(There is a movie theater in my
1. d 4. a 6. movie theater
neighborhood.)
2. b 5. b 3. No, there aren’t. / Yes, there are.
3. c Language Practice (There are two coffee shops in
my neighborhood.)
2 1 4. No, there aren’t. / Yes, there are.
1. c 5. c 1. There are two coffee shops (There is one grocery store in
2. d 6. d around here. my neighborhood.)
3. b 7. a 2. There’s an Internet cafe 5. No, there isn’t. / Yes, there is.
4. a around here. (There is a train station in my
3. There’s a bank around here. neighborhood.)
Language 4. There are three restaurants 6. No, there aren’t. / Yes, there are.
around here. (There are four restaurants in
1 5. There’s a movie theater my neighborhood.)
1. b 4. d around here.
2. d 5. c 6. There are two convenience
3. b stores around here. Listening and
2
Pronunciation
2
1. b 5. b 1
1. There isn’t a
2. c 6. c 1. ✓ her parents
2. There aren’t any
3. a 7. d 2. ✓ 50 years old
3. There aren’t any
4. d 3. ✓ a new restaurant
4. There isn’t a
4. ✓ sushi restaurant
5. There aren’t any
5. ✓ an expensive restaurant
Conversation 6. There isn’t a
1. c 5. b 9. c LISTEN AGAIN
2. a 6. c 10. c 3
1. It’s downtown on Main Street.
3. d 7. b 11. c 1. down the street
2. Marisa’s parents don’t like sushi.
4. b 8. d 12. a 2. across the street
3. The French restaurant and
3. on
sushi restaurant are downtown.
4. around the corner
Reading 5. near
4. There’s a coffee shop near the
1. a 4. b Chinese restaurant. / A coffee
shop and shopping mall are
2. a 5. a 4 near the Chinese restaurant.
3. d 6. b 1. Excuse me. Can you help me? 5. Because it’s cheap. / She thinks
2. Sure. What can I do for you? her parents will like it there.
Unit 10 3. I need a cup of coffee. Is there a
coffee shop around here? PRONUNCIATION
Vocabulary 4. No, there isn’t. But there’s 1. department store
coffee at the restaurant down 2. convenience store
1 the street. 3. Internet cafe
1. shoe store 5. OK, and then I’d like to go 4. coffee shop
2. bookstore downtown. Is there a bus stop
5. shopping mall
3. bank near here?
4. department store 6. Yes, there is. It’s around
5. movie theater the corner. Reading
6. coffee shop 7. Great. Thanks!
1
8. You’re welcome.
London

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 2 6. Did Sue meet anyone 3. They lost their luggage.
3. ✓ department store interesting? 4. They didn’t sleep well.
4. ✓ jewelry store Yes, she did. 5. Max got sick.
5. ✓ shoe store 6. The weather was terrible.
3
6. ✓ toy store
1. Joe didn’t take the train to 2
3 Canada last month. 1. They took the bus to the airport.
1. It’s a jewelry store. 2. Beth didn’t go to a movie 2. (Because) the (hotel) beds
last week. weren’t comfortable.
2. You can find some of the most
expensive stores between 3. Max didn’t visit his friend 3. Max ate some (bad) fish (before
Picadilly and Oxford Street. yesterday. he got sick).
3. There are three floors in 4. Lucy and Bernardo didn’t fly to 4. Max was in the hospital for two
Chanel. / Chanel has three India last summer. days. / Max spent two days in
floors. the hospital.
4
4. Bond Street is mentioned in 5. They wanted to sit on the beach
Sense and Sensibility and Mrs. 1. arrived 6. didn’t stay and swim in the ocean.
Dalloway. 2. saw 7. visited 6. They needed another vacation.
5. The movie Bond Street is from 3. didn’t walk 8. saw
1948. 4. took 9. missed
5. went Unit 12
Unit 11 5
1. How was your vacation?
Vocabulary
1
Vocabulary 2. Did you have a good time?
Across
1 3. Where did you stay?
bus, plane, taxi, limousine, subway,
1. lose 4. visit 4. What did you do there?
motorcycle
2. break 5. write 5. Did you go to Hollywood?
Down
3. climb 6. sit 6. Did you see anyone famous?
SUV, truck, helicopter, train, van
2 2
1. your finger / your leg Listening and
1. She goes to work by helicopter.
2. your plane / your train Pronunciation 2. I usually ride my bike to school.
3. your passport / your money 1 3. They never take a taxi.
4. a museum / a cathedral 1. last week 4. photo 4. I sometimes drive my sports car
5. an email / a letter 2. terrific 5. beach to the beach.
3. galleries 6. didn’t get 5. My sister always goes to work
on foot.
Language Practice LISTEN AGAIN 6. He rides a motorcycle on
1 1. mountain the weekend.
1. forgot 4. arrived, 2. art galleries
2. stayed, missed 3. beach
did 5. wrote 4. book Language Practice
3. visited 6. met 5. swimming 1
6. (walking) tour 1. is going to visit
2
2. is going to stay
1. Did Sue stay in a nice hotel? PRONUNCIATION 3. are going to take
Yes, she did.
1. a 4. a 4. are going to drive
2. Did Sue take a tour?
2. a 5. a 5. is going to buy
Yes, she did.
3. b 6. b
3. Did Sue try some local food? 2
Yes, she did.
4. Did Sue write any postcards?
Reading 1. Carol isn’t going to take the
subway to work.
No, she didn’t. 1 2. We aren’t going to visit
5. Did Sue visit any art galleries? 1. The traffic was awful. our friends.
No, she didn’t. 2. They missed their plane. 3. He isn’t going to do homework.

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 4. They aren’t going to go LISTEN AGAIN Language
out tonight. 1. Bill likes his new apartment,
5. Eve isn’t going to be in the but he doesn’t like the 1
office next week. transportation in the city. 1. b 4. c
2. There aren’t any streetcars 2. b 5. a
3 and subways near Bill’s new 3. d 6. c
1. How long is he going to apartment.
stay there? 2
3. Bill is going to buy a car.
2. What are you going to study? 4. Marie is going to visit Anita in 1. b 4. a
3. How are they going to Florida. 2. a 5. b
get there? 5. Marie and Anita are going to 3. c 6. c
4. Where are you / we going to go take photos of birds.
(on vacation)? Conversation
5. When is she going to PRONUNCIATION
1. b 5. d 9. c
come home? 1. a 4. a
2. c 6. b 10. a
2. a 5. b
4 3. a 7. a 11. b
3. b
1. going to do 4. c 8. b 12. a
2. going to look for
3. I’m going to
Reading Reading
4. are going to 1 1. d 4. c
5. you going to do 2. ✓ 2. c 5. c
6. Where are you 3. b 6. b
2
7. Are you going to
1. He went (to Osaka Castle) by
8. going to go
subway.
5 2. He’s going to go out to dinner
(with Brent).
1. A Is Debbie going to look for a
job this summer? 3. He’s going to take the bullet
train (to Tokyo).
B Yes, she is.
4. He’s going to end his vacation
2. A Are Hannah and Debbie
in Hayama.
going to drive to New York?
5. He’s going to get to Hayama
B No, they aren’t.
by bus.
3. A Are Debbie and her friend
6. He took six kinds of
going to go to California
transportation. (subway,
by car?
scooter, bullet train, plane,
B Yes, they are. car, bus)
4. A Is Hannah going to visit a
large city?
B No, she isn’t. Review and
5. A Is Hannah going to go to
medical school? Check Units
B Yes, she is.
6. A Are you going to take a trip
10–12
this summer? Vocabulary
B Yes, I am. / No, I’m not.
1
1. d 4. c
Listening and 2. b 5. d
Pronunciation 3. c 6. b
1 2
1. False 4. True 1. c 4. a
2. False 5. False 2. d 5. d
3. True 3. b 6. d

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© Steve Vidler/Corbis, 27 (surfing); AsyaPozniak/Shutterstock, 27 (ice skating);
Zhong Zhi/Getty Images, 28 (Jeremy Lin); Africa Studio/Shutterstock, 29 (gym bag);
wavebreakmedia/Shutterstock, 30 (woman); Location photography by Mannicmedia,
31 (conversation); WARNER BROS. PICTURES/Album/Newscom, 31(Harry Potter);
Glow Images/Getty Images, 32 (reading); Montenegro/Shutterstock, 34 (background);
Location photography by Mannicmedia, 37 (conversation); leungchopan/
Shutterstock, 37 (man); Tetra Images/Getty Images, 38 (sick); Times Newspapers/
REX/Newscom, 40 (The Parrots); Lisa Kolbasa/Shutterstock, 40 (background);
Kazuhori Nogi/AFP/Getty Images, 41 (praying); STAN HONDA/AFP/Getty Images,
© Copyright Oxford University Press
4602631_SC3e_TB1.indb 236
41(Times Square); Sander van der Werf/Shutterstock, 41 (hiking); Jamie Pham/Alamy
Shutterstock, 44 (woman); Location photography by Mannicmedia, 45
(conversation); Fuse/Getty Images, 46 (woman); leungchopan/Shutterstock, 47
(kimono); India Picture/Shutterstock, 47 (sari); © Monty Rakusen/cultura/Corbis, 47
(kilt); © Hugh Sitton/Corbis, 47 (flamenco dress); Zurijeta/Shutterstock, 48 (thrift
store); SeongJoon Cho/Bloomberg via Getty Images, 48 (Seoul); Jorge R. Gonzalez/
Shutterstock, 48 (La Lagunilla Market); steve100/Shutterstock, 48 (background);
Simon Winnall/Getty Images, 49 (US teens); PYMCA/UIG via Getty Images, 49 (street
fashion); © Daniel DeSlover/ZUMA Press/Corbis, 49 (punk); Location photography by
Mannicmedia, 51(conversation); AVAVA/Shutterstock, 51 (man); Monkey Business
Images/Shutterstock, 54 (men); Aysezgicmeli/Shutterstock, 54 (best friend art);
Yurok/Shutterstock, 54 (women); Melamory/Shutterstock, 55 (background); Hans
Kim/Shutterstock, 56 (woman); Location photography by Mannicmedia, 57
(conversation); DeAgostini/Getty Images, 59 (riverboat cruise); Steffen Foerster/
Shutterstock, 59 (safari); Edwin Remsberg/Alamy Stock Photo, 59 (trail riding); Dan
Thornberg/Shutterstock, 59 (camping); © Mauricio Abreu/JAI/Corbis, 60 (Grand
Bazaar); © Bruno Ehrs/Corbis, 60 (Blue Mosque); © Peter M. Wilson/Corbis, 60
(Topkapi Palace); sivanadar/Shutterstock, 61 (zebras); © Ben Welsh/Corbis, 61
(surfer); Sergi Reboredo/Alamy Stock Photo, 61 (riverboat); LeggNet/iStockphoto, 63
(Oscar); image 100, 63 (Brigit); Photo Talk/iStockphoto, 63 (Su-hyun); Location
photography by Mannicmedia, 65 (conversation); Aila Images/Shutterstock, 65
(man); Eye Ubiquitous/Alamy Stock Photo, 67 (garden); © Cultura Creative (RF)/
Alamy Stock Photo, 67 (swimming pool); © Lucas Schifres/Visuals Unlimited/Corbis,
67 (copy center); Rick Stewart/Getty Images, 67 (stadium); Daniel M Ernst/
Shutterstock, 68 (Brian); Wim Wiskerke/Alamy Stock Photo, 68 (Sydney Harbor);
Greg Balfour Evans/Alamy Stock Photo, 68 (Chinatown); Blend Images/Alamy Stock
Photo, 68 (Sarah); All Canada Photos/Alamy Stock Photo, 68 (Vancouver); Kerrick
James/Alamy Stock Photo, 68 (Yaletown); Anton Foltin/Shutterstock, 69 (Seattle);
wavebreakmedia/Shutterstock, 70 (woman); Location photography by Mannicmedia,
71 (conversation); petratlu/Shutterstock, 73 (credit card); opseller/Shutterstock, 73
(passport); Victor Maschek/Shutterstock, 73 (visa); RAGMA IMAGES/Shutterstock, 73
(e-ticket); Splash News/Newscom, 74 (outside view); 74 (deck); 74 (bedroom);
Aleksandar Todorovic/Shutterstock, 75 (Copacabana beach); Jan Wlodarczyk / Alamy
Stock Photo, 75 (The Acropolis); SandyS Alamy Stock Photo, 75 (Mount Everest);
robertharding/Alamy Stock Photo, 75 (surfer); Location photography by
Mannicmedia, 77 (conversation); leungchopan/Shutterstock, 77 (man); Songquan
Deng/Shutterstock, 78 (sunway); James Brunker News/Alamy Stock Photo, 79 (cable
car); © Alain Nogues/Sygma/Corbis, 79 (electric scooter); Thomas Sbampato
imageBROKER/Newscom, 79 (streetcar); iconerinfostock/Shutterstock, 80 (airplane);
The Asahi Shimbun via Getty Images, 80 (solar-powered car); Denisenko Artem/
Shutterstock, 81 (motorcycle); skynesher/Getty Images, 81 (bus); RedChopsticks/
Getty Images, 81 (bikes); ISOPRESS/REX/Newscom, 81(subway); Ersler Dmitry/
Shutterstock, 81 (beach theme collage); Douglas Mason/Getty Images, 83 (festival); ©
JONATHAN BACHMAN/Reuters/Corbis, 83 (man holding food); Phil James, 83 (Jim); ©
Frank Trapper/Corbis, 84 (Adele); CHEMA MOYA/EPA/Newscom, 84 (Kaka); © A-way!/
Splash News/Corbis, 84 (Natalie Portman); © Lisa O’Connor/Zuma/Corbis, 84 (Shaq);
Villard/Niviere/SIPA/Newscom, 84 (Michelle Yeoh); Jstone/Shutterstock, 84 (Ben
Kingsley); www.BillionPhotos.com/Shutterstock, 86 (fish); MaraZe/Shutterstock, 86
(noodles); Africa Studio/Shutterstock, 86 (vegetables); Photodisc, 86 (ice cream); 86
(salad); Brand X Pictures/Getty Images, 86 (cheese); Indexstock, 86 (pizza); The Image
Bank/Getty Images, 86 (Joe); Jump Photography/Shutterstock, 86 (chicken);
Stockbyte, 86 (onion); Stockbyte/Getty Images, 86 (Lucy); Punchstock, 86 (fries);
Cooddy/Shutterstock, 86 (soup); Robertstock, 86 (Paolo); Hemera, 86 (sushi); Ingram,
86 (bread); Punchstock, 86 (hamburgers); Tom Merton/Getty Images, 86 (Tom and
May); Przemysaw/Shutterstock, 86 (rice); Hemera, 86 (shrimp); Dennis Wise/Getty
Images, 87 (Jung-hwa); Ldprod/Shutterstock, 87 (Colin); Orange Line Media/
Shutterstock, 87 (Sara); Juanmonino/iStock, 87 (Gabriel); Monkey Business Images/
Shutterstock, 87 (Kim and Max); Digital Vision, 91 (women); Portra Images/Getty
Images, 103 (men); Syda Productions/Shutterstock, 103 (cooking); Andrew
Theodorakis/Getty Images, 92 (Times Square); KsanasK/Shutterstock, 92 (Australia
Day); Steven Siewert/The Sydney Morning Herald/Fairfax Media via Getty Images, 92
(Sydney Harbor); SergeBertasiusPhotography/Shutterstock, 94 (hiker); marchello74/
Shutterstock, 94 (Sugarloaf); Donatas Dabravolskas/Shutterstock, 94 (Rio De
Janeiro); lithian/Shutterstock, 94 (photographer); © Adam Wiseman/Corbis, 94
(waiter); stockelements/Shutterstock, 94 (Hollywood Walk of Fame); El Nariz/
Shutterstock, 95 (Fernando); CJ Nattanai/Shutterstock, 95 (Seoul); Purestock/Getty
Images, 95 (Dino); Styve Reineck/Shutterstock, 95 (Dubai); AVAVA/Shutterstock, 95
(Brian); Vinicius Tupinamba/Shutterstock, 95 (Salvador); AVAVA/Shutterstock, 95
(Ya-ting); Ricardo Garza/Shutterstock, 95 (Monterrey); Juanmonion/iStockphoto, 95
(Carla); Rehoboth Foto/Shutterstock, 95 (Hanoi); Supri Shuarjoto/Shutterstock, 95
(Amy); Tororo Reactio/Shutterstock, 95 (Okinawa); © Frank Trapper/Corbis, 96
(Adele); CHEMA MOYA/EPA/Newscom, 96 (Kaka); © A-way!/Splash News/Corbis, 96
(Natalie Portman); © Lisa O’Connor/Zuma/Corbis, 96 (Shaq); Villard/Niviere/SIPA/
Newscom, 96 (Michelle Yeoh); Jstone/Shutterstock, 96 (Ben Kingsley); www.
BillionPhotos.com/Shutterstock, 98 (fish); MaraZe/Shutterstock, 98 (noodles); Africa
Studio/Shutterstock, 98 (vegetables); Hemera, 98 (sushi); Cooddy/Shutterstock, 98
(soup); Punchstock, 98 (hamburgers); Jump Photography/Shutterstock, 98 (chicken);
Punchstock, 98 (fries); Przemysaw/Shutterstock, 98 (rice); The Image Bank/Getty
Images, 98 (Joe); Stockbyte, 98 (onion); Brand X Pictures/Getty Images, 98 (cheese);
Stockbyte/Getty Images, 98 (Lucy); Robertstock, 98 (Paolo); Photodisc, 98 (salad); Tom
Merton/Getty Images, 98 (Tom and May); Photodisc, 98 (ice cream); Hemera, 98
(shrimp); Indexstock; 98 (pizza); Dennis Wise/Getty Images, 99 (Jung-hwa); Ldprod/
Shutterstock, 99 (Colin); Orange Line Media/Shutterstock, 99 (Sara); Juanmonino/
iStock, 99 (Gabriel); Monkey Business Images/Shutterstock, 99 (Kim and Max);
Digital Vision, 103 (women); Portra Images/Getty Images, 103 (men); Syda
Productions/Shutterstock, 103 (cooking); Andrew Theodorakis/Getty Images, 104
(Times Square); KsanasK/Shutterstock, 104 (Australia Day); Steven Siewert/The
Sydney Morning Herald/Fairfax Media via Getty Images, 104 (Sydney Harbor);
SergeBertasiusPhotography/Shutterstock, 106 (hiker); marchello74/Shutterstock,
106 (Sugarloaf); Donatas Dabravolskas/Shutterstock, 106 (Rio De Janeiro); lithian/
Shutterstock, 106 (photographer); © Adam Wiseman/Corbis, 106 (waiter);
stockelements/Shutterstock, 106 (Hollywood Walk of Fame); El Nariz/Shutterstock,
107 (Fernando); CJ Nattanai/Shutterstock, 107 (Seoul); Purestock/Getty Images, 107
(Dino); Styve Reineck/Shutterstock, 107 (Dubai); AVAVA/Shutterstock, 107 (Brian);
Vinicius Tupinamba/Shutterstock, 107 (Salvador); AVAVA/Shutterstock, 107 (Ya-ting);
Ricardo Garza/Shutterstock, 107 (Monterrey); Juanmonion/iStockphoto, 107 (Carla);
Rehoboth Foto/Shutterstock, 107 (Hanoi); Supri Shuarjoto/Shutterstock, 107 (Amy);
Tororo Reactio/Shutterstock, 107 (Okinawa); Daniel M Ernst/Shutterstock, 108
(Judy); Klaus Vedfelt/Getty Images, 109 (Kyle and Mark); Creative Photo Corner/
Shutterstock, 110 (woman talking on phone); mykhalets/Shutterstock, 110 (man
texting); Phase4Studios/Shutterstock, 112 (Sam); 501room/Shutterstock, 113 (Wat
Pha Singh Temple); Paul Bradbury/Getty Images, 113 (man on bike). Inside Back
Cover: lvcandy/iStockphoto (phone). Back Cover: RekaReka/iStockphoto (tablet).
3/16/16 7:18 PM