Interchange Video Resource Book Intro Level Worksheets Video Notes

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ISBN 978-1-107-65708-3 Intro DVD
ISBN 978-1-107-69753-9 Intro Video Resource Book
ISBN 978-1-107-62524-2 DVD 1
ISBN 978-1-107-64367-3 Video Resource Book 1
ISBN 978-1-107-66521-7 DVD 2
ISBN 978-1-107-62067-4 DVD 3
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Contents
■ Plan of Intro Video v
■ Introduction vi
Interchange Video Program vi
Video in the classroom vi
Program length vi
Program components vi
Guidelines for teaching the Interchange Video Program vi
How to teach a typical video sequence vii
1 Welcome! 2
2 My passport! 6
3 Newcomers High School 10
4 What are you wearing? 14
5 Everybody’s having fun. 18
6 My life 22
7 Richdale Street 26
8 The night shift 30
9 At the diner 34
10 What’s your sport? 38
11 A trip to Washington, D.C. 42
12 Where does it hurt? 46
13 Across the bridge 50
14 How was your vacation? 54
15 On Broadway 58
16 Then he said … 62
■ Teaching notes 66
■ Video transcripts 116
iii

Credits
Illustration credits
Ralph Butler: 20, 29, 41, 54, 61; Mark Collins: 17, 30, Joanna Kerr: 8 (top), 26; Monika Melnychuk/i2iart.
46, 56; Paul Daviz: 34, 58; Chuck Gonzales: 4, 13, 18, com: 6, 9, 28; Karen Minot: 50; Ortelius Design: 10,
62; Dan Hubig: 8 (bottom), 14, 16, 37, 57, 65; Kja- 12; Robert Schuster: 5 (bottom), 36, 47; Russ Willms:
Artists.com: 5 (top), 25, 33, 45, 49; Trevor Keen: 38; 48, 63; James Yamasaki: 2, 22, 53
Photo Acknowledgements
The authors and publishers acknowledge the p. 40 (BL): © Jim Cummins/The Image Bank/Getty
following sources of copyright material and Images; p. 40 (TL): Flirt/SuperStock; p. 40 (CL):
are grateful for the permissions granted. While IMAGEMORE Co.,Ltd./Getty Images; p. 40 (CR):
every effort has been made, it has not always Image Source/Photodisc/Getty Images; p. 40 (TR):
been possible to identify the sources of all the Bruce Obee/All Canada Photos/Getty Images;
material used, or to trace all copyright holders. p. 40 (BC): Comstock/Getty Images; p. 40 (BG):
If any omissions are brought to our notice, Ryan McVay/Stockbyte/Getty Images; p. 40 (BR):
we will be happy to include the appropriate SerKucher/iStock/Getty Images; p. 42 (TL): Corbis/
acknowledgements on reprinting and in the next Superstock; p. 42 (TCL): age fotostock/SuperStock;
update to the digital edition, as applicable. p. 42 (BCR): Gregory Dale/National Geographic
Stock; p. 42 (TR): fstockfoto/Shutterstock; p. 42 (BL):
Key: L = Left, R = Right, B = Below,
© James Quine/Alamy; p. 42 (TCR): Glowimages/
TL = Top Left, TCL = Top Centre Left,
Getty Images; p. 42 (BR): russellkord.com/age
TCR = Top Centre Right, TR = Top Right,
fotostock; p. 42 (BCL): Glowimages/Getty Images;
CL = Centre Left, C = Centre, CR = Centre Right,
p. 44 (CR): Evy Mages/The Washington Post/Getty
BL = Below Left, BCL = Below Centre Left,
Images; p. 44 (C): Alex Wong/Getty Images; p. 44
BC = Below Centre, BCR = Below Centre Right,
(BR): GlowImages/age fotostock; p. 44 (CL): © JIM
BR = Below Right, BG = Background.
LO SCALZO/epa/Corbis; p. 44 (BC): © JIM YOUNG/
p. 10 (C): GUY NEEDHAM/National Geographic Reuters/Corbis; p. 44 (BL): Stock Connection/
My Shot/National Geographic Stock; p. 10 (L): age SuperStock; p. 44 (BG): LightScribe/iStock/Getty
fotostock/SuperStock; p. 10 (R): Best View Stock/ Images; p. 58 (photo 2A.1): Andrew H. Walker/Getty
age fotostock; p. 12: © Leonid Plotkin/Alamy; p. Images; p. 58 (photo 2A.2): © Walter McBride/Retna
24 (B): Simon Willms/Lifesize/Getty Images; p. Ltd/Corbis; p. 58 (photo 2A.3): Julie Jacobson/
24 (C): DAJ/Getty Images; p. 24 (CR): Jodi & Jake/ AP Images; p. 58 (photo 2A.4): Stuart Ramson/
age fotostock; p. 24 (CR): Jose Luis Pelaez Inc/ AP Images; p. 58 (photo 2A.5): Eduardo Parra/
age fotostock; p. 36 (TL): Bonchan/Shutterstock; FilmMagic/Getty Images; p. 58 (photo 2A.6): Bruce
p. 36 (TCL), p. 36 (TR): iStockphoto/Thinkstock; Glikas/FilmMagic/Getty Images; p. 59 (C): Zoonar/
p. 36 (TCR): laylandmasuda/istock/Getty Images; Paul Hakimata/age footstock.
9781107697539_VRB_Intro_FM.indd 4 15/06/2016 10:48

Plan of Intro Video
1 Welcome! Two students have trouble finding their class 9 At the diner People in a popular diner talk about what
on the first day of school. they’re having for brunch.
Functional Focus Introducing oneself; asking for and giving Functional Focus Talking about eating habits
information Grammar Adverbs of frequency
Grammar The verb be; personal pronouns Vocabulary Breakfast foods
Vocabulary Letters, numbers, greetings
10 What’s your sport? People at Flushing Meadows
2 My passport! Sofia and Jessica search their apartment Park in New York talk about their favorite sports to play and to
for Sofia’s passport so she can make her flight to Brazil. watch.
Functional Focus Asking for and giving locations Functional Focus Talking about abilities and interests
Grammar Questions with be; prepositions of place Grammar Can for ability
Vocabulary Location words; furniture items Vocabulary Sports
3 Newcomers High School At a very interesting high 11 A trip to Washington, D.C. People talk about
school in New York, students from around the world talk about what they plan to do during their visit to the United States capital.
their countries of origin. Functional Focus Talking about plans
Functional Focus Asking for and giving information about Grammar Future with be going to
countries, languages, and cultures Vocabulary Sightseeing activities
Grammar Questions and short answers with be
Vocabulary Countries, languages; describing places and people 12 Where does it hurt? Peter, who doesn’t feel well,
goes to see Dr. Smith and ends up solving the doctor’s health
4 What are you wearing? People talk about the problem.
clothes they have on. Functional Focus Talking about health problems; giving advice
Functional Focus Asking about and describing clothing Grammar Imperatives
Grammar Present continuous with the verb wear Vocabulary Action verbs; health problems
Vocabulary Clothing
13 Across the bridge A young couple visits the
5 Everybody’s having fun. To avoid studying, Peter Capilano Suspension Bridge in Vancouver, British Columbia,
talks to several friends to find out what they are doing. Canada.
Functional Focus Telling time; asking about and describing Functional Focus Describing physical locations
current activities Grammar Prepositions of place
Grammar Present continuous statements and questions Vocabulary Direction words
Vocabulary Common activities
14 How was your vacation? Back at work, Hugo
6 My life Vanessa introduces her family, describes her daily tells his coworker about his disastrous vacation.
routine, and shares her dream – stand-up comedy! Functional Focus Talking about activities in the recent past
Functional Focus Talking about routines Grammar Past tense of regular and irregular verbs
Grammar Simple present statements and questions Vocabulary Vacation activities
Vocabulary Daily routines
15 On Broadway People who work in the Broadway
7 Richdale Street In their new apartment, Sofia and theater world talk about their jobs and their dreams.
Jessica get a surprise visit from Jessica’s mother. Functional Focus Giving personal information
Functional Focus Asking about and describing homes Grammar Past tense of be; Wh-questions with did, was, and were
Grammar There is/There are Vocabulary Words related to theater and musicals
Vocabulary Rooms and objects in a home
16 Then he said … At school, Abby describes to her
8 The night shift People who work at night talk about friend her strange but eventful date with Greg.
their jobs and their unusual routines. Functional Focus Accepting and refusing invitations; making
Functional Focus Talking about work; describing jobs excuses
Grammar Simple present tense: summary; adjectives Grammar Verb + to + verb; subject and object pronouns
Vocabulary Jobs Vocabulary Social activities

Introduction
■ INTERCHANGE VIDEO PROGRAM slightly in length, but in general, each video is two
The philosophy underlying Interchange is that to three minutes long.
learning a second or foreign language is more The accompanying material in the Video Resource
meaningful and effective when the language is Book is designed for maximum flexibility and
used for real communication instead of being provides 45 to 90 minutes of classroom activity.
studied as an end in itself. The Interchange Video ■ PROGRAM COMPONENTS
Program brings this philosophy to life by providing
a variety of entertaining and instructive live-action Video
video sequences (“videos”) along with a wealth The sixteen videos in each level’s video
of activities that reinforce and extend the content program complement Units 1 through 16 of
of the videos. The program serves as an exciting the corresponding Student’s Book. For the Intro
vehicle for introducing and practicing useful level, there are nine dramatized stories and seven
conversational language for everyday situations. documentary-style sequences. Although linked to
The Interchange Video Program is designed the topic of the corresponding Student’s Book unit,
to complement the Student’s Books. Each video the videos present new situations and introduce
provides further practice related to the topics, characters who do not appear in the text. The
language, and vocabulary introduced in the language used in the videos reflects the structures
corresponding unit of the Student’s Book. and vocabulary presented in the Student’s Book,
while also illustrating how language is used by
■ VIDEO IN THE CLASSROOM English speakers in a variety of situations.
The use of video in the classroom can be an exciting
and effective way to teach and learn. As a medium, Video Resource Book
video both motivates and entertains students. The The Video Resource Book contains photocopiable
Interchange Video Program is a unique resource that worksheets for students, detailed teaching notes
does the following: with worksheet answer keys, and complete video
• Depicts dynamic, natural contexts for language transcripts. The worksheets and teaching notes
use. correspond to each video in the program and are
• Uses engaging story lines to present authentic organized into four sections: Preview, Watch the
language as well as cultural information about video, Follow-up, and Language close-up.
speakers of English.
• Enables learners to use visual information to ■ GUIDELINES FOR TEACHING THE
enhance comprehension. INTERCHANGE VIDEO PROGRAM
• Focuses on the important cultural dimension of The Interchange Video Program provides a multi-
learning a language by actually showing how skills language learning experience in which each
speakers of the language live and behave. element builds on and supports the others.
• Allows learners to observe the gestures, facial The Preview activities build on each other
expressions, and other aspects of body language to provide students with relevant background
that accompany speech. information and key vocabulary that will assist them
Learners can expand their cultural awareness, in better understanding the video. The carefully
develop skills and strategies for communicating sequenced Watch the video activities first help
effectively, and learn to use language creatively. students focus on gist and then guide them in
identifying important details and language. These
■ PROGRAM LENGTH tasks also prepare them for Follow-up speaking
There are sixteen videos in each level of the activities, which encourage students to extend and
Interchange Video Program, one video for every personalize information by voicing their opinions
Student’s Book unit. For the Intro level, they vary or carrying out communicative tasks. Then students
vi

finish with the Language close-up, examining and • Have students check their predictions and
practicing the particular language structures and compare answers with a partner or around
functions presented in the video. the class.
• Check students’ answers, replaying portions of
■ HOW TO TEACH A TYPICAL VIDEO the video as appropriate.
SEQUENCE Watch the video
The unit-by-unit teaching notes in the Video
Resource Book give detailed suggestions Get the picture These initial viewing activities
for teaching each unit. In addition to these help students gain a global understanding of the
comprehensive notes, here is a set of procedures videos by focusing on gist. Activity types vary from
that can be used to teach any of the units of the unit to unit, but typically involve watching for key
Interchange Video Program. information needed to complete a chart, answer
First, introduce the topic of the unit by asking questions, or arrange events in sequential order.
questions and eliciting information from the • Direct students’ attention to the task, and read
students related to the theme of the unit. Explain through it with them. Answer vocabulary or
what they will study (e.g., main topics, functions, procedural questions as they arise.
and structures) and give students an indication of • Have individual students predict answers
what they will see in the video. Present the activities to questions if they feel they have enough
and tasks using the following guidelines: information to do so.
Preview • Remind students that this is a gist activity. They
don’t need to understand every detail in the
Vocabulary These activities introduce and practice video.
the essential vocabulary of the videos through a • Play the entire video with the sound on. Replay if
variety of interesting tasks. necessary.
• Introduce and model the pronunciation of the • Have students complete the task individually or
words in the activity. in pairs. When appropriate, have them check the
• Have students complete the task in pairs or predictions they made in previewing activities.
individually. • Have students compare answers with a partner or
• Have students compare answers with a partner or around the class.
around the class. • If time permits, have students check answers
• Check students’ answers. while watching the video again.
• Encourage students to supply additional related • Check students’ answers.
vocabulary items where appropriate. Watch for details Students focus on more detailed
Guess the facts/What do you see? These activities meaning by watching and listening for specific
allow students to make predictions about characters information to complete the tasks.
and their actions by watching part of the video, by • Explain the task. Lead students through the
watching all of the video with the sound off, or by instructions and questions.
looking at photos in the worksheets. These schema- • Answer any vocabulary and procedural questions
building activities improve students’ comprehension that arise.
when they watch the full video with sound. • Play the entire video with the sound on. Replay as
• Ask students to guess what the video is about by necessary.
thinking about the topic of the unit and looking • Have students complete the task individually or
at the photos. Accept all answers at this stage. in pairs.
• Explain the task and lead students through the • Have students compare answers with a partner or
procedure. Answer any questions that arise. around the class.
• Play the video as instructed for that unit. • If time permits, have students check their answers
• Have students complete the task individually while watching the video again.
or in pairs. • Check students’ answers.
Introduction vii

What’s your opinion? Students make inferences Grammar and functional activities In these
about the characters’ actions, feelings, and activities, which are titled to reflect the structural
motivations, or state their own opinions about and functional focus of a particular unit, students
topics in the video. practice the grammatical structures and functions
Follow-up presented in the videos. These activities vary
from unit to unit, but teachers can follow these
Role play, interview, and other expansion procedures generally:
activities This section includes communicative • Present the grammatical structure and give
activities based on the videos in which students example sentences from the video script or from
extend and personalize what they have learned. students’ experiences.
Encourage students to use new language to talk • Lead students through the task and answer
about themselves and their ideas as they complete vocabulary and procedural questions as needed.
the tasks. • Have students complete the task individually or
• Explain the task. Lead students through the in pairs.
procedure and answer their vocabulary and • Have students compare answers with a partner or
procedural questions. around the class.
• Have students complete the task individually, in • Check students’ answers.
pairs, or in small groups, as noted in the teaching • Review the grammatical structure as appropriate.
notes. • Refer students back to the Grammar Focus in the
• Have students compare answers in pairs or in appropriate unit of the Intro Student’s Book as
small groups. necessary.
• When appropriate, have volunteer pairs or groups Options for the classroom
act out the activity for the class.
The richness of video as a learning medium
Language close-up provides teachers with many options for the
What did they say? These cloze activities develop classroom. The Video Resource Book provides
bottom-up listening skills by having students focus step-by-step instructions for all of the activities in
on the specific language in the videos and then fill the photocopiable worksheets; however, teachers
in missing words. should not feel restricted by these instructions.
Once teachers feel comfortable with the basic
• Lead students through the task instructions.
course procedures, they can try other effective – and
Answer procedural questions as necessary.
enjoyable – classroom techniques for presenting
• Have students read the cloze passage and predict
and working with the videos. Teachers are also
answers when possible.
encouraged to use the videos as springboards for
• Play the appropriate section of the video and do
further classroom activities appropriate to their
a spot-check to gauge overall comprehension. Do
teaching and learning situations. Here are several
not supply answers at this stage.
proven techniques.
• Play the section again. Have students compare
answers with a partner or around the class. Fast-forward viewing For activities in which
Replay as necessary. students watch the video with the sound off, play
• Go over answers with the class, and discuss any the entire sequence on fast-forward and have
trouble spots. students list all of the things they see. For example,
• If you wish, divide the class in half or in groups for Unit 10: What’s your sport?, have students watch
and lead a choral repetition and practice of the the sequence in fast-forward and list all of the sports
cloze passage. When students are comfortable they see being played. Nearly all of the activities
with it, have them practice it in pairs or small designed to be completed with the sound off can be
groups, depending on the number of characters done in this manner.
required. Information gap Play approximately the first half
• Have selected pairs or groups read or act out the of a video, and then have students work in pairs
passage for the class. or groups to predict what will happen next. For
viii

example, in Unit 5: Everybody’s having fun., stop
the video just before Peter makes his first call to
a friend. Ask students, “What will Peter do?” Have
students predict the answer, and then play the rest
of the sequence so that students can check their
predictions.
Act it out All of the videos provide an excellent
basis for role plays and drama activities. Select a
short scene, and have students watch it several
times. Then have pairs or groups act out the scene,
staying as close as possible to the actions and
expressions of the characters. Have pairs or groups
act out their scenes in front of the class.
Slow viewing Play a video in slow motion. As
they view, have students call out all of the things
people are doing, wearing, or eating – whatever is
appropriate to a particular unit.
What are they saying? Have students watch a
short segment of a video in which two people are
talking, but without sound. Then have pairs use the
context to predict what the people might be saying
to each other. Have pairs write out sample dialogs
and share their work with the class.
Freeze-frame Freeze a frame of a video and have
students call out information about the scene: the
objects they can see, what the people are doing,
the time and place – whatever is appropriate to the
scene or the learning situation.
Introduction ix

1 Welcome!
Preview
1 VOCABULARY People and names

pair work Fill in the blanks. Use the words
✓ first friends last student teacher
in the box. Then compare with a partner.
1. Hi. My first name is Caroline. 2. Ms. Lee is my . I’m her 3. Hello. I’m Eduardo. My
My call me Carol. . My name’s Alex Sims. name is Robles.
2 INTRODUCTIONS
A Check (✓) the correct responses. Then compare with a partner.
1. Hello. 3. Hi, Pete. It’s nice to meet you.
Excuse me. Nice to meet you, too.
✓ Hi. Yes, I am.
2. My name is Molly. What’s your name? 4. Hello. I’m Peter Krum.
I’m Peter. Hello. What’s your
My friends call me Molly. name?
Hi, Peter. Nice to
meet you.
B pair work Practice the conversations in part A. Use your own names.
3 WHAT DO YOU SEE?

Watch the first 30 seconds of the video with the sound off.
Check (✓) the correct answers.
1. Peter is 2. Molly is
a student. a student.
a teacher. a teacher.
2 Unit 1 Interchange Intro VRB © Cambridge University Press 2012 Photocopiable
9781107697539_VRB_Intro_U01_WS.indd 2 08/10/11 12:03 PM

Watch the video
4 GET THE PICTURE

A Check your answers to Exercise 3.
Are they correct?
B Match. Then compare with a partner.

1. c Molly
2. Peter
3. Mrs. Smith a b
4. Miss Taylor
C Match the first names or titles with the

last names. Then compare with a partner.
A B
1. Miss a. Krum c d
2. Mrs. b. Lin
3. Peter c. Smith
4. Molly d. Taylor
5 WATCH FOR DETAILS

Check (✓) the correct answers. Then compare with a partner.
1. Peter’s nickname is
Krum.
✓ Pete.
2. Molly’s friends call her
Molly.
Holly.
3. Peter is Molly’s
friend.
classmate.
4. Molly and Peter’s class is at
8:00.
9:00.
5. Mrs. Smith
is Molly and Peter’s teacher.
is not Molly and Peter’s teacher.
6. Miss Taylor’s class is in Room
201.
203.
Interchange Intro VRB © Cambridge University Press 2012 Photocopiable Unit 1 3

6 DO YOU REMEMBER?
Write the sentences under the correct picture. Then compare with a partner.
He’s Molly’s classmate. She’s Peter’s teacher. His class is not in Room 201.
Her last name is Taylor. She’s the teacher in Room 203. Her last name is Smith.
Her room is 201. His teacher is Miss Taylor. She’s Peter’s classmate.
✓ She’s not a teacher. She’s not Molly’s teacher. Her teacher is Miss Taylor.
1 2 3 4
She’s not a teacher.

Follow-up
7 NICE TO MEET YOU

A Match.
A B
1. It’s nice to meet you, Sarah. a. Yes, I am.
2. Hello. I’m Paul Thompson. b. Nice to meet you, too.
3. Are you a student here? c. Hi. My name is Sarah Long.
B pair work Put the sentences in order. Then practice

the conversation.
A: Hello. I’m Paul Thompson.

B: Hi. My name is Sarah Long.
A:
B:
A:
B:
C class activity Now introduce yourself around the

class. Use your own information.

Language close-up
8 WHAT DID THEY SAY?

Watch the video and complete the conversation. Then practice it.
Molly and Peter are at school.
Molly: Excuse me. Um, hello .
Peter: !
Molly: name is Molly.
What’s name?
Peter: Peter. My call me Pete.
Molly: My friends me . . . Molly.
Hi, Pete. It’s nice to you.
Peter: It’s nice to meet you, .
Molly: Are you a here?
Peter: , I am. My is at
nine o’clock with Taylor.
Molly: Miss Taylor? my teacher. You’re in
class.
Peter: !
9 THE VERB BE Asking for and giving information

A Complete the conversations with the correct forms of be.
Then practice with a partner.
1. A: Excuse me. Are you Sam?
B: No, I Luis. Sam over there.
2. A: I Celia. What your name?
B: My name Dan.
3. A: this Mrs. Costa’s classroom?
B: No. Her class in Room 105.
4. A: What your email address?
B: It marymary@email.com.
5. A: What your phone number?
B: It (646) 555-7841.
B pair work Practice the conversations again.

Use your own information.
C group work Now ask five students from

your class for their contact information.
A: What’s your phone number, David?
B: It’s (201) 555-3192.
A: 555-3182?
B: No, 3192.
A: OK, thanks.

2 My passport!
Preview
1 VOCABULARY Prepositions
A Look at the pictures. Where are these things? Circle the correct locations.
the wallet the keys the umbrella
1 2 3
in / on under / behind next to / under
the table the sofa the door
the cell phone the passport the camera
4 5 6
in / on in front of / behind in front of / behind
the TV the bag the books
the ticket the notebooks the books
7 8 9
on / under in front of / in next to / on
the desk the drawer the table
B pair work Ask and answer questions about the things in part A.
A: Where is the wallet? A: Where are the keys?

B: It’s on the table. B: They’re . . .
9781107697539_VRB_Intro_U02_WS.indd 6 10/10/11 11:42 AM

2 WHAT DO YOU SEE?
Watch the video with the sound off. Check (✓) True or False.
Correct the false sentences. Then compare with a partner.
True False
on
1. The ticket is under the TV. ✓
2. The camera is in a box next to the sofa.
3. The keys are on the TV.
4. The passport is behind the desk.
Watch the video
3 GET THE PICTURE

What things do Sofia and Jessica find? Number the things from
1 to 7 in the order they are found. Then compare with a partner.
her bag her ticket

her camera her umbrella
her keys 1 her wallet
her passport
4 WATCH FOR DETAILS

1. At the beginning of the story, it’s

nine o’clock.
✓ ten o’clock.
2. Sofia’s flight is at
twelve-thirty.
two-thirty.
3. Sofia’s trip is to
Peru.
Brazil.
4. Sofia’s desk is in the
bedroom.
living room.
5. Sofia is on a plane to
Brazil.
Budapest.

5 WHERE IS IT?
A Where are these things in the video? Fill in the blanks. Then compare with a partner.
02.12
1. The pen is on the TV. 2. The magazines are the coffee table.
3. The lamp is the TV. 4. The coffee table is the sofa.
B Where are Sofia’s things? Complete the sentences.

Then compare with a partner.
1. Sofia’s wallet is in
her bag .
2. Her ticket is on the TV, .
3. Her camera is .
4. Her keys are .
5. Her passport is .
6. Her bag is .
7. Her umbrella is .
Follow-up
6 TRUE OR FALSE?
pair work Your partner puts some of your things in different places.
Can you guess where?
A: My keys are in the desk. A: My ruler is on the desk.
B: True. B: False. It’s under the desk.

Language close-up

Sofia is looking for her things.
Jessica: Sofia! Where’s your passport ?
Sofia: it’s . . . maybe it’s a box!
Jessica: Oh!
Sofia: Maybe it’s. . . . It’s probably the chair.
Jessica: No, not here.
Sofia: OK. Maybe it’s to the .
Jessica: Sofia! this?
Sofia: My . I’m going to need that. . . .
My !
Jessica: Is it the books? No.
Sofia: Oh, no!
Jessica: Sofia, are those keys, in of the TV?
Sofia: Yes, those are keys. . . . My passport, Jessica!
Wait a minute. Wait a minute. It’s on the in the bedroom!
8 PREPOSITIONS OF PLACE Describing location

A Complete the sentences about the things in the picture.
Use each preposition only once. Then compare with a partner.
behind in in front of ✓next to on under
1. The purse is next to the sofa .

2. The notebooks .
3. The wallet .
4. The lamp .
5. The sunglasses .
6. The clock .
B Write similar sentences about things in your classroom.

Then read your sentences to your partner.
1.
2.
3.
4.
5.
6.

3 Newcomers High School
Preview
1 VOCABULARY Countries and regions
Morocco China
Costa Rica
Countries Regions
b 1. China a. Africa
2. Costa Rica b. Asia
3. the Dominican Republic c. Europe
4. Italy d. Central America
5. Mexico e. North America
A Match. Then add two more countries 6. Morocco f. South America
to the list. 7. Uruguay g. the Caribbean
8.
9.
B pair work Ask and answer questions
about the places in part A.
A: Where’s China?
B: It’s in Asia. or
I think it’s in . . . or
I’m not sure. Is it in . . . ?

2 GUESS THE FACTS
Complete the chart. Use the words in the box.
Arabic ✓ Casablanca San José Country City Language

Cantonese Hong Kong Spanish
1. Morocco Casablanca
A: Casablanca is in Morocco. 2. Costa Rica

B: Yes, that’s right. or 3. China
No, it’s not. It’s in . . .
B: They speak Spanish in Morocco.
A: No, they speak . . .
Watch the video
3 GET THE PICTURE

B Where are they from?
Check (✓) the correct answers.
1 2 3
Fatima Camilia Cai
China
Costa Rica
Morocco ✓
4 WATCH FOR DETAILS

1. Newcomers High School is in 5. Cai’s brother is
Washington, D.C. 20.
✓ New York City. 22.
2. The students at Newcomers High School 6. Cai’s brother is
are from the U.S. talkative.
aren’t from the U.S. serious.
3. Morocco is on the 7. Fatima speaks
ocean. two languages.
river. three languages.
4. Camilia says the rain forest is 8. Ma’a salama means
fun. “Thank you.”
large. “Good-bye.”

Follow-up
5 WHERE IS IT?
A pair work Students from Newcomers High School come from these cities.
Find the cities on the map.
Casablanca Hong Kong San José
A: Where’s Casablanca?
B: I think it’s here, in . . . It’s number . . .
A: You’re right. or No. It’s number . . . It’s here, in . . .
B pair work Now take turns finding these cities.
Addis Ababa Inchon Monterrey Sapporo Winnipeg

Cali Karachi San Diego St. Petersburg Vitória
A: Where’s Cali? Cali, Colombia

B: I think it’s in Colombia. It’s number 4.
A: Yes, that’s right. or No, it’s not. It’s here, number . . .
C group work Write five cities on five pieces of paper.

Mix them up. Pick a city. Where is it?
A: Where’s . . . ?
B: I think it’s in . . .
A: That’s right. or No, it’s in . . .

Language close-up

Rachel Park is talking to Camilia, a student at Newcomers High School.
Rachel: Hello . Where you from, Camilia?

Are from Morocco, too?
Camilia: No, I’m . from Costa Rica.
Rachel: is Costa Rica, Camilia?
Camilia: in Central America.
I’m San José, the .
Rachel: What’s San José ?
Camilia: It’s very . I like it a lot.
Rachel: What are ?
Camilia: These photos of the rain forest in my .
The rain forest is and interesting. It’s fun, .
Rachel: It looks fun! you, Camilia.
7 PRESENT TENSE OF BE Countries and regions

A Complete the conversations. Then practice them.
are I’m from Pusan.
1. A: How you today?
How about you?
B: I fine, thank you. Where are you
A: Where you from, Carlos? from, Ji-son?
B: I from Mexico. How about you?
A: I from Canada.
B: Oh, you from Montreal?
A: Yes, I .
2. A: Where Rachel from? I’m from Seoul.
B: She from the U.S.
A: she from New York?
B: No, she not from New York.
She from Chicago originally.
3. A: Where Ji-son and Hyo from?
B: Ji-son from Pusan, and
Hyo from Seoul.
A: Oh, so they both from South Korea.
B: Yes, they .
B class activity Now find out what cities

(or countries) your classmates are from.

4 What are you wearing?
Preview
1 VOCABULARY Clothing
A Find these things in the picture. Match.
1. d a dark blue suit 5. white socks 9. a backpack 13. a scarf
2. a brown tie 6. a gray skirt 10. boots 14. a yellow dress
3. black shoes 7. a white blouse 11. jeans 15. a pink hat
4. a briefcase 8. a blue jacket 12. a sweater 16. a red shirt
a d
b
c e
g
i k
j
m o p
l n
B pair work Cover the words in part A. Then ask about things in the picture.
A: What’s this?
B: It’s a dark blue suit.
A: What are these?
B: They’re black shoes.

2 WHAT DO YOU SEE?
Watch the video with the sound off. Answer the questions.
Check (✓) all correct answers.
1. What is the man 2. What is the uniform 3. What are the mother 4. What is Jamal
wearing and for the girl’s school? and baby wearing? wearing today?
carrying? white socks sneakers black pants
a blue suit a red skirt jeans a green shirt
✓ a brown tie a white blouse a T-shirt a coat
brown shoes a green sweater a scarf
✓ a black briefcase yellow pants
a pink hat
Watch the video
3 GET THE PICTURE

Check your answers to Exercise 2. Then compare with a partner.
4 WATCH FOR DETAILS

Watch the video again. This time, cross out
the wrong items in Exercise 2. Write the
correct ones. Then compare with a partner.
a blue suit a gray striped suit
✓ a brown tie
brown shoes black shoes
✓ a black briefcase

5 DO YOU REMEMBER?
1. The season is 3. Megan’s backpack is yellow, and Jasmin’s backpack is
spring. blue.
fall. black.
2. The weather is cool and 4. Sheila and Julie are wearing
cloudy. casual clothes.
sunny. formal clothes.
Follow-up
6 WHAT’S YOUR OPINION?

A Do you like these people’s clothes? Check (✓) your answers.
1. yes no 2. yes no 3. yes no
4. yes no 5. yes no 6. yes no
B pair work Compare your answers to part A. “I like his gray

A: I like his clothes. I like his gray suit. suit, but I don’t like
B: I like his gray suit, and I like his brown tie. his red tie.”
The negative of like is don’t like.

Language close-up

Watch the video and complete the conversations.
Jamal Greene is asking people about their clothes.
1. Jamal: Excuse me. Hello!
Man: Hello there.
Jamal: talking to people about .
What are you today?
Man: I’m wearing a striped suit,
brown , and black .
Jamal: Is it a suit?
Man: , it’s for cool .
It’s good for the fall and .
Jamal: Very , very formal.
Man: Yes, I’m today, so I’m wearing
formal .
Jamal: I .
2. Jamal: So are you wearing ?
Sheila: We’re just wearing clothes.
I have on boots and jeans, a ,
a light jacket, and sunglasses.
Jamal: And a very pretty scarf.
Sheila: Thank you.
Jamal: And what is Julie ?
Sheila: She’s wearing blue , a white ,
a pink hat. It’s her hat.
8 PRESENT CONTINUOUS Asking about and describing clothing

A Complete these conversations with the present continuous of wear.
1. A: Are you wearing pants today?
B: No, I a skirt.
2. A: What our teacher today?
B: She a black sweater, a blue blouse, and a gray skirt.
3. A: What color shoes you ?
B: I white shoes today.
4. A: your classmates coats today?
B: No, they coats, but they sweaters.
5. A: What colors you today?
B: I yellow, blue, brown, and green.
B pair work Practice the conversations again.

Use your own information.

5 Everybody’s having fun.
Preview
1 VOCABULARY Actions
A Write the actions under the pictures. Then compare with a partner.
answering the phone looking up a phone number sleeping
babysitting making popcorn studying
having dinner together ordering a pizza watching movies
Mimi Blake and Sam Dave
1. studying 2. 3.
Young-soo Jenny Jess and Kim
4. 5. 6.
Ken Amy the Sotos
7. 8. 9.
B pair work Ask and answer questions about the people in part A.
A: What’s Mimi doing?
B: She’s studying.
A: What are Blake and Sam doing?
B: They’re . . .

2 WHAT DO YOU SEE?
Watch the video with the sound off. Put the pictures in order from 1 to 7.
Peter is studying.
Watch the video
3 GET THE PICTURE

B Now write the correct description under each picture
in Exercise 2. Use the ideas in the box. Then compare with
Peter
a partner.
Peter / Kate / Doug / Emi is . . . Kate

answering the phone. sleeping.
babysitting. studying.
calling a friend. watching movies.
going out.
Doug
Emi

4 WATCH FOR DETAILS
1. At the beginning of the 4. Peter calls Doug at 7. Emi, Ivan, and Carla are at
video, it’s 8:25. Carla’s place.
6:00. 7:25. Emi’s place.
✓ 7:00.
2. Peter is studying 5. Doug is having dinner 8. Emi, Ivan, and Carla are making
at home. with his grandparents. a pizza.
in school. at his girlfriend’s house. popcorn.
3. Kate thinks babysitting 6. Emi calls Peter at
is fun. 9:20.
isn’t fun. 8:20.
Follow-up
5 WHAT AM I DOING?
pair work Take turns acting out an action and guessing the action.
Use the verbs in the box or your own ideas.
cook drive get up read shop study

dance eat play run sleep swim
A: What am I doing?

B: Are you dancing?
A: No, I’m not.
B: Are you swimming?
A: Yes, I am.

Language close-up

Emi is calling Peter.
Peter: Uh, hello ?
Emi: Hi, Peter. Emi.
Um, you OK?
Peter: I’m .
Emi: not studying. You’re !
Peter: OK, OK. I’m . But I’m ,
too! are you doing, Emi?
Emi: I’m hanging out Ivan
and Carla.
Peter: ? Sounds like fun.
Emi: Yeah. We’re movies at my place.
you busy?
Peter: Well, I’m studying for a test that I have
on .
Emi: We’re popcorn.
Peter: What is it?
Emi: It’s after nine. Ivan is a pizza.
Peter: OK! I’m .
7 PRESENT CONTINUOUS Describing current activities

A Complete these conversations. Use the correct present continuous
forms of the verbs in parentheses. Then practice with a partner.
1. A: What ‘s Pablo doing (do)?
B: He (study).
2. A: What Mariko (read)?
B: She (read) a really good book.
3. A: What your family (do) right now?
B: My parents (work), and my brother and sister
(talk) on the phone.
4. A: What our teacher (do)?
B: He (have) lunch.
A: Really? I (get) hungry, too.
5. A: you (speak) Spanish right now?
B: No, I (speak) English!
B pair work Now ask and answer similar questions about your classmates,
friends, and family. Use your own information.

6 My life
Preview
1 VOCABULARY Daily routines

Look at Vanessa’s daily routine. Write the sentences under the pictures.
I walk to work. Every night, I write jokes.

✓ Weekdays, I get up at 7:30. I have breakfast with my parents.
At 5:00, I finish work. I start work at 9:00.
At 1:30, I take a lunch break. On Saturdays, I tell my jokes at a comedy club.
1. Weekdays, I get 2. 3. 4.

up at 7:30.
5. 6. 7. 8.

2 GUESS THE FACTS

Look again at the sentences in Exercise 1. Where do you think Vanessa works? Check (✓) your answer.
She works at a school. She works in an office. She works at home.

3 WHAT DO YOU SEE?
Watch the first minute of the video with the sound off. Check your answer to Exercise 2.
Watch the video
4 GET THE PICTURE

A Complete the description.
On weekdays, Vanessa designs web pages all day,
and she at night.
B Check (✓) True or False. Then compare with a partner.

True False
1. Vanessa lives with her brother. ✓
2. Vanessa’s mother is a teacher.
3. Vanessa’s father walks to work.
4. In the evening, Vanessa writes stories.
5. On Saturdays, Vanessa goes to a comedy club.
6. Vanessa gets home early from the club.
7. On Sundays, Vanessa works all day.
5 WATCH FOR DETAILS

1. How old is Vanessa?
25
✓ 22
2. What is Vanessa’s brother’s name?
Wynton
William
3. What time does Vanessa’s mother take the bus?
8:30 a.m.
9:00 a.m.
4. What time does Vanessa’s father start work?
9:00 a.m.
9:30 p.m.
5. What time does the show at the club start?
8:00 p.m.
9:00 p.m.
6. When does Vanessa usually go home from the club?
Around 11:00 p.m.
Around 12:00 a.m.

6 DO YOU REMEMBER?
PAIR WORK Complete the chart. Check (✓) the words that describe Vanessa’s routine.
On weekdays At night On weekends
Designs web pages

Writes jokes
Tells jokes
Goes downtown
Follow-up
7 A DAY IN THE LIFE

A PAIR WORK Choose one of these people. Describe a day in the person’s life.
Use the ideas in the box below or your own ideas. Your partner guesses the person.
A: He gets up at 1:00 in the afternoon. He starts work at 10:00 at night.
B: I think he’s a musician.
a teacher
a reporter
a musician
He/She . . .
gets up at 5:00 in the morning.
gets up at 1:00 in the afternoon.
finishes work at 3:00 in the morning.
has breakfast at work.
starts work at 10:00 at night.
wears a white shirt and black pants at work.
finishes work at 3:00 in the afternoon.
works for a television station.
doesn’t work on weekends.
sometimes has lunch with students. a waiter
writes on the board.
B GROUP WORK Now share your descriptions with another pair. Your partners
guess who you’re describing.
9781107697539_VRB_Intro_U06_WS.indd 24 15/06/2016 10:45

Language close-up
8 WHAT DID SHE SAY?

Watch the video and complete the descriptions. Then practice it.
Vanessa is talking about her life.
Hi, I’m Vanessa. Welcome to my home . I live .
Come on in! This is my , and this is my .
This is my , Wynton. He doesn’t
with us. He has his own . He’s .
I’m 22, so that makes him big brother.
, I get up around 7:30. We
breakfast at about eight , right here. My mom is
a teacher. She in the school. She takes the
to work. The bus comes at , and she gets
home about . My dad to work. He works
the clinic. a doctor. He starts work at
o’clock and gets home at .
9 SIMPLE PRESENT TENSE Talking about routines

A Complete these conversations with the correct verb forms.
Then practice the conversations.
1. A: Do (Do/Does) you live in the city?
B: No, I (don’t/doesn’t). I (live/lives)
in the suburbs. My sister (live/lives) in the city.
She (have/has) a good job there.
2. A: How (do/does) you go to school?
B: I (take/takes) the bus because
I (don’t/doesn’t) have a car.
3. A: What time (do/does) you go to school?
B: Well, the bus (come/comes) at 7:00.
4. A: (Do/Does) you have breakfast every day?
B: Yes, I (do/does). My parents
(don’t/doesn’t) work in the morning, but they
(get up/gets up) early and (have/has) breakfast with
me. Then my father (drive/drives) me to the bus.
5. A: Where (do/does) you have dinner?
B: My friends and I (go/goes) to a restaurant after class,
so I (don’t/doesn’t) have dinner with my family.
B pair work Ask and answer the questions again. Use your
own information.

7 Richdale Street
Preview
Joanna Kerr
CUP
Intrerchange Resource Book Intro
1 VOCABULARY
07.01 A new apartment
A Find these places in the picture.
Match. Then compare with a partner.
1. f bathroom
2. bedroom
3. closet Joanna Kerr f
4. kitchenCUP a
Joanna Kerr 5. living room
Intrerchange Resource Book Intro
anna Kerr 6. yard Joanna Kerr c
CUP e
P 07.05CUP
Intrerchange Resource Book Intro d Resource Book Intro
rerchange Resource Book Intro Intrerchange
urce07.04
02 Book Intro b
07.11
Joanna Kerr
Joanna Kerr
anna Kerr CUP
CUPwork
UP
a Kerr
B Intrerchange
pair WhatIntrerchange Resource
do you need in
Resource Book Intro
Book IntroNumber
a new apartment?
the things from 1 (most important) to 10 (least important).
rerchange Resource Book Intro
07.09 07.10
Intro
hange Resource Book Intro
07.08
a bed a bookcase chairs a coffee table dishes
a dresser a microwave an oven a refrigerator a sofa
C group work Now compare your answers. Use your own ideas, too.
A: I think you need a refrigerator for the kitchen.
B: And you also need a sofa for the living room.
C: Well, I think you need . . .

2 WHAT DO YOU SEE?
Watch the video with the sound off. What things do the two roommates
have? Check (✓) them. Then compare with a partner.
✓ a sofa a dresser dishes a stove
shelves a coffee table a bed a coffeemaker
a refrigerator a microwave chairs a television
Watch the video
3 GET THE PICTURE

Jessica tells her mother about her apartment. What information is true, and what
information is false? Check (✓) the correct answers. Then compare with a partner.
True False
1. Sofia waves hello to Jessica’s mom. ✓
2. There’s no microwave.
3. The kitchen is very sunny.
4. There’s a modern refrigerator.
5. The kitchen is clean.
6. The bedroom has a lot of windows.
7. The bedroom has a great view.
8. There’s a closet in the bedroom.
9. They don’t have a yard.
10. The vase is in the living room.
4 WATCH FOR DETAILS

1. Who is on the phone? 3. What’s the present from 5. Where is Jessica’s mother
✓ Jessica’s mother. Jessica’s mother? calling from?
Sofia’s mother. A lamp. The suburbs.
A vase. The city.
2. What’s the view from 4. What’s Jessica and Sofia’s 6. What does Jessica’s mother
Jessica’s bedroom? address? say about the apartment?
A park. 238 Richdale Street. She says it’s nice.
A wall. 283 Richdale Street. She says it’s perfect.

What important things do you think Jessica and Sofia still need? Check (✓) them.
an armchair a rug curtains
a microwave a dining table pictures
A: I think they need . . .

B: But they don’t really need . . .
Follow-up
6 ROLE PLAY
A What questions do you think Jessica’s mother asks about the new apartment?
Write six more questions.
1. Do you like your new apartment?
2. How many rooms are there? We have an oven,
3. but we don’t have
4. a microwave.
5.
6.
7.
8.
B group work Now ask and answer questions.

Two people play the roles of Jessica and Sofia.
A: Do you like your new apartment?
B: Yes, we do.
A: How many rooms are there?
C: There are four rooms.

Language close-up
7 WHAT DID SHE SAY?

Jessica is talking to her mother on the phone and answering her questions.
Jessica: She’s asking about our apartment. . . . Yeah, I like it.
Well, let me see. There are rooms: the living

room, the , and two bedrooms. Oh, and of
course, a .
The room? Well, it’s really big. The kitchen

is , too.
No, we don’t have a . We just

a regular oven.
Yes, the kitchen is very . There is a

modern .
Clean? Yeah, of course, clean.
The bedroom? Actually, there are a of big

windows. And the is really .
8 THERE IS/THERE ARE Describing a home

A Complete these sentences with there’s, there are, and there aren’t.
1. There are eight rooms in our house,
and a garage, too.
2. some trees in the yard,
but any flowers.
3. some armchairs in the living room,
and a large table in the dining room.
4. any pictures in the dining room,
but some in the living room.
5. a stove and a refrigerator in the kitchen,
but no microwave oven.
6. three bedrooms in the house,
and one bathroom.
B Rewrite the sentences in part A so that they are true for

your house or apartment. Then compare with a partner.

8 The night shift
Preview
1 VOCABULARY Jobs
A Write the jobs under the pictures. Then compare with a partner.
ambulance driver ✓ doctor taxi driver waiter
1. doctor 2.
3. 4.
B pair work Choose a job from part A. Say what you do. Use the sentences in
the box or your own ideas. Your partner guesses the job.
I take people to the emergency room. I wear a uniform.

I work at night. I help sick people.
I sit all day / all night. I stand all day / all night.
I work in a hospital. I work in a restaurant.
A: I stand all day.

B: Are you a doctor?
A: No, I’m a waiter.

2 WHAT DO YOU SEE?
Watch the video with the sound off. Write each person’s job. Then compare with a partner.
1. 2.
3. 4.
Watch the video
3 GET THE PICTURE

A Check your answers to Exercise 2. Were they correct?
B These people work at night. What time do they start? What time do they finish?
Write the times. Then compare with a partner.
Eva Trey Dwayne Gio
Starts 11:00 p.m.

Finishes

4 WATCH FOR DETAILS
Eva Trey
1. Eva North thinks her job is . 3. Trey thinks his job is .

dangerous busy, but interesting
✓ stressful difficult, but exciting
2. Eva her job. 4. Trey works for hours, and then
likes he has a breakfast break.
doesn’t like five
seven
Dwayne Gio
5. Dwayne goes to school in the . 8. Taxi drivers on the night shift often work
morning hours.
afternoon 10 to 15
12 to 14
6. Dwayne wakes up about . 9. It’s when Rachel speaks to Gio.
10:00 p.m. 6:00 a.m.
12:00 p.m. 7:00 a.m.
7. is a hard day for Dwayne. 10. Gio thinks he hard.
Tuesday works
Thursday doesn’t work
Follow-up
5 ROLE PLAY
pair work Play the roles of the people in the video. Give your real opinion of the jobs.
Use the words in the box.
dangerous easy interesting relaxing stressful

difficult exciting pleasant safe unpleasant
A: What do you do, Eva?

B: I’m a doctor.
A: Oh, that’s an exciting job!
B: Yes, but it’s very stressful.

Language close-up

A reporter is talking to people who work at night.
Rachel: I’m Rachel Park, and I’m standing in front of
Memorial Hospital with Eva North. She works
in the hospital. Eva,
do you do?
Eva: I’m a .
Rachel: do you work, exactly?
Eva: Right here in the emergency .
Rachel: Is it at night?
Eva: Yes, yes, it .
Rachel: Really?
Eva: All and all night.
Rachel: do you like your job?
Eva: It’s . I work hours – from
11:00 to 7:00. But day
in the hospital is different. I it. . . . Oh,
actually, I’m . I have to go.
7 SIMPLE PRESENT TENSE Talking about work and school

A Complete these conversations. Use the correct forms of the verb. Then practice the conversations.
1. A: Does Dwayne work (work) at night?
B: Yes, he (do). He (go) to school in the morning
and (do) his homework in the afternoon.
A: When he (sleep)?
B: That’s a good question!
2. A: Where Eva and Trey (work)?
B: They (work) at a hospital.
A: What they (do), exactly?
B: Eva (take) care of sick people, and Trey
(drive) an ambulance.
B pair work Now ask your partner these questions.

1. Do you have classes during the day? What time do you go to school?
2. How do you go to school? How do you go home?
3. When do you do your homework? Where do you do it?
4. Do you have a job? Do you work at night?

9 At the diner
Preview
1 VOCABULARY Brunch
A Find these things in the picture. Match. Then compare with a partner.
1. g broccoli 6. granola 11. steak and eggs

2. coffee 7. a green salad 12. tea
3. corn 8. jam 13. toast with butter
4. eggs 9. orange juice 14. yogurt
5. a fruit salad 10. pancakes with syrup
a b c d e
f g h i j
k l m n
B group work What do your classmates have for breakfast? Ask them.
A: What do you usually have for breakfast?
B: I usually have eggs and toast.
C: I always have coffee and fruit.
D: I never eat breakfast.

2 WHAT DO YOU SEE?
Watch the video with the sound off. Which of these foods do you see? Check (✓) your answers.
broccoli and corn fruit salad pancakes tea
✓ coffee muffins rice toast
eggs orange juice steak and eggs yogurt and granola
Watch the video
3 GET THE PICTURE

Match the people with their brunches.
Check (✓) all correct answers.
1 2 3 4
coffee
eggs
a fruit salad
granola
a green salad
orange juice
pancakes
tea
toast
water
yogurt
4 WATCH FOR DETAILS

1. The young man jam for his toast. 2. The man has coffee in the morning.
wants always
✓ doesn’t want usually
3. The woman sugar in her tea. 4. She is visiting from .
likes California
doesn’t like Canada
5. The brunch special today at Sunny’s is . 6. The man the special.
steak and eggs wants
bacon and eggs doesn’t want
7. The boy’s name is . 8. The boy likes .
Richie broccoli
Ricky corn

Follow-up

pair work Which of these meals do you like? Tell your partner why.
A: I like this meal. I love yogurt.

B: Really? I hate yogurt!
6 PLAN A MENU
pair work You work at the Happy Day Restaurant. Plan eight brunch dishes for
the menu. List drinks, too. Then compare menus around the class.
A: Let’s serve two eggs with toast.

B: That sounds good. Let’s also serve . . .

Language close-up

Jamal Greene is talking to people about brunch.
Student: And I’ll have two eggs , some toast with
, and some orange juice, .
Server: Do you want any with your toast?
Student: No, .
Jamal: Hi. I see you’re having some , too.
Student: Yes, I am.
Jamal: Do you have coffee with your meal?
Student: Yes, I do. I late at night, and I’m sleepy
in the .
Jamal: Now, today is , and there’s a special brunch
menu. Do you ever have here on weekdays?
Student: No. On weekdays, I breakfast at home.
Jamal: What lunch?
Student: I have lunch at school with my .
Jamal: OK. Well, enjoy your .
Student: Thanks.
8 ADVERBS OF FREQUENCY Talking about eating habits

A Complete the sentences. Choose adverbs that are true for you. Then compare
with a partner.
I always have a
always never seldom sometimes usually
big breakfast.
1. I have a big breakfast.

2. People in my country eat steak and eggs for breakfast.
3. I drink orange juice with my breakfast.
4. I drink coffee in the morning.
5. I have time for breakfast.
6. On weekends, I have a big breakfast.
B class activity Do you and your partner have the same

or different breakfast habits? Tell the class.
“I seldom have a big breakfast, but Laura always has a big breakfast.”

10 Preview
What’s your sport?
1 VOCABULARY Sports
A Match. Then compare with a partner.
baseball cricket handball tennis
basketball ✓ golf soccer
1. golf 2. 3. 4.
5. 6. 7.
B pair work What sports can your partner play? Ask him or her.
Use the words in part A or your own ideas.
A: Can you play baseball?
B: Yes, I can, but not very well. Can you play golf?
A: No, I can’t.
2 WHAT DO YOU SEE?

Watch the first minute of the video with the sound off. Which of these
sports do you see? Check (✓) your answers.
✓ baseball bike riding golf soccer
basketball cricket hockey tennis

Watch the video
3 GET THE PICTURE

A What sports do these people enjoy? Check (✓) all correct answers.
1 2 3 4
cricket
golf
soccer ✓
tennis
B One of the people in part A doesn’t play a sport. What does that person say? Complete the sentence.
I don’t play . I it.
4 WATCH FOR DETAILS

Omar Ian
1. The players on Omar’s team are from 3. Ian’s sport very popular in the U.S.
the same . is
city isn’t
✓ country 4. There are people on a cricket team.
2. They practice every . 7
day 11
weekend
Diane Susan
5. Diane says she tennis. 7. Susan’s takes the kids to the playground.
likes husband
loves sister
6. Diane tennis. 8. Susan thinks her favorite sport is .
plays relaxing
doesn’t play exciting

Follow-up
5 ROLE PLAY A day at the park

pair work Choose a partner. Your partner is a reporter. Answer his or her questions.
Use the questions in the box and your own ideas.
Can you play . . . ? What sports do you like?

Who do you play with? How often do you practice?
Start like this:

A: Hi. Can I ask you some questions about sports?
B: Sure! What do you want to know?
6 FIND SOMEONE WHO . . .

class activity Go around the class. Ask questions and complete the chart with classmates’ names.
Name Name
Find someone who . . .
1. plays a sport every week. 5. can play tennis.
2. doesn’t like sports. 6. can’t swim.
3. can play volleyball. 7. loves to watch baseball.
4. likes to play handball. 8. can play soccer well.


Language close-up
7 WHAT DID SHE SAY?

Watch the video and complete the information. Then practice it.
Lisa Kim is talking about a popular park in Queens, New York.
Lisa: Flushing Meadows has something for everyone.
And you don’t need to sports to enjoy the
. You also just take it
. There are many places to
in the park. Like this.
Best of all, you can to Flushing Meadows easily on
the from Manhattan. The Number 7
takes you right to the park.
where do you get the train? Just
for the Unisphere. This giant globe
you that you’re in Flushing Meadows. great,
huh? Flushing Meadows welcomes from all
around the world to play sports, sports, or just
a day in this beautiful park.
8 TALKING ABOUT ABILITIES AND INTERESTS

A Answer these questions with your own information.
Choose from the sentences in the box. Yes, I do. Yes, I can.
No, I don’t. No, I can’t.
1. A: Can you ski?
B:
Can you ski? No, I can’t!
2. A: Do you like basketball?
B:
3. A: Can you do gymnastics?
B:
4. A: Do you play soccer?
B:
5. A: Do you like golf?
B:
6. A: Can you play tennis?
B:
B Write five more questions about sports.

Then ask and answer the questions with a partner.

11 A trip to Washington, D.C.
Preview
1 VOCABULARY Sightseeing activities

A Here are some things you can do in Washington, D.C. Match. Then compare with a partner.
1. c walk around the National Mall 5. see the Lincoln Memorial

2. visit museums 6. go to the top of the Washington Monument
3. take a tour of the Capitol 7. take a tour of the White House
4. watch the fireworks on the National Mall 8. get on a sightseeing bus
a b c d
e f g h
B group work What is the most interesting activity? Compare ideas.

A: What are you going to do in Washington, D.C.?
B: I’m going to take a tour of the Capitol.
C: I’m going to . . .
2 WHAT DO YOU SEE?

Watch the video with the sound off. Which activities can you see?
Check (✓) your answers.
✓ take a walk in the park see a movie see some monuments
visit museums take a tour of the Capitol ride the subway
go shopping watch the fireworks on the get on a sightseeing bus
National Mall

Watch the video
3 GET THE PICTURE

What are these people going to do in Washington, D.C.? Check (✓) all correct answers.
1. go shopping at the mall 2. take a tour of the Capitol 3. walk around the
✓ visit some museums see the Lincoln Memorial National Mall
see some monuments watch the fireworks on the ride the subway
✓ have lunch at a National Mall go to the top of the
museum café visit some museums Washington Monument
take a tour of the
White House
4 WATCH FOR DETAILS

Check (✓) the correct answers. Then compare with a friend.
1. The girl is with her . 4. The kids think Washington is really .

aunt interesting
✓ mother fun
2. It’s the girl’s birthday. 5. The kids are with their .
16th family
17th class
3. She wants to be a someday. 6. The fireworks are going to start at .
pilot 9:00
flight attendant 10:00
7. The woman is going to visit 8. The man is going to 9. Marc is going to .

some . to the White House. walk around the
monuments drive National Mall
museums walk get on a sightseeing bus

5 WHAT THE PEOPLE SAY
What do these people say? Complete the sentences. Then compare with a partner.
1. There are , 2. 3. I’m an artist, so I want to

, the National Air and Space see the art museum. So,
famous buildings, and lots of Museum.
monuments. the whole day there.
Follow-up
6 A DAY IN WASHINGTON, D.C.

A group work Plan a day in Washington, D.C. Decide on two things to do in the morning,
two things to do in the afternoon, and something to do in the evening.
B class activity Share your plans with the class.

“In the morning, we’re going to . . .”
“Then we’re going to . . .”

Language close-up

Marc Jones is interviewing people on the National Mall in Washington, D.C.
Marc: And who are you with ?
Woman: This is my . Today’s her 16th
. We’re
Washington, D.C., for her birthday.
Marc: Well, birthday!
Girl: Thanks!
Marc: So, are you going to ?
Girl: Well, we’re going to visit some .
And then, we’re going to lunch at
a café in the museum.
Marc: Nice! museum are you going to
?
Girl: I want to the National Air and Space
Museum. I to be a pilot someday.
Marc: Great! , have a good day.
8 FUTURE WITH BE GOING TO Talking about plans

A Complete these conversations. Use the correct future with
be going to forms of the verbs in parentheses.
1. A: Are you going to do (do)
anything on Friday night?
B: Yes, I (see) a movie.
2. A: What time you (leave)

school today?
B: I (go) home at 7:00 p.m.
3. A: What you (have)

for dinner tonight?
B: We (have) fish.
4. A: you (study) English tonight?

B: No. I (watch) TV.
B pair work Practice the conversations in part A. Use your own information.

12 Preview
Where does it hurt?
1 VOCABULARY Health problems
A Write the health problems
under the pictures. Then I feel dizzy. I have a backache. ✓ I have an earache.
compare with a partner. I feel tired. I have a cough. I have a fever.
1. I have an earache. 2. 3.
4. 5. 6.
B pair work Ask and answer questions about the people in part A.
A: What’s the matter with the woman?
B: She has an earache.
2 WHAT DO YOU SEE?

Watch the video with the sound off. Check (✓) all correct answers.
The doctor The patient

1. Who has an earache?
2. Who has a backache?
3. Who feels better at the end?

Watch the video
3 GET THE PICTURE

B Complete the doctor’s notes about the patient. Then compare with a partner.
4 WATCH FOR DETAILS

1. When does Peter feel the pain?
Constantly.
✓ From time to time.
2. What is wrong with Peter?
He has extra wax in his ear.
He has a serious fever.
3. When does the doctor’s back hurt?
When he stands a lot.
All the time.
4. Why does Peter know how to fix backaches?
His father is a doctor.
His father has the same problem.
5. What does Peter tell the doctor to do first?
Pull his left knee up.
Turn his body to the side.
6. Which way does Peter tell the doctor to turn?
To the right.
To the left.

5 DO YOU REMEMBER?
What does the doctor ask the patient? Check (✓) the correct questions.
Why are you here today?
✓ How are you feeling today?
Do you have a cold?
Do you have a headache?
Do you have a cough?
Do you have a fever?
Do you have a sore throat?
Do you feel terrible?
Do you feel tired?
Do you exercise often?
Do you go swimming every day?
Do you need some medicine?
Follow-up
6 ROLE PLAY At the doctor’s office

A pair work Take turns playing the roles of the patient and the doctor.
Act out the first part of their conversation. Use the checked questions in Exercise 5.
A: How are you feeling today?

B: Not so good, Doc.
B pair work Talk about your health. Use the problems below or your own ideas.
the flu a headache a stomachache sore eyes a toothache
A: Do you ever get the flu?

B: I seldom get the flu. What about you? Do you get the flu?
A: Yes, I do, sometimes.

Language close-up

Dr. Smith is examining Peter to find out why Peter doesn’t feel well.
Dr. Smith: So, do you go swimming every day ?
Peter: No, not every day. three times a .
Dr. Smith: I think I the problem.
Peter: Is it ?
Dr. Smith: Oh, . You have some
wax in your ear, probably you swim so much.
I’m going to you some ,
and you should feel in a week.
Peter: OK. good.
Dr. Smith: I’m going to give you some and
some pills. one pill breakfast.
Use the ear drops before .
Peter: One pill the morning, ear drops night.
Dr. Smith: That’s !
8 IMPERATIVES Giving advice

A Complete the conversations. Choose from the advice in the box. Then compare with a partner.
Don’t lift heavy things. Drink a lot of orange juice. Stay in bed for two days.
Don’t try new foods. ✓ Drink hot tea with lemon. Take two aspirin and close your eyes.
1. A: I have a sore throat.

B: Drink hot tea with lemon.
2. A: I have a headache. I have a sore Drink hot tea
B: throat. with lemon.
3. A: I have a backache.
B:
4. A: I have the flu.
B:
5. A: I have a stomachache.
B:
6. A: I have a cold.
B:
B Now complete the conversations in part A with

your own ideas. Then compare your advice in groups.

13 Preview
Across the bridge
1 VOCABULARY Directions
Look at the map of the Capilano
Suspension Bridge area. Complete the across behind left ✓ right
sentences with the words in the box. around in front of past up
1. After you enter the park, turn right . Walk the

path, the Canyon Café. IC4_VRB00_13_01_A
The bridge is on the .
Grayscale
2. At the bridge, turn to your right and the Karen
gift shop is directly
Minot you.
maps@kminot.com
To get to the Canyon Lookout, walk the gift shop to the left.
The Lookout is the gift shop.
3. To visit the Living Forest exhibition, go the bridge.
2 GUESS THE FACTS

The Capilano Suspension Bridge is a famous tourist attraction
in Canada. What other things do you think visitors can find at
the park? Check (✓) your guesses. Then compare with a partner.
a gift shop a zoo

a nature center an amusement park
a rain forest an art museum
a restaurant totem poles totem poles
totem poles
50 Unit 13 Interchange Intro VRB © CambridgeIC4_VRB00_13_02_A

University Press 2012 Photocopiable
Grayscale
Karen Minot
maps@kminot.com
3 WHAT DO YOU SEE?
Watch the video with the sound off. Number the pictures in order from 1 to 6.
Ben and Sara arrived at the park.
Watch the video
4 GET THE PICTURE

B Write the correct description under each picture in Exercise 3.
Use the ideas in the box. Then compare with a partner.
Ben and Sara looked at the bridge. ✓ Ben and Sara arrived at the park.
Ben helped Sara cross the bridge. Ben took pictures of Sara.
Sara got scared on the bridge and froze. Sara took pictures of Ben.

5 WATCH FOR DETAILS
1. Sara says the bridge is one of most popular
tourist attractions.
✓ Vancouver’s Seattle’s
2. Ben wants to go to the first.
totem poles restaurant
3. The totem poles are the gift shop.
next to across from
4. Sara tells Ben to stand two totem poles.
behind between
5. Ben wants to buy a at the gift shop.
present for his mother picture of the bridge
6. Ben admits that he high places.
likes doesn’t like
7. Sara angry with Ben.
gets doesn’t get
8. Sara freezes when she looks .
down from the bridge across the bridge
Follow-up
6 DIRECTIONS
group work Write directions to two places in or near your school. Use the
expressions in the box. Then share the directions with another group.
Go right / left . . . It’s on the corner of . . . and . . . It’s next to . . .

Walk one block . . . It’s between . . . and . . . It’s behind . . .
Turn right / left . . . It’s across from . . . It’s in front of . . .
Place 1: Place 2:

Start like this:

A: How do I get to . . . ?
B: Walk out the door and . . .
C: Then . . .

Language close–up

Ben and Sara are visiting the Capilano Suspension Bridge.
Sara: We got some great photos . Now go
cross that bridge.
Ben: Oh! I just !
Sara: ?
Ben: We have to get a for my mom.
We .
Sara: Yeah?
Ben: The gift shop’s just there. We can get her
something nice . . .
Sara: Ben . . .
Ben: . . . and then we can to the
restaurant, and we can something to eat.
Sara: Ben?
Ben: What?
Sara: What’s on?
Ben: What do you mean?
Sara: Well, you wanted to go to Totem Park.
you want to go to the gift shop. What the bridge?
Ben: Well, , I don’t like places. I get scared, and I freeze up.
Sara: So you want to go the bridge?
8 OPPOSITES Giving directions

These people need to go the other way. Complete the answers.
Then practice the conversations with a partner.
1. A: Do I walk up this path?
B: No, not up. Walk down the path.
2. A: Is the restaurant around the corner on the left?
B: It’s around the corner, but it’s on the .
3. A: Is the restroom in front of the ticket booth?
B: No, it’s the ticket booth.
4. A: Are the totem poles far from here?
B: No, they’re really .
5. A: Do I turn right at the sign?
B: No, you turn .
6. A: Is the café two blocks west of the school?
B: No, it’s two blocks of the school.

14 Preview
How was your vacation?
1 VOCABULARY Vacation problems

Look at the problems that people had on vacation. Write the
Was is the past tense of is.
sentences under the pictures. Then compare with a partner.
I got sunburned. There was no air-conditioning. The hotel was too noisy.
✓ I lost my passport. They canceled my flight. I didn’t like the food.
I was in an accident. I forgot my camera.
1. I lost my passport. 2. 3. 4.

5. 6. 7. 8.

2 WHAT DO YOU SEE?

Watch the first 40 seconds of the video with the sound off.
Why do you think Hugo’s arms and back hurt?
He was in an accident.
He exercised a lot.
He got sunburned.

Watch the video
3 GET THE PICTURE
A Check your answer to Exercise 2. Was it correct?
B These statements are false. Change one word to correct them.
Evan Hugo
Hugo
1. Evan was on vacation last week. 5. The elevator at Hugo’s hotel didn’t work.
2. Evan slaps Hugo’s face. 6. Hugo bought a new suitcase for his trip.
3. The first day, Hugo ran on the beach. 7. Hugo remembered to pack his camera.
4. Evan and Hugo’s co-worker, Harry, is working. 8. Hugo came back from his vacation on Saturday.
4 WATCH FOR DETAILS

1. Evan wants to hear about Hugo’s . 5. Hugo didn’t well on his vacation.
business trip ✓ vacation eat sleep
2. Hugo tells Evan that his vacation was . 6. Hugo didn’t take any pictures because he left his
great OK camera at .
home work
3. Hugo went to the beach .
one time two times 7. Hugo spent Saturday night at the .
hotel airport
4. Hugo says that his hotel was really .
hot cold 8. Evan is going to tomorrow.
Chicago Morocco

Follow-up
5 VACATION ACTIVITIES
A Match. Then compare with a partner.
a b c d
e f g h
1. c stay home Yes No

2. visit family Yes No
3. go swimming Yes No
4. take pictures Yes No
5. play sports Yes No
6. eat new foods Yes No
7. meet interesting people Yes No
8. go dancing Yes No
B Did you do any of the things in part A on your last vacation? Circle Yes or No.
C pair work Now ask and answer questions about your last vacation.
A: Did you stay home on your last vacation?
B: Yes, I did. or No, I didn’t.

Language close-up

Hugo just got back from his vacation.
Hugo: I was really happy when I got there.
It was . The water was so , and
the sand was . There were palm
and cool breezes. I couldn’t wait to hit the .
Evan: Lucky . So what did you first?
Hugo: Well, the first day I relaxed on the beach.
I even fell asleep .
Evan: Kind of like Harry there?
Hugo: Yeah. Like .
Evan: So you fell asleep the beach. That
sounds .
Hugo: Yeah, it was, except I didn’t use sunscreen.
Evan: Uh-oh.
Hugo: And I got sunburned over.
Evan: Ouch! So that explains the . . .
Hugo: .
7 PAST TENSE Talking about vacations

A Complete these conversations with the past tense of the verbs
in parentheses. Then practice the conversations.
1. A: Did you visit (visit) your family on your vacation?
B: Yes, I did. I (go) home because my sister
(get) married last Saturday. She (wear) a beautiful
white dress.
2. A: you (go) anywhere interesting on
your last vacation?
B: Yes. I (go) to Mexico and (take) a
Spanish class.
3. A: you (have) fun on your vacation?
B: Yes, we did. We (have) a great time. We (eat)
a lot of new foods and (meet) some interesting people.
4. A: you (do) anything interesting on
your vacation?
B: No, not really. I (stay) home and (work)
around the house. I (paint) the front porch and
(clean) the basement. Oh, I (see) a few good movies, too.
B pair work Practice the conversations again. Use your own information.

15 Preview
On Broadway
1 VOCABULARY The theater
Do you know these theater words?
Match them to the pictures. Then actor dancers musical musician ✓ play usher
compare with a partner.
1. play 2. 3.
4. 5. 6.
2 THEATER QUIZ
A PAIR WORK Here are some popular musicals. They began on Broadway and then became popular
around the world. How many do you know? Match.
1. The Lion King 3. Mary Poppins 5. West Side Story
2. Beauty and the Beast 4. Billy Elliot 6. Hairspray
B PAIR WORK Talk about these questions.

1. Did you ever go to the theater to see a play or a musical? If so, what did you see?
2. The musicals in part A are also movies. Which of the movies did you see?
Did you like each movie? Why or why not?
3. Look again at the musicals in part A. Which one(s) do you think you’d like to
see – either at the theater or at the movies? Why?
9781107697539_VRB_Intro_U15_WS.indd 58 15/06/2016 10:38

3 WHAT DO YOU SEE?
A Watch the video with the sound off. Does each person have a job in the theater?
Circle Yes or No.
1. Yes No 2. Yes No 3. Yes No
B Where is Broadway?
Check (✓) the correct answer.
Chicago
Denver
Los Angeles
Miami
New York
San Francisco
Seattle
Watch the video
4 GET THE PICTURE

B Where are these people from? Match.
Sylvia Frank Andrea
1. Sylvia a. New York

2. Frank b. Mexico
3. Andrea c. Colorado

5 WATCH FOR DETAILS
A Check (✓) all correct answers.
Sylvia came to New York four Andrea is a musician. Frank is an actor.

years ago. She works five days a week. He took this job because he
✓ Sylvia came to New York to be There are two shows on needed the money.
an actress. Tuesdays. He doesn’t like his job.
Before she came to New York, The theater is closed on He meets a lot of nice people.
she studied acting. Mondays. He came to New York to study
Her parents were happy when Andrea was born and raised acting.
she came to New York. in Brazil. He wants to write movies.
Her parents thought New York Andrea studied dance in
was a big, interesting city. college.
Her parents love New York now.
B Look again at the sentences in part A. Correct the false statements. Then compare with a partner.
five
Sylvia came to New York four years ago.
C pair work Now ask and answer questions about the people in part A.
A: Did Sylvia come to New York to be an actress?
B: Yes, she did. Is she working as a Spanish teacher?
A: No, she isn’t. She’s working as a yoga teacher.
Follow-up
6 INTERVIEW
A You’re interviewing a young actor. First, match the questions with the answers.
Then, practice the interview with a partner.
1. b When did you come to New York? a. Broadway Dreams.
2. Where did you grow up? b. I came here three years ago.
3. Did you study acting in school? c. In a small town in Arizona.
4. What did you do before you came here? d. No, but I’m studying it now.
5. What was the name of your first show? e. I worked in a restaurant.
B pair work Now interview each other. Use the questions in part A.
Answer with your own ideas.

Language close-up

Rachel Park is interviewing people on Broadway.
Rachel: Times Square. Midtown Manhattan. And the heart and the home of the theater
district: Broadway! is New York City! And no to New York is
complete until you go to a Broadway or musical. Broadway
is a and exciting place to be. It’s the dream
of thousands of actors, , musicians, and other artists. Let’s
with some of the people who actually work here on Broadway.
Rachel: Hi, Sylvia.

Sylvia: Hi.
Rachel: is Sylvia Santiago. Sylvia, were you
in New York?
Sylvia: No. I born in Mexico.
Rachel: And when did you to New York?
Sylvia: I here five years ago. I to be an actress.
Rachel: Wow. Do you want to be in a Broadway ?
Sylvia: Yes! That’s dream.
Rachel: Did you study before you came to New York?
Sylvia: No, I . I studied .
8 PAST TENSE Giving personal information

A Complete this interview with a Broadway actor. Use was, were,
did, or didn’t. Then practice the interview with a partner.
A: Where did you grow up?
B: In Australia.
A: you study music when you a child?
B: Yes, I . I studied the violin. Later, I studied acting.
A: your parents actors, too?
B: Yes and no. My father a professional actor, but my mother
a musician. Now they’re both teachers.
A: When you come to the U.S.?
B: In 2003.
A: you get an acting job right away?
B: Yes, I .I lucky. I got a job with the touring company
of a musical. So I have to get a day job to support myself, like most actors.
B class activity Find out about your classmates. Write five more questions.
Then go around the class and ask them.
1. Where were you born? 4.
2. 5.
3. 6.

16 Preview
Then he said . . .
1 VOCABULARY Dating activities
A pair work What’s the perfect date? Add two more activities to the list below.
Then rate each activity from 1 (you like it a lot) to 5 (you don’t like it very much).
I like to . . .
a. eat in nice restaurants. b. go to art fairs. c. go to sporting events. d. go to the movies.
e. go to amusement f. go to dance clubs. g. go to parties. h. go to concerts.

parks.
Your suggestions: i. j.
B group work Talk about your dating suggestions in part A.

A: I like to . . . on dates.
B: I like to . . .
C: I don’t like to . . . on dates. I like to . . .
2 GOOD EXCUSES
A Sometimes people invite us to do something, but we can’t accept, or don’t want to accept.
Look at these excuses. Number them from 1 (the best excuse) to 8 (the worst excuse).
I have to babysit. I need to clean my room. I’m reading a new book.
My family and I have plans. I have dance class. My grandparents are
I have an appointment. I’m going to study. coming over.
B pair work Take turns choosing an activity from

Exercise 1 and an excuse from part A of Exercise 2.
A: Do you want to go to the movies tonight?
B: I’m really sorry, but I can’t. I have to babysit.

3 GUESS THE FACTS
Watch the first 45 seconds of the video with the sound on.
Guess where Abby went on her date. Check (✓) your answer.
She went to . . .
a basketball game.
an amusement park.
an art fair.
the movies.
Watch the video
4 GET THE PICTURE

A Check your answer to Exercise 3. Was it correct?
B Put the pictures in order from 1 to 7. Then write the correct sentence under each picture.
Compare with a partner.
Abby refused Greg’s

invitations.
Abby got sick and had to sit down. Greg accepted Abby’s invitation.
✓ Abby refused Greg’s invitations. Greg and Abby went on a roller coaster.
Abby’s family and Greg had lunch. Greg bought Abby’s sister ice cream.
Abby’s sister gave Greg his wallet.

5 WATCH FOR DETAILS
Abby Peter
1. At the beginning of the video, why does Peter 4. What day did Abby see Greg?
want to go outside? Friday.
He wants to have lunch with Abby. Saturday.
He wants to hear Abby’s story. Sunday.
He wants to find Greg.
2. What does Peter mean when he says, “I’m all ears”? 5. When did Greg lose his wallet?
I can’t hear you. On the roller coaster.
I have an earache. During lunch.
I’m listening. At the ice-cream stand.
3. Why did Abby refuse Greg’s invitation to the game? 6. At the end of the video, why does Abby refuse
She likes some sports, but she hates Greg’s invitations?
basketball. She’s really embarrassed.
She likes Greg, but she doesn’t want to see him. She doesn’t like him.
She likes Greg, but she doesn’t like sports. She’s very busy.
Follow-up
6 MAKE WEEKEND PLANS

A Complete the chart with your own ideas. Then compare with a partner.
Weekend activities Excuses for not accepting an invitation
go to the movies I have to work late.

see a ball game I have a date with a friend.
go to a dance club I have to stay in and study.
B class activity Go around the class and invite people to do something with
you this weekend. They should say they can’t and give you an excuse.
A: Hi, Sammi. Would you like to go to a dance club with me this weekend?
B: Oh, sorry. I can’t. I have a date with a friend.
A: OK. Maybe some other time, then.
B: Sure.

Language close-up

Abby starts to tell Peter about her plans with Greg.
Peter: Great! So you went to the movies together.
Abby: No, I because of my little sister. I had
to babysit. So then he if I wanted to
go to the basketball game the night.
Peter: Oh, so you to the game Saturday night.
Abby: No. I turned him .
Peter: What? Are you crazy? ? What was
your excuse?
Abby: No . I told him that I like him, but I
do not like sports. But, um, he was
really about it, and he even asked me
to go to the art fair with him on .
Peter: So you went to the art fair. I was , but I didn’t you.
Abby: No, we didn’t go. I couldn’t. On Sunday, I had with my family to go
to the amusement park.
Peter: So you see him.
Abby: Yes, I .
Peter: OK, wait a minute. I’m confused. did you see him?
8 WANT TO, NEED TO, HAVE TO Making excuses

Reply to these invitations, giving your own excuses. Then
practice the conversations with a partner. I can’t go. I have
to write a paper
1. A: Let’s see a movie tonight. for school.
B: I can’t. I have to .
2. A: Do you want to go downtown after class?

B: Sorry, I can’t. I need to .
3. A: Do you want to go to a party on Friday night?

B: Friday night? Oh, I’m not free. I have to .
4. A: Let’s go dancing on Saturday night.

B: Gee, I can’t. I have to . Sorry. .
5. A: Do you want to go to a concert on Sunday afternoon?

B: Sorry, I can’t. I need to .

1 Welcome!
Language summary
Topics/Functions: Greetings and introductions
Structures: Statements and questions with the verb be
Story summary
Molly and Peter have trouble finding the right classroom on the first day of class.
Cultural note
In the United States and Canada, many people go by their nickname rather than their given
name. For example, in the video Peter introduces himself with his full name, and then tells Molly
that his friends call him “Pete.”
Preview A
• Explain the task, and point out the example. Then
read through the items, and answer any questions
1 VOCABULARY about vocabulary.
• Have students complete the task individually. Then
In this activity, students work with key vocabulary put students into pairs to compare answers.
they will see in the video.
• Check answers around the class by having
• Explain the task. Then model the vocabulary in the volunteers read their answers aloud.
box, and have students repeat as they look at the
pictures.
Answers
• Have students work in pairs to complete the task.
1. Hi.
Then have pairs join together to form small groups
2. I’m Peter.
and compare their answers.
3. Nice to meet you, too.
• Check answers around the class. 4. Hi, Peter. Nice to meet you.
Answers B
1. first, friends
• Explain the task. Model the first conversation with
2. teacher, student
a student, like this:
3. last
T: My name is (your name). What’s your name?
S: I’m (student’s name).
• Put students into pairs. Tell them to practice the
2 INTRODUCTIONS four conversations, taking turns and using their
own names.
In these activities, students choose the correct • Ask for volunteer pairs to stand up and act out one
response to questions and statements from people of their dialogs.
introducing themselves. They then practice the short
conversations using their own names.
66 Unit 1 Interchange Intro Video teaching notes 
9781107697539_VRB_Intro_U01_TN.indd 66 8/26/11 10:03 PM

C
3 WHAT DO YOU SEE? • Explain the task, and read the instructions and the
In this activity, students prepare to watch the video items aloud.
by using visual information to get some insights into • Have students do the activity. Have them compare
the story. their answers with a partner before going over the
• Explain the task, and read the instructions and the answers with the class.
two items aloud.
• Play the opening scene of the video (until Molly Answers
and Peter prepare to walk to their classroom) 1. Miss Taylor (d)
with the sound off; tell students to watch for the 2. Mrs. Smith (c)
answers. 3. Peter Krum (a)
4. Molly Lin (b)
Watch the video

5 WATCH FOR DETAILS
4 GET THE PICTURE In this activity, students focus on details in the video
In these activities, students watch the entire video in to answer more detailed questions about what
order to check their predictions from Exercise 3 and happens in the story.
find out the characters’ names. • Explain the task, and read through the items.
Answer any vocabulary questions as they arise.
A
• Play the video with the sound on.
• Explain the task, and read the instructions aloud.
• Have students work alone to check the correct
• Play the entire video with the sound on. Have
answers. Have them compare their answers with
students complete the task while they watch.
a partner before going over the answers with the
• Go over the answers for Exercise 3 with the class. class.
Ask students to raise their hands if they guessed
correctly. Answers
1. Pete.
Answers
2. Molly.
1. a student. 3. classmate.
2. a student. 4. 9:00.
5. is not Molly and Peter’s teacher.
B 6. 203.
• Play the video with the sound on. Have students
complete the task while they watch.
• Have students compare their answers with a
6 DO YOU REMEMBER?
partner. Play the video again if necessary. In this activity, students use information from the
• Check answers as a class. video to describe each of the main characters and to
identify the relationships among them.
Answers • Explain the task. Then read each statement aloud.
1. c • Have students work alone to complete the chart.
2. d Have them compare their answers with a partner
3. a before going over the answers with the class.
4. b
Interchange Intro Video teaching notes  Unit 1 67

Answers C
1. Molly • Explain the task. Then model it by introducing
She’s not a teacher. yourself to the class.
She’s Peter’s classmate. • Have students stand up and introduce themselves
Her teacher is Miss Taylor. to various classmates.
2. Peter
He’s Molly’s classmate.
His teacher is Miss Taylor. Language close-up
His class is not in Room 201.
3. Miss Taylor
Her last name is Taylor.
She’s Peter’s teacher.
She’s the teacher in Room 203. This cloze activity develops bottom-up listening skills
4. Mrs. Smith by having students focus on specific language used
Her room is 201. by Peter and Molly in the video.
She’s not Molly’s teacher. • Explain the task. Have students, working
Her last name is Smith. individually or in pairs, read the conversation and
fill in as many blanks as they can before watching
the video.
• Play this segment of the video with the sound
Follow-up on while students work alone to fill in the blanks
and check their predictions. Then have students
7 NICE TO MEET YOU compare answers with a partner.

• Check answers as a class.
In these activities, students practice introductions • Ask for volunteer pairs to stand up and act out the
by matching statements and responses, and putting conversation.
them in order to make a conversation. Finally,
they practice the conversations using their own Answers
information.
Molly: Excuse me. Um, hello.
A Peter: Hi!
Molly: My name is Molly. What’s your name?
• Explain the task, and read the instructions and the
Peter: I’m Peter. My friends call me Pete.
phrases aloud.
Molly: My friends call me . . . Molly. Hi, Pete.
• Have students work alone to complete the task. It’s nice to meet you.
Have them compare their answers with a partner Peter: It’s nice to meet you, too.
before going over them with the class. Molly: Are you a student here?
Peter: Yes, I am. My class is at nine o’clock
Answers with Miss Taylor.
1. b Molly: Miss Taylor? She’s my teacher. You’re
2. c in my class.
3. a Peter: Great!
B
• Explain the task: Students put the sentences from
part A in order so that they make a conversation.
• Ask for volunteer pairs to stand up and act out
their conversation.

9 THE VERB BE
In these activities, students practice the grammatical
focus of the video by completing dialogs with the
correct form of the verb be. Students then practice
the dialogs and have conversations asking for phone
numbers.
A
• Explain the task, and lead students through the
incomplete dialogs.
• Have students work alone to complete the task.
• Check answers as a class, and review the structure
as needed.
Possible answers
1. A: Excuse me. Are you Sam?
B: No, I’m Luis. Sam’s over there.
2. A: I’m Celia. What’s your name?
B: My name’s Dan.
3. A: Is this Mrs. Costa’s classroom?
B: No. Her class is/’s in Room 105.
4. A: What’s your email address?
B: It’s marymary@email.com.
5. A: What’s your phone number?
B: It’s (646) 555-7841.
B
• Put students into pairs. Tell them to practice the
dialogs in part A using their own information.
C
• Explain the task. Model the sample conversation
with a volunteer.
• Put students into groups or have them stand up
and move around the room in order to complete
the task.

2 My passport!
Language summary
Topics/Functions: P
ersonal items, possessions, and locations; naming objects; asking for and
giving locations
Structures: Prepositions of place
Story summary
Sofia is preparing to leave on a trip to Brazil. Her roommate, Jessica, is helping her get ready by
asking her if she has everything she needs and helping her find the missing items.
Cultural note
Many young people in the United States and Canada move out of their parents’ homes when
they go to college or get a full-time job. They often share a house or apartment with others in
similar circumstances.

Preview • Check answers by asking volunteer pairs to give
their answers and responses.
1 VOCABULARY Answers
In these activities, students work with key vocabulary 1. A: Where is the wallet?
about items they will see in the video and B: It’s on the table.
prepositions of location. 2. A: Where are the keys?
B: They’re under the sofa.
A 3. A: Where is the umbrella?
• Explain the task. Tell students to look at the B: It’s next to the door.
pictures and model the name of each item and the 4. A: Where is the cell phone?
prepositions. B: It’s on the TV.
• Have students work alone to complete the task. 5. A: Where is the passport?
• Check answers around the class. B: It’s behind the bag.
6. A: Where is the camera?
B: It’s in front of the books.
Answers
7. A: Where is the ticket?
1. on B: It’s under the desk.
2. under 8. A: Where are the notebooks?
3. next to B: They’re in the drawer.
4. on 9. A: Where are the books?
5. behind B: They’re next to the table.
6. in front of
7. under
8. in
9. next to
2 WHAT DO YOU SEE?
B In this activity, students prepare to watch the video
• Explain the task. Model the sample dialog with two by using visual information to establish the location
volunteers. of various items.

• Explain the task, and read the instructions and the • Play the video with the sound on.
four items aloud. • Have students work alone to check the correct
• Play the video with the sound off; tell students to answers. Have them compare their answers
watch and check the answers. with a partner before going over the answers
• Put students into pairs to compare answers. Then with the class.
check answers around the class.
Answers
Answers 1. ten o’clock.
1. False (The ticket is on the TV.) 2. twelve-thirty.
2. True 3. Brazil.
3. False (The keys are in front of the TV.) 4. bedroom.
4. False (The passport is on the desk.) 5. Budapest.
Watch the video 5 where is it?

In these activities, students complete sentences
3 GET THE PICTURE about the video by using the prepositions they
reviewed earlier.
In this activity, students watch and listen to the video
to decide on the correct order in which Sofia looks A
for her things. • Explain the task, and read through the statements.
• Explain the task, and read through the list. • Replay the video until the TV (with ticket,
• Play the entire video with the sound on. Have notebook, and pen on top) is shown.
students work alone to complete the task while • Have students work alone to check the correct
they watch. answers. Have them compare their answers with
• Put students in pairs and have them compare their a partner before going over the answers with
answers. Play the video again if necessary. the class.
Answers
Answers 1. on
2. under
6 her bag
3. next to
3 her camera
4. in front of
4 her keys
5 her passport
2 her ticket B
7 her umbrella • Explain the task, and read through the partial
1 her wallet sentences.
• Have students work alone to complete the
sentences. Have them compare their answers
with a partner before going over the answers
4 WATCH FOR DETAILS with the class.
In this activity, students focus more closely on details
to answer questions about the story.
• Explain the task, and read through the items.

Answers Answers
1. in her bag Jessica: Sofia! Where’s your passport?
2. under her notebook Sofia: Maybe it’s . . . maybe it’s in a box.
3. in a box next to the sofa Jessica: Oh!
4. in front of the TV Sofia: Maybe it’s. . . . It’s probably behind the
5. on the/her desk chair.
6. behind the door Jessica: No, it’s not here.
7. on the shelf Sofia: OK. Maybe it’s next to the sofa.
Jessica: Sofia! What’s this?
Sofia: My camera. I’m going to need that. . . .
My passport!
Follow-up Jessica: Is it under the books? No.
Sofia: Oh, no!
Jessica: Sofia, are those your keys, in front of
6 True or false? the TV?
Sofia: Yes, those are my keys. . . . My passport,
In this activity, students practice talking about the Jessica! Wait a minute. Wait a minute.
locations of their own things. It’s on the desk in the bedroom!
• Explain the task, and read the sample dialogs with
students.
• Put students into pairs to complete the task. Have
them take turns putting things in different places
and asking and answering about the locations.
8 PREPOSITIONS OF PLACE
In these activities, students practice using the
grammatical focus of the video by describing the
locations of various objects.
Language close-up
A
7 WHAT DID THEY SAY? • Explain the task, and read the words in the box.
This cloze activity develops bottom-up listening skills sentences. Then put students into pairs to compare
by having students focus on specific language used answers.
by characters in the video. • Check answers as a class.
• Explain the task. Have students, working
individually or in pairs, read the conversation and Answers
fill in as many blanks as they can before watching 1. is next to the sofa
the video. 2. are under the TV
• Play this segment of the video with the sound 3. is in the purse
on while students work alone to fill in the blanks 4. is on the TV
and check their predictions. Then have students 5. are in front of the lamp
compare answers with a partner. 6. is behind the chair
• Ask for volunteer pairs to stand up and act out the B
conversation. • Explain the task. Have students work alone to write
their own sentences.
• Ask several volunteers to share one or two
sentences with the class.

3 Newcomers High School
Language summary
Topics/Functions: C
ountries, regions, and languages; asking for and giving information about
countries of origin and native languages
Structures: Questions and short answers with be
Story summary
A reporter interviews three students from around the world (Morocco, Costa Rica, and China)
who live in the United States. Each student tells the reporter his or her name, country of origin,
and native language.
Cultural note
Many school districts in the United States have programs such as the Newcomers program to
help immigrant and refugee students learn English and adjust to their new home. Newcomers
programs have existed since the early 1980s.
• Check answers by asking volunteer pairs to give

Preview their answers and responses.
1 VOCABULARY Answers
1. A: Where’s China?
These activities introduce the names of the countries B: It’s in Asia.
students will hear in the video. 2. A: Where’s Costa Rica?
B: It’s in Central America.
A 3. A: Where’s the Dominican Republic?
• Explain the task. Then read the countries and B: It’s in the Caribbean.
regions in the lists. 4. A: Where’s Italy?
• Have students work alone to complete the task. B: It’s in Europe.
Then put students into pairs to compare their 5. A: Where’s Mexico?
answers and to tell each other the names of the B: It’s in North America.
countries they added to the list. 6. A: Where’s Morocco?
B: It’s in Africa.
• Check answers around the class. Then ask a few
7. A: Where’s Uruguay?
students to share their additional countries.
B: It’s in South America.
Answers
1. b 5. e
2. d
3. g
6. a
7. f
2 GUESS THE FACTS
4. c In this activity, students are introduced to the
names of the languages and cities they will hear in
the video.
B
• Explain the task. Then model the vocabulary in
• Explain the task. Model the sample dialog with
the box.
volunteers.
• Put students into pairs to complete the task.

• Have students work alone to complete the task. • Explain the task, and read through the items.
Then put students in pairs to compare their • Play the video with the sound on.
answers.
• Have students work alone to check the correct
answers. Have them compare their answers with
Watch the video a partner before going over the answers with the
class.
3 GET THE PICTURE Answers

In these activities, students watch the entire video 1. New York City. 5. 22.
to check their predictions from Exercise 2 and to find 2. aren’t from the U.S. 6. serious.
out what countries the students are from. 3. ocean. 7. three languages.
4. fun. 8. “Good-bye.”
A
• Explain the task. Make sure students understand
they should look at the chart in Exercise 2.
Follow-up
complete the task while they watch.
partner. Play the video again if necessary.
5 WHERE IS IT?
• Check answers as a class. In these activities, students use the language
presented in the unit to talk about the locations of
Answers various cities around the world.
1. Morocco: Casablanca, Arabic A
2. Costa Rica: San José, Spanish • Explain the task, and read through the names of
3. China: Hong Kong, Cantonese the countries labeled on the map and the cities in
the box.
B • Put students into pairs to find the cities on the
• Explain the task, and read the students’ names map.
aloud.
• Play the video with the sound on. Have students Answers
complete the task while they watch. Casablanca, Morocco – number 8
• Have students compare their answers with a Hong Kong, China – number 12
partner. Play the video again if necessary. San José, Costa Rica – number 13
B
Answers • Explain the task. Then read through the list of cities
1. Fatima: Morocco and model the sample dialog with a volunteer.
2. Camilia: Costa Rica • Put students into pairs to complete the task. Then
3. Cai: China have pairs join together to form small groups and
compare their answers.
4 WATCH FOR DETAILS Answers

In this activity, students focus on details in the video Addis Ababa, Ethiopia – number 10
to answer more detailed questions about facts Cali, Colombia – number 4
mentioned in the video. Inchon, South Korea – number 9

Karachi, Pakistan – number 1 Camilia: It’s very nice. I like it a lot.
Monterrey, Mexico – number 5 Rachel: What are these?
San Diego, California (United States) – number 6 Camilia: These are photos of the rain forest in
Sapporo, Japan – number 3 my country. The rain forest is beautiful
St. Petersburg, Russia – number 7 and interesting. It’s fun, too.
Winnipeg, Canada – number 11 Rachel: It looks fun! Thank you, Camilia.
Vitória, Brazil – number 2
C
• Explain the task: Students work in small groups 7 PRESENT TENSE OF BE
to write the names of five cities on slips of paper. In these activities, students practice the grammatical
Tell students to put their papers on a desk and focus of the video by completing dialogs with the
mix them up. Then each student picks a city and, correct form of the verb be. Students then practice
following the sample dialog, leads a discussion of the dialogs and have conversations asking where
the location. their classmates are from.
• Ask volunteers from each group to tell the class
where their most distant city is located. A
• Explain the task, and go over the example.
Language close-up conversations. Then put students into pairs to
practice the conversations.

This cloze activity develops bottom-up listening skills Answers

by having students focus on specific language used 1. A: How are you today?
by the interviewer and the second student. B: I’m fine, thank you.
• Explain the task. Have students, working A: Where are you from, Carlos?
individually or in pairs, read the conversation and B: I’m from Mexico. How about you?
fill in as many blanks as they can before watching A: I’m from Canada.
the video. B: Oh, are you from Montreal?
A: Yes, I am.
• Play this segment of the video with the sound 2. A: Where’s Rachel from?
on while students work alone to fill in the blanks B: She’s from the U.S.
and check their predictions. Then have students A: Is she from New York?
compare answers with a partner. B: No, she’s not from New York. She’s from
• Check answers as a class. Chicago originally.
• Ask for volunteer pairs to stand up and act out the 3. A: Where are Ji-son and Hyo from?
conversation. B: Ji-son is from Pusan, and Hyo is from Seoul.
A: Oh, so they’re both from South Korea.
Answers B: Yes, they are.
Rachel: Hello. Where are you from, Camilia?
Are you from Morocco, too? B
Camilia: No, I’m not. I’m from Costa Rica.
• Explain the task. Then have students move around
Rachel: Where is Costa Rica, Camilia?
the room, asking and answering questions about
Camilia: It’s in Central America. I’m from San
where they are from.
José, the capital.
Rachel: What’s San José like? • Ask volunteers to tell the class what they found out
about their classmates.

4 What are you wearing?
Language summary
Topics/Functions: Clothing; asking about and describing clothing
Structures: Present continuous with the verb wear
Story summary
A reporter interviews several people about what they’re wearing.
Cultural note
At many schools in the United States and Canada, students can wear what they want, but
at some schools, they must wear a school uniform. In this video, the reporter talks with some
students who wear a school uniform.
Preview Answers
a. A: What are these?
B: They’re jeans.
1 VOCABULARY b. A: What’s this?
B: It’s a pink hat.
In this activity, students work with key vocabulary c. A: What’s this?
about clothing they will see in the video. B: It’s a briefcase.
A d. A: What’s this?
B: It’s a dark blue suit.
• Explain the task. Then read through the list of e. A: What’s this?
clothing items, and have students repeat after you. B: It’s a gray skirt.
• Have students work alone to complete the task. f. A: What are these?
• Check answers around the class. B: They’re black shoes.
g. A: What’s this?
Answers B: It’s a red shirt.
h. A: What are these?
1. d 7. k 13. j
B: They’re white socks.
2. i 8. l 14. n
i. A: What’s this?
3. f 9. m 15. b
B: It’s a brown tie.
4. c 10. o 16. g
j. A: What’s this?
5. h 11. a
B: It’s a scarf.
6. e 12. p
k. A: What’s this?
B: It’s a white blouse.
l. A: What’s this?
B B: It’s a blue jacket.
• Explain the task, and model the example dialog m. A: What’s this?
with a student. B: It’s a backpack.
• Have students cover the words in part A. Then put n. A: What’s this?
students into pairs to complete the task. B: It’s a yellow dress.
• Check answers around the class.

o. A: What are these?
B: They’re boots.
4 WATCH FOR DETAILS
p. A: What’s this? In this activity, students focus on details in
B: It’s a sweater. the interviews to correct mistakes in clothing
descriptions from Exercise 2.
• Explain the task, and read through the example.
• Have students work alone to correct any mistakes
2 WHAT DO YOU SEE? they see before watching the video again.
In this activity, students prepare to watch the video • Play the video with the sound on. Have students
by making predictions based on visual information check the corrections they made and then correct
about the clothing various people are wearing in the any remaining mistakes.
video. • Have students compare their answers with a
• Explain the task, and read through the items of partner before going over the answers with the
clothing and accessories. class.
• Play the entire video with the sound off. Have
students work alone to choose the correct answers. Answers
1. a gray striped suit
black shoes
Watch the video 2. a gray skirt
a blue sweater
3. boots
3 GET THE PICTURE a blouse and a light jacket
blue pants and a white sweater
In this activity, students watch and listen to the video 4. a light blue shirt
to check their predictions from Exercise 2. a jacket
• Explain the task, and make sure students
understand that they should look at and correct
their answers in Exercise 2.
• Play the video with the sound on. Have students 5 Do you remember?
complete the task while they watch. In this activity, students recall specific details about
• Have students compare their answers with a the video.
partner. Replay the video, pausing after each • Explain the task, and read the items aloud.
interview, to give students a chance to check their
answers. • Tell students to check the correct answers as they
watch the video.
• Replay the video with the sound on.
Answers • Have students compare their answers with a
partner before checking answers as a class.
1. a brown tie 3. jeans
a black briefcase a scarf
2. white socks a pink hat Answers
a white blouse 4. black pants 1. fall. 3. blue.
2. sunny. 4. casual clothes.

Follow-up Jamal: Very nice, very formal.
Man: Yes, I’m working today, so I’m wearing
formal clothes.
6 What’s your opinion? Jamal: I see.
2. Jamal: So what are you wearing today?
In these activities, students say whether they like the Sheila: We’re just wearing casual clothes. I
clothes worn by some of the people in the video. have on boots and jeans, a blouse, a
light jacket, and some sunglasses.
A Jamal: And a very pretty purple scarf.
• Explain the task. Then have students work alone to Sheila: Thank you.
complete the task. Jamal: And what is Julie wearing?
Sheila: She’s wearing blue pants, a white
B sweater, a pink hat. It’s her
• Explain the task. Then model the sample dialog favorite hat.
and read through the language box.
• Put students into pairs to compare their opinions
about the clothing in the photos in part A.
8 Present continuous
Language close-up In these activities, students practice the grammatical
focus of the unit, the present continuous of the verb
wear.
7 WHAT DID THEY SAY? A
This cloze activity develops bottom-up listening skills • Explain the task, and call attention to the examples.
by having students focus on specific language used • Have students work alone to complete the task.
by Jamal and two people interviewed in the video. Put students into pairs to compare answers.
• Explain the task. Have students, working • Check answers as a class, and review the structure
individually or in pairs, read the conversations and as needed.
the video. Answers
• Play each segment of the video while students 1. A: Are you wearing pants today?
work alone to fill in the blanks and check their B: No, I’m wearing a skirt.
predictions. Then have students compare answers 2. A: What’s our teacher wearing today?
with a partner. B: She’s wearing a black sweater, a blue
• Check answers as a class. blouse, and a gray skirt.
• Ask for volunteer pairs to stand up and act out the 3. A: What color shoes are you wearing?
conversations. B: I’m wearing white shoes today.
4. A: Are your classmates wearing coats today?
Answers B: No, they aren’t wearing coats, but they’re
wearing sweaters.
1. Jamal: Excuse me. Hello! 5. A: What colors are you wearing today?
Man: Hello there. B: I’m wearing yellow, blue, brown,
Jamal: We’re talking to people about clothes. and green.
What are you wearing today?
Man: I’m wearing a gray striped suit, brown
tie, and black shoes. B
Jamal: Is it a summer suit? • Have students practice the conversations again,
Man: No, it’s for cool weather. It’s good for substituting information of their own.
the fall and spring.

5 Everybody’s having fun.
Language summary
Topics/Functions: C
ommon activities; telling time, asking about and describing current
activities
Structures: Present continuous: statements and questions
Story summary
Peter is at home on a Saturday night. He’s supposed to be studying, but instead talks to several
friends to find out what they’re doing.
Cultural note
Many young people in the United States and Canada babysit for children as a way to earn
money. The majority of babysitters are girls, but boys do this as well.
• Have students work in pairs to take turns asking

Preview and answering questions about the people in
part A.
1 VOCABULARY • Check answers as a class.
In this activity, students work with key vocabulary Answers

about actions they will see in the video. 1. A: What’s Mimi doing?
B: She’s studying.
A 2. A: What are Blake and Sam doing?
• Explain the task. Then model the vocabulary in the B: They’re watching movies.
box, and have students repeat as they look at the 3. A: What’s Dave doing?
pictures. B: He’s looking up a phone number.
• Have students work alone to complete the task. 4. A: What’s Young-soo doing?
Then put students into pairs to compare their B: He’s sleeping.
answers. 5. A: What’s Jenny doing?
• Check answers as a class. B: She’s babysitting.
6. A: What are Jess and Kim doing?
B: They’re making popcorn.
Answers
7. A: What’s Ken doing?
1. studying B: He’s answering the phone.
2. watching movies 8. A: What is Amy doing?
3. looking up a phone number B: She’s ordering a pizza.
4. sleeping 9. A: What are the Sotos doing?
5. babysitting B: They’re having dinner together.
6. making popcorn
7. answering the phone
8. ordering pizza
9. having dinner together
2 WHAT DO YOU SEE?
B In this activity, students prepare to watch the video
• Explain the task. Then model the sample dialog by using visual information to put the events in
with a student. order.

• Play the entire video with the sound off. Tell 4 WATCH FOR DETAILS
students to watch for the answers. Have students
In this activity, students focus on details in the video
work individually to number the pictures.
to answer more specific questions about the story.
Watch the video
complete the task as they watch. Then have
3 GET THE PICTURE students compare answers in pairs.
In these activities, students watch and listen to the
entire video to answer questions about the story. Answers
A 1. 7:00.
• Explain the task, and have students look at their 2. at home.
answers in Exercise 2. 3. is fun.
4. 8:25.
5. at his girlfriend’s house.
students check and correct their answers while
6. 9:20.
they watch.
7. Emi’s place.
• Have students compare their answers with a 8. popcorn.
B Follow-up
• Explain the task, and go over the example in
Exercise 2. Then lead students through the list of
actions in the box. 5 WHAT AM I DOING?
• Play the entire video with the sound on, and tell
students to write the correct sentence under each In this activity, students act out various actions to
photo. practice using the present continuous.
• Have students compare their answers with a • Explain the task. Read the instructions and the
partner. Play the video again if necessary. verbs in the box.
• Check answers as a class. • Have students work in pairs to complete the
task. Remind students they can use their own
ideas as well.
Answers
1 Peter is studying.
2 Peter is calling a friend.
3 Kate is babysitting.
Language close-up
4 Doug is answering the phone.
5 Peter is sleeping.
6 Emi is watching movies.
7 Peter is going out. This cloze activity develops bottom-up listening
skills by having students complete part of the phone
conversation between Emi and Peter.
individually or in pairs, read the conversation and
the video.

on while students work alone to fill in the blanks Answers
and check their predictions. Then have students 1. A: What’s Pablo doing?
compare answers with a partner. B: He’s studying.
• Check answers as a class. 2. A: What’s Mariko reading?
B: She’s reading a really good book.
• Have students work in pairs to practice the 3. A: What’s your family doing right now?
conversation. B: My parents are working, and my brother
and sister are talking on the phone.
Answers 4. A: What’s our teacher doing?
Peter: Uh, hello? B: He’s having lunch.
Emi: Hi, Peter. It’s Emi. Um, are you OK? A: Really? I’m getting hungry, too.
Peter: I’m studying. 5. A: Are you speaking Spanish right now?
Emi: You’re not studying. You’re sleeping! B: No, I’m speaking English!
Peter: OK, OK. I’m sleeping. But I’m studying,
too! What are you doing, Emi?
Emi: I’m hanging out with Ivan and Carla.
B
Peter: Really? Sounds like fun. • Explain the task. Then put students into pairs to
Emi: Yeah. We’re watching movies at my place. take turns asking and answering questions about
Are you busy? themselves and their classmates, friends, and
Peter: Well, I’m studying for a test that I have on families.
Monday.
Emi: We’re making popcorn.
Peter: What time is it?
Emi: It’s twenty after nine. Ivan is ordering a
pizza.
Peter: OK! I’m coming.
7 PRESENT CONTINUOUS
focus of the unit – the present continuous – by
completing five short conversations and then
practicing them.
A
Then put students into pairs to compare answers
and practice the conversations.
• Check answers as a class, and review the present
continuous as needed.

6 My life
Language summary
Topics/Functions: Daily routines; talking about routines
Structures: Simple present: statements and questions
Story summary
Vanessa takes us through her home, introduces us to her parents, and tells us about her daily
routine. She’s a website designer during the day, and she does stand-up comedy on the weekend.
Cultural note
In the United States and Canada, it’s often possible to work from home. Website design is an
example of a job people can do from home because it involves working on a computer and
doesn’t require them to be in an office every day.
Preview 2 GUESS THE FACTS

In this activity, students prepare to watch the
1 VOCABULARY video by using pictures to make a prediction about
Vanessa’s job.
This activity introduces the language for some daily
• Explain the task. Read the sentences under the
habits and routines, including those presented in the
pictures aloud.
video.
• Explain the task. Then read aloud the sentences in
the box, and have students repeat as they look at • Ask several students to share their prediction with
the pictures. the class.
• Go over the example, and have students work
alone to complete the task. Then put students
together in pairs to compare their answers. 3 WHAT DO YOU SEE?
This activity continues to prepare students to watch
the video by using visual information in the video to
Answers check their prediction in Exercise 2.
1. Weekdays, I get up at 7:30. • Explain the task, and tell students to look back at
2. I have breakfast with my parents. Exercise 2.
3. I walk to work.
• Play the first minute of the video with the sound
4. I start work at 9:00.
off (until Vanessa goes upstairs and sits at her
5. At 1:30, I take a lunch break.
desk); tell students to watch for the answer.
6. At 5:00, I finish work.
7. Every night, I write jokes.
8. On Saturdays, I tell my jokes at a comedy club. Answer
She works at home.

• Have students work alone or in pairs to answer the
Watch the video questions.
4 GET THE PICTURE complete the task as they watch. Then have
students compare answers in pairs.
In these activities, students watch and listen to the • Check answers as a class.
entire video to answer questions about the story.
Answers
A
1. 22
• Explain the task, and read the sentence. Call 2. Wynton
attention to the example. 3. 8:30 a.m.
• Play the entire video with the sound on. Have 4. 9:00 a.m.
students complete the task while they watch. 5. 8:00 p.m.
• Have students compare their answers with a 6. Around 12:00 a.m.
Answers 6 Do you remember?

designs web pages, writes jokes In this activity, students use information from the
video to identify details about Vanessa’s routine.
B • Explain the task. Then read the information in the
• Explain the task, and read through the items. Tell chart aloud.
students to complete any items for which they feel • Have students work in pairs to complete the chart.
they already know the answers. • Check answers with the class.
students complete the task while they watch. Answers
• Have students compare their answers with a Designs web pages On weekdays
partner. Replay the video again if necessary. Writes jokes At night
• Check answers as a class. Tells jokes At night / On weekends
Goes downtown On weekends
Answers
1. False (Vanessa lives with her parents.)
2. True
3. False (Vanessa’s father drives to work.) Follow-up
4. False (In the evening, Vanessa writes jokes.)
5. True
6. False (Vanessa gets home late from the club.) 7 A day in the life
7. False (On Sundays, Vanessa sleeps all day.)
In these activities, students use the language in the
unit to describe the daily routines of people with
different jobs.
5 WATCH FOR DETAILS A

In this activity, students focus on details in the video phrases in the box.
to answer more detailed questions about the story.
Answer any vocabulary questions as they arise. • Check answers with the class.

Possible answers us. He has his own apartment. He’s 25. I’m 22, so
A musician that makes him my big brother.
He gets up at 1:00 in the afternoon. He starts
work at 10:00 at night and finishes work at 3:00 Weekdays, I get up around 7:30. We have
in the morning. breakfast at about eight o’clock, right here.
My mom is a teacher. She works in the school.
A reporter She takes the bus to work. The bus comes at
She gets up at 5:00 in the morning. She works for 8:30, and she gets home about five. My dad
a television station. drives to work. He works in the clinic. He’s a
A teacher doctor. He starts work at nine o’clock and gets
She sometimes has lunch with students and home at six.
writes on the board. She finishes work at 3:00 in
the afternoon. She doesn’t work on weekends.
A waiter
He gets up at 5:00 in the morning. He wears a 9 Simple present tense
white shirt and black pants at work. He finishes In these activities, students practice the grammatical
work at 3:00 in the afternoon. focus of the video by completing dialogs with
the correct form of the verbs in the present tense.
B Students then practice the dialogs using their own
• Put two pairs together to form groups. Have them information.
share their descriptions while partners try to guess A
who they’re describing. Ask volunteers to share
one or more of their descriptions with the class. • Explain the task, and go over the example.
conversations. Then put students into pairs to
Language close-up check their answers before they practice the
conversations.
8 WHAT DID SHE SAY?
Answers
This cloze activity develops bottom-up listening
1. A: Do you live in the city?
skills by having students complete part of Vanessa’s
B: No, I don’t. I live in the suburbs. My sister
description of her daily routine.
lives in the city. She has a good job there.
• Explain the task. Have students, working 2. A: How do you go to school?
individually or in pairs, read the monologue and fill B: I take the bus because I don’t have a car.
in as many blanks as they can before watching the 3. A: What time do you go to school?
video. B: Well, the bus comes at 7:00.
• Play this segment of the video with the sound 4. A: Do you have breakfast every day?
on while students work alone to fill in the blanks B: Yes, I do. My parents don’t work in the
and check their predictions. Then have students morning, but they get up early and have
compare answers with a partner. breakfast with me. Then my father drives
• Check answers as a class. me to the bus.
• Ask for volunteers to stand up and act out the 5. A: Where do you have dinner?
monologue. B: My friends and I go to a restaurant after
class, so I don’t have dinner with my family.
Answers
Hi, I’m Vanessa. Welcome to my home. I live here. B
Come on in! This is my mom, and this is my dad. • Explain the task, and put students into pairs. Tell
This is my brother, Wynton. He doesn’t live with them to practice the dialogs in part A using their
own information.

7 Richdale Street
Language summary
Topics/Functions: Rooms and objects in a home; describing a home
Structures: There is/There are
Story summary
Sofia and Jessica are roommates who have moved into a new apartment. Jessica’s mother calls,
and Jessica describes the apartment to her. Then they get a surprise visit from Jessica’s mother.
Preview 2 WHAT DO YOU SEE?

In this activity, students prepare to watch the video
1 VOCABULARY by becoming familiar with the things Jessica and
Sofia have in their apartment.
In these activities, students work with key vocabulary
• Explain the task. Then lead students through the
associated with rooms and objects in a home,
list of items.
including many of the words presented in the video.
• Play the entire video with the sound off. Have
A students work alone to check the correct answers.
• Explain the task, and read through the list of words. • Have students compare their answers in pairs. Then
• Have students work alone to complete the task. check answers as a class.
Then put students into pairs to compare their
answers. Answers
• Check answers as a class. a sofa a bed
shelves chairs
a refrigerator a stove
Answers
a coffee table a television
1. f
dishes
2. b
The roommates do not have a dresser, a
3. e
microwave, or a coffeemaker.
4. a
5. c
6. d
Watch the video
B
• Explain the task, and present the vocabulary.
• Put students into pairs to number the items in 3 GET THE PICTURE
order of importance.
In this activity, students watch the entire video to
C determine which statements about the apartment
are true or false.
• Explain the task, and read through the sample
conversation with students. • Explain the task, and read through the statements.
• Have students form small groups. Then tell them • Have students work alone to predict as many
to compare their answers in part B by having answers as they can. Then put students into pairs
conversations similar to the model. to compare their predictions.

students correct their predictions. Follow-up
Answers
6 ROLE PLAY
1. True In the first activity, students think about and write
2. True the questions they think Jessica’s mother asks
3. False about the apartment. Then they ask and answer the
4. False questions in pairs.
5. False
6. False A
7. False • Explain the task, and lead students through the
8. True examples.
9. True • Have students work alone to write the questions.
10. True Then have them compare their questions with a
partner before going over the questions with the
class.
4 WATCH FOR DETAILS Possible answers

What’s the living room like?
Do you have a microwave?
to answer questions about the story.
Is the kitchen sunny?
• Explain the task, and read through the items. Is the kitchen clean?
Answer any vocabulary questions as they arise. Are there any windows in the bedroom?
• Play the video with the sound on. Are there any closets?
• Have students work alone to check the correct Do you have a yard?
answers. Then have them compare their answers What’s your address?
with a partner before going over the answers with
the class. B
• Explain the task, and model the sample dialog with
Answers a student.
1. Jessica’s mother. • Put students into groups of three to do the role
2. A wall. play.
3. A vase.
• Ask volunteer pairs to act out their role play for the
4. 283 Richdale Street.
class.
5. The city.
6. She says it’s nice.
Language close-up
5 WHAT’S YOUR OPINION? 7 WHAT DID SHE SAY?
In this activity, students decide which household This cloze activity develops bottom-up listening
items Jessica and Sofia still need. skills by having students complete Jessica’s phone
• Explain the task. Make sure students understand conversation.
they should answer according to their own • Explain the task. Point out that students only have
opinion. to complete Jessica’s side of the conversation. Have
• Call attention to the model dialog. Then put students, working individually or in pairs, read the
students into pairs to compare answers.

text and fill in as many blanks as they can before A
watching the video.
• Play this segment of the video with the sound sentences.
on while students work alone to fill in the blanks
Then put students into pairs to compare answers.
compare answers with a partner.
Answers
Answers 1. There are eight rooms in our house, and
Jessica: She’s asking about our apartment. there’s a garage, too.
Yeah, I like it. 2. There are some trees in the yard, but there
Well, let me see. There are four rooms: aren’t any flowers.
the living room, the kitchen, and 3. There are some armchairs in the living room,
two bedrooms. Oh, and of course a and there’s a large table in the dining room.
bathroom. 4. There aren’t any pictures in the dining room,
The living room? Well, it’s really big. but there are some in the living room.
The kitchen is nice, too. 5. There are a stove and a refrigerator in the
No, we don’t have a microwave. We kitchen, but there’s no microwave oven.
just have a regular oven. 6. There are three bedrooms in the house, and
Yes, the kitchen is very sunny. There there’s one bathroom.
is a modern refrigerator.
Clean? Yeah, of course, it’s clean.
The bedroom? Actually, there are a B
lot of big windows. And the view is • Explain the task, and tell students to rewrite the
really great. sentences in part A with information about their
home.
• Have students work alone to write sentences. Put
students into pairs to compare answers.
8 THERE IS/THERE ARE • Check answers as a class.
structure of the unit by completing sentences
with there’s, there are, or there aren’t, and then
rewriting the sentences with their own information.

8 The night shift
Language summary
Topics/Functions: Jobs; talking about work and school
Structures: Simple present tense: summary
Story summary
People who work at night talk about their jobs and their rather unusual routines.
Cultural note
One person interviewed is a university student. It’s common in the United States and Canada for
students to have jobs to pay for tuition and living expenses. Students usually work part-time and
study full-time, or vice versa.
Preview Possible answers

A: I sit all night.
B: Are you a taxi driver?
1 VOCABULARY A: Yes, I am.
In these activities, students are introduced to the A: I wear a uniform.
names of the occupations presented in the video. B: Are you an ambulance driver?
A A: Yes, I am.
• Explain the task. Then model the vocabulary in the A: I work in a restaurant.
box, and have students repeat as they look at the B: Are you a waiter?
pictures. A: Yes, I am.
• Have students work individually to complete the
task. Then have them compare answers in pairs A: I help sick people.
before checking answers around the class. B: Are you a doctor?
A: No, I’m an ambulance driver.
Answers
1. doctor
2. ambulance driver
3. waiter 2 WHAT DO YOU SEE?
4. taxi driver
by using visual information to determine the job of
B each person interviewed.
• Explain the activity, and lead students through • Explain the task. Tell students to look closely at the
the sentences in the box. Then model the sample four photos and try to guess what each person
conversation. does.
• Put students into pairs to take turns choosing and • Play the entire video with the sound off; tell
describing a job, and guessing what it is. students to watch and check their predictions.
• Tell students they will find out in the next activity
whether their predictions are correct.

Watch the video Answer any vocabulary questions as they arise.
3 GET THE PICTURE work alone to check the correct answers.
In the first activity, students watch and listen to partner before going over them with the class.
the video to check their predictions from Exercise
2. In the second activity, they watch and listen for Answers
information about each person’s job. 1. stressful
A 2. likes
3. difficult, but exciting
• Explain the task, and make sure students 4. five
understand they should look at their answers in 5. morning
Exercise 2 to check their predictions as they watch. 6. 10:00 p.m.
• Play the entire video with the sound on as students 7. Thursday
complete the task. Have selected students share 8. 12 to 14
their answers, and replay the video as necessary. 9. 6:00 a.m.
10. doesn’t work
Answers
1. doctor
2. ambulance driver
3. waiter Follow-up
4. taxi driver
B
5 Role play
• Explain the task, and lead students through the In this activity, students build on what they’ve
chart. learned about occupations by taking turns playing
the role of the reporter and the people talking about
• Play the entire video with the sound on. Tell
their jobs.
students to watch and listen for the times each
person starts and finishes work. Have students • Explain the task, and read through the adjectives
work individually to complete the chart as they in the box. Then model the sample conversation,
watch. Then have them compare answers in pairs. having students repeat after you.
• Replay the video as necessary before checking • Put students into pairs to role-play interviews
answers as a class. between the reporter and each of the people in
the video.
Answers
Eva: 11:00 p.m., 7:00 a.m.
Trey: midnight/12:00 a.m., 10:00 a.m. Language close-up
Dwayne: 11:00 p.m., 7:00 a.m.
Gio: midnight/12:00 a.m., noon/12:00 p.m.
This cloze activity develops bottom-up listening skills
by having students complete the interview between
4 WATCH FOR DETAILS the reporter and Dr. North.
In this activity, students focus on details in the video • Explain the task. Have students, working
by watching and listening for information about the individually or in pairs, read the conversation and
people’s jobs. fill in as many blanks as they can before watching
the video.

• Play this segment of the video with the sound A
Have students work alone to complete the
conversations.
• Put students into pairs to compare answers. Check
• Ask for volunteer pairs to stand up and act out the answers as a class, and review the structure as
conversation. needed.
• After students practice the conversation in pairs,
Answers ask volunteer pairs to act them out for the class.
Rachel: I’m Rachel Park, and I’m standing in front
of Memorial Hospital with Eva North. She Answers
works here in the hospital. Eva, what do 1. A: Does Dwayne work at night?
you do? B: Yes, he does. He goes to school in the
Eva: I’m a doctor. morning and does his homework in the
Rachel: Where do you work, exactly? afternoon.
Eva: Right here in the emergency room. A: When does he sleep?
Rachel: Is it busy at night? B: That’s a good question!
Eva: Yes, yes, it is. 2. A: Where do Eva and Trey work?
Rachel: Really? B: They work at a hospital.
Eva: All day and all night. A: What do they do, exactly?
Rachel: How do you like your job? B: Eva takes care of sick people, and Trey
Eva: It’s stressful. I work long hours – from drives an ambulance.
11:00 to 7:00. But every day in the
hospital is different. I like it. . . . Oh,
actually, I’m sorry. I have to go. B
questions. Answer any vocabulary questions as
they arise.
7 SIMPLE PRESENT TENSE • Put students into pairs. Tell them to take turns
asking and answering the questions. (If time
In these activities, students practice the grammatical allows, ask volunteers to share any interesting
focus of the unit by completing dialogs with the information they learned about their partner.)
correct form of the present tense in statements and
questions. Students then ask and answer questions
about themselves.

9 At the diner
Language summary
Topics/Functions: Breakfast foods; talking about eating habits
Structures: Adverbs of frequency
Story summary
A reporter interviews people in a diner. He asks about the foods they eat and their general eating
habits.
Cultural note
On weekends, many people sleep late. Because of this, they often combine breakfast and lunch
into one meal: brunch (“br” from breakfast and “unch” from lunch). Many restaurants have a
special brunch menu on weekends. It usually has a few breakfast items, a few lunch items, and a
few items that are a combination. Some typical brunch foods are quiche (savory cheesy egg pie),
steak and eggs, and frittatas (baked egg casserole).
Preview B
• Explain the task, and go over the model
conversation. Then quickly check that students
1 Vocabulary understand the meanings of usually, always, and
never.
In these activities, students are introduced to • Put students into groups of four to take turns
vocabulary about foods and beverages they will see asking and answering questions about their
in the video. favorite breakfast foods.
A • Call on volunteer groups to share their information
with the class.
• Have students look at the items in the picture. Use
the example to explain the task. Then read through
the list of foods and drinks. Have students repeat
after you.
2 What do you see?
• Have students work individually to complete the In this activity, students prepare to watch the video
task. Then put students into pairs to compare their by using visual information to identify some of the
answers. foods that people eat in the video.
Check answers around the class. • Explain the task, and lead students through the list
of foods. Tell students they might see foods in the
Answers video that are not included in the list.
1. g 8. m • Play the entire video with the sound off; tell
2. j 9. f students to watch for the answers. Tell them to
3. d 10. n check the items they see in the list.
4. h 11. k • Check answers around the class.
5. b 12. c
6. i 13. a
7. l 14. e

Answers Answers
coffee 1. doesn’t want
fruit salad 2. always
muffins 3. doesn’t like
tea 4. Canada
yogurt and granola 5. steak and eggs
6. doesn’t want
7. Richie
8. corn
Watch the video
3 Get the picture Follow-up

In this activity, students watch and listen to the video
to find out the main foods that customers eat at the
restaurant.
5 What’s your opinion?
• Have students look at the pictures in Exercise 1 In this activity, students tell whether they like some
as you read through the list of foods. Explain of the foods shown in the video.
that some people may have more than one food • Explain the task, and ask volunteers to describe
checked. the meals shown in the photos. Then go over the
• Play the entire video with the sound on. Have sample dialog, having students repeat after you.
students complete the task as they watch. Play the • Put students into pairs to talk about the meals.
video again as needed. • Have selected pairs share their opinions with the
• Put students into pairs to compare their answers rest of the class.
before going over answers as a class.
Answers 6 Plan a menu

1. coffee, eggs, toast, orange juice
2. a fruit salad, granola, tea, yogurt In this activity, students use the language presented
3. a green salad, water in the video to plan their own brunch menus.
4. pancakes, orange juice • Explain the task, and go over the sample dialog.
Put students into pairs to talk about the brunch
dishes, as well as the drinks.
• If time allows, put pairs together to compare
4 Watch for details menus in small groups. Then have selected pairs
share their menus with the class.
In this activity, students watch and listen more
closely to identify details about the restaurant
customers’ meals and eating habits.
Language close-up
• Explain the task, and go over the example. Have
students, working individually, read through
the lists and check any answers they can before
watching the video.
7 What did they say?
• Play the video. Have students check their answers This cloze activity develops bottom-up listening skills
and complete the task as they watch. Play the by having students complete the interview between
video again as needed. the reporter and one restaurant customer.
• Put students into pairs to compare their answers • Explain the task. Have students, working
before going over answers as a class. individually or in pairs, read the conversation and

fill in as many blanks as they can before watching A
the video.
• Explain the task, and go over the adverbs of
• Play this segment of the video with the sound frequency in the box. Tell students to complete the
on while students work alone to fill in the blanks sentences with adverbs that are true for them.
Put students into pairs to compare answers.
• Check answers around the class, and review the
• Ask for volunteer pairs to stand up and act out the structure as needed.
conversation.
B
Answers • Explain the task. Have students write a sentence
Student: And I’ll have two eggs, some toast based on their discussion with their partner in part
with butter, and some orange juice, A. Then have students share answers with the class.
please.
Server: Do you want any jam with your
toast?
Student: No, thanks.
Jamal: Hi. I see you’re having some coffee,
too.
Student: Yes, I am.
Jamal: Do you always have coffee with your
meal?
Student: Yes, I do. I study late at night, and I’m
sleepy in the morning.
Jamal: Now, today is Sunday, and there’s a
special brunch menu. Do you ever
have breakfast here on weekdays?
Student: No. On weekdays, I eat breakfast at
home.
Jamal: What about lunch?
Student: I usually have lunch at school with
my friends.
Jamal: OK. Well, enjoy your meal.
Student: Thanks.
Adverbs of
8 frequency
In these activities, students get practice with adverbs
of frequency, the grammatical focus of the video, by
completing sentences with adverbs and then talking
about their own habits.

10 Language summary
What’s your sport?
Topics/Functions: Sports; talking about abilities and interests
Structures: Can for ability
Story summary
A reporter interviews people exercising and playing different sports at Flushing Meadows Park in
Queens, New York.
Cultural note
When most people think of New York City, they think of Manhattan. But New York is made up of
five boroughs: Manhattan, Queens, the Bronx, Brooklyn, and Staten Island. There are many parks
throughout the five boroughs. Central Park is the largest park in Manhattan (843 acres). Flushing
Meadows is the largest park in Queens (1,255 acres). The largest park of all is Pelham Bay Park in
the Bronx (2,765 acres). [1 acre = 4,047 m2]
• Put students into pairs to take turns asking and

Preview answering questions about each other’s sporting
abilities and interests.
1 Vocabulary
In these activities, students work with vocabulary for
2 What do you see?
various sports they will see in the video. They then In this activity, students prepare to watch the video
talk about the sports they can play. by identifying some of the sports they will see in the
video.
A • Explain the task, and lead students through the list
• Explain the task. Then model the vocabulary in the of sports.
box, and have students repeat after you.
• Before playing the video, explain that students may
• Have students work individually to complete the see sports that aren’t listed and that shots of the
task. sports change quickly. Play the first minute of the
• Put students into pairs to compare their answers. video with the sound off. Then have students check
Check answers around the class. off the sports they saw.
• Replay the segment again for students to check
Answers their answers.
1. golf 5. soccer • Put students into pairs to compare answers. Then
2. tennis 6. basketball go over answers with the class.
3. handball 7. cricket
4. baseball
Answers
tennis soccer
B baseball cricket
• Explain the task. Then model the sample
conversation, and have students repeat after you.

Watch the video Answers
1. country 5. loves
2. weekend 6. doesn’t play
3 Get the picture 3. isn’t 7. husband
8. relaxing
4. 11
In these activities, students watch and listen to the
entire video to find out what sports people talk
about.
A Follow-up
• Explain the task, and have students look at the
photos of the people from the video.
• Play the entire video with the sound on. Tell 5 Role play
students to check the sports as they watch. In this activity, students have the chance to be
• Put students into pairs and have them compare creative by taking turns playing the roles of a
answers. Go over answers as a class. reporter and someone taking part in a sport.
• Explain the task, and lead students through
Answers the phrases in the box. Then model a sample
1. soccer 3. tennis conversation with a volunteer.
2. cricket 4. golf • Put students into pairs to role-play interviews
between the reporter and a visitor to the park.
• If time permits, have several pairs act out their role
B plays for the class.
• Explain the task, and have students look at the
photos of the people from the video in part A.
• Play the sequence of Ian and Diane. Tell students to
listen for the answers as they watch. Have students
6 Find someone who . . .
complete the sentences with the correct word. This activity further develops students’
• Go over answers as a class. understanding as they find out about their
classmates’ sports abilities and interests.
Answers
phrases in the chart.
tennis; watch
• Have students move around the room, asking their
classmates questions to come up with one name
for each of the categories in the chart.
4 Watch for details • Have students share their information about their
classmates by making statements from their charts
In this activity, students focus more closely on for the class.
language by watching and listening to the people
interviewed.
• Explain the task, and lead students through the Language close-up
items below each picture. Then have students work
individually to predict the answers before viewing.
• Play the video and have students check and revise 7 What did She say?
their predictions as they watch. This cloze activity develops bottom-up listening skills
• Put students into pairs to compare answers before by having students focus on specific language used
you go over the answers as a class. by Lisa Kim in the conclusion to the video.

individually or in pairs, read the text and fill in Answers
as many blanks as they can before watching the 1. Yes, I can. / No, I can’t.
video. 2. Yes, I do. / No, I don’t.
• Play this segment of the video with the sound 3. Yes, I can. / No, I can’t.
on while students work alone to fill in the blanks 4. Yes, I do. / No, I don’t.
and check their predictions. Then have students 5. Yes, I do. / No, I don’t.
compare answers with a partner. 6. Yes, I can. / No, I can’t.
B
Answers • Explain the task, and have students work alone to
Lisa: Flushing Meadows has something for write their five questions.
everyone. And you don’t need to play • Put students into pairs. Tell them to take turns
sports to enjoy the park. You can also asking and answering questions about sporting
just take it easy. There are many abilities and interests.
beautiful places to walk in the
park. Like this.
Best of all, you can get to Flushing
Meadows easily on the subway from
Manhattan. The Number 7 train takes you
right to the park.
But where do you get off the train? Just
look for the Unisphere. This giant
globe tells you that you’re in Flushing
Meadows. Pretty great, huh?
Flushing Meadows welcomes people
from all around the world to play
sports, watch sports, or just enjoy
a day in this beautiful park.
Talking about
8 abilities and interests
In these activities, students extend and personalize
the information in the video by asking and
answering questions about their own sport-related
interests.
A
• Explain the task, and go over the dialog in the
illustration. Have students work alone to complete
the conversations.
• Put students into pairs to compare answers. Check
answers as a class, and review the structure as
needed.
• After students practice the conversation in pairs,
ask volunteer pairs to act them out for the class.

11 Language summary
A trip to Washington, D.C.
Topics/Functions: Sightseeing activities; talking about plans
Structures: Future with be going to
Story summary
A reporter interviews people visiting Washington, D.C., and asks about what they’re going to do
during their visit.
Cultural note
Washington, D.C., is the capital of the United States and a popular tourist destination. There are
many museums, monuments, and government buildings, such as the White House and the Capitol.
Preview 2 What do you see?

1 Vocabulary by using visual information to identify the activities
that appear in the video.
This activity introduces the vocabulary for
• Explain the task, and lead students through the list
Washington, D.C., sightseeing activities that students
of activities. Tell students that they may see places
will see in the video.
or activities that are not listed.
A • Play the entire video with the sound off. Tell
• Explain the task, and lead students through the list students to watch and check the answers.
of activities in the box. • Put students into pairs to compare answers. Then
• Have students work individually to complete the check answers around the class.
task. Then put students in pairs to compare their
answers. Answers
• Check answers around the class. take a walk in the park
visit museums
Answers take a tour of the Capitol
see some monuments
1. c 3. d 5. e 7. f
ride the subway
2. g 4. h 6. a 8. b
get on a sightseeing bus
B
• Explain the task, and model the sample dialog.
Tell students to look at the pictures in part A and Watch the video
choose the activity that seems the most interesting
to them.
• Put students into groups of three or four to take
3 Get the picture
turns asking and answering questions about one In this activity, students watch and listen to the video
another’s sightseeing choices. to find out what the people interviewed are going to
do in Washington, D.C.
• Explain the task, and read the items aloud.

• Play the video with the sound on. Have students each relevant scene to give students time to write
complete the task while they watch. their answers.)
• Have students compare their answers with a • Have students compare answers with a partner
partner. Play the video again if necessary. before going over the answers with the class.
Answers
Answers 1. museums, parks
1. visit some museums, have lunch at a museum 2. I want to visit
café 3. I’m going to spend
2. take a tour of the Capitol, watch the fireworks
on the National Mall
3. go to the top of the Washington Monument,
take a tour of the White House Follow-up
A day in
4 Watch for details 6 Washington, D.C.
In these activities, students discuss the information
that they have learned about Washington, D.C., to
by watching and listening for specific information
plan a day there.
about the people interviewed in the video.
• Explain the task, and lead students through A
the sentences under the photos. Answer any • Explain the task. Lead students through the photos
vocabulary questions as they arise. and the captions.
• Play the video with the sound on as students work • Put students into groups of three or four. Tell
alone to check the correct answers. groups they must decide where to visit and what
• Have students compare answers with a partner to do: two things in the morning, two things in the
before going over the answers with the class. afternoon, and one thing in the evening. Tell them
to write down their plans.
Answers
B
1. mother 4. fun 7. monuments
• Explain the task, and go over the model sentences.
2. 16th 5. class 8. walk
3. pilot 6. 10:00 9. get on a • Have groups share their plans with the class. Have
sightseeing bus students vote on the most interesting day.
Possible answers
In the morning, we’re going to go shopping in
5 What the people say Georgetown. Then we’re going to take a ride
on the Metro. In the afternoon, we’re going to
In this activity, students focus more closely on visit the National Zoo and watch the boats at
language by watching and listening to determine Washington Harbor. In the evening, we’re going
what three of the people say in the video. to see a concert at the Kennedy Center.
• Explain the task. Have students read the In the morning, we’re going to take a ride on
incomplete sentences silently. Tell them to predict the Metro. Then we’re going to watch the boats
the missing words before viewing. at Washington Harbor. In the afternoon, we’re
• Play the video with the sound on and have going to go shopping in Georgetown and visit
students check and revise their predictions as they the National Zoo. In the evening, we’re going to
view. (Note: You may want to pause the video after eat in a restaurant in Chinatown.

Language close-up A
• Explain the task, and model the example.
7 What did they say? Then have students compare answers with a
partner.
by having students focus on specific language used
by the reporter and the mother and daughter in the Answers
video.
1. A: Are you going to do anything on Friday
• Explain the task. Have students, working night?
individually or in pairs, read the conversation and B: Yes, I’m going to see a movie.
fill in as many blanks as they can before watching 2. A: What time are you going to leave school
the video. today?
• Play this segment of the video with the sound B: I’m going to go home at 7:00 p.m.
on while students work alone to fill in the blanks 3. A: What are you going to have for dinner
and check their predictions. Then have students tonight?
compare answers with a partner. B: We’re going to have fish.
• Check answers as a class. 4. A: Are you going to study English tonight?
• Ask for volunteer pairs to stand up and act out the B: No. I’m going to watch TV.
conversation.
B
Answers • Explain the task, and put students into pairs.
Marc: And who are you with? • Have students take turns asking and answering the
Woman: This is my daughter. Today’s her 16th questions in part A with their own information.
birthday. We’re visiting Washington,
• Ask volunteer pairs to share their conversation with
D.C., for her birthday.
the class.
Marc: Well, happy birthday!
Girl: Thanks!
Marc: So, what are you going to do?
Girl: Well, we’re going to visit some
museums. And then, we’re going to
have lunch at a café in the museum.
Marc: Nice! What museum are you going to
visit?
Girl: I want to visit the National Air and Space
Museum. I want to be a pilot someday.
Marc: Great! Well, have a good day.
Future with
8 be going to
In these activities, students practice talking about
plans (the functional focus of the video) using the
future with be going to.

12 Language summary
Where does it hurt?
Topics/Functions: Health problems; talking about health problems
Structures: Imperatives
Story summary
A young man goes to the doctor because he has an earache, but he ends up helping the
doctor with his back pain.
Preview 4. A: What’s the matter with the man?

B: He feels tired.
5. A: What’s the matter with the woman?
1 Vocabulary B: She has a fever.
6. A: What’s the matter with the man?
In these activities, students work with key vocabulary B: He has a cough.
about health problems they will see in the video.
A
• Explain the task. Then model the sentences in the
2 What do you see?
• Have students work individually to complete the In this activity, students prepare to watch the video
task. Then put students into pairs to compare by using visual information to make predictions
answers. about the story.
• Check answers around the class. • Explain the task, and lead students through the
questions in the chart.
Answers • Have students work in pairs to guess the answers
1. I have an earache. 4. I feel tired. to the three questions.
2. I have a backache. 5. I have a fever. • Play the entire video with the sound off. Tell
3. I feel dizzy. 6. I have a cough. students to check their predictions as they watch.
B
• Explain the task. Then model the sample dialog
Watch the video
with a student.
• Put students into pairs to ask and answer questions
about the people pictured in part A.
3 Get the picture
• Check answers around the class. In the first activity, students watch the entire video to
check their predictions from Exercise 2. In the second
Answers activity, they watch and listen for information to
complete the doctor’s notes about the patient.
1. A: What’s the matter with the woman?
B: She has an earache. A
2. A: What’s the matter with the woman? • Explain the task, and make sure students look at
B: She has a backache. Exercise 2 to check their predictions as they watch
3. A: What’s the matter with the man? the video.
B: He feels dizzy.

Answers
1. The patient 2. The doctor 3. The doctor
5 Do you remember?
In this activity, students try to remember specific
details about the questions the doctor asked in the
B video.
• Explain the task, and review the information on the • Explain the task. Then read the questions aloud.
patient chart and prescription pad.
• Tell students to check the questions the doctor
• Play the entire video with the sound on. Tell asks as they watch the video.
students to watch and listen for the information
the patient gives the doctor about his ailment, and • Replay the video with the sound on.
the advice the doctor gives in response. • Have students compare their answers with a
• Have students work alone to fill in the missing partner before checking answers as a class.
information as they watch. Play the video again if
necessary. Answers
• Check answers as a class. How are you feeling today?
Do you have a cough?
Do you have a fever?
Answers Do you feel tired?
Peter Krum Do you go swimming every day?
He swims three times a week, and he has an
earache. He feels a little dizzy, too.
Take one pill before breakfast. Use the ear drops

every night. Don’t swim for two weeks.
Follow-up
6 Role play
4 Watch for details In these activities, students build on what they’ve
learned by taking turns playing the role of the doctor
In this activity, students focus on details in the video and patient. They then personalize the task by
to answer more detailed questions about what talking about themselves.
happens in the story.
• Explain the task. Read through the items, and A
answer any vocabulary questions as they arise. • Explain the task, and model the sample
• Play the video with the sound on. conversation, having students repeat after you.
Make sure students understand they should refer
• Have students work alone to answer the questions. to the questions checked in Exercise 5.
Have them compare their answers with a partner
before going over the answers with the class. • Put students into pairs to role-play interviews
between the doctor and patient.
Answers B
1. From time to time. • Explain the task, and lead students through
2. He has extra wax in his ear. the items pictured. Then model the sample
3. When he stands a lot. conversation, having students repeat after you.
4. His father has the same problem. • Put students into pairs to ask and answer questions
5. Pull his left knee up. with their own information.
6. To the right.
• If time permits, ask volunteer pairs to share their
conversations with the class.

Language close-up 8 Imperatives
7 What did they say? focus of the video by using affirmative and negative
imperatives to give advice for health problems.
by having students focus on specific language used A
by Dr. Smith and Peter Krum in the video. • Explain the task, and lead students through
• Explain the task. Have students, working the advice in the box and each of the health
individually or in pairs, read the conversation and complaints.
fill in as many blanks as they can before watching • Have students work alone to complete the task.
the video. • Put students into pairs to compare answers. Then
• Play this segment of the video with the sound check answers as a class, and review the structure
on while students work alone to fill in the blanks as needed. If time permits, have volunteer pairs
and check their predictions. Then have students read their dialogs aloud.
• Check answers as a class. Answers
• Ask for volunteer pairs to stand up and act out the 1. Drink hot tea with lemon.
conversation. 2. Take two aspirin and close your eyes.
3. Don’t lift heavy things.
Answers 4. Stay in bed for two days.
Dr. Smith: So, do you go swimming every day? 5. Don’t try new foods.
Peter: No, not every day. Probably three 6. Drink a lot of orange juice.
times a week.
Dr. Smith: I think I see the problem. B
Peter: Is it serious?
• Explain the task, and give students a few minutes
Dr. Smith: Oh, no. You have some extra wax in
to write their own advice for each of the problems
your ear, probably because you swim
in part A.
so much. I’m going to give you some
medicine, and you should feel better • Put students into small groups to compare
in a week. answers. Ask students to share their advice with
Peter: OK. Sounds good. the class and create a class list of suggested
Dr. Smith: I’m going to give you some ear drops remedies on the board.
and some pills. Take one pill before
breakfast. Use the ear drops before
bed.
Peter: One pill in the morning, ear drops at
night.
Dr. Smith: That’s it!

13 Language summary
Across the bridge
Topics/Functions: Direction words; asking for and giving directions
Structures: Opposites of adjectives, adverbs, and prepositions
Story summary
A young couple visits the Capilano Suspension Bridge in Vancouver, British Columbia, Canada.
Both overcome their fear of heights and cross the bridge.
Cultural note
The Capilano Suspension Bridge is one of the most popular tourist attractions in Vancouver.
The bridge is 450 feet (137 meters) long and 230 feet (70 meters) high. The park is open every
day except December 25.

Preview vocabulary in the list.
1 Vocabulary Then put students into pairs to compare their
answers.
In this activity, students work with key vocabulary • Check guesses around the class.
about giving directions that they will see in the
video. They also practice map-reading skills. Answers
• Explain the task. Then lead students through the a gift shop
directions in the box and have them repeat after a nature center
you. a rain forest
• Have students work individually to complete the a restaurant
task. Then put students into pairs to compare totem poles
answers. Note: Students do not see these places in the
• Check answers around the class. video.
Answers
1. right, up, around/past, left
2. in front of, around/past, behind
3 What do you see?
3. across In this activity, students watch the video with the
sound off. They use visual information in the video to
put the events in the proper order.
2 Guess the facts • Play the entire video with the sound off; tell
students to watch for the answers. Have students
In this activity, students prepare to watch the video work individually to number the pictures.
by using the picture and their general knowledge
to make predictions about visiting the Capilano
Suspension Bridge.

Watch the video Answers
1. Vancouver’s
2. totem poles
4 Get the picture 3. across from
4. between
In these activities, students watch the entire video to 5. present for his mother
check their answers from Exercise 3 and then label 6. doesn’t like
the pictures with a description of the event pictured. 7. doesn’t get
A 8. down from the bridge
• Explain the task. Tell students they will watch the
video again, and they should check to see if they
numbered the pictures in Exercise 3 in the correct
order. Follow-up
• Put students in pairs to compare answers. Then
check answers as a class.
6 Directions
B In this activity, students practice asking for and
• Explain the task. Lead students through the list of giving directions to places near their school.
activities seen in the video, and read the example
aloud.
expressions in the box. Model the example dialog
• Have students work individually to match a with a student.
description with a picture and write it below.
• Put students into groups of three to choose
• Put students in pairs to compare answers. Then two places near the school. If time permits, ask
check answers as a class. volunteers to share their conversations with the
class.
Answers
1 Ben and Sarah arrived at the park.
2 Ben and Sara looked at the bridge. Language close-up
3 Ben took pictures of Sara.
4 Sara took pictures of Ben.
5 Sara got scared on the bridge and froze. 7 What did they say?
6 Ben helped Sara cross the bridge.
This cloze activity develops bottom-up listening
skills by having students complete part of the
conversation between Ben and Sara.
5 Watch for details • Explain the task. Have students, working
In this activity, students watch and listen for specific fill in as many blanks as they can before watching
information to answer more detailed questions the video.
about the story. • Play this segment of the video with the sound
• Explain the task, and read through the items. on while students work alone to fill in the blanks
Answer any vocabulary questions as they arise. and check their predictions. Then have students
• Play the video with the sound on. compare answers with a partner.
• Have students work alone to check the correct • Check answers as a class.
answers. Have them compare their answers with • Ask for volunteer pairs to stand up and act out the
a partner before going over the answers with the conversation.
class.

Answers
Sara: We got some great photos. Now let’s go
cross that bridge.
Ben: Oh! I just remembered!
Sara: What?
Ben: We have to get a present for my mom.
We promised.
Sara: Yeah?
Ben: The gift shop’s just back there. We can
get her something really nice . . .
Sara: Ben . . .
Ben: . . . and then we can go to the restaurant,
and we can get something to eat.
Sara: Ben?
Ben: What?
Sara: What’s going on?
Ben: What do you mean?
Sara: Well, first you wanted to go to Totem
Park. Now you want to go to the gift
shop. What about the bridge?
Ben: Well, actually, I don’t like high places.
I get scared, and I freeze up.
Sara: So you don’t want to go across the
bridge?
8 Opposites
In this activity, students continue practicing the
language commonly used for giving directions.
• Explain the task, and lead students through the six
incomplete conversations. Answer any vocabulary
questions.
• Have students work alone to fill in the missing
words. Then have students compare answers with
a partner.
Answers
1. down
2. right
3. behind
4. near/close
5. left
6. east

14 Language summary
How was your vacation?
Topics/Functions: vacation activities; talking about activities in the recent past
Structures: Past tense of regular and irregular verbs
Story summary
A man returns to work after his vacation and tells a co-worker about all the things that went
wrong on his trip.
• Play the first 40 seconds of the video (until Hugo

Preview indicates to Evan not to touch him) with the sound
off. Tell students to watch for the answer.
1 Vocabulary • Check answers as a class, but don’t tell students the

answer yet. Explain to students that the answer will
In this activity, students work with vocabulary used be revealed when they watch the rest of the video.
to describe problems that one may encounter while
on vacation.
• Explain the task, and direct students’ attention to Watch the video
the grammar box. Then lead them through the list
of problems.
• Have students work individually to complete the
3 Get the picture
task. Then put students into pairs to compare In these activities, students watch and listen to the
answers. entire video to check their prediction from Exercise 2
• Check answers around the class. and to check comprehension of the story.
Answers
A
• Explain the task, and have students look at
1. I lost my passport.
Exercise 2.
2. They canceled my flight.
3. I forgot my camera. • Play the first part of the video again, this time
4. I was in an accident. stopping after Hugo says that he got sunburned.
5. I didn’t like the food. Have students check and correct their prediction
6. I got sunburned. while viewing.
7. The hotel was too noisy. • Have students compare answers in pairs. Then
8. There was no air-conditioning. check answers as a class. Ask students to raise their
hands if they guessed correctly the first time.
Answer
2 What do you see? He got sunburned.
by using visual information to make a prediction B
about the story. • Explain the task, and lead students through the
• Explain the task, and read the instructions and the statements in the chart.
question aloud. • Play the entire video with the sound on. Have
students complete the task while they watch.

• Have students compare their answers with a A
• Explain the task, and read the instructions and the
• Check answers as a class. phrases aloud.
Answers Have them compare their answers with a partner
1. Hugo was on vacation last week. before going over the answers with the class.
2. Evan slaps Hugo’s shoulder/arm.
3. The first day, Hugo relaxed/fell asleep on Answers
the beach. 5. b
1. c
4. Evan and Hugo’s co-worker, Harry, is sleeping. 6. d
2. f
5. The air-conditioning at Hugo’s hotel didn’t 7. g
3. a
work. 8. e
4. h
6. Hugo bought a new camera for his trip.
7. Hugo forgot to pack his camera.
8. Hugo came back from his vacation on B
Sunday. • Explain the task, and read the instructions aloud.
Have them compare their answers with a partner
4 Watch for details before sharing the answers with the class.
C
in the video to answer more detailed questions
Model the sample dialog with a student.
about what happens in the story.
• Have students work in pairs to ask and answer
questions about their last vacation. If time permits,
ask volunteer pairs to share their information with
• Have students answer any of the questions that the class.
they can before they watch the video again.
• Play the video with the sound on.
• Have students work alone to check and revise Language close-up
their answers as necessary. Have them compare
their answers with a partner before going over the
answers with the class. 6 What did they say?
Answers
by having students focus on specific language used
1. vacation 4. hot 7. airport by Hugo and Evan in the video.
2. OK 5. sleep 8. Chicago
6. home • Explain the task. Have students, working
3. one time
the video.
Follow-up • Play this segment of the video with the sound
5 Vacation activities compare answers with a partner.
Students practice talking about vacation activities.
• Ask for volunteer pairs to stand up and act out the
First, they match pictures to the correct description.
conversation.
Then, they use the vocabulary and other ideas to talk
about their own vacations.

Answers Answers
Hugo: I was really happy when I got there. 1. A: Did you visit your family on your vacation?
It was beautiful. The water was so blue, B: Yes, I did. I went home because my sister
and the sand was white. There were got married last Saturday. She wore a
palm trees and cool breezes. I couldn’t beautiful white dress.
wait to hit the beach. 2. A: Did you go anywhere interesting on your
Evan: Lucky you. So what did you do first? last vacation?
Hugo: Well, the first day I just relaxed on the B: Yes. I went to Mexico and took a Spanish
beach. I even fell asleep there. class.
Evan: Kind of like Harry there? 3. A: Did you have fun on your vacation?
Hugo: Yeah. Like that. B: Yes, we did. We had a great time. We ate a
Evan: So you fell asleep on the beach. That lot of new foods and met some interesting
sounds nice. people.
Hugo: Yeah, it was, except I didn’t use any 4. A: Did you do anything interesting on your
sunscreen. vacation?
Evan: Uh-oh. B: No, not really. I stayed home and worked
Hugo: And I got sunburned all over. around the house. I painted the front
Evan: Ouch! So that explains the . . . porch and cleaned the basement. Oh, I
Hugo: Exactly. saw a few good movies, too.
B
7 Past tense • Explain the task. Then have students practice
the conversations in part A again, this time
Students practice the past tense, the grammatical substituting their own information.
focus of the unit, by completing conversations and
then practicing the conversations with their own
information.
A
• Explain the task, and read through the four
conversations with the class. Answer any questions
about vocabulary.
• Check answers around the class. Have students
practice the conversations in pairs.

15 Language summary
On Broadway
Topics/Functions: Broadway, jobs in the theater; giving personal information
Structures: Past tense of be; Wh-questions with did, was, and were
Story summary
A reporter interviews people who work in the Broadway theater world, and they talk about
their jobs and their dreams.
Cultural note
Broadway is a long street in New York. In this unit, however, “Broadway” refers to the theater
district in New York City. Broadway is a popular tourist attraction in New York.
Preview Answers
5, 1, 3, 2, 4, 6
1 Vocabulary
B
In this activity, students work with key vocabulary
• Explain the task. Then lead students through the
about things they will learn about in the video.
questions.
• Explain the task. Then model the vocabulary in the
• Have students work in pairs to ask and answer the
questions. Then put pairs together to compare
• Have students work individually to complete the answers.
task. Then put students into pairs to compare their
• Have volunteers share their answers with the class.
answers.
Answers 3 What do you see?

1. play 3. dancers 5. musical In this activity, students prepare to watch the video
2. usher 4. musician 6. actor by making predictions based on visual information
about various people in the video.
A
2 Theater quiz • Explain the task, and direct students’ attention to
the pictures. Tell students they will guess if the
In this activity, students discover how much people all currently work in the theater.
they know about Broadway, preparing them for • Play the entire video with the sound off. Have
information they will see in the video. students work alone to choose their answers.
A
Answers
• Explain the task. Then read the names of the
shows, and have students repeat after you. 1. No 2. Yes 3. Yes

B
• Explain the task, and read the question and answer
5 Watch for details
choices. In this activity, students focus on details in the video
• Have students work alone to choose the correct by watching and listening for information about
answer. Then put students into pairs to compare each person interviewed.
answers.
A
Answer • Explain the task, and read through the items.
New York
work alone to check the correct answers. You
may want to pause the video after each interview
Watch the video to give students time to answer the questions.
Alternatively, you can play the video more than
4 Get the picture once if necessary.
In these activities, students watch and listen to the partner before going over the answers with the
video to check their predictions from Exercise 3 and class.
then answer some questions about the people in the
video. Answers
A 1. Sylvia came to New York to be an actress.
Her parents love New York now.
• Explain the task, and make sure students 2. Andrea is a musician.
understand that they should look at and correct The theater is closed on Mondays.
their answers to Exercise 3. 3. He took this job because he needed the
• Play the video with the sound on. Have students money.
complete the task while they watch. He meets a lot of nice people.
partner. Replay the video, pausing after each
interview, to give students a chance to check their
B
answers. • Explain the task, and read the instructions aloud.
Make sure students understand that they should
look at part A again.
B • Play the video with the sound on. Have students
• Explain the task, and read the names and answer work alone to correct the false statements.
choices. • Have students compare their answers with a
• Have students work alone to choose the correct partner before going over the answers with the
answers. Replay the video if necessary. class.
Answers
1. b
2. c
3. a

Answers Answers
1. Sylvia came to New York five years ago. 1. b 4. e
Before she came to New York, she studied 2. c 5. a
law/didn’t study acting. 3. d
Her parents were worried when she came to
New York. B
Her parents thought New York was a big,
dangerous city.
2. She works six days a week. • Have students work with their partner to ask and
There are two shows on Wednesdays, answer the questions in part A, this time using
Saturdays, and Sundays. their own ideas.
Andrea was born and raised in New York/ • Ask for volunteer pairs to stand up and act out
Brooklyn. their conversation.
Andrea studied music in college.
3. Frank is an usher.
He likes his job. Language close-up
He came to New York to study writing.
He wants to write plays.
C This cloze activity develops bottom-up listening skills
• Explain the task, and model the sample dialogue by having students complete part of the reporter’s
with a student. introduction, as well as her first interview.
• Put students into pairs to ask and answer questions • Explain the task. Have students, working
about the people in the video. individually or in pairs, read the conversation and
• If time permits, have volunteer pairs share their
the video.
conversations with the class.
• Play this segment of the video with the sound on
while students work alone to fill in the blanks and
check their predictions.
Follow-up • Have students compare answers in pairs.
6 Interview • Ask volunteer pairs to stand up and act out the
conversation.
In this activity, practice the language of asking for
and giving personal information in an interview
situation.
A
questions and answers. Have students repeat
after you.
Then put them into pairs to compare answers.
• Before telling students to practice the interview,
check answers as a class.

Answers Possible answers
Rachel: Times Square. Midtown Manhattan. And A: Where did you grow up?
the heart and the home of the theater B: In Australia.
district: Broadway! This is New York City! A: Did you study music when you were a child?
And no trip to New York is complete until B: Yes, I did. I studied the violin. Later, I studied
you go to a Broadway play or musical. acting.
Broadway is a busy and exciting place A: Were/Are your parents actors, too?
to be. It’s also the dream of thousands B: Yes and no. My father was a professional actor,
of actors, dancers, musicians, and other but my mother was a musician. Now they’re
artists. Let’s talk with some of the people both teachers.
who actually work here on Broadway. A: When did you come to the U.S.?
B: In 2003.
Rachel: Hi, Sylvia. A: Did you get an acting job right away?
Sylvia: Hi. B: Yes, I did. I was lucky. I got a job with the
Rachel: This is Sylvia Santiago. Sylvia, were touring company of a musical. So I didn’t have
you born in New York? to get a day job to support myself, like most
Sylvia: No. I was born in Mexico. actors.
Rachel: And when did you come to New York?
Sylvia: I came here five years ago. I want to be
an actress.
B
Rachel: Wow. Do you want to be in a Broadway • Explain the task, and review the example.
show? • Have students, working individually or in pairs,
Sylvia: Yes! That’s my dream. write five additional questions.
Rachel: Did you study acting before you came to • Have students circulate, asking and answering
New York? as many questions with as many classmates as
Sylvia: No, I didn’t. I studied law. possible. After a few minutes, have students
sit, and then ask them to share any interesting
information they learned about their classmates.
8 Past tense
focus of the video by completing dialogs with was,
were, did, or didn’t.
A
incomplete conversation.
• Check answers as a class, and review the structure
as needed.

16 Language summary
Then he said . . .
Topics/Functions: Free time activities; accepting and refusing invitations, making excuses
Structures: Verb + to + verb
Story summary
Abby tells her friend about her strange but eventful date with Greg. Abby fears that it didn’t go
well because of a little accident, but in the end we discover that Greg had a good time as well.
alone to number the excuses from 1 to 8 according

Preview to how good they are.
• Put students into pairs to compare their ratings.
1 Vocabulary Tell students to give reasons for their choices when
possible.
In this activity, students work with key vocabulary B
about things they will learn about in the video.
• Explain the task, and model the example dialog
A with a student.
• Explain the task, and lead students through the • Put students into pairs to take turns inviting each
phrases under the pictures. Answer any questions other to do the activities in Exercise 1 and refusing
about vocabulary that students may have. with an excuse from part A of Exercise 2. Ask
• Put students into pairs to add two more activities selected pairs to act out one of their exchanges for
to the list. Then tell them to rate each activity on a the class.
scale of 1 to 5.
• Ask several pairs to share their ideas with the class.
B
3 Guess the facts
• Explain the task, and go through the model In this activity, students prepare to watch the video
language with the class. by listening for information to make predictions
about the story.
• Put students into small groups to talk about their
preferences. • Explain the task, and read the instructions and the
question aloud.
• Play the opening scene of the video (until Abby
2 Good excuses says, “He asked me to go to the movies with him
that night.”); tell students to watch and listen for
These activities introduce and practice additional the answer.
language that students will see in the video.
A Watch the video

excuses. Have students repeat after you. Point out
that some of these excuses are more acceptable
than others. Say, “You invite a friend to the movies.
4 Get the picture
He says he can’t go because he’s reading a new In these activities, students watch the entire video to
book. Is that a good excuse?” Have students work check their predictions from Exercise 3 and answer
the questions in Exercises 4 and 5.

A Answers
• Explain the task, and read the instructions aloud. 1. He wants to hear Abby’s story.
Make sure students understand that they should 2. I’m listening.
look at the question in Exercise 3. Play the entire 3. She likes Greg, but she doesn’t like sports.
video with the sound on. Have students complete 4. Sunday.
the task while they watch. 5. During lunch.
• Put students in pairs to compare their answer 6. She’s very busy.
before checking the answer with the class.
Answer
an amusement park. Follow-up
B 6 Make weekend plans

In these activities, students first plan a weekend, and
then practice extending and refusing invitations.
number the pictures while they watch. Give them
a few minutes to write their sentences below the A
pictures. • Explain the task, and read the activities in the chart
• Have students compare their answers with a aloud.
partner. Play the video again if necessary. • Have students work alone to complete the chart.
• Check answers as a class. Then put them into pairs to compare their answers.
Ask selected students to share their activities and
Answers excuses with the class.
1 Abby refused Greg’s invitations.
2 Greg accepted Abby’s invitation.
B
3 Abby’s family and Greg had lunch. • Explain the task, and model the example dialog
4 Greg and Abby went on a roller coaster. with a student.
5 Abby got sick and had to sit down. • Have students walk around and take turns inviting
6 Abby’s sister gave Greg his wallet. classmates to do things, refusing invitations, and
7 Greg bought Abby’s sister ice cream. giving excuses. Encourage students to be creative.
Language close-up
5 Watch for details
In this activity, students focus on details in the video
to answer more detailed questions about what
happens in the story. This cloze activity develops bottom-up listening skills
• Explain the task, and read through the items. by having students focus on specific language used
Answer any vocabulary questions as they arise. in the video.
• Have students work alone to answer as many • Explain the task. Have students, working
questions as they can before watching the video. individually or in pairs, read the text and fill in as
many blanks as they can before watching
• Play the entire video with the sound on.
the video.
• Have students work alone to check their
predictions and then complete the task.

Answers
Peter: Great! So you went to the movies
together.
Abby: No, I couldn’t because of my little sister.
I had to babysit. So then he asked if I
wanted to go to the basketball game the
next night.
Peter: Oh, so you went to the game Saturday
night.
Abby: No. I turned him down.
Peter: What? Are you crazy? Why? What was
your excuse?
Abby: No excuse. I told him that I like him, but I
really do not like sports. But, um, he was
really nice about it, and he even asked me
to go to the art fair with him on Sunday.
Peter: So you went to the art fair. I was there,
but I didn’t see you.
Abby: No, we didn’t go. I couldn’t. On Sunday,
I had plans with my family to go to the
amusement park.
Peter: So you didn’t see him.
Abby: Yes, I did.
Peter: OK, wait a minute. I’m confused. When
did you see him?
Want to, Need to,

8 have to
In this activity, students practice using want to, need
to, and have to in excuses in response to invitations.
Then put students into pairs to compare answers
and practice the conversations.

Video Transcripts
Unit 1: Welcome! Mrs. Smith: Hello, Holly. Um, is that H-O-L-L-Y?
Molly: No, it’s Molly: M-O-L-L-Y.
Molly and Peter find the right classroom on the first day of Mrs. Smith: M-O-L-L-Y. Molly. Hm. What’s your last name,
class. Molly?
Molly: Lin. L-I-N.
Molly: Excuse me. Um, hello. Mrs. Smith: Peter Krum and Molly Lin.
Peter: Hi! Peter: Uh, wait. Excuse me. Are you Miss Taylor?
Molly: My name is Molly. What’s your name? Mrs. Smith: No, I’m not. I’m Mrs. Smith. Miss Taylor is in
Peter: I’m Peter. My friends call me Pete. Room 203. Over there.
Molly: My friends call me . . . Molly. Hi, Pete. It’s nice Peter: Oh, thanks.
to meet you. Mrs. Smith: Have a good day!
Peter: It’s nice to meet you, too. Peter: Good-bye.
Molly: Are you a student here? Mrs. Smith: Bye.
Peter: Yes, I am. My class is at nine o’clock with Miss Molly: Hello, Miss Taylor?
Taylor. Miss Taylor: Yes.
Molly: Miss Taylor? She’s my teacher. You’re in my Molly: I’m Molly Lin.
class. Miss Taylor: Hi, Molly. Nice to meet you. There you are.
Peter: Great! Welcome, Molly.
Molly: Where is our class? Molly: Thank you.
Peter: It’s over there. Peter: Hi, I’m Peter – Peter Krum.
* * * Miss Taylor: Krum. Ah, here you are. Welcome, Peter. OK,
Peter: Hi. I’m Peter, Peter Krum. I’m in your class. let’s begin class.
Mrs. Smith: Hi, Peter. Nice to meet you. Hello. What’s your
name?
Molly: I’m Molly. I’m in your class, too.
116 Unit 1 Interchange Intro Video transcripts © Cambridge University Press 2012 Photocopiable
9781107697539_VRB_Intro_U01-U16_TS.indd 116 8/26/11 10:05 PM

Unit 2: My passport! Jessica: No, it’s not here.
Sofia: OK. Maybe it’s next to the sofa.
Sofia can’t find items for her vacation and rushes to get them Jessica: Sofia! What’s this?
while her taxi waits. Sofia: My camera. I’m going to need that. . . . My
passport!
Jessica: OK. It’s 10 o’clock. Jessica: Is it under the books? No.
Sofia: Yes. And my flight leaves at 12:30. Sofia: Oh, no!
Jessica: So, are you ready? Jessica: Sofia, are those your keys, in front of the TV?
Sofia: Yes, I am. My wallet is in the bag. Sofia: Yes, those are my keys. My passport, Jessica! . . .
Jessica: Good. Good. And your ticket? Wait a minute! Wait a minute! It’s . . . it’s on the
Sofia: Yes! My ticket, my ticket. Oh, no! . . . My ticket, on desk in the bedroom.
the TV, under my notebook. Jessica: OK! Bye.
Jessica: Now, you’re ready! Sofia: OK, I’m ready now. Bye.
Sofia: Yes! Now I’m ready. OK. Jessica: Bye!
Jessica: Oh! Your taxi! Sofia: My bag, behind the door. OK, bye!
Sofia: Bye! Jessica: Bye.
Jessica: Bye! Have fun in Brazil! Sofia: My umbrella, on the shelf! OK!
Sofia: Yes! Thank you! See you in three weeks! . . . Wait! * * *
Brazil? Captain: This is your captain speaking. Welcome aboard
Jessica: Yes, Brazil. the 12:30 flight to Budapest.
Sofia: Brazil! My passport! Jessica: [phone rings] Hello?
Jessica: Sofia! Where’s your passport? Sofia: Jessica, where’s Budapest?
Sofia: Maybe it’s. . . maybe it’s in a box.
Jessica: Oh!
Sofia: Maybe it’s. . . . It’s probably behind the chair.
Interchange Intro Video transcripts © Cambridge University Press 2012 Photocopiable Unit 2 117

Unit 3: Newcomers High School Rachel: I t looks fun! Thank you, Camilia. And
how are you today, Cai?
At a very interesting school, students from around the world Cai: I’m just fine, thank you.
talk about their countries of origin. Rachel: And where are you from?
Cai: I’m from China originally. And here are
Rachel Park: H i, my name is Rachel Park, and I’m here some pictures of my family. He’s my
at a very special high school in New York brother. He’s a university student in
City. It’s the Newcomers High School. The China.
students at Newcomers High School are Rachel: How old is he?
from many different countries. I’m talking Cai: He’s 22 years old.
to some of the students now. I’m here Rachel: What’s he like?
with Fatima, a student at Newcomers Cai: Well, he’s very serious and very smart.
High School. Hi, Fatima. Rachel: Oh, and who are they?
Fatima: Hello, Rachel. Cai: They’re my parents. They’re in China with
Rachel: Where are you from, Fatima? my brother.
Fatima: I’m from Morocco, in North Africa. Rachel: Fatima, Camilia, and Cai all speak English
Rachel: Where is it exactly? in school, but they speak different
Fatima: It’s in the west, on the ocean. languages at home. So, Fatima, your first
Rachel: What’s it like there? language is Arabic?
Fatima: It’s old and beautiful. Fatima: Yes, it is. I also speak French.
Rachel: And what is this, Fatima? Rachel: OK, so you speak three languages:
Fatima: This is a book about Casablanca. Arabic, French, and English.
Rachel: What language is it in? Fatima: Yes. That’s right.
Fatima: It’s in Arabic. Rachel: Cai, what is your first language?
Rachel: Thank you, Fatima. There are two people Cai: Chinese, and people from Hong
here with you. Who are they? Kong speak a kind of Chinese called
Fatima: They’re my classmates and friends. This is Cantonese.
Camilia and Cai. Rachel: And Camilia, what is your first language?
Camilia and Cai: Hi. / Hello. Camilia: Spanish.
Rachel: Hello. Where are you from, Camilia? Are Rachel: Thanks to all of you for speaking with me
you from Morocco, too? today. And now it’s time to say good-
Camilia: No, I’m not. I’m from Costa Rica. bye. How do you say good-bye in Arabic,
Rachel: Where is Costa Rica, Camilia? Cantonese, and Spanish?
Camilia: It’s in Central America. I’m from San José, Fatima: Ma’a salama.
the capital. Cai: Joi Gin.
Rachel: What’s San José like? Camilia: Adiós.
Camilia: It’s very nice. I like it a lot. Rachel: This is Rachel Park from Newcomers High
Rachel: What are these? School. Good-bye, everyone!
Camilia: These are photos of the rain forest in my
country. The rain forest is beautiful and
interesting. It’s fun, too!

Unit 4: What are you wearing? Jasmin: M y uniform is a tie, white blouse, navy
blue skirt, and white socks.
People in New England talk about the clothes they have on. Jamal: And yours?
Megan: White socks, a gray skirt, a white
Jamal: H ello, everyone. I’m Jamal Greene, blouse, and a blue sweater.
and we’re talking to people today about clothes. Jamal: But you’re not wearing it right now.
It’s fall here in New England, and it’s a cool, sunny Megan: That’s right. But it’s over there, on
day today. What are people wearing? Let’s find the bench.
out! Jamal: Oh, OK. And these are your
* * * backpacks. Whose backpack is that? Is
Jamal: Excuse me. Hello! it yours?
Man 1: Hello there. Jasmin: Yes, it is. The blue backpack is mine.
Jamal: We’re talking to people about clothes. What are Megan: And my backpack is yellow.
you wearing today? Jamal: Thanks, girls.
Man 1: I’m wearing a gray striped suit, brown tie, and * * *
black shoes. Jamal: Hello. How are you doing today?
Jamal: Is it a summer suit? Sheila: I’m fine.
Man 1: No, it’s for cool weather. It’s good for the fall and Jamal: And what is your name?
spring. Sheila: I’m Sheila.
Jamal: Very nice, very formal. Jamal: Hi, Sheila. And what is her name?
Man 1: Yes, I’m working today, so I’m wearing formal Sheila: This is Julie.
clothes. Jamal: Hi, Julie. So what are you wearing
Jamal: I see. And this briefcase, is this yours? today?
Man 1: No, it’s not mine. Sheila: We’re just wearing casual clothes. I
Man 2: Oh, I’m so happy. This is my briefcase. (to camera) have on boots and jeans, a blouse, a
Oh, oh, I’m sorry. Sorry to interrupt. light jacket, and some sunglasses.
Man 1: No problem. Jamal: And a very pretty purple scarf.
Man 2: Thanks! Bye! Sheila: Thank you.
Man 1: This is my briefcase. It’s new. Jamal: And what is Julie wearing?
Jamal: Very nice. I like it. Sheila: She’s wearing blue pants, a white
Man 1: Thanks! sweater, a pink hat. It’s her favorite
Jamal: Well, thank you for talking with us today. hat.
Man 1: Sure. No problem. Jamal: That’s a very pretty hat. Well, thank
Jamal: Bye-bye. you both! Enjoy your day.
Man 1: Bye! Sheila: Thank you. We will.
* * * Jamal: Well, that’s all the time we have. I’m
Jamal: Here’s Megan and Jasmin. And you’re wearing Jamal Greene, and I’m wearing a light
school uniforms, right? blue shirt, black pants, and . . . hey,
Girls: Yeah / Yes. where’s my jacket? Excuse me, that’s
Jamal: What is the uniform like for your school? actually my jacket.

Unit 5: Everybody’s having fun. Peter: Oh. How’s it going?
Doug: OK, I guess. We’re having dinner together.
Peter is bored and talks to friends to see what they’re doing. Peter: Nice.
Melissa: It’s ready!
Kate: Hello? Doug: I’m coming! I have to go. Talk to you soon.
Peter: Hey, Kate. It’s Peter. Peter: Good luck with Melissa and her parents.
Kate: Hi, Peter. How are you? Doug: Thanks. Thanks a lot.
Peter: Fine, thanks. Actually, I’m bored. I’m studying, and * * *
it’s no fun. What are you doing? Peter: Uh, hello?
Kate: I’m babysitting. Emi: Hi, Peter. It’s Emi. Um, are you OK?
Peter: Babysitting? Who? Peter: I’m studying.
Kate: I’m at my neighbor’s. I’m babysitting Lindsay. Emi: You’re not studying. You’re sleeping!
Peter: You are? Peter: OK, OK, I’m sleeping. But I’m studying, too! What
Kate: Yeah. We’re playing, and I’m having fun. Actually, are you doing, Emi?
she’s waiting for me. I have to go. Talk to you Emi: I’m hanging out with Ivan and Carla.
soon, Peter. Peter: Really? Sounds like fun.
Peter: Yeah, sure. Emi: Yeah. We’re watching movies at my place. Are you
Kate: Bye. busy?
* * * Peter: Well, I’m studying for a test that I have on
Doug: Hello, Peter? Monday.
Peter: Hey, Doug. What’s up? Emi: We’re making popcorn.
Doug: I’m with my girlfriend, Melissa. Peter: What time is it?
Peter: Is everything OK? Emi: It’s twenty after nine. Ivan is ordering a pizza.
Doug: Yeah. I’m with Melissa and her parents. Peter: OK! I’m coming!

Unit 6: My life Vanessa: . . . to here. This is my room. It’s also my office. I’m
a web designer, so I work from home. It’s difficult
Vanessa introduces us to her busy life. She is a webpage work, but it’s interesting. And I start at 9 a.m.
designer during the week, and a comedian on the weekends. * * *
Vanessa: At 1:30, I take a lunch break. Sometimes I go out,
Vanessa: H i, I’m Vanessa. Welcome to my home. I live here. but today I’m eating at home. Mmm, looks good!
Come on in! Thanks, Mom!
* * * * * *
Vanessa: This is my mom, and this is my dad. This is my Vanessa: I finish at five. Every night is the same. My
brother, Wynton. He doesn’t live with us. He has parents watch TV, or read, or go for a walk. But
his own apartment. He’s 25. I’m 22, so that makes not me. I write. I am always writing jokes. I’m a
him my big brother. comedian! Well, I want to be a comedian.
Dad: Bye, lovelies. [end of joke in background] . . . and he brings all of
Vanessa: Bye, Dad. his laundry home with him! What’s up with that?
Mom: Have a good day, dear. * * *
Vanessa: Weekdays, I get up around 7:30. We have Vanessa: I tell my jokes to my mom and dad. Sometimes
breakfast at about eight o’clock, right here. they laugh, sometimes they don’t, but it’s OK.
* * * * * *
Vanessa: My mom is a teacher. She works in the school. Vanessa: On Saturdays, I go downtown. I go to a comedy
She takes the bus to work. The bus comes at club and tell my jokes. It’s exciting! This is my
8:30, and she gets home about five. dream! The show starts at 8:00 p.m. and ends at
* * * eleven. I go home about midnight.
Vanessa: My dad drives to work. He works in the clinic. * * *
He’s a doctor. He starts work at nine o’clock and Vanessa: I get home pretty late, but that’s ok. On
gets home at six. Sundays, I can sleep all day. I have a pretty busy
* * * schedule. I design web pages, I write my jokes,
Vanessa: And how do I get to work? I walk from here . . . I do comedy, and I help out around the house.
* * * What about you? What’s your schedule like?
See you.

Unit 7: Richdale Street Oh, it’s in the living room.
283 Richdale. Why? . . . What? . . . You’re in
Jessica describes her new apartment to her mom, who shows town? . . . Uh, . . . great! . . . OK, see you soon.
up unexpectedly. J essica: (to Sofia) She’s coming here! Now!
Sofia: No way!
Sofia: It’s your mom. * * *
Jessica: Hello? Hi, Mom. How are you? J essica: [Mom knocks on door] Just a minute!
Pretty good. A little tired, but good. Sofia says Mom: Jessica, is that you? It’s Mom.
“hello.” Yeah, it’s nice. (to Sofia) She’s asking about Jessica: I’m coming!
our apartment. (to Mom) Yeah, I like it. Mom: What’s going on in there?
Well, let me see. There are four rooms: the living Jessica: [opens door] Hi, Mom! Come on in.
room, the kitchen, and two bedrooms. Oh, and Mom: How are you?
of course, a bathroom.The living room? Well, it’s Jessica: Good! How are you?
really big. The kitchen is nice, too. Mom: Good. So this is your apartment.
* * * Jessica: Yeah.
No, we don’t have a microwave. We just have a Sofia: [inside apartment] Hi.
regular oven. Mom: (to Sofia) You must be Sofia.
* * * Sofia: Nice to meet you.
Yes, the kitchen is very sunny. There is a modern Mom: You, too. How was Brazil?
refrigerator. Sofia: It was awesome. Thank you for asking.
* * * Mom: What a nice apartment.
Clean? Yeah, of course, it’s clean. Jessica: Thank you.
* * * Mom: This is the perfect place for my vase.
The bedroom? Actually, there are a lot of big Is this the bedroom?
windows. And the view is really great. Girls: Don’t open that / it!
* * * Mom: Oh!
Yeah, there’s a really big closet, too.
* * *
Mom! I live in an apartment, in the city. There is no
yard.
* * *
What? The present. Yes, yes, I do. Thank you very
much for the vase. We really like it.
* * *

Unit 8: The night shift Rachel: And when do you finish?
Trey: At 10 in the morning.
People who work at night talk about their jobs and their Rachel: That’s ten hours. You work hard.
rather unusual routines. Trey: Yes, I do. But I take a break at 5 a.m. for breakfast.
Rachel: Trey usually has breakfast at the Galaxy Diner. It’s
Rachel: I t’s 11:30 at night, and most people are sleeping. open 24 hours a day. Trey has a short break, but
That’s because most people work during the day it’s OK. The service at the Galaxy Diner is fast.
and sleep at night. But some people – about * * *
15 percent of people in the United States – work Rachel: It’s now 5:30 in the morning, and we’re at the
at night. What kinds of jobs do they do on the Galaxy Diner. We’re talking with Dwayne. . . .
night shift? Let’s find out! Dwayne, what do you do?
* * * Dwayne: I’m a waiter here. Oh, and I’m also a student.
Rachel: I’m Rachel Park, and I’m standing in front of Rachel: What are you studying?
Memorial Hospital with Eva North. She works Dwayne: Business.
here in the hospital. . . . Eva, what do you do? Rachel: That’s great. What’s your schedule like?
Eva: I’m a doctor. Dwayne: I go to school from eight in the morning until
Rachel: Where do you work, exactly? noon, and then I study two or three hours. I
Eva: Right here in the emergency room. sleep until about 10, and then I come here to
Rachel: Is it busy at night? work. I usually work from 11 p.m. to 7 a.m.
Eva: Yes, yes, it is. Rachel: What time do you finish today?
Rachel: Really? Dwayne: Today is a hard day. On Thursdays, I work extra
Eva: All day and all night. hours. I start at 11 p.m., and I go home at 11 a.m.
Rachel: How do you like your job? Rachel: Dwayne takes a taxi home on Thursdays.
Eva: It’s stressful. I work long hours – from 11 to 7. But * * *
every day in the hospital is different. I like it.. . . . Rachel: A taxi like this one. Taxi drivers on the night shift
Oh, actually, I’m sorry. I have to go. often work twelve to fourteen hours. There aren’t
* * * as many customers, so they work longer hours.
Rachel: There are one thousand eight hundred [1,800] This is Gio. Gio drives a taxi at night. . . . Gio, it’s
emergency rooms, or “ERs,” in hospitals around 6 a.m. How are you?
the country. Each ER has a big staff, including Gio: I’m doing OK.
ambulance drivers. Rachel: What time do you start work?
* * * Gio: At midnight. And I finish work at noon.
Rachel: Some people come to the emergency room Rachel: Wow. That’s twelve hours! Is your job difficult?
in an ambulance. Trey is an ambulance driver Gio: No, it’s pretty easy, really. Sometimes it’s quiet,
and he works the night shift. . . . So, you’re an though. Everyone’s sleeping at night.
ambulance driver. Is your job difficult? Rachel: What do you do after work?
Trey: Yes, it is. But it’s exciting! Gio: I sleep! I go home and sleep for ten hours!
Rachel: What time do you start work? Rachel: Ah, sleep. That sounds like a good idea. . . . This
Trey: I start work at the same time every night, at is Rachel Park, saying “good morning” and “good
midnight. night”!

Unit 9: At the diner Woman: W ell, sometimes I have chocolate.
Jamal: Chocolate. I love chocolate. And you’re
People in a restaurant talk about what they are eating and having coffee, I see.
drinking for brunch. Woman: No, it’s tea. Black tea, no sugar.
Jamal: Do you come to Sunny’s often?
Jamal: H i, I’m Jamal Greene, and I’m standing in front of Woman: No, this is my first time. I’m from Canada,
Sunny’s Diner. Sunny’s Diner is 80 years old, and actually. I’m a tourist.
it’s still a very popular neighborhood restaurant. Jamal: Welcome to our city. Enjoy your stay!
What are people eating? Let’s go inside and see! * * *
* * * Jamal: And what are you having?
Student: And I’ll have two eggs, some toast with butter, Father: Hm, I’m not sure . . .
and some orange juice, please. Jamal: Well, you know, there’s a special today:
Server: Do you want any jam with your toast? steak and eggs.
Student: No, thanks. Father: I know. But I don’t eat meat. I usually eat
Jamal: Hi. I see you’re having some coffee, too. vegetables. (to Richie) Vegetables are good
Student: Yes, I am. for you. Right, Richie?
Jamal: Do you always have coffee with your meal? Son: Yeah, but I don’t like broccoli.
Student: Yes, I do. I study late at night, and I’m sleepy in Father: But do you like corn?
the morning. Son: Yeah, it’s OK.
Jamal: Now, today is Sunday, and there’s a special Jamal: And who is this?
brunch menu. Do you ever have breakfast here Father: This is my son, Richie.
on weekdays? Jamal: Hi, Richie. Do you like Sunny’s Diner?
Student: No. On weekdays, I eat breakfast at home. Son: Yeah! It’s great!
Jamal: What about lunch? Jamal: And what are you having?
Student: I usually have lunch at school with my friends. Son: Pancakes with extra syrup!
Jamal: OK. Well, enjoy your meal. Jamal: And to drink?
Student: Thanks. Son: A large orange juice.
* * * Father: I think I know what I’ll have now: a green
Jamal: Eggs, toast, orange juice, and more. Sunny’s salad with lettuce, tomatoes, and onions.
serves a lot of foods that are good for you. (to Jamal: And what do you usually drink with your
woman) And what are you eating? meal?
Woman: I’m having some yogurt, some granola, and a Father: Just a glass of water.
fruit salad. * * *
Jamal: Now that’s a healthy meal! Jamal: Great food, great prices. Everybody loves
Woman: Yeah, I usually eat well. And I never eat sweet brunch at Sunny’s Diner! I’m Jamal Greene,
snacks. and we hope to see you here next Sunday!
Jamal: Never?

Unit 10: What’s your sport? Lisa: And what sports do you like, Diane?
Diane: Oh, I love tennis.
People talk about the activities that they enjoy at Flushing Lisa: Do you play tennis here at Flushing Meadows?
Meadows Park in Queens, New York. Diane: Oh, no. I don’t play tennis. I watch it. Right over
there.
Lisa: H i, there! I’m Lisa Kim. Welcome to Flushing * * *
Meadows Park in Queens, New York. We’re here to Lisa: This is the National Tennis Center, home to the
talk to people about sports. On weekends, these U.S. Open. The U.S. Open is an internationally
soccer fields are crowded. There are soccer teams famous tennis tournament. People come from
for kids and for adults. all over the world to watch tennis matches here.
* * * But you can play tennis and you can take tennis
Lisa: This is Omar. He plays soccer at Flushing Meadows. lessons here, too.
Hi, Omar. * * *
Omar: Hello. Lisa: What sports do you like?
Lisa: So, you’re playing soccer today. Who are you Susan: I like a lot of sports, but I really like golf.
playing with? Lisa: Golf? Can you play golf here, too?
Omar: With other friends from my country. We have a Susan: Yes, you can. It’s mini golf. My husband takes our
team. kids to the playground, and I can relax.
Lisa: How often do you practice? * * *
Omar: On Saturdays and Sundays. We start at 10 Lisa: Flushing Meadows has something for everyone.
in the morning. And you don’t need to play sports to enjoy the
Lisa: Soccer is hard. But it’s not all hard work. Over park. You can also just take it easy. There are
there, you can get a snack. They sell hot dogs, many beautiful places to walk in the park. Like
empanadas, and other snack foods. this.
* * * * * *
Lisa: There’s so much to do here. There are baseball Lisa: Best of all, you can get to Flushing Meadows
fields, basketball courts, handball courts, and even easily on the subway from Manhattan. The
a cricket field. (to Ian) So, Ian, you play cricket. Number 7 train takes you right to the park.
What exactly is that? * * *
Ian: That’s a good question. Well, it’s a team sport. You Lisa: But where do you get off the train? Just look for
play it with a ball and bat. There are 11 people on the Unisphere. This giant globe tells you that
each team. The team with the most runs wins. you’re in Flushing Meadows. Pretty great, huh?
Lisa: So, it’s kind of like baseball. Flushing Meadows welcomes people from all
Ian: Yes. It’s similar. around the world to play sports, watch sports, or
Lisa: Cricket is not very well known in the U.S. Where in just enjoy a day in this beautiful park. Why don’t
the world do people play cricket? you come for a visit, too?
Ian: Well, it’s popular in Australia, India, South Africa,
and England – that’s our home. And of course,
I can play cricket here at Flushing Meadows.
It’s great!

Unit 11: A trip to Washington, D.C. Marc: Are you visiting with your family?
Student 1: No, we’re here with our school. Our teacher is
People talk about what they are going to do during their visit right over there.
to Washington, D.C. Marc: Well, it’s a beautiful day. What are you going
to do?
Marc: T his is Washington, D.C. I’m Marc Jones, and Student 2: We’re going to visit the Capitol building. We’re
I’m standing here on the National Mall. The going to take a tour.
National Mall is a good place for sightseeing Student 1: After that, we’re going to watch the fireworks.
in Washington. You can see a little bit of Marc: Fireworks? Where are they going to have
everything here. There are museums, parks, fireworks?
famous buildings, and lots of monuments. Student 2: Right here on the Mall. They start at 10 p.m.
* * * Marc: Wow. I didn’t know that.
Marc: Hi. How are you today? * * *
Woman: Just fine. Marc: How about you? What are you going to do?
Marc: So, is this your first time in Washington, D.C.? Bim: Well, I’m an artist, so I want to see the art
Woman: Yes, it is. museum. So, I’m going to spend the whole
Marc: And who are you with? day there.
Woman: This is my daughter. Today’s her 16th birthday. * * *
We’re visiting Washington, D.C., for her Diane: I going to spend the day outside because
birthday. it’s so nice. I’d like to see some monuments –
Marc: Well, happy birthday! maybe the Lincoln Memorial or the Jefferson
Girl: Thanks! Memorial.
Marc: So, what are you going to do? * * *
Girl: Well, we’re going to visit some museums. And Marc: What are you going to do?
then, we’re going to have lunch at a café in the Jorge: I’m going to go to the top of the Washington
museum. Monument because you can see the entire
Marc: Nice! What museum are you going to visit? Mall from there. And then I’m going to walk to
Girl: I want to visit the National Air and Space the White House. I’d like to take a tour there.
Museum. I want to be a pilot someday. * * *
Marc: Great! Well, have a good day. Marc: You can get to the National Mall easily by
Woman: Thanks. public transportation. Once you’re here,
Marc: Happy birthday. you can walk to everything. It’s easy to get
* * * around.
Marc: Let’s find some more people to talk with. . . . Hi, * * *
guys! Marc: Museums, fireworks, sightseeing. There’s so
Students: Hi. / Hello. much to see and do on the National Mall. In
Marc: So, how do you like Washington? fact, it’s my turn to have some fun. I’m going
Student 1: We love it. It’s really fun. to take one of those sightseeing buses to, . . .
well, I don’t know. But it’s going to be
interesting!

Unit 12: Where does it hurt? Peter: OK. Sounds good.
Dr. Smith: All right. I’m going to give you some ear drops
Peter goes to see the doctor, but he ends up solving the and some pills. Take one pill before breakfast.
doctor’s health problem. Use the ear drops before bed.
Peter: One pill in the morning, ear drops at night.
Peter: Hi, Dr. Smith. Dr. Smith: That’s it!
Dr. Smith: Peter! It’s good to see you. How are you feeling Peter: OK. And can I swim?
today? Dr. Smith: No swimming for two weeks. But after that, you
Peter: Not so good, Doc. should be OK.
Dr. Smith: OK. Tell me exactly what’s the matter. Peter: Great. Thanks, Doc.
Peter: Well, I have an earache, and it really hurts, and Dr. Smith: No problem. . . . Ow!
I’m a little dizzy. Peter: Hey, Doc, are you OK?
Dr. Smith: Sorry to hear that. Let me take a look, hm? Dr. Smith: Oh, no, it’s OK, really. It’s . . . it’s just my back. I
All right. Do you have a cough? have a backache.
Peter: No, I don’t. Peter: Is the pain here, or here?
Dr. Smith: Do you have a fever? Dr. Smith: No, it’s down here.
Peter: No, I don’t. I feel pretty terrific. It’s just my ear. Peter: OK. Does it hurt all the time?
Dr. Smith: OK, so the pain: Do you feel it all the time, or Dr. Smith: Only when I stand a lot, and when I move
does it come and go? like . . . ow!
Peter: No, it isn’t constant. Just from time to time. Peter: OK, I have just the thing. Come on. Stand up
Dr. Smith: Do you feel tired? straight.
Peter: No, I actually have a lot of energy. I actually go Dr. Smith: What?
swimming all the time. Peter: My father has the same back pain. I can help
Dr. Smith: OK. Give me an “ah.” you.
Peter: Ahh. Dr. Smith: I have a lot of patients to see today.
Dr. Smith: Thank you. So, do you go swimming every day? Peter: This will only take a minute. Take your left leg,
Peter: No, not every day. Probably three times a week. pull it up to your chest like this, and turn your
Dr. Smith: I think I see the problem. body to your right. . . . More!
Peter: Is it serious? Dr. Smith: Oh! I feel that. . . . You’re not going to charge me,
Dr. Smith: Oh, no. You have some extra wax in your ear, are you?
probably because you swim so much. I’m going
to give you some medicine, and you should feel
better in a week.

Unit 13: Across the bridge Ben: What?
Sara: What’s going on?
Sara and Ben cross the Capilano Suspension Bridge in Ben: What do you mean?
Vancouver, British Columbia, Canada. Sara: Well, first you wanted to go to Totem Park. Now you
want to go to the gift shop. What about the bridge?
Sara: H ere we are: the Capilano Suspension Bridge, one of Ben: Well, actually, I don’t like high places. I get scared,
Vancouver’s most popular tourist attractions. and I freeze up.
Ben: Capilano Suspension Bridge. Sara: So you don’t want to go across the bridge?
Sara: Come on! Let’s go! Ben: Uh-uh. No. Nope. No!
* * * Sara: Why didn’t you say something sooner?
Sara: Wow. It’s beautiful. Ben: Because I didn’t want to disappoint you.
Ben: Yeah. Really nice. Sara: Oh, don’t worry about me! I can still cross the bridge
Sara: Come on. by myself.
Ben: Wait. Ben: Really? You don’t mind?
Sara: Photos! Good idea. Sara: Of course not! I know. You stay on this side of the
Ben: Tell you what: Let me get your picture over at the bridge and take a video of me crossing! How about
totem poles. that?
Sara: The totem poles? They’re across from the gift shop. Ben: OK. Sounds good! Let’s go!
We can do that later. Come on, let’s cross. * * *
Ben: Please, Sara. It’s nearby. It’ll only take a second. Do it Ben: OK.
for me? Sara: How am I doing?
Sara: OK. Ben: What’s it like down below?
* * * Sara: Ben?
Ben: Now turn a little, and stand next to that one. . . . Ben: Yeah?
Good! Sara: Help.
Sara: OK, my turn. Ben: What’s wrong?
Sara: Stand between those two. . . . All right. We got some Sara: I can’t move.
great photos. Now let’s go cross that bridge. Ben: Hold on! I’m coming.
Ben: Oh! I just remembered! * * *
Sara: What? Ben: How are you feeling?
Ben: We have to get a present for my mom. We promised. Sara: You crossed the bridge!
Sara: Yeah? Ben: Oh, my gosh! I . . . we . . .
Ben: The gift shop’s just back there. We can get her Sara: Let’s go to lunch.
something really nice . . . Ben: Yeah, great.
Sara: Ben . . . Sara: At the restaurant.
Ben: . . . and then we can go to the restaurant, and we can Ben: Yeah.
get something to eat. Sara: It’s across the . . .
Sara: Ben?

Unit 14: How was your vacation? ugo: It was really hot.
H
Evan: Yeah?
Hugo tells his co-worker Evan about his bad vacation. Hugo: Yeah! The air conditioning didn’t work. I couldn’t
sleep at all.
Evan: Hey, Hugo. Welcome back! Evan: So you’re saying it’s nicer here? In the office?
Hugo: Ow! Hugo: Yeah.
Evan: Oh, sorry. Are you OK? Evan: That doesn’t sound good. . . . [looking at the picture
Hugo: Yeah, I’m fine. he took of Harry] I can’t wait to send this around the
Evan: OK. Did you have a good vacation? office. . . . (to Hugo) Hey, did you take any pictures
Hugo: It was OK. during your trip?
Evan: Just OK? Did you go to the mountains or the Hugo: Well, that’s another thing. . . . I bought myself a new
beach? camera, just for my trip.
ugo:
H Oh, I went to the beach. Evan: Cool.
Evan: Fantastic! Tell me about it! Hugo: Yeah. It was expensive, too. But I forgot to pack it.
Hugo: Stop. Wait. Don’t. I’ll tell you all about it. . . . I was I left it at home.
really happy when I got there. It was beautiful. The Evan: Oh, that’s too bad. So, when did you get back?
water was so blue, and the sand was white. There Hugo: I planned to come back on Saturday, but they
were palm trees and cool breezes. I couldn’t wait to canceled my flight. So I spent the night at the
hit the beach. airport. I finally got home late last night. And I had
Evan: Lucky you. So what did you do first? an early meeting today, so I came to work early.
Hugo: Well, the first day I just relaxed on the beach. I even Evan: That’s terrible, Hugo.
fell asleep there. John: Hey, Evan. You’re all set. Your flight to Chicago for
Evan: Kind of like Harry there? tomorrow is confirmed, and they upgraded you to
Hugo: Yeah. Like that. a deluxe suite at no cost.
Evan: So you fell asleep on the beach. That sounds nice. Evan: Great.
Hugo: Yeah, it was, except I didn’t use any sunscreen. John: Here you go.
Evan: Uh-oh. Evan: Thank you, John.
Hugo: And I got sunburned all over. John: No problem.
Evan: Ouch! So that explains the . . . Evan: I have to run. It’s good to have you back!
Hugo: Exactly. . . . So after that, I didn’t go back to the Hugo: Thanks, Evan. It’s good to be back. I think I need a
beach. vacation.
Evan: That’s too bad. Was the hotel nice, at least? John: Hey, Hugo. Welcome back.


Unit 15: On Broadway Andrea: I’m a percussionist. I play the drums.
Rachel: So, you’re in the orchestra?
People who work in Broadway theater talk about their lives. Andrea: That’s right.
Rachel: That’s interesting.
Rachel Park: T imes Square. Midtown Manhattan. And the Andrea: Yeah. We play a show every day and two
heart and the home of the theater district: shows on Wednesdays, Saturdays, and
Broadway! This is New York City! And no trip Sundays.
to New York is complete until you go to a Rachel: Do you get any time off? Can you take a
Broadway play or musical. Broadway is a busy break?
and exciting place to be. It’s also the dream Andrea: Sure. The theater is closed on Mondays.
of thousands of actors, dancers, musicians, Rachel: I see. So, Andrea, were you born in New York?
and other artists. Let’s talk with some of the Andrea: Yes, I was. Not too far from here, actually. In
people who actually work here on Broadway. Brooklyn. My parents were born in New York,
* * * too.
Rachel: Hi, Sylvia. Rachel: What did you study in college?
Sylvia: Hi. Andrea: Music, of course. I always wanted to play on
Rachel: This is Sylvia Santiago. . . . Sylvia, were you Broadway.
born in New York? Rachel: And now you’re doing it! Congratulations,
Sylvia: No, I was born in Mexico. Andrea, this is your dream come true!
Rachel: And when did you come to New York? Andrea: Thanks.
Sylvia: I came here five years ago. I want to be an * * *
actress. Rachel: This is Frank Norris. . . . Frank, what do you do
Rachel: Wow. Do you want to be in a Broadway here?
show? Frank: I’m an usher.
Sylvia: Yes! That’s my dream. Rachel: An usher? What exactly do you do?
Rachel: Did you study acting before you came to Frank: I take customers’ tickets and I show them to
New York? their seats.
Sylvia: No, I didn’t. I studied law. Rachel: Why did you become an usher?
Rachel: Law? Really? That is a big change. What did Frank: Because I needed the money. I like it, though.
your parents say about you coming to New I get to meet a lot of nice people. And I get to
York? see a lot of shows for free!
Sylvia: They were worried. They thought this was Rachel: Nice. What else do you do?
a big, dangerous city. But last month they Frank: I’m a college student. I came to New York to
came to visit New York, and now they love it. I study writing. I want to write Broadway plays.
do, too! Rachel: Are you from New York?
Rachel: That’s wonderful. Well, Sylvia, good luck to Frank: No, I grew up in Colorado.
you! Rachel: OK. Good luck, and thanks!
Sylvia: Gracias! I mean, thanks! Frank: Thanks.
* * * * * *
Rachel: This is Andrea. She works right here in the Rachel: There you have it – Broadway stories.
theater. . . . Hi, Andrea. Remember the names and faces you saw
Andrea: Hello, Rachel. today because, who knows: You might meet
Rachel: So, Andrea, what do you do? them again when you come to Broadway!


Unit 16: Then he said . . . Peter: W hat do you mean, you’re not sure? What
happened?
Abby tells her friend Peter about her date. Abby: Well, we went on this big roller coaster!
Peter: Was it fun?
Peter: Hey! How’s it going? Abby: Yes, but I got sick, and I had to sit down for a
Abby: I’m good, Peter. How are you? while.
Peter: I’m fine. Oh, hey, did you see Greg last Peter: What did Greg do?
weekend? Abby: He offered to buy me a soda to help settle
Abby: Oh, well, that’s kind of a long story. my stomach. Then he realized that his wallet
Peter: Well, we have plenty of time before class. was gone. It fell out of his pocket on the roller
Come on. Let’s go outside. coaster.
Abby: OK. Peter: Oh, that’s too bad.
Peter: I’m all ears. Abby: I felt terrible about it. But then my sister came
Abby: OK. Well, I saw Greg here at school on Friday. over, and she had Greg’s wallet! He left it at
Peter: Yeah? Did you talk to him? the restaurant where we had lunch, before we
Abby: Yeah, but he was in a hurry. So he said, “Can I went on the roller coaster. She picked it up
call you later?” and I said, “OK.” And he did. and kept it for him.
Peter: And? What did he say? Peter: What a relief! Was he happy?
Abby: He asked me to go to the movies with him that Abby: Oh, yeah. He even offered to buy her ice
night. cream, to say “thank you.”
Peter: Great! So you went to the movies together. Peter: Did she like that?
Abby: No, I couldn’t because of my little sister. I had Abby: Yup. She got two scoops of chocolate ice
to babysit. So then he asked if I wanted to go cream. She loved it, but, . . . he didn’t.
to the basketball game the next night. Peter: What do you mean?
Peter: Oh, so you went to the game Saturday night. Abby: She accidentally dropped her ice cream on
Abby: No. I turned him down. him. She got chocolate ice cream all over
Peter: What? Are you crazy? Why? What was your Greg’s new shirt. She ruined it.
excuse? Peter: Oh, no!
Abby: No excuse. I told him that I like him, but I really Abby: He was cool about it, but I’m just afraid Greg
do not like sports. But, um, he was really nice didn’t have a very good time.
about it, and he even asked me to go to the Peter: That’s too bad.
art fair with him on Sunday. Abby: Yeah.
Peter: So you went to the art fair. I was there, but I Peter: [Abby’s phone rings] Maybe it’s Greg.
didn’t see you. Abby: Very funny. [She sees it is Greg and shows Peter]
Abby: No, we didn’t go. I couldn’t. On Sunday, I had Peter: I told you! Answer it!
plans with my family to go to the amusement Abby: Greg? Hi! . . . I’m fine, thanks. You did? . . .
park. Well, I had a very good time, too. You’re
Peter: So you didn’t see him. welcome. . . . What? . . . Really? . . . Yes, sure,
Abby: Yes, I did. I’d love to. . . . No, no, tomorrow’s bad. . . . Yeah,
Peter: OK, wait a minute. I’m confused. When did you I have dance class. . . . No, my grandparents
see him? are coming over Wednesday night. It’s their
Abby: On Sunday. I asked him to go to the 40th anniversary. . . . Um, no, not on Thursday
amusement park with us, and he accepted my because I have this huge test the next day,
invitation. He said, “I’d love to go.” and I’m going to study with some of my
Peter: So you all went to the amusement park on classmates. . . . Friday? Well, let me see. Oh,
Sunday. That’s cool. How was it? no. I have a dentist appointment in the
Abby: Well, I’m not sure. morning, and . . .

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Cambridge University Press is part of the University of Cambridge.

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1 VOCABULARY People and names

3 WHAT DO YOU SEE?

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4 GET THE PICTURE

B Match. Then compare with a partner.

C Match the first names or titles with the

5 WATCH FOR DETAILS

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She’s not a teacher.

7 NICE TO MEET YOU

B pair work Put the sentences in order. Then practice

A: Hello. I’m Paul Thompson.

C class activity Now introduce yourself around the

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8 WHAT DID THEY SAY?

9 THE VERB BE Asking for and giving information

B pair work Practice the conversations again.

C group work Now ask five students from

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the cell phone the passport the camera

the ticket the notebooks the books

A: Where is the wallet? A: Where are the keys?

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Watch the video

3 GET THE PICTURE

her bag her ticket

4 WATCH FOR DETAILS

1. At the beginning of the story, it’s

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3. The lamp is the TV. 4. The coffee table is the sofa.

B Where are Sofia’s things? Complete the sentences.

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7 WHAT DID THEY SAY?

8 PREPOSITIONS OF PLACE Describing location

behind in in front of ✓next to on under

1. The purse is next to the sofa .

B Write similar sentences about things in your classroom.

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1 VOCABULARY Countries and regions

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Arabic ✓ Casablanca San José Country City Language

A: Casablanca is in Morocco. 2. Costa Rica

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3 GET THE PICTURE

Rachel: Hello . Where you from, Camilia?