1Family

UNIT

Present and Past: Simple and Progressive

Unit Opener
Photo: Read the photo caption to the students and say, This is
a grizzly bear and her four cubs. Male grizzly bears can be a
danger to the cubs, so their mother raises them. She takes care
of her cubs for two to three years. What do you think the mother
teaches her cubs during this time?
Location: Grizzly bears live in the northwest of the United States
and in parts of Canada, including British Columbia and the
Yukon.
Theme: This unit explores the daily lives and routines of the family
life of both animals and people. It also discusses how families
3
are changing.
For FM TOC_3.indd 2-3 10/30/14 2:57 PM

Page Lesson Grammar Examples

Simple Present and Present I eat breakfast every day.
4 1
Progressive What is cooking in the oven?
The baby wants the bottle now.
12 2 Stative Verbs The flowers smell wonderful!
Smell this perfume. Do you like it?
Jim left the party at 8:00 last night.
Jim was driving home at 8:15.
18 3 Simple Past and Past Progressive
While Don was talking on the phone, Jim was eating lunch.
Dave was playing soccer when he hurt his foot.
26 Review the Grammar
28 Connect the Grammar to Writing

Unit Grammar Terms

action verb: a verb that shows an action. simple present: a verb form used to talk about
➢➢ The team practices every day. habits or routines, schedules, and facts.
➢➢ She teaches at the university.
clause: a group of words with a subject and a verb.
(See dependent and main clause.) stative verb: (also called a non-action verb) a verb
➢➢ We watched the game. (one clause) that does not describe an action. Stative verbs
➢➢ We watched the game after we ate dinner. indicate states, senses, feelings, or ownership. They
(two clauses) are not common in the progressive.
➢➢ I remember the party well.
past progressive: a verb form used to talk about an
➢➢ They have a new car.
action that was in progress in the past.
➢➢ I’m eating dinner right now. I can’t talk. time clause: a clause that tells when an action or
➢➢ She’s taking English classes this summer. event happened or will happen. Time clauses are
introduced by conjunctions, such as when, after,
simple past: a verb form used to talk about
before, while, and since.
completed actions.
➢➢ While I was walking home, it began to rain.
➢➢ Last night we ate dinner at home.

  9
LESSON 1 Simple Present and Present Progressive
•• Read an article about some researchers’ observations of a gorilla family.
•• Analyze and use the simple present and present progressive.
Student
•• Listen to someone describe her family.
Learning
•• Speak about family trends in different cultures.
Outcomes
•• Find and edit errors with the simple present and present progressive.
•• Write about a family member or friend.

Lesson (v.) behave (v.) feed (v.) observe (n.) researcher (v.) survive
Vocabulary (v.) decline (adv.) instantly (adj.) permanent (n.) shade (adj.) temporary

EXPLORE B
This verb form shows Simple Present
that the action is . . . Present Progressive
1 READ, page 4 10 min.
1. permanent. ✓
• Ask students if they know what a rainforest is.
(a tropical forest that has heavy rainfall and 2. a
 routine or habit. ✓
many trees) 3. in progress now or
✓
• Tell students that many kinds of gorillas live in over a current time.
rainforests, and ask them what other animals live
in tropical environments. • Expansion Tip: Have students return to the
reading on page 4 and notice which progressive
Be the Expert forms express actions that are “happening now”
•• This reading is about a family of lowland gorillas and which express actions that are happening
that live in the Odzala National Park. Lowland “over a period of time.”
gorillas are the largest of all gorillas. They can
reach up to 6 feet in height (1.8m) and weigh from
400–600 lbs. (181–272 kg). LEARN
•• Because lowland gorillas live in dense rain forests,
Chart 1.1, page 6 10–15 min.
it is difficult for scientists to accurately estimate
how many are left in the wild. However, their • Notes 1 & 2: Many languages express time, tenses,
population is decreasing due to poaching, disease, and the progressive aspect differently from English.
and destruction of their habitat. For example, a speaker of such a language might
say “I study now” or “I shopping now” to say that
he’s in the middle of studying.
2 CHECK, page 5 5 min.
1. F 2. T 3. T 4. F 5. T 4 pages 6–7 5 min.
• Tip: After students have completed exercise 2, 1. do you find 11. surprises
have them find the corresponding sentences in the 2. I go 12. laugh
reading and correct the statements that are false.
3. does it take 13. Do you follow

3 DISCOVER, page 5 10 min. 4. It usually takes 14. I’m doing/I am doing

• Tip: Before you do the first example in exercise A, 5. we don’t/do not find 15. makes
make sure students understand the meaning of 6. A re the trackers 16. Young chimps and
temporary (not lasting a long time), permanent following gorillas stay
(forever), and routine (common tasks that you do 7. The trackers are 17. Chimp fathers usually
regularly or everyday activities). These words are spending don’t stay/Chimp
important unit vocabulary. fathers usually do not
8. exploring
A 1. b 2. b 3. a stay
9. are you staying
18. rarely leave
10. I’m staying/I am
staying

10  Present and Past: Simple and Progressive

 B Answers will vary.
REAL ENGLISH, page 6
Tell students that ever, usually, often, and 9 page 9 10 min.
sometimes are called frequency adverbs
because they describe how often something REAL ENGLISH, page 9
occurs. Other frequency adverbs are
occasionally, sometimes, and rarely. Point out Constantly has almost the same meaning as
that sometimes can be placed before the main always and can also be used with the present
verb or at the beginning or end of a sentence progressive to make complaints.
without a change in meaning: I sometimes
eat with chopsticks. / Sometimes, I eat with A 1. is always borrowing; 4. are always making
chopsticks. / I eat with chopsticks sometimes. not returning 5. is always talking
2. are always checking; 6. is always losing
Chart 1.2, page 7 10 min. texting

• Notes 1 & 2: Another use of the present 3. is always complaining

progressive is to refer to actions or events that are 1
0 page 10 10–15 min.
planned for the future; for example, I’m going to
A 1. are living 4. are getting; are
Maine for the summer. Usually a specific time phrase
2. is decreasing; is waiting
makes it clear that the action will occur in the future,
as in I’m going to travel for a year after college. not increasing/isn’t 5. are not having/
increasing aren’t having;
5 page 7  5 min. are having/’re having
3. is not going up/isn’t
1. is growing   6. compare
going up; is coming 6. are continuing
2. are getting   7. always take care of
down/’s coming 7. are growing
3. are growing   8. is always getting
down
4. is increasing   9. is becoming
5. always go 10. is always complaining
11 LISTEN AND WRITE, page 10 10–20 min.
6 ANALYZE THE GRAMMAR, page 8 5 min. A 1. b 2. c 3. e 4. a 5. f 6. d
1. A change over time: 1, 2, 3, 4, 9 B Answers will vary. Possible answers:
2. An unwanted repeated action: 8, 10, or;
Julia’s grandmother never drives at night.
3. A regular or expected action: 5, 6, 7
Julia’s grandmother still drives.
Julia’s father is standing next to her brother Alex.
PR ACTICE Her twin sister Ana plays in an orchestra.

7 page 8 5 min. Her brother Lucas is studying in Scotland.

Her whole family doesn’t get together too often.
8 page 8 10 min.
1. I’m enjoying   9. is improving 12 EDIT, page 11 5 min.
2. ’m staying/am staying 10. often laughs
   This week I visit am visiting my twin sister.
3. do 11. doesn’t bother/does
We aren’t getting don’t get together often because
4. take not bother
we live a couple of hours apart. We talk and text
5. don’t eat/do not eat 12. often make OR
all the time, though, so we don’t feel too far apart.
6. use ’m always getting/
We are telling tell each other our problems and try
7. ’m getting /am getting am always making
to help each other out. Another reason we don’t see
8. speaks
each other often is my sister’s job. She is very busy.
We often make plans, but she is cancelling always
A 1. Do you eat with 5. What language do you
always cancelling our plans at the last minute.
chopsticks at speak at home?
Sometimes this upsets me. It’s almost summer,
every meal? 6. Who do you live with?
though, so her schedule becomes is becoming
2. Does your family 7. Is your English
much less busy. This week, at least, we do are
remove their shoes improving day by day?
doing a lot together. It’s great!
inside the house? 8. Do you ever laugh
3. What are you getting at your mistakes in
13 APPLY, page 11  10 min.
better at? English?
4. Does anyone in your • Alternative Writing: Have students write a
family speak English paragraph about their partner.
well?
UNIT 1  LESSON 1  11
LESSON 2 Stative Verbs
•• Read an article about changes in family size in Brazil.
•• Recognize and correctly use stative and active verbs.
Student •• Speak about family size in your culture.
Learning •• Identify verbs that have stative and active meanings.
Outcomes •• Express temporary changes in behavior with being + adjective.
•• Listen to classmates describe their family.
•• Write about a family using stative verbs.

(n.) aspect (v.) deny (n.) influence (n.) maximum (v) resemble
Lesson
(adj.) average (v.) design (n.) label (n.) popularity (n.) trend
Vocabulary
(n.) character

EXPLORE LEARN
1 READ, page 12 10 min. Chart 1.3, page 14 15 min.
• Have the students read the question above the • Note 2: Explain that stative is the adjective form
article. Ask them why they think families in Brazil of state (the condition or situation that someone
are getting smaller. or something is in). Stative verbs describe an
• Use the size of the letters in the title to elicit the unchanging state.
meaning of shrinking (getting smaller). • Tip: After reading chart 1.3 with students, have
them close their books. Ask them to tell you the
Be the Expert
categories of stative verbs, i.e., the categories
Until recently, the Brazilan family often included the given in Note 2a–g., and write them on the board.
husband and wife, their children, and extended family Have students write a list of verbs that fall in each
members. It was not unusual for grandparents to live category without looking at their books. Then have
in the same house with their sons or daughters and them look again at Note 2a-g to check their answers.
grandchildren. This situation is now changing, and
you will find some reasons for this in the article. 4 page 14 5 min.
1. S 5. S
2 CHECK, page 13 5 min.
2. A 6. S
1. don’t want 3. is not only one/more
3. S 7. A
than one
2. are not having 4. don’t have 4. A 8. S

• Tip: After exercise 2, elicit reasons from the article

why Brazilian families are changing (women’s
education and novellas). Continue the discussion
by asking students if similar changes are taking
place in their countries.
3 DISCOVER, page 13
A 1. is thinking 4. looks
2. think 5. are having
3. is looking 6. have
B 1. 1, 3            2. 2, 4, 5, 6
5 pages 14–15 5 min.
1. A: Do people have B: Many families have
2. A: Do most people B: most people don’t/do
   own    not own
3. A: Does it cost B: Yes, it costs
10 min.
4. A: do you think B: I hope
5. A: Do you know B: it seems
6. A: do you look like B: I resemble
6 SPEAK, page 15 10 min.
Answers will vary.

Chart 1.4, page 15 10 min.

• Notes 1 & 2: Many teachers find that their
students incorrectly use the present progressive
12  Present and Past: Simple and Progressive
 form with a stative verb when the simple present is 3. A: do you look; B: we need
required, e.g., “Stefanie is smelling good because are you thinking
she has a new perfume.” 4. A: You seem B: I miss
One reason for this may be that there are many • Tip: Before beginning exercise 9, ask students
more active verbs in English than stative verbs. what kind of TV shows they usually watch. In
Students hear the present progressive form used pairs, have them discuss their favorite shows.
frequently and use it with stative verbs.
9 pages 16–17  10 min.
• Tip: After reading chart 1.4, create the two-
column chart shown below on the board. Write 1. like   9. ’s/is
the headings only. Tell the students to close 2. ’s/is 10. sounds
their books. Then have students work in pairs to 3. love 11. seems
complete the chart with as many stative verbs 4. comes 12. doesn’t resemble/
as they remember from charts 1.3 and 1.4. After does not resemble
5. has
students have finished, have them compare their
6. don’t always agree/do 13. has
answers with another pair of students.
not always agree 14. loves
Verbs with a Verbs with stative 7. ’m watching/am watching 15. own
stative meaning and active 8. are having 16. see
only meanings
• Tip: Before beginning exercise 10, have students
believe, belong, like, appear, feel, have, hear, look at the photo and read the caption to teach the
look, own, prefer, look, see, smell, taste, word chick (a baby penguin). Ask, Who is taking
understand, want think care of the chick? (The father penguin).
1
0 page 17 10 min.
REAL ENGLISH, page 16 1. seem   6. ’s/is
Before doing exercise 7, read the Real English 2. isn’t/is not   7. weighs
box on page 16. Elicit a list of adjectives that 3. resembles   8. doesn’t need/does
describe character traits. Write them on the 4. doesn’t have/does not not need
board. Then have students give the opposite have   9. sees
of each trait. (e.g., serious ≠ funny, shy ≠ 5. has 10. knows
outgoing, rude ≠ polite, quiet ≠ talkative, etc.)
On the board, write:
• Expansion Tip: After completing exercise 10,
write several comprehension questions on the board.
She/he’s being so  . She/he’s usually Have students answer the questions with their books
so  . She/he isn’t being very  . closed and check their answers in pairs.
She/he’s usually so  .
Possible questions:
Have students work in pairs to write a 1. W ho keeps the penguin egg warm? (The father
sentence for each pair. penguin.)
2. W hat does the penguin chick look like? (It looks
like its parents, but it’s smaller with gray feathers.)
7 pages 15–16 10 min.
1. a. has b. is having 3. How much does an average adult penguin weigh?
(About 75 pounds.)
2. a. think b. am thinking
4. W hat does a penguin chick know how to do from
3. a. weighs b. is weighing
birth? (Swim.)
4. a. isn’t being b. is
5. a. doesn’t see b. is seeing 11 APPLY, page 17 15 min.
6. a. is looking b. looks A Answers will vary.
7. a. am smelling b. smells • Alternative Writing: Have students write a short
8. a. is coming b. comes description of their favorite (or least favorite) TV
show. If they do not watch TV, they can write about
PR ACTICE a movie or a book. Have them write about their
favorite characters and their relationships to one
8 page 16 5 min. another using at least five stative verbs.
1. A: are you tasting B: It doesn’t smell/does B Answers will vary.
not smell
2. A: Do you have B: I’m/I am

UNIT 1  LESSON 2  13

 LESSON 3 Simple Past and Past Progressive
•• Read about scientific research on twins.
•• Review rules for the simple past and past progressive.
Student •• Relate two past actions using when and while in time clauses.
Learning •• Write and speak about the history of a Peruvian family.
Outcomes •• Listen to a story about a family secret.
•• Find and edit errors with the simple past and past progressive.
•• Write about a classmate’s dream.

Lesson (adv.) absolutely (adj.) identical (n.) performance (n.) recognition (n.) software
Vocabulary (v.) emigrate (n.) imaging (n.) reaction (adj.) shocked (adj.) unusual

EXPLORE 3 DISCOVER, page 19 5 min.

A 1. was walking; stopped
1 READ, page 18 15 min. 2. were photographing; collecting; scanning
• Before students read the article, have them look 3. looked; didn’t see
at the photos. Ask, What do these people have in
common? Read the title of the article and the B 1. simple past; past progressive
captions of the photos. Ask, From these photos, 2. simple past
what do you think happens at a Twins Days Festival? 3. simple past

Be the Expert
•• Twins Days Festival is a gathering of identical and LEARN
fraternal twins of all ages. It is held around the
world, but the largest festival is held annually in Chart 1.5, page 20 15 min.
Twinsburg, Ohio. For more information about this • Note 3a: It is common for students to overuse
event, do an Internet search using the term Twins the simple past form, using it for all references
Days or Twins Festival. to the past. Have students practice using the past
•• Although researchers find it hard to tell identical progressive with specific times. Tell them that you
twins apart by comparing their DNA, they can saw them doing something impossible at a specific
easily distinguish them from their fingerprints. time last night. Students respond with what they
Twins’ DNA may be the same, but their were actually doing at that time.
fingerprints are very different. Teacher: I saw you dancing in the street last night
at 2:30 a.m.
2 CHECK, page 19 5 min. Student: That wasn’t me. I was sleeping in my
Wording may vary, but answers should include the room at 2:30.
main ideas.
1. Over 2000 sets of twins were at the festival.
2. Some of the festival events were picnics, talent
shows, parades, and contests.
3. Scientists and technicians were doing serious
work at the festival.
4. It was hard to tell them apart because their
beards covered half of their faces.

14  Present and Past: Simple and Progressive

 4 pages 20–21 10 min. 5 page 22 5 min.
A   1. liked 11. didn’t enjoy/did 1. saw 7. when
  2. preferred not enjoy
2. were driving 8. was playing
  3. had 12. liked
3. were drinking 9. fell
  4. practiced 13. was reading
4. When 10. got
  5. played 14. was playing
5. lifted 11. decided
  6. woke up 15. threw
6. was leading 12. when
  7. knew 16. wasn’t looking

  8. stayed 17. hit • Tip: Before beginning exercise 6, explain that

18. felt
  9. performed
10. found 19. was
B 1. did Carly stay 4. happened
2. did Tori perform 5. did Sam feel
3. was reading 6. did you prefer
•  Tip: Before beginning exercise C, pair higher-level
students together and lower-level students together.
Have higher-level students take turns asking and
answering the questions in exercise B. They should
answer the questions with their books closed. Have
the lower-level students take turns asking and
answering the questions with their books open.
C Answers may vary. Possible answers:
1. Because she was sick.
2. Because Carly was sick.
3. Sam was.
4. He wasn’t looking, so he missed the ball and it
hit him on the arm.
5. Because his twin had been hit on his arm.
because of poor economic conditions in Japan,
Japanese immigrants, mainly farmers, began
arriving Peru in 1899. For more information, do an
Internet search using the search terms Japanese-
Peruvians or Japanese emigration to Peru.
• Tip: Before beginning exercise 6, have students
look at the map of Peru. Elicit any information
they know about the country. Then have them look
at the time line at the top of the page. Make sure
that they understand the term emigration (leaving
one’s country to live in another).
PR ACTICE
6 WRITE & SPEAK, page 23 15 min.
B 1. When Julio’tparents were living in Japan, they
didn’t know each other.
2. They each emigrated to Peru when they saved
enough money.
3. Julio’s grandparents were working on a sugar
plantation when they met.
4. Julio’s father, Jiro, was born while they lived/
were living on the sugar plantation.

Chart 1.6, pages 21–22 10 min. 5. When Jiro turned six, the family moved to Lima,
so he could go to school.
• Note 1: A main clause has a subject and a verb
and forms a complete sentence. A time clause does 6. Jiro worked in the family store while he went/
not express a complete idea. It can’t stand alone as was going to high school.
a sentence. 7. When Jiro saw Susan at school, he introduced
• Note 2: To model correct punctuation, write himself.
the same sentence on the board using past time 8. When Jiro and Susan were attending college in
clauses with when and while in both first and Lima, they got married.
second position. Ask, Which sentence needs a
C Answers will vary.
comma? Where should I place the comma?
D Answers will vary.
• Note 4: To further illustrate the grammar point,
have students look at the photo of the elephant on • Expansion Tip: As a follow-up to exercise D, have
page 22. Then ask, What were these elephants doing students make a brief family tree. When their trees
when the photographer took this photo? are completed, have them discuss their family
histories in pairs or small groups.

UNIT 1  LESSON 3  15

 7 LISTEN, page 24  10 min. Mother: That sounds like a scary dream!
A 1. Bella’s mother Erica: I t was. It was a very strange dream. I’m
glad I was waking up woke up.
2. Bella’s mother
B page 25
3. Marina
4. Maria and Marina Erica’s Dream Notes

5. Maria 1. Where was Erica in In Aunt Jelena’s living

her dream? room.
6. Marina
2. What was she doing? They were catching up.
B   1. was cleaning 12. didn’t want
A bear suddenly
  2. when 13. did 3. What happened?
appeared.
  3. was looking 14. looked
4. What did they do
  4. came 15. arrived when the bear She was scared.
  5. When 16. traveled came toward them?

  6. became 17. While 5. How did she feel She was glad when
when she woke up? she woke up.
  7. told 18. knew
  8. Maria 19. were
9 APPLY, page 25 10 min.
  9. Marina 20. found
A Answers will vary.
10. when 21. was
B Answers will vary.
11. was packing

8 EDIT, page 25 5 min.

A Erica: Hello?
Mother: H
 ello, Erica? Were you asleep? Was I
waking Did I wake you up?
Erica:  eah. I slept was sleeping. I didn’t sleep
Y
well last night, so I decided to take a nap.
Mother: O
 h, I’m sorry. I just was wanting wanted
to say hello.
Erica: Well, I had was having the strangest
dream when the phone rang. I talked
to Aunt Jelena. We were sitting in her
living room. While we were talking, a
bear suddenly was appearing appeared.
It was terrifying! When the bear came
toward us, we were running ran outside.
That’s when I heard the phone.

16  Present and Past: Simple and Progressive

 Unit 1 Review the Grammar

1 page 26 5 min. 3 LISTEN, page 27 10 min.

1. don’t have 9. was growing A 1. F   2. T   3. F   4. F   5. T
2. feel 10. gave B 1. love, don’t 4. I’m not talking
3. don’t know 11. didn’t get 2. know, know, knew 5. didn’t fight
4. believe 12. are deciding 3. is 6. show, fight
5. think 13. costs
6. wasn’t 14. are waiting/wait 4 SPEAK & WRITE 15 min.

7. went 15. have A Answers will vary.

8. played 16. don’t plan B Answers will vary.

2 EDIT, page 26 5 min.

Hi Anna,
How do things go are things going?
Everything is great with Emily, Max, and me. Max
grows is growing day by day. He’s four months old
now. He is getting big! Emily is working part time
now. She was going went back to work last month,
so she’s always really tired. It’s too bad babies
aren’t sleeping don’t sleep through the night. Max
wakes up two or three times a night. I’m lucky. I’m
never waking up I never wake up. Emily does.
I need my sleep. I’m working long hours
these days. On top of that, my boss is always
complaining about something. The other day, at
6:00 p.m., while I walked was walking out the door
to go home, he said, “Do you leave already Are
you leaving already?” These comments upset me,
so now I think I’m thinking about changing jobs.
Anyway, enough about me. What do you do are
you doing nowadays? Write soon!
Love,
Carlos

UNIT 1  Review the Grammar  17

Connect the Grammar to Writing

1 pages 28–29 15 min. • Alternative Writing: Have students write

about another changing trend (e.g., in fashion,
B Verb
Example Use entertainment, education, etc.). Then have them
Form
describe their reactions and the reactions of their
trend parents or older relatives to this trend. Tell them to
is increasing
temporary use at least three examples. For example,
Present are living
situation
progressive is affecting are Nowadays, more people are taking classes online.
trend
taking
trend

is different
Simple stative verb
cannot find
present fact
they return home
fact
they want
stative verb
get too
stative verb
comfortable
stative verb
face economic
stative verb
challenges It
seems

Simple left home past

past left his parents’ examples
house
went to college
he got a job never
returned

2
BEFORE YOU WRITE, page 29 15 min.
A Answers may vary.
Why are people living longer?
B Answers may vary.

3 WRITE, page 29 20 min.

Writing Focus, page 29

Providing examples to support an idea is

a feature of good writing. Students will
need to use commas correctly when they
introduce examples at the beginning of a
sentence or insert examples in the middle
of a sentence.

18  Present and Past: Simple and Progressive