Sw3 Teachers Guide

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58 St Aldates
Oxford
OX1 1ST
United Kingdom
Stopwatch Teacher’s Guide Level 3
First Edition: February 2016

ISBN: 978-607-06-1248-0
© Text: Ivor Williams

© Richmond Publishing, S.A. de C.V. 2016
Av. Río Mixcoac No. 274, Col. Acacias,
Del. Benito Juárez, C.P. 03240, México, D.F.
Publisher: Justine Piekarowicz

Editorial Team: Suzanne Guerrero, Kimberly MacCurdy,
Cara Norris
Art and Design Coordinators: Jaime Angeles, Karla Avila
Design: Jaime Angeles, Karla Avila
Layout: Erick López, Daniel Mejía, Perla Zapien
Pre-Press Coordinator: Daniel Santillán
Pre-Press Team: Susana Alcántara, Virginia Arroyo,
Daniel Santillán
Cover Design: Karla Avila
Cover Photograph: © Thinkstock: saintho
(Group yacht at regatta)
All rights reserved. No part of this work may be reproduced,

stored in a retrieval system or transmitted in any form or by any
means without prior written permission from the Publisher.
Richmond publications may contain links to third party

websites or apps. We have no control over the content of these
websites or apps, which may change frequently, and we are not
responsible for the content or the way it may be used with our
materials. Teachers and students are advised to exercise
discretion when accessing the links.
The Publisher has made every effort to trace the owner of

copyright material; however, the Publisher will correct any
involuntary omission at the earliest opportunity.
Printed in Mexico by
TCH_Intro_SW3.indd 2 2/3/16 3:38 PM

Contents
3
4 Scope and Sequence
6 Introduction to the Teacher’s Guide

10 Unit 0 Can learning be fun?
15 Unit 1 Why do we need rules?
29 Unit 2 What’s the best job?
43 Unit 3 Do we really need all this stuff?
57 Unit 4 How do you protect the planet?
71 Unit 5 What does it mean to be happy?
85 Unit 6 Where do bright ideas come from?
99 Unit 7 When is the right time?

113 Unit 8 How do you feel?
127 Verb List

Scope and Sequence
Unit Vocabulary Grammar Skills
Review: rooms in a house,

0 furniture, classroom
Verb be;
There is / are;
Reading: Identifying
objects, food, clothes, the main idea
Can learning Can; Imperatives
free-time activities
be fun?
School Supplies: calculator,
dictionary, gym uniform, Present simple;
Listening: Identifying
recorder, ruler, sneakers Adverbs of
key words
4 1 School Subjects: art,
chemistry, English,
frequency: always,
never, often,
Writing: Describing
one’s morning routine
Why do we geography, history, sometimes, usually;
Project: Creating an
need rules? literature, math, music, Prepositions of
infographic
physical education, time: in, on, at
Spanish, technology
Reading: Identifying
Jobs: engineer, firefighter,
and distinguishing
hairstylist, pilot, Present
facts from opinions
2 receptionist, transit
operator
continuous;
Prepositions of
Writing: Describing
an imaginary job
What’s the Workplaces: airport, place: on, at, in
Project: Researching
best job? factory, fire station, hotel,
and writing about
salon, train station
a dream job
Reading: Skimming
Clothes: belt, blouse, coat,
3 dress, hat, jeans, jewelry,
Comparative
and superlative
and scanning
Listening: Identifying
pants, scarf, shorts, skirt,
Do we really adjectives specific information
sneakers, socks, sweater,
need all this Project: Designing
T-shirt
stuff? a bulletin board
Countable and Writing: Organizing

Food: apple, bread, carrot, uncountable nouns; ideas in paragraphs
4 flour, lettuce, lime, milk, Quantifiers: a lot of, Speaking: Interviewing
onion, orange, salami, some, a little, a few, a classmate
How do you
strawberry, sugar, potato, any; Project: Creating a short
protect the
tomato How much, How video to promote
planet?
many a green attitude

Unit Vocabulary Grammar Skills
Pastimes: camping,
Reading: Describing
dancing, doing
5 cannonballs, drawing,
a photo
Verb be: was, were; Speaking: Describing
hanging out with friends,
What does it There was / were a photo
making models, playing
mean to be Project: Designing and
board games, popping
happy? conducting a survey
a wheelie, rollerblading
The Scientific Method:
analyze data, ask a question, 5
do an experiment, do Listening: Anticipating
6 research, draw conclusions,
write a hypothesis
information
Writing: Researching
Past simple
Where do Adjectives and and writing a biography
bright ideas Prepositions: busy with, Project: Preparing for
come from? excited about, good at, a trip to Mars
interested in, nervous
about, worried about
Weather: cloud, cloudy, Reading: Previewing

7 fog, foggy, rain, rainy,
snow, snowy, storm,
Future simple: will;
to predict content
Speaking: Storytelling
Future: going to
When is the stormy, sun, sunny, wind, Project: Making
right time? windy a poster
Feelings: anger, angry, Writing: Expressing

embarrassment, opinions in a review
8 embarrassed, excitement, Questions;
excited, fear, frightened, What and Which
essay
Speaking: Discussing
How do you happiness, happy, movie reviews
feel? jealousy, jealous, sadness, Project: Making
sad, worry, worried a brochure
TCH_Intro_SW3.indd 5 3/2/16 3:24 PM

The Concept
Stopwatch is a motivating, six-level secondary series built around the concept of visual literacy.
Stopwatch constructs students’ language skills from The six-level framework of the series allows for
A0 to B1 of the Common European Framework of different entry points to fit the needs of each school
Reference (CEFR). or group of students.
A stopwatch symbolizes energy, speed, movement The syllabus has been carefully structured. Each
and competition and gives immediate feedback. The level recycles and expands on the language that was
Stopwatch series offers dynamic, engaging activities used in the previous books. This process of spiraled
and timed challenges that encourage students to language development helps students internalize
focus and train for mastery. what they are learning.
6
Stopwatch has a strong visual component to facilitate Each level of Stopwatch covers 90 – 120 hours of
and deepen learning through authentic tasks, classroom instruction, plus an additional 20 hours of
compelling images and the use of icons. supplementary activities and materials in the Teacher’s
The series was conceived for the international market, Guide and Teacher’s Toolkit.
with a wide range of topics, incorporating cultures
from around the world.
The Components
Stopwatch contains a mix of print and digital resources including:

Student’s Book & Workbook with Audio CD (print and Digital Book)
Teacher’s Guide (print and Digital Book)
Teacher’s Toolkit CDs
Stopwatch App (an actual stopwatch with fun vocabulary activities)
Student’s Book & Workbook

Units are divided into distinct spreads, each with a clear focus:
A Big Question establishes the central theme of the Review activities provide consolidated practice for
unit and promotes critical thinking, curiosity and each of the grammar and vocabulary areas.
interest in learning. In the Project, students apply the skills they learned in
Vocabulary is presented in thematic sets and with rich the unit to a creative task built around the
visual support to convey meaning. Big Question.
Grammar is introduced in context, enabling students Just for Fun is a page with fun activities that teachers
to see the meaning, form and use of the structure. can assign to fast finishers.
Skills (reading, listening, writing and speaking) are The Workbook pages offer extended practice with
developed through engaging topics. the vocabulary, structures and skills of the unit.
Culture invites the learner to immerse oneself in the The Student’s CD contains all the listening material in
rich variety of cultures and peoples on our planet. the units.

Teacher’s Guide
Brief instructions or summaries provide a quick guide Extension tasks promote use of language in
for each Student’s Book activity, including answer keys communication and real-life situations.
and audio scripts. Digital options provide alternatives to the projects using
A fun and engaging warm-up activity reviews previous electronic media.
knowledge and prepares students for what will be seen Specific questions, related to the Big Question of the
in each lesson. unit, stimulate critical thinking.
A wrap-up task practices newly-learned material. Teaching tips help develop and enrich teachers’ skills.
Warm-ups and wrap-ups usually take the form of games. 7
Teacher’s Toolkit
The Teacher’s Toolkit is a comprehensive resource that is writing. The Test Plus package is intended for students
delivered in a set of CDs. who are able to do all of the extension tasks in the
Two optional placement tests (beginner and Teacher’s Guide.
intermediate) will help teachers assess their students’ Audio is available on a CD and in mp3 format.
level of English on an individual and group basis and Answer Keys and audio transcripts for tests are included.
guide them in their choice of level and test packages.
Grammar and Vocabulary Worksheets are provided to
Two different test packages each contain unit tests, ensure sufficient practice opportunities.
midterm and final exams, as well as rubrics for
Reading Worksheets (Time reading texts) are provided
evaluating unit projects. There are two packages to
to offer students opportunities to develop reading skills.
choose from:
The Standard test pack for grammar and vocabulary as Scorecard forms to print or project to help students
well as reading and listening. evaluate their progress are available.
The Test Plus test pack includes an additional

communication component to assess speaking and
Stopwatch App
The stopwatch function should be used for the
timed activities in the Student’s Book
and Workbook.
Vocabulary flashcard games help

students memorize words using
fast-paced, fun review tasks.

The Big Question: Where are you from?
Teacher’s Guide
Meaningful Language in Context - Extension activities
- Digital options for the project
tudent’s Book
S
& Workbook Teacher’s Toolkit
- Additional readings
Reading & Writing
Two skills 3 Find two facts and two opinions in the article. Write them in your notebook.
Strange
1 Look at the pictures and the title of the article.
What do you think it is about?
4 Read the e-mail and number the sections.
per unit
1. Closing. Use “Regards” (Best / Sincerely) and a comma. Then write your name.
2. Greeting. Use “Dear,” the person’s name and a comma.

3. Body of the message. One paragraph per idea. Check your spelling and grammar!
Jobs
8
Forward
Replay
New Mail
Home
 32
Are you feeling hungry? Dear Janet,

33  Skills development tasks
tester. Here are the
By Claire Rhine about my job as a stunt
Thank you for your e-mail
s.
answers to your question the time. I usually work
I meet new people all es go to the
I like my job a lot because es travel for work. I sometim
Visual prompts
but I sometim
at the TV studio, shows. That’s my favorite
For example, they might test challenges for our
live in the jungle without jungle or the desert to
bedrooms, bathrooms or part of the job. things. Sometimes I get
up
but there are some bad
In general, I love my job,
establish context and

even eat disgusting food!
enjoy that, but it’s part of the job.
I don’t
A stunt tester does all very early in morning. I can’t tell you
the challenges before the on a new TV show, but
At the moment, I’m working
sorry, but it’s top secret.

TV show. If a challenge about it. I’m
8
anything
promote discussion I ’m in a TV studio. In is risky, Sharon discovers your e-mail.

it rst! Thanks once again for
front of me, there is a she says. “I always refuse
Regards,
Glossary of new words

plate of grubs. Sharon because it’s cruel. I eat
Majkowski, 26, is slowly er does all anything if it’s dead. Sharon
A stunt test
eating them. It’s not her es before These cooked grubs are
the challeng .
lunch. This is her job. the TV show good, actually. Do you
STOPWATCH3U2.indd 27 12/4/15 2:49 PM
Sharon is a stunt tester. want one?”
Unit Opener When you watch a

reality TV show, you often
see people do challenges.
“Sometimes they ask
me to eat live animals,”
Politely, we refuse. They
look revolting. This one is
clearly a job for the experts. 5 Write an e-mail about an imaginary job you have. Explain:
G lossary
grub: a baby insect like
a worm
1. What you do
Be Strategic! stunt: a dangerous
Tips for skills 2 Read the article and circle T (True) or F (False). In a text, there are 2. What you like action done by
facts, information someone in a lm
1. Sharon appears on TV. T F 3. What you don’t like
that can be veried, challenge: a difficult
2. A stunt tester tries the challenges before the show. T F and opinions, 4. What you’re doing now action to test
development
personal beliefs someone’s ability
3. Sharon only eats live animals. T F about something or Stop and Think! Can a job be refuse: to say no to
4. Sharon thinks cooked grubs are delicious. T F someone. dangerous? Is it OK? something
Critical Thinking tasks

STOPWATCH3U2.indd 32 12/4/15 2:49 PM STOPWATCH3U2.indd 33 12/4/15 2:49 PM
Skills
Culture
Podcasts Live
Content relevant to
Audios available nne’
s Hi, I’m Joanne. Today
on Podcasts Live, I’m
students’ lives
Joa visiting a company with
on CD and in the  34
a difference. Can you
guess what it is? Here
are some
Silicon Valley
35 
Digital Book clues. The company

(1)
in the technology
sector. It’s very, very
Business, U.S.
(2) Many big technology companies like Google attention and recreational spaces. What’s the
and you probably use it several times a day. I’m have their headquarters in Silicon Valley in idea behind all of these perks? The company
in their ofces now in California, in the U.S. It is a California. Businesspeople do important and believes that when people are relaxed and
STOPWATCH3U2.indd 36
challenging work there, but life there can comfortable or are having fun, they are more
very unusual company. Listen to these examples:

also be relaxed. For instance, employees at creative. Google encourages employees to 36
Project
Vertical
A woman is (3) her dog Google wear casual clothes, play games and solve problems using their own solutions, not
at the ofce! A man is (4) do fun activities during work hours. Why? their managers’. With a comfortable work
coffee in the corridors. Two women are Google knows innovation and collaboration environment and good social relationships,
are important. To make this happen, the teams make big impacts. Not every 1 Look and label the sections.
sunbathing on a balcony. Some people are
(5)
person is (6)
yoga, in the ofce! One
on the wall!
company provides employees with everything
they need to feel happy. Google workers
have access to free food, rest areas, medical
company is like Google, but it is a pioneer
in innovation and exibility for many modern
companies throughout the world to follow.
A Daily Routine
A Difficult Challenge
A Family Tradition
orientation of
some sections
I mean, is anybody working here? Where am I?
Job Requirements
Positive Aspects
Stop and Think! What does it mean to feel happy with a job?
Uniform
1
to conform
G lossary
4 Read and circle T (True) or F (False).
sunbathe: stay in the sun
1. The company is in Nevada, in Silicon Valley. T F to make your skin brown
Critical thinking /
1 Read and mark (✓) the pictures mentioned in the podcast. 2. Workers wear suits. T F headquarters: the main
to visual
office of a large company
7
3. Workers don’t have any perks. T F 2
2 Listen and complete. employees: people who
4. Google welcomes original ideas. T F work for a company
8
Value tasks
3 Read again and guess the company. Listen and check. 5. Google is a traditional company. T F perks: benets given in
requirements
a job
Culture 4
Level-appropriate
12/4/15 2:49 PM
language encourages Linguistic and 6

STOPWATCH3U2.indd 37
learner engagement conceptual

preparation for the
project 2 Read and match the sentence fragments. Sample of the
project
1. Everyone in Piero’s family is a. a reghter.
2. At the station, reghters b. contribute to forest res.
3. A reghter’s equipment is c. decisions can cause a re.
4. Weather conditions in California d. re-resistant.
5. People’s bad e. learn what to do in a re situation.
6. Fireghters need to show f. proof of their age, education and physical tness.
3 Write about your dream job. Do research on the following topics.

why this job is important something challenging about the job
special clothes / uniform to wear any training or requirements needed for the job
some good aspects about the job
4 Make a poster about your dream job. Present it to the class.

• Find photos you can use.
• Plan a design for your poster.
• Write the text for every section. Use the model poster as a guide.
• Check your grammar and punctuation.
Digital options for
12/4/15 2:51 PM
37
the project in the


Project Teacher's Guide

Strong Linguistic Focus Teacher’s Guide
- Warm-ups and wrap-ups
- Teaching tips
Student’s Book
& Workbook
Teacher’s Toolkit
Vocabulary
1 Look and write the people’s names. 3 Unscramble the professions. Then match them
Visual - Exams and exam audio
Get to Know the Center | Admissions | Research | News and Events Subscribe To Our Newsletter
to their workplaces.
1.
2.
neregine
rihieegffrt
literacy - Vocabulary worksheets
Overview
Visit
Contact us
Learn about the People and their Professions
There are many professions in the world today. People choose their future
careers based on their likes and dislikes and their strengths and weaknesses. Here PC
3.
4.
5.
airhistylts
ploit
seeinrtpicot
development - Grammar worksheets
Professional
are some examples of people who love what they do. Center
6. sartnti rtporeoa
1 2 3 4 5
 28 29 
a. f a o ry
ct b . air p o rt
c.
fi r e s t a t i o n Insight to
• My name’s Joanna and I’m an engineer. I love mathematics. I work in an automobile factory.
We use robots to assemble the cars. I design the plans to build those robots.
• Hi. I’m Sheila and I work as a pilot for a commercial airline. I like traveling to different
6 language or 9
content
countries and meeting people. My job is to y passengers to different parts of the world.
I love that!
• I’m Roy and I work at the re station. I’m a reghter. My job is to put out res and help
d.
people in dangerous situations. I love helping others. tra i on
n st ati e. h o t el f. s a l o n
• I’m Emma and I work as a transit operator. I drive a train every day from 9 to 5. I enjoy
this job a lot. I love helping people move around our city.
4 Read and identify the professions.
• My name’s Richard and I work at a hotel downtown. I work as a receptionist at the front
desk. I welcome guests and help them with their rooms. It’s a very busy job, but I love 1. A moves people Grammar
interacting with people. around the city and works from 9 to 5.
• I’m Paul and I work in a salon in a shopping mall in the suburbs. I’m a hairstylist. In my job 1 Read the chats and identify where Jo’s friends are. 2 Read the chats and choose the correct option.
2. A ies passengers
I meet a lot of people. I help them look good with a trendy haircut or a new hairstyle. I 1 2 1. When is Tom taking a pilates class? a) now b) every day
need to learn new techniques all the time. to different places around the world.
2. When is Jerry helping his grandpa? a) every morning b) this morning
3. A helps people
3. When is Nicole baking cupcakes? a) at this moment b) all week
look good with a new haircut or hairstyle.
4. A helps put out 3 Look and match.
Present Continuous
res and helps people in danger. 1. I’m doing a. doing?
9
5. A welcomes guests
Timed,
2. He’s not taking b. playing soccer.
and provides help regarding their rooms. 3. Are they going c. dad in the garden.
6. An designs plans home 3 the gym
4. What are you d. my homework.
to build robots in car factories.
game-like
 30
Jo is eating a hot dog. 5. She’s helping her e. a music class. 31 
1 2 Think Fast! Circle the professions in the text. (be) (-ing)
min
Stop and Think! What is most important in a job? 6. We’re not f. to the concert?
activity
4 Listen and match. Which speaker is…
2
Prepositions
Vocabulary
c of Place
a farm
a on + public transportation
at + buildings
in + geographical areas
Jerry:
But in for cars and taxis.
Tom: Look: 3
b
k?
r
Yo
w
1 in N e
Nicole: Look!
Jo: Wow, what’s that?

Jo: What are they
doing? Dancing?
Jerry: That’s Lolly, the cow.
I’m helping my grandpa milk ?
ol
1 Tom: No, they’re not the cows this morning. ho
dancing. They’re taking a t sc
a pilates class. ?
Just for Fun 3 Jo: Are you having
b us 5 Read and complete the sentences.
cupcakes now? on a
2 1. We’re playing volleyball at / on the gym today.
1 Write the answers. Nicole: No, I’m not. My
w
1 2. They’re going home in / on the train.
4 mom’s baking them at
2
a home. These are the  3. It’s raining in / at San Francisco.
rst.
i We need 40 for the school 4. We’re going to the movies in / on a taxi.
3
t drama festival.
5. I’m waiting at / on the supermarket.
4
i
5 Down n 5 Across 6. She’s traveling to Bogotá at / on a plane.
5 g
6
6
7
 40
8
7
8 Grammar
Activities for fast finishers 2 Match the objects and the professions.
engineer
boots
hose
firefighter
hat
jacket
hairstylist
comb
bell
pilot
safety goggles
train ticket
receptionist
blow dryer computer

transit operator
safety helmet dashboard
Topics Just for Fun

expand on
STOPWATCH3U2.indd 40 12/8/15 4:11 PM
the unit
theme More practice
Review
2 Unit
with unit
1 Read and match.
1.
2.
A reghter
A hairstylist
a. designs and builds machines.
b. welcomes and helps guests with their stays.
4 Correct the sentences.
1. I sitting on the bus.
2. What are you do?
Vocabulary – Jobs
1 Look and complete the jobs.
3 Choose the correct option.
airport factory hotel train station re station salon
grammar and
3.
4.
5.
A pilot
A receptionist
A transit operator
c. helps people in dangerous situations.
d. moves people in a city.
e. ies passengers to different destinations.
3. We not doing homework.
4. Are you have lunch at school today?
5. Jim is no playing basketball.
HOTEL 0. Arrive at the
2. My dad works in a
airport
1. I want a new hairstyle. I need to go to the
3. Trains leave early morning from the central

two hours before your ight.
. They make plasma TVs.

.
.
vocabulary
6. An engineer f. gives people new looks. 6. Are you watch TV?
4. We’re staying in a nice for our vacation.
2 Unscramble the words. 5. You can see the red trucks at the .
5 Answer the questions about you.
1. Are you having P.E. today?
Grammar – Present Continuous 3
 38 39 
2. What are your parents doing right now? 2
1 4
0
3. What are you doing right now?
oparrti atfryco ifer nitatso
4. Are you reading a book at the moment?

0. h a i r s t y l i s t 3. t a it o e t r
5. Who is sitting in front of/behind you today? 1. r e c t n t 4. e g n e r
2. f r e i g t 5. p t
Spelling 1 Look at the pictures. What are they doing?
6. Is your teacher wearing a sweater today? 0. (snowboard) He’s snowboarding.
Workplaces
Double the final
1. (sing)
2 Find and write ve workplaces. consonant in verbs
etlho nsalo antir nosiatt
6 Write the correct preposition. 130 that have a c + v + c 2. (wait) 131
1. Canon
combination. 3. (cook)
at in on City, Colorado run ru n n ing 4. (read)
3 Look and write sentences. What are they doing? X C G J R F I st e p ste p p ing
T S A I E I O jog jo g g ing
F A C T O R Y c = consonant v = vowel
A I O R D E E
3. the L R B A N S M
the ore 2 Complete the sentences with the present continuous.
the bookstore ics st Q P R I Q T T
2. 4. tron C O K N D A I 0. factory have make run sing swim write
rant elec
restau Y R G S H T R 1.
0. She ’s having lunch with her cousins.
C T S T B I M 2.
1. Right now I an e-mail to my friends.
J G S A L O N 3.
P H F T E N J 2. Zara in the sea.
4.
N I V I U K O 3. The boys a model of a ship in their bedroom.
5.
W P H O T E L 4. Alice and Petra in the marathon!
6. Z X T N M V L 5. The soprano an opera.
5.
a taxi the bus
STOPWATCH3 U2wb.indd 130 12/4/15 3:11 PM STOPWATCH3 U2wb.indd 131 12/4/15 3:11 PM
Workbook section
Review

0 Can learning be fun?
Grammar Vocabulary
Verb be: Are you good at Sudoku puzzles? Review: rooms in a house, furniture, classroom
Yes, I am. objects, food, clothes, free-time activities
There is/are: There is a boy with a hat.
Can: My teacher can speak Japanese.
Imperatives: Practice every week. Don’t go to bed late.
Reading
Identifying the main idea
10
? Can learning be fun?

0
Unit 0
1 Unscramble and answer
the questions.
1
2
4 Make the sentences
true for you with can or can’t.
 8
0. I can whistle 1. My teacher

my favorite song. 2. My best friend
speak Japanese.
play the drums. 9 
good at / you / Are /
Do / jigsaw puzzles? / like /
Sudoku puzzles? Can / in Hangman? / you /
to do / you
Are you good at Sudoku puzzles? spell / words
Yes, I am.
3
4
3. My parents
4. I sew
do a handstand.
a button.
5 Look, circle and complete
the sentences
with numbers.
? 0. There is / are one island in the
picture with a very big waterslide
on it.
1. There is / are
children in
the picture.
you / Can / Rubik’s Cube? / 2. There is / are children are in

logical order? / Do / see / the water.
the / do
the / you 3. On the slide, there is / are
boys and girls.
4. There is / are
2 Write the missing vowels. children with
sunglasses.
House/Apartment 5. There is / are
School Food boy with a hat.
b e dr o o m n Clothes
t b k s ndw 6 Match the numbers
k ch sw t r and letters on
tch n t ch r w t r the waterslide.
ch r sk rt
ngl sh p zz 1. c 3. 5.
j ns
2. 4.
1 3 Think Fast! Name all
min the colors in the Rubik’s Cube.
Stop and Think! Can puzzles
and
challenges help you learn?
messages?
you see hidden
pictures in the article. Can
11 Look at the
7 Complete
the questions with
are
are, is or there.
the walls in your
Then answer.
parents’ bedroom
?
Challen ges
1. What color
the door of your
bedroom? for Our Eyes dOOur
2. What color in your living room? the ffrontt off our hhead.
i th
in
W e have two eyes in 
Can you see numbers
1
11
3. How many windows in the dining room? eyes can see in color. seeing the
that your eyes are
4. How many chairs balloons. picture 1? That means Picture 1
lines in the text colors correctly. to see distances
the corresponding give us the ability
8 Look and complete Our eyes and brain ability can also
-do. (3-D vision). This
and I do tae-kwon between objects
that are not really
there. For
I run, I play soccer make us see things you
 the champion! a stereogram. Can
10
I play to win. I’m example, picture
2 is called
read the secret message? function
win. eyes and brain don’t can’t see
and I sometimes But sometimes the or you
I love swimming can’t see in color
important for me. 100%. Maybe you as the same
But winning is not see red and green
in 3-D. Some people clothes. Some
difficulty choosing
color and they have they can’t see the
objects because
agree with. people walk into just need glasses
the opinion you And some people
play sports? Mark (✓) distance correctly. can be complicate
d
9 How do you the distance. Life
to read or see in
well! Picture 2
circle the correct options. when you don’t see can help you.
10 Read and problems, an optometrist
If you have vision
lete!
Be a Good Ath
main idea.
and mark (✓) the glasses.
12 Read the
article Maybe you need
eyes work correctly.
Athletics
1. You can test if your people’s eyes are

not perfect.
girl. Follow this
advice! incredible, but some
a healthy boy or Human eyes are practice.
2. You just need to
Sports make you Everybody can
see 3-D images.
practice every week. 3.
0. Practice / Don’t players. the pictures.
respect the other the visual problems with
1. Respect / Don’t don’t win. 13 Match Are you ready to
angry when you see colors Stop and Think!
2. Get / Don’t get sh. 1. a person who can’t of English classes?
pasta and tuna see in 3-D start this year
good food: salads, a person who can’t
3. Eat / Don’t eat . 2.
of water to be hydrated glasses
4. Drink / Don’t drink a lot
3. a person who needs c
to bed late.
5. Go / Don’t go clean.
b
keep your uniform a
6. Keep / Don’t
your answers.
Listen and check
1
14
Teaching Tip Teaching Tip

Teacher Expectations Keeping a Vocabulary Notebook
Make clear what you expect from students at the Ask students to create a vocabulary notebook. They
beginning of a new course. You might want to mention can make one using sheets in a binder or designate
some or all of the following: a few pages at the back of their notebooks. You can
• Students should make an effort to participate in class. suggest they organize it by lexical sets. As they progress
• Making mistakes is a natural part of the learning through the course, encourage students to add new
process, and students shouldn’t be afraid or words to the appropriate existing or new sections of
embarrassed if they say something incorrectly. their vocabulary notebooks.
• Students should be prepared to work on their own
outside class.
• Students should know that it’s perfectly okay to ask for
help if they need it.
TCH_U0_SW3.indd 10 4/1/16 13:20

Objective Wrap-up
Students will be able to identify house, school, food Students add more words to the groups of words in
and clothes vocabulary. Activity 2.
• Ask students to add at least three more words to
each of the categories in Activity 2.
• Have students share their lists with the rest of
Lesson 1 Student’s Book p. 8
the class.
Warm-up Answers
Students talk about the activities that they enjoy Answers will vary; examples:
doing in English class. House/Apartment bathroom, living room, table
• Ask students What are some activities that you like School desk, pencil, classroom
doing in English class? Students may mention games, Food chicken, carrot, milk 11
puzzles, etc. Invite them to share comments. Clothes coat, T-shirt, pants
1 Unscramble and answer the questions.

Students unscramble and answer questions about ➠ (No homework today.)
puzzle activities.
Answers
1. Do you like to do jigsaw puzzles? Yes, I do. / No,
I don’t. 2. Can you spell words in Hangman? Yes, I
can. / No, I can’t. 3. Can you do the Rubik’s Cube?
Yes, I can. / No, I can’t. 4. Do you see the logical
order? Yes, I do. / No, I don’t.
2 Write the missing vowels.

Students review a selection of vocabulary items by
writing the missing vowels.
Answers
House/Apartment kitchen, chair
School notebook, teacher, English
Food sandwich, water, pizza
Clothes sweater, skirt, jeans
3 Think Fast! Name all the colors in the Rubik’s Cube.

Students do a one-minute timed challenge: they
review colors vocabulary in a quiz question.
Answers
green, blue, yellow, orange, white, red
Extension
Students create their own crossword puzzles.
• Tell students to look at the crossword puzzle
on page 24 of their Student’s Book and use it
as a model.
• Suggest that students use the vocabulary words
in Activities 2 and 3 for their puzzles.
• After they have made their puzzles, students
can exchange them and complete each
other’s crosswords.
TCH_U0_SW3.indd 11 1/26/16 12:59

Unit 0
Objectives Wrap-up
Students will be able to use can to talk about abilities Students write descriptions of their classroom and
and use there is / there are to describe a picture. their school.
• Ask students to write two paragraphs, one
about what there is in their classroom and
one about what there is in their school, using
Lesson 2 Student’s Book p. 9 there is / there are.
• Before students begin writing, brainstorm as a class
Warm-up
some vocabulary for things that are in classrooms
Students talk about things that they can and
and schools and write students’ ideas on the board.
can’t do.
(Board, desks, chairs, chalk, marker, books, pens, pencils,
• Write a numbered series of sentences about talents
windows, doors, hallways, etc.)
12 and abilities on the board, e.g., 1. I can swim.
2. I can juggle with three balls. 3. I can play a musical • Have students form groups of three or four and
instrument. 4. I can do magic tricks. etc. and have tell them to share their desciptions and suggest
students write down each number on a piece corrections if necessary.
of paper. Have them write Yes or No next to
each number depending on whether they can ➠ (No homework today.)
do the activity.
• Invite students to talk about what they can and
can’t do.
4 Make the sentences true for you with can or can’t.

Students complete sentences according to what they
can and can’t do.
Answers
Answers will vary.
5 Look, circle and complete the sentences with numbers.

Students review singular and plural forms of be and
there is / there are as they complete sentences with
there is or there are and numbers.
Answers
1. are 25, 2. are seven, 3. are nine, six, 4. are six,
5. is one
6 Match the numbers and letters on the waterslide.

Students solve a puzzle in an illustration.
Answers
1. C, 2. A, 3. E, 4. B, 5. D
Stop and Think! Critical Thinking

Can puzzles and challenges help you learn?
• Organize students into groups of three and have
them brainstorm ways in which puzzles and
mental challenges can help people to learn.
• Invite groups to share their ideas with the rest of
the class.
TCH_U0_SW3.indd 12 1/26/16 12:59

Objectives Extension
Students will be able to use the verb be in present and Students create posters giving advice.
identify the correct imperatives to give advice. • Brainstorm possible topics as a class, such as
“Healthy Eating” or “Being a Good Athlete.”
• Have students work in small groups to create
Lesson 3 posters giving advice about the topic of their
Student’s Book p. 10
choice using imperatives.
Warm-up • Display students’ posters around the classroom.
Students describe their bedrooms.
• Organize students into pairs. Have them take turns Wrap-up
describing their bedrooms for their partners to Students play a game to practice using imperatives.
draw, using there is / are. • Tell students to focus on the imperatives in bold in
13
• When they have finished, ask them to check their Activity 10 (and ignore the rest of each sentence).
partners’ drawings. • In small groups, have students sit in circles and go
around the circle using each imperative form
7 Complete the questions with are, is or there.
(both affirmative and negative) in a new sentence.
Then answer.
Tell students to try to think of sentences as quickly
Students complete and answer questions using the
as possible.
verb be and there is / are.
• The group who finishes making sentences with all
Answers
twelve of the imperatives first wins.
1. are, Answers will vary. 2. is, Answers will vary.
3. are there, Answers will vary. 4. are there,
Answers will vary.
➠ (No homework today.)
8 Look and complete the corresponding lines in the
text balloons. Teaching Tip
Students match text balloons with photos. Managing Projects
When giving students any type of project work,
Answers make sure that students understand clearly what
1st balloon left photo, 2nd balloon right photo they have to produce and how long they have to
produce it. A clear end product and a clear time
9 How do you play sports? Mark (✓) the opinion you frame will help to focus students’ attention on
agree with. the task and help them to avoid wasting time.
Students comment on their attitudes toward
competitive sports.
• Read aloud the statements in the text balloons in
the previous activity.
• Have students mark the opinion they agree with.
• Organize students into small groups and invite
them to discuss which of the two opinions they
most identify with. Encourage them to explain
why they chose one statement over the other.
Answers
Answers will vary.
1 0 Read and circle the correct options.

Students select the correct imperative forms in a
reading activity.
Answers
1. Respect, 2. Don’t get, 3. Eat, 4. Drink, 5. Don’t
go, 6. Keep
TCH_U0_SW3.indd 13 2/3/16 10:22

Unit 0
Objective Stop and Think! Critical Thinking
Students will be able to identify the main idea of Are you ready to start this year of English classes?
an article. • Organize students into small groups and have them
draw up a list of New School Year Resolutions:
things that they plan to do to get the new year off
to a good start.
the class.
Warm-up
Students discuss eyesight using can and can’t.
• As a whole-class activity, discuss the kinds of ? Big Question
activities that become difficult if we have problems Students are given the opportunity to revisit the Big
14 with eyesight. Ask If you can’t see clearly, what things Question and reflect on it.
can you not do? • Ask students to turn to the unit opener on
page 7 and look again at the photo, which
• Elicit answers using can’t: You can’t drive. You can’t
shows a maze and a sign that reads
read a book.
CHALLENGES AHEAD.
• Now ask What can you do instead? Elicit answers
• Ask students if they have ever been in a maze
using can: You can wear glasses. You can learn braille.
and invite them to share or imagine what it feels
11 Look at the pictures in the article. Can you see like to try to get to the center of a maze.
hidden messages? • Try to elicit the idea that it takes effort to find the
Students look at images to find hidden information. center of a maze, but that it is also fun. From this
• Tell students to look at the images in the article and idea, explain to students that in this level of the
see if they can find any hidden messages in them. course they will face challenges, but that it will
also be fun.
1 2 Read the article and mark (✓) the main idea.
• Ask students What makes learning fun for you?
Students identify the main idea of a text. Discuss as a class.
Answer
2 ➠ (No homework today.)
1 3 Label the visual problems with the pictures.
Students match descriptions of medical conditions
with photos.
Answers
1. c, 2. a, 3. b
1
1 4 Listen and check your answers.
Students listen to check information.
Audio Script
1. Boy: Grandpa, what happened?
Grandpa: Oh, I can’t see well when the cup isn’t
in my hand.
Boy: Oh, you don’t see well in 3-D.
Grandpa: Of course I’m not a hero from a 3-D
movie, young man. I’m just old!
2. Teacher: Owen, what’s the answer?
Boy: Umm… The French Revolution?
Teacher: Owen, I think you need glasses.
Girl: Or maybe you need to study, Owen!
3. Girl: Dad! Remember that your pink shirt is on
the left in the closet, and the green one is on
the right.
Father: Oh, OK. I forgot.
TCH_U0_SW3.indd 14 1/26/16 12:59

1 Why do we need rules?
Lesson 1 Grammar
Student Book pp. 14-15 Vocabulary
Present simple: She studies at night. School Supplies: calculator, dictionary, gym uniform,
Adverbs of frequency: always, never, often, recorder, ruler, sneakers
sometimes, usualy: I usually eat there. School Subjects: art, chemistry, English, geography,
Prepositions of time: in, on, at: Pete has art in the history, literature, math, music, physical education,
afternoon. We don’t go to school on the weekend. Spanish, technology
Listening Writing
Identifying key words Describing one’s morning routine
? Why do we need rules?

Vocabulary
1 Look at the lockers
and complete the sentences.
math music physical education
1. I have a ruler and a calculator

2. I have my sneakers and
(P.E.) Spanish
because I have
my gym uniform because
I have
today.
today.
this morning.
3
il
2
Listen and unscramble
tierleaurt
the school subjects in the
pictures.
tra
cyehirsmt
15
re
sp
my locker because I have li
W
ke
ea
3. I have my recorder in am
Sha
.
today because I have 15 
4. I have my dictionary
3.
2 2.
1
1.
ihsyort
 14 eyohgrgap
ectynohogl
ruler
gym uniform
calculator
sneakers
6.
5.
4.
4
3
Listen and circle the correct option.
in the morning.
and chemistry / geography
4 1. Today, Pete has math
3 / English in the afternoon.
2. Pete has music and art
in the evening.
technology homework
3. He does his history / c.
a.
5 Read and match.
dictionary 1. in the evening

2. in the morning d.
recorder b.
3. at night
4. in the afternoon
the sentences about you.

6 Read and complete in the morning.
1. Today, I have in the afternoon.
2. Today, I have
homework in the evening.
(✓) the items. Grammar
your classmate and mark 3. I do my
3
min
2 Think Fast! Interview at night before I go to bed.
4. I 4 Look and answer the quiz.
a recorder
a calculator a gym uniform
a ruler
sneakers Eagle Hill Middle School
you nervous?
a dictionary Grade 6
Do exams make
Hours Monday Tuesday Wednesday Thursday Friday
8:30–8:50
Homeroom
Do you drink
9:00–9:50 Math Math (1) Math 4 We don’t want to dehydrate.
Math
Do you have good exam strategies? enough water on the day of
the exam?
10:00–10:50 English English (2) Take the quiz and nd out.
Denitely. It helps me feel alert.
English English
the nal.
1 You need a good grade on
11:00–11:50 Social
Art (3) Social
Studies Art I don’t drink anything.
 16
12:00–12:50
Studies Do you plan your study schedule?
Lunch Recess No, I don’t like water.
Of course! I always plan.
answer
5 Do you have a system to
1:00–1:50 Science
17 
Health (4) Science Health I sometimes do.
the exam questions?
2:00–2:50 Geography Reading (5) No, it doesn’t help me. then
The easy questions go rst,
Spanish Band
you study?
3:00–3:50 Home
Economics Spanish (6) Home 2 Does noise distract you when the difficult ones.
Economics P.E.
quiet.
Yes, it does. I need peace and I guess the answers.
4 Music makes studying easier. I answer e question one by one.
each q
1 Listen and complete the class schedule for Wednesday.
No, it doesn’t. It’s OK.
you sleep well Mostly red Excellent! Exams
4
3 You have many exams. Do are easy for you.
Listening & Writing
2 Listen again and choose the correct option.
the night before them? You can do better.
1. We always have math at 9 in the afternoon
/ morning. Mostly blue
Be Strategic! 2. We sometimes have band practice in Yes. I go to bed early. Change some
Prepositions until late. bad habits.
When you listen,
the afternoon / evening. Actually, I like to play video games
don’t write down nervous. Mostly green Help! You need
every word. Only 3. I usually eat there, but on Fridays / Wednesdays,
To talk about time, we use No, I don’t. I always feel very new strategies.
write down key
in + the morning,
I bring my own lunch. the afternoon, the evening.
words like nouns
or verbs. 4. We never have reading on Wednesday. It’s (But at + night) 5 Change the sentences to affirmative
only (+), negative (–) or
on Tuesday / Thursday. on + Monday, Tuesday, etc. interrogative (?).
in + March, June, etc.
5. We often play soccer in December / September. 19  Present Simple 1. Do you have exams every week? (+)
Affirmative
3 Look and complete the chart. I answer. 2. We play basketball in the park. (–)
 18
It helps.
always
often Negative 3. She studies at night. (–)
never I don’t drink.
often It doesn’t help.
sometimes a b Interrogative 4. Does Tim read novels? (+)
usually 3 Read and match the
times.50% Do you have...?
G uess What!
In American English, 1. ten past eight 25% 75% Does noise distract you? 5. Joe and Lisa go to the movies on Fridays. (?)
people also say... 2. quarter to seven c d
8:10 eight ten 3. half past seven 0% 100% 6. Ray doesn’t like pizza. (?)
7:50 seven fty 4. seven o’clock
4 Write questions.
1. what / name
2. where / live
3. what time / get up
4. what / for breakfast
5. how / to school
Listen and answer the questions.
5
1
pictures live? 6. what / wear to school
1. Where do the people in the
2. Why do people do this? questions above.
you. Use the answers to the
the pictures? 5 Write a paragraph about
3. How old are the people in
T (True) or F (False).
2 Listen again and circle T F
Pinos is difficult and exciting.
1. The journey to school in Los T F
school on the zip line.
2. About ve children go to T F Culture G lossary
and a teacher in their village.
3. The children have a school T F 1 Look at the map and circle T (True) or
journey: a long trip
zip line with a classmate. are important
Stop and Think! What rules Correct the false information.
F (False).
a very small
4. The children travel on the T F
village:
school?
to obey when you travel to
town
high.
5. The zip line is 800 meters T F 1. There is only one island in Japan. T F
6. José travels on the zip line. 2. Japan is in the Atlantic Ocean.
an
T F
3. Japan is a country in Asia. T F
ap
4. Japan’s ag is red and white. T F
2 Complete the interview with these
questions. J Pacic
Ocean
a. is Japan a clean country? Osaka
d. Do you have rules at school?
b. do you think that’s a good idea?
 20 e. do you wear school uniforms? Tokyo
c. What school do you go to, Masako?
21 
Kids 3 Look at the interview and complete

the mind map.
Japan
Around the World… A Clean Country Cleaning the School
Introduction School Uniforms Value
 22
Project Joyce Rice J: (3) Kids Around
In the first lesson, read the unit title aloud and have
the World: Japan
H
and M: Oh, yes. A lot! For example, we
1 Read the infographic ello readers! You probably
have cleaning period after school
draw the missing pictures. think schools are the same
every day. We clean every part of the
all over the world, but you are
Circle school, including the bathrooms! All
2 Review the infographic. in for a surprise! Meet Masako Part 1
two similarities and two Shimizu, a twelve-year old girl Japanese kids do it. It’s very common.
students look carefully at the unit cover. Encourage

differences in your school. from Osaka. J: Amazing! But (4)
Part 2
in Joyce: Masako, thank you for M: Yes, I do. It’s a very important
3 Make a list of rules
talking to us. lesson. We do it because we respect Part 3
your school.
Masako: My pleasure. each other. I want my classroom and
about my school to look nice, but I don’t Part 4
4 Create an infographic
it to J: (1)
your school and present
them to think about the message in the picture. At

like cleaning the bathrooms very
the class. M: I go to a junior high school much. That’s gross! However, I do it
here in Osaka, Japan. My twice a year. Part 5
brother goes to the same J: And nally, (5)
school because both boys and
girls study here. I’m 12 so I’m in M: Yes, it is. We don’t litter and we
don’t do graffiti. The trains and buses G lossary
the end of the unit, students will discuss the big

grade 1. Stop and Think! What are the benets of
look new because people don’t junior high school:
J: And tell us, (2) having rules at school? another name for
damage them or make them dirty.
M: Yes, we do. We call it seifuku. We learn to keep our schools and our middle school
The boys wear a black jacket country neat. gross: horrible
How to Survive Middle School and pants. Girls wear a uniform. J: Fantastic. Thank you for your
graffiti: drawings or
paintings on walls
question: Why do we need rules?

They’re traditional in Japan. help, Masako.
in the U.S. neat: clean
1. Remember, school
starts at 8:30 every
day.
Be on time!
Don't run in the halls.
2. Most kids come to school 3. There are some general

on the school bus. rules:
Stay seated during the trip.. Don't use phones in class.
Don't push other students. Don't chew gum at
school. Review
1 Look and complete
the crossword with school
4. Some students have 1
equipment.
5. All lockers have a 2 5 Read and complete
lunch in the cafeteria. 3 the sentences.
Eat slowly. combination padlock. Across 2. 3. 1. Nigel
Down (+, play) hockey.
Keep your table clean. Keep your locker 1. 2. My brother
Teaching Tip
closed. 4 (–, have) school tomorrow.
3. The bus
(+, leave) at 5 o’clock.
4. My mom
(+, watch) TV every night.
5 4. 5. 5. My dad
(–, play) soccer.
6. It's important to have 3. 6. Rachel
everything you need for school. 7. There are many important
nt  24
(–, eat) at the school cafeteria.
Check your backpack before things to remember at 6 Look and unscramble
the questions. Then write
Setting Ground Rules for Discussions

you leave home. school. short answers.
Don't forget your gym uniform Use a pinboard app.
m
or your rulers. Use reminders in your 25 
phone. 2 Read and complete
with school subjects.
1. We have
8. There are many new G lossary today. I love soccer!
2. a2+b2 = c2!
Gulp! I don’t understand
At the start of the course, establish some clear ground

subjects in middle school, like padlock: a metal
3. to
Wesecure
write computer games .
foreign languages or algebra. object used
in our
Participate in class. doors 4.
Why are these dates important? class. It’s great!
Ask questions. reminder: a note to 1492? 1789? 1945? I’m terrible
5.something
We have a at .
remember test tomorrow. What’s
6. The to the capital of Ecuador?
foreign: belonging laboratory is a dangerous
a different country place. We use acid in our
rules for group and whole-class discussions. Make clear

3 Circle the correct
lessons.
option.
1. We catch the school bus JFK Middle School? / she
 early in / at / on the morning. / go / to / does
23 today? / we / do / chemistry
2. I play computer games / have
in / at / on night.
3. Band practice is in / at
/ on Friday.
4. My birthday is in / at
the importance of taking turns to speak, of listening

/ on June.
4 Complete the sentences
using the words in parentheses.
1. I forget my gym uniform.
(never)
2. We eat lunch at school.
respectfully when someone else is speaking,

(sometimes)
3. Our teacher gives us

homework. (often)
Just for Fun 4. I watch TV after school.

message. (usually)
Then decode the
of expressing disagreement in a way that is not

the words.
1 Unscramble
5. Does Kim sit next to they / English? / do / speak
HATM 13 you? (always)
you / in the afternoon? / play
/ do / basketball
11
MUISC 10 4
NIPHASS
offensive, etc.
1 16
ATLERTERUI 8 5
REGPYHGOA
7
MIEHRSTCY 6 9 14
 26
TAR 12
TONCEHLYGO 2
3
RTHOISY 15
:
My favorite subject
D 14 15 16
9 10 11 12 13
5 6 7 8 Is it...
1 2 3 4
3 Look and
guess.
match. 1. a table leg?

2 Look and
ies 2. a recorder?
3. a pen?
hav
ps
make
e
sle
ts
hel
riddle.
4 Answer the
ep er
s but nev
ea ays run s
What alw often murmur but
walks, s, has a
bed
?
er talk th
but nev a mou
s ps, has
never slee never eats
stud but
TCH_U1_SW3.indd 15 4/1/16 13:22

Vocabulary
Objective
Students will be able to use school subjects and
school objects vocabulary to talk about their classes.
Warm-up
Students select adjectives that they feel describe
their school.
• Keeping in mind the Big Question on the previous
page, write a variety of adjectives that could
describe a school (strict, friendly, noisy, neat, chaotic,
16 orderly, relaxed, etc.) on the board and invite
students to say which ones best describe their
own school.
• Encourage students to discuss their ideas as a
whole class. Ask Do the rules at our school affect what
school is like? How?
1 Look at the lockers and complete the sentences.

Students practice school subjects vocabulary while
using it to complete sentences.
Answers
1. math, 2. physical education (P.E.), 3. music,
4. Spanish
2 Think Fast! Interview your classmate and mark (✓)

the items.
Students do a three-minute timed challenge: they
exchange information about the school equipment
and items that they have with them.
Answers
Answers will vary.
Wrap-up
Students write about the equipment and the items
that they have with them according to different days
of the week.
• Tell students to write at least five sentences
explaining the school items that they have with
them on different days for the various subjects that
they have on those days. For example, a student
might write, On Mondays, I have my gym uniform with
me because I have P.E.
• Invite students to share their sentences with the
rest of the class.
➠ Workbook p. 126, Activities 1 and 2
TCH_U1_SW3.indd 16 1/26/16 13:15

Lesson 2 5 Read and match.
Students practice prepositions of time by matching
✔ Homework Check! phrases to the correct picture of each time of day.
Workbook p. 126, Activities 1 and 2 Answers
Answers 1. a, 2. c, 3. d, 4. b
1 Look and label the pictures.
6 Read and complete the sentences about you.
1. recorder, 2. gym uniform, 3. pencil, 4. sneakers,
In a personalization activity, students complete
5. eraser, 6. calculator, 7. ruler, 8. dictionary,
sentences with information about what they do at
9. pen
different times of day.
2 Correct one mistake in each sentence.
1. literature You need a calculator for your math Answers
class. 2. pencil This dictionary contains a lot of Answers will vary.
words. 3. ruler You can make very nice music with
a recorder. 4. art Bring your gym uniform because Wrap-up 17
we have P.E. today. Students discuss their favorite days of the week.
• Organize students into group of three or four.
Warm-up • Have them talk about their favorite days of the
Students sort school objects into groups. week and explain why. Tell students to also
• Show students a selection of items (e.g., a globe, mention what subjects they have and at what time
an atlas, a ruler, compasses, etc.) and ask them to on those days.
group them by school subject.
3
2
L isten and unscramble the school subjects in
➠ Workbook pp. 126 and 127, Activities 3 and 4
the pictures.
Students practice more school subjects vocabulary in
a listening and spelling activity.
Answers
1. literature, 2. art, 3. chemistry, 4. technology,
5. geography, 6. history
Audio Script
1. literature l-i-t--e-r-a-t-u-r-e
2. art a-r-t
3. chemistry c-h-e-m-i-s-t-r-y
4. technology t-e-c-h-n-o-l-o-g-y
5. geography g-e-o-g-r-a-p-h-y
6. history h-i-s-t-o-r-y
3
4 Listen and circle the correct option.
Students choose the correct school subject to
complete each sentence according to the audio.
Answers
1. chemistry, 2. English, 3. technology
Audio Script
Hi! I’m Pete. Today, I have math and …uh…
chemistry in the morning. Then I have music
and English in the afternoon. After school, I play
basketball for the school team. I do my technology
homework in the evening. I watch TV at night
before I go to bed.
TCH_U1_SW3.indd 17 1/26/16 13:15

Grammar
Objectives Britney: We have science at one with Mr. Porter.
Students will be able to use prepositions of time, Jim: Cool! And then reading?
adverbs of frequency and the present simple to Britney: No, we never have reading on Wednesday.
talk about school. It’s only on Tuesday.
Jim: Do we have geography at 2?
Britney: Yes, we do. Then at 3 we have P.E. It’s
soccer practice today. Remember we often play
soccer in December. It’s the state tournament. Do
✔ Homework Check! you have your soccer uniform today?
Jim: Oh yes, I do. It’s right here in my locker.
Workbook pp. 126 and 127, Activities 3 and 4
Answers 4
2 Listen again and choose the correct option.
3 Read and match.
Students are exposed to adverbs of frequency while
1. e, 2. b, 3. a, 4. c, 5. f
they choose the correct options to complete the
18 4 Read and complete the text.
sentences according to the audio.
1. in, 2. in, 3. At
Answers
Warm-up 1. morning, 2. afternoon, 3. Wednesdays,
Students participate in a quick-fire quiz about their 4. Tuesday, 5. December
class schedule.
3 Look and complete the chart.
• Say a school day and a time, e.g., Tuesday at ten
o’clock and ask students to say what subject Students complete a chart with adverbs of frequency.
they have. Answers
4
from left to right never, sometimes, often,
1 Listen and complete the class schedule usually, always
for Wednesday.
Students complete a class schedule using school Wrap-up
subjects vocabulary according to the audio. Students describe their routines.
Answers • Tell students to write five true sentences about
what they do and when, using adverbs of
1. Math, 2. English, 3. Band, 4. Science,
frequency and prepositions of time.
5. Geography, 6. P.E.
• Organize students into small groups and have them
Audio Script share their sentences.
Jim: Britney! Do you know our schedule today?
Britney: Yes, I do. Why?
Jim: Well, I don’t have mine.
➠ Workbook p. 128, Activity 4
Britney: Oh, OK. Well, we always have math at nine
in the morning.
Jim: Yeah, I remember that! And we always have
English at 10.
Britney: Then for third period, we have...
Jim: Band! By the way, do we have any homework?
Britney: No. We sometimes have band practice
in the afternoon, but not this week. Then there’s
lunch. Do you eat at the school cafeteria?
Jim: Yeah, I usually eat there, but on Wednesdays, I
bring my own lunch.
Britney: Jim, where is your lunch?
Jim: In my backpack. Wait… Oh no! I don’t have it!
It’s at home! Anyway, what classes do we have in
the afternoon?
TCH_U1_SW3.indd 18 1/26/16 13:15

✔ Homework Check!
➠ Workbook pp. 127 and 128, Activities 1–3
Workbook p. 128, Activity 4
Answers Teaching Tip
4 Read and complete the sentences. Having Students Explain the Topic
1. sometimes, 2. usually, 3. always, 4. never Students show that they have understood a
grammatical structure when they can explain
it to others. Invite students to create posters
Warm-up
illustrating the forms of the present simple.
Students play an association game, using feelings.
Display the posters around the classroom. Repeat
• Brainstorm feelings with students and write them
this with other grammatical structures that
on the board.
students study later on.
• Tell students they are going to play an association
game. You will say a word and they will write the 19
how it makes them feel.
• Say the following words: music, math, P.E.,
homework, lunch, weekends, exam. As you say each
word, write it on the board. Students will write
how each word makes them feel.
• Form groups of three or four students and have
them share how each word makes them feel.
• Ask students How do exams make you feel?
4 Look and answer the quiz.

Students are exposed to the interrogative, affirmative
and negative forms of the present simple as they
complete a quiz about exams and exam preparation.
Answers
Answers will vary.
5 Change the sentences to affirmative (+), negative (–)

or interrogative (?).
Students practice writing sentences (affirmative,
negative, or interrogative) in the present simple.
• Draw students’ attention to the Present Simple box
with information about the affirmative, negative
and interrogative forms of the present simple.
Answers
1. I have exams every week. 2. We don’t play
basketball in the park. 3. She doesn’t study at night.
4. Tim reads novels. 5. Do Joe and Lisa go to the
movies on Fridays? 6. Does Ray like pizza?
Wrap-up
In small groups, students design and write quizzes
similar to the one on this page. The quizzes can be
about free-time activities, friends, daily routines, etc.
and should include questions in the present simple.
After they finish writing their quizzes, groups can
exchange them and answer the questions.
TCH_U1_SW3.indd 19 1/26/16 13:15

Listening & Writing
Objectives p: Do they go on the zip line every day?
Students will be able to identify key information in j: Yes, they do. They travel to school like this
a listening. They will also be able to describe their every day.
morning routines. p: Why do they do this?
j: We live in the mountains. We have a school here
in the village, but we don’t have a teacher, so they
travel to another school every day, on this zip line.
Lesson 5 Student’s Book pp. 18 and 19
p: Do they travel on their own?
✔ Homework Check! j: No, they don’t. These children go to elementary

school, so they travel with a parent or an adult.
Workbook pp. 127 and 128, Activities 1–3
p: Does the zip line go very high?
Answers j: Yes, it does. It’s 800 meters high!
1 Look and circle the correct option. p: That’s amazing. Do you go on the zip line?
1. has, 2. studies, 3. drive, 4. goes, 5. speak, j: No, I don’t. Not anymore, but I used to when I
20 6. does was in elementary school. Would you like to travel
2 Make negative sentences. on the zip line?
1. I don’t want a dog. 2. My mom doesn’t drive p: Oh, no. Thank you, but no. Thank you for talking
the school bus. 3. Melanie doesn’t have your ruler. to us, José.
4. They don’t speak Japanese. 5. You don’t play j: De nada, señor.
soccer in the afternoon.
3 Read and complete the conversation with
2 Listen again and circle T (True) or F (False).
do or does.
Students listen for detailed information to
1. do, 2. do, 3. don’t, 4. Does, 5. doesn’t, 6. Does,
determine whether statements about the
7. does
interview are true or false.
Warm-up Answers
Students talk about how they get to school. 1. T, 2. T, 3. F (The children don’t have a teacher
• Write bus, train, car, by foot, bike on the board. in their village.), 4. F (The children travel with a
parent or an adult.), 5. T, 6. F (Jose doesn’t travel
• Ask students how they get to school, how long it
on the zip line anymore.)
takes them, and how far they travel each day.
1
5
L isten and answer the questions. Wrap-up
Students listen to an interview and identify key Students role-play interviews with children from
information needed to answer questions. Los Pinos.
Answers
1. They live in the village of Los Pinos in Colombia.,
2. Because they don’t have a teacher in their
village, and they don’t have any other means Teaching Tip
of transportation., 3. They are about five to ten Managing Fast Finishers
years old. Some students complete activities more quickly
than others, so it’s a good idea to have a few
Audio Script extra activities on hand, otherwise these students
[P = Presenter, J = José, a Colombian teenager] may become bored and disruptive. One set of
p: How do you get to school every day? Do you activities designed for fast finishers are the Just
have a long journey on the bus? For the kids in for Fun pages. Students can work on these
the village of Los Pinos in Colombia, the journey to individually and then check their answers in the
school is very difficult and dangerous. We talked to back of the Student’s Book. The Just for Fun
José, a Colombian boy, about his journey. José, how activities for this unit are on page 26.
do the kids here get to school?
j: They use a zip line over the river. They don’t have
a bus. They don’t have a train or a subway. They
just have the zip line.
p: How many children do this?
j: About five children travel like this.
p: How old are they?
J: They’re very young. They are about 5 to 10
years old.
TCH_U1_SW3.indd 20 1/26/16 13:15

What rules are important to obey when you travel
✔ Homework Check! to school?
Workbook p. 129, Activity 1 • Organize students into groups of three and have
them write a list of at least five rules that students
Answers
should follow when traveling to and from school.
1. F (Johnny’s village is in the mountains.), • Invite groups to share their ideas with the rest of
2. F (Johnny walks to school.), 3. T, 4. F the class.
(Johnny is always on time.), 5. T, 6. T
Wrap-up
Students interview each other.
Warm-up • Have students work in pairs and interview each
Students review telling the time. other using the questions from Activity 4. Tell
• Review telling the time by asking students what students not to look at their paragraphs from
classes they have at different times of the day. For Activity 5 when they answer. 21
example, ask, What class do you have at ten o’clock on
a Friday? or What class do you have at half past eleven
on a Monday?
Preparing for the Next Lesson
3 Read and match the times.
Ask students to look around on the website for an
Students match times written in words with introduction to school life in Japan: goo.gl/MuHCvB.
clock faces.
• Draw students’ attention to the Guess What! box.
Read the information aloud and ask students
which style of telling the time they have heard
people use more often.
Answers
1. d, 2. c, 3. b, 4. a
4 Write questions.
Students write Wh- questions using cues.
Answers
1. What is your name? 2. Where do you live?
3. What time do you get up? 4. What do you
have for breakfast? 5. How do you get to school?
6. What do you wear to school?
5 Write a paragraph about you. Use the answers to the

questions above.
Students write a paragraph using their own answers
to the questions from the previous activity.
Answers
Answers will vary.
Extension
Invite students to find out about school students
of their age in other countries around the world.
Have them prepare short presentations as if in the
role of another student. For example, My name is
Luiz. I live in Sao Paulo…
TCH_U1_SW3.indd 21 2/3/16 11:09

Culture
Objectives Wrap-up
Students will be able to compare and contrast different Students discuss the content of the text.
cultures and develop awareness of cultural diversity. • As a whole class, discuss ways in which
Masako’s school is similar to or different from
the students’ school. Encourage students to
compare and contrast and express their ideas
Lesson 7 Student’s Book pp. 20 and 21 without being judgmental.
✔ Homework Check!
Workbook p. 129, Activities 2 and 3
Answers
2 Look and write the times using the words.
1. It’s twenty past eight. 2. It’s three o’clock.
3. It’s half past twelve. 4. It’s quarter past four.
22 5. It’s five to seven.
3 Read the article again and rewrite it from
Johnny’s point of view.
Answers will vary.
Warm-up
Students answer general knowledge questions
about Japan.
• Have students close their books. Conduct a
quick-fire quiz about Japan. Ask, for example,
What continent is Japan in? What is the capital city of
Japan? What money do they use in Japan? What is the
population of Japan?
Answers
Asia, Tokyo, yen, approximately 127 million
1 Look at the map and circle T (True) or F (False). Correct

the false information.
Students use a map to determine whether
statements are true or false and correct any
false statements.
Answers
1. F (There are four major islands in Japan.), 2. F
(Japan is in the Pacific Ocean.), 3. T, 4. T
2 Complete the interview with these questions.

Students read and complete an interview with the
questions that correspond to each answer.
Answers
1. c, 2. e, 3. d, 4. b, 5. a
TCH_U1_SW3.indd 22 1/26/16 13:15

Warm-up
Students review what they have learned about
Japan so far.
• With their books closed, give small groups one
minute to talk about what that they can remember
about Japan.
• As a whole class, share answers.
3 Look at the interview and complete the mind map.

Students complete a visual summary of a text.
Answers
Part 1 Introduction, Part 2 School Uniforms, 23
Part 3 Cleaning the School, Part 4 Value, Part 5 A
Clean Country

What are the benefits of having rules at school?
• Organize students into small groups and have
them draw up a list of the benefits of having
rules in a school.
• Conduct a whole-class discussion in which students
share their ideas.
• Write on the board the ideas that the majority of
students agree with.
Wrap-up
Students discuss ideas for a new rule.
• As a whole class, discuss students’ ideas for a new
rule for their school, that is, a rule that they believe
is necessary and beneficial, but that is not part of
the existing school rules.

Teaching Tip
Using Mind Maps
Mind maps can be used in various ways, not just
for creating a summary of a reading or listening
text. Show students how to use mind maps as a
way of sorting vocabulary, for example, or as a
way of brainstorming ideas for a piece of writing.
TCH_U1_SW3.indd 23 1/26/16 13:15

Project
Objective
Students will be able to create an infographic.
Warm-up
Students discuss the concept of an infographic.
• Write the word infographic on the board and
ask students to separate it into its two parts
(info and graphic).
• Discuss the meanings of these two parts of the
word. Elicit or explain that info is an abbreviation
24 for information and that graphic relates to visual art,
especially drawing or writing. Thus an infographic
is a visual representation of information or data.
Discuss how infographics are intended to present
information quickly and clearly.
1 Read the infographic and draw the missing pictures.

Students complete an infographic with
simple illustrations.
Answers
Answers will vary.
2 Review the infographic. Circle two similarities and two

differences in your school.
Students find similarities and differences between
the school rules presented in an infographic and
their own school.
Answers
Answers will vary.
Wrap-up
Students compare visual ideas and vote for
their favorites.
• Invite students to submit their individual proposals
for an image to go with, for example, Rule 2 on the
infographic. Have the class vote for their favorite
images for each rule.
TCH_U1_SW3.indd 24 1/26/16 13:15

Wrap-up
Students compare infographics and vote for
Warm-up their favorites.
Students brainstorm places that need to have sets • Invite students to vote for their favorite
of rules. infographics. There can be awards in various
• As a whole class, brainstorm ideas about places and categories, e.g., best layout and design, best use of
organizations that need rules in order to ensure technology, best overall infographic, etc.
that people are safe and that things run smoothly,
e.g., places of work such as factories and offices, ➠ Workbook p. 128, Activity 1 (Review)
public spaces such as shopping malls, football
stadiums, etc.
Teaching Tip
3 Make a list of rules in your school. Managing Group Work
In small groups, have students write a list of Teenagers usually enjoy working in teams. To
rules for their school in preparation for creating ensure that group work goes well, conduct an 25
an infographic. oral evaluation after a task such as this project in
which you ask students to reflect on how much
4 Create an infographic about your school and present it they participated in their group, how they shared
to the class. tasks, how well they cooperated, how much
Students create an infographic showing the rules at they listened to the other people in their team,
their school. how they came to decisions, how they resolved
• Ask students to work in the same small groups differences of opinion, etc.
as in Activity 3. Encourage them to consider the
layout and design of their infographics and the
connections between textual and visual elements.
• Invite students to present their finished
infographics to the rest of the class.
Extension
• Once students have shared their infographics
with their own class, invite them to present their
work to other classes or to members of staff.
• A selection of infographics could be displayed in
an exhibition of students’ work.
The Digital Touch

To incorporate digital media in the project, suggest
one or more of the following:
• Have students present their infographics using
PowerPoint or similar slide show presentation
programs like Google Slides.
• Invite students to create videos using live
actors, animation, voiceovers combined with
images, etc.
• Encourage students to use free downloadable
poster-making programs for their infographics.
• If possible, allow students to upload their work
to the school’s website.
Note that students should have the option to do a
task on paper or digitally.
TCH_U1_SW3.indd 25 2/3/16 10:31

Review
Objective Wrap-up
Students will be able to consolidate their understanding Students write their own sentences using
of the vocabulary and grammar learned in the unit. frequency adverbs.
• Challenge students to write five sentences that use
a frequency adverb, a school subject and a piece
of school equipment, for example, On Mondays, I
Lesson 11 Student’s Book p. 24 always take my calculator because we have math.
✔ Homework Check!
Answers
1 Complete about you!
Answers will vary.
26
Warm-up
Students discuss their favorite school subjects.
• As a whole-class activity, invite students to say
what their favorite subjects are and why and to
talk a little about those subjects. Encourage them
to use vocabulary and expressions that have been
covered in this unit, e.g., school objects, times of
day, etc.
1 Look and complete the crossword with

school equipment.
Students complete a crossword using school
objects vocabulary.
Answers
Down 1. calculator, 3. recorder
Across 2. dictionary, 3. ruler, 4. uniform, 5. sneakers
2 Read and complete with school subjects.

Students complete the sentences with the school
subjects that make sense in each.
Answers
1. physical education (P.E.), 2. math, 3. technology,
4. history, 5. geography, 6. chemistry
3 Circle the correct option.

Students select the correct prepositions of time to
complete each sentence.
Answers
1. in, 2. at, 3. on, 4. in
4 Complete the sentences using the words

in parentheses.
Students practice word order with frequency adverbs
by writing complete sentences.
Answers
1. I never forget my gym uniform. 2. We sometimes
eat lunch at school. 3. Our teacher often gives us
homework. 4. I usually watch TV after school.
5. Does Kim always sit next to you?
TCH_U1_SW3.indd 26 1/26/16 13:15

Lesson 12 Student’s Book p. 25  Scorecard
Hand out (and/or project) a Scorecard. Have students
Warm-up
fill in their Scorecards for this unit.
Students play Hangman to review school subjects
and school objects vocabulary.
• Invite students to play Hangman in teams. They ➠ Study for the unit test.
should use vocabulary related to school subjects
and school equipment.
Teaching Tip
5 Read and complete the sentences. Creating Exercises for Further Practice
Students complete affirmative and negative At the end of this review section, and at the end
sentences in the present simple. of subsequent reviews, invite students to try
writing their own practice exercises based on the
Answers
material on these pages. The exercises can be
1. plays, 2. doesn’t have, 3. leaves, 4. watches,
5. doesn’t play, 6. doesn’t eat
for practicing vocabulary or grammar. Students 27
can make copies of their exercises and exchange
them with their classmates.
6 Look and unscramble the questions. Then write
short answers.
Students unscramble questions in the present simple
and write answers to them according to the pictures.
Answers
1. Does she go to JFK Middle School? No, she doesn’t.
2. Do we have chemistry today? Yes, we do. 3. Do
they speak English? No, they don’t. 4. Do you play
basketball in the afternoon? Yes, I do.
? Big Question
Students are given the opportunity to revisit the Big
Question and reflect on it.
• Ask students to turn to the unit opener on page
13 and look again at the picture, which shows
signs prohibiting certain actions.
• Select one of the signs, for example, the one
prohibiting the use of bicycles and discuss with
students the places where this is a good rule
(inside a school) and the places where it is not
necessary (a public park). Repeat with some of
the other signs.
them try to complete the following sentence in
just 50 words: We need rules because…
TCH_U1_SW3.indd 27 1/26/16 13:15

TCH_U1_SW3.indd 28 1/26/16 13:15
2 What’s the best job?
Lesson 1 Grammar
Present continuous: They are dancing. I am not Jobs: engineer, firefighter, hairstylist, pilot,
taking the train. receptionist, transit operator
Prepositions of place: on, at, in: We are on a bus in Workplaces: airport, factory, fire station, hotel, salon,
New York City. train station
Reading Writing
Identifying and distinguishing facts from opinions Describing an imaginary job
? What’s the best job?

Vocabulary
1 Look and write the
Overview
Visit
Contact us
people’s names.
Get to Know the Center
Learn about the People

There are many professions
careers based on their likes
are some examples of people
| Admissions
and their Professions

in the world today. People
| Research
choose their future

and dislikes and their strengths
who love what they do.
|
and weaknesses. Here

News and Events
Subscribe To Our Newsletter
Professional
Center
PC
3 Unscramble the
2.
3.
4.
5.
6.
professions.
to their workplaces.
1. neregine
rihieegffrt
airhistylts
ploit
seeinrtpicot
sartnti rtporeoa
Then match them

5 29 
4
29
3
2
1
 28
c.
fi r e s t a t i o n
a. f ac t o ry b . air p o rt
factory.
I work in an automobile
I’m an engineer. I love mathematics. build those robots.
• My name’s Joanna and to 6
the cars. I design the plans
We use robots to assemble different
airline. I like traveling to
as a pilot for a commercial world.
• Hi. I’m Sheila and I work to different parts of the
My job is to y passengers
countries and meeting people. d. n f. s a l o n
I love that!
I’m a reghter. My job is
to put out res and help Grammar tra in st atio e. h o t el
I work at the  re station.

• I’m Roy and
I love helping others. the professions.
people in dangerous situations. to 5. I enjoy 1 Read the chats and identify where Jo’s identifyare.
4 Read and friends
a train every day from 9
a transit operator. I drive moves people 2 Read the chats and choose the correct
• I’m Emma and I work as city. 1 1. A option.
people move around our 2
this job a lot. I love helping at the front from 9 to 5. 1. When is Tom taking a pilates class?
I work at a hotel downtown. I work as a receptionist
love around the city and works a) now b) every day
• My name’s Richard and It’s a very busy job, but I ies passengers 2. When is Jerry helping his grandpa?
help them with their rooms. a) every morning
desk. I welcome guests and 2. A b) this morning
the world. 3. When is Nicole baking cupcakes?
interacting with people. In my job to different places around a) at this moment b) all week
in the suburbs. I’m a hairstylist.
a salon in a shopping mall hairstyle. I helps people
• I’m Paul and I work in a trendy haircut or a new
help them look good with 3. A 3 Look and match.
I meet a lot of people. I or hairstyle. Present Continuous
need to learn new techniques
all the time. look good with a new haircut 1. I’m doing
helps put out a. doing?
4. A 2. He’s not taking b. playing soccer.
home  res and helps people in danger.
3 the gym welcomes guests 3. Are they going c. dad in the garden.
 30
5. A 4. What are you
their rooms. d. my homework.
and provides help regarding
designs plans Jo is eating a hot dog. 5. She’s helping her e. a music class.
6. An (be) (-ing) 31 
6. We’re not f. to the concert?
to build robots in car factories.
is most important in a job? 4
6
Listen and match. Which speaker is…
Stop and Think! What
the professions in the text. Prepositions 2
1 2 Think Fast! Circle c
min a farm of Place
a
on + public transportation
at + buildings
Jerry: in + geographical areas
Tom: Look:
But in for cars and taxis.
b
3
r
k?
Yo
1 w
Nicole: Look! in N e
Jo: What are they Jo: Wow, what’s that?

doing? Dancing?
Jerry: That’s Lolly, the cow.
Tom: No, they’re I’m helping my grandpa milk
not
dancing. They’re the cows this morning.
taking l?
a pilates class. oo
Jo: Are you having a t sc h
?
cupcakes now?
b us 5 Read and complete the sentences.
on a
Nicole: No, I’m 1. We’re playing volleyball at / on the gym today.
not.
mom’s baking them My
home.
at 2. They’re going home in / on the train.
These are the in your notebook.
Reading & Writing article. Write them rst.
3 Find two facts and two opinions in theWe need 40 for the school
3. It’s raining in / at San Francisco.
drama festival.
4. We’re going to the movies in / on a taxi.
the title of the article.
Strange
the sections.
1 Look at the pictures and 4 Read the e-mail and
number
write your name. 5. I’m waiting at / on the supermarket.
What do you think it is about? / Sincerely) and a comma. Then
1. Closing. Use “Regards” (Best 6. She’s traveling to Bogotá at / on a plane.
person’s name and a comma.
2. Greeting. Use “Dear,” the spelling and grammar!
paragraph per idea. Check your
3. Body of the message. One
Jobs
Forward
Replay
New Mail
Home
33 
y? Here are the
Are you feeling hungr

Dear Janet, stunt tester.
 my job as a
32
your e-mail about

By Claire Rhine Thank you for work
questions. time. I usually
answers to your people all the mes go to the
e I meet new work. I someti
a lot becaus
I like my job mes travel for shows. That’s my favorite
but I someti our
at the TV studio, challenges for
desert to test
jungle or the get up
For example, they might of the job. bad things. Sometimes I
part some
live in the jungle without but there are it’s part of the
job.
love my job,
bedrooms, bathrooms or In general, I g. I don’t enjoy that, but tell you
mornin I can’t
very early in show, but
even eat disgusting food! g on a new TV
t, I’m workin
A stunt tester does all At the momen but it’s top secret.
it. I’m sorry,
the challenges before the anything about
for your e-mail.
TV show. If a challenge Thanks once
again
is risky, Sharon discovers
I ’m in a TV studio. In
front of me, there is a
plate of grubs. Sharon
it rst!
all
she says. “I always refuse
because it’s cruel. I eat
anything if it’s dead.
Regards,
Sharon
tester does re
Majkowski, 26, is slowly A stunt befo These cooked grubs are
lenges
eating them. It’s not her the chal show. good, actually. Do you
lunch. This is her job. the TV want one?”
G lossary
Sharon is a stunt tester. Politely, we refuse. They Culture grub: a baby insect like
When you watch a “Sometimes they ask look revolting. This one is
5 Write an e-mail about
an imaginary job you have. Explain: a worm
reality TV show, you often me to eat live animals,” clearly a job for the experts. stunt: a dangerous
see people do challenges. 1. What you do
Podcasts Live
action done by
Be Strategic! 2. What you like someone in a lm
In a text, there are challenge: a difficult
F (False). 3. What you don’t like
2 Read the article and circle T (True) or facts, information action to test
T F that can be veried, 4. What you’re doing now someone’s ability
1. Sharon appears on TV. T F and opinions, refuse: to say no to
before the show. personal beliefs Stop and Think! Can a job be
2. A stunt tester tries the challenges T F
something
about something or dangerous? Is it OK?
3. Sharon only eats live animals.
s
nne’
T F someone. Hi, I’m Joanne. Today
are delicious.
4. Sharon thinks cooked grubs
Joa
on Podcasts Live, I’m
visiting a company with
 34
a difference. Can you
guess what it is? Here 35 
are some Silicon Valley
clues. The company

(1)
Business, U.S.
in the technology
sector. It’s very, very
(2)

and you probably use it several times a day. Many big technology companies like Google
36 I’m attention and recreational spaces. What’s the
have their headquarters in Silicon Valley in
in their ofces now in California, in the U.S. idea behind all of these perks? The company
It is a
Project
California. Businesspeople do important and
believes that when people are relaxed and
very unusual company. Listen to these examples: challenging work there, but life there can
comfortable or are having fun, they are more
A woman is (3) also be relaxed. For instance, employees at
her dog creative. Google encourages employees to
at the ofce! A man is (4) Google wear casual clothes, play games and
sections. solve problems using their own solutions, not
1 Look and label the do fun activities during work hours. Why?
coffee in the corridors. Two women are their managers’. With a comfortable work
Google knows innovation and collaboration
A Daily Routine environment and good social relationships,
sunbathing on a balcony. Some people are are important. To make this happen, the
A Difficult Challenge company provides employees with everything
teams make big impacts. Not every
(5)

A Family Tradition yoga, in the ofce! One company is like Google, but it is a pioneer
person is (6) they need to feel happy. Google workers
Job Requirements on the wall! in innovation and exibility for many modern
Positive Aspects I mean, is anybody working here? Where am companies throughout the world to follow.
1 I?
Uniform
Stop and Think! What does it mean to feel happy
with a job?
them to think about the message in the picture. At 2
2
1 Read and mark (✓) the pictures mentioned
7
Listen and complete.
in the podcast.
1. The company is in Nevada, in Silicon Valley.
2. Workers wear suits.
T
T
F
F
G lossary
sunbathe: stay in the sun
to make your skin brown
headquarters: the main
3. Workers don’t have any perks. office of a large company

T F
3
8
Read again and guess the company. Listen and 4. Google welcomes original ideas. T
employees: people who
3 check. F work for a company
5. Google is a traditional company.
T F perks: benets given in
a job
question: What’s the best job?

4
Review
4 Correct the sentences.
1 Read and match.
1. I sitting on the bus.
1. A reghter a. designs and builds machines.
Teaching Tip
2. What are you do?
2. A hairstylist b. welcomes and helps guests with their stays.
sentence fragments. 3. We not doing homework.
2 Read and match the c. helps people in dangerous situations.
is a. a reghter. 3. A pilot
Everyone in Piero’s family 4. Are you have lunch at school today?
1.
b. contribute to forest res. 4. A receptionist d. moves people in a city.
At the station, reghters 5. Jim is no playing basketball.
2.
c. decisions can cause a 
re. 5. A transit operator e. ies passengers to different destinations.
is 6. Are you watch TV?
3. A reghter’s equipment 6. An engineer f. gives people new looks.
d. re-resistant.
4. Weather conditions in California situation.
e. learn what to do in a re
Guiding Peer Correction

2 Unscramble the words. 5 Answer the questions about you.
5. People’s bad and physical tness.
f. proof of their age, education 1. Are you having P.E. today?
6. Fireghters need to show 39 
topics.
job. Do research on the following  38
3 Write about your dream something challenging about
the job 2. What are your parents doing right now?
why this job is important needed for the job
any training or requirements
Students often help each other by providing answers

to wear
special clothes / uniform 3. What are you doing right now?
the job
some good aspects about oparrti atfryco ifer nitatso
your dream job. Present it to the class. 4. Are you reading a book at the moment?
4 Make a poster about
• Find photos you can use.
5. Who is sitting in front of/behind you today?
when their classmates are unsure and slow to respond.

• Plan a design for your poster. as a guide.
section. Use the model poster
• Write the text for every
punctuation. 6. Is your teacher wearing a sweater today?
• Check your grammar and
37

etlho nsalo antir nosiatt 6 Write the correct preposition. 1. Canon
You can take advantage of this tendency and make 3 Look and write sentences. What are they doing?
at in on City, Colorado
error correction a collaborative learning experience.

3.
the the ore
the bookstore s st
4. ronic
2.
rant elect
restau
1
If time allows for it, you can have students exchange Just for Fun
1 Write the
answer s.
3
1
w
2
5.
6.
2 a the bus
notebooks and check each other’s work. Another

4 a taxi
i
3 t
4 i
n 5 Across
5 Down g
opportunity for peer correction is when students are

5
6
6 7
giving presentations in small groups. By encouraging  40
8
7
peer correction, students become more aware not only 2 Match the
objects and the profess
ions.
of their classmates’ language, but also of their own. engineer boots
hat
hose firefighter
jacket
hairstylist
comb
bell safety goggles

pilot
train ticket
receptionist
computer
blow dryer r
transit operato dashboard
safety helmet
TCH_U2_SW3.indd 29 4/1/16 13:23

Vocabulary
Objective Wrap-up
Students will be able to use professions and Students practice professions vocabulary in the
workplaces vocabulary to talk about what people do. context of people they know.
• Form small groups and have students share
information about family members, friends, and
neighbors who work in the professions featured
Lesson 1 Student’s Book pp. 28 and 29 on these pages. Encourage them to describe what
people do in their jobs.
Warm-up • Invite each group to briefly summarize what their
Students vote for the job(s) that they find the family and friends do.
most appealing.
• Tell students to turn to page 27 and look at the
photos of people doing a variety of jobs. Ask them
to vote for the most appealing job. In a whole-class
discussion, encourage students to say why they
voted for one job over the others.
30 1 Look and write the people’s names.

Students identify people’s professions by matching
the names given in descriptions with photos.
Answers
1. Richard, 2. Paul, 3. Sheila, 4. Joanna, 5. Emma,
6. Roy
2 Think Fast! Circle the professions in the text.

Students do a one-minute timed challenge: they scan
the text to identify professions vocabulary.
Answers
engineer, pilot, firefighter, transit operator,
receptionist, hairstylist
Extension
•E
licit or point out that the photos on these pages
show a few instances of professions that, until
relatively recently, very few women practiced or
that were not even available to women.
•D
iscuss how nowadays there are women who
are pilots with commercial airlines, engineers,
politicians, astronauts, CEOs of major
companies, etc.
TCH_U2_SW3.indd 30 2/3/16 10:19

Wrap-up
Students talk about their favorite jobs.
✔ Homework Check! • Review the professions featured on these pages
Workbook p. 130, Activity 1 and the descriptions that tell what people do in
each job.
Answers
• In small groups, have students talk about the jobs
1 Look and complete the jobs.
that they would most like to do.
1. receptionist, 2. firefighter, 3. transit operator,
• Invite individual students to share their reasons for
4. engineer, 5. pilot
voting for a particular job.
Warm-up ➠ Workbook pp. 130 and 131, Activities 2 and 3

Students review professions vocabulary.
• Read aloud a sentence from the text on the
previous page, for example, I drive a train every
day from 9 to 5. and have students try to name the
corresponding profession (transit operator).
3 Unscramble the professions. Then match them to

31
their workplaces.
Students identify professions vocabulary and match
professions with the corresponding workplaces.
Answers
1. engineer, a, 2. firefighter, c, 3. hairstylist, f,
4. pilot, b, 5. receptionist, e, 6. transit operator, d
4 Read and identify the professions.

Students complete sentences describing people’s jobs
with the correct professions.
Answers
1. transit operator, 2. pilot, 3. hairstylist,
4. firefighter, 5. receptionist, 6. engineer

What is most important in a job?
•O rganize students into small groups and have
them brainstorm ideas about the various things
that people value in a job, for example, working
hours, interest and variety, pay, colleagues, job
satisfaction, paid vacations, etc. (If necessary, write
some ideas on the board to get them started.)
• I nvite groups to share their ideas with the rest of
the class.
TCH_U2_SW3.indd 31 1/26/16 13:17

Grammar
Objective 2 Read the chats and choose the correct option.
Students will be able to use present continuous and Students read the texts and identify when each
prepositions of place to talk about what people are person is doing the activity mentioned in the text.
doing and where they are doing it. • Draw students’ attention to the Present Continuous
box and read the information aloud. Remind
students that the present simple is used for talking
about routines, repeated actions and general
Lesson 3 Student’s Book pp. 30 and 31 truths, while the present continuous is used for
actions that are happening at the moment.
✔ Homework Check!
Answers
Workbook pp. 130 and 131, Activities 2 and 3
1. a, 2. b, 3. a
Answers
2 Find and write five workplaces.
Wrap-up
X C G J R F I Students guess actions using the
T S A I E I O present continuous.
F A C T O R Y • Tell students to write five sentences using the
32
A I O R D E E present continuous. Have students include at least
L R B A N S M one sentence with each of the following pronouns:
Q P R I Q T T I, you, he / she / it, they.
• Tell students to form small groups. One person in
C O K N D A I
each group mimes an action while the others guess
Y R G S H T R
what it is. Encourage students to use complete
C T S T B I M
sentences, e.g., You are playing soccer.
J G S A L O N
P H F T E N J ➠ Workbook p. 131, Activity 1
N I V I U K O
W P H O T E L
Z X T N M V L Teaching Tip
Using Metalanguage
airport, train station, fire station, salon, hotel Some students may recognize metalanguage such
3 Choose the correct option. as present simple and present continuous, whereas
1. salon, 2. factory, 3. train station, 4. hotel, others may be confused by it. Use grammatical
5. fire station terms and other metalanguage sparingly unless
you’re certain all students are familiar
Warm-up with them.
Students look at the photos to preview the lesson.
•A sk students What do you see on the cell phones? Elicit
photos and text messages.
• Before students read the messages, ask Do you ever
send people photos using your cell phone? Why? Why
do you think people sent each other those photos? Have
students discuss as a class.
1 Read the chats and identify where Jo’s friends are.

Students are exposed to present continuous as they
match the text messages to the correct places.
Answers
1. b, 2. a, 3. c
TCH_U2_SW3.indd 32 1/26/16 13:17

Lesson 4 5 Read and complete the sentences.
Student’s Book pp. 30 and 31
Students choose the correct prepositions of place to
✔ Homework Check! complete the sentences.
Workbook p. 131, Activity 1 • Draw students’ attention to the Prepositions of
Place box and read the information aloud.
Answers
1 Look at the pictures. What are they doing? Answers
1. He is singing. 2. She is waiting. 3. They are 1. at, 2. on, 3. in, 4. in, 5. at, 6. on
cooking. 4. He is reading.
Wrap-up
Students write sentences combining professions,
Warm-up
prepositions of place and present continuous.
Students review the form of the present continuous
• Elicit a sentence with a preposition of place that
with a simple dictation activity.
tells us where somebody is now, for example, Jenny
• Read aloud a series of verbs in their base form and
is on a bus. Then ask for another sentence that tells
ask students to simply write the -ing form of each
us what that person is doing, for example, She is
verb. Be sure to include verbs that test students’
going to school.
memory of spelling rules, for example, take-taking,
swim-swimming, study-studying. • Ask students to write five similar sentences, 33
following this model. Invite students to share their
3 Look and match. sentences with the rest of the class.
Students practice common collocations related to
everyday and free-time activities by matching the ➠ Workbook p. 131, Activity 2
beginnings of the present continuous sentences with
their correct endings.
Answers
1. d, 2. e, 3. f, 4. a, 5. c, 6. b
6
4 Listen and match. Which speaker is…
Students are exposed to prepositions of place as
they match each speaker to the photo of where the
person is according to the audio.
Answers
1. 3, 2. 2, 3. 1
Audio Script
1. B
rian: Hi, it’s me, Brian. Today is a big day. I get
to see my mom at work. She runs this place. I’m
in her office now. Oh, gotta go. Classes are about
to start.
2. C
olin: This is Colin. The city is huge! I’m
here with my dad to see him at work. He’s a
salesperson for an important software company.
The traffic here is impressive. Let me take a pic
for you.
3. T
ina: Hi. You’re probably wondering where I am.
I’m with my dad at his job. I have a chance to see
a lot of nice places where we live. It’s eight and
there are a lot of people waiting to get to work.
TCH_U2_SW3.indd 33 1/26/16 13:17

Reading & Writing
Objectives Wrap-up
Students will be able to identify and distinguish facts Students exchange opinions about the information
from opinions. They will also be able to describe an in a text.
imaginary job. • Ask students to look through the article and
then elicit their opinions. Ask questions to elicit
responses. Clarify that opinions are just
that—people’s views or judgments about
Lesson 5 Student’s Book pp. 32 and 33 something—and not necessarily based on facts
or knowledge.
✔ Homework Check!
Workbook p. 131, Activity 2 ➠ Workbook pp. 132 and 133,
Activities 1 and 2 (Reading)
Answers
2 Complete the sentences with the
present continuous.
Teaching Tip
1. am writing, 2. is swimming, 3. are making,
Managing Fast Finishers
4. are running, 5. is singing
Some students complete activities more quickly
34
than others, so it’s a good idea to have a few
Warm-up extra activities on hand, otherwise these students
Students talk about unusual foods that they may become bored and disruptive. One set of
have tried. activities designed for fast finishers are the Just
• As a whole-class discussion, invite students to for Fun pages. Students can work on these
share stories of any unusual foods that they have individually and then check their answers in the
tried and whether or not they enjoyed back of the Student’s Book. The Just for Fun
the experience. activities for this unit are on page 40.
1 Look at the pictures and the title of the article. What

do you think it is about?
Students predict the content of an article from its
title, pictures and layout.
2 Read the article and circle T (True) or F (False).

Students read the article and determine whether
statements about the text are true or false.
Answers
1. F (She does the challenges before the TV show.),
2. T, 3. F (Sharon refuses to eat live animals because
it’s cruel.), 4. T
3 Find two facts and two opinions in the article. Write

them in your notebook.
Students identify facts and opinions in the text.
• Draw students’ attention to the Be Strategic! box
and ask them to read the information. Make sure
that students understand the difference between
facts and opinions.
Answers
Answers will vary.
TCH_U2_SW3.indd 34 1/26/16 13:17

Wrap-up
Students share their e-mails about imaginary jobs.
✔ Homework Check! • Students form pairs and share the e-mails they
Workbook pp. 132 and 133, Activities 1 and 2 wrote in Activity 5.
• After reading each other’s e-mails, students
Answers
take turns interviewing each other about their
1 Look at the title of the article. Guess
imaginary jobs.
the topic.
• Encourage students to ask each other about what
2. science
they are doing at the moment, using
2 Read the article and circle T (True) or
present continuous.
F (False).
1. F (Dr. Friend works on a boat.), 2. F (They
are in the Indian Ocean.), 3. T, 4. T, 5. F (She
often spends days on the boat and doesn’t see Preparing for the Next Lesson
anything.), 6. F (She prefers to see whales.) Ask students to view an introduction to what it is
like to work at Google: goo.gl/MAq91b.
Warm-up
Students read statements and distinguish between
35
facts and opinions.
•W rite on the board a series of statements, some
facts and some opinions. Write, for example, Many
people watch celebrity survival reality shows. (fact) and,
I think reality shows are a waste of time. (opinion)
•H ave students read the sentences and say which
ones are facts and which ones are opinions.
4 Read the e-mail and number the sections.

Students read and identify the parts of an e-mail.
Answers
From top to bottom 2, 3, 1
5 Write an e-mail about an imaginary job you have.

Students think of an imaginary job and write an
e-mail about what they do in the job, what they like
and don’t like about it and what they are currently
doing at work.

Can a job be dangerous? Is it OK?
•O
rganize students into small groups and have them
draw up a list of jobs that involve some type
of danger.
•C
onduct a whole-class discussion about the
dangerous jobs that students would or would not
like to do, and why.
•A
sk Is it necessary that people do dangerous jobs? Why
or why not? Is it OK that some people do more dangerous
jobs than others?
TCH_U2_SW3.indd 35 1/26/16 13:17

Culture
8
Objectives 3 Read again and guess the company. Listen
Students will be able to consider different approaches and check.
to work and places of work. They will also build Students guess the identity of the company described
awareness of the value of innovation. in the podcast.
Answer
Google
Audio Script
✔ Homework Check! Well, the answer is Google. Did you guess right?
If you don’t know an answer, you can google it!
I’m at Google’s headquarters in Mountain View,
Answers California, and by the way, did you know that...
1 Circle 10 spelling mistakes. Then
correct them. Extension
1. too to, 2. whit with, 3. beautyful beautiful, Tell students to find out about other famous
4. tyme time, 5. imporant important 6. meny Internet companies that came into existence in
36 many, 7. hom home, 8. momen moment, recent years, for example, Yahoo!, Wikipedia,
9. grate great, 10. you your Facebook, etc.
2 Choose a job and write an e-mail to Janet
in your notebook.
Wrap-up
Answers will vary.
Students discuss working at Google.
• Elicit a summary of the podcast from the class. Ask
Warm-up What do you think it would be like to work at Google?
Students discuss conventional office customs
• Then tell students to raise their hands if they
and practices.
would like to work at Google. Ask What do you like
• Elicit some of the things that people traditionally
about it? Why would you want to work there?
do in offices (sit behind desks, use computers, talk on
the phone, attend meetings, dress formally, etc.). • Then ask students who did not raise their hands
What might not be good about working at Google? Why
• Also, try to elicit some of the things that people
would you not want to work there?
are traditionally not permitted or expected to do at
work, for example, take their pets to work.
1 Read and mark (✓) the pictures mentioned in the podcast.
Students read a text and identify photos
Teaching Tip
corresponding to things mentioned in the text.
Eliciting Responses
Answers Eliciting responses invites students to become
1st, 3rd and 4th photos active participants in a class. Beginning students
7 can often be hesitant to participate, so when
2 Listen and complete. you elicit information, avoid calling on any one
Students listen to part of a podcast and complete a student. If students don’t immediately respond,
transcription of it. be ready to provide a few examples to get a
Answers conversation or activity started.
1. works, 2. famous, 3. keeping, 4. drinking,
5. doing, 6. writing
Audio Script
Hi, I’m Joanne. Today on Podcasts Live, I’m visiting a
company with a difference. Can you guess what it
is? Here are some clues.
The company works in the technology sector. It’s very,
very famous and you probably use it several times a
day. I’m in their offices now in California, in the U.S. It
is a very unusual company. Listen to these examples:
A woman is keeping her dog at the office!
A man is drinking coffee in the corridors.
Two women are sunbathing on a balcony.
Some people are doing yoga, in the office!
One person is writing on the wall!
I mean, is anybody working here?
Where am I?
TCH_U2_SW3.indd 36 1/26/16 13:17

Wrap-up
Students role-play a conversation with an employee
Warm-up of a company like Google.
Students discuss technology companies. • Ask students to imagine themselves working for an
• With books closed, ask students if they have heard innovative technology company such as Google.
of Silicon Valley. Elicit or explain that this term • Organize students into pairs and have them work
is a nickname for the southern part of the San on a role play in which one student interviews an
Francisco Bay Area, in northern California and that employee of a tech company and asks about the
it is home to many of the world’s largest workplace and a typical day.
high-tech corporations.
• Then ask students if there is a region in their ➠ (No homework today.)
country where high-tech companies are
concentrated. Invite students to share what
they know. Teaching Tip
Identifying Word Families
4 Read and circle T (True) or F (False). Encourage students to record and learn
Students read the article and look for specific vocabulary items in word families. Taking an 37
information. Then they determine whether example from the text on this page, students
statements about the text are true or false. can record employee and also employer, employ,
Answers employment, etc.
1. F (Silicon Valley is in California.), 2. F
(Employees wear casual clothes.), 3. F (Workers
attention and recreational spaces.), 4. T, 5. F
(Google is a pioneer in innovation and flexibility.)

What does it mean to feel happy with a job?
them brainstorm ideas about the things that make
people happy in their places of work (pleasant
surroundings, friendly co-workers, meaningful
work, etc.)
the class.
TCH_U2_SW3.indd 37 1/26/16 13:17

Project
Objective
Teaching Tip
Students will be able to research and write about a
Managing a Class Debate
dream job.
In order to have a successful debate, students
need to understand the stages of a debate and be
aware of the time allotted for each stage. Explain
Lesson 9 Student’s Book pp. 36 and 37 the stages of a debate to your students. Then as
you conduct the debate, set time limits for each
Warm-up stage: preparing opening statements, presenting
Students categorize jobs according to supporting statements, preparing rebuttal,
different criteria. presenting rebuttal, etc.
• Elicit jobs students have seen in this unit and a few
others that they are familiar with. Write a list on
the board.
• Organize students into small groups and ask
them to categorize the jobs in different ways. For
example, they can make a group of dangerous jobs,
38
of well-paid jobs, of jobs that people do outside, of
technology jobs, etc.
1 Look and label the sections.

Students read and label the sections of a poster with
the correct sub-headings.
Answers
1. A Family Tradition, 2. A Daily Routine,
3. Uniform, 4. Positive Aspects,
5. A Difficult Challenge, 6. Job Requirements
2 Read and match the sentence fragments.

Students match phrases to make complete sentences.
Answers
1. a, 2. e, 3. d, 4. b, 5. c, 6. f
Wrap-up
Students debate whether being a firefighter is a
dream job.
• Divide the class into two teams. Ask Is being a
firefighter a dream job? Assign the first team to argue
that being a firefighter is a dream job and the other
team to argue that it is not.
• Give teams a few minutes to brainstorm and note
the reasons for their positions before beginning
the debate.
TCH_U2_SW3.indd 38 1/26/16 13:17

Wrap-up
Students compare posters and vote for
Students share information about the workplaces of • Invite students to vote for their favorite posters.
people they know. There can be awards in various categories, e.g.,
• As a whole-class activity, elicit information, best layout and design, best use of technology, best
anecdotes, etc. about any time when they were overall poster, etc.
able to visit the place of work of a person they
know (a parent, a relative, a neighbor, etc.) or ➠ Workbook p. 132, Activity 1 (Review)
visit a place such as a fire station, a local factory, a
police station, etc.
Teaching Tip
Displaying Students’ Work
3 Write about your dream job. Do research on the
Teenagers are often motivated by having their
following topics.
work displayed for the rest of the class or the
Students carry out research for their dream
rest of the school to see. This may be especially
job posters.
true in the case of students who have fewer
• Read the five topics aloud and make sure that
chances to shine or to have their achievements 39
students understand the key ideas in words and
recognized in contexts such as formal tests
phrases like good aspects, challenging, requirements.
and exams.
• Tell students to research the topics, using books,
magazines and other materials from the school
library or a local library or by searching on
the Internet.
• Have students take notes and summarize all the
information that they find into sections as in the
firefighter example on the page.
4 Make a poster about your dream job. Present it to

the class.
Students design and create their dream job posters
and present them to the class.
The Digital Touch

• Have students present their Dream Job
posters using PowerPoint or similar slide show
presentation programs like Google Slides.
• Invite students to create videos using live actors,
animation, voiceovers combined with
images, etc.
poster-making programs.
TCH_U2_SW3.indd 39 1/26/16 13:17

Review
Objectives Wrap-up
Students will be able to consolidate their Students write personalized sentences using the
understanding of the vocabulary and grammar learned present continuous.
in the unit. • Ask students to write five sentences using the
present continuous to describe people doing certain
actions in certain places, for example, My mom is
working in her office.
• Invite students to share their sentences with the
✔ Homework Check! rest of the class.
Workbook p. 132, Activity 1 (Review)
Answers
1 Write sentences. What are they doing?
Answers will vary.
Warm-up
40 Students play charades to practice professions and
workplaces vocabulary.
• Invite students to play charades in small groups
using the professions and workplaces that they
have seen in this unit.
1 Read and match.

Students match professions with their descriptions.
Answers
1. c, 2. f, 3. e, 4. b, 5. d, 6. a
2 Unscramble the words.

Students unscramble words under each photo to
practice workplaces vocabulary.
Answers
left to right airport, factory, fire station, hotel, salon,
train station
3 Look and write sentences. What are they doing?

Students write sentences describing what people in
photos are doing using the present continuous.
Answers
left to right They are dancing. They are walking. /
They are crossing the street. He is baking. They are
watching a movie.
TCH_U2_SW3.indd 40 1/26/16 13:17

Warm-up
Students review the present continuous.
• Write on the board a series of prompts consisting
of just a subject and a verb in its base form, for ➠ Study for the unit test.
example, she / study. Elicit the sentence She is
studying. to describe an action that is taking place
now. Repeat with two or three other examples. Teaching Tip
Reflecting on the Unit
4 Correct the sentences. At the end of a unit, ask students to reflect on
Students rewrite the sentences with the correct form what they enjoyed or did not enjoy so much,
of the present continuous. what they found easy, difficult, interesting, etc.
Most importantly, ask students to identify things
Answers
that they need to work more on so that they
1. I sitting I am sitting on the bus. can improve.
2. do What are you doing?
3. We not We are not doing homework. 41
4. have Are you having lunch at school today?
5. no Jim is not playing basketball.
6. watch Are you watching TV?
5 Answer the questions about you.

Students answer questions in the
present continuous.
Answers
Answers will vary.
6 Write the correct preposition.

Students label locations in a photo with the correct
prepositions of place.
Answers
1. in, 2. at, 3. at, 4. at, 5. in, 6. on
? Big Question
• Tell students to turn to the unit opener on page
27 and look again at the photos, which show a
variety of professions.
• Select one of the jobs, for example, the actor,
and discuss with students whether this is the best
job. Encourage students to think of reasons to
support this idea and also to express any doubts
or reservations based on parts of the job that are
difficult, for example.
them try to complete the following sentence in
just 50 words: In our opinion, the best job is…
• As a whole-class activity, discuss students’
ideas. Bring out the idea that, in fact, there is
no one single job that is the best, since all jobs
have positive and negative aspects. Encourage
students to think about how an individual’s
preferences and personalities affect what the best
job is for that person.
TCH_U2_SW3.indd 41 1/26/16 13:17

TCH_U2_SW3.indd 42 1/26/16 13:17
3 Do we really need all this stuff?
Lesson 1 Grammar
Comparative and superlative adjectives: The man Clothes: belt, blouse, coat, dress, hat, jeans,
is older than the woman (comparative). This is the jewelry, pants, scarf, shorts, skirt, sneakers,
cheapest costume (superlative). socks, sweater, T-shirt
Adjectives: cheap, expensive, fast, funny, large, late,
long, modern, old, polite, serious, short, small, tall
Reading Listening
Skimming and scanning Identifying specific information

42
Vocabulary
the correct option.
Listen and circle
9
1
Do we really need all this stuff?

4 shorts / coat
hat / blouse 5 scarf / jeans

1
2 sneakers / T-shirt
11 dress / sweater
6 sweater / skirt
8 dress / shorts
7 hat / dress
12 pants /
socks
3 jeans / dress
9 pants / socks

G uess What!
43
need a
You don’t always
nd new words.
dictionary to  / shorts
at websites 10 sneakers
For clothing, look
like www.macys.com
Costum e Jewelry
A 20% OFF
Belts EXTR
EXTRA 15%
OR 10% OFF
specials
depts. Excludes
Home & select
wear
events. What clothes can you
5 Look and identify the
know? Make a
list. for them? Grammar THANK YOU. THIS
words do you
What other clothes 1 2
IS VERY SMALL!
2 Think Fast!
to
want iere
e
5
Crash th
do you
THIS IS REALLY
min
s. Hey, movie prem LARGE!
person mention a
go to rnoon? 13.36
✓✓
the clothes each

Party!
this afte
3
10
Listen and write is it? 13.38 ✓✓
what There’s a costum
Sure, e party and
Lisa dino saur contest and
CAN I✓✓
HELP I don’t know
The new 13.42
what to wear.
Ruth Fran’s 14th birthday YOU?
movie. I
good options have three
10th CAN I
Friday, February to Street HELP YOU?
Billy 17320 NE
Sacramen but I want the
13.45 ✓✓
best one.
Portland, Oregon
Alberto 555-756-6432 The robot is
the cheape
s. costume and st
s to the problem THIS IS it’s the easies
match the speaker
10k
one to make! t
4 Listen again and
10
doing laundry. MMM.
CHEAP!
a. makes mistakes 3
EXPENSIVE!
The bear costum
e is the
1. Lisa that t. funniest but
b. can’t nd clothes it’s very hot
and
2. Ruth the clothing stores. heavy.
c. lives far from 
lk
3. Billy his size.
44 I like the stormtr
d. can't nd shoes n & Wa because I love ooper armor
4. Alberto Fun Ru Wars movies the Star
. It’s the most
expensive
costum
14th it has the cooles e because 45 
ry
Februa
43
t accesories!
Please help
me choose

Jo !
1
11
Read the comic and complete Comparative
Then listen and check. the sentences. Superlatives
cheaper larger more expensive more polite smaller

1. The chicken mask is small smaller
than the dog mask. 3 Read the e-mail and
complete
2. The dog mask is tall the questions. Then answer
than the chicken mask. taller the tallest them.
3. The stormtrooper helmet 32 1. Which is
is 18 9 (a+b)8
the robot mask. than ÷
4.5 15 20 costume? (expensive)
expensive more x+5
4. The robot mask is difficult 2. Which is
than expensive more difficult the most ? (funny)
the stormtrooper helmet. difficult 3. Which costume is
Note: heavy  heavier
5. The woman is Note: heavy  the heaviest ?
Be Strategic! large  larger (cheap)
ing Look at a text and its pictures than the man.
Reading & Listen quickly to get a general
idea of
Drinks 2 Look and write the
comparatives.
large  the largest 4. Which costume is
the content (skimming). $2.50 option? (good)
on the page? Read fast and nd speci
c Coffee (Regular or decaf) 1. fast
$2.75 5. short 4 Complete with a
1 1 Think Fast! What's 2. old comparative or superlative adjective.
min information (scanning). Hot Chocolate $2.00
How do you know? 6. modern 1. The robot costume is
Hot or Iced Tea 3. funny $3.00
7. long 2. I'm option. (practical)
Milkshake 4. serious $3.50 Jo. I need the bear costume.
Starters
Frank's Sodas 8. late 3. The chicken mask is (tall)
$12.90 4. For me, the dog mask the dog mask. (funny)
Caesar Salad is
and option! (cool)
Fresh romaine lettuce
chicken 2 Scan the menu and
answer the questions.
croutons, served with
and pepper cream?
sauteed in butter, salt $11.90 1. Can you get vanilla ice
Green Salad
tomatoes 
Three types of lettuce, and a piece of cheesecake?
47
2. How much is a milkshake

and sweet corn
 46 Appetizers $8.50 3. What appetizer is the

most expensive?
Buffalo Wings
for $14?
Chicken wings lightly
fried with a drink. What can you get
4. You want a salad and
buffalo sauce and blue
cheese dressing main course?
$5.50
5. Can you get sh for the
Nachos
sauce,
Tortilla chips with cheese main course and drink?
for the cheapest starter,
black olives and guacamole 6. How much do you need
Main Course $35.50 3

12
Listen and circle Paul's
choices on the menu.
Cod and Rice
rice
Cultur e
the correct options.
Grilled cod served with white 12
Listen again and choose
?
$42.00 4
salt / sugar.
DID YOU KNOW

Strip Steak 1. Nachos have a lot of 1 Complete the
with baked with/ white meat a day.
Half-kilo steak served 2. Doctors say it’s OK to
text red
eat a little the
vegetables fries / mayonnaise.
potato and steamed burger superlative
is the French
form
er $25.90 3. The problem with the
C
Veggie Cheeseburg of the adjectives.
/ worse than the ice cream. hina is one of (1)
Made with beans and
served with 4. The fruit salad is better of salt / sugar. (old) civilizations in the world. Many of
drinks. They contain lots
french fries 5. Sodas are the worst
(important)
Desserts $13.50
(2)
G lossary
Fruit Salad inventions come from there, including silk and
cod: a large sea sh Collecti
banana, ons
Slices of orange, kiwi, you choose what one of
paper. It isveggie: (3)
(inf.)
Stop and Think! How do Moments
melon and apple in the world and it has (4)
vegetarian
(big) countries
$9.90 to buy in a restaurant? slice: a thin cut of meat, (large) population on Select
Ice Cream Jan 16
vegetables or fruit
Two scoops: vanilla, people! Today it is also
around
the planet:scoop: 1.3
a ball of billion
ice
strawberry or chocolate $8.50  one of (5)
cream (rich)
Cheesecake
48
Share
juicy
Plain or topped with countries in the world.
strawberries Businesses in China make
most of the things we use
49 
every day.
students look carefully at the unit cover. Encourage 2 Look at the pictures
3
13
on the cell phone. How
Unscramble the words
Listen and check.
are they related?
and complete the sentences.
1. I am happy today. It's

my
2. It's a book about (yrdbahit).
(asct). I love them!
3. And my grandparents
always give me some
4. Do you have a birthday (yenmo).
(kcae)? Stop and Think!
13
4 Correct the false information. What does it

Then listen again to check.
1. In China, we don’t get mean to give
Project 2. It's a tradition to give
lots of toys. a gift?
a card in a red envelope. Photos
Which are true for you?
1 Unscramble the sentences. 3. I have a cake with 14
y! / candles for me this year. Shared
ne G lossary
/ mo 4. This special noodle represents Albums
r/I ve happiness.
neve any / ha
1 silk: a very expensive
at home / I / some money. /
question: Do we really need all this stuff?

2 5. I’m very sad with my material for clothes,
do jobs / to earn a birthday gifts.
are made by worms
5 Mark (✓) the best
summary. piles el gift: something that
messy ople fe
Watch for the hip music
stores play. It makes you 1. In China, kids
c always get es in Pe you give someone on a
Cloth books and ent.moneydasenbirthday
d special occasion
./ 4 feel excited and want to 2. In China, birthday gifts an accid er an
gifts.
rgencies My nothave a wa lk ov meaning.
special candles: lights that we
give parent !
for eme ey / save /
spend money.
3 us, thing put on birthday cakes
some mon ys / I
/ ev s / curio some
alwa some ery we me
/ ying noodle: a long piece of
mone ek. b sive clothes up bu pasta, like spaghetti
y / more expen
Stores put ones. The 51 
ar cheaper
d
next to simil look like a bargain!
5
spend / always / I
/ cheaper ones One cent makes all the
my money. / all of ly?
 50
Are they real difference. People don't notice
the cents, only the first number.
board. Watch out for the prices.
2 Write the letters
of the tips on the bulletin
4. Rock and shop!
1. $10 or $9.99?
5. Shop big.
2. Beware of the mess!
6. This one’s half price!
3. Look up, look down.
option.
words in the board. Choose the correct
3 Look at the highlighted
1. Hip in letter a means c. angry
Teaching Tip
a. sad b. popular
is
b refers to something that e chips?
2. The word bargain in cookies or potato
b. big
c. economical Want to buy some
a. horrible clothes ones are always on
probably means The most expensive
3. In c, the word messy because you see them
b. colorful
c. delicious the middle shelf
a. disorganized are on the top and
refers to first. Cheaper products
4. The word cent in d probably c. money bottom shelves.
Varying Seating Arrangements

a. clothes b. food
5. In e, the word shelf means c. a board

a. a basket b. a bag
f refers to
6. Shopping carts in letter c. big boxes f
big shop
ping
b. mobile baskets kets have
a. plastic bags Supermar things
Try different seating arrangements for different groups,

tips. Present it to the class. put more
you can
4 Design your own
bulletin board with money-saving carts so
Review need to
buy
research on the Internet. Do you really Amazing Facts 65…
1. Use your ideas or do in them!
1 Find 12 words in the stuff?
2. Plan an attractive design.
that all word snake.
punctuation.
3. Check your spelling and ker
T-shirtsnea shatblouseshorts
for different types of learners and for different activities.

coats ks 5 Complete with the
car�eansdr ssweaterpantssoc superlative form of the
adjectives.
es
2 Cross out the word The world’s (1)
that doesn’t belong in each sentence. (old)
1. It’s cold, so put on a scarf sunglasses are from the
/ some shorts / a sweater. Inuit in Canada. They’re
old and they’re made of 2,000 years
2. It’s hot today, so wear bone.
a coat / shorts / a T-shirt.
3. We have P.E this afternoon, The (2)
If it is permitted in the place where you work, move the

so take your blouse / shorts (expensive) watch
4. This is a formal dinner, / sneakers to school. ever cost $1 million. There
so wear a blouse / a dress are only eight in the world
/ jeans. each one has 1,185 diamonds and
5. For the 10K race I need on it!
new dresses / sneakers
6. We don’t have a uniform, / shorts. The world’s (3)
so boys usually wear a (tall) hat is a
7. The coat / dress / skirt dress / pants / jeans to top hat. If you wear it, you
goes from her neck to her school. gain 45 centimeters!
knees. Jeans are (4)
furniture around and try out new dynamics for learning.

 52
8. We can’t see his face
because he’s wearing a (popular)
hat / a scarf / sneakers. clothes in the world. There
are around 4 billion pairs
3 Complete with the planet! on the
comparative form of the
adjectives.
1. The City Mall is (5) 53 
(modern) than the Western (long) dress in the world
2. My brother is Mall. is from China. It's a wedding
(serious) than me. dress and it's almost 5
Put students’ individual desks together to make one

3. My sister is kilometers long!
(young) than me.
r Fun
4. Pedro is
(tall) than me.
Just fo tical imag
es.
5. My grandpa is
6. The bear costume is
(old) than my dad.
iden
(✓) two (funny) than the pirate
Things you wear

1 Find
and mark 7. A chicken is costume.
large table, or have students work around smaller tables

(small) than a bear.
8. Your hair is
(long) than mine.
4 Write the comparative
forms and number the
pictures.
1. beautiful
4. difficult
2. cheap
in groups of four or five. Try different options to discover

5. slow
3. dangerous
6. strong 6 Choose the correct
options to complete the
sentences.
1. I called my teacher “mom!"
It was the more embarrassing
moment of my life! / most embarrassing
$
what works best in your specific situation.

2. This week’s homework
is more difficult / most
3. I’m the shortest / the difficult than last week’s.
shorter student in my class,
soccer player! but I’m also the good /
le. best
2 Solv
e the ridd ballll
etba
in a bask r 4. The pyramids in Egypt
54

cipating er are the oldest / older than
nts is parti they take a show e 5. A truck is heaviest / heavier the Golden Gate Bridge.
of stude are than a bicycle.
A group t. After the game . But their shoes 6. Ms. Langley is the stricter
onlyy
tournamen ed to go home color and the / strictest teacher in the
school.
dress 10. 7. People in the countryside
and get all the same 6, 7, 8, 9 and are friendlier / friendliest
! They’re ’re than people in the city.
all mixed is the sizes. They 8. It’s very cold, so wear
the thicker / thickest sweater
difference ? . you have.
help them smaller than Tim's Tim's but
Can you
shoes are are larger than
• Sean's his shoes
• Roy says Matt's. Matt's. Roy
smaller than are larger than Mike
shoes
• Mike's Tim
Matt
Sean
shoe size
tions.
er the ques
3 Answ
D
HOROBO
these
name do
famous
2. What
esent?
letters repr
word is
Internet
1. What picture?
ted by this
represen
TCH_U3_SW3.indd 43 3/30/16 16:15

Vocabulary
Objective Wrap-up
Students will be able to use clothes vocabulary and Students create sales announcements for a
adjectives to talk about buying and wearing clothing. clothing store.
• Tell students to create sales announcements, like
the ones heard in department stores, informing
customers about the discounts on certain items of
Lesson 1 Student’s Book pp. 42 and 43 clothing. Encourage them to use expressions from
this page, e.g., Today, all dresses and skirts are half
Warm-up price! 30% off all T-shirts and sweaters!
Students discuss their shopping habits.
• Invite students to read their sales
• As a whole-class discussion, invite students to say
announcements aloud.
how often they go shopping, if they enjoy going
shopping, the kinds of things they buy, if they ever
think they bought too much stuff, if they wish they ➠ Workbook p. 134, Activity 1
could buy more things, etc.
9
1 Listen and circle the correct option.
Students listen and circle the clothing items each
speaker mentions.
44 • Draw students’ attention to the Guess What! box.
Read the information aloud and discuss with
students places other than dictionaries where they
can find new words.
Answers
1. hat, 2. T-shirt, 3. jeans, 4. coat, 5. scarf, 6. skirt,
7. dress, 8. shorts, 9. socks, 10. sneakers,
11. sweater, 12. pants
Audio Script
1. Look at this outfit. It's perfect for me! A hat, a
T-shirt and some jeans.
2. These clothes are great for a cold morning: a coat,
a scarf and a skirt.
3. I love formal clothes. This is a beautiful dress!
4. I need some shorts, some socks and a pair of
sneakers for the gym.
5. This is my style of clothes: a comfortable sweater
and a nice pair of pants.
2 Think Fast! What other clothes words do you know?

Make a list.
Students do a five-minute timed challenge: they
brainstorm more vocabulary for clothes.
Extension
Have students create labeled mini-posters
of themselves wearing their favorite clothes.
Invite students to present their posters to the
rest of the class.
TCH_U3_SW3.indd 44 1/26/16 13:18

Lesson 2 Student’s Book p. 43 3. Billy
Suddenly, when I look in my closet, none of
✔ Homework Check! my clothes fit! I can’t wear my T-shirts because
Workbook p. 134, Activity 1 they’re too small. All my jeans are too tight. It’s
Answers summer and it’s 40 degrees Celsius, but I don’t
1 Unscramble the words and find them in the have any shorts in my size. I can’t believe it!
word search. 4. Alberto
1. dress, 2. hat, 3, jeans, 4. scarf, 5. shorts, You know what I hate? Shoe shopping. I love
6. sneakers, 7. socks, 8. sweater sneakers, but I have really big feet. Every time I
go to the shoe store and ask to try some shoes on,
S F K E W M H G X D S they say, “What’s your size?” I say I’m a size 12
O W M S C A G W C R R and they act shocked. I mean, I’m not the only
C G E C T M H E E T V person in the world with feet that big!
K J E A N S X K T D T
S H O R T S A D J X W 10
4 Listen again and match the speakers to
S C W F P E M M L T N the problems.
X R S Z N R R R Z F K Students practice listening comprehension by
X H R S L D Y U H E I identifying the problems each speaker discusses.
Answers 45
Warm-up 1. c, 2. a, 3. b, 4. d
Students play a word game with clothes vocabulary.
• Write clothing items on the board, with just the 5 Look and identify the events. What clothes can you
first letter and then dashes for the other missing wear for them?
letters, e.g. j _ _ _ _ (jeans). Have students guess Students match events with appropriate types
the word. of clothing.
10
Answers
3 L isten and write the clothes each person mentions. 1. Birthday party, Answers will vary. 2. Movie
Students listen to four people talking about problems premiere, dress, pants, shirt, 3. Fun run, shorts,
they sometimes have related to clothes and shoes T-shirt, sneakers
and identify the specific items of clothing each
speaker mentions.
Wrap-up
Answers Students suggest appropriate clothing for a variety of
1. dress, skirts, 2. sweaters, scarf, pants, events or occasions.
3. T-shirts, jeans, shorts, 4. shoes, sneakers • Have students work in small groups and think of
three places, events, etc. For each one, ask them to
Audio Script write a list of appropriate clothing, footwear, etc.
1. Lisa • Have students share their lists with the rest of
I love clothes, but I always have the same the class.
problem. We live in a village—it’s miles away
from the stores! I buy all my clothes online, but
it’s really difficult. If I see a dress online, the
colors are often different in real life. The sizes are
different too. In some stores, I’m a medium for
skirts. In others, I’m a large. Ugh, I hate
shopping online!
2. Ruth
My mom and dad work, so I help around the
house, but I always make the same mistakes with
the laundry. Like I put the machine on too hot
and I shrink my sweaters. They get really small
and I can’t wear them anymore. Or sometimes I
put the wrong colors together. For instance, last
week, I put my black scarf in with my dad’s white
pants and now his pants are gray. Oops!
TCH_U3_SW3.indd 45 1/26/16 13:18

Grammar
2 Look and write the comparatives.
Objective
Students will be able to use comparatives and Students write the comparative forms of a selection
superlatives to compare costumes. of adjectives.
Answers
1. faster, 2. older, 3. funnier, 4. more serious,
Lesson 3 5. shorter, 6. more modern, 7. longer, 8. later
✔ Homework Check! Extension

Workbook p. 134, Activities 2 and 3 Students create informative posters about
comparative adjectives.
Answers
• Have students work in small groups.
2 Cross out the word that doesn’t belong.
• Ask students to list the spelling rules for
Explain why it’s different.
comparative adjectives and encourage them to
1. jeans, A scarf and a sweater are worn when it’s
think of ways to illustrate the rules.
cold. / A scarf and sweater are worn on the upper
• Have students create posters explaining the
half of the body. 2. hat, A hat is worn on the head. /
spelling rules, and display their posters in
A blouse and a T-shirt are worn on the chest.
the classroom.
3. sneakers, Sneakers are worn on the feet. / Jeans
and pants are worn on the legs. 4. shorts, Shorts
46
are worn when it’s warm. / A coat and a scarf are
Wrap-up
Students play Comparatives Bingo.
worn when it’s cold. 5. jeans, Jeans are worn on
• Prepare Bingo cards with nine squares on each
the legs. / Socks and sneakers are worn on the feet.
card and a comparative adjective in each square.
3 Look and complete with as many clothes
words as you can. • To play, read aloud a series of adjectives in
1. a hat, a T-shirt, shorts and sneakers, 2. a hat, a their base form and have students cross out the
scarf, a coat, jeans and sneakers corresponding comparative form when they hear
it. The first student to get a line of three (vertically,
Warm-up horizontally, or diagonally) calls out Bingo! and
Students brainstorm adjectives for describing items wins the game.
of clothing.
• Organize students into pairs and have them think ➠ Workbook p. 135, Activities 1 and 2
of adjectives that can describe items of clothing
(large, small, long, short, cheap, etc.).
• Compile a list of adjectives on the board. Teaching Tip
Modeling Language
11
1 Read the comic and complete the sentences. When giving the comparative form of an
Then listen and check. adjective, use the comparative in a sentence.
Students read the comic and complete sentences For example, say The comparative form of funny is
with the correct comparative adjective forms. funnier: The book was funnier than the movie. This
• Draw students’ attention to the Comparative box will help emphasize the use of than.
and read the information aloud.
Answers
1. smaller, 2. larger, 3. more expensive, 4. cheaper,
5. more polite
Audio Script
1. The chicken mask is smaller than the dog mask.
2. The dog mask is larger than the chicken mask.
3. The stormtrooper helmet is more expensive than
the robot mask. 4. The robot mask is cheaper
than the stormtrooper helmet. 5. The woman is
more polite than the man.
TCH_U3_SW3.indd 46 1/26/16 13:18

Wrap-up
Students write sentences using comparative and
✔ Homework Check! superlative adjectives.
Workbook p. 135, Activities 1 and 2 • Elicit adjectives from students and write
them on the board. Tell students to choose
Answers
six adjectives and to write three sentences
1 Complete the sentences with the
using the comparative form and three
comparative form of the adjectives.
sentences using the superlative form.
1. bigger, 2. hotter, 3. farther, 4. worse, 5. thinner
2 Correct one mistake in each sentence. • Invite students to share their sentences
1. more far The mall is farther than the school. with the rest of the class.
2. more fast A horse is faster than a dog.
3. heavyer Your suitcase is heavier than my bag. ➠ Workbook p. 136, Activities 3 and 4
4. more good Yoga is better than swimming.
5. intelligenter You’re more intelligent than him!
Warm-up
Students share experiences and ideas about
costume parties.
• Tell students to look at the three costumes at the 47
top of the page and to say what they think the
people are dressed up as.
• Invite students to share stories of costume parties
that they have attended and the costumes that
they have worn.
3 Read the e-mail and complete the questions. Then

answer them.
Students read an e-mail, complete questions about it
with superlative forms and answer the questions.
• Draw students’ attention just to the Superlatives
box and read the information aloud.
Answers
1. the most expensive, the stormtrooper, 2. the
funniest, the bear, 3. the cheapest, the robot, 4. the
best, Answers will vary.
4 Complete with a comparative or superlative adjective.

Students determine whether the comparative or the
superlative form of given adjectives best completes
each sentence and write the appropriate form of
each adjective.
Answers
1. the most practical, 2. taller than, 3. funnier than,
4. the coolest
TCH_U3_SW3.indd 47 1/26/16 13:18

Reading and Listening
2 Scan the menu and answer the questions.
Objectives
Students will be able to skim and scan a text. They Students scan a text carefully to obtain
will also be able to identify specific information specific information.
when listening. Answers
1. Yes, you can. 2. A milkshake is $3.00 and a piece
of cheesecake is $8.50, for a total of $11.50. 3. The
Lesson 5 buffalo wings are the most expensive. 4. You can
get a green salad for $11.90 and hot or iced tea for
✔ Homework Check! $2.00, for a total of $13.90. 5. Yes, you can get cod
Workbook p. 136, Activities 3 and 4 and rice. 6. You need $11.90 for the green salad,
$25.90 for the veggie cheeseburger and $2.00 for
Answers hot or iced tea, for a total of $39.80.
3 Unscramble the superlative sentences in
your notebook.
Extension
1. Tokyo is the largest city on the planet. 2. Jupiter
Students create their own menus.
is the biggest planet in the Solar System. 3. Avatar
• Have students form small groups and decide on
is the most successful movie of all time. 4. Mount
the type of restaurant they would like to create a
Everest in the highest mountain on the planet.
menu for.
5. Malaria is the most dangerous disease on Earth.
48 • Have students create their menus, including
6. The world’s shortest woman is 0.62 meters tall.
food, drinks and prices.
4 Rewrite the sentences using
• Encourage students to share their menus with
the superlative.
the class.
1. Our classroom is the largest classroom in the
school. 2. My little brother is the youngest kid in
his kindergarten. 3. The hot chocolate is the most
Wrap-up
Students create word puzzles with food and
expensive drink in the restaurant. 4. Monday is
drink vocabulary.
the busiest day in school. 5. March is the wettest
• Invite students to create wordsearch puzzles or
month. 6. The stormtrooper costume is the
crossword puzzles (the crossword clues can be
best one.
simple pictures) using food and drink items from
the menu on these pages.
Warm-up • Have students share their puzzles with
Students exchange information about their favorite other students.
places to eat.
• Organize students into pairs and ask them to
share information about places that they like to
eat, such as restaurants, fast food places, outdoor
markets, etc. Teaching Tip
• As a whole-class activity, discuss students’ ideas. Managing Fast Finishers
Some students complete activities more quickly
1 Think Fast! What’s on the page? How do you know? than others, so it’s a good idea to have a few
Students do a one-minute timed challenge: they extra activities on hand, otherwise these students
skim a text to get an initial main idea of its content. may become bored and disruptive. One set of
• Draw students’ attention to the Be Strategic! box activities designed for fast finishers are the Just
and read the information aloud. for Fun pages. Students can work on these
Answer individually and then check their answers in the
back of the Student’s Book. The Just for Fun
A menu
activities for this unit are on page 54.
TCH_U3_SW3.indd 48 1/26/16 13:18

12
Lesson 6 Student’s Book pp. 46 and 47 4 Listen again and choose the correct options.
Students listen for specific information and choose
✔ Homework Check! the correct options to complete the sentences.
Workbook p. 137, Activities 1 and 2 Answers
Answers 1. salt, 2. red, 3. French fries, 4. better, 5. sugar
1 Read the text quickly (skimming) and
mark (✓) the correct topic. Stop and Think! Critical Thinking
breakfast How do you choose what to buy in a restaurant?
2 Read and find (scanning) one breakfast... • Organize students into small groups and have them
1. tapsilog, 2. nihari, 3. the full English breakfast brainstorm ideas about how they decide what food
to order. (If necessary, write some ideas on the
Warm-up board to get them started.)
Students discuss their food preferences. • Invite groups to share their ideas with the rest of
• Ask students to look again at the menu and to say the class.
what they would choose.
12 Wrap-up
3 L isten and circle Paul’s choices on the menu.
Students role-play restaurant scenes.
Students listen to a conversation to obtain
• Invite students to work in pairs or threes role-
specific information.
playing similar restaurant scenes.
49
Answers
Green Salad, Cod and Rice, Ice Cream ➠ Workbook p. 137, Activities 3 and 4
Audio Script Preparing for the Next Lesson
Mom: So Paul, what’s your decision? The nachos Ask students to watch an introduction to China:
right? They’re tastier than the salad. goo.gl/SPdQ.
Paul: I don’t know. Nachos have a lot of salt and
they also have a thick cheesy sauce. Dairy products
contain a lot of fat.
Mom: Well, I’m having the nachos.
Paul: It’s the green salad for me.
Dad: Please yourself, Paul. I’m having the
Caesar salad.
Mom: Now the main course. A juicy steak?
Dad: Mmm, yes!
Paul: Uh… Steak isn’t a great choice.
Dad: Why not?
Paul: Doctors say it’s OK to eat a little red meat,
but that steak is half a kilo! The fish is healthier
than the steak.
Mom: Fish?
Paul: The cod and rice. Fish has lots of vitamins
and oils.
Dad: And the veggie burger?
Paul: The problem with the burger is the French
fries. Fries have a lot of fat. I’m having the fish.
Mom: Dessert?
Paul: Well, obviously the fruit salad is better than the
ice cream, but…
Mom and dad: But?
Paul: I want the ice cream! I love it!
Mom: Me too.
Dad: Make that three.
Mom: And to drink?
Paul: Sodas are the worst drinks. They contain
lots of sugar.
Mom: Yeah. Water is fine.
TCH_U3_SW3.indd 49 1/26/16 13:18

Culture
Students will be able to discuss different ways people Students prepare a gallery of photos.
celebrate birthdays and the value of gift-giving. • Invite students to prepare a group of photos
to show how they celebrate birthdays in their
own country.
Lesson 7 • They can include details about parties, presents,
customs, places, etc.
✔ Homework Check!
Workbook p. 137, Activities 3 and 4 Wrap-up
Students arrange themselves in a line by date
Answers
of birth.
3 Read again and circle T (True) or F (False).
• Set a time limit of, say, two minutes and challenge
1. F (The information on breakfasts in the
the whole class to stand in a line from the youngest
Philippines and in Pakistan doesn’t mention
to the oldest. In order to complete the task,
drinks.), 2. T, 3. T, 4. T
students will have to ask each other their dates of
4 Describe a breakfast in your country or in
birth, including the year.
your family.
Answers will vary.
50
Warm-up
Students share general knowledge about various Teaching Tip
aspects of China. Encouraging Curiosity about Other Cultures
• As a whole-class activity, invite students to share When students travel abroad in the future,
what they know about China (its geography, its they will meet native speakers of English but
population, its culture, its history, its food, its also a great number of non-native speakers
economy, its language, its customs, etc.). from a wide variety of countries. In this way,
• Write ideas on the board. If students are not learning English opens windows onto many
completely sure about something, mark the point other cultures. Encourage students to be curious
with a question mark. about people from other places and to always be
sensitive to other people’s cultures and traditions.
1 Complete the text with the superlative form of
the adjectives.
Students practice superlative adjectives in a
reading text.
Answers
1. the oldest, 2. the most important, 3. the biggest,
4. the largest, 5. the richest
2 Look at the pictures on the cell phone. How are

they related?
Students discuss what event a series of personal
photos shows.
Answers
They all have to do with a birthday celebration
in China.
TCH_U3_SW3.indd 50 1/26/16 13:18

What does it mean to give a gift?
Warm-up • Organize students into small groups and have them
Students review factual information about China. brainstorm ideas about what it means to give a gift
• Write on the board a series of statements about to someone and, also, what it means to receive a
China, some true and some false, for example: gift from someone else. If necessary, write some
1. China is officially known as The People’s Republic ideas on the board to get them started.
of China. 2. China is the largest country by area in the • Invite groups to share their ideas with the rest of
world. 3. The capital of China is Beijing. 4. China hosted the class.
the 2012 Olympic Games., etc.
• Ask students to identify and correct the Wrap-up
false statements. Students recap what they learned from the reading
and listening texts.
Answers
• Tell students to briefly summarize (in three or
1. T, 2. F (China is the third largest, after Russia and
four sentences) what they learned about birthday
Canada.), 3. T, 4. F (China hosted the 2008 Olympic
celebrations in China.
Games; the UK hosted the 2012 Olympic Games.)
3
13
nscramble the words and complete the
U ➠ (No homework today.)
sentences. Listen and check. 51
Students unscramble words in order to
complete sentences.
Answers
1. birthday, 2. cats, 3. money, 4. cake
Audio Script
Barry: You look happy today, Jing!
Jing: I am happy today. It’s my birthday.
Barry: Happy birthday! Are you getting lots of gifts?
Jing: No, not really. In China, we don’t get lots of
gifts. I normally only get one.
Barry: One present! What is it?
Jing: It’s a book about cats. I love them! And my
grandparents always give me some money. They give
it in a red envelope. That’s a tradition in China.
Barry: Do you have a birthday cake?
Jing: Yes! I have a cake with 12 candles for me this
year. And we eat special noodles. In fact, it’s one long
noodle. The longest noodle on earth! This special
noodle represents long life.
Barry: Wow! That's so cool!
Jing: Yes, it is! I’m very happy with my birthday gifts.
13
4 orrect the false information. Then listen again
C
to check.
Students correct false information and then confirm
their answers by listening to the audio again.
Answers
1. toys gifts, 2. a card money, 3. 14 12, 4. happiness
long life, 5. sad happy
5 Mark (✓) the best summary.

Students select the best sentence to summarize
a text.
Answer
2. In China, birthday gifts have a special meaning.
TCH_U3_SW3.indd 51 1/26/16 13:18

Project
Objective
Students will be able to create a bulletin board with
money-saving tips.
Warm-up
Students discuss shopping.
• As a whole-class activity, ask students through a
simple show-of-hands vote who likes shopping,
who consider themselves to be smart shoppers,
who is careful with their money, etc.
1 Unscramble the sentences. Which are true for you?

Students unscramble sentences as part of a self-test.
Answers
1. I do jobs at home to earn some money. 2. I never
52
have any money! 3. I always save some money for
emergencies. 4. My parents give me some money
every week. 5. I always spend all of my money.
2 Write the letters of the tips on the bulletin board.

Students match pieces of advice with the
correct headings.
Answers
1. d, 2. c, 3. e, 4. a, 5. f, 6. b
Wrap-up
Students discuss shopping tips that they are
familiar with.
• Review the information on the bulletin board
and invite students to comment on their own
experience of these strategies employed by stores
to try to persuade shoppers to buy more things and
spend more money. Encourage them to add any
ideas of their own.
Teaching Tip
Encouraging Critical Thinking
Encourage students to think critically. Try to help
students develop the habit of not accepting a
text such as an advertisement at face value, but
rather, of thinking about who wrote the text,
why the person wrote the text, and the effect
that the author wants the text to have on a
reader, etc.
TCH_U3_SW3.indd 52 1/26/16 13:18

Wrap-up
Students compare bulletin boards and vote for
Students review the techniques that stores use to • Invite students to vote for their favorite bulletin
make shoppers buy / spend more. boards. There can be awards in various categories,
• Tell students to imagine that they are managers e.g., best layout and design, best use of technology,
of clothing stores or supermarkets. Have them best overall board, etc.
write three techniques that they can use in order
to encourage shoppers to buy more things and/or ➠ Workbook p. 136, Activity 1 (Review)
spend more money in their store.
• Invite students to share their ideas with the rest of
the class.
3 Look at the highlighted words in the board. Choose the

correct option.
Students practice finding out the meaning of a word
through context.
Answers
1. b, 2. c, 3. a, 4. c, 5. c, 6. b 53
4 Design your own bulletin board with money-saving
tips. Present it to the class.
Students design and create a bulletin board with
money-saving tips.
• Have students design and create their bulletin
boards, using the model on these pages as a guide
if they wish.
• Have them look for photos that they can use or
have them create their own pictures.
• Encourage them to work on the format, the
design and the layout of their bulletin board
(the overall look and how the text and images
combine together).
• Once students have written their texts, ask them
to check them carefully for spelling, punctuation
and grammar.
The Digital Touch

• Have students present their bulletin boards using
PowerPoint or similar slide show presentation
programs like Google Slides.
• Invite students to create videos using live
actors, animation, voiceovers combined with
images, etc.
poster-making programs for their bulletin boards.
TCH_U3_SW3.indd 53 1/26/16 13:18

Review
Objective Wrap-up
Students will be able to consolidate their understanding Students compile a comparative adjectives chart.
of the vocabulary and grammar learned in the unit. • Ask students to work in small groups compiling a
comprehensive chart containing a large number
of adjectives with their comparative forms. They
should be sure to cover all the different types of
Lesson 11 Student’s Book p. 52 adjective and all the spelling variants.
✔ Homework Check! • Display students’ work around the classroom.

Answers
1 Complete about you.
Answers will vary.
Warm-up
Students play Hangman to practice
clothes vocabulary.
• Invite students to play Hangman in two teams,
using the items of clothing, footwear and
54
accessories that they have seen in this unit.
1 Find 12 words in the word snake.

Students practice clothes vocabulary in a puzzle.
Answers
sneakers, hat, blouse, shorts, coat, scarf, jeans,
dress, sweater, pants, socks
2 Cross out the word that doesn’t belong in

each sentence.
Students practice clothes vocabulary by identifying
the odd one out of a group.
Answers
1. some shorts, 2. a coat, 3. blouse, 4. jeans,
5. dresses, 6. a dress, 7. skirt, 8. sneakers
3 Complete with the comparative form of the adjectives.

Students practice comparative adjectives in a
sentence completion exercise.
Answers
1. more modern, 2. more serious, 3. younger,
4. taller, 5. older, 6. funnier, 7. smaller, 8. longer
4 Write the comparative forms and number the pictures.

Students give the comparative forms of adjectives
and match them with the appropriate picture.
Answers
1. more beautiful, 2. cheaper, 3. more dangerous,
4. more difficult, 5. slower, 6. stronger; left to right 6,
5, 1, 2, 4, 3
TCH_U3_SW3.indd 54 1/26/16 13:18

Warm-up
Students share information about world records that
they know.
• Invite students to share any world records that ➠ Study for the unit test.
they know, especially any unusual records.
• Write them up on the board and, if possible, verify
Teaching Tip
the accuracy and authenticity of the records by
Summarizing the Unit
consulting reliable sources of information.
At the end of a unit, invite various students to
5 Complete with the superlative form of the adjectives. give a brief summary of the key points that were
Students review superlative adjectives in a reading covered and to say what they learned.
and sentence completion activity.
Answers
1. oldest, 2. most expensive, 3. tallest, 4. the most
popular, 5. The longest
6 Choose the correct options to complete the sentences. 55

Students choose between the comparative
and the superlative form of an adjective to
complete sentences.
Answers
1. most embarrassing, 2. more difficult, 3. the
shortest, best, 4. older, 5. heavier, 6. strictest,
7. friendlier, 8. thickest
? Big Question
• Tell students to turn to the unit opener on page
41 and look again at the photo, which shows a
lot of products.
• Ask students what kinds of stores they think the
different products can be found in. Encourage
them to speculate about various possibilities.
• Ask students about times when they bought
something, perhaps on impulse, that they did
not really need. Ask them how they felt about
it afterwards.
• As a whole-class activity, debate the idea that
our society in general has become too interested
in buying things even when we do not really
need them.
• Invite students to suggest ways in which people
can become more responsible shoppers.
TCH_U3_SW3.indd 55 1/26/16 13:18

TCH_U3_SW3.indd 56 1/26/16 13:18
4 How do you protect the planet?
Lesson 1 Grammar
Countable and uncountable nouns: We have Food: apple, bread, carrot, flour, lettuce, lime,
carrots and lettuce. milk, onion, orange, salami, strawberry,
Quantifiers: a lot of, some, a little, a few, any: How sugar, potato, tomato
much coffee is there? There's some coffee. There's a
little milk, but there isn't any sugar.
How much, How many
Writing Speaking
Organizing ideas in paragraphs Interviewing a classmate
?
How do you protect the planet?
Vocabulary
1 Read and classify
1.
2.
3.
4.
Vegetables
the
Hot Potatoes
vegetables and fruits.
Quantity
1.
2.
3.
4.
Fruits
Go Bananas
Quantity
4 Match the recommenda
1.
2.
3.
4.
5.
6.
7.
8.
tions using the picture.
Plant seeds in the ground.
Put fertilizer on the seeds
Water the ground. Water
Remove any weeds around
Potatoes and onions don't
to help them grow.
the plants regularly or they
your baby plants.
Keep an eye out for caterpillars

Don’t kill the earthworms!
When you have some fruit,
When you have some potatoes,
They
grow from seeds.
die.
and snails. They eat fruit

help plants grow.
pick it off the tree.
dig them up out of the
and vegetables!
ground.
Garde n Proje ct 57 
FV Middle School
 56
a competition a
Like every year, we have
FVMS Garden Project! own school garden.
Welcome to the annual the most food in our
our school can grow Potatoes, led by music
to see which team in
b
Go Bananas. The Hot
Hot Potatoes and the with students from 7th
This year's teams are the Mr. Steele is working
growing vegetables.
teacher Mr. Steele, are is leading the Go Bananas
with students
f
c d
our Spanish teacher,
and 8th grade. Ms. Dance, wish everyone the best
of luck! Go teams! e
are growing fruits. We
from 8th grade. They
are growing:
This year FVMS students g
lettuce h
onions Grammar

potatoes 4 58
15
1 Listen and label the objects
on the table. 6

each sentence.
apples that doesn’t belong in
57
oranges 5 Cross out the word 1
/ tree once a week.
carrots 1. Water the weeds / tomatoes G uess What!
limes / Snails are eating my plants! If you are very good 9
strawberries Florence Valley • Middle
School 2. Caterpillars / Earthworms
/ Snails are good for plants. at gardening, you
3. Fertilizers / Earthworms have a green thumb.
8
/ oranges / strawberries.
4. Let’s pick some caterpillars / seeds.
plant fertilizers / onions
and vegetables? 5. This is a good place to 2 3
5
think of ve more fruits / seeds / weeds in my garden!
3 2 Think Fast! Can you 6. I don’t want caterpillars
min 7
the competition? 10
in the table. Who won
Listen and write the quantities
14
3
2 Write the words
in the correct recycling bin.
Sort Your Garbage and Help the

Planet!
food
paper
bottles and cans
mixed
egic!
Be Strat write, rst
you
When e
plan. Decid
pictures. make a each
and the write in the
riptions l plants. what to Follow
h the desc eats smal paragraph.
2 Matc water and sh. idea, one
It lives in feeds on rule: one
1. h Pole and back. paragraph.
the Sout
eaking It lives in ride on its 3 Look at the items
2. you can r. in Activity 1 and choose
g & Sp essay. It can run
fast and ower necta once. the correct option.
Writin hs in the s and eats tions at
3. 5 Unscramble the
ed wing sentences.
paragrap
animal. It has color in two direc Uncountables
with the ite s and look dly. 1. milk / the cake. / There’s
riptions is your favor
4. ge color very frien You 1. There’s a lot of / a little / for / a little
h the desc in why it
lar pet? It can chan es and is tions. Inter
can't count them!
view salami.
1 Matc n: expla Is it a popu 5. le's hom
Conclusio species? at peop e the ques 2. How much / little milk
1. ngered It can live animal. 4 Writ er. is there? 2. is / there? / much / oil
al an enda the anim
al
eat? 6. favo rite your partn 3. There’s a lot of / some / How
Is the anim ription of t does it about your animal our.
2.
ion: a desc live? Wha e an essay / favorite
Introduct e does it 3 Writ 1. what 4. There isn’t any / some
3. yle: wher salt. 3. can see / I / some / in
al’s lifest not any a little 5. There’s a lot of / a little the bag. / our
4. The anim like some a lot61(of) sugar.
l: the Chipmunk Note:
whatHow/ look
much soda...?
2. 6. There isn’t a little / any
My Favorite Anima coffee. 4. There are / on / the table.
/ dishes / a lot of
e / live
. It is a 3. wher
4 Look at table again and complete
a The chipmunk
is my favorite animal the chart. 5. many / How / you have?
/ do / boxes
They
white and black fur. 4. what
Countables
/ eat
mammal with brown, are a lot of fun. You can count them! a few some 6. tomatoes. / aren’t / any
/ There
they species
are very small and a. 5. it / enda
ngered
b The chipmunk’s
habitat is North Americ in
al lives
s o
and trees, but it
lar pet Stop and Think! What
6. it / popu things do
 60
It lives in forests eats seeds and nuts. not any a few some a lot (of)
you recycle?
It mainly favorite
towns and cities. species.
Note: How many/ your
why cherries...?
7.
a lot
c Chipmunks are
not an endangered
l i ons of them in North America.
There are mil d animals. Why are
n, but they are wil Stop and
Think!
to our
They are commo important 59
chipmunks as pets. animals

People do not keep

world?
re cute and
d I love chipmu
nks because they'
and we G lossary
ives in Pennsylvania
l
of an anima
funny. My family l in our backyard. It's
fur: the hair
the area
nks habitat:
have a lot of chipmu . where an
animal lives
in their natural habitat species:
nice to see them endangered might
an anima
l that
extinct
become by
contr olled
wild: not
people
Culture
COLD! LOOK, MY BUT AGNETHA,

COFFEE IS FROZEN! WHAT’S THAT
NORWAY
HORRIBLE SMELL?
SWEDEN WHAT’S IN YOUR
TRUCK?
GARBAGE! I’M
TAKING GARBAGE TO UGH! IS THAT FOR
OUR
ENERGY PRODUCTION
SWEDEN!
PROGRAM?
In the first lesson, read the unit title aloud and have  62
GOOD, AGNETHA.
HOW’S LIFE IN
NORWAY?
YES. OUR COUNTRIES
WORK TOGETHER. YOUR
COUNTRY USES TRASH
TO MAKE ENERGY.
I KNOW. SWEDEN RECYCLES
ABOUT 99% OF ITS
WE NEED MORE TO
TRASH. BUT
CONTINUE
PRODUCING ENERGY.

HOW ARE THINGS
IN 63 
SWEDEN, LARS?
them to think about the message in the picture. At Project

1 Read the post. Do
you agree or disagree. Why?
4 Make a two-minute
Follow these instructions.
• Choose one of these
topics:
video to promote a green
• Write a script. Everyone

• Use images.
attitude.
participates.
Norway – Oslo
Sweden – Stockholm

1. Recycling old clothes 1 Study cell phone
theamap.
• Use to make your video.
. Subscribe to drugstores In your notebook, correct
Cassie Richards 525. subscribers 2. Returning old medicines false the
near Boston
2 minutes ago Show it to the class.
• sentences.
and glass
3. Recycling metal, plastic 1. The capital of Sweden 3 Choose the best
summary.
but who is Norway.
and they always clean up, 4. Throwing garbage in
proper containers 1.
garbage in the trash can If I have a 2. Both countries are in Lars and Agnetha drive
My parents always put their the window when I nish. Europe. trucks. They both come
from the same country.
in the car, I just throw it out busy! takes garbage to Norway Lars
cares? If I’m chewing gum else can clean it up. I’m very 3. They are near the North because they need it to
I leave it on the seat. Someone
question: How do you protect the planet?

Pole. make energy.
can of soda on the train, 25 4. Sweden and Norway 2. Lars and Agnetha are meeting
share a border. for the rst time. Lars smells
Like . Share Agnetha’s truck. He does something bad in
2
16
Listen and follow the comic. not want this garbage to
3. Lars and Agnetha are friends go to his country.
136 people like this. Then answer the questions.
1. How can you tell the from different countries.
people in the comic know Today Agnetha is carrying G lossary
2. What's the weather like? each other? garbage in her truck.
2 Look at the poster.
Answer the questions. 65 
Sweden uses Norway's border: the line that
3. What word does Lars garbage to produce energy.
use to describe the smell? separates two
1. What does it show? countries
4. What's Agnetha carrying Stop and Think! How does
2. Are the rates exact? in her truck? recycling help garbage: things you
 64 between an item 5. What does Sweden do the planet? throw away
3. What is the relationship with Norway's garbage?
trash: another word
and the size of its picture? for garbage
faster?
4. Which item disappears
carton or
5. Which is worse, a milk
an aluminum can?
similar rate
6. Which items share a
of decomposition?
and complete the graph.
3 Interview 10 classmates
10
9
Teaching Tip
7
6
Students
4
3
Explaining the Importance of Mistakes

2
1
Apple Disposable Cotton

Plastic Waxed
Carton Core Diaper Shirt
and Atmospheric
Review
Some students worry about making mistakes, and this

Bottle Source: National Oceanic
Administration (NOAA) 1
Items Graphics: Oliver Lüde Gestaltung 1 Complete the puzzle. 2
What is the mystery food?
1 3 Read and complete
the conversation.
2
any little few lot
3 many much some
can affect their confidence and their willingness to E:

4
3 Whew! Biking is hungry
5 4 work! Colin, what drinks
C: Umm… we don’t have do we have?
6 (1)
E: drinks.
7 What?
C: Well, I have a (2)
8
water in this bottle.
participate in class. Explain to students that mistakes are

E: How (3)
water is there?
5
6 C: Just a drop. Look.
7
8 E: Oh no! Well, OK. Let’s eat
the sandwiches.
C: Sandwiches? I don’t have
(4)
 66 (5) sandwiches. I have
an inevitable and necessary part of language learning.

bread. Oh, look. I have
a (6)
carrots in my bag.
2 Complete the missing E: Carrots? For lunch? How
letters in the text. (7)
C:1, 2… 3. They’re very good carrots do you have? 67 
for you.
E: Great work, Colin.
Water, bread and three
r Fun
Dear Diary,
C: Sorry, Emma. carrots. What a lunch!
Explain that they can learn a lot from identifying and

them. My bag’s really heavy.
Just fo
classify bles My garden
words. Then Uncounta is full of
(1) w
E: Don’t worry, Colin.
Pass me some bread.
untable s have any ds! I don’t
and unco Countable
fruit or vegeta C: Here you go.
11 countable green (2) bles. I don’t
V t have a
1 Find A R S b. Nothi 4 Correct the mistakes.
S U G
The birds ng goes right.
I Q T O eat the (3)
K C A s
M I L
no plants ds so 1. Get a few lettuce for
analyzing a mistake and comparing it with the correct

I K O N grow. The the salad.
P A P birds eat 4. How many butter do
A C D
(4) e all the you put on
I thw
U B M S R O s too. I need your toast?
N G E
help the
plants grow. them to 2. How many spaghetti
O R A O U R T O But there
do you want?
F L N is more.
J F T P O A lettuces and
The (5) s
5. We don’t have some
G F I S the (6) c ls eat my 3. There’s only a few rice. cherries.
T K O H T T s eat my t Can you
A D L
p
word or form. It is at these moments that a lot of

strawberries. l
V go to the store, please?
B R E Q S O (7) f It’s a disast
X C U W t er! I put 6. How much apples do
you have for the pie?
K F S I R E but it doesn’ z r on the
F E E U t help. Nothi ground,
C O F E S S never rains, ng grows. 5 Complete these
R R I so I (8) w It also sentences about you.
C H E animals. once a week,
es of the
r the garden 1. I have a lot of
but all my
nam 2 at home.
write the The result? plants are
dying. 2. There aren’t any
learning takes place.

2Look and you might
If you (9)
d in the garden in my hometown.
find two
or three tiny , 3. I usually eat a little
1 can (10) p potatoes. every day.
k one orange _ You 4. We have some
the tree!
That’s it! one_from at my school.
 68
There’s no 5. I usually have a few
vegetables! fruit and
It’s a total no in my bag.
disaster! 6. There isn’t any
I need help. in the fridge at home.
TCH_U4_SW3.indd 57 4/1/16 13:24

Vocabulary
Objective Audio Script
Students will be able to use food and containers Principal: Thank you, everyone. It’s time to
vocabulary to talk about gardening and food. announce the winner of the school gardening
competition. First, let’s hear from Mr. Steele,
leader of the Hot Potatoes. Mr. Steele, tell us
Lesson 1 about your team.
Mr. Steele: This year, the Hot Potatoes are
Warm-up growing vegetables. What a year. It never rains,
Students brainstorm ways to protect so we water the plants every day. Luckily, we
the environment. have some veggies!
• Bring a ball or other soft throwable object to class. Principal: What do you have?
Have students stand up and form a circle. Mr. Steele: We have two kilos of carrots and three
kilos of potatoes.
• Tell students that you will throw the ball to each Principal: That’s wonderful! How about the lettuce?
other; whoever gets the ball shouts out a way to Mr. Steele: We don’t have any lettuce. The
protect the environment. Before starting, give caterpillars love them!
students examples like don’t litter or turn off Principal: And the onions?
the lights. Mr. Steele: We have two kilos of onions. The
• Play as long as time permits and students fertilizer is important because plants need nutrients.
are engaged. Principal: Now, let’s hear from Ms. Dance and the
Go Bananas team.
58 1 Read and classify the vegetables and fruits. Ms. Dance: OK! We’re growing fruits. It’s not easy.
Students practice fruits and vegetables vocabulary in Principal: Do you have any apples?
a classifying activity. Ms. Dance: Yes, we have one kilo of apples.
Answers Principal: Do you have any limes?
Vegetables carrots, lettuce, onions, potatoes Ms. Dance: No, we don’t have any limes. I think
Fruits apples, limes, oranges, strawberries people pick our limes off the tree. They steal them.
Principal: Oh no! Oranges?
2 Think Fast! Can you think of five more fruits Ms. Dance: We have one kilo of oranges.
and vegetables? Principal: And your last fruit. What was it?
Students do a three-minute timed challenge: they Ms. Dance: Strawberries. But we don’t have
add more fruits and vegetables to their lists. any strawberries.
Answers Principal: No strawberries? What’s the problem?
Ms. Dance: The weeds! The weeds grow and the
Answers will vary.
strawberries don’t! They’re everywhere.
3
14
Listen and write the quantities in the table. Who Principal: So that's it. The winner of this year's
won the competition? school gardening competition... the Hot Potatoes!!!
Students listen to a conversation and identify
specific information. Wrap-up
Answers Students role-play the conversation about the
Garden Project competition to practice using
Hot Potatoes 1. carrots, 2 kilos, 2. potatoes, 3 kilos, there is / are, some, any and food vocabulary.
3. lettuce, 0 kilos, 4. onions, 2 kilos • Students form pairs. Student A will be the
Go Bananas 1. apples, 1 kilo, 2. limes, 0 kilos, principal, and Student B will be Mr. Steele. Tell
3. oranges, 1 kilo, 4. strawberries, 0 kilos students to recreate the interview using the tables
The Hot Potatoes won the competition. they completed on page 56.
• Then have students switch roles: Student B will be
the principal and Student A will be Ms. Dance.
TCH_U4_SW3.indd 58 1/26/16 13:19

Wrap-up
Students create spider diagrams to record
✔ Homework Check! verb-noun collocations.
Workbook p. 138, Activities 1 and 2 • Have students form small groups to create spider
diagrams showing common collocations, for
Answers
example, nouns that can follow the verb water
1 Find and write seven types of food.
(plants, tomatoes, trees) or the verb pick
O R A N G E V L Y P (oranges, strawberries).
A R Y V Y H L I O O
P Q J J D U E M N T ➠ Workbook pp. 138 and 139, Activities 3 and 4
P Y Z X D W T E I A
L C A R R O T Z O T
E P T F K U U J N O
O Q X H V Z C T H Q
S T R A W B E R R Y
1. apple, 2. carrot, 3. lettuce. 4. lime, 5. onion,
6. potato, 7. strawberry
2 Guess what fruit or vegetable each
picture suggests.
1. orange, 2. lime, 3. carrot, 4. strawberry,
5. lettuce, 6. apple, 7. onion 59
Warm-up
Students play a quick game and then talk about
growing fruits and vegetables.
• Write the first letter of a fruit or vegetable
followed by dashes for the remaining letters on
the board, e.g., p _ _ _ _ _ (potato). Students call
out the words.
• Ask What grows on trees? (limes, oranges, apples)
What grows in the ground? (strawberries, potatoes,
lettuce, onions, carrots).
• Have students tell you what (if anything) they
grow in their gardens at home.
4 Match the recommendations using the picture.

Students match recommendations with actions
shown in a picture.
• Ask students to look at the picture. Elicit that it
shows people carrying out various tasks related to
growing fruits and vegetables.
Answers
1. c, 2. h, 3. f, 4. g, 5. b, 6. e, 7. d, 8. a
5 Cross out the word that doesn’t belong in

each sentence.
Students read sentences and identify the word that
does not make sense in the sentence.
• Draw students’ attention to the Guess What!
box. Read the information aloud and discuss the
expression a green thumb. Ask students why we
say green thumb (because plants are green). Ask
students if they consider themselves to have green
thumbs and, if so, why.
Answers
1. weeds, 2. Earthworms, 3. Snails, 4. caterpillars,
5. fertilizers, 6. seeds
TCH_U4_SW3.indd 59 1/26/16 13:19

Grammar
Objective Extension
Students will be able to use countable and Students discuss recycling services.
uncountable nouns and quantifiers to talk • Organize students into small groups and invite
about food, containers, waste and gardening. them to discuss and comment on the recycling
services, if any, offered in their school, their
parents’ places of work, public spaces in their
Lesson 3 community, etc.
✔ Homework Check! Wrap-up

Workbook pp. 138 and 139, Activities 3 and 4 Students relate types of food to certain types
of container.
Answers
• Write on the board the following types of
3 Match the parts of the sentences.
containers as the headings of three columns: Bags,
1. e, 2. a, 3. h, 4. b, 5. g, 6. d, 7. f
Boxes, Bottles.
4 Correct the false information in the sentences.
[Accept all reasonable answers.] • Form three teams. Have students line up in their
1. oranges You dig potatoes / carrots out of the teams. One student at a time from each team
ground. 2. Potatoes Fruits have seeds. 3. dogs will run to the board and write a food item in the
You give fertilizer to plants. 4. carrots You team’s column. For example, cereal could go in the
pick apples /oranges / limes off a tree. 5. fast Boxes column.
Snails move very slowly in the garden. 6. trees • After writing a food item under the column, each
60 Earthworms live in dirt. student sits back down. The team who are all
seated first wins.
Warm-up
Students try to guess how much garbage they
produce each day.
• Draw students' attention to the photo of recycling
bins in Activity 2. Ask How much garbage do you
produce every day?
• Tell them that according to the US Environmental
Protection Agency, each US citizen produces on
average 4–5 pounds of trash daily.
15
1 Listen and label the objects on the table.
Students listen and label various objects in photos
(items of food and containers for food).
Audio Script
1. Bags B-A-G-S
2. Bread B-R-E-A-D
3. Milk M-I-L-K
4. Flour F-L-O-U-R
5. Boxes B-O-X-E-S
6. Bottles B-O-T-T-L-E-S
7. Sugar S-U-G-A-R
8. Caps C-A-P-S
9. Dishes D-I-S-H-E-S
10. Salami S-A-L-A-M-I
2 Write the words in the correct recycling bin.

Students sort food and containers vocabulary into
categories according to how the items are collected
as trash.
Answers
food bread, flour, sugar, salami, paper bags, bottles and
cans bottles, caps, mixed boxes, dishes
TCH_U4_SW3.indd 60 1/26/16 13:19

What things do you recycle?
Warm-up • Organize students into small groups and have
Students share information about recycled and them exchange information about what items
recyclable products. they recycle. (If necessary, write some ideas on the
• Students form small groups. Tell groups to look board to get them started.)
among their school equipment / supplies for things • Invite groups to share their comments with the rest
that are or that can be recycled and make a list. of the class.
• Set a stopwatch for three minutes.
• After three minutes, have groups share with the Wrap-up
class what they found. The group that finds the Students create posters about quantity expressions.
most items wins. • Invite students to work in groups preparing posters
that explain the quantity expressions that we use
3 Look at the items in Activity 1 and choose the with countable and uncountable nouns.
correct option.
Students practice countable and uncountable nouns ➠ Workbook pp. 139 and 140, Activities 1–3
as they select options to complete sentences about
quantities of items in the photo.
• Draw students’ attention to the Uncountables
Teaching Tip
Using Realia
and Countables boxes. Emphasize the idea that
To show the difference between countable and
liquids and foods like salt, sugar, etc. cannot be
counted. When we refer to these items, we use
uncountable nouns in a way that is memorable, 61
bring to class a small amount of uncooked rice,
a container (e.g., a bottle) or a unit of
for example, and show how difficult, and absurd,
measurement (e.g., liters).
it is to count rice.
Answers
1. a little, 2. much, 3. a lot of, 4. isn’t any, 5. a little,
6. any
4 Look at the table again and complete the chart.

Students sort food items by quantity.
• Tell students to look at the items on the table at
the top of the previous page. Have students work
alone or in pairs completing the exercise. Check
and discuss answers. If necessary, review the
information in the boxes about uncountable
and countable nouns.
Answers
a few bags, bottles, boxes, some sugar, bread, caps, a
lot of flour, dishes
5 Unscramble the sentences.

Students practice quantity expressions in an
unscrambling exercise.
• Have students work alone or in pairs completing
the exercise. Check answers by having students
read the unscrambled sentences aloud.
Answers
1. There’s a little milk for the cake. 2. How much oil
is there? 3. I can see some flour in the bag. 4. There
are a lot of dishes on the table. 5. How many boxes
do you have? 6. There aren’t any tomatoes.
TCH_U4_SW3.indd 61 1/26/16 13:19

Writing and Speaking
Students will be able to organize ideas in paragraphs. Students discuss animals that can and cannot
They will also be able to interview a classmate. be pets.
them draw up two lists: one of animals that can
Lesson 5 be kept as pets and the other of animals that
cannot be kept as pets.
✔ Homework Check! • Ask students to compare their lists with those
of other groups and to discuss any differences
of opinion.
Answers
1 Complete the questions with much or many.
Wrap-up
1. many, 2. much, 3. many, 4. many, 5. much
Students play a guessing game with animals.
2 Choose the correct option for each picture.
• Invite students to play a guessing game in small
1. a little sugar, 2. a lot of chocolate, 3. a little ice
groups. Two small groups play together, with each
cream, 4. some meat, 5. some tea
group as one team.
3 Choose the correct option to complete the
newspaper story. • Give teams five minutes to write five short
1. a few, 2. some, 3. some, 4. some, 5. any, 6. a lot descriptions of five animals.
of, 7. a little, 8. a few, 9, a little • One team reads aloud one of their descriptions and
the other team has to guess the animal.
62 Warm-up • Then teams switch roles. The team that guesses the
Students talk about pets. right animal correctly in a maximum of two tries
• In small groups, tell students to discuss what kinds gets a point.
of animals students (or their friends, neighbors, • Teams go back and forth reading and guessing until
relatives) have as pets. both have read all five of their descriptions. The
• As a whole class, have groups tell you the pets they team with the most points at the end wins.
discussed. Have students raise their hands if they
know someone who has each pet. See which pets
are most common.
1 Match the descriptions with the paragraphs in
the essay.
Students identify the different parts of an essay.
Answers
1. d, 2. c, 3. a, 4. b
2 Match the descriptions and the pictures.

Students match descriptions of animals
with pictures.
Answers
1. e, 2. d, 3. f, 4. a, 5. b, 6. c
TCH_U4_SW3.indd 62 1/26/16 13:19

Lesson 6 Student’s Book pp. 60 and 61 Extension
Students create information posters about an
✔ Homework Check! endangered species.
Workbook p. 141, Activities 1 and 2 • Have students work in small groups.
Answers • Tell students to look for information about an
1 Read the blog and mark (✓)three animal that is an endangered species.
differences in the original plan. • Have students create posters explaining what
Paragraph 1: About me, Paragraph 3: A famous the animal looks like, what it eats, and why
fish from Puerto Rico, Paragraph 5: A scary snake it is endangered. Display the posters around
from Puerto Rico the classroom.
2 Correct the false information in
the sentences. Stop and Think! Critical Thinking
1. 13 There are 80 types of birds in Puerto Rico. Why are animals important to our world?
2. dogs Bats eat the island’s mosquitoes. 3. insects • Organize students into small groups and have them
Manatees are large mammals. 4. butterfly The brainstorm ideas about why animals are important.
red and green Puerto Rican parrot is an (If necessary, write some ideas on the board to get
endangered species. them started.)
Warm-up the class.
Students create stories in groups.
• Students form small groups. Assign each group Wrap-up 63
an animal mentioned in the unit (in the Student’s Students review vocabulary related to animals.
Book or the Workbook). • Set students quick-fire challenges to practice
• Give each student a slip of paper. Tell groups to vocabulary of animal body parts (wings, tail, etc.)
write a group story with the animal you assign and verbs describing movement (fly, swim, run,
them as the hero. Have groups decide who will climb, etc.) Say, for example, Name three animals
write the first sentence. Then student A passes his/ that have wings. Name three animals that have fur.
her slip with the first sentence to student B, who
writes the second sentence on his/her slip of paper, ➠ Workbook p. 141, Activity 1 (Writing)
and then passes both slips to Student C, and so on
until every group member has written a sentence, Preparing for the Next Lesson
building the story as they go. Ask students to watch an introduction to Sweden’s
• Then have groups mix up their slips of paper and recycling program: goo.gl/yY8zjW.
trade them with another group. Each group tries
to recreate the sequence of the other group’s story
by putting the slips in order. When they finish,
have groups check each other’s work and say if the
sequence of the story was correct.
3 Write an essay about your favorite animal.

Students write essays about their favorite animals.
• Draw students’ attention to the Be Strategic! box.
Read the information aloud and make sure that
students understand the importance of planning
their writing.
• Invite students to share their finished work with
the rest of the class.
4 Write the questions. Interview your partner.

Students write interview questions and use them to
interview classmates.
Answers
1. What is your favorite animal? 2. What does it
look like? 3. Where does it live? 4. What does it
eat? 5. Is it an endangered species? 6. Is it a popular
pet? 7. Why is it your favorite?
TCH_U4_SW3.indd 63 1/26/16 13:19

Culture
Students will be able to learn about innovations in Students make infographics about
recycling and to develop awareness of the importance Scandinavian countries.
of recycling. • Have students work in small groups.
• Ask them to research some simple facts about
one or more Scandinavian countries (population,
Lesson 7 language, climate, wildlife, currency, economic
activity, etc.).
✔ Homework Check! • Have them present their infographics to the rest
of the class.
Workbook p. 141, Activity 1 (Writing)
Answers
Wrap-up
1 Write a similar blog.
Students role-play conversations with one of the
Answers will vary.
characters in the dialogue.
• Organize students into pairs have them role-play
Warm-up conversations in which one student interviews
Students make some guesses about Scandinavia. the other (playing Lars or Agnetha) about the
• Students form small groups. Tell students to look at recycling arrangement that exists between Norway
the map and the pictures on pages 62 and 63. and Sweden.
• Have students create a profile of life in Scandinavia
64
based on the information they can gather from
the map and pictures. Tell students that it is OK
to make guesses, and that they can include any
categories they like. (Some possibilities: what the Teaching Tip
weather is like, what the people are like, what Connecting Language Learning
animals live there, etc.) Make a habit of looking for ways to connect
• If time permits, have groups present their profiles English classes with other parts of the school
to the class. curriculum (geography, math, history, science,
etc.). Try to have non-fiction materials on a wide
1 Study the map. In your notebook, correct the variety of subjects available for students to read
false sentences. and consult.
Students correct false information about Scandinavia
using a map.
Answers
1. Norway The capital of Sweden is Stockholm.
16
2 Listen and follow the comic. Then answer
the questions.
Students listen and read a dialogue and answer
comprehension questions.
Answers
1. They use each other’s first names. 2. It’s cold.
3. horrible, 4. garbage, 5. Sweden uses Norway’s
garbage to make energy.
Audio Script
Agnetha: How are things in Sweden, Lars?
Lars: Good, Agnetha. How's life in Norway?
Agnetha: Cold! Look, my coffee is frozen!
Lars: But Agnetha, what's that horrible smell?
What's in your truck?
Agnetha: Garbage! I'm taking garbage to Sweden!
Lars: Ugh! Is that for our energy
production program?
Agnetha: Yes. Our countries work together. Your
country uses trash to make energy.
Lars: I know. Sweden recycles about 99% of its trash.
But we need more to continue producing energy.
TCH_U4_SW3.indd 64 1/26/16 13:19

Warm-up
Students review the conversation from the
previous lesson.
• With books closed, read aloud quotes from the
conversation (excluding names, of course!) and
ask students to try to identify which character,
Agnetha or Lars, said each line. For example, say,
How are things in Sweden? (Agnetha)
• Students work in pairs to guess which speaker
said each line. The pairs with the most correct
guesses win.
3 Choose the best summary.

Students select the best summary of the comic.
Answer
3
Extension
Students research other environmentally 65
responsible projects.
• Have students work in small groups.
• Ask them to find out about projects and
initiatives in their own country or in other
countries that are environmentally responsible,
for example, tree-planting campaigns, urban eco-
bikes, paperless offices, etc.
Stop and Think! Value

How does recycling help the planet?
brainstorm ideas about how recycling is good for
the planet. (If necessary, write some ideas on the
board to get them started.)
the class.
Wrap-up
Students prepare a radio news item about recycling.
• Organize students into pairs and have them
prepare and present a radio report about Norway
and Sweden’s recycling program.
TCH_U4_SW3.indd 65 1/26/16 13:19

Project
Objective
Teaching Tip
Students will be able to create a short video to
Managing Peer Correction
promote a green attitude.
Peer correction can be a very beneficial learning
technique: it increases awareness of accuracy in
language and spelling. However, it is important
Lesson 9 Student’s Book pp. 64 and 65 that students be respectful of each other’s
presentations and essays, and focus on giving
Warm-up constructive feedback. Make sure students know
Students review the names of different substances what they are checking when revising each
used to make containers. other’s work, giving examples when necessary.
• Challenge students to write, in just 30 seconds, a
list of substances that are used to make containers.
Check answers and write a list on the board (paper,
cardboard, wood, plastic, Styrofoam, rubber, cloth, metal,
glass, etc.)
1 Read the post. Do you agree or disagree. Why?

Students read and respond to a teen’s views on
garbage disposal.
2 Look at the poster. Answer the questions.

66 Students study information in a poster and answer
Answers
1. It shows the decomposition rates of common
marine debris items (or common garbage in the
ocean). 2. No, the rates are estimated. 3. The
bigger the picture, the longer it takes the item to
decompose. 4. The paper towel disappears fastest.
5. An aluminum can is worse. 6. The disposable
diaper and the plastic bottle share a similar rate
of decomposition.
Wrap-up
Students write a response to the post in Activity 1.
• Draw students’ attention to the post at the top of
the page. Ask them to write a response to Cassie,
the writer of the post, expressing their opinion
about what people should do with their garbage.
• Tell students to exchange responses and check for
accuracy in grammar and spelling.
TCH_U4_SW3.indd 66 1/26/16 13:19

Lesson 10 Student’s Book pp. 64 and 65 The Digital Touch
Warm-up one or more of the following:
Students try to recall information from the poster on • Invite students to explore and use some of
these pages. the large variety of apps for making videos in
• With books closed, ask students to try to recall how the classroom.
long specific marine debris items are estimated to • Encourage students to use free video editing
take to decompose. software for their videos.
• Then let students open their books to check • If possible, allow students to upload their videos
their answers. to the school’s website.
3 Interview 10 classmates and complete the graph. task on paper or digitally.
Students survey classmates about their garbage
disposal habits. Wrap-up
• Ask students to look at the graph. Explain that Students compare videos and vote for their favorites.
it is designed to show the type of garbage, from • Invite students to vote for their favorite videos.
a selection of five items, that a person (or a There can be awards in various categories, e.g., best
household) produces most in a typical week, concept, best script, best storyboard, best design,
for example. best use of technology, best overall video, etc.
• Tell students that they are going to interview
10 classmates and that they are to record each ➠ Workbook p. 140, Activity 1 (Review) 67
classmate’s answer on the graph. Model a question
and answer with a student. Ask Which of these
things does your family throw away? If the student
says plastic bottles and apple cores, show students that
they should mark one student in the plastic bottle
column and one student in the apple core column.
• Have students walk around the classroom, asking
and answering and completing their graphs with
the numbers of students (up to a total of 10) who
throw away each of the five items. Invite various
students to share their findings.
4 Make a two-minute video to promote a green attitude.

Follow these instructions.
Students create short videos about green attitudes.
• As a whole class, brainstorm ideas about the
various formats that students can use: an interview
with an expert, a teenager telling a friend about
how to recycle, a character (human or otherwise)
who shares information, a “before and after”
scenario, etc. Discuss how a video can use live
actors, or animation, or voiceovers combined with
images, etc. Also, point out that the script does not
just contain what people say, but it also describes
their actions, facial expressions, pauses, etc.
work on their videos.
TCH_U4_SW3.indd 67 1/26/16 13:19

Review
Objective Wrap-up
Students will be able to consolidate their understanding Students respond to the diary writer.
of the vocabulary and grammar learned in the unit. • Students form pairs and make a list of the problems
the writer of the diary mentions in Activity 2.
• Tell pairs to come up with solutions to help the
diary writer and note them down.
• Have pairs role-play a conversation about the
✔ Homework Check! gardening problems and solutions. Student A will
Workbook p. 140, Activity 1 (Review) be the writer of the diary, and Student B will be a
friend who is trying to help.
Answers
1 Look at the picture. What is in the fridge?
1. There are some bananas. 2. There aren’t any ➠ (No homework today.)
strawberries. 3. There is a lot of cheese. 4. There is
a little milk. 5. There are some apples. 6. There is
some water. 7. There are some carrots. / There are
a few carrots.
Warm-up
Students play Hangman to practice food vocabulary.
• Invite students to play Hangman in two teams,
68 using fruits and vegetables that they have seen in
this unit.
1 Complete the puzzle. What is the mystery food?

Students complete a word puzzle with food
vocabulary using icons as clues.
Answers
1. lettuce, 2. orange, 3. lime, 4. carrot, 5. potato,
6. onion, 7. apple, 8. strawberry, mystery food tomatoes
2 Complete the missing letters in the text.

Students complete the missing letters of words to
complete a text about growing fruits and vegetables.
Answers
1. weeds, 2. thumb, 3. seeds, 4. earthworms,
5. snails, 6. caterpillars, 7. fertilizer, 8. water, 9. dig,
10. pick
Extension
Students research the nutritional properties of
fruits and vegetables.
• Organize students into groups and have them
find out about the nutritional properties
(minerals, vitamins, carbohydrates, etc.) of
various fruits and vegetables.
• Ask students to report their findings to the rest of
the class.
TCH_U4_SW3.indd 68 1/26/16 13:19

Warm-up
Students devise menus for a packed lunch.
• Organize students into small groups and ask
them to devise an ideal packed lunch menu. ➠ Study for the unit test.
Encourage them to come up with healthy food
options. Tell groups to share their ideas with
3 Read and complete the conversation.

Students complete a conversation with the
correct quantifiers.
Answers
1. any, 2. little, 3. much, 4. any, 5. some, 6. few,
7. many
4 Correct the mistakes.

Students correct sentences using quantifiers.
Answers
1. a few Get some lettuce for the salad. 2. many 69
How much spaghetti do you want? 3. few There’s
only a little rice. 4. many How much butter do
you put on your toast? 5. some We don’t have any
cherries. 6. much How many apples do you have
for the pie?
5 Complete these sentences about you.

Students complete sentences with true information
about their own lives.
Answers
Answers will vary.
? Big Question
55 and to look again at the photo, which shows a
pair of hands around planet Earth.
• First, ask students to suggest what interpretations
they can make of the photo itself. For example, it
could represent the idea that the Earth is fragile,
that we have to protect the Earth, that the fate of
the Earth is in our hands, etc.
• Invite students to share information about things
that they do which help to protect the planet.
• As a whole-class activity, discuss other
measures that could be taken—by individuals, by
communities, by governments—to protect
the planet.
TCH_U4_SW3.indd 69 1/26/16 13:19

TCH_U4_SW3.indd 70 1/26/16 13:19
5 What does it mean to be happy?
Lesson 1 Grammar
Verb be: was, were: My grandmother was three in this Pastimes: camping, dancing, doing cannonballs,
picture. drawing, hanging out with friends, making models,
There was/were: There weren’t any computers. playing board games, popping a wheelie, rollerblading
Short answers: Yes, I was. No, I wasn’t.
Reading Speaking
Describing a photo Describing a photo
?
9
7
Vocabulary 2
3 8
1
What does it mean to be happy?

G uess What!
When people
5 relax at home,
they say they are
4 Complete the sentences. 
board games with my
1
71
chilling.
6 1. I love
4
friends on weekends.
using paper and pencil.
 70
70 2. I like ?
skateboarding or
3. Which do you prefer,
with my friends after school.
4. I enjoy
when we go swimming!
5. We love .
at
bike and he’s very good
6. My brother loves his
. Look at my new ship!
7. We love in the mountains.
8.Grammar
My family loves hop.
to my favorite music, hip
9. I like
18
5 Interview your classmates. 1 Listen and complete the sentences.
Listen and label the pictures.
17
Name My grandmother was three in this picture. She
Find someone who...
1 wasn’t sad at her (1)
hanging out with friends party.
cannonballs drawing She was very happy. Here, my grandma and her
camping dancing doing a wheelie rollerblading friends were in (2) grade.
board games popping 1. hangs out with cousins. They weren’t in high school yet. In this picture,
making models playing my grandfather wasn’t angry. He was just
Then complete it. 2. can make models. (3) . This was my grandfather’s typewriter. It wasn’t
2 Copy the pastimes
onto the chart in your notebook. 3. goes rollerblading on
weekends.
like a computer. Look at this! I was two in this
(4)
more picture. We were at my grandmother’s
camping dancing...
5 3 Think Fast! Add two 4. knows how to pop a
wheelie. (5)
min in LA.
pastimes to the chart.
individual 5. often goes camping.
2 Read the sentences above and number
the pictures.
in groups 6. can draw a camel.
home.
done outdoors 7. plays board games at Past of be
done indoors 8. goes dancing on weekends. Be: Simple Past 3 Look at the pictures and circle the correct
options.
very active 9. knows how to do cannonballs. 1. My grandfather was / were a serious guy at school.
dangerous 2. I was / were always happy with my grandmother.
I was(n’t). She was(n’t).
 72 3. She wasn’t / weren’t next to her dad in that picture.
4. My grandma’s friends wasn’t / weren’t very
73 
short in 8th grade.
They were(n’t).
4 Look at the photo. Decide if the sentences

are T (True) or F (False).

1. There weren’t any computers.
71
T F
2. There was a TV in the classroom. T F
3. There were cell phones. T F
4. There wasn’t a map. T F
1
5 Think Fast! What was there in your

min
74
classroom in primary school?
& Sp eaking 6 Use was or were to complete the questions.
Reading Then answer the questions in your notebook.

res. 1. Where you at 2 p.m. yesterday?
the pictu
number
the e-mail and 2. Who your best friend in
1 Read
primary school?
Mail 3. you late for school today?
4. there any homework
rs at an
Hi! the roller coaste yesterday?
nd! We rode of fun!
What a weeke a lot
park. It was my friends
amusement the rst one, is on the
pictures. In Pedro
Here are some ie are in the front. ie is on the
Melan T-shirt. Melan
Pedro and g a yellow
left. He’s wearin e hair.
She has long blond ! My friend
Sean
right.
look scared T-shirt and
d photo, I
In the secon has on a white He’s behind
to me. He .
is sitting next You can also see Arturo
a yellow vest. a red T-shirt. the
Pedro. He’s
in and I are in
one! Sean my
photo is the best in the middle. And and
The last are
ie and Pedro in a gray T-shirt
front. Melan is in the back. She’s us!
y looks nervo
cousin Wend the air. She
hands up in
she has her
Speak soon!
Tania
le.
the peop
and label
the e-mail again
2 Read
egic! , rst
Be Strat describe a photo plan a
When you Then
ent.
for a mom er to
study it
way for
Culture
your listen re.
pictu
il coherent d what is in the
in the e-ma understan ssions
phrases 1 Read theexpre
tives and introduction of the article and complete the mind
lighted ns below. Use adjec map.
at the high
3 Look expressio of place
.
lete the Arabian
and comp Peninsula
largest country
1. at
2. in the
capital language
3. on the
4. next to
5. behin
d
produces
Desert People
I
weekends are on
6. in the
n the deserts
re. s of Arabia,
ct pictu place. These there are people
the corre e are the Bedouin
B d who live in
points at
hard work. s, a group of te
tents
t and travel
7. in the partner The Bedouin
people who
honor tradition
from place
to
er. Your
G lossary
family , respect and
your partn  76 the living example is where children
ribe it to roller coast
er: of their clan. for children. learn the values
and desc average temperature They learn
to listen to
of the commun
ity. The father
a photo
desert people called
se Animals are elders and is
to follow the 
4 Choo
77
an strict rules
Camels provide important part of their
transportation, lives and families.
Bedouins milk, food
learn
consider them to treat them with and clothing.
respect and
t park: personalities part of the family. Camels even
amusemen Bedouins,
that can even have their
own
camels are resemble their
from God.” “the ship of owners’! For
the desert”
and a “gift
Hospitality
in a Bedouin
conditions clan is
of life in the
also motivate desert make crucial. The hard
a strong
desert travelers strong sense of hospitali family ties and
happy? in the quiet . It is always a big event
ty towards
make you
other
Life in the Desert

and lonely to see a stranger
rtant to
75
to their beliefs, desert
ds impo a guest should landscape. Accordin
Are frien

respect and always be g
Think! kindness. treated with
T
of seven countries,
Stop and he Arabian Peninsula consists
Arab Emirates,
The Bedouin
people are
Kuwait, Bahrain, Qatar, United sense of commun warm and
kind with a
and parts of Jordan ity, honor and strong
Saudi Arabia, Oman, Yemen They are an
example of respect
in the Arabian peninsula traditions that towards others.
and Iraq. The biggest country extend over
is Riyadh. It is one of the time.
is Saudi Arabia. Its capital city
it produces lots of
world’s richest countries because
and it gets very hot.
oil. Much of the country is desert

in summer is over 40 C!
o
3 Read again and answer the questions
The average temperature in your notebook.
Saudi Arabia, weekends are Friday and Saturday. 1. Do Bedouin people have a permanent home?
In G lossary
its cities are very modern,
People speak Arabic. Many of 2. What is the importance of the Bedouin family?
simpler life in the desert: dweller: a person who
2 Read the article on page 77 and but other people still live a
called the Bedouin, “the 3. What four things do camels provide? lives in a particular
mark (✓) the topics mentioned. these people are nomads
desert dwellers." place
4. Why are camels considered a “ship” and a “gift”?
tent: a structure made

1. hobbies 4. family 5. How do Bedouins feel about other people in of cloth and poles
2. animals the desert?
5. hospitality where people can live
have four
3. language nd out, we clan: a large group
6. schools happy. To fi money & Stop and Think! How does taking
makes teenagers belongings, of families related to
know what relationships, 13 to 15. care of others make you happy?
We want to categories: students, ages each other
the following consists of 24
Project questions in
popularity
and technolog
y. Our sample
the students
are
say their families best

one-half of considers
relationships, h of the sample
In terms of s. One-fourt
to their happines s.
important of happines say having
friends as factors s of the students This result
gs, two-third comfortable.
of belongin good and new
In the category makes them feel a bike, a pet or a
bedroom having
their own the other options:
for any of
is larger than sample
game. Three-qua rters of the
perception. them,
question: What does it mean to be happy?

video
is about social feelings. For
uence on their proud are
Our third question have a positive infl themselves
grades families and t, and
state that making their at school importanhappy.
grades and popularity
getting good Others consider way to feel
happiness. money as the
sources of of students consider For one-third
number lives.
only a small gy in students’ them feel closer
of technolo t and makes
is the aspect
Finally, there is very importan d in the latest
social media also intereste not the top
of the sample, Students are television are
and friends. radio and
to their family g to see that are still present.
If you gadgets. It
is interestin
preferenc es, but they
Happiness is not want to be choices among
students’
feel that
something ready happy, be. see that teenager
s in our school own
Conclusion having their
made. It comes from —Leo Tolstoy
aire, we can
From our questionn spending time with
their families, loved ones
your own actions. happiness
involves school and
staying in
touch with 79 
—Dalai Lama achieving at
personal space,
media.
through social
 78
1 Read the quotes. Circle

the one you like best.
in the class?
What’s the most popular one
make you happy. 1. Who are the 2. Which of these

Think Fast! List ve things that most important you happier? things makes
1 2
min people in your
life?
or F (False).
on the next page and circle T (True)
3 Read the survey report T F
15 students.
1. The size of the sample was T F
family own bedroom
with their families.
2. Most students feel happy T F best friends own bike
choice.
3. Teachers are the second preferred
Teaching Tip
T F classmates a pet
their own bedroom.
4. Only some students like having T F
them happy. teachers a new video game
5. Students think money makes T F
over the radio.
6. Students prefer social media
the survey
the highlighted fractions in 3. Which of these 4. Which of the
4 Complete the conversation with was or were in the correct
form.
4 In your notebook, change Review
most importa things is your favorite?
following is
nt for you?
Reflecting on Learning
to percentages.
1 Follow and write the activities.
on what makes teenagers happy.
money social media
5 Design a survey report
Follow these instructions. 79.
popularity phones ∕ tablets
from the survey report on page
• Use the questions and options beauty
school or in your class. radio
• Interview students in your
Encourage students to engage in self-reflection at

the information. good grades
• Prepare pie charts to present television
• Write a survey report.
the end of each unit or block of study. Invite them to

ask themselves a series of questions to reflect on the
81 
 80
5 Complete the description

with the words below.
2 Cross out the options that don’t belong.
learning process, for example, How well am I doing? What

1. I usually play board games / make models on my own. back left middle right top This is a picture of me and my friends. It’s a
2. I feel hungry after dancing / drawing because it’s a lot of exercise.
Just for Fun
volleyball game! At the (1) __________ there’s
3. I usually do cannonballs / play board games in the living room. the ball. I’m on the (2) __________ in the blue
e? 4. Nick always does crazy things like doing cannonballs / hanging out. shirt. My sister is in the (3) __________ with
1 What’s the
pastim
5. I love camping / hanging out with my friends in the café. her friend Janet. On the (4) __________ of
do I find easy / difficult? What do I need to do more of? How 6. My hobby is making models / rollerblading because I love being outdoors.
7. It’s a lot of fun doing cannonballs / popping a wheelie at the swimming pool.
8. My blog is about people on wheels, like dancing / rollerblading.
the picture is Ian. He always falls down on the
sand! He’s a terrible volleyball player! My best
friend Harry is in the (5) __________ in the
pink and white shirt. He’s crazy! What’s your
can I improve? What resources can I use? How can my teacher

3 Circle the correct options. favorite picture of your friends?
1. I was / were late for class this morning.
3. 2. My brothers was / were at the soccer match last weekend.
2. 6 Complete these sentences so they are true for you.
3. We wasn’t / weren’t at school last week. .
1. 1. My favorite board game is
4. Was / Were you at the mall last Saturday? .
2. I am very good at drawing
help me?
5. How many people was / were in your class last year? .
3. I want to go camping in
6. My mom wasn’t / weren’t happy with my grades last year. .
4. My favorite music for dancing is
7. I wasn’t / weren’t in your class last year. .
5. I usually hang out with my friends
8. There wasn’t / weren’t any children at the party last night.
6.
 82 5.
4.
9.
8.
7.
the words. 4. (d e b o n u
i)
2 Unscramble
a i a r a)
1. (s d e e r t) 5. (d a i s u b
2. (c a i r a b) 6. (d f i a y r)
3. (m e c a l) words from Activity
2.
.
the unscrambled
the sentences with
3 Complete Peninsula are
called .
in the Arabian
1. The nomads la is
Arabian Peninsu .
country in the
2. The largest la speak
Arabian Peninsu .
3. People in the
live in the the desert.”
4. Many people is the “ship of
there.
and Saturday
5. The
nds are on
6. Weeke
TCH_U5_SW3.indd 71 4/1/16 13:26

Vocabulary
Objective Wrap-up
Students will be able to use pastimes vocabulary to Students talk about the activities that they like to do.
talk about what they do in their free time. • Organize students into small groups and have them
exchange information about the activities on these
pages that they like to do. Invite students to share
their findings with the rest of the class.
Warm-up
Students talk about things that they enjoy doing.
• As a small group activity, invite students to think of
and share pastimes that they would most like to be
doing at this moment.
• Have groups tell the class everyone’s choices and
vote on the pastime most students enjoy.
17
1 Listen and label the pictures.
Students label photos with the correct
pastimes vocabulary.
Answers
1. popping a wheelie, 2. rollerblading, 3. drawing,
4. playing board games, 5. dancing, 6. camping,
7. making models, 8. doing cannonballs,
72 9. hanging out with friends
Audio Script
1. This is a picture of me popping a wheelie.
2. You can see me rollerblading in this pic. That
was fun!
3. I like drawing a lot. You should see my album
of pictures.
4. I love playing board games with my cousin Mike.
5. Here’s a picture of me and my friends dancing.
6. Camping is one of my favorite outdoor activities.
7. I love making models.
8. I have a lot of fun doing cannonballs.
9. This is a picture of me hanging out with
my friends.
2 Copy the pastimes onto the chart in your notebook.

Then complete it.
Students copy and complete a chart sorting pastimes
into categories.
Answers
individual drawing, making models, in groups
hanging out with friends, done outdoors camping,
rollerblading, done indoors playing board games, very
active dancing, doing cannonballs, dangerous popping
a wheelie
3 Think Fast! Add two more pastimes to the chart.

Students do a five-minute timed activity: they
extend the pastimes chart with more activities.
Answers
Answers will vary.
TCH_U5_SW3.indd 72 1/26/16 13:20

Wrap-up
Students interview each other about pastimes.
✔ Homework Check! • Ask students to form pairs with one of the
Workbook p. 142, Activities 1 and 2 classmates who answered Yes to a question in
Activity 5. Have the pairs of students interview
Answers
each other to find out more about the other
1 Unscramble the words to complete the
person’s pastime or interest.
post.
1. rollerblading, 2. board, 3. model, 4. drawing,
5. dancing, 6. hanging
2 Look and complete the sentences.
1. popping a wheelie, 2. doing cannonballs, Teaching Tip
3. play board games, 4. drawing, 5. rollerblading, Extending Survey Activities
6. dancing When students are doing Find someone who…
activities, encourage them to go further than
Warm-up answer with a short, simple Yes or No, and to
Students discuss preferences for indoor or offer additional information. For example, in
outdoor activities. answer to the question, Do you hang out with
•O rganize students into small groups. Elicit one your cousins?, an extended answer would be, for
or two pastimes. Then tell them they have two example, Yes, I do. My cousins and I often play soccer
minutes to make a list of as many pastimes together on weekends.
as possible.
•H ave students share some of their pastimes. Ask
students which ones are indoor and which one are
outdoor activities. 73
• In small groups, tell students to say whether they
prefer indoor or outdoor pastimes, and why.
4 Complete the sentences.

Students practice pastimes vocabulary and
collocations in a sentence completion exercise.
•D raw students’ attention to the Guess What!
expression chilling. Ask students why they think
it is important to have some time to just chill. Ask
them what they do when they chill at home.
Answers
1. playing, 2. drawing, 3. rollerblading, 4. hanging out,
5. doing cannonballs, 6. popping a wheelie,
7. making models, 8. camping, 9. listening / dancing
5 Interview your classmates.

Students practice pastimes vocabulary in a speaking
activity as they ask their classmates about
their pastimes.
TCH_U5_SW3.indd 73 1/26/16 13:20

Grammar
Objective Extension
Students will be able to use the past simple of be Students talk about their grandparents.
(+,–,?) and there was / were to talk about the past. • Invite students to prepare short, illustrated
presentations about the lives of their
grandparents. If they are able to obtain
Lesson 3 permission from their family members,
encourage them to include photos and authentic
✔ Homework Check! documents to illustrate the lives of
their grandparents.
Workbook page 142, Activity 3
Answers
Wrap-up
3 Match the pieces to make sentences.
Students write sentences using the past simple of be.
1. d, 2. f, 3. a, 4. b, 5. e
• Ask students to write eight sentences about their
grandparents (or other family members) when
Warm-up they were younger: two sentences with was, two
Students exchange information about sentences with wasn’t, two sentences with were
their grandparents. and two sentences with weren’t.
them share information about their grandparents,
in particular physical descriptions (e.g., tall, short,
long hair) and personalities (e.g., happy, serious),
etc. Invite students to share information with the
rest of the class.
74 18
1 Listen and complete the sentences.
Students listen to a text describing photos and
complete sentences with words from the audio.
Answers
1. birthday, 2. eighth, 3. serious, 4. fast, 5. house
Audio Script
My grandmother was three in this picture. She
wasn’t sad at her birthday party. She was very
happy. Here, my grandma and her friends were in
eighth grade. They weren’t in high school yet. In
this picture, my grandfather wasn’t angry. He was
just serious. This was my grandfather’s typewriter. It
wasn’t fast like a computer. Look at this! I was two
in this picture. We were at my grandmother’s house
in LA.
2 Read the sentences above and number the pictures.

Students number the photos in order to match the
sequence the photos are discussed in the audio.
Answers
top to bottom 3, 4, 1, 5, 2
3 Look at the pictures and circle the correct options.

Students complete sentences with the correct form
of the past simple of be.
• Draw students’ attention to the Past of be box.
Remind students that, unlike the present simple,
which has three forms (am, are, is), the past simple
has only two forms (was, were).
Answers
1. was, 2. was, 3. wasn’t, 4. weren’t
TCH_U5_SW3.indd 74 1/26/16 13:20

Wrap-up
Students play a memory game to practice There was,
✔ Homework Check! There were, etc.
Workbook p. 143, Activities 1 and 2 • Ask two students to leave the room. While they
are gone, remove certain items from so that, for
Answers
example, there are no longer any marker pens
1 Write the sentences in past.
for the board, or there is no longer a chair for
1. I was cold in the morning. 2. We were late
the teacher. Have the students come back into
for the math exam. 3. They were in LA for the
the room and have them try to identify what has
weekend. 4. It was a good book. 5. Your answer
changed, for example, There was a chair here.
was right. 6. She was tired after gym class.
2 In your notebook, change the sentences in
Activity 1 to negative. ➠ Workbook pp. 143 and 144, Activities 3–5
1. I wasn’t cold in the morning. 2. We weren’t late
for the math exam. 3. They weren’t in LA for the
Teaching Tip
weekend. 4. It wasn’t a good book. 5. Your answer
Making Connections
wasn’t right. 6. She wasn’t tired after gym class.
The topic of this lesson, in which students talk
about people’s lives in the past and what there was
Warm-up (or wasn’t) in the past, lends itself to cross-curricular
Students listen and respond to sentences using the work with the history department of your school.
past simple form of be. Look for ways to enrich students’ learning of
• With books closed, read aloud a series of sentences English by finding links with other areas of the
using was, wasn’t, were and weren’t. Say, for school curriculum: science, art, social sciences,
example, Your parents weren’t at home yesterday music, etc.
evening. or Your mother was at work yesterday morning. 75
Have students simply raise their hands whenever
they hear a sentence that is true for them and
their families.
4 Look at the photo. Decide if the sentences are T (True)

or F (False).
Students mark sentences as true or false based on
a photo.
Answers
1. T, 2. F (There wasn’t a TV in the classroom.), 3. F
(There weren’t cell phones.), 4. T
5 Think Fast! What was there in your classroom in

primary school?
Students do a one-minute timed challenge: they talk
about their primary school classrooms.
Answers
Answers will vary.
6 Use was or were to complete the questions.

Then answer the questions.
Students complete and answer questions using the
correct past simple forms of be.
1. were, 2. was, 3. Were, 4. Was
Answers will vary.
TCH_U5_SW3.indd 75 1/26/16 13:20

Reading & Writing
Students will be able to identify the order of events. Students talk about what there is in an
They will also be able to describe events in an amusement park.
organized, coherent way. • Organize students into small groups and ask
them to discuss what there is in an amusement
park. Have them draw up lists and then present
their ideas to the rest of the class using There is
Lesson 5 Student’s Book pp. 74 and 75 and There are.
✔ Homework Check!
Wrap-up
Students role-play a conversation based on
Answers an e-mail.
3 Complete and answer the questions. • Organize students into pairs and have them role-
1. Were, weren’t, 2. Was, wasn’t, 3. Were, were, play a conversation between Tania (the girl who
4. Were, weren’t, 5. Was, was, 6. Was, was wrote the e-mail) and a friend in which she tells of
4 Circle and correct one mistake in a trip to an amusement park.
each sentence.
1. Was Were we at your party last week?
2. weren’t My brother wasn’t at his music lesson.
3. wasn’t There weren’t any people at the bus stop
yesterday. 4. was Jim and Emmy were in the living
room. 5. were There was a great program on TV
last night.
76 5 Look and complete the sentences with
there was / wasn’t or there were / weren’t.
1. There were, 2. there weren’t, 3. there wasn’t,
4. There wasn’t, 5. There was, 6. There were,
7. There were, 8, there wasn’t, 9. there wasn’t
Warm-up
Students talk about amusement parks.
• As a small-group activity, and with books closed,
invite students to share information about
amusement parks that they have visited or that
they have heard of in their own country or in
other countries. Try to elicit the expression
roller coaster.
1 Read the e-mail and number the pictures.

Students identify the order of events in a text and
number corresponding pictures.
Answers
top to bottom 3, 1, 2
2 Read the e-mail again and label the people.

Students scan the same text for more detailed
information to identify the people in the photos.
Answers
top to bottom Wendy, Melanie, Pedro, Arturo,
Sean, Tania
TCH_U5_SW3.indd 76 1/26/16 13:20

Wrap-up
Students play a game using prepositions of place.
✔ Homework Check! • Organize students into teams. Have them write
Workbook p. 145, Activity 1 five sentences about the location or position of
five mystery objects or pieces of furniture in
Answers
their classroom.
1 Read the article and label the people in the
pictures. • Then, a student from one team reads aloud a
1. Hugh, 2. Luke, 3. Tom, 4. Jess, 5. Louise, sentence, for example, This object is behind the
6. Jeremy, 7. Dana, 8. Carrie, 9. George teacher’s table. Members of another team try to
identify the mystery object.
Warm-up
Students review prepositions of place. ➠ Workbook p. 145, Activity 2
• Set a time limit of, say, one minute and ask
students to write a list of as many prepositions of
Ask students to watch an introduction to the
place (in, on, under, next to, etc.) as they can think
Bedouin: goo.gl/G6cuQG.
of. Check answers and write examples on
the board.
3 Look at the highlighted phrases in the e-mail and

complete the expressions below.
Students complete phrases with prepositions of place
from the text.
Answers
1. an amusement park, 2. front, 3. left, 4. me,
77
5. Pedro, 6. middle, 7. back
4 Choose a photo and describe it to your partner. Your

partner points at the correct picture.
Students describe photos orally for a partner
to identify.
• Draw students’ attention to the Be Strategic!
importance of using adjectives and expressions
such as prepositions of place for describing people
and places.

Are friends important to make you happy?
discuss the question. (If necessary, write some ideas
on the board to get them started.)
the class.
TCH_U5_SW3.indd 77 1/26/16 13:20

Culture
Objectives Wrap-up
Students will be able to talk about the Arabian Students write an introductory paragraph about
Peninsula and the culture of the Bedouin. They will their country in pairs.
also develop awareness of cultural diversity. • Tell pairs to write an introduction for an article
about their country, using the text on this page as
a model.
• Invite students to share their work with the rest of
the class.
✔ Homework Check!
Workbook page 145, Activity 2 ➠ (No homework today.)
Answers
2 Read the article again and circle T (True) or
F (False).
1. F, 2. T, 3. F (People roll around in the balls
like hamsters do.), 4. F (The competition was
for skating, including skateboarding.), 5. F
(The winner was Tom.), 6. F (They are eating
marshmallows, a type of candy.)
Warm-up
Students answer quick quiz questions about the
Arabian Peninsula.
78 • With books closed, ask students a series of
questions about the Arabian Peninsula, using the
text on this page as the source of information. The
questions can be multiple-choice, for example, How
many countries make up the Arabian Peninsula: five,
seven, or nine? (Seven)
1 Read the introduction of the article and complete the

mind map.
Students read a text and organize the information in
a mind map.
Answers
middle Saudi Arabia, clockwise Arabic, Friday and
Saturday, Bedouin, over 40°C, oil, Riyadh
2 Read the article on page 77 and mark (✓) the

topics mentioned.
Students skim a text and identify the main topics.
Answers
animals, family, hospitality
Extension
Students make mind maps about their countries.
• I nvite students to create a mind map about the
region of the world where they live and their
own country, using the mind map on this page as
a model. Have them include information about
language, temperatures, capital city, etc.
•A sk students to share their mind maps with the
rest of the class.
TCH_U5_SW3.indd 78 1/26/16 13:20

Wrap-up
Students discuss their reactions to what they
Warm-up have read.
Students discuss what it would be like to live in • Organize students into small groups and ask them
a desert. to compare and discuss their reactions to what they
• As a small-group activity, discuss what students read in the article about the Bedouin.
think it would be like to live in the deserts of • As a whole-class discussion, have students
Arabia, like the Bedouin. exchange ideas and opinions. Encourage them to
compare and contrast the culture of the Bedouin
3 Read again and answer the questions in with that of their own society.
your notebook.
Students scan a text and answer
Answers
1. No. They live in tents and travel from place Teaching Tip
to place. 2. The family is where children learn Encouraging Comparison of Cultures
the values of the community. 3. Camels provide Always encourage students to compare and
transportation, milk, food and clothing. 4. Because contrast societies and cultures of other countries
they provide transportation and are very important with their own, not in a judgmental way, looking
to the Bedouin way of life. 5. Bedouins feel other for ways in which one culture is superior or
people in the desert should be treated with respect inferior to another, but as a way to enhance their
and kindness. understanding and appreciation of the diversity
of the world’s cultures.
Stop and Think! Value 79
How does taking care of others make you happy?
the class.
TCH_U5_SW3.indd 79 1/26/16 13:20

Project
Objective Wrap-up
Students will be able to design and conduct a survey. Students compare and discuss their reactions to the
information in the report.
• Organize students into small groups and ask them
to compare and discuss their reactions to what they
Lesson 9 Student’s Book pp. 78 and 79 read in the report.
• As a whole-class discussion, have students
Warm-up
exchange comments and observations.
Students discuss different types of surveys and how
the information from surveys is used.
• In small groups, tell students to discuss the types
of survey that they are familiar with, for example,
surveys in teenage magazines, online surveys,
surveys conducted in the street, telephone
surveys, etc.
• Also, ask students to speculate about how the
people who collect information in surveys might be
able to use it.
1 Read the quotes. Circle the one you like best. What’s
the most popular one in the class?
Students discuss and vote on quotes on the subject
of happiness.
80 2 Think Fast! List five things that make you happy.

Students do a one-minute timed challenge: they
brainstorm and make a list of things that make
them happy.
Answers
Answers will vary.
3 Read the survey report on the next page and circle

T (True) or F (False).
Students read a survey report and mark statements
about the report as true or false.
Answers
1. F (The size of the sample was 24 students.),
2. T, 3. F (Best friends are the second preferred
choice.), 4. F (Most students like having their own
bedroom.), 5. F (Only a small number of students
think money makes them happy.), 6. T
TCH_U5_SW3.indd 80 1/26/16 13:20

Wrap-up
Students compare surveys and reports and vote for
Students review simple fractions as represented in • Invite students to vote for their favorite
pie charts. presentations of their classmates’ surveys. There
• Draw a series of circles on the board and on each can be awards in various categories, e.g., best
one mark one of the following fractions, as in a design, best use of graphics, best use of technology,
pie chart: one fourth (one quarter), one third, one best overall presentation, etc.
half, two thirds, three quarters. Elicit the correct
expression for the proportion marked on ➠ Workbook p. 144, Activity 1 (Review)
each circle.
4 In your notebook, change the highlighted fractions in Teaching Tip

the survey to percentages. Working in Teams
Students convert fractions written as words into When doing project work in groups, stress to
percentage values. students the importance of the idea that students
“sink or swim” together. This can be achieved by
Answers
making part of each student’s grade dependent
50%, 25%, 66.6%, 75%, 33.3%
on the performance of the rest of the team.
Group members must believe that each person’s
5 Design a survey report on what makes teenagers
happy. Follow these instructions. efforts benefit not only him- or herself, but all
Students create survey reports about what makes group members as well.
teenagers happy.
• Read aloud the instructions and make sure that 81
students understand the steps that they are
to follow.
them work on their surveys. Then, once they
have gathered their data, have them prepare pie
charts to show their results and written reports to
summarize their findings.
The Digital Touch

•E ncourage students to use free online survey and
questionnaire tools.
•H ave students present their findings from their
surveys using PowerPoint or similar slide show
presentation programs like Google Slides.
• I f possible, allow students to upload their work
TCH_U5_SW3.indd 81 1/26/16 13:20

Review
Objective Wrap-up
Students will be able to consolidate their Students practice the past simple of be by playing a
understanding of the vocabulary and grammar learned guessing game.
in the unit. • Divide the class into two teams. In silence, a player
from one team chooses a place where they were
yesterday (at the mall, at school, etc.), who they
were with (with friends, alone, etc.) and how they
Lesson 11 Student’s Book p. 80 were feeling (happy, nervous, etc.). Players from
the other team ask up to a maximum of ten
✔ Homework Check!
yes/no questions to try to discover all the correct
Workbook page 144, Activity 1 (Review) information, for example,
Answers Q: Were you with your family?
1 Look at the picture and write sentences. A: Yes, I was. / No, I wasn’t.
1. There was a birthday party. 2. There was cake.
3. There were gifts. 4. There was rock music. ➠ (No homework today.)
5. There was soda.
Warm-up
Students review pastimes vocabulary playing
a game.
• Review pastimes vocabulary from page 70
(drawing, playing board games, rollerblading, etc.)
by playing Hangman.
82
1 Follow and write the activities.
Students label photos of pastimes.
Answers
top to bottom playing board games, camping, making
models, doing cannonballs, rollerblading, popping
a wheelie
2 Cross out the options that don’t belong.

Students cross out the words or phrases that don’t
make sense in each sentence.
Answers
1. play board games, 2. drawing, 3. do cannonballs,
4. hanging out, 5. camping, 6. making models,
7. popping a wheelie, 8. dancing
3 Circle the correct options.

Students complete sentences with the correct forms
of the past simple of be.
Answers
1. was, 2. were, 3. weren’t, 4. Were, 5. were,
6. wasn’t, 7. wasn’t, 8. weren’t
Extension
Students make vocabulary posters.
• I nvite students to design and create illustrated
vocabulary posters showing a variety of pastimes.
•A lternatively, ask students to create
advertisements for a camp or a summer course
where teenagers can participate in a variety of
activities, both indoor and outdoor.
•D isplay students’ work around the classroom.
TCH_U5_SW3.indd 82 1/26/16 13:20

Warm-up
Students talk briefly about where they were and
who they were with at different times yesterday.
• Write a series of times on the board, for example, ➠ Study for the unit test.
8:00 a.m., 10:30 a.m., 12:30 p.m., 4:00 p.m., 8:30
p.m., 11:00 p.m. and have students work in pairs
exchanging information about where they were
and who they were with at these times yesterday.
• Have students report to the class what their
partners told them.
4 Complete the conversation with was or were in the

correct form.
Students complete a conversation with the correct
forms of the past simple of be.
Answers
1. was, 2. were, 3. was, 4. wasn’t, 5. Were,
6. weren’t, 7. were, 8. Was, 9. was, 10. was,
11. wasn’t, 12. were, 13. was, 14. were
5 Complete the description with the words below.

Students describe locations in a photo in a
completion exercise.
83
Answers
1. top, 2. left, 3. back, 4. right, 5. middle
6 Complete these sentences so they are true for you.

Students complete sentences about their pastimes.
Answers
Answers will vary.
? Big Question
•A sk students to turn to the unit opener on page
69 and to look again at the collage of photos,
which shows a variety of people doing activities
that make them happy.
•F irst, ask students to offer ideas about specific
photos and to say what they think the people are
doing and why it makes them happy.
•D iscuss the way shared activities (with family,
friends, teammates, colleagues, etc.) often
produce feelings of happiness and ask students
to say why they think this is. Also, talk about
how personal achievements (winning a race,
completing a project, passing an exam, etc.)
bring satisfaction and happiness.
TCH_U5_SW3.indd 83 1/26/16 13:20

TCH_U5_SW3.indd 84 1/26/16 13:20
6 Where do bright ideas come from?
Lesson 1 Grammar
Past simple: Humans wore animal skins. They didn’t The Scientific Method: analyze data, ask a question,
wear modern clothes. Did they discover fire recently? do an experiment, do research, draw conclusions,
write a hypothesis
Adjectives and Prepositions: busy with, excited
about, good at, interested in, nervous about,
worried about
Listening Writing
Anticipating information Researching and writing a biography
?
Where do bright ideas come from?
Vocabulary
1 Decode the missing
(43 = S, 15 = E, etc.)
wor
was a. Ho
Kelly grandm
her help?
she
abou
w
t
ried could
verbs.
eral mo
nths,
she was . So many

research
her
For sev busy with ideas!
T
his is Kelly Reese and her
invention—a rug for elderly
sick people. The rug activates
an alarm when an elderly,
gets up from bed at night.
sick person
Relatives
She was interested in a special

rug with a sensor to detect
her
grandma’s feet. Was it possible?
of the elderly person receive
alarm and can go and check
the person is safe. Kelly
who suffers from dementia.
She was nervo

prototype.
The
the
that
Reese got
inspiration from her grandmother
us about her
sensors were rug and the
ready.
Kelly
The is good
res
rimen
t we
at
expe ults of numbers
the
re go
od!
. She
resu was
wor lts. Thexcite
ked. e d ab
Granelectr out
dm onic the
a w rug
as
safe
!
5
4 11 33
an experiment 11 31
14 34 54 55 data
n 15 6
estio research 3 a hypothesis
14
a qu 2
14 34
52 42 24 44 15 42
11 52 co 85 
1 11 43 25 nc lusio
ns
map with the
4 Complete the mind
in Activity 1.
 84
to their explanation. highlighted expressions
2 Match the steps
of the scientic method above
in a clear sentence.
or solution to a problem
a. To express your explanation is valid. Adjectives and
plan to test that your idea good
b. To conduct a very careful or problem.
prepositions
more about the situation
c. To investigate to nd out
a problem.
d. To state a question about
collected in an experiment.
e. To study the information to your hypothesis.
the results and relate them
f. To make a summary of about
the scientic method. with
the events according to
3 Identify and number this season.
farm did not grow well
Tomatoes on our family grew the biggest. So, the
plants with the most water
We can say that tomato
hypothesis is true. light each day. Each plant
receives
with the same amount of 5 Answer the questions.
We plant tomatoes in areas they start to grow. about last week?
of water. We record the size of the tomatoes when 1. What were you worried
different amounts 1.27 cm
water every day grew to in the afternoons?
plants receiving a cup of 2. What are you busy with
We notice that the tomato grew to 1.90 cm in diameter. are you interested in?
receiving two cups of water 3. What hobby or sport
in diameter. Tomatoes
not grow well because
there wasn’t much rain. Grammar
4. What are you sometimes
nervous about?
the tomatoes did
We think
not grow well this season? 5. What subject
19 were you good at last year?
Why did our tomatoes 1 Listen and complete about?
excited n
themovie
6. What are you ma
sentences. Stick
solve a problem?
do you feel inspired to to Jo
Stop and Think! When ding
Accor
A
Humans
Huma (3) Our
animal skins an
disco ns didn’t Early people soph cestors
Steve J bs
about wear mode . They didn’t
They ver re people rn clothes. (4) but
istica did
re en
rec Early n’t
dogs. They didn’t they ted ma n’t inven their
it ab ((1) y did the chine write They
ou tly. (2) ay life
. The es. otic pets. wheee (5) s,
t
didn’t
years t one pictur have exotic er.
People rds on pap the
ago. million everyd borate l. m on
hem
ela
paint rst wo

(6) lets.
88
 Be
86
Strategic!
clay tab
Listening and Writing
2 Complete the chart using the verbs G uess What!
Before you listen to
in the comic. 5 Match the sentences and questions.
Most verbs in past simple
a podcast or video, 1. I was at the museum yesterday. 87 

a. Did he spend it on clothes?
ds related to Steve Jobs. make a note of end in -ed. (See page 168.)
the mind map with ve words
85
1 Complete
2. This is my new phone.
words and names b. Did he forget to set his alarm?
Regular Verbs (-ed) Irregular Verbs
that might appear on 3. He didn’t wake up early.
Regular c. Did you buy it yesterday?
discover
the recording. This - discovered wear - wore 3% 4. We weren’t home last week.
helps you anticipate verbs d. Did you go on vacation?
what is on the
5. Sam didn’t have money for the movies.
e. Did you like it?
re
recording.
Irregular 97 %
6. Change the sentences to affirmative
verbs (+), negative (–) or interrogative (?).
Use the verb list on page 168.
1. Sheila went to drama class this morning. (-)
Steve 3 Complete the sentences with verbs
Jobs in the past simple.
1. I 2. Did you nd your keys? (+)
an e-mail to my best friend.
2. My brother the front of the house last week.
3. We 3. Early people didn’t have birds as pets. (?)
English class yesterday.
4. We our favorite T-shirts.
5. The scientist 4. Did your mom cook something delicious yesterday?
a new species of insect. (+)
6. They a new dance.
Past Simple 5. They didn’t like the new sci- movie. (?)
4 In your notebook, write the sentences - Auxiliary
above in negative form. Use didn’t (did not) for 6. My father worked late last night. (-)
negative sentences.
1 if you hear them.
(✓) your words from Activity Use did for questions.
2
20
Listen to a podcast. Mark
on page 89.
biography of Steve Jobs
3
20
Listen again. Complete the
Steve Jobs
Creativity at Its Finest: th
on February 24
born in San Francisco
Steve Jobs was
.
(1) a summer job
Steve Jobs had In
In (2) Wozniak there.
He met Steve
at Hewlett Packard. invented his Culture
, Steve Wozniak Perú
(3)
first compute
r. started their
, he and Jobs 1 Read and label the map using the highlighted
Then in (4) there until
, Apple. He worked names in the text. 1
own company min
4 Think Fast! Try to solve
. .
(5) Pixar in (6) the puzzle on your own.
movie studio
Jobs joined the . Apple Bolivia
to Apple in (7) This is a cow. It has its body, horns,
Jobs returned . working.
iPod in (8) but he continued legs and tail. Move two matches so
produced the , Jobs discovere
d he had cancer, .
in (10)
In (9) it first appeared first tablet. that the cow is looking to the right.
the iPhone and the iPad, Apple’s
Apple invented they invented . He was one
Then in (11) October 5 (12)
Paraguay 5 Do the puzzle above in small groups.
th
Jobs died on Check your

Tragically, Steve century.
Chile answer on page 96. Then answer the questions.
minds of this
of the greatest Chile extends along most of 1. Was it easier to nd a solution on your own
the western coast of South or
America. It has a population in groups?
of 15 million people. The
Argentina 2. What advantages are there in working in groups?
below. main language is Spanish.
guide. Follow the instructions
21
2 Look at the photos. 3. What do you need to work effectively in groups?
Use the text in Activity 3 as a Chile extends over a long
4 Write a biography. is alive today. Then listen and answer the questions.
Do not choose a person who distance north to south,
• Choose a famous person. so it has many different 1. What part of Chile is this?
his / her life.
• Research the events of climates. In the north, there 2. Are they telescopes or radars?
birth to death.
the events in order from is the Atacama Desert, the
• Write the biography. Write  90
driest place on Earth. Chile 3. What is the purpose of this project?
is famous.
• Explain why the person also has mountains. The 91 
information. Andes form the border 3
21
Listen again and correct the false information
• Include any other interesting
between Chile and its in each sentence.
ideas?
of personality is needed to produce good neighbors Peru, Bolivia and
Stop and Think! What type Argentina. 1. The desert is 10 square kilometers and nobody
89
The center of the country lives here. Chile

has a mild climate and most 2. The Atacama Desert is the home of Alma, an
people live there, in and
international project to study the fauna.

around the capital Santiago.
The south is cold and wet. 3. It’s very dry, so there aren’t many birds in the
sky.
Chile ends at Cape Horn, 4. We have ten tiny and very powerful telescopes
the most southern point in here.
South America. Cape Horn 5. We need the money of experts from all around
is a place that is famous the world.
for its rough seas and

6. Alma’s work in Chile is an example of national
dangerous passage by sea.
collaboration.

What will you take
on your nine-month
mission to
Project
the information.
1 Read the ad and complete
question: Where do bright ideas come from? Mars

Mars is the closest planet
The Red Planet
A day on Mars is almost the
Mission to Mars
on
We want to
start a colony
The journey
1.
to earth and it’s possible to

same as on earth, 24 hours
and the planet Mars. a spacecraft 2.
on
see it in the night sky with
37 minutes. Its year is much is nine months
people. After
the naked eye. People knew
longer: 687 Earth days. Mars with three other
Mars, you live 3.
of its existence in ancient
is about 235 million kilometers you arrive on
Don’t miss
times. The planet is named
from Earth. It takes nine months there for a year. the
nity! Apply for
Mars after the Roman God the opportu
to travel there.
of War. It has two moons: program now!
Phobos and Deimos.
4.
6.

Review
93
7.
1 Complete the owchart
 92 for the scientic method.
conclusions data
5. experiment hypothesis 4 Complete the crossword
question research with the past simple of
these irregular verbs.
8. Down 1 2
3
1. ask a 2. see Across
MARS
Teaching Tip
4
3. begin 5 6 1. lose
Named after 2. do 10. 5. think
7
4. write
7. have 8
6. wear
Number of moons 8. drive 10
9
7. hear
11.
Length of day 3. write a 9. make
11 9. meet
9. 12. get 12
10. put
Length of year 13
14
4. do an 11. do
Using Your Voice

Distance from Earth 13. choose
Time needed to arrive there 5 Complete the interview
with the correct forms of the
14. speak
5. analyze verbs in parentheses.
on the next page. Q: What (1)
2
22
Listen and label the objects 6. draw 12. (be) the California Gold Q: When (7)
As much as possible, use your normal, natural voice.

Rush? it
3 Work in groups. Follow
the instructions. A: It was a time when
Mars. (end)?
items to take on your trip to
 94
2 Choose the correct thousands of people
• Mark (✓) the six most important options to complete the sentences. (2) A: The Gold Rush (8)
object. (go) to California to
a disadvantage of taking each 1. I was busy about / with (end) seven years later,
• Think of an advantage and homework and couldn’t look for gold. in 1855. Most people
class. go to the movies.
six choices. Share it with the 2. My brother was excited Q: When (3) (9)
(not / nd) any gold
• Prepare a poster with your from / about his trip to
New York.
the Gold Rush and they (10) 95 
3. What are you good at 13. (begin)? (not/
If you talk at an above-normal volume, sooner or later

same objects? / in? 14. become) rich. Many
six items. Did you choose the
A: In 1848, James W. people actually
4. Paul and Gino are interested Marshall (4)
4
23
Listen to an expert choose in / on a new video game. (discover) gold at Sutter’s (11)
(lose) money.
Mill in California.
5. Were you nervous of Soon thousands of people It was just a crazy time
/ about the nal math exam? when hundreds of
6. My dad was worried (5) people (12)
about / on our sick dog. (arrive) in California—they
fever all at the same
(get) gold
all (6) time!
(want) gold!
3 Rewrite the sentences
in the past simple.
you will lose your voice! If you raise the level of your
1. We cook an omelet for
lunch. 6 Use the words below
and add more to write
sentences in the past that
1. I / meet / my best friend are true for you.
2. Does Fiona watch TV
with you?
2. I / start / school
3. Adam doesn’t like the
voice, students will tend to do the same and the noise

movie.
3. this morning / I / eat
4. Denise and Joan don’t / for breakfast
play volleyball.
4. yesterday I / watch /
5. Do you walk to school? on TV
level will escalate. Also, try to differentiate your tone. If 1 Complete

Just for
the
Fun
clues. Then 
the puzzle.
nd
C A F R
C O Z G
S D N I C
S X H Q M
P D U W
6. Chris
E T P E
Y Y E Q
K U tired.
H looks
Z B E
5. last week / I / didn’t
6. last weekend / I / go
the words in S O O H Y
Y J X
you are asking students to put away their notebooks and

P N D C U S P
B W T L T M L W
K R G D E
H U A K
1. Ask a D M I H T C R
N S Y Q
2. Do N O L E W J V T I
A V P I
N S S Z A X M
3. Write a X G G J O
get into their groups, use a more declarative, matter-of-

Y I H V N Q E
4. Do an data E A R C H
S R E S O S N
Z R U W N
5. Q J R H Q T E Y T
W F
6. Draw D F V X O
past simple form.
fact tone. If you are asking students about their favorite

write them in
in presen t simple. Then
mble the verbs Past Simple
2 Unscra
Present Simple 8
1
1. (n i b g e)
movies or what they think of Chinese food, use an

5
7 3
c)
2. (r e v d i s o
 96
2
3. (e r a h)
inviting, conversational tone.

6 4
4. (r e w i t)
te the word using the

3 Comple
Activity 2.
letters from
ly take 10 – 20
Plastic bags normal But when
pose.
years to decom in a
a plastic bag
Daniel Burd put
yeast and water
solution of dirt, he made a
,
for three months
ry—the bag
surprising discove on page 91
What’s the secret? Answer to puzzle
decomposed!
!
6 7 8
3 4 5
1 2
4 Answer
the riddle.
say to Saturn?
What did Mars
TCH_U6_SW3.indd 85 4/1/16 09:50

Vocabulary
Objective Wrap-up
Students will be able to use scientific method and Students discuss their reactions to the two scientific
adjectives and prepositions vocabulary to talk projects covered in these pages in small groups.
about science. • Review the two scientific projects—Kelly’s
invention and the experiment with the tomatoes.
Then ask students to work in small groups
discussing their reactions to the two projects. Ask
Lesson 1 Student’s Book pp. 84 and 85 some questions to get students started. Ask, for
example, Which of the two projects do you find more
Warm-up interesting? Which project is more useful?
Students talk the last time they had a bright idea.
• Have groups share their observations and
• Write the phrase a bright idea on the board and ask
comments with the rest of the class.
students to say what they think it means. Elicit the
idea that a bright idea is a good idea, an original
idea that perhaps nobody has had before. Talk ➠ Workbook p. 146, Activity 1
about how many inventions and innovations start
as bright ideas.
Teaching Tip
• In small groups, invite students to talk about Using Real-Life Examples
the last time they had a bright idea, what gave Look for opportunities to relate coursebook
them the idea, and how they felt when they had content with the real world to make it more
the idea. meaningful and memorable. For example,
tell students about a real-life young
1 Decode the missing verbs. (43 = S, 15 = E, etc.)
inventor who has been in the news recently,
Students decipher a number / letter code.
or share information about some agricultural
• Tell students to look at the six numbered boxes
innovations that have been tested in the
that stretch across these two pages and that
students’ country recently.
86 describe a scientific process. Elicit or point out that
the verb in each caption is written in a number
code. Tell students that 43 = S and that 15 = E and
write the alphabet and the corresponding numbers
on the board.
Answers
1. ask, 2. do, 3. write, 4. do, 5. analyze, 6. draw
2 Match the steps of the scientific method above to

their explanation.
Students match the steps of the scientific method
with the steps in an explanation of how Kelly Reese
developed her invention.
Answers
1. d, 2. c, 3. a, 4. b, 5. e, 6. f
3 Identify and number the events according to the

scientific method.
Students number a series of steps according to the
scientific method.
Answers
top to bottom 1, 6, 4, 5, 3, 2

When do you feel inspired to solve a problem?
the class.
TCH_U6_SW3.indd 86 2/3/16 10:47

Wrap-up
Students interview each other.
✔ Homework Check! • With their notebooks closed, tell students to
Workbook p. 146, Activity 1 interview each other in pairs using the questions
in Activity 5.
Answers
1 Unscramble the sentences and decode • Encourage students to expand on their answers.
the message.
top to bottom ask a question, do research, write a ➠ Workbook p. 146, Activities 2 and 3
hypothesis, analyze data, draw conclusions,
The scientific method is an organized way to
solve problems.
Warm-up
Students review the steps of the scientific method.
• Form groups of six students. Give each person in
a group a slip of paper with one of the steps of
the scientific method written on it: analyze data,
ask a question, do an experiment, do research, draw
conclusions, write a hypothesis. (Make sure each group
has a complete set of steps.)
• Have groups read the slips of paper and quickly
stand in a line, according to the correct order of the
scientific method.
Answers
first person ask a question, second do research, third 87
write a hypothesis, fourth do an experiment, fifth
analyze data, sixth draw conclusions
4 Complete the mind map with the highlighted

expressions in Activity 1.
Students complete a mind map with adjective and
preposition collocations.
Answers
left to right, top to bottom about – worried, nervous,
excited, good – at, interested – in, busy – with
5 Answer the questions.

Students answer questions with information that is
true for them.
Answers
Answers will vary.
Extension
Students talk about interests, talents and feelings.
exchange information about their interests, their
abilities and how they feel about certain things.
To get them started, write a few sample questions
on the board, for example, What singer or band are
you excited about these days? What are you sometimes
worried about? What school assignments are you busy
with at the moment?
TCH_U6_SW3.indd 87 1/26/16 13:22

Grammar
2 Complete the chart using the verbs in the comic.
Objective
Students will be able to use past simple to talk about Students complete a verb chart about the past simple
people’s achievements. using verbs from Activity 1.
• Draw students’ attention the Guess What! box.
Read the information aloud and discuss how the
great majority of verbs in English are regular in
Lesson 3 Student’s Book pp. 86 and 87 the past simple. However, point out also that many
of the most common, frequently used verbs in
✔ Homework Check!
English are irregular.
Answers
Answers Regular Verbs paint – painted, invent – invented
2 Number the sentences according to the Irregular Verbs have – had, write – wrote
scientific method.
top to bottom 1, 4, 6, 5, 2, 3 3 Complete the sentences with verbs in the past simple.
3 Write the missing words. Students complete sentences with verbs in the
1. busy with, 2. at, 3. excited about, 4. in, past simple.
5. worried
Answers
1. wrote, 2. painted, 3. had, 4. wore,
Warm-up 5. discovered, 6. invented
Students review past simple verb forms.
• Write on the board the following sentences from 4 In your notebook, write the sentences above in
the texts about Kelly, leaving spaces for the past negative form.
simple verbs: Kelly Reese _____ (get) inspiration from Students convert affirmative past simple sentences
her grandmother. Kelly _____ (be) worried about her into negative ones.
grandma. The results of the experiment _____ (be) good! • Draw students’ attention to the Past Simple –
The electronic rug _____ (work). Auxiliary box. Read the information aloud and
88
• Have students come to the board and complete elicit a few examples.
each space with the correct past simple form. Answers
Answers 1. I didn’t write an e-mail to my best friend.
got, was, were, worked 2. My brother didn’t paint the front of the house last
week. 3. We didn’t have English class yesterday. 4.
19
1 Listen and complete the sentences. We didn’t wear our favorite T-shirts. 5. The scientist
Students listen and complete past simple sentences didn’t discover a new species of insect. 6. They didn’t
with verbs from the audio. invent a new dance.
Audio Script
1. Humans didn’t discover fire recently. They Wrap-up
discovered it about one million years ago. Students find sentences and convert them from
Discovered. D-I-S-C-O-V-E-R-E-D affirmative to negative or vice versa.
2. Early people painted about everyday life. They • Have students work in pairs finding affirmative and
didn’t paint elaborate pictures. negative sentences in the past simple on pages 86
Painted. P-A-I-N-T-E-D and 87. Tell pairs to make the affirmative sentences
3. Humans wore animal skins. They didn’t wear negative and vice versa.
modern clothes. Wore. W-O-R-E
• Ask pairs what happened to the story in the comic
4. Early people had dogs. They didn’t have exotic pets.
Had. H-A-D when they reversed the sentences.
5. Our ancestors didn’t invent sophisticated
machines, but they invented the wheel. ➠ Workbook p. 147, Activities 1 and 2
Invented. I-N-V-E-N-T-E-D
6. People didn’t write their first words on paper.
They wrote them on clay tablets.
Wrote. W-R-O-T-E
TCH_U6_SW3.indd 88 1/26/16 13:22

Wrap-up
Students identify affirmative, negative and question
✔ Homework Check! forms of the past simple.
Workbook p. 147, Activities 1 and 2 • In quick succession, read aloud a random mixture
of past simple sentences: some affirmative, some
Answers
negative, and some yes/no questions. Have
1 Complete the story using the past simple.
students listen and write +, –, or ? according to the
1. saw, 2. ran, 3. walked, 4. felt, 5. discovered,
type of sentence.
6. decided, 7. woke
2 Complete the chart using the verbs in
Activity 1. ➠ Workbook pp. 147 and 148, Activities 3–5
Regular walked, discovered, decided
Irregular saw, ran, felt, woke
Teaching Tip
Memorizing Irregular Verb Forms
Warm-up Be aware that students will most likely need a lot
Students complete a table with affirmative and of time to really memorize all the irregular past
negative forms of past simple verbs. simple forms that they need, given that so many
• Draw on the board a simple table with two of the most frequently used verbs are irregular
columns, Affirmative on the left-hand side and in the simple past. Therefore, it is important
Negative on the right. Partially complete the to offer lots of repetition, lots of practice and
columns with a selection of familiar and not so lots of opportunities for students to use past
familiar verbs and tell students to complete the simple verbs in real or realistic contexts. Also, if
table in small groups. students feel discouraged about the challenge of
memorizing lists of irregular verbs, reassure them
5 Match the sentences and questions.
that this is normal for all learners.
Students match statements in the past simple with
yes/no questions. 89
Answers
1. e, 2. c, 3. b, 4. d, 5. a
6 Change the sentences to affirmative (+), negative (–) or

interrogative (?). Use the verb list on page 168.
Students practice the forms of the past simple by
transforming sentences.
Answers
1. Sheila didn’t go to drama class this morning.
2. You found your keys. 3. Did early people have
birds as pets? 4. Your mom cooked something
delicious yesterday. 5. Did they like the new sci-fi
movie? 6. My father didn’t work late last night.
Extension
Students practice affirmative and negative
statements in the past simple in a game.
• Play this game as a whole class. One student
begins to tell in detail all the things that they
did since they woke up in the morning. At any
time, another student can interrupt and say, No,
you didn’t. at which point the first speaker has to
accept the interruption, make a small correction,
and then continue. For example, a “story” might
go something like this:
A: This morning, I woke up at seven o’clock. I
went downstairs…
B: No, you didn’t.
A: Oh, yes. I went to the bathroom. Then I went
downstairs. I had my breakfast…
B: No, you didn’t. etc. etc.
TCH_U6_SW3.indd 89 1/26/16 13:22

Listening & Writing
20
Objectives 2 Listen to a podcast. Mark (✓) your words from
Students will be able to identify specific information in Activity 1 if you hear them.
a listening. They will also be able to research and write Students listen and check their ideas from Activity 1.
a biography. • Draw students’ attention to the Be Strategic!
usefulness of predicting key words, names, dates,
etc. before listening to a broadcast or a video.
Answers
✔ Homework Check! Answers will vary.
Extension
Answers
Students create surveys about the importance of
3 Find and write eleven irregular verbs in the
technology in their lives.
past simple.
G G H A D P N U L T them create survey questionnaires about the
B B Y X Z D W F F D technology that people use, the technology that is
Y E L I D W C O E U most important in their lives, etc.
D G C O M R T N E W • Invite students to conduct surveys and to report
R A B A S O A C M Z their findings back to the class.
O N D F M T K E Q R
V E G Q E E T A H K Wrap-up
E X Q U M S P O K E Students review facts about the life and work of
Steve Jobs by role-playing an interview.
• Students form pairs. Tell students to imagine that
1. had, 2. began, 3. drove, 4. spoke, 5. wrote,
they could have interviewed Steve Jobs before
5. became, 6. went, 7. ate, 8. heard, 9. made,
90
10. met, 11. lost
he died.
4 Cross out the mistakes and then • Have one student play the interviewer and another
correct them. play Jobs. Give interviewers a couple of minutes to
1. smileed smiled, 2. cryed cried, 3. tiped tipped, develop their questions.
4. eraseed erased, 5. joged jogged, 6. tryed tried • Encourage students to focus their interviews on the
5 Complete the conversation with the past topic of how Jobs came up with his ideas.
simple of the verbs in parentheses.
1. invented, 2. used, 3. did it feel, 4. felt, 5. looked,
6. went, 7. Did you fall, 8. didn’t fall, 9. Did the
police see, 10. asked, 11. spoke
Warm-up
Students discuss famous inventors and innovators
from the past.
• Organize students into small groups and set a
stopwatch for two minutes.
• Tell groups to race to brainstorm the names of
inventors from history and their key achievements.
The group that lists the most inventors by the end
of two minutes wins. If necessary, write a list on
the board to get students started: Alexander Graham
Bell – telephone, Thomas Edison – light bulb, Johannes
Gutenberg – printing press.
1 Complete the mind map with five words related to

Steve Jobs.
Students brainstorm equipment related to Steve
Jobs, using the photos on the page as clues.
Answers
Answers will vary.
TCH_U6_SW3.indd 90 1/26/16 13:22

Lesson 6 4 Write a biography. Use the text in Activity 3 as a guide.
Follow the instructions below.
✔ Homework Check! Students write a biography guided by instructions
Workbook p. 149, Activity 1 and the model in Activity 3.
Answers Stop and Think! Critical Thinking

1 Read the text and complete the fact file on What type of personality is needed to produce
Robert Louis Stevenson. good ideas?
top to bottom 1850, Scotland; engineering at the • Organize students into small groups and have them
University of Edinburgh; Treasure Island, Strange discuss the people they read about in the unit so
Case of Doctor Jekyll and Mister Hyde; Long John far who had good ideas.
Silver, Dr. Jekyll; 1894, Samoa • Then ask Do the people have anything in common?
What do you think their personalities were like?
Warm-up • Invite groups to share their ideas about the type of
Students check and recall facts from the life and
personality needed to produce good ideas with the
work of Steve Jobs.
rest of the class.
• Read aloud a few items from the audio script, some
true and some false. Say, for example, Jobs and
Wrap-up
Wozniak started their own company in 1984
Students share their biographies from Activity 4.
(false – 1977). Have students identify and correct the
• In small groups, have students read their
false statements.
biographies. Students listening take notes and later
20
3 Listen again. Complete the biography of Steve Jobs ask questions.
on page 89.
Students listen and complete a biography with dates. ➠ Workbook p. 149, Activities 2 (Reading) and
Answers 1 (Writing)
1. 1955, 2. 1971, 3. 1976, 4. 1977, 5. 1985, Preparing for the Next Lesson
91
6. 1986, 7. 1996, 8. 2001, 9. 2003, 10. 2007, Ask students to consult an introduction to Chile:
11. 2010, 12. 2011 goo.gl/IPTHKh and to watch a video about the Alma
telescopes: goo.gl/8A2u0M.
Audio Script
Interviewer: Today Julio will talk about the life of
Steve Jobs. Julio, tell us, when was Steve Jobs
born?
Julio: He was born in San Francisco on February
24th, 1955. He grew up in Silicon Valley and went
to university at Reed College, but he dropped out
after a year.
I: Now, tell us about Steve Jobs and Steve Wozniak.
How did they meet?
J: Well, In 1971 Steve Jobs had a summer job at
Hewlett Packard, a company that makes computers
and printers. He met Steve Wozniak there. In 1976,
Wozniak invented his first computer. Then two
years later, in 1977, Steve Jobs and Steve Wozniak
started their own company, Apple. He worked there
until 1985, when he left. But he joined Pixar, the
movie studio in 1986. The movie studio is famous
for movies like Toy Story and Finding Nemo. Ten years
later, in 1996, he returned to Apple.
I: And that’s when Apple produced the iPod, right?
J: That’s right. Apple produced the iPod mp3 player
in 2001. [pause] Then tragedy. Jobs discovered he
had cancer in 2003. This was obviously terrible
news, but he continued working and several years
later, Apple produced the iPhone in 2007.
I: What about the iPad?
J: Apple invented it in 2010. Unfortunately, Jobs
died the next year, on October 5th, 2011, at 56. He
was one of the greatest minds of this century.
TCH_U6_SW3.indd 91 1/26/16 13:22

Culture
Objective I: Light pollution?
Students will be able to talk about Chile, R: Cities and towns generate a lot of light and
the Atacama Desert and the Alma telescopes it’s impossible to see the stars. That’s not a
project. They will also develop awareness of problem here.
technological innovation. I: How many telescopes do you have?
R: We have ten enormous and very powerful
telescopes here.
I: And this is an international project?
Lesson 7 Student’s Book pp. 90 and 91 R: Yes. We need the knowledge of experts from
all around the world. Chile works with scientists
✔ Homework Check! from countries in Asia, Europe, as well as the U.S.
Workbook p. 149, Activities 2 (Reading) and and Canada. Alma’s work in Chile is an example of
global collaboration. People can do amazing things
1 (Writing)
when they work together.
Answers
2 Read the text again and circle T (True) 21
3 Listen again and correct the false information in
or F (False).
each sentence.
1. F (Stevenson wrote Treasure Island in 1881-1882.),
Students listen closely and correct false information
2. T, 3. F (Stevenson studied engineering
in statements about the audio.
at university.), 4. T, 5. T, 6. F (Stevenson died at
the age of 44.) Answers
1 Write a one-paragraph biography of an 1. 10 The desert is 1,000 square kilometers. 2. fauna
author you like in your notebook. Use these Alma is an international project to study the stars.
notes to help you. 3. birds It’s very dry, so there aren’t many clouds
Answers will vary. in the sky. 4. tiny We have ten enormous and very
powerful telescopes here. 5. money We need the
Warm-up knowledge of experts from all around the world.
92
Students test their knowledge of the geography of 6. national Alma’s work in Chile is an example of
South America. global collaboration.
• As a whole-class activity, conduct a quick-fire quiz
about South America. Ask about capital cities, Wrap-up
languages, cultural sites, customs, food, etc. Students create information posters about the
Alma telescopes.
1 Read and label the map using the highlighted names in • Have students work in groups creating information
the text. posters about the Alma telescopes. Display
Students read a text and find information in the text students’ work around the classroom.
to label a map.
Answers ➠ (No homework today.)
top to bottom Andes Mountains, Atacama Desert,
Santiago, Cape Horn
21
2 Look at the photos. Then listen and answer
the questions.
Students listen to an interview and answer
Answers
1. The Atacama Desert. 2. Yes, there are telescopes.
3. To study the stars.
Audio Script
Interviewer: Renata, we’re in the Atacama Desert in
Chile. Tell us about it.
Renata: Well, the climate here is very dry. The
Atacama Desert is in the north of Chile. The desert
is 1,000 square kilometers and nobody lives here.
I: And the Atacama Desert is the home of Alma, an
international project to study the stars. Renata, why
the Atacama Desert?
R: Because it’s perfect for astronomy. It’s very dry,
so there aren’t many clouds in the sky. The altitude
is perfect. Also there is very little light pollution.
TCH_U6_SW3.indd 92 1/26/16 13:22

Warm-up
Students discuss different types of puzzles.
• As a whole-class activity, elicit the names of
different types of puzzle: crossword puzzles, logic
puzzles, wordsearch puzzles, math puzzles, etc.
• Invite students to say what kinds of puzzles they
enjoy solving and why.
4 Think Fast! Try to solve the puzzle on your own.
Students do a one-minute timed challenge: they try
to solve a logic puzzle working alone.
•Ask students to look at the puzzle. Read aloud the
instructions and ask students to copy the picture
of the puzzle in their books. If possible, provide
students with used matches, toothpicks or similar
so that they can make the figure on their desks.
5 Do the puzzle above in small groups. Check your

answer on page 96. Then answer the questions.
Students try to solve the same puzzle working
in groups. Then students discuss questions about
working individually versus working in groups.
Extension
Students research logic puzzles.
• Ask students to work in groups researching
93
copyright-free logic puzzles that they can copy,
photocopy or download and print.
• Invite students to compile their puzzles
in an anthology and to share them with
their classmates.
Wrap-up
Students role-play conversations about the
Alma telescopes.
• Organize students into pairs and have them role-
play a conversation about the Alma telescopes
between a speaker from Group A and a speaker
from Group B:
» Group A: A news reporter, a high-school student
interested in astronomy;
» Group B: A Chilean astronomer, a foreign
astronomer visiting the site.

Teaching Tip
Planning Activities
As a general rule, it is better to overplan a little
for a lesson and to run out of time than to run
short. It may be possible to recycle unused
materials or activities in a subsequent lesson.
TCH_U6_SW3.indd 93 1/26/16 13:22

Project
Objective
Students will be able to prepare for a trip to Mars.
Warm-up
Students review their knowledge of the
Solar System.
• In small groups, students brainstorm facts about
the Solar System: the names of the planets, the
order of the planets from the Sun, the relative sizes
of the planets, etc.
1 Read the ad and complete the information.

Students read an ad for a trip to Mars and extract
information from the reading to complete
some notes.
Answers
top to bottom the Roman god of War, two, 24 hours
and 37 minutes, 687 Earth days, 235 million
kilometers, nine months
22
2 Listen and label the objects on the next page.
Students listen and label a series of objects listed in
the audio.
94
Audio Script
1. soccer ball
2. laptop
3. hamburgers
4. first aid kit
5. calendar
6. playing cards
7. handheld game
8. sewing kit
9. CDs
10. books
11. cans of soda
12. fruit
13. barbells
14. stationary bike
Wrap-up
Students write an ad for a trip to Earth.
• Have students reread the ad for the trip to Mars
and review the pieces of information that it
contains. Then ask students to imagine beings from
some other planet reading an advertisement for a
trip to Earth. Have them work in pairs to write an
ad based on the ad for Mars, but about Earth.
• Invite students to share their ads with the rest of
the class.
TCH_U6_SW3.indd 94 1/26/16 13:22

Lesson 10 Student’s Book pp. 92 and 93 The Digital Touch
Warm-up one or more of the following:
Students review the vocabulary items from the • Encourage students to use free downloadable
previous lesson in a game. poster-making programs for their posters.
• Review the vocabulary from this page by playing • If possible, allow students to upload their work
Hangman. to the school’s website.
3 Work in groups. Follow the instructions. task on paper or digitally.
Students discuss items to take on a trip to Mars and
prepare posters. Wrap-up
• Read aloud all the instructions. Then organize Students compare posters and vote for
students into small groups and have them discuss their favorites.
the six most important items from the list on this • Invite students to vote for their favorite posters.
page that they think they should take on a trip There can be awards in various categories, e.g., best
to Mars. For each item, have students think of an ideas and arguments, best layout and design, best
advantage and a disadvantage about taking that use of technology, best overall poster, etc.
item to Mars.
• Have students prepare posters illustrating and
explaining their six choices. Invite students to
➠ Workbook p. 148, Activity 1 (Review)
share their ideas with the rest of the class.
23
4 Listen to an expert choose six items. Did you
choose the same objects?
Students listen to an expert’s list and compare it with
their own lists.
95
Audio Script
I’m Stacey and I’m an astronaut. Here are my
suggestions for the trip to Mars.
Don’t take the hamburgers. You need a freezer and
you can’t cook in space.
A soccer ball. That’s fun, so yes. It’s fun playing ball
in zero gravity!
Soda cans. No. They explode in space and they can
be dangerous.
First aid kit. Yes. That’s useful in an emergency.
A handheld game is not a good idea. It needs lots
of batteries.
Books. Yes, take them. You have lots of time to read
in space!
A sewing kit. No. You use special clothes in space.
A laptop. No, because there is no Internet in space!
The exercise bike, yes! This is perfect for exercise on
the spacecraft.
Music CDs. Yes, but choose music that
everyone likes!
Fresh fruit and vegetables are only good for two or
three days, so no.
A calendar. No. Why? The years are different
on Mars.
Playing cards are a very good idea. There are
hundreds of fun games to play.
Barbells. No. It looks like a good idea, but they
weigh nothing in space!
TCH_U6_SW3.indd 95 1/26/16 13:22

Review
Objective Wrap-up
Students will be able to consolidate their Students write affirmative, negative and
understanding of the vocabulary and grammar learned interrogative sentences in the past simple.
in the unit. • Have students work in threes. Students each
write an affirmative sentence in the past simple
on a sheet of paper. They pass their papers to the
student on their left, who changes the sentence
Lesson 11 Student’s Book p. 94 into the negative. Then students pass on their
papers once more and change the sentence into a
✔ Homework Check!
yes/no question.
• Ask groups of students to read aloud
Answers their sentences.
1 Answer the questions about a great
vacation you had.
Answers will vary.
Warm-up Teaching Tip
Students review science projects from a Personalizing Activities
previous lesson. Try as much as possible to make language
• With books closed, ask students to recall activities more interesting and memorable
information about the two scientific projects by personalizing them. Refer to local people,
covered on pages 84 and 85. Try to elicit some of places, events, traditions, etc. that students are
the phrases used to describe the scientific method. familiar with and encourage students to use
new language to express real ideas, opinions,
1 Complete the flowchart for the scientific method. information, etc. about their own lives.
Students complete a flowchart summarizing the
96
scientific method.
Answers
1. question, 2. research, 3. hypothesis,
4. experiment, 5. data, 6. conclusions
2 Choose the correct options to complete the sentences.

Students practice adjective–preposition
combinations.
Answers
1. with, 2. about, 3. at, 4. in, 5. about, 6. about
3 Rewrite the sentences in the past simple.

Students practice the past simple in a
rewriting exercise.
Answers
1. We cooked an omelet for lunch. 2. Did Fiona
watch TV with you? 3. Adam didn’t like the movie.
4. Denise and Joan didn’t play volleyball. 5. Did you
walk to school? 6. Chris looked tired.
Extension
Students create posters to illustrate the
scientific method.
them design and create posters explaining the
scientific method. They can use real-life projects
or make up a their own examples to illustrate
the method. Invite groups to share their finished
work with the rest of the class.
TCH_U6_SW3.indd 96 2/3/16 10:54

Lesson 12 Student’s Book p. 95 ? Big Question
Warm-up
Students practice the past simple forms of
irregular verbs.
83 and to look again at the image, which shows
• Conduct a quick-fire drill to practice past simple
a light bulb and an explosion of bright colors.
forms. Say a verb in its present base form and have
students supply the past simple form. This can be • First, talk about the familiar image of the light
conducted as a team game. Alternatively, do this as bulb as a symbol for a new idea. Analyze the
a dictation activity where you say a present metaphorical association between a light bulb
verb and students have to write down the past switching on and an idea suddenly “appearing”
simple form. in a person’s mind. Discuss the idea that a
new idea illuminates what was previously in
4 Complete the crossword with the past simple of these darkness, that is, ignorance or confusion.
irregular verbs. • Ask students if they have experienced this type
Students complete a crossword with the past simple of “light bulb moment” and invite them to share
forms of irregular verbs. details of the situation and how it felt when they
Answers “had” their bright idea or when the bright idea
1. lost, 2. saw, 3. began, 4. wrote, 5. thought, 6. “came” to them.
wore, 7. had, 8. drove, 9. made, 10. put, 11. did, 12.
got, 13. chose, 14. spoke  Scorecard
5 Complete the interview with the correct forms of the
verbs in parentheses. fill in their Scorecards for this unit.
Students read and complete an interview about the
California Gold Rush with the past simple forms of ➠ Study for the unit test. 97
the verbs provided.
Answers
1. was, 2. went, 3. did, begin, 4. discovered, 5.
arrived, 6. wanted, 7. did, end, 8. ended, 9. did not
/ didn’t find, 10. did not / didn’t become, 11. lost,
12. got
6 Use the words below and add more to write sentences

in the past that are true for you.
Students write true sentences in the past simple
based on cues and personal information.
Answers
1. I met my best friend... , 2. I started school... ,
3. This morning I ate ... for breakfast., 4. Yesterday
I watched... on TV., 5. Last week I didn’t... , 6. Last
weekend I went...
Answers will vary.
TCH_U6_SW3.indd 97 1/26/16 13:22

TCH_U6_SW3.indd 98 1/26/16 13:22
7 When is the right time?
Lesson 1 Grammar
Future: will: It will rain tomorrow. It will not be cloudy Weather: cloud, cloudy, fog, foggy, rain, rainy, snow,
today. Will we have snow this week? snowy, storm, stormy, sun, sunny, wind, windy
Future: going to: I’m going to go the library. They’re
not going to visit their grandparents. Are you going to
buy a new phone?
Short answers: Yes, it will.
Reading Speaking
Previewing to predict content Storytelling

98
9
98
Vocabulary
1 Complete the chart
using words
in the weather forecast.
orecast
Noun Adjective
F
Symbol
Weather
1. snow
When is the right time?

rain
2. Vancouver
I
in
foggy t’ll be snowy
3. today. New York
Vancouver a
There will
be Philadelphia
4. cloud snow in
a meter of
of the city. Los Angel
es
some parts -10. Dallas
sunny es around
5. Temperatur
south,
Moving
s will be
6. wind temperature
New York,
warmer in rain Mexico
City
rainy. The
stormy but it’ll be morning
7. in the early elphia
will start Philad
on all day. in the
and carry . Driving
using the but foggy area,
2 Complete the sentences will be dry rous in this
very dange Finally,
adjectives in Activity 1. fog can be morning. into
early in the will be warm moving south season arrive y
d.
it’s 2. He’s scared because
it’s especially the US, LA the storm
1. He can’t see because Staying in ear by Mexico, very storm
. may disapp the will have ng, so
. y. Clouds in Mexico City ially in the eveni
but cloud be sunny lla if
and it will In Texas
, weather,
espec
an umbre
lunchtime the sun! you have oon.
oon. So enjoy the windy make sure l in the aftern
aftern and the capita
strong winds in you’re in
there are ially bad
will be espec
weather
Dallas.
Grammar
4. He’s not enjoying the
3. He can’t walk the beach because it’s 1 Read the forecast
12
dog because it’s and trace the trajectory
. of the hurricane on the
. map.
4 Read the post and
New Orleans complete the mind map.
Atlantic Ocean
G uess What! winter.
summer, fall (autumn) and
The four seasons are spring,
o
Q & A: All About Hurricane Julia
xic
Miami
Me
How are you going to prepare
Q: Where is Hurricane Julia now? Are you going to leave for Hurricane Julia?
lf of
each town? What are your plans?
A: At the mistakeitin
the moment
Listen again and circle is just north of
Gu
The storm will move west, acrossPuerto
24 Rico. Like · Comment · Share
4 The Bahamas Sam Horton · August 9 at 8:40 am
sentences. the Turks and
7. His ice cream is sentence. Rewrite the Caicos Islands. But it won’t stay 25 people like this.
6. His barbecue isn’t a north of the Bahamas.are very there, it will travel Cuba The Turks and
5. He lost his cap melting because it’s and temperatures Caicos Islands
success because it’s 1. It’s spring in Australia
Q: Will it be dangerous for people
3
because it’s . in the Bahamas? Haiti
Hurricane
. No, I’m not. I’m going to
different across theA:continent.
No, because it won’t Julia stay, but I’m going to board
. hit the islands. At least not my windows. A hurricane up
directly, but it will rain a lot. can
Jamaica
Puerto Rico
dangerous. It’s a race against break the glass and that’s
Q: Where
will it head Dominican PJ time but I’m not going
day in Rome.next?
allwill
worry about it. We often
have hurricanes over here! to
2. It’ll be 13º C and sunny
Republic
A: Julia travel west and hit the east coast of August 9 at 9:01 am · Like
the US · 2
Q: Will it affect Miami?
A: Yes, will. morning
theitearly in Madrid.
It’ll move through
Caribbean Sea
3. The storms will end ininto the Gulf of Mexico. Miami and straight
Yes, I am. We’re going
Q: And then where will Julia go? G uess What! to go to our sister’s house
The hurricane isn’t going in Texas.
to
A:day
We in London.
think Julia will hit Louisiana and will move Hurricanes and storms safe place for me and my pass over their house, so it’s a
4. It's a foggy, warm north of New Orleans. It won’t aff always have Silvia
August 9 at 9:17 am · Like
brothers.
you hear.  100 states ect the nearby short names. There is an · 1
forecast. Mark (✓) the weather
except for the heavy rain. official list of
3
24
Listen to the world weather C but rainy.
male and female names
for them.
5. Berlin will be warm, 22º
Future with going to
2 Complete the sentences PJ 101 
using will or won’t. Plans
Rome 6. It's cloudy all over Moscow. Future Simple Silvia
Madrid
1. Hurricane Julia
pass across the Turks
London and Caicos Islands. It will rain
6
Berlin 2. Thethe best time of year to
3 5 Think Fast! What’s hurricane
stay at the Bahamas.
hard.
Paris min me
visit your country?
3. In the Bahamas, the
weather
Moscow 99 be rainy. They won’t
He’s going to board up his windows. in Texas.
9
99
4 Hurricane Julia (be) (going to) (verb)

hit Miami.

go out.
5. It move to Louisiana.
6. Experts expect Julia Will they 5 Read the notes and
be a problem for write plans using going
neighboring states. get wet? 1 to.
2
3 4
3 Read and complete Note: Use future simple
to predict events. Simone Donnie and me
D
the sentences with the Dad
future simple. Call Grandma Bobby and Helen
B
1 Don't eat too much cake. Guitar for music
G
You (birthday on Friday!) Flight NY to Chicago
2. It’s rainy and windy today. sick. lesson
l after school America
A n Idol – TV
it cold tomorrow? 3pm Saturday tonight
t 7pm!!

3. My brother practices
swimming every day.
99
4. You broke your sister’s he the competition?
favorite cup! She
5. It’s very hot outside very angry.
today. We
6. Stop popping wheelies! to the supermarket.
You
an accident.
Be Strategic! 6 Write the sentences
Reading & Speaking

Before you read a these facts. in Activity 5 in negative
2 Read the article and
underline evidence to prove and
d iinterrogative
i forms
f iin your notebook.
text, look carefully
pictures. Answer the questions. at the title and 1. Cooke had a spider in his ear.
1 Look at the title and the the pictures. What of spiders.
story or a newspaper article? information do they
2. Bruce Cooke is frightened
1. Do you think this will be a short town for more than 24 hours.
give you? Use them to 3. The spiders stayed in the
2. What will you read about? predict the content. in the wind.
appear in the article? 4. Spiders have a way of “ying”
3. What weather words will happen in Australia.
5. Rains of spiders do not often
quickly and write down eight key words.

3 Read the article again
key words.
Retell the story using your
Follow these guidelines.
can
4 Talk about an unusual
day.
the test day

wetber you
but actually spiderwebs

remem
theCultur
colde e st life day in your
t yo ur
covered the streets
hottes day
and homes.
It’s like something out of a

25
1 Read and guess which
horror movie, but this rain two in
facts are false. Then 103 
listen and check.
com mu nity
of spiders is a real scientic the
fact. How did it happen?
Things You Didn’t Know About…
i t h al o t
Some spiders use their
 102 Eight
webs to make little para-
w
chutes. They use these 1. The capital city of Switzerland is Zurich.
parachutes to travel in the 2. Switzerland and the Vatican City are the only countries in the
day
wind. It is a very common world with square ags.
a
behavior, but people do 3. Mont Blanc, Europe’s highest mountain, is in Switzerland.
you
not usually notice it, be- 4. Switzerland’s currency is the euro.
fog
wind
cause there are only one or 5. Emmental, orSwiss cheese, is famous because it has lots of
two spiders in the sky. holes. remember
of
.
6. Switzerland has four ofcial languages: French, German,
a terrible
s t o r m
Italian and a local language called Romansh.
7. Switzerland is always neutral in wars. 3 Underline three
Gouldburn covered in spiderwebs. examples of Swiss punctuality in
8. The headquarters of the Olympic Games are in Switzerland. the blog. Explain why Nicole
It’s Raining Spiders!

happy about them.
is not
4 Complete the de
Fields of spider webs • Choose a topic from the list.
2 Read the blog introduction nitions using the highlighted words
quickly and complete as possible.
the sentences. 1. information about when in the blog.
Then answer the question.
• Try to give as many details
For Bruce Cooke of Goulburn Australia, it all started Sometimes millions of public transportation arrives
spiders travel simultane- 1. Nicole was born•inSpeak for ve minutes or more. and leaves
with a strange feeling in his ear early in the morning. ously, and on a very windy . She’s about who,
2. She information to answer questions . 2. a time when people stop
“S
omething touched my “Millions of tiny spiders
day, all the animals arrive • Give enough
in the US for ve years. working to relax
ear and I thought, oh no, were falling from the sky.”
at the same place at the
 104 3. She is living in how, what, why, when, where and how long. 3. on time, at the right
time
same time. That is what
it’s going to rain.” Bruce, 43, is an arach- in
Unfortunately for Mr. Cooke, nophobe. He doesn’t happened in Goulburn 4. What does she mean . 4. make a loud noise on
by “I’m going to have to wood with your hand
when he looked up at the sky, like spiders at all. He ran in May.
Stop and Think! How does learn to liveweather
different here all over again”? 5. make small changes
he saw a vision from his worst indoors and closed all Thankfully, scientists say
your feelings? to something
nightmares. the doors and windows. that this is a very rare event, affect your behavior or
“It was raining spiders,” he The next morning, the .
105 
so it is safe for Bruce Cooke 5 Mark (✓) the sentences
says with a shudder as if the whole town was white. It
weather suddenly turned cold. to leave his house again. that are true for you. Are
Web curtains looked like snow,
1. you like people in Switzerland?
I am never late for class.
Beautiful Switzerland 2. If I meet my friends, I’m
usually the rst person
Experiences and anecdotes
about my country 3. I often miss the bus or to arrive.
the train because I’m late.
4. I sometimes make plans
Coming Back Home 5.I don’t keep a diary or have
and arrange times, but
I sometimes forget about
them.
October 21, by Nicole a calendar.
Baumgartner
6. I don’t mind if people are

So I’m back in my hometown late when I meet them.
of St. Gallen, Switzerland I’m happy to wait.
after living in the United It’s very simple. In Switzerland,
States for the last ve years.
the beginning, I was just
so pleased to be home,
In timetables. They use computers we have very accurate 6 Write a comment
to Nicole’s blog about
realize I’m going to have but now I and the trains and if one to monitor the buses punctuality where you
to learn to live here all
over again. they tweak is often a bit late or a these situations. live. Choose one of
Life is very different. Swiss the timetable. bit early,
people are incredibly
punctual. If you have There are also some 1. the start of classes
a party at 8.00 p.m, everyone very
arrives on time. Nobody
is ever late. It’s a disaster do. For example, everyone unusual things we
has their coffee break 2. arriving at parties

my parents. They’re often for and lunch at exactly
still preparing food when the same time. It’s not G lossary
visitors knock on the our school, but in offices, just in
door! too. So at 9 a.m., 12 3. meeting friends
The trains and buses and 4 p.m, there is always p.m. currency: the type of
are also always on time. big line in coffee shops
timetable says the bus If the because everyone wants 4. breakfast time, lunch money in a country
leaves at 13:43, it leaves a coffee at the same time and dinner time
exactly 13:43. I often arrive at Why can’t people go time.
at the station a minute at different times? I 5. trains and buses hole: a space where
two late, and I always or understand it! don’t
see my train leaving. there is nothing
How do we do it? It’s so frustrating! The
experts call it "reverse
shock." Myguidelines. culture headquarters: the
these home country feels like a foreign land! Stop and Think! Is punctuality

5 Make a poster. Follow important in your most important
Project • Choose and summarize
two suggestions from culture? When is it most
important to be on time? office of a business or
company
Answer the questions. Activity 4.
1 Look at the poster. design for
1. What does the poster mean? • Think of an original background
carry on”? your poster.
2. Do you “keep calm and
question: When is the right time?

when you have a lot of homework and the design are
3. How do you organize yourself • Check that your suggestions
to do? thematically related. 2
4. How difficult is it to organize

your time? • Prepare your posters.
with the suggestions. Which

one is the most KEEP
2 Match the problems
useful for you?
do that I don’t know where
to start. 1 CALM
I have so many things to
1.
2. I have a lot of homework!
Should I quit playing basketball? KEEP AND
classes every night.
3. I’m always busy! I have extracurricular
What can I do?
CALM
I do?
feel like studying. What should
4. I’m exhausted and I don’t AND
have no time to eat.
5. Classes start so early and I
always have breakfast.
a. No matter what, you should PRIORITIZE 
107
b. You should make a list,

prioritize it and follow your
agenda.
Review
you healthy.
helps you relax and keeps
c. No, you shouldn’t. Exercise some 1 Match the sentence
 106 should cut back. You need parts.
d. That’s way too much. You 1.
5
KEEP
There’s a lot of snow today,
so a. but it went into a cloud. 4 Complete the conversation
downtime. enough rest. 2. They say it’ll rain this afternoon, using future with going
diet and make sure you get so Sharon: Dad, what (1) to.
e. You should eat a balanced b. it's so windy.
3
3. I couldn’t sleep last night
because CAL M Dad: (2) We
we
(do) this summer?
Teaching Tip
in the 4. c. it’s perfect for skiing.
in Activity 2 and place them
KEEP
I wanted to take a picture (drive) across the country
3 Summarize the suggestions of a plane, Frank: Cool! How long in our car.
maximum. d. it's very sunny. (3)
page 107. Use three words 5. There is heavy fog this4 we
corresponding posters on morning and AND
e. of the noise from the Dad: Two weeks. Look. (travel)?
Here’s
CALM
6. It’s very hot today because storm. the map. I (4)
f. you can’t see very far. the route. We (show) you
7. We can't play tennis today (start) here in LA.
because Sharon: (5)
4 Read and make suggestions using should. AND

2 Look at the icons and complete
KEEP g. take an umbrella to school.
Dad: No, it isn’t. We (6)
the trip
(end) in New York?
using adjectives. (not/visit) New York. Our
CALM
Promoting Feelings of Security
1. What should I do to improve my listening in English? 1. We had nal destination is Washington
weather on the ferry. The DC, the capital.
2. boat rocked all night! Frank: Awesome! (7)
People think London is I
always AND Dad: Yes, you are. (8) We (see) the desert?
2. What extracurricular activity should I do? 3. It’s , but it’s not true.
today, so it’s not a good G lossary (spend) two days in the
4. day to go to the beach. desert. Mom (9)
It’s a cut back: to reduce, (drive) there. She loves
day. Let's take photos of Sharon: Uh… Dad, (10) the desert.
3. Should I take my phone to school? 5. The weather forecast said the animals at the zoo.
to do less
it will be we
Offering challenges to learners is important, but

this morning and downtime: time Dad: No. We have reservations (sleep) in the car?
the afternoon. dry in at hotels across the country.
when you relax and
4. What should I eat at school? 6. Close the windows! It’s do not do much 5 Circle one mistake
a day today. in each sentence. Then rewrite
 108 7. We always have 1. How many people will the sentences.
weather where I live. Perfect coming to the party?
a snowman! weather to make
challenges involve the risk of being wrong, and

2. It doesn’t snow tomorrow.
3 Circle the correct 109 
options to complete the conversation.
Joe: Hi, Mom. In school,
we learned 3. My brother is go to learn
that there are volcanoes to drive next week.
in
our state.
(1) Do / Will we have a volcanic 4. Are I going to be in your
sometimes it is hard for learners to take this risk in

class next year?
eruption one day?
Mom: No, it (2) isn’t / won’t
happen. 5. Sally don’t going to go
Joe: But some volcanoes on the school trip tomorrow.
are live.
There (3) was / will be a
volcanic
eruption one day. 6. Do we will have any
exams next year?
Mom: Yes, but it (4) doesn’t
public. Sometimes when students ask for reliable rules,

/ won’t be
tomorrow or next week.
Joe: But it is possible!
Mom: Look, when there’s 6 Complete the agenda,
an eruption, using your own information.
the government will (5)
Fun give /
Just for giving people information
and Mom: I’m sure about one
this reflects their anxiety. Certain activities, for example,

help. There’s nothing to thing, Joe. Time
Weather
worry about. You (6) won’t / don’t nish Tonight My plan
1 Look and
match. storm your It will rain.
Joe: Are you sure? homework tonight because On Friday night I’m going to stay at home.
you
snow are worried about volcanoes! On Saturday
Next week
controlled practice, “rehearsals” in pairs or small groups, wind
etc. can help learners feel safer. If you use interim rules,
rain
which evolve as learners’ language develops, this can fog
also be reassuring for learners.

cloud
 110
sun
words below.
forms of the
the adjective
spiral puzzle by writing
2 Solve the 2
w
1. snow 1
s
Start 6
2. wind
Finish 7
3. fog 5
3
4. sun 4
5. rain
6. storm
7. cloud
riddles. .
the a. A rainbow
3 Answer rain comes down?
up when the b. An ocean.
1. What goes
at Christmas? c. An umbrel
la.
2. Why is it cold ?
it rain money brrrr!
3. When does d. It’s Decem weather.
gets any wetter
? change in the
4. What never e. When there’s
tied?
type of bow can’t be
5. What
TCH_U7_SW3.indd 99 4/1/16 09:35

Vocabulary
Objective
Students will be able to use weather vocabulary to ➠ Workbook p. 150, Activities 1 and 2
talk about weather conditions and forecasts.
Teaching Tip
Preparing for Activities
Try to visualize the way a lesson or activity
will go before you actually teach it. Consider
Warm-up
how much time is required and what language
Students talk about and mime current and recent
students will need to successfully complete the
weather conditions.
activity. Imagine how it will come across from
• Say Today is... Then mime the weather, for
the students’ point of view.
example, sunny or rainy. Students may call out the
words if they know them.
• Have students work in small groups. Tell them to
act out the weather conditions for last week and
for tomorrow.
1 Complete the chart using words in the weather forecast.

Students complete a noun–adjective chart with
weather words.
Answers
1. snowy, 2. rainy, 3. fog, 4. cloudy, 5. sun,
6. windy, 7. storm
2 Complete the sentences using the adjectives in Activity 1.

Students complete sentences describing the
situations in the pictures using weather adjectives.
100
Answers
1. foggy, 2. stormy, 3. snowy, 4. cloudy, 5. windy,
6. rainy, 7. sunny
Extension
Students create and present posters about the
four seasons.
• Organize students into groups and have them
prepare illustrated posters about the four seasons.
• Ask groups to present their posters by discussing
the weather that is typical in each season.
Wrap-up
Students practice weather vocabulary in a
miming game.
• Organize students into teams. A player from one
team mimes an action to suggest a certain type of
weather (for example, shivering with cold) and the
members of the other team(s) have to guess the
weather conditions.
TCH_U7_SW3.indd 100 1/26/16 13:22

24
Lesson 2 Student’s Book p. 99 4 Listen again and circle the mistake in each
sentence. Rewrite the sentences.
✔ Homework Check! Students listen and then correct and rewrite sentences
Workbook p. 150, Activities 1 and 2 about the weather described in the forecast.
• Draw students’ attention the Guess What! box.
Answers
Read the information aloud and review the names
1 Find 6 weather words in the word snake.
of the four seasons. Elicit which months of the year
snow, wind, rain, storm, fog, cloud
each season corresponds to.
2 Write the missing letters to complete the
weather words. Answers
1. wind, 2. fog, 3. rain, 4. sun, 5. clouds, 6. storm 1. Australia It’s spring in Europe and temperatures
are very different across the continent. 2. 13 It’ll be
Warm-up 30° C and sunny all day in Rome. 3. morning The
Students talk about weather conditions that they like storms will end in the early afternoon in Madrid.
and dislike. 4. warm It’s a foggy, cold day in London. 5. rainy
• As a small-group activity, invite students to share Berlin will be warm, 22° C but cloudy. 6. cloudy It’s
comments and opinions about the types of weather snowy all over Moscow.
that they enjoy or don’t enjoy, and why.
5 Think Fast! What’s the best time of year to visit
3
24
Listen to the world weather forecast. Mark (✓) the your country?
weather you hear. Students do a three-minute timed challenge: they
Students listen to a weather forecast and identify discuss the most favorable climate conditions in
types of weather. their country.
• Organize students into groups and ask them to
Answers
discuss the question. Then convene all the students
Rome sunny, Madrid stormy, London foggy, Berlin in a whole-class discussion about the best time
cloudy, Paris cloudy, rainy, Moscow snowy of year for tourists or other visitors to visit their
country, in terms of the typical weather conditions.
Audio Script
Now to weather around the world! It’s spring in
Wrap-up
101
Europe and temperatures are very different across
the continent. Starting in the South—it’s very hot Students prepare their own weather forecasts.
in Italy. It’ll be 30 degrees Celsius and sunny all • Organize students into pairs and invite them to
day in Rome. It will be a beautiful day! But not in prepare a weather forecast for a number of cities
Spain. It’s stormy in most of Spain at the moment. in their country for the next two or three days. If
But the storms will end in the early afternoon in possible, provide students with relevant weather
Madrid. Moving north to England, it’ll be a foggy, information for the last few days.
cold day in London. Let’s look at Germany now.
Berlin will be warm, 22 degrees but cloudy.
It’ll also be 22 degrees and cloudy in Paris, but it
will rain later this afternoon. Finally, moving east
to Russia, it’s very cold there! It’ll be about 1 degree
below zero today and snowy. If you drive today,
watch out for the snow in downtown Moscow! It’s
at least a meter deep! OK, that’s all for now. Next
weather update in an hour.
TCH_U7_SW3.indd 101 1/26/16 13:22

Grammar
Objectives Wrap-up
Students will be able use future simple with will Students interview each other using future simple.
for talking about predictions and going to for talking • Students form pairs. Student A will be the
about plans in the future. interviewer, and Student B will be a hurricane expert.
• Tell students that Hurricane Bob is approaching the
Gulf of Mexico, moving between Cuba and Florida.
• Using the map on page 100 and the interview in
Activity 1 as a model, tell students to interview
✔ Homework Check! each other about the effects of Hurricane Bob.
Workbook p. 150, Activity 3 • If time permits, have students switch roles and
Answers interview each other again.
3 Complete the messages with the
words below. ➠ Workbook p. 151, Activities 1 and 2
1. rainy, 2. cloudy, 3. foggy, 4. snowy, 5. sunny,
6. windy
Teaching Tip
Using Student Knowledge
Warm-up When a student asks the meaning of a word,
Students recall the names of recent hurricanes. don’t automatically reply. First, ask the class if
• As a whole-class discussion, elicit the names of anyone can explain it.
any recent hurricanes that students can remember.
Invite them to share any information they have
about recent hurricane events.
1 Read the forecast and trace the trajectory of the

hurricane on the map.
Students read an account of a hurricane and trace its
path on a map.
102 • Draw students’ attention to the Guess What! box.
Read the information aloud and elicit or provide
the names of some notable recent hurricanes or
storms in your region of the world.
2 Complete the sentences using will or won’t.

Students complete sentences in future simple with
the correct verb form.
Answers
1. will, 2. won’t, 3. will, 4. will, 5. will, 6. won’t
3 Read and complete the sentences with the future simple.

Students complete sentences with the correct future
verb form.
Answers
1. will get, 2. Will, be, 3. Will, win, 4. will be,
5. won’t go, 6. will have
Extension
• Organize students into groups and invite them to
find out about a notable hurricane or storm. Tell
them to produce a map showing the trajectory
of the hurricane and to write a newspaper article
about the effects of the storm on towns and cities
in the area.
TCH_U7_SW3.indd 102 1/26/16 13:22

Wrap-up
Students exchange information about their plans.
✔ Homework Check! • Organize students into pairs or threes and have
Workbook p. 151, Activities 1 and 2 them exchange information about their plans using
going to. Invite students to share their findings with
Answers
1 Complete the conversation using future
with will.
1. will not / won’t know, 2. will meet, 3. will ➠ Workbook pp. 151 and 152, Activities 3–5
make, 4. will not / won’t like, 5. will not / won’t
be, 6. will start, 7. will help
2 Use the words to make predictions.
1. She will not / won’t tell anyone. 2. The vet will
know what’s wrong. 3. You will not / won’t find
any pictures of me. 4. Everyone will love it. 5. We
will win a lot of money in the future.
Warm-up
Students make predictions using will and won’t.
• Set a time limit of, say, three minutes and tell
students to write six predictions, three using
will and three with won’t, about current events
(politics, sports, entertainment, etc.) in their
country. Invite students to share their predictions.
4 Read the post and complete the mind map.

Students read about people’s plans and use the
information to complete a mind map.
Answers 103
PJ stay, board up windows, me Answers will vary.
Silvia go to sister’s house
5 Read the notes and write plans using going to.

Students write full sentences using going to to express
plans indicated in notes.
Answers
1. Simone is going to call her grandma on Friday.
2. Donnie and I are going to have a music lesson
after school. 3. Dad is going to fly from New York to
Chicago on Saturday. 4. Bobby and Helen are going
to watch American Idol tonight.
6 Write the sentences in Activity 5 in negative and

interrogative forms in your notebook.
Students convert affirmative sentences into negative
and interrogative forms.
Answers
1. Simone is not going to call her grandma on
Friday. Is Simone going to call her grandma on
Friday? 2. Donnie and I are not going to have a
music lesson after school. Are Donnie and I going
to have a music lesson after school? 3. Dad is not
going to fly from New York to Chicago on Saturday.
Is Dad going to fly from New York to Chicago on
Saturday? 4. Bobby and Helen are not going to
watch American Idol tonight. Are Bobby and Helen
going to watch American Idol tonight?
TCH_U7_SW3.indd 103 1/26/16 13:22

Reading & Speaking
Objectives Wrap-up
Students will be able to preview a text to predict the Students share their reactions to the news article.
content. They will also be able to tell stories. • As a whole-class activity, recap the article and elicit
reactions, observations and comments.

✔ Homework Check!
Answers
3 Complete the future plans using going to.
There’s an extra verb you don’t need.
1. is going to sing, 2. is going to dance, 3. am
not / ’m not going to be, 4. are not / aren’t going
to speak, 5. are going to play
4 Look at the form and answer the questions
in your notebook.
1. She’s going to learn Chinese. 2. She’s going to
play baseball. 3. Yes, she is. 4. She is going to go
horse riding. 5. No, she isn’t.
5 Cross out one extra word in each dialogue.
1. to, 2. don’t, 3. be, 4. no, 5. ’s
Warm-up
Students talk about strange weather stories and
weather expressions.
• Ask Do you know the expression “It’s raining cats and
104 dogs”? What do you think it means? Elicit ideas.
1 Look at the title and the pictures. Answer the questions.

Students look just at certain items of a text and make
predictions about its content.
box. Read the information aloud and encourage
students to look carefully at the title, layout,
pictures, graphics, etc. of a text before reading it.
Answers
1. a newspaper article, 2. spiders, 3. rain,
wind, snow
2 Read the article and underline evidence to prove

these facts.
Students scan a text to look for specific information.
Answers
1. a strange feeling in his ear, 2. is an
arachnophobe, 3. the next morning, the whole
town was white, 4. use these parachutes to travel in
the wind, 5. a very rare event
TCH_U7_SW3.indd 104 1/26/16 13:22

✔ Homework Check!
Workbook p. 153, Activity 1 Preparing for the Next Lesson
Ask students to watch a video about visiting
Answers
Switzerland: goo.gl/AG2yot.
1 Look at the pictures and the titles. Mark
(✓) a–d if you think the article will mention
them. Then read and check.
a, c, d
Warm-up
Students listen and check factual information from
the newspaper article.
• Read aloud a series of sentences about the
newspaper article on the previous page, some true
and some false. Have students listen and call out
when they hear a false statement. Ask them to
correct the false information.
3 Read the article again quickly and write down eight key
words. Retell the story using your key words.
Students summarize and retell the story in the article
using key words.
Answers
Answers will vary.
4 Talk about an unusual day. Follow these guidelines.

Students talk about unusual days that they
have experienced in the context of extreme or
105
unusual weather.

How does different weather affect your behavior or
your feelings?
the class.
Wrap-up
Students write a personal account of an experience
of extreme or unusual weather.
• Invite students to use their oral presentations from
Activity 4 as the basis for a written account of their
experience of extreme or unusual weather.
TCH_U7_SW3.indd 105 1/26/16 13:22

Culture
3 Underline three examples of Swiss punctuality in the
Objectives
blog. Explain why Nicole is not happy about them.
Students will be able to talk about Switzerland.
Students scan a text for specific information.
They will also be able to discuss the importance of
punctuality in different cultures. Answers
1. If you have a party at 8:00 p.m., everyone arrives
on time. Her family is not ready for the guests
Lesson 7 Student’s Book pp. 104 and 105 to arrive on time. 2. If the timetable says the bus
leaves at 13:43, it leaves at exactly 13:43. She
✔ Homework Check! misses her train when she arrives at the station a
Workbook p. 153, Activity 2 minute or two late. 3. Everyone has their coffee
break and lunch at exactly the same time. There are
Answers
always big lines at coffee shops when everyone has
2 Match the information with the paragraph
their break.
in the article. There is an extra option.
top to bottom 3, 4, [none], 1, 5, 2
Extension
Students discuss reverse culture shock.
Warm-up
• Organize students into small groups. Tell them
Students share basic geographical knowledge
to imagine that they have just returned to their
about Switzerland.
own country after living away for five years.
• As a whole-class activity, elicit some basic facts
Have them describe the things that they would
about Switzerland (its location, its approximate
find most difficult to readjust to.
area and population in relation to the students’
own country, its landscape, etc.).
Wrap-up
1
25
Read and guess which two facts are false. Then Students role-play a conversation.
listen and check. • Organize students into pairs and have them role-
Students read facts about Switzerland and guess play a conversation in which Nicole explains to a
which two statements are false. Swiss friend the things that she is having to learn
106 all over again after her return to Switzerland.
Answers
1 and 4 ➠ (No homework today.)
Audio Script
Two facts are false.
Number 1 is false. The capital city of Switzerland
is Bern. Number 4 is false. Several European
countries don’t use the euro, including Switzerland.
Switzerland’s currency is the Swiss Franc.
2 Read the blog introduction quickly and complete the

sentences. Then answer the question.
Students read a text and obtain some general
information. They use the information from the
reading to complete the sentences and answer
the question.
Answers
1. Switzerland, Swiss, 2. lived, 3. St. Gallen,
Switzerland, 4. She has gotten used to life in the
United States.
TCH_U7_SW3.indd 106 1/26/16 13:22

Warm-up
Students recap information about Switzerland.
• With books closed, carry out a quick-fire quiz to
review basic facts about Switzerland from page 104.
4 Complete the definitions using the highlighted words

in the blog.
Students complete definitions of key vocabulary
items from the text.
Answers
1. timetable, 2. break, 3. punctual, 4. knock,
5. tweak
5 Mark (✓) the sentences that are true for you. Are you
like people in Switzerland?
Students compare and contrast cultures.
Answers
Answers will vary.
6 Write a comment to Nicole’s blog about punctuality

where you live. Choose one of these situations.
Students write a comment to post to Nicole’s
blog about punctuality in their own country in a
specific situation.
Answers
107
Answers will vary.

Is punctuality important in your culture? When is it
most important to be on time?
the class.
Wrap-up
Students come up with sentences using key
vocabulary items.
• Students form pairs. Student A chooses a word
from the highlighted words in the blog on page
104 or the glossary words on page 105. As quickly
as possible, Student B uses the word in a sentence.
Then Student B picks a word for Student A to use
in a sentence.
TCH_U7_SW3.indd 107 1/26/16 13:22

Project
Objective
Students will be able to create a motivational poster
giving suggestions or advice.
Warm-up
Students talk about what makes them feel calm.
• As a whole-class activity, invite students to discuss
the sorts of things that can make them feel stressed
and the things that help them to feel calm.
1 Look at the poster. Answer the questions.

Students look at a poster and discuss questions about it.
Answers
Answers will vary.
2 Match the problems with the suggestions. Which one
is the most useful for you?
Students discuss time management problems and
possible solutions.
• Tell students to look at the activity. Elicit that all
of the problems are related to time management.
Have students work in pairs, first matching each
problem with a solution and then discussing
which suggestions are most useful for them. Check
answers and discuss as a whole class.
108
Answers
1. b, 2. c, 3. d, 4. e, 5. a
3 Summarize the suggestions in Activity 2 and place

them in the corresponding posters on page 107. Use
three words maximum.
Students summarize ideas in short phrases and
match them to poster designs.
Answers
Answers will vary.
Suggestion a. Poster 5, b. 1, c. 2, d. 3, e. 4
Wrap-up
Students choose their favorites from the posters on
page 107.
• Conduct a quick show-of-hands vote to determine
which of the posters on page 107 is the students’
favorite. Encourage them to say why they like a
certain poster more than another.
TCH_U7_SW3.indd 108 1/26/16 13:22

Warm-up
Students discuss the popularity and usefulness of
motivational posters. Teaching Tip
• Write the following questions on the board: Where Making Mistakes
are motivational posters often displayed? Why do you Don’t get upset if once in a while you cannot
think they are so popular nowadays? What effects are answer a difficult grammar question or if you
they intended to have? How much effect do motivational make the occasional spelling mistake. This
posters have on you? happens to nearly all teachers. It is perfectly fine
• Organize students into small groups and ask to say to students, Let me think about that. I’ll make
students to discuss the questions. a note and get back to you tomorrow. It is better to
take a careful look at the topic and prepare a
4 Read and make suggestions using should. clear explanation than to get flustered and give
Students consider questions about school habits and an incorrect answer.
lifestyle and make suggestions using should.
Answers
Answers will vary.
5 Make a poster. Follow these guidelines.
Students make motivational posters.
Extension
Students prepare a presentation about
motivational posters.
• Organize students into small groups and
invite them to research and prepare an oral
presentation about motivational posters that are
freely accessible online. Suggest to students that 109
they choose a particular quality or virtue, for
example, Determination, Teamwork, Focus, etc.
and find posters that illustrate that idea.
The Digital Touch

poster-making programs for their posters.
Wrap-up
Students compare posters and vote for their favorites.
• Invite students to vote for their favorite
motivational posters. There can be awards in
various categories, e.g., best ideas and phrase, best
layout and design, best use of technology, best
overall poster, etc.
TCH_U7_SW3.indd 109 1/26/16 13:22

Review
Objective Wrap-up
Students will be able to consolidate their Students make predictions about events in the
understanding of the vocabulary and grammar learned school calendar.
in the unit. • Organize students into pairs and have them come
up with a series of predictions for events in the
school calendar. They can include, for example,
the results of exams, the outcome of school sports
Lesson 11 Student’s Book p. 108 tournaments, school festivals and celebrations, etc.
✔ Homework Check! • Invite students to share their ideas with the rest of
the class.
Answers
1 Look at this weekly planner. Write
sentences in your notebook.
1. I’m going to take my dog to the vet on Tuesday.
2. I’m going to go to the library on Wednesday.
3. I’m going to take an English test on Thursday.
4. I’m going to go rollerblading with friends on
Friday. 5. I’m going to go swimming with friends
on Saturday. 6. I’m going to visit my grandparents
on Sunday.
Warm-up
Students review weather vocabulary playing a game.
• Review weather vocabulary from page 98 (snow,
cloudy, fog, sunny, etc.) by playing Hangman.
1 Match the sentence parts.

110 Students practice weather vocabulary by matching
sentence halves.
Answers
1. c, 2. g, 3. e, 4. a, 5. f, 6. d, 7. b
2 Look at the icons and complete using adjectives.

Students complete sentences with the correct
weather adjectives using weather icons as cues.
Answers
1. stormy, 2. foggy, 3. cloudy, 4. sunny, 5. rainy,
6. windy, 7. snowy
3 Circle the correct options to complete the

conversation.
Students read and complete a conversation in future
simple with the correct verb forms.
Answers
1. Will, 2. won’t, 3. will be, 4. won’t, 5. give, 6. won’t
TCH_U7_SW3.indd 110 1/26/16 13:22

Warm-up
Students review the form of going to.
• Write on the board a series of sentence prompts
such as the following: my mom / look for a new ➠ Study for the unit test.
job, my friends / go to the movies, etc. Have
students construct a complete sentence from each
prompt, using the correct form of going to.
4 Complete the conversation using future with going to.

Students read and complete a conversation with the
correct forms of going to.
Answers
1. are, going to do, 2. are going to drive, 3. are,
going to travel, 4. am going to show, 5. are going to
start, 6. are not going to visit, 7. Am, going to see,
8. are going to spend, 9. is going to drive, 10. are,
going to sleep
5 Circle one mistake in each sentence. Then rewrite

the sentences.
Students correct sentences with mistakes in the
future simple or future with going to.
Answers
1. coming How many people will come to the
party? 2. doesn’t It won’t snow tomorrow. 3. go My
brother is going to learn to drive next week. 4. Are
Am I going to be in your class next year? 5. don’t
111
Sally isn’t going to go on the school trip tomorrow.
6. Do we will Will we have any exams next year?
6 Complete the agenda, using your own information.

In a personalization activity, students complete an
agenda with weather predictions and plans.
Answers
Answers will vary.
? Big Question
97 and to look again at the image. Discuss how
this remarkable photo was taken at exactly the
right time—precise to within a fraction of a
second—to capture the instant in which the dart
punctured the water-filled balloon.
• Talk about how certain human activities depend
on people, machines, systems, etc. all operating
efficiently and punctually. Elicit examples of
activities where punctuality and timing are
paramount, for example, air travel, a military
operation, etc.
TCH_U7_SW3.indd 111 1/26/16 13:22

TCH_U7_SW3.indd 112 1/26/16 13:22
8 How do you feel?
Lesson 1 Grammar
Questions: Where do you live? How much is it? What Feelings: anger, angry, embarrassment, embarrassed,
is his name? excitement, excited, fear, frightened, happiness, happy,
What and Which: What would you like to eat? Which jealousy, jealous, sadness, sad, worry, worried
flight is ours?
Writing Speaking
Expressing opinions in a review essay Discussing movie reviews
the words.

112 2
27
Listen and repeat
?
the
sentences with
Vocabulary 3 Complete
the
1.
feelings from Activity
the sentences.
Listen and complete ly?
u do on the 4th of Ju
26
1 G uess What!
t did yo
"turn red."
embarrassed, you
When you are very
Wha When you are very
frightened, you
"turn white."
has her
of my sister. She
1. I’m with my
but I have to share
own bedroom,
little brother! because
with my brother
2. I’m
How do you feel?

he broke my phone. my best friend,
to
my dog. The reworks of my pet rabbit
2. I looked after 3. I sent a photo in my class.
candy! But I was
so
and she was lly sent it to everyone
1. I made cotton were very loud but I also accidenta
of my friends of them! ! I turned red!
I was so by that
while I worked!
—they had fun 4. They were
turned white!
horror movie. They
about my exams.
5. I’m
pass all of them.
I don’t think I will
because my hamster
6. I feel
died yesterday. when I’m
7. I’m always together.
We always laugh
with my friends.
ence Day, I dropped because we’re
4. Last Independ 8. We’re ! It’s amazing!
on my T-shirt! I on TV tomorrow
3. I was an ice cream cone on going to be
a party
because there was was so
all night—and
outside my house my face turned
red!
next day!
I had an exam the
missing vowels. Then match

4 Write the
the noun forms.
the adjectives with Grammar
Noun
Adjective 1 Take the quiz.
a. fear
1. ngry
Questions
d b. jealousy Use this pattern to make
rr ss most information questions
The Feelings
2. mb in English.
c. anger (Wh– word) + auxiliary
xc t d + subject + verb + complement?
3. (Where)
d. worry does study
ght n d English?
4. fr
e. happiness
5. h ppy
s f. embarrassment 2 Complete the sentences
6. j l Why are some people naturally happy but others are grumpy? with the question words.
Then interview a partner.
g. excitement Can we teach ourselves to be happy? Take the quiz and nd out! how how many how er.
7. s d much what when where
the national anthem h. sadness
6. I had to sing 8. w rr d
① Your schoolwork is stressful. What do you do? 1.
team played . I was people are there in your
5. Our baseball in front of everyone are positive? 2. family?
I was so Which feelings a. I do more work, and I stay up late to nish it.
in the state nals. 3 5 Think Fast!
3.
do you live?
—hundreds min
Which are negative?
b. I talk to my friends, and I work with them.
g the words! money do you spend in
about forgettin 4. a day?
of people watched
the game! your notebook, Maybe they have the same problem. are you going to do after
options. Then, in 5. school today?
6 Circle the correct so they are true
for you. c. I exercise to take my mind off it. can I improve my English?
rewrite the sentences angry / anger ② Your sports team just lost an important game. What did 6. Any ideas?
some people get you do? did you go on your last
1. In my country, a. We had a big argument and criticized each other.
vacation?
traffic. 3 Write questions
for the highlighted parts
when they’re in going to see of the sentences.
nt because I’m b. We discussed it as a team, and we agreed to improve next time. 1.
2. I’m excited / exciteme c. We didn’t mind. We played for fun, not to win.
G lossary
Friday. I’m from Montana.
a soccer game on
grumpy: easily angry
③ Do you have a lot of hobbies? 2.
d / fear of spiders. take my mind off it: to
3. I’m frightene is the stop worrying about
/ worry at the moment  114 a. No, I just watch TV and play computer games. It’s OK. We had a pizza in the mall.
4. My main worried b. Yes, I have some, but I prefer to hang out with my friends.
something, usually by
3. doing something else
school play. feel c. Yes, and I want to make a living from my hobby one day!
rollerblading. I always
make a living: to make
8. I always feel I like ice cream for dessert.
I went swimmin
g
Day because my 5. I’m terrible at money from doing
7. My friends and on Independence sment. ④ You have a big problem. Who will you ask for help? 4.
embarrassed / embarras
work 115 
in the lake. We
were so on this day three and my cat.
grandma died for me is my family a. Nobody. I don’t know a lot of people who can help me. We usually go to the movies lend a helping hand:
. It was 6. Happiness / Happy on the weekend. to help
years ago. b. My best friend or my parents. It depends on the problem! 5.
the year!
the best day of
113
c. Everyone! All my friends will lend a helping hand. We’re waiting for the bus.

⑤ You see a really funny video on YouTube. Are you going

to share it? 6.
a. No, I’m going to laugh to myself, and then write a This afternoon? I’m not
sure. I think I’ll go skating.
comment online.
b. Yes, I’m going to show it to my friends. Which and What 4 Circle the correct
options to complete the sentences.
c. Yes, and then I’m going to look for another one. I love to laugh! Use which when you choose 1. Look at all these suitcases!
from a number of options. What / Which one is yours?
2. Sorry. Which / What is
Check your answers Camilla’s last name? I never
Mostly A: Uh oh..., you get stressed and angry too easily. Learn to relax. 3. So which / what girl in asked her.
Mostly B: You accept life’s problems, but you also like the support of
Call a friend. Go out. this picture is your sister?
your friends when 4. There’s a green, a red
things go wrong. This is a good strategy!
Which ball would you like? and a blue pen. Which
Mostly C: Wow! You are one happy person! You must smile a lot. We’re / What one
jealous!
Use what when you have would you like?
many options. 5. Good afternoon. Welcome
to the Blue Street Café.
Stop and Think! How important Which / What would you
are friends What like?
and family in keeping people
of opinion.
the correct type happy? 6. There are three ights
Match them to would you to Mexico City! Which /
opinions about Jurassic World. like to eat? is ours?
What one
king 3 Read some
Writing & Spea
2 I’m a big fan of the
give Jurassic World? rday. It was
stars does the reviewer
1 I saw it yeste to movie. It was powerful
quickly. How many able. I want
1 Read the movie
review very enjoy and imaginative.
!
see it again
User Reviews
Critic Review
Summary Reviewer score
Jurassic World
3 I think the book is 4 Oh, I don’t know. Sometimes
denitely better.
it was very fast-moving and
Director: Colin Trevorrow Silver sometimes it was slow.
a (screenplay), Amanda
Writers: Rick Jaff ordinary
credits » 5 It was very
(screenplay), 5 more Ty eresting.
Bryce Dallas Howard, and unint
Stars: Chris Pratt,
cast and crew
Simpkins | See full

effects are
Wow! The
113
zed fun. 7
se
and it is monster-si the suspen
1993’s Jurassic Park 6 I wasn’t excited about
1 Jurassic World is the
latest sequel to
scientists brought
a new group of incredible and
of Isla Nubar where they entertain tourists. the plot or the actors. in the movie.
2 The movie is set on
the ctional island of safari park where is everywhere
appear in a kind is in danger. Fun but predictable.
to life. The dinosaurs and suddenly, everyone
dinosaurs back the dinosaurs escapes, for the
Park style, one of keeps on moving
In the classic Jurassic The exciting action
is never boring. star Chris Pratt. 
, but the movie
117
3 The plot is predictable
from the movie’s
comedy too, especially He is also Negative
hours. There are moments of dinosaurs from the rst movie. Positive Neutral
whole two the most popular no
on velociraptors, rs on his own, with
Pratt plays an expert he faces three velocirapto
the movie’s iconic scene when
responsible for
him. who is back
weapons to protect as well as B.D. Wong,
Howard, the owner of the park,
 116
Bryce Dallas
4 Also in the cast is
the very rst movie.
Dr. Henry Wu from The special effects
playing geneticist the dinosaurs like?
to know: what are descriptions. The
marine
5 There’s only one thing
most of us want dinosaurs of all
ying and running
r. There are swimming,
are spectacula for young
best of all. It is terrifying. be too frightening
mosasaurus is the moments might
although some
6 Jurassic World is a
spectacular movie,
miss this movie.
children. You can’t Culture
ion
28 know. Include informat G lossary
1 youListen
about movie and complete the fact park: a place like
4 Write a review le withsafari
numbers.
: a zoo where animals
Be Strategic!
New Delhi
paragraphs about the following • special effects
(if there
summaries to the When reading,
think can move freely
2 Match the
content the • the plot are any)
the numbers. carefully about weapons: things
in the review. Write (the whole use to hunt or
an actor who returns
to the movie series
the different dinosaurs

content of each
paragraph. Write
a note
next to
about the content will
. This
• the cast
• the director
• who is it for?
family?)
ndia is the (1) people
country in the world. Its
(2)
I
kill, like guns or
knives
population
owner: a person
biggest
who is around
each paragraph • best scene possesses something billion people.
appropriate for Thereto
what movie
see.
who the lm is not help you write a
summary
groups. Decide
are (3) Mumbai
of a text. 5 Share your

reviews in small official languages—Hindi and English—but
introduction lm
moment of the there are about (4)
the most famous languages spoken in India. There are also many
where it happens different religions. The most common religion 3 In your notebook,
is Hinduism. Around (5) rewrite the stories of Krishna using
Then compare with a partner. these words.
% of Indians are Hindus.
1. god / Krishna
/ water / girls
/ naughty
2. god / Krishna / future wife / mother / face
In the first lesson, read the unit title aloud and have 2 Read about the Indian
festival
of Holi. In your notebook,
4 In your notebook,
write a short, 50-word reply
to this question.

 118 answer the questions.
1. Why is Holi similar to
January 1st? The Hindu
Festival of
2. How many explanations
Color 119 
are there for the origin
them to think about the message in the picture. At H

oli celebrate
of the festival? start of spring.
s the mother
told him to
3. What emotion do people India, this
In wife’s
is usually
face in any
paint his
color he
Holi
in March. wanted. People
For Hindus, today paint February 2, 8:04 AM
celebrate at the festival? is also the it their faces
in extraordi
start of their
new year. colors at Holi. nary
4. How do we know music Kelly Jensen
is an Holi is Holi is a time I’m interested in Holi, the

a religious of practical US festival of
important part of Holi? festival. It jokes. It
celebrates is a great colors. When and where
an celebratio can I see it?
Project
event from Level 2 Contributor
5. Do people treat elderly god, Krishna.
the life of
the People
n of happines
s. What should I do? Will it
As a boy, dance and 5 post be fun?
Complete the chart.
sing and
people differently at Holi? Krishna once throw colored
1 Read the brochure
about a national holiday. water on
threw colored paint and water
on their friends,
6. What do people look some girls
at a passersb family and
like at farm. He did y. Nobody is
Name of national holiday
this
the end of the festival? he was a naughty because Everyone
safe!
question: How do you feel?

child. is invited
Day of celebration There is
another story,
play, not just
Hindus. Many
to G lossary
too. At one foreign visitors
Reason for celebration time, Krishna and tourists naughty: behaving
was jealous join in the Stop and Think! Are feelings
answer the questions. of his future fun, but they easy disobediently
the article. In your notebook, wife’s beautiful don’t all have
to share with others? Which
2 Read the poem in skin. His
afterwards!
clean clothes
are? practical jokes: a
to?
1. Who is the poet writing physical trick you play
on people
2. How does he feel? passersby: people in
a rose and a piece of music?
3. Why does he mention the street, members
of the public
your country.
about famous people in
3 Complete the chart sculptor
writer painter
musician poet
one of the famous

4 Make a brochure
for a national holiday for
the following information.
people in the chart. Consider
festival
• the dates / times of the 121 
festival
• the importance of the
wear
• the clothes people will
 120 • the food people will eat
will do during the festival
• other activities people
the festival
Teaching Tip
• pictures that could illustrate
does music
Stop and Think! What
A poem?
make you feel? A painting?
Getting Feedback from Students

Getting feedback from students about your classes can Review
1 Look at the emoticons
and write the nouns. What
is the mystery word?
4 Complete the questions
1. 1
give you valuable insight into not only your teaching,

using the words below.
2
2. 5. how how long how
3 much what when where
who why
3. 4 6. 1. A:
5
did you stay 5. A:
4. 7. at the youth hostel? is your
6 B: Three days. favorite food?
but also your students. One way is to conduct a

8. 2. A: B: Nachos with cheese.
7
is this I love them!
sandwich? 6. A:
8 time do you
B: It’s $5. go to bed?
3. A: B: About 10:30 every night.
2 Complete the chart
with the words below. did you see 7. A:
at the party? is your
angry embarrassed B: Anna, George and Tony. apartment?
multiple-choice survey, asking them what they enjoy

excited frightened happy B: We live on Central Avenue
jealous sad worried 4. A: above
are you
looking at your phone? the supermarket.
Positive Adjectives
Negative Adjectives B: I’m waiting for an important 8. A:
do you play
message. chess?
B: It’s easy! I’ll teach you.
5 Complete the questions
doing, what helps them learn, what they’re excited

with auxiliary verbs. Write
one word in each blank.
r Fun
1. A: What
you 4. A:
Just fo
usually do on weekends?
bered you have to
the num  122 B: We go to our theater study Spanish at your school?
Then use ngs. 3 Circle the correct
options
group on
Saturdays and have a family B: Yes, it’s compulsory.
ramb le the feeli feeling.
to complete the story.
dinner 5. A: Where
1 Unsc mystery My friends bought Josie on Sunday.
to nd the
about after class, etc. After reviewing students’ answers,

2 and me a your
letters present. It was a bungee and then nally it stopped! 2. A: What sister going to go on vacation?
jump. Josie was In the the B: To Machu Picchu in Peru!
123 
a (1) excited / excitement. end, I had this amazing weather be like tomorrow?
feeling
lesoju She really wanted of
to do it and I was (2) jealous (8) happy / happiness.
I was alive! B: Foggy in the morning 6. A: How
/ jealousy of I survived! and cloudy in you
her. I had this terrible feeling I laughed and laughed and the afternoon. feeling today?
ads 5 (3) frightened / fear and
of laughed, but I will never, 3. A: B: Terrible! I have a cold.
she didn’t. ever do it again! you enjoy
ir My (4) worried / worry the movie yesterday? 7. A: Where
integrate their ideas into your lessons or even guide a

6
redwo bungee jump 100% safe?
was safety: is a
B: Yes! It was great. grandparents live?
your
e
ermad When we got there, I didn’t B: In Santiago, Chile.
brass want 8. A:
to move. My face turned you swim?
red with B: No, I can’t, but I want
yaphp 3
(5) embarrassed / embarrassme
nt. 6 Circle the correct
options.
to learn.
Thankfully, the other people
weren’t 1. There are sixteen classrooms
brainstorming session on how these ideas could be used

grany 1
(6) angry / anger. In fact,
they were in the school. Which / What
very patient. 2. Which / What door is one is yours?
d my doctor’s office?
texcie 4 My friends were there and
I didn’t want 3. Which / What is the freezing
d them to feel (7) sad / sadness temperature of water?
gre enfith feeling they paid for the wrong
because 4. My mom’s a manager.
Which / What does your
Mystery present. So, yes, 5. Which / What gate does mom do?
I did it! I jumped! The wind our ight leave from: 47A
was in my hair
in class.
5 2 6 and the ground came closer 6. Which / What does embarrassed or 47B?
4
1 2 3 and closer… mean in English?
7. These pictures are by
all the students in our class.
ramble Which / What is your favorite?
. Then unsc 8. I usually play soccer
on the weekend. Which
sentence / What do you usually do?
d in each
the extra wor question.
2 Find a .
ds to form weekend
the wor will this
movies t.
go to the breakfas
1. They will toast for
 124
eggs and tomorro

w.
Wha t she ate er this
2. socc
g to play o every
day.
3. He’s goin the pian ds.
practices with frien
4. She do hang out
going to noon.
sister is dinner after
5. You your t pizza for
We wan
6. It’s late!
question
Mystery I
eye and
you in the
. I will look
in the face
I? look me
3 Wha
t am when you
ing else
see noth
You will
r lie.
will neve
TCH_U8_SW3.indd 113 4/1/16 09:37

Vocabulary
27
Objective 2 Listen and repeat the words.
Students will be able to use feelings vocabulary to Students listen and repeat vocabulary items.
talk about their emotions. Audio Script
1. jealous
2. angry
Lesson 1 3. embarrassed
4. frightened
Warm-up 5. worried
Students discuss the theme of feelings and where 6. sad
they come from. 7. happy
• As a small-group activity, students talk about 8. excited
where we feel feelings. Ask Are feelings more like
3 Complete the sentences with the feelings from Activity 1.
thoughts or physical sensations? In which parts of the
body do we experience emotions? Students use the correct feelings vocabulary to
complete sentences.
• Groups report their answers to the questions to
• Draw students’ attention to the Guess What! box.
the class.
Read the information aloud and explain these
26 expressions. Ask students if they have similar
1 Listen and complete the sentences.
expressions in their own language.
Students practice feelings vocabulary in a
listening activity. Answers
Answers 1. jealous, 2. angry, 3. embarrassed, 4. frightened,
5. worried, 6. sad, 7. happy, 8. excited
1. jealous, 2. frightened, 3. angry, 4. embarrassed,
5. excited, 6. worried, 7. happy, 8. sad Wrap-up
Students form pairs to share their own sentences
Audio Script
about feelings. Write on the board I feel frightened
1. I made cotton candy! But I was so jealous of
when… I feel happy when... Set a stopwatch for two
my friends—they had fun while I worked!
minutes. Have pairs race to think of as many ways to
Jealous. J-E-A-L-O-U-S
complete the sentences as possible. Then have pairs
2. I looked after my dog. The fireworks were
share their sentences with the class.
114 very loud and she was frightened of them!
Frightened. F-R-I-G-H-T-E-N-E-D
3. I was angry because there was a party outside my
house all night—and I had an exam the next day!
Angry. A-N-G-R-Y
4. Last Independence Day, I dropped an
ice cream cone on my T-shirt! I was so
embarrassed my face turned red!
Embarrassed. E-M-B-A-R-R-A-S-S-E-D
5. Our baseball team played in the state finals.
I was so excited—hundreds of people watched
the game! Excited. E-X-C-I-T-E-D
6. I had to sing the national anthem in front of
everyone. I was worried about forgetting the
words! Worried. W-O-R-R-I-E-D
7. My friends and I went swimming in the lake. We
were so happy. It was the best day of the year!
Happy. H-A-P-P-Y
8. I always feel sad on Independence Day because
my grandma died on this day three years ago.
Sad. S-A-D
TCH_U8_SW3.indd 114 1/26/16 13:23

Lesson 2 Student’s Book p. 113 Extension
Students design and create feelings posters.
✔ Homework Check! • Organize students into groups and invite them
Workbook p. 154, Activities 1 and 2 to design and create illustrated posters showing
Answers feelings adjectives (sad, worried, etc.) and their
1 Write the missing letters to complete corresponding abstract nouns (sadness, worry, etc.)
the words. • Display students’ posters around the classroom.
1. frightened, 2. happy, 3. sad, 4. angry, 5. jealous,
6. worried, 7. embarrassed Wrap-up
2 Cross out the word that doesn’t belong. Students use feelings adjectives and nouns
1. excited, 2. sad, 3. excited, 4. angry, 5. happy in sentences.
• Students form pairs. Student A says a feelings
Warm-up adjective or noun. Student B uses the
Students review feelings vocabulary by corresponding adjective or noun in a sentence.
playing Charades. • Give students an example: A: frightened. B: My cat
• Organize students into teams. Have pairs of teams has a terrible fear of dogs.
play together. Tell each team to make a set of eight • Then students switch roles and continue until
cards, with one feelings adjective on each card: they have made sentences with all of the
angry, embarrassed, excited, frightened, happy, jealous, vocabulary words.
sad, worried.
• Teams take turns. One student from each team ➠ Workbook p. 154, Activity 3
draws a card and acts out the feelings word. His
or her team tries to guess which word it is. The
team of each pair of teams with the most correct Teaching Tip
guesses wins. Giving Students Time to Think
During class, remember to give students enough
4 Write the missing vowels. Then match the adjectives time to listen, think and process their thoughts
with the noun forms. so that they can then ask something or speak.
Students complete adjectives with missing vowels While giving them time to think, resist the
and then match adjectives with related nouns. temptation to talk!
115
Answers
1. angry, c, 2. embarrassed, f, 3. excited, g,
4. frightened, a, 5. happy, e, 6. jealous, b, 7. sad, h,
8. worried, d
5 Think Fast! Which feelings are positive? Which

are negative?
Students do a three-minute timed challenge: they
determine which feelings are positive and which
are negative.
Answers
positive happiness, excitement
negative fear, jealousy, anger, worry,
embarrassment, sadness
6 Circle the correct options. Then, in your notebook,

rewrite the sentences so they are true for you.
Students select adjectives or nouns to complete
sentences. They then personalize the sentences.
Answers
1. angry, 2. excited, 3. frightened, 4. worry,
5. embarrassed, 6. Happiness, Answers will vary.
TCH_U8_SW3.indd 115 1/26/16 13:23

Grammar
Objectives Wrap-up
Students will be able to use Wh- words to ask Students write additional questions from Activity 2.
information questions. They will also be able to use • Have students write a supplementary question for
what and which to ask questions about options. each item in Activity 1. For example, after question
3, How much money do you spend in a day?, a student
could ask What do you spend it on?
• Students ask their partners their follow-up questions.
✔ Homework Check! ➠ Workbook p. 155, Activities 1 and 2

Answers
3 Complete the sentences with the noun
forms of the words in parentheses.
1. excitement, 2. jealousy, 3. sadness, 4. anger,
5. embarrassment, 6. happiness
Warm-up
Students review yes/no questions.
• Write on the board scrambled versions of yes/no
questions from the quiz on this page, for example,
you / Do / a / of / have / hobbies? / lot and have
students unscramble them.
1 Take the quiz.

Students answer a quiz about feelings.
Answers
Answers will vary.

116 How important are friends and family in keeping
people happy?
them discuss the question. Tell students to start by
completing the sentence I feel happy when... with
ideas about friends and family.
• Have students summarize the ideas about how
family and friends contribute to their happiness
they brainstormed through the sentence
completion activity.
the class.
2 Complete the sentences with the question words. Then

interview a partner.
Students complete questions with the correct question
words and then ask each other the questions.
• Tell students to look at the box at the top of the
page. Talk through the structure. If necessary, write
a couple of sentences on the board and highlight
the key parts of the structure.
Answers
1. How many, 2. Where, 3. How much, 4. What,
5. How, 6. Where
TCH_U8_SW3.indd 116 1/26/16 13:23

Wrap-up
Students improvise conversations from the questions
✔ Homework Check! in Activity 4.
Workbook p. 155, Activities 1 and 2 • Read aloud the correct version of item 1 in Activity
4 (Which one is yours?). First elicit where a person
Answers
might be asking this question (at an airport, in
1 Complete the interview using the questions.
a hotel, etc.) and then elicit a series of possible
1. What is it about? 2. When did it start? 3. Who
answers to the question. Have students work in
are the actors in it? 4. Why do you like it? 5. How
pairs improvising short exchanges based on the
long is the show?
questions in the activity.
2 Write yes/no questions.
1. Is Hank going to visit us tomorrow? 2. Does Tom
usually do judo after school? 3. Did your mom drive ➠ Workbook p. 156, Activity 3
you to school yesterday? 4. Is the baby sleeping at
the moment? 5. Is there any milk in the fridge?
Teaching Tip
Modeling Improvised Conversations
Warm-up Improvised conversations, dialogues and role-
Students distinguish between yes/no questions and plays are great ways to gain more fluency
Wh- questions. in recently-learned language by using it in
• Write on the board a selection of questions and ask relatable contexts. However, students may be
students to say which ones are yes/no questions hesitant to start. It's a good idea to model a
and which ones are Wh- questions. sample conversation so students have a concrete
example of what's expected of them.
3 Write questions for the highlighted parts of
the sentences.
Students use the prompts in sentences to write
questions that correspond to the answer given.
Answers
1. Where are you from? 2. What did you have to
eat? / What did you eat? 3. What do you like to
eat for dessert? / What do you like for dessert?
4. When do you usually go to the movies? 5. What
117
are you waiting for? 6. What are you going to do
this afternoon?
4 Circle the correct options to complete the sentences.

Students select the correct question word to
complete each sentence.
• Draw students' attention to the Which and
What box. Read the information aloud. Elicit
a few examples.
Answers
1. Which, 2. What, 3. which, 4. Which, 5. What,
6. Which
TCH_U8_SW3.indd 117 1/26/16 13:23

Writing & Speaking
Objectives
Students will be able to express opinions in a
movie review. They will also be able to discuss
movie reviews.
✔ Homework Check!
Answers
3 Circle the correct options to complete
the conversation.
1. Which, 2. Which, 3. What, 4. What, 5. Which,
6. Which, 7. What
Warm-up
Students discuss movies that they have
seen recently.
• As a small-group activity, have students discuss
movies that they have seen recently. Encourage
them to comment on movies that they enjoyed and
also on movies that they found disappointing.
1 Read the movie review quickly. How many stars does

the reviewer give Jurassic World?
Students skim through a movie review and identify
how many stars the movie got.
Answer
118 Five stars
2 Match the content summaries to the paragraphs in the

review. Write the numbers.
Students match sentences with the paragraphs in the
review they summarize.
box. Read the information aloud and encourage
students to develop the technique of writing a brief
content note next to each paragraph, which will
help them write summaries of texts.
Answers
top to bottom paragraph 4, paragraph 5, paragraph 6,
paragraph 1, paragraph 3, paragraph 2
Wrap-up
Students share opinions about Jurassic World or
other, similar movies.
them to exchange opinions about either this movie
or other, similar movies that all the members of
the group have seen. Encourage groups to organize
their opinions in topic areas like the summary
sentences in Activity 2. Have groups share their
views with the class.
TCH_U8_SW3.indd 118 1/26/16 13:23

Wrap-up
Students play a guessing game about famous movies.
✔ Homework Check! • Organize students into teams. A player from
Workbook p. 157, Activities 1 and 2 one team describes a famous movie (without
mentioning the title), referring to elements of
Answers
the plot, the main characters or the actors who
1 Read the book review. How many stars
play them, a memorable scene, etc. for the other
does the review give the book?
team(s) to guess.
Three and a half stars
Mark (✓) the correct options.
1. a, 2. b, 3. a, 4. c ➠ Workbook p. 157, Activity 3
Warm-up Ask students to watch an introductory video about
Students brainstorm adjectives to use in a the Holi festival in India: goo.gl/qLbbw0.
movie review.
• With books closed, ask students to write a list of
adjectives in small groups that they could use to
describe an action movie. Prompt them to think of
ways of describing the plot of the film, a particular
scene, the way an actor acts, a special effect, etc.
3 Read some opinions about Jurassic World. Match them

to the correct type of opinion.
Students sort opinions into categories (positive,
neutral, negative).
Answers
Positive 1, 2, 7 Negative 3, 5 Neutral 4, 6
4 Write a review about a movie you know.

Students write movie reviews.
Answers 119
Answers will vary.
5 Share your reviews in small groups. Decide what movie

to see.
Students share their reviews and vote for the movies
they would like to see most.
Extension
Students create scripts for movie trailers.
them write scripts and storyboards for trailers for
a movie that they know and like or even for a
made-up movie of their own invention.
• Invite groups to share their work with the rest of
the class.
TCH_U8_SW3.indd 119 1/26/16 13:23

Culture
Objectives
Students will be able to talk about the Holi festival in
India. They will also be able to discuss the diversity of
religious and social festivals around the world.
✔ Homework Check!
Answers
3 Write a review of a comic book, graphic
novel or book.
Answers will vary.
Warm-up
Students brainstorm the names of religious festivals.
• As a whole-group activity, ask students to
brainstorm the names of festivals and celebrations
from a variety of religions, for example, Ramadan,
Hanukkah, Easter, Diwali, etc. Write suggestions
on the board.
28
1 Listen and complete the fact file with numbers.
Students listen and complete a fact file with numbers
from the audio.
Answers
1. second, 2. 1.2, 3. two, 4. 780, 5. 80
120 Audio Script

India is the second biggest country in the world.
Its population is around 1.2 billion people. There
are two official languages—Hindi and English—but
there are about 780 languages spoken in India.
There are also many different religions. The most
common religion is Hinduism. Around 80% of
Indians are Hindus.
2 Read about the Indian festival of Holi. In your

notebook, answer the questions.
Students read a text and find specific information in
it to answer questions.
Answers
1. It is the start of the Hindu new year. 2. Two,
3. Happiness, 4. The article says that people
dance and sing. 5. No, everyone is invited to play.
6. People are covered with colored paint.
Wrap-up
Students share their impressions of the Holi festival.
• As a whole-class activity, invite students to share
their impressions of the Holi festival. Ask them if
they think that they would enjoy taking part in the
festival and why, or why not.
TCH_U8_SW3.indd 120 1/26/16 13:23

Warm-up
Students recap information about the Holi festival.
• Students form pairs and take turns asking each
other questions about Holi.
3 In your notebook, rewrite the stories of Krishna using

these words. Then compare with a partner.
Students rewrite two key stories from the article
about Holi using cues.
Answers
Answers will vary.
4 In your notebook, write a short, 50-word reply to

this question.
Students write a short reply to a question about Holi.
Answers
Answers will vary.
Extension
Students create posters about religious festivals
and celebrations.
them to design and create an information poster
about a religious festival or celebration from
another country.
• Have students display their work around
the classroom.

121
Are feelings easy to share with others? Which are?
discuss the question. Tell students to remember
which feelings they classified as negative and
which as positive.
• Invite groups to share their ideas with the rest
of the class.
Wrap-up
Students role-play conversations about a festival in
their own country.
role-play conversations in which a visitor from
another country asks a resident about a local or
national festival.
• Invite pairs of students to share their role plays
with the rest of the class.
TCH_U8_SW3.indd 121 1/26/16 13:23

Project
Objective
Students will be able to create a brochure.
Warm-up
Students talk about their favorite festivals
and celebrations.
• As a whole-class activity, invite students to talk
about their favorite festivals and celebrations in
their own country.
• Note the celebrations students mention on the
board and hold a class vote for students’ favorite
celebration or festival.
1 Read the brochure about a national holiday. Complete

the chart.
Students read a brochure and complete a chart with
information from the text.
Answers
top to bottom Burns Night, January 25th, To celebrate
the life of Scotland’s national poet, Robert Burns
2 Read the poem in the article. In your notebook, answer

the questions.
Students read part of a poem and answer
questions about it.
• Tell students to read the four lines of the poem (the
first verse of a four-verse poem by Burns called A
122 Red, Red Rose).
Answers
Answers will vary.
Wrap-up
Students discuss their impressions of Burns Night.
• As a whole class, invite students to share their
impressions of Burns Night. Referring to details
and photos in the brochure (the music, the food,
etc.), ask students whether they think they would
enjoy participating in a Burns Night celebration
and why, or why not.
TCH_U8_SW3.indd 122 1/26/16 13:23

Warm-up
Students recap information about Burns Night.
• With books closed, recap the key points of Teaching Tip
the brochure about Burns Night. Either ask Helping Students Personalize Lessons
straightforward questions such as Who was Robert Try to show students how their lessons relate to
Burns? or make true/false statements and have their real lives. If students feel that lessons are
students identify and correct the false statements. relevant to them personally, they will pay more
attention in class.
3 Complete the chart about famous people in
your country.
Students complete a chart about notable artists,
writers, etc. from their country.
Answers
Answers will vary.
4 Make a brochure for a national holiday for one of

the famous people in the chart. Consider the
following information.
Students create a brochure for a national celebration
in honor of a famous artist, musician, poet, etc.

What does music make you feel? A painting?
A poem?
them discuss the question. Encourage students to
talk about a favorite song, painting or poem. (If
necessary, write some ideas on the board to get
them started.)
123
the class.
The Digital Touch

brochure-design programs for their brochures.
Wrap-up
Students compare brochures and vote for
their favorites.
• Invite students to vote for their favorite brochures.
There can be awards in various categories, e.g.,
most original ideas, best layout and design, best use
of technology, best overall brochure, etc.
TCH_U8_SW3.indd 123 1/26/16 13:23

Review
Objective Wrap-up
Students will be able to consolidate their understanding Students interview each other in pairs about a time
of the vocabulary and grammar learned in the unit. when they felt a mixture of feelings.
• Invite students to ask each other about a time (true
or made up) when they experienced a variety or a
mixture of emotions, for example, at one moment
Lesson 11 Student’s Book p. 122 they were worried, then they felt excitement, etc.
Encourage them to use a variety of adjectives and
✔ Homework Check!
nouns in their stories.
Answers ➠ (No homework today.)
1 Read the messages and say how the people
are feeling.
1. Aaron’s embarrassed. 2. Emilio’s excited.
3. Lisa’s jealous. 4. Walt’s worried. 5. Atsuko’s happy.
Warm-up
Students review feelings vocabulary playing a game.
• Review feelings vocabulary from pages 112 and
113 (angry, happiness, embarrassed, etc.) by
playing Hangman.
1 Look at the emoticons and write the nouns. What is the

mystery word?
Students identify abstract nouns for feelings
using emoticons.
Answers
1. fear, 2. embarrassment, 3. jealousy,
4. excitement, 5. happiness, 6. worry,
7. anger, 8. sadness, Mystery word emotions
124
2 Complete the chart with the words below.
Students complete a chart by categorizing feelings
adjectives as positive or negative.
Answers
Positive Adjectives excited, happy, Negative
Adjectives angry, embarrassed, frightened,
jealous, sad, worried
3 Circle the correct options to complete the story.

Students read a story and determine whether to
complete the sentences with the feelings adjective
or noun.
Answers
1. excited, 2. jealous, 3. fear, 4. worry,
5. embarrassment, 6. angry, 7. sad, 8. happiness
Extension
Students design their own emoticons.
make their own new designs for emoticons to
show fear, excitement, happiness, anger, etc.
• Invite students to display their designs on
a poster and to share them with the rest of
the class.
TCH_U8_SW3.indd 124 1/26/16 13:23

Warm-up
Students review question words.
• Write incomplete sentences such as the following
on the board and have students complete them ➠ Study for the unit test.
with the correct expression: To ask about a person,
we use the question word ______ . To ask about a
place, we use ______ . To ask about a duration of time,
we use ______ .
Answers
who, where, how long
4 Complete the questions using the words below.

Students complete questions with the correct
question words.
Answers
1. How long, 2. How much, 3. Who, 4. Why,
5. What, 6. What, 7. Where, 8. How
5 Complete the questions with auxiliary verbs. Write one

word in each blank.
Students read and complete questions with the
correct auxiliary verb form.
Answers
1. do, 2. will, 3. did, 4. Do, 5. is, 6. are, 7. do, 8. Can
6 Circle the correct options.

Students select the correct question word to
complete the questions.
125
Answers
1. Which, 2. Which, 3. What, 4. What, 5. Which,
6. What, 7. Which, 8. What
? Big Question
111 and to look again at the image. Discuss how
the photo, which shows multiple images of the
same person, was put together. Ask students to
say which emotion is being shown in each of the
three photos of the young man where his face
can be seen clearly.
• As a whole class, talk about the way the face
reveals our emotions. Talk also about other ways
that we show how we are feeling (gestures, body
posture, etc.).
• Discuss the fact that it is not always possible to
know how a person is feeling from their outward
appearance. Talk about the way some people try
to hide their feelings and why they might want
or need to do this.
TCH_U8_SW3.indd 125 1/26/16 13:23

TCH_U8_SW3.indd 126 1/26/16 13:23
Verb List
Present Past Present Past Present Past
analyze analyzed give gave record recorded
answer answered go went remove removed
appear appeared grow grew return returned
arrive arrived hang out hung out ride rode
ask asked happen happened run ran
be was / were have had save saved
become became hear heard say said
begin began help helped see saw
believe believed invent invented send sent
break broke investigate investigated serve served
bring brought join joined sew sewed
buy bought jump jumped show showed
call called keep kept sing sang
cancel canceled know knew sit sat
carry carried laugh laughed sleep slept
choose chose learn learned solve solved
come came like liked speak spoke
consider considered listen listened spend spent
cook cooked live lived start started
create created look looked stay stayed
dance danced lose lost stop stopped
decompose decomposed love loved study studied 127
describe described make made swim swam
design designed meet met take took
die died miss missed tell told
discover discovered move moved think thought
discuss discussed need needed throw threw
do did notice noticed travel traveled
draw drew open opened try tried
drink drank paint painted turn turned
eat ate pay paid use used
encourage encouraged pick picked visit visited
enjoy enjoyed plant planted wait waited
exercise exercised play played walk walked
feel felt practice practiced want wanted
find found prefer preferred watch watched
finish finished prepare prepared wear wore
fly flew put put win won
forget forgot rain rained work worked
fry fried read read write wrote
get got receive received
TCH_Verb List_SW3.indd 127 1/26/16 13:24

TCH_Verb List_SW3.indd 128 1/26/16 13:24
Stopwatch is a fast-paced, eye-catching
course for secondary students, from true
beginners to B1. Our unique, six-level
structure allows schools to fine-tune their
selections according to the specific needs and
abilities of their students. Relevant topics
and impactful images will keep students
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designed curriculum ensures that they can
advance and succeed.
Each unit offers a grammar and vocabulary

focus with separate sections for skills
development, cultural knowledge and
projects that can be done using digital or
traditional media. The integrated workbook,
together with the grammar, vocabulary
and reading worksheets, provide ample
opportunity for practice. A Stopwatch
chronometer app keeps time for game-
based challenges in the book and offers fun
vocabulary practice. A grammar reference at
the back of every book consolidates learning
and allows for better exam review.
Stopwatch includes:
• Student’s Book with Integrated Workbook
(print and digital)
• Student’s CD
• Stopwatch App
• Teacher’s Guide (print and digital)
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• Class and Test Audio CDs
• Grammar, Vocabulary and Reading
Worksheets
• Exam Package (Standard or Test Plus)
• Placement Exam
I S B N 978-607-06-1248-0
Common European Framework

Richmond A1 A2 B1 B2 C1 C2
www.richmondelt.com 9 786070 612480
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Portada TCH.indd 5 5/11/16 8:56 AM

TCH_Intro_SW3.indd 1 1/26/16 13:26

Stopwatch Teacher’s Guide Level 3

First Edition: February 2016

© Text: Ivor Williams

Publisher: Justine Piekarowicz

All rights reserved. No part of this work may be reproduced,

Richmond publications may contain links to third party

The Publisher has made every effort to trace the owner of

TCH_Intro_SW3.indd 2 2/3/16 3:38 PM

 6 Introduction to the Teacher’s Guide

 29 Unit 2 What’s the best job?

 43 Unit 3 Do we really need all this stuff?

 57 Unit 4 How do you protect the planet?

 71 Unit 5 What does it mean to be happy?

 85 Unit 6 Where do bright ideas come from?

 99 Unit 7 When is the right time?

 127 Verb List

TCH_Intro_SW3.indd 3 1/26/16 13:26

Review: rooms in a house,

Countable and Writing: Organizing

TCH_Intro_SW3.indd 4 3/30/16 15:32

Weather: cloud, cloudy, Reading: Previewing

Feelings: anger, angry, Writing: Expressing

TCH_Intro_SW3.indd 5 3/2/16 3:24 PM

Stopwatch contains a mix of print and digital resources including:

Student’s Book & Workbook

TCH_Intro_SW3.indd 6 1/26/16 13:26

Two optional placement tests (beginner and Teacher’s Guide.

well as reading and listening. evaluate their progress are available.

The Test Plus test pack includes an additional

Vocabulary flashcard games help

TCH_Intro_SW3.indd 7 4/28/16 13:32

Reading & Writing

Are you feeling hungry? Dear Janet,

establish context and

promote discussion I ’m in a TV studio. In is risky, Sharon discovers your e-mail.

Glossary of new words

Unit Opener When you watch a

Critical Thinking tasks

Digital Book clues. The company

STOPWATCH3U2.indd 34 12/4/15 2:49 PM STOPWATCH3U2.indd 35 12/4/15 2:49 PM

language encourages Linguistic and 6

learner engagement conceptual

3 Write about your dream job. Do research on the following topics.

4 Make a poster about your dream job. Present it to the class.

the project in the

Project Teacher's Guide

TCH_Intro_SW3.indd 8 1/26/16 13:26

Jo: Wow, what’s that?

blow dryer computer

Topics Just for Fun

3. Trains leave early morning from the central

. They make plasma TVs.

4. Are you reading a book at the moment?

TCH_Intro_SW3.indd 9 2/3/16 10:19

? Can learning be fun?

0. I can whistle 1. My teacher

you / Can / Rubik’s Cube? / 2. There is / are children are in

1. You can test if your people’s eyes are

Teaching Tip Teaching Tip

TCH_U0_SW3.indd 10 4/1/16 13:20

1 Unscramble and answer the questions.

6 Introduction to the Teacher’s Guide

29 Unit 2 What’s the best job?

43 Unit 3 Do we really need all this stuff?

57 Unit 4 How do you protect the planet?

71 Unit 5 What does it mean to be happy?

85 Unit 6 Where do bright ideas come from?

99 Unit 7 When is the right time?

127 Verb List

Two optional placement tests (beginner and Teacher’s Guide.

3 Think Fast! Name all the colors in the Rubik’s Cube.

1 0 Read and circle the correct options.

2 Think Fast! Interview your classmate and mark (✓)

4 Look and answer the quiz.

5 Change the sentences to affirmative (+), negative (–)

5 Write a paragraph about you. Use the answers to the

1 Look at the map and circle T (True) or F (False). Correct

3 Look at the interview and complete the mind map.

2 Review the infographic. Circle two similarities and two

1 Look and complete the crossword with

4 Complete the sentences using the words